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  • Effects of school-based interventions on motivation towards physical activity in children and adolescents: A systematic review and meta-analysis
    Publication . Kelso, Anne; Linder, Stephanie; Reimers, Anne K.; Klug, Stefanie J.; Alesi, Marianna; Scifo, Lidia; Borrego, Carla Chicau; Monteiro, Diogo; Demetriou, Yolanda
    Introduction: Assuming that motivation is the key to initiate and sustain beneficial health behaviors, the aim of this systematic review was to analyze the effects of school-based physical activity interventions on a variety of motivational outcomes towards PA in school-aged children and adolescents. Methods: A comprehensive literature search was carried out in six electronic databases to identify randomized controlled trials and quasi-experimental trials examining the effects of PA interventions implemented during the regular school day, e.g., during physical education lessons or lunch breaks. Primary outcomes of interest were students’ motivation, basic psychological needs, goal orientation, enjoyment, and motivational teaching climate in physical education. Meta-analyses were conducted for these outcomes using Comprehensive Meta-analysis software. Secondarily, intervention effects on students’ PA behaviors were examined and the findings summarized narratively. Methodological quality of studies was evaluated using the Cochrane Collaboration’s tool for assessing risk of bias for randomized trials; certainty of evidence on outcome level was evaluated using the GRADE approach. Results: In total, 57 studies carried out between 2001 and 2018 were included in this review. Sixteen individual meta analyses were performed and revealed significant pooled effects for the outcomes enjoyment (g = 0.310), perceived autonomy (g = 0.152), identified regulation (g = 0.378), intrinsic motivation (g = 0.419), selfdetermination index (g = 0.672), task/mastery climate (g = 0.254), ego/performance climate (g = − 0.438), autonomy supportive climate (g = 0.262), task goal orientation (g = 1.370), ego goal orientation (g = − 0.188). The narrative data synthesis indicated an increase in students’ PA behavior. The overall risk of bias was high across all studies and certainty of evidence of meta-analyzed outcomes ranged from very low to moderate. Moderate certainty of evidence was found for ego/performance climate and ego goal orientation. Conclusions: Meta-analyses suggest that school-based PA interventions may be effective in increasing a variety of motivational outcomes. However, the certainty of evidence was limited in the majority of outcomes. Further research is needed to identify effective intervention strategies that increase students’ motivation towards PA
    2020-07-27Journal article Open access Show more
  • Mayday, Mayday, Direito à Educação inclusiva em tempos de confinamento pela pandemia Covid-19
    Publication . Carvalho, O.; Machado, C.; Galinha, Sónia Maria Gomes Alexandre
    O reconhecimento do direito à educação, de crianças e jovens com necessidades especiais, proclamado em diversos documentos normativos e legislativos, desde a Declaração Mundial sobre a Educação para Todos, da UNESCO, em 1990, até à Declaração de Salamanca (1994), um importante marco para a Educação Especial. Neste contexto, surge a, considerada, na época, utópica ideia, da UNESCO, de “escola inclusiva”, espaço onde todos os alunos aprendem juntos, sempre que possível independentemente das dificuldades e das diferenças que apresentem”. A Convenção Internacional sobre os Direitos das Pessoas com Deficiência (2006) vem criar um consenso internacional que nega os modelos educativos centrados nos défices e em espaços e práticas segregadoras e promove respostas eficazes na inclusão de todas as crianças, com base no respeito pelas diferenças. Para a concretização do paradigma emergente, Portugal tem vindo a desenvolver politicas e a criar meios para o devido enquadramento legal de novas práticas. O Programa do XXI Governo Constitucional estabelece como uma das prioridades da ação governativa a aposta numa escola inclusiva, onde todos e cada um dos alunos, independentemente da sua situação pessoal e social, encontrem respostas que lhes possibilitem a aquisição de um nível de educação e formação facilitadores da sua plena inclusão. O Decreto-Lei n.º 54/2018, publicado a 6 de julho revoga legislação anterior, nomeadamente o Decreto-Lei 3/2008, de 7 de janeiro e introduz medidas específicas, subjacentes à conceptualização, ao processo de avaliação e elegibilidade que responsabiliza e envolve toda a comunidade educativa. A situação emergência provocada pela covid-19, retirando as crianças da escola e obrigando ao confimnamento, vem colocar em risco a educação inclusiva, acentuando, ainda mais, as disigualdades pessoais e sociais de alunos com algum tipo de vulnerabilidade. Com o nosso trabalho, procuramos, então, refletir sobre o impacto do ensino à distância (E@D) sinalizando as barreiras que deixam alguns para trás.
    2020-07-27Conference object Open access Show more