Browsing by Author "Alves, Ana Ruivo"
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- Effects of chronological age, relative age, and maturation status on accumulated training load and perceived exertion in young sub-elite football playersPublication . Teixeira, José Eduardo; Alves, Ana Ruivo; Ferraz, Ricardo; Forte, Pedro; Leal, Miguel; Ribeiro, Joana; Silva, A.J.; Barbosa, Tiago M.; Monteiro, A.M.The aims of this study were 1) to analyze the influence of chronological age, relative age, and biological maturation on accumulated training load and perceived exertion in young sub-elite football players and 2) to understand the interaction effects amongst age grouping,maturation status, and birth quartiles on accumulated training load and perceived exertion in this target population. A 6-week period (18 training sessions and 324 observation cases) concerning 60 young male sub-elite football players grouped into relative age (Q1 to Q4), age group (U15, U17, and U19), and maturation status (Pre-peak height velocity (PHV), Mid-PHV, and Post- PHV) was established. External training load data were collected using 18 Hz global positioning system technology (GPS), heart-rate measures by a 1 Hz short-range telemetry system, and perceived exertion with total quality recovery (TQR) and rating of perceived exertion (RPE). U17 players and U15 players were 2.35 (95% CI: 1.25–4.51) and 1.60 (95% CI: 0.19–4.33) times more likely to pertain to Q1 and Q3, respectively. A negative magnitude for odds ratio was found in all four quartile comparisons within maturation status (95% CI: 6.72–0.64), except for Mid-PHV on Q2 (95% CI: 0.19–4.33). Between- and within-subject analysis reported significant differences in all variables on age group comparison measures (F = 0.439 to 26.636, p = 0.000 to 0.019, η2 = 0.003–0.037), except for dynamic stress load (DSL). Between-subject analysis onmaturity status comparison demonstrated significant differences for all training load measures (F = 6.593 to 14.424, p = 0.000 to 0.037, η2 = 0.020–0.092). Interaction effects were found for age group xmaturity band x relative age (Λ Pillai’s = 0.391, Λ Wilk’s = 0.609, F = 11.385, p = 0.000, η2 = 0.391) and maturity band x relative age (Λ Pillai’s = 0.252, Λ Wilk’s = 0.769,F=0.955, p = 0.004, η2 = 0.112). Current research has confirmed the effects of chronological age, relative age, and biological maturation on accumulated training load. Perceived exertion does not seem to show any differences concerning age group or maturity status. Evidence should be helpful for professionals to optimize the training process and young football players’ performance.
- Effects of implementating a hybrid teaching model in a basketball didactic unitPublication . Ferraz, Ricardo; Oliveira, Julio; Alves, Ana Ruivo; Forte, Pedro; Teixeira, José Eduardo; Moriyamag, Shinichiro; Valente, Nelson; Branquinho, LuísThe eminent purpose of physical education (PE) is to promote physical fitness, health, and overall well-being among individuals. It aims to develop motor skills, improve cognitive functions, and instill a lifelong appreciation for an active and healthy lifestyle. Physical education also fosters social skills, teamwork, and discipline, contributing to the holistic development of individuals. The study aimed to assess the impact of a hybrid teaching model, integrating elements from the Sport Education Model (SEM) and Teaching Games for Understanding (TGfU), on the performance and motivation of students during basketball lessons. Eighteen adolescents (9 girls and 8 boys) aged 15-17 years (mean ± SD: 15.67 ± 0.69 years) participated in the study. Participants engaged in basketball physical education classes twice a week, incorporating principles and attributes from both TGfU and SEM. Motivation and performance (GP) were evaluated before and after basketball sessions. The students' motivation was assessed using the Attitude Questionnaire of Students towards PE, and the performance was measured using the Game Performance Assessment Instrument. The results showed significant improvements in students' GP, but no differences in motivation was found at the end of the instructional unit. However, it was discovered that students enjoyed and appreciated physical education (PE), demonstrating a favorable attitude towards the subject. A hybrid teaching model with principles based on TGfU and SEM seems to be an appropriate approach to enhance students' game understanding, decision-making and overall GP (game skills, both technical and tactical). Attributes and principles such as simulating a sports season and student-centered learning situations that consider individual needs, seems to be important to develop students' awareness of attributing meaning to their actions, resulting in improved GP. The findings could be useful to teachers, coaches and researchers contributing to the development of teaching strategies to empower the PE classes.
- Using gamification in teaching physical education: A survey reviewPublication . Ferraz, Ricardo; Ribeiro, Diogo; Alves, Ana Ruivo; Teixeira, José Eduardo; Forte, Pedro; Branquinho, LuísNowadays, the determining role that Physical Education (PE) assumes for cognitive, psychomotor and affective development is widely accepted. Even so, several investigations continue to report the difficulty in motivating children to be involved and participate in PE classes through traditional teaching methods. Thus, to combat this scourge, gamification has been suggested as a useful tool to increase students' motivation to practice PE. Based on these considerations, the main objective of this survey review was to critically analyze the potential impact of using gamification in PE classes. The Preferred Reporting Items for Systematic reviews and Meta-Analyses literature search extension (PRISMA-S) guidelines were advised for this survey review. After searching procedures, 68 articles remained for analysis. Traditional teaching models can be applied by using the direct instruction model, and teaching dominated approaches. By contrast, nowadays physical education and sports education have been based on game-based models. From this, gamification strategies seem to be valid and efficient as a contribute to the previous ones, applying game elements, mechanics, and principles to non-game contexts to enhance engagement and intrinsic motivation. Thus, gamification models extend to as fundamental element the theory of self-determination expressed by theory of gamified learning, dynamical model for gamification of learning, goal-access-feedback-challenge-collaboration, gamification, and virtual gamification. This investigation allows us to conclude that the inclusion of gamification in PE classes seems to translate into an increase in motivation in children and youth. For this reason the introduction of technology in classes seems to be a key factor to increase sports participation, regular physical activity and improve motor learning and control.