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- Why they do not move: An explainable machine learning analysis of physical activity barriers in obese adolescents and tool translationPublication . Chen, Cheng; Chen, Kai; Du, Wenqian; Li, Shengtao; Gou, Wenling; Yang, Jing; Forte, Pedro; Zhang, Xiaoran; Shangguan, Yuwen; Huang, Yongyu; Zhang, Hao; Zhang, Xiaofei; Lin, Zhiyi; Yao, Xiaolin; Li, HuanDespite the well-documented benefits of physical activity, insufficient activity remains highly prevalent among adolescents with obesity. This study is the first to apply interpretable machine learning methods to identify the barriers, facilitators, and U-shaped determinants of physical activity in this population. Methods: We analyzed data from 1,041 adolescents with obesity from the China Education Panel Survey. A range of personal, family, and school-level variables were incorporated to construct six machine learning models for predicting physical activity attainment. The Shapley Additive Explanations (SHAP) method, a game-theoretic approach for explainable artificial intelligence, was used to identify key predictive factors and quantify their relative contributions. Results: The Random Forest model demonstrated the best performance, achieving an accuracy of 85.30% and an AUC of 0.720 on the test set. SHAP analysis revealed several key factors associated with physical activity. Positive facilitators included parents with an education level beyond high school (≥ 3.27 for mothers, ≥ 3.51 for fathers), higher school rankings (≥ 3.77), adequate school sports facilities (≥ 1.44), and a personal interest in sports. Negative barriers included excessive screen time (≥ 5.51 h) and school location in central urban areas (≥ 4.23). Notably, U-shaped relationships were identified for academic workload, sleep problems, and self-perceived appearance. Specifically, moderate levels of these factors were associated with lower physical activity, whereas both low and high extremes promoted activity. Conclusion: This study demonstrates that physical activity among adolescents with obesity is shaped by a complex interplay of individual, family, and school-level factors, with parental education emerging as the strongest predictor. The identification of specific risk thresholds (e.g., screen time ≥ 5.51 h) and U-shaped relationships offers precise, actionable targets for intervention. These findings underscore the need for multi-level strategies: families should prioritize fostering cultural capital, schools should ensure facility accessibility beyond regular hours, and policymakers must address environmental constraints in urban settings. To facilitate the translation of these insights into practice, a web-based tool has been deployed to help physical education teachers identify at-risk students and design targeted interventions.
- The quality of the physical environment of Early Childhood Care and Education Centers in the Northeast region of Portugal: a comparison between researchers’ and educators’ assessmentsPublication . Moreira, Mariana; Magalhães, Pedro; Lopes, Frederico; Vasques, CatarinaThe Early Childhood Care and Education Center (ECEC) physical environment plays a significant role in shaping children’s behavior and learning outcomes and influencing educators’ management of children’s exploration and action, which is pivotal for their overall development and well-being. This study compared the researchers’ and educators’ physical environment quantitative assessments of 12 Portuguese ECECs. Wilcoxon tests were used to investigate possible differences between the researchers’ and educators’ assessments. The ratings differ significantly regarding the institution’s image and scale, safety, indoor organization, building location, and site characteristics, with educators reporting consistently higher levels of quality than the researchers. This study’s outcomes highlight the importance of adopting an interdependent perspective between the researchers’ and the educators’ assessments regarding the ECEC physical environment quality. Such complementarity facilitates the accurate identification of key physical features of ECEC that need to be readdressed to promote children’s high-quality education and positive development, learning, and overall well-being.
- Learning and Digital Technologies for Creative Thinking and Inclusion: A Universal Design for Learning PerspectivePublication . Gonçalves, Vítor; Mesquita, Elza; Vaz, Paula Marisa Fortunato; Freire-Ribeiro, IldaAs part of the European Erasmus+ IM-PRO-IN-DE project, this article evaluates a qualification course in instructional design for digital learning, with particular attention to Universal Design for Learning (UDL), creative thinking and inclusive education. The study adopted a mixed-methods design, combining quantitative questionnaire data with qualitative open-ended responses and trainer observations. Twelve higher-education students participated in the course evaluation. The results show positive perceptions of the relevance of the training, especially regarding leadership, collaborative work, digital assessment and the pedagogical use of technologies. At the same time, several participants reported only partial gains in their understanding and application of UDL, indicating the need for more applied activities, structured case studies and sustained communities of practice. The article, therefore, contributes a project-based empirical evaluation of teacher preparation for inclusive digital learning, while acknowledging the limits of a small, single-course, self-report study.
- Understanding Differences in Swimming Velocity and Propulsive Force in the Butterfly Stroke: A Comparison Between Male and Female Butterfly Swimmers Through Discrete and Continuous VariablesPublication . Pinto, Mafalda; Neiva, Henrique P.; Sampaio, Tatiana; Oliveira, João P.; Morais, J.E.; Marinho, D.A.; Barbosa, Tiago M.The aim of this study was to verify differences in swimming velocity and propulsive force (PF) between male and female swimmers in the butterfly stroke based on discrete variables and Statistical Parametric Mapping (SPM—continuous variables). The sample comprised 20 young national-level swimmers (10 boys with 17.9 ± 1.2 years and 10 girls with 15.5 ± 1.4 years). Swimming velocity, intracyclic variation of swimming velocity, stroke frequency, stroke length, stroke index, and PF were measured as discrete variables. Swimming velocity and PF were also measured as continuous variables with SPM. As a discrete variable, swimming velocity presented significant differences between sexes with very large effect sizes (p < 0.001, d = 2.46). The average PF also presented significant differences between sexes with very large effect sizes (p < 0.001, d = 2.01). Male swimmers were faster and generated greater PF than female swimmers. As for SPM, velocity presented significant differences between sexes (t = 3.355, p < 0.001) between ∼31 and ∼56% of the stroke cycle. This corresponds mainly to the end of the pull and most of the push phase. PF followed the same trend, with differences in the same phase of the time series. SPM allowed for identification where, within the stroke cycle, differences between sexes occurred in velocity and PF. Being in the same phase of the time series highlights the existing velocity–PF relationship. SPM can allow researchers and coaches to pinpoint the exact moments within the stroke cycle where differences between swimmers may occur
- Écriture de la frontière: Persepolis de Marjane Satrapi entre occidentalisation et identité iraniennePublication . Alves, Ana M.Dans le cadre du questionnement contemporain sur les formes littéraires de pensée de l’Occident, Persepolis de Marjane Satrapi se signale par son inscription dans une double dynamique critique : d’une part, l’écriture autobiographique y interroge les logiques de l’occidentalisation ; d’autre part, le roman graphique propose une mise en récit des tensions entre subjectivités postcoloniales et imaginaires occidentaux dominants. Cette œuvre s’inscrit pleinement dans une démarche de « pe(a)nser l’Occident » à partir du littéraire. Persepolis constitue une écriture de la frontière – géopolitique, culturelle et intime – dans laquelle l’auteure met en scène une identité en transit entre l’Iran postrévolutionnaire et l’Europe contemporaine. L’Occident y apparaît comme un objet à la fois désirable, normatif et problématique. Satrapi déconstruit les discours orientalistes et les mythes de l’Occident libérateur, tout en évitant l’écueil d’un contre-discours simplement inversé. Elle donne ainsi à voir les contradictions internes de l’occidentalisation, vécue dans la chair de l’exil et du retour, et les ambiguïtés d’un « occidentalisme » intériorisé ou projeté. À travers une écriture graphique singulière, Satrapi propose un espace littéraire où se rejouent les rapports entre pouvoir, culture, genre et mémoire. L’écriture devient ici instrument de résistance, d’auto-représentation et de réinvention identitaire. Dans cette perspective, Persepolis s’inscrit dans un horizon post-occidental où la littérature francophone contemporaine devient un lieu stratégique de reconfiguration symbolique face à l’hégémonie des représentations occidentales. Ce travail propose ainsi une lecture de Persepolis comme enquête littéraire sur les formes d’occidentalisation et de décentrement postcolonial, inscrite dans une poétique de la frontière et du déplacement, en dialogue avec les problématiques du post-Occident.
- Effects of compulsory schooling up to age 18 in Portugal: An analysis from the teachers’ perspectivePublication . Bonifácio, Evangelina; Ratero Nieto, Álvaro; Madureira, Cristiana; Gómez-del-Pulgar Cinque, SandraCompulsory schooling has been a topic of debate among countries, seeking to better prepare their citizens for work and personal life, while also addressing early school dropout rates. In this case, the Portuguese educational model is examined. In 2012, compulsory education was extended from six to 18 years of age, making Portugal the first country on the Iberian Peninsula to implement this reform. After 13 years, it is now appropriate to conduct a study that analyzes the current situation and evaluates the impact of this change. Therefore, the aim of this study is to analyse and understand the influence of this extension of compulsory schooling on Portuguese pupils through the teachers' perception. For this purpose, a quantitative methodology was carried out by designing a digital questionnaire adapted to a Likert scale so that Secondary Education teachers could give their views according to their teaching experience over time, with a total of 200 responses with teachers ranging from 20 to 69 years of age. For the analysis of the results, reliability, validity, descriptive, and differential studies were conducted. The results show a highly reliable and valid instrument, yielding two factors: Educational and social benefits of extending compulsory schooling; and Challenges and professional implications of extending compulsory schooling. In accordance with the study's objective, a set of various items were analysed. It is concluded that the initiative to extend compulsory education is generally positive; however, this would benefit from being accompanied by greater material and non-material resources, continuous teacher training, and lower student–teacher ratios to support more individualized attention and improve educational quality.
- Physiological and performance characteristics in the Spartathlon: A narrative review of scientific findingsPublication . Knechtle, Beat; Forte, Pedro; Scheer, Volker; Chlibková, Daniela; Nikolaidis, Pantelis Theo; Leite, Luciano Bernardes; Weiss, Katja; Rosemann, Thomas; Duric, Sasa; Thuany, MablinyThe Spartathlon is a 246-km ultra-endurance running race, considered as one of the most iconic and physically demanding ultra-marathons in the world. In this narrative review, we aimed to synthesize the available current evidence on the physiological responses, performance trends, and health implications associated with participation in the Spartathlon. Methods: A systematic literature search was conducted to identify high-quality scientific studies on the Spartathlon. The databases Cochrane, EMBASE, PubMed, Scopus, and Web of Science were used to retrieve articles published up to December 2025. We found a total of 33 publications in Web of Science, 25 in Embase, 24 in Scopus, 23 in PubMed, and 1 in Cochrane. After removing duplicates and applying the eligibility criteria, a final selection of studies was included for analysis in this narrative review. Results: The findings on the cardiac system showed reversible changes in echocardiography and cardiac biomarkers. Running the Spartathlon leads to specific effects on the locomotor system, such as an increase in peak pressure in the forefoot area, an increase in biochemical markers of muscle damage and changes in bone metabolism markers. Notably, the use of oral proton pump inhibitors was associated with a lower incidence of gastrointestinal bleeding. The Spartathlon also showed the highest prevalence of exercise-associated hyponatremia (EAH) of up to 65% as reported in the literature on ultra-marathon running. In addition, running Spartathlon leads to an inflammatory response and an increase in oxidative stress. Conclusions: Participation in the Spartathlon leads to several well-documented post-race physiological alterations, particularly affecting the cardiovascular and musculoskeletal systems. Overall, the Spartathlon represents a unique model for studying human physiological resilience and adaptation under extreme conditions.
- The Effect of Two Activation Protocols During the Transition Phase: Sprint Swimming PerformancePublication . Paiva, Daniel; Rama, Luís Manuel; Neiva, Henrique P.; Nunes, Célia Pinto; Morais, J.E.; Marinho, D.A.The transition phase often causes athletes to lose the benefits of warm-up, so this study aimed to assess the effects of two re-warm-up protocols and a control condition without re-warm-up on 100 m freestyle performance and the kinematic variables (stroke length (SL), stroke rate (SR), and stroke index (SI)), subjective perception of effort (RPE), and physiological variables (heart rate (HR), temperature (T), and blood lactate concentration (La−)). Twenty competitive-level swimmers completed a dryland and water warm-up, followed by a 30 min transition phase and a 100 m freestyle simulation. Over 30 min, each swimmer randomly performed one of three re-warm-up protocols: control (remaining seated), dryland (explosive exercises), and water (race-pace series). The three experimental re-warm-up protocols affected 100 m freestyle performance (p = 0.019; η2p = 0.189). Posthoc comparisons showed that dryland was faster than control (−0.68%, p = 0.009), whereas no significant difference was observed between water and control (−0.52%, p = 0.234). No significant differences were observed between conditions for SR, SL, RPE, or La−, whereas peak HR was lower in the control. Although water did not significantly improve performance, swimmers reported more favourable sensations during the trial. In conclusion, the dryland protocol significantly improved 100 m freestyle performance, whereas the water protocol did not produce significant performance benefits under the present conditions.
- The Health and Physical Education Curriculum: Does It Address Muscular Fitness?Publication . Sortwell, Andrew; Ramirez-Campillo, Rodrigo; Granacher, Urs; Joyce, Christopher; Forte, Pedro; Marinho, D.A.; Ferraz, Ricardo; Trimble, KevinThe World Health Organization and the Australian physical activity guidelines, in line with contemporary research, recommend regular muscle-strengthening activities for optimal muscular fitness in children and adolescents. However, the extent to which muscle-strengthening or muscular fitness receives curricular emphasis is unknown in Australia. Objectives: To examine to what extent the Australian Health and Physical Education Curriculum, Foundation to Year 10 (AHPEC; F-10) addresses and/or promotes muscular fitness. Methods: This study involved a mixed-methods content analysis of the AHPEC F-10 using: (i) conceptual analysis to identify muscular fitness-related terms; and (ii) relational analysis to examine alignment between muscular fitness content and curriculum rationale/aims. A search of national and international physical activity guidelines and school-based muscular fitness intervention literature generated a keyword set to guide abstraction from the AHPEC. Curriculum aim, rationale, level descriptions, achievement standards and content were coded to determine the extent to which muscular fitness was embedded. Intercoder reliability was established via consensus meetings. Muscular fitness content coverage was quantified as the proportion of directly aligned muscular fitness relevant content points per stage and aggregated primary (F-6), secondary (7-10), and F-10 scores. Results: A review of 32 national and one international physical activity guidelines identified 88 muscular fitness activities in total, with some activities appearing in multiple guidelines; 53.1% of national guidelines did not provide explicit muscular fitness examples, and where examples existed, they emphasised accessible modes (e.g., climbing, bodyweight tasks, jumping, and lifting). Additionally, analysis of school-based muscular fitness intervention literature identified 22 distinct muscular fitness activities to guide abstraction. Muscular fitness was absent in the AHPEC rationale and aims, was largely inferred in primary years level description and achievement standards and became more explicit in secondary achievement standards. Direct alignment of content with muscular fitness was non-existent or low across stages of learning (Foundation = 0%, Stage 1 = 0%, Stage 2 = 6.1%, Stage 3 = 9.1%, Stage 4 = 8.6%, Stage 5 = 8.8%). Overall, muscular fitness content coverage averaged 3.8% in primary, 8.7% in secondary, and 5.4% across F-10. Conclusions: The AHPEC treats muscular fitness as a low priority in primary schooling and a minor content area in secondary, yielding developmental messaging that is less aligned with contemporary evidence and physical activity guidelines.
- Resilience against exercise-related coronary atherosclerosis: A case study in a master athlete participating in 500 marathonsPublication . Knechtle, Beat; Duric, Sasa; Scheer, Volker; Nikolaidis, Pantelis Theo; Chlíbková, Daniela; Leite, Luciano Bernardes; Cuk, Ivan; Forte, Pedro; Wilhelm, Matthias; Weiss, Katja; Rosemann, ThomasBackground and purpose Lifelong endurance exercise is generally associated with cardiovascular health benefits. However, recent studies suggest that prolonged high-volume training may contribute to coronary atherosclerosis, even in athletes with low traditional cardiovascular risk. This case report aims to explore the cardiovascular status of a master endurance athlete with an exceptionally high lifetime training volume, in light of recent concerns raised in the literature. Methods We present the case of a 60-year-old recreational male marathon runner with no history of cardiovascular disease, who completed over 500 marathons between the ages of 30 and 60 years, covering similar to 127 000-km running. In 2024 alone, he completed 60 marathons. Cardiovascular evaluation included clinical risk assessment and coronary computed tomography angiography (CTCA). Results The runner was asymptomatic, had a low ESC-SCORE2 (3.3%), a favorable lipid profile, and normal levels of high-sensitivity C-reactive protein and lipoprotein (a). CTCA revealed no evidence of calcified, mixed, or non-calcified coronary plaques. Conclusions This case highlights that some master athletes may demonstrate resilience to coronary atherosclerosis despite decades of high training volume. In low-risk individuals, prolonged endurance training alone may not necessarily lead to coronary artery disease, emphasizing the need for individualized cardiovascular screening strategies.