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- Tradução e validação do questionário de clima motivacional percepcionado no desporto 2 (PMCSQ-2) para portuguêsPublication . Santos, Artur Jorge; Sarmento, Hugo B.; Lima, Carla Pedroso; Prada, Ana Raquel RussoO clima motivacional no desporto é um preditor da motivação, satisfação, abandono, ansiedade e auto-estima do atleta. Este estudo tem como objetivo obter uma versão portuguesa do Perceived Motivational Climate in Sport Questionnaire 2 (PMCSQ-2), contribuindo com um instrumento mais atual que avalie o clima motivacional no desporto, de acordo com vários subfactores. Tal permitirá analisar e intervir no contexto desportivo português. Procedeu-se à tradução do PMCSQ-2, com a versão final a ser aplicada a 499 jovens atletas com idades compreendidas entre os 12 e os 18 anos. Os subfactores - Reconhecimento Desigual, Funções importantes, Castigo por erros, Aprendizagem cooperativa, Esforço/Melhoramento – apresentam uma boa consistência interna. A análise factorial confirmatória evidenciou que a versão portuguesa do questionário apresenta propriedades psicométricas adequadas para a sua utilização em estudos futuros.
- Beyond the Gym Floor and the Classroom: Physical Education as a Catalyst for Transdisciplinary Physically Active Learning in the Portuguese Educational LandscapePublication . Santos, Artur Jorge; Baptista, Liliana; Amoroso, José; Furtado, Guilherme; Teixeira, Manuela; Lima, Carla Pedroso deThis chapter explores the transformative potential of physical education (PE) when integrated into a transdisciplinary and physically active learning (PAL) framework. By moving beyond the traditional confines of the gym and classroom, we examine how PE can serve as a core component of holistic education. The chapter delves into the theoretical underpinnings of transdisciplinary and active learning, highlighting their alignment with the goals of PE. It will provide practical examples and strategies for implementing transdisciplinary PE programs, emphasizing collaboration with other subject areas and the creation of authentic learning experiences. The chapter will also discuss the role of PE in fostering critical thinking, problem-solving, and creativity, while promoting physical literacy and well-being. Ultimately, this chapter aims to inspire educators to reimagine PE as a dynamic and essential component of a comprehensive curriculum.
- A Life Learning, Now Is Digital: fomento de la alfabetización digital entre las personas mayores y conservación de historias y recuerdosPublication . Santos, Artur Jorge; Murciano-Hueso, AliciaLas historias y recuerdos atesoran conocimiento cultural, pero su transmisión se ve amenazada con el paso del tiempo y las limitaciones de registro. El proyecto "A Life Learning, Now is Di-gital" busca preservar este legado mediante la formación digital de personas mayores institucio-nalizadas. A través de talleres, exposiciones y un libro, se capturan sus historias sobre educa-ción, familia y deporte, enriqueciendo la investigación educativa y el patrimonio cultural. Este proyecto podría beneficiase a los mayores, empoderándolos digitalmente y fomentando su inter-acción social.
- Inclusive Practices in Sport: Perceptions and Experiences of Professionals Across Diverse ContextsPublication . Santos, Artur Jorge; Lima, Carla Pedroso de; Prada, Ana Raquel Russo; Yilmaz, Emine Büşra; Reverdito, Riller; Carvalho, EmanuelPromoting inclusion within sports settings is a fundamental component of creating equitable, accessible, and socially cohesive environments. As a universal educational principle, inclusion extends beyond disability, encompassing diversity in abilities, backgrounds, identities, and life circumstances. Understanding how sports professionals perceive and implement inclusive practices is therefore essential for developing meaningful strategies that ensure participation opportunities for all individuals. This study employs a qualitative approach based on semi-structured interviews with 18 professionals from multiple sport contexts, including gyms, football, swimming, surfing, and community-based institutions. A shared interview guide explored six key domains: previous experiences with diverse participants, conceptualisations of inclusion, perceived challenges, strategies used to foster inclusive environments, professional training, and areas requiring further development. Transcriptions were analysed descriptively to identify recurring themes and patterns in practitioners’ narratives. Findings reveal that professionals view inclusion as the creation of environments where every participant, regardless of ability, identity, or experience, can engage, feel valued, and develop physically, socially, and emotionally. They emphasise the role of inclusion in promoting well-being, reducing social barriers, and fostering a sense of belonging. However, the interviews also highlight several obstacles, such as limited accessible infrastructures, insufficient human and material resources, lack of training on inclusive pedagogies, and persistent societal misconceptions about who “belongs” in sport. To address these challenges, participants describe strategies such as individualised task adaptation, flexible organisation of space and time, supportive communication, and the intentional creation of welcoming group dynamics. Future recommendations include expanding specialised and continuous training in inclusive methodologies, investing in universally accessible facilities, and implementing awareness initiatives that promote diversity and equal participation. Although professionals display strong motivation to enhance inclusion, achieving it fully requires structural support, educational investment, and a cultural shift towards embracing diversity across all dimensions of sport and physical activity.
- Education for Sustainable Development: What Matters?Publication . Bucea-Manea-Țoniș, Rocsana; Păun, Dan; Martins, Oliva M.D.; Santos, Artur Jorge; Urdeș, LauraThere is a raising of concerns about the need to change environmental behaviours through economic and social activities. Education plays a significant role in this process, with schools enhancing the necessary behaviour adoption by youngsters and their community. Thus, the present study examines the relationship between different variables, such as sustainability (green public procurement, healthy food activity) and education (course, impact, interactive teaching methods/technology). We developed a survey regarding education for sustainable development (ESD), with five sections considering the referred variables. We applied it to 385 Romanian educators and teachers from kindergarten and primary school. An SEM model was formed to evaluate the relationship between the associated variables. The results showed that an organisation or school with a long-term plan incorporating green public procurement will positively stimulate initiatives that help the next generation adopt good eating habits. Moreover, this eco-sustainable approach affects the creation of interactive teaching methods and the courses and classes. Consequently, the changes in interactive methods will positively affect the overall impact. Nevertheless, the relationship between courses and impact was not significant. This means management decisions regarding green strategies can lead to a broader change in a school setting, fostering the ESD.
- Planeamento educativo local em Portugal: análise comparativa das cartas educativas e dos planos estratégicos educativos Municipais nos concelhos da CIM-TTMPublication . Santos, Artur Jorge; Barbosa, António Manuel; Lima, Carla Pedroso de; Santos, LúciaO presente estudo apresenta uma análise comparativa dos instrumentos de planeamento educativo nos nove municípios da Comunidade Intermunicipal de Terras de Trás-os-Montes (CIM-TTM). Com base na análise documental das Cartas Educativas e dos Planos Estratégicos Educativos Municipais (PEEM), a investigação examina a forma como estes instrumentos traduzem os princípios de descentralização e territorialização das políticas educativas estabelecidos pelos DL n.º 7/2003, pelo DL n.º 30/2015 e mais recentemente pelo Decreto-Lei n.º 21/2019. Os resultados revelam uma realidade heterogénea: embora a maioria dos municípios cumpra a obrigação legal de elaborar uma Carta Educativa, apenas um apresenta um PEEM autónomo. As Cartas de segunda geração (Alfândega da Fé, Mirandela e Vinhais) tendem a incorporar elementos estratégicos e a funcionar como instrumentos híbridos. A análise destaca a ausência de metodologias participativas na sua elaboração, em contraste com outros modelos de Projeto Educativo Municipal. O estudo conclui que, apesar dos avanços legislativos, o potencial estratégico e comunitário do planeamento educativo local permanece, em grande parte, subutilizado na região.
- Transparência e critérios na atribuição de recursos públicos: uma análise dos contratos-programa de desenvolvimento desportivo no município de Bragança (2025–2026)Publication . Santos, Artur Jorge; Alberto, Teixeira; Barbosa, António Manuel; Rodrigues, Pedro; Peña, María Perrino; Carvalho, Emanuel; Reverdito, RillerOs Contratos de Programa de Desenvolvimento Desportivo (CPDD) constituem o principal instrumento de financiamento público para as associações desportivas em Portugal. Este estudo analisa a implementação deste regime no Município de Bragança, Portugal, comparando o apoio financeiro concedido em 2025 e 2026. Com base na análise documental de fontes oficiais online, foram identificados 28 contratos em cada ano, totalizando aproximadamente 439 000 € e 418 000 €,respetivamente. A análise revela uma reorientação estratégica do apoio, com um aumento da percentagem atribuída à organização de eventos desportivos (de 40,3% para 48,9%) e um declínio acentuado no apoio a viagens internacionais (de 6,2% para 0,4%). São também identificadas assimetrias nos montantes concedidos por organização e limitações persistentes em matéria de transparência, incluindo a ausência de estimativas para o apoio não financeiro. O estudo contribui para a literatura sobre políticas públicas e responsabilização no desporto local, propondo vias para reforçar a transparência na gestão dos recursos públicos.
- Igualdade de género na liderança educacional e desportiva na CPLP: desafios estruturais e implicações para políticas públicasPublication . Dabó, Braima Suncar; Santos, Artur JorgeGender equality in leadership remains a central challenge for sustainable development, particularly within education and sport, two strategic sectors for social transformation. In the Community of Portuguese Language Countries (CPLP), women are strongly represented in teaching and sports participation but underrepresented in decision-making positions. This study analyses gender equality in educational and sports leadership across CPLP countries, identifying structural barriers, institutional gaps and policy strategies. A mixed-methods design was adopted. Quantitative data were collected through a questionnaire administered to 94 education professionals from different CPLP countries. Qualitative data were obtained through content analysis of a recorded debate involving sports professionals from four CPLP contexts. Results reveal persistent constraints, including gender discrimination, cultural stereotypes and work–family conciliation challenges. Although formal policies exist, their implementation and monitoring remain limited. Positive practices, such as mentoring programs and gender quotas, are unevenly distributed. The study contributes to public policy debates by proposing integrated strategies linking education and sport as complementary arenas for inclusive leadership. Recommendations include strengthening monitoring, expanding training, fostering transparency and encouraging early leadership experiences for young women. The research underscores the need for systemic and culturally sensitive approaches to advance gender-equal leadership in CPLP countries.