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- Skills@Uni: developing soft skills trough experiential learning at university – an international pedagogical experiencePublication . Garcês, Soraia; Conti, Giulia; Gonçalves, José Alberto Ribeiro; Antunes, Ana; Lopes, Hélder; Rodrigues, Ana; Garcês, Soraia; Ribeiro-Gonçalves, José Alberto; Antunes, Ana; Rodrigues, Ana
- Soft skills in higher education: a pedagogic conceptualizationPublication . Gonçalves, José Alberto Ribeiro; Rodrigues, Nuno; Garcês, Soraia; Ribeiro-Gonçalves, José Alberto; Rodrigues, Nuno; Garcês, Soraia
- Blended intensive programmes: definition, structure, and educational valuePublication . Conti, Giulia; Garcês, Soraia; Garcês, Soraia
- Gamification and soft skills: contributions to inclusive physical educationPublication . Rodrigues, Ana; Sabino, Bebiana; Antunes, Hélio; Lopes, Hélder; Rodrigues, Ana; Antunes, Hélio; Lopes, Helder
- The MathIA project and the development of students’ skillsPublication . Antunes, Ana Pereira; Antunes, Ana
- From an idea to the Skills@Uni blended intensive ProgrammePublication . Garcês, Soraia; Conti, Giulia; Rodrigues, Ana; Garcês, Soraia; Rodrigues, Ana
- Final reflections and recommendations for future blended intensive programmesPublication . Garcês, Soraia; Conti, Giulia; Gonçalves, José Alberto Ribeiro; Antunes, Ana; Lopes, Hélder; Rodrigues, Ana; Garcês, Soraia; Ribeiro-Gonçalves, José Alberto; Antunes, Ana; Lopes, Helder; Rodrigues, Ana
- Students’ reflections on the Skills@Uni BIPPublication . Garcês, Soraia; Conti, Giulia; Gonçalves, José Alberto Ribeiro; Rodrigues, Ana; Garcês, Soraia; Ribeiro-Gonçalves, José Alberto; Rodrigues, Ana
- III Workshop matemática na UMa. Das raízes ao futuro: livro de resumosPublication . Departamento de Matemática, Faculdade de Ciências Exatas e da Engenharia da Universidade da Madeira
- Emotional competencies and physical activity in primary school children: a comparative study across levels of learning supportPublication . Antunes, Filipa; Antunes, Hélio; Rodrigues, Ana; Sabino, Bebiana; Ashraf, Sadaf; Sousa, Duarte; Carvalho, Joana; Antunes, Hélio; Rodrigues, Ana; Sousa, DuarteChildren’s emotional development is a determining factor for their school success and overall well-being. Additionally, physical activity is recognized as a relevant contribution in promoting emotional self-regulation, self-esteem, and social inclusion. This aspect is especially important in the inclusive educational context, where it seeks to respond to the needs of students with learning difficulties through diversified support measures. The study aimed to analyse the relationship between differentiation and emotional identification indices and levels of physical activity in primary school children (ages 6–10). Three distinct groups were considered: students without Learning and Inclusion Support Measures (No-LISM), with Selective Learning and Inclusion Support Measures (S-LISM), and with Universal Learning and Inclusion Support Measures (U- LISM). The sample size consisted of 69 children (mean age = 814 ± 1.13 years). Data were collected on sports practice and physical activity using accelerometry, as well as emotional indices were collected through the Inventory of Identification of Emotions and Feelings. The results revealed statistically significant differences in emotional indices between the groups, with No-LISM students presenting higher levels of differentiation and emotional identification. In contrast, students with U-LISM demonstrated higher levels of moderate to vigorous physical ac tivity. It is concluded that, although physical activity is important in the inclusive educational context, its associations on emotional development are not always consistent. These results suggest the need for more structured psychoeducational strategies to enhance the potential impact of physical activity on emotional development, particularly in students with greater support needs.