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- Estimation of engagement in moderate-to-vigorous physical activity from direct observation: a proposal for school physical educationPublication . Gouveia, Élvio R.; Gouveia, Bruna R.; Marques, Adilson; Lopes, Hélder; Rodrigues, Ana; Quintal, Tomás; Pestana, Marcelo; Peralta, Miguel; Kliegel, Matthias; Ihle, AndreasThis study aimed to test an observational momentary time sampling tool to estimate in class moderate-to-vigorous physical activity (MVPA), in terms of validity, reliability and agreement between observational momentary time sampling and accelerometry, and to develop a regression equation to estimate MVPA from observational momentary time sampling. The sample comprised 78 pupils (38 girls), mean age 14.0 ± 1.1 years. Measurements were taken in three similar Physical Education classes, on three different days. To monitor MVPA, we applied the observational momen tary time sampling method. Students wore an ActiGraph GT3X+ accelerometer. Reliabilities were determined by the intraclass correlations, the agreement between methods was analyzed using the Bland–Altman method, and a multiple regression analysis was performed to estimate the equation. The observational momentary time sampling showed good reliability across time (0.59 < r < 0.72, p < 0.001). It was significantly correlated with accelerometry (r = 0.51, p < 0.001). The MVPA assessed via accelerometer could be predicted from the following equation: Y = 44.3 + 0.47·(MVPA observa tional momentary time sampling method) + 8.0·(sex; with 0 = girls and 1 = boys). This observational momentary time sampling method is a stable and reliable tool to estimate MVPA. A regression equation using the score of observational momentary time sampling and sex can be used to better estimate the real MVPA.
- The influence of small-sided football games with numerical variability in external training loadPublication . Sousa, Honorato; Gouveia, Élvio Rúbio; Marques, Adilson; Sarmento, Hugo; Pestana, Marcelo; Quintal, Tomás; Lopes, Helder; Ihle, Andreas: Small-sided games (SSGs) are a motivational strategy and effective training method to develop skills and physical fitness at optimal intensity. This study investigates the influence of variability in the number of players on the physiological response using SSGs. The sample was composed of 10 field players with an average age of 15.9 ± 0.50 years old. Three sessions were held on 3 different days to collect information. The 10 min SSG exercise with temporal numerical variability was repeated twice on each day. The numerical ratio of players involved changed every 2 min without disrupting the practice. In a game space with 35 × 25 m, the exercise always started in a situation of 3 vs. 3. External training load metrics (i.e., physical activity counts, activity intensity, and energy expenditure) were assessed using Actigraph WGT3X accelerometers. The 3 vs. 3 format game had higher physical activity counts (i.e., higher vector magnitude) and requested more time spent in very vigorous physical activity intensity. Consequently, the 3 vs. 3 format in young football players had higher energy expenditure (i.e., a higher METs) than that in the other studied game formats. This study confirms the influence of SSGs with numerical variability in external training load.
- O modelo de educação desportiva: uma alternativa a considerar no ensino da educação físicaPublication . Gouveia, Élvio Rúbio; Lopes, Helder; Rodrigues, Ana; Quintal, Tomás; Pestana, Marcelo; Alves, Ricardo; Correia, Ana; Gouveia, Bruna; Marques, Adilson; Ihle, AndreasO Modelo de Educação Desportiva (MED) é um modelo de ensino, que enquadra experiências desportivas autênticas e pedagogicamente orientadas. O MED atribui um significado especial ao desporto, seguindo uma organização das atividades em épocas desportivas. Cada aluno tem uma afiliação, assumindo funções específicas. Existe uma calendarização de competições que culmina num evento festivo. Os registos regulares das prestações individuais e de equipa, o cumprimento das funções e o fair-play, são considerados. O MED adiciona sentido à participação do aluno, e cria um contexto motivante, sendo uma alternativa a considerar no Ensino da Educação Física.