A carregar...
Publicação
Emotional competencies and physical activity in primary school children: a comparative study across levels of learning support
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 637.65 KB | Adobe PDF |
Orientador(es)
Resumo(s)
Children’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.
Descrição
Palavras-chave
Emotional differentiation Emotional identification Physical activity Special educational needs Learning and inclusion support measures .
Contexto Educativo
Citação
Antunes, F., Antunes, H., Rodrigues, A., Sabino, B., Ashraf, S., Sousa, D., & Carvalho, J. (2026). Emotional competencies and physical activity in primary school children: A comparative study across levels of learning support. International Journal of Educational Research, 136, 102909.
Editora
Elsevier BV