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Bariatric surgery is increasingly being accepted as a viable treatment for managing the growing obesity epidemic. Roux-en-Y gastric bypass (RYGB) is one of the most commonly performed procedures. Perforated duodenal ulcer following RYGB is a rare condition with a low incidence. We report a case of a patient with a perforated duodenal ulcer post RYGB, and the surgical approach. A 66-year-old man with hypertension and a history of laparoscopic RYGB for class III obesity was admitted to the emergency department with severe epigastric pain radiating to the right side of his abdomen and right shoulder, associated with nausea and vomiting. Computed tomography (CT) showed intraperitoneal free fluid, a thickened wall of the duodenum and free air, duodenal perforation was suspected. The patient underwent exploratory laparoscopy that revealed a perforated duodenal ulcer that was closed with an absorbable barbed suture and omental patch. Perforated ulcers in excluded segments after RYGB are a rare entity with a challenging diagnosis, and clinicians should be aware of and have a low threshold for diagnostic laparoscopy.

Group cohesion is a prominent feature of sport involvement and small group work. Despite long-standing research interest and varied conceptualizations across fields, studies have primarily focused on sports. Research in educational contexts, particularly in physical education (PE), has been limited, even though PE offers an environment conducive to fostering diverse opportunities that promote group cohesion. This study sought to adapt and validate the Portuguese version of the Youth Sport Environment Questionnaire (YSEQ) using confirmatory factor analysis. The participants were 460 Portuguese-speaking PE students (58.9% girls, aged 14–19) who completed the YSEQ. After removing four items, the confirmatory factor analysis validated the two-factor structure of the YSEQ, supporting its appropriateness for the Portuguese context. This adapted 14-item YSEQ showed metric invariance across gender, and its two dimensions exhibited good internal consistency and convergent and discriminant validity. Significant correlations between the YSEQ and social affiliation scores confirmed the YSEQ’s concurrent validity. These findings suggest that the adapted Portuguese YSEQ is a reliable and valid instrument for measuring group cohesion in physical education. This instrument allows teachers, researchers, and sports psychologists to better understand group dynamics, assess task and social cohesion in middle and secondary PE classes, and identify potential difficulties in this area.

Purpose The aim of this study was to assess the reliability and validity of the My Jump 2® app in measuring jump height, flight time, and peak power among elite women beach volleyball players on sand surfaces. Methods Eleven elite female beach volleyball players (aged 23.6 ± 6.2 years; weight 66.3 ± 5.8 kg; height 174.4 ± 5.8 cm; with 8.4 ± 4.8 years of professional experience) participated in this study. Each player performed six countermovement jumps in a wooden box filled with sand on a force platform while simultaneously recording a video for subsequent analysis using the My Jump 2® app. Results We found excellent agreement for flight time, jump height and peak power between observers (ICC = 0.92, 0.91 and 0.97, respectively). No significant differences between force platform and My Jump 2® app were detected in the values obtained for the three variables (P > 0.05). For the force platform and the My Jump 2® app, we found a good agreement measuring jump height and flight time (ICC = 0.85 and 0.85, respectively). However, we only found a moderate agreement for peak power (ICC = 0.64). The difference in jump height showed a limit of agreement between −4.10 and 4.74 cm in Bland-Altman, indicating a high level of agreement between the two measurement tools. Conclusion Based on our findings, the My Jump 2® app reveals a valid tool for measuring jump height and flight time of CMJ on sand surfaces. However, more caution is needed when measuring peak power.

Achieving gender equity and social inclusiveness remains a key priority in education. In the context of Physical Education (PE), fostering inclusive practices is critical to ensuring all students, regardless of gender, ability, or social status, can participate meaningfully. By examining the impact of three pre-service teachers’ (PSTs) equity-driven pedagogical practices on gender equity and student engagement in game-based activities, this study investigates how targeted pedagogical interventions can reduce gender disparities in engagement and promote inclusivity in student game interactions within PE classes. Specifically, we aimed to determine whether students of different sexes exhibit similar engagement rates, identify any existing disparities, examine changes in these disparities during the intervention, assess the equity and inclusiveness of student game interactions, and explore the link between these interactions and engagement rates. A total of three PSTs were engaged in a yearlong study, divided into two units: basketball (3v3) and volleyball (4v4). A pedagogical scaffolding intervention aimed at fostering equity and inclusion was implemented through their yearlong engagement in school-placement teaching practices. Data concerning students’ participation in game-based activities were collected in the first and last unit of the schoolyear (Basketball—first semester; and Volleyball—second semester). Engagement rates, measured as participation time (PT) and Rate of Play (RoP), were recorded through video analysis. A Social Network Analysis (SNA) was used to evaluate the equity and inclusiveness of student interactions. Initial disparities in engagement rates favoured boys in both sports. However, post-test results indicated a significant increase in engagement for both sexes, with disparities decreasing over the intervention period. Basketball showed a significant reduction in gender differences in RoP (p < 0.05), while volleyball results indicated no significant gender disparities post-intervention. The SNA revealed more equitable and inclusive game interactions over time, particularly in volleyball. The results suggest the pedagogical intervention’s effectiveness in increasing students’ engagement and reducing game-based gender disparities. These findings underscore the importance of deliberate scaffolding strategies to enhance equity and inclusion, highlighting the potential of the reported strategies for fostering a more inclusive and engaging environment for all students.

The aim of this study was to examine the relationship between perceived mother- and father-initiated motivational climates and players’ fear of failure in youth male team sports. A sample of 336 youth male players from five team sports (basketball, football, handball, volleyball, and water polo) completed the Parent-Initiated Motivational Climate Questionnaire-2 and the Performance Failure Appraisal Inventory. The results showed that perceived mother- and father-initiated motivational climates were related to fear of failure predispositions. While a mastery orientation (perceived learning-enjoyment climate) had a low association with fear of failure, an ego orientation (perceived worry-conducive and success-without-effort climates) was highly related to fear of failure. Father-initiated climates had stronger associations with fear of failure than mother-initiated ones, revealing that mothers and fathers may have different influences when considering the developmental origins of fear of failure. The relationships between mother- and father-initiated motivational climates and fear of failure varied according to the type of sport, with basketball, football, and volleyball presenting stronger associations. The dimensions “Fear of important others losing interest” and “Fear of upsetting important others” presented the highest explained variance in all sports when predicted by the father-initiated motivational climate. The findings can inform important evidence-based guidelines and recommendations for parents, coaches, and organizations, enabling them to create supportive environments that aid athletes in developing the necessary psychological skills for long-term success and well-being.

Social goals are increasingly seen as motivational factors for youth sports participation and can strongly motivate participation and engagement, not only in structured sports contexts but also in physical education (PE), given the opportunities for social interaction with peers and the presence of skills like communication, cooperation, and competition within groups. The Social Motivational Orientations in Sport Scale (SMOSS) measures three types of social goals in sports participation: affiliation, status, and recognition. The current study aimed to adapt and validate the SMOSS for the Portuguese context, using a sample of 460 PE students (14–19 years old, 58.9% female). The confirmatory factor analysis results supported the three-factor model (affiliation, recognition, and status), after excluding two items. This adapted 13-item SMOSS demonstrated invariance across genders and showed good internal consistency across its three dimensions. It also exhibited convergent, discriminant, and concurrent validity. These findings indicate that the Portuguese version of the SMOSS is a valid and reliable instrument. It is now well suited for use by schools, teachers, and psychologists to effectively assess PE students’ social goals. Additionally, the SMOSS can assist in evaluating intervention programs aimed at enhancing students’ social motivation, thus contributing to more effective educational and developmental strategies in PE settings.

While there is extensive evidence that student-centered pedagogies (SCPs) develop multidimensional (motor, cognitive, social) outcomes in students, the coalesced use of some of the core pedagogies of student-centered models (SCMs) can facilitate the achievement of more than one educational theme in the same intervention and may facilitate student engagement in more representative physical education (PE) experiences. In this study, students’ voices are explored concerning the impact of a flexible and coalesced curricular implementation of SCPs on their own PE learning experiences. An insider action-research design was implemented for one entire school year (50 lessons of 90 min each) with 25 students aged 16–17 years, enrolled in the 12th grade at a high school in Portugal. A qualitative data collection source was used (semi-structured focus-group interviews), analyzed through a mixed inductive–deductive thematic analysis. The findings emphasize that a flexible and coalesced curricular implementation of various SCPs over an extended period of time, considering the sport content, the context, and the skill level of students, seems to contribute to the development of more positive learning experiences for students. In summary, these learning experiences require that teachers learn to listen and respond to students’ voices.

Over the last decade, the growth of match analysis in indoor and beach volleyball indicates the relevance of the subject to provide a structured and up-to-date picture of the state of the art. The purpose of this article was to present a bibliometric analysis of articles on match analysis in indoor and beach volleyball. A total of 179 and 44 articles from indoor and beach volleyball, respectively, indexed in Web of Science or Scopus were reviewed. Outcome measures were extracted and analyzed using R Bibliometrics package or VOSviewer software. Bibliometric indicators of productivity included: number of articles published per year, most productive authors, institutions, countries and journals, top-10 most cited articles, most frequent topics, and authors co-authorship. Match analysis was covered in 82.3% in volleyball and 75% in beach volleyball in the last ten years, with most articles published in few journals. Authors affiliated in institutions from Portugal (volleyball) and Spain (beach volleyball) seemed to have made the largest contribution to this area. The trending topics of the most cited studies included quality of opposition (volleyball) and tactical-technical aspects (beach volleyball). In both sports, tactical-technical actions were the most studied units of analysis, with the international-level adult male game being the most investigated. In conclusion, this study provides research profiling, classifications for the initial research phase and research direction for future research in this subject area. Keywords: scientific production, performance analysis, sports performance, bibliometric.

This article presents a discussion of research in Physical Education and Sport Didactics in Portugal. It starts by situating it from an historical perspective, placing the 1980s as the beginning era, mainly based on the studies provided by the two first Physical Education higher education institutes of the country. The initial research, first based on master and doctoral dissertations, progressed to ongoing projects that have been disseminated in international and national journals and books. This development is also reported from the theoretical, conceptual, and methodological perspectives, showing how it has informed the quality of Physical Education and teacher education as the two main research strands to be described, however, acknowledging that a strand on sports coaching and coach education exists. On teaching Physical Education, the article discusses the elements relative to the teacher and to the student, focusing from the immediate and short-term to the distant and long-term events that lead into young adulthood's active lifestyles. In this analysis, research on curriculum and assessment are also reported. On physical education teacher education, the article shows the prevalence of the post-primary Physical Education to argue for the need for more research on primary-level education, and discusses the diverse foci from initial teacher education to in-service education practises. In line with current trends in research, we suggest a set of four features for the future research agenda: (1) addressing short to long-term outcomes of Physical Education; (2) adopting multifactorial and multi-layered perspectives of analysis; (3) embracing inter- and multidisciplinary designs; and (4) taking comparative perspectives within and between European countries, and between Europe and other continents. We conclude that these features need to focus on four levels of integration and cooperation: (a) integration between the research initiatives and the needs of the professional field; (b) integration between research on teaching and learning, teacher education and the curriculum; (c) cooperation between the different national higher education and professional institutions; and (d) integration in the international research agenda by leading and participating in project partnerships which are needed to fully and effectively implement such agenda.

As teacher education, coach education is also a continuous and unfinished path by nature. This study explored how the head-coach (HC) of a world champion futsal team worked as a coach developer of their assistant-coaches (AC). Specifically, the main pedagogical strategies used, how they were applied, and impacted on the perceived professional development of their staff members were investigated. An interpretative case-study was adopted since it enables an in-depth investigation of the complexity and uniqueness of this particular technical staff in educational context. Participants included four experienced coaches, one HC and three ACs. Data was gathered through semi-structured interview method and analyzed by thematic analysis. Findings highlighted an intentional structuration of sequence and timings of the pedagogical tasks and activities assigned by the HC to ACs. Evidence emphasized the (i) vision of mistakes as learning opportunities, (ii) fostering commitment of ACs to enhance team performance, and (iii) space to plan and lead in practical contexts as the main strategies adopted by the HC, who also considered reflective skills as a paramount competency and pedagogical strategy in coach education. From ACs’ perspective, these strategies largely impacted their personal and professional growth. Findings could guide the re-design of future coach education programs.

Reflection is crucial for aspiring teachers, yet many pre-service teachers (PSTs) struggle to grasp its true meaning. This study explores how PSTs deconstruct their initial reflections and re-signify their understanding based on challenges encountered in real-world practicum settings. Additionally, it examines how the facilitator supported the PSTs’ reflections over time. Over the course of a year in the physical education teacher education context, six PSTs, along with the first author, who fulfilled dual roles as external facilitator and researcher, engaged in three iterative Action Research (AR) cycles. Within each AR cycle, the external facilitator explored the authentic teaching challenges faced by PSTs, offering individualized support while unpacking reflection concepts. Data were collected through focus group interviews, reflective journals from the PSTs, and the observation of participants by the external facilitator, which provided contextual field notes on the PSTs’ teaching–learning experiences. Our findings emphasize the need to initially understand PSTs’ views on reflection. This serves as a starting point for deconstructing the three concepts outlined in our theoretical framework, through the scrutiny of PSTs’ real teaching–learning experiences. This process facilitated a resignification, leading to an advanced comprehension of reflection among the PSTs. The study emphasizes the value of integrating this approach into systemic teacher education reforms and suggests extending training and mentorship to cooperating teachers.

In sports, game scenarios can be critical or non-critical, potentially presenting very distinct implications for the game flow. However, defining a critical scenario is not an easy task. Although there is some research on game scenarios, game situations, game moments, and critical moments, through this systematic review we intend to fill a gap in the knowledge of critical scenarios in order to structure the existing knowledge and pinpoint current limitations. The search was conducted in July of 2020 in Web of Science, Scopus, PubMed, SciELO, and, through a manual search, in Google Scholar. The eligibility criteria included original research with quantitative and/or qualitative analysis of critical game scenarios or game moments. The participants were humans of any gender, age group, health status, competitive level, or expertise. Risk of bias assessment involved 14 criteria in the evaluation of the studies. The study synthesis methods followed a qualitative synthesis of the main results of each study in the final sample. Of the 279 researched articles, only 4 met the inclusion criteria, i.e. only 4 provided data concerning critical game scenarios. Their contributions are discussed in detail, as is the open research windows for the future. Overall, there is clearly a need for more research specifically addressing this topic, with a huge gap between theoretical relevance and actual investigation.

In sports, there may be multiple players for the same positional status (e.g., in volleyball, there are two outside hitters, one near the setter and the other away from the setter), and there may be relevant differences within the same positional status. We analyzed inter-player variability within the same positional status in high-level men’s volleyball, through Social Network Analysis (through Gephi© 0.9.2 software). Attack actions of the outside hitters near (OHN) and away (OHA) from the setters were analyzed in ten matches from the 2019 Volleyball Nations League Finals (278 plays). Two Eigenvector Centrality networks were created. Results: (a) in side-out under non-ideal setting conditions, OHNs preferred the strong attack while OHAs alternated between the strong attack and the tip; (b) after a prior action, OHNs attacked via exploration of the block while OHAs preferred the tip; (c) after consecutive errors, OHNs play more in the opponent’s error; (d) after a previous defense action, OHNs preferred the strong attack and exploration of the block while OHAs preferred the strong attack; (e) in transition, OHNs were solicited under non-ideal setting conditions while OHAs were solicited in ideal and non-ideal conditions. Our findings demonstrate variability between players of the same team and having the same positional status. This allows coaches to understand the key differences of players with the same position, and thus better assign the sub-functions. Researchers should be cautious of aggregating data from players of different positional status, and even from players within the same positional status

A wide body of research on team sports has focused on positional status based differences, providing information on inter-player variability according to the functional roles within the game. However, research addressing inter-player variability within the same positional/function status is scarce. The present article presents an analysis of inter-player variability within the same positional status during critical moments, in high-level women's volleyball, using Social Network Analysis. Attack actions of the outside hitters near (OHN) and away (OHA) from the setter were analysed in ten matches from the 2019 Volleyball Nations League Finals (268 plays). Two independent Eigenvector Centrality networks were created, one for OHN and another for OHA. Main results: (a) in side-out with ideal setting conditions, the OHA used more tips and exploration of the block than the OHN; under non-ideal setting conditions, the OHN had slower attack tempos than the OHA; (b) OHA used tip and directed attacks after error situations while OHN was typically not requested after error situations; (c) in transition, OHN typically attacked after having performed a previous action, performing a dual task within each ball possession, while OHA only attacked when there was no prior action; (d) there were also inter-positional similarities, with both OHN and OHA preferring a strong attack in ideal conditions during KI and KIV, and slower tempos in transition in non-ideal conditions. Conclusions: Even within the same positional status, there seems to be subtle, but relevant inter-player variability. Consequently, coaches should devote careful attention when assigning players to positional.

This study aimed to develop an instrument for analysing the attack in high-level volleyball considering the refined variables adjacent to the attack action, the interconnection between direct and indirect actions, the impact of the previous action, and the formation of composite variables. The game complexes were approached as interacting subsystems. The primary goal was to understand the influence of game actions adjacent to the attack. Three matches of a National Women’s 1st Division 2018/2019 (nine sets, 415 plays) were analysed, considering all game complexes (except attack coverage due to reduced occurrence). An Eigenvector Centrality network with 420 nodes and 7367 edges was created. The networks showed that ideal setting conditions, and strong attacks by the outside and opposite hitters without having received a perfect ball, were central in side-out. In transition, we highlight ideal setting conditions, preferences of the outside hitter, quick attacks in Z4, and high balls in Z2. This study is distinct because it considers different aspects related to the systemic review of the game by using composite variables and the actions prior to the attack. Of these results, we highlight that players attacked with slower tempos for the double action of receive-attack, and these were either preferably directed to the parallel or explored the block. Moreover, for the double defence-attack actions, attackers sought the soft spike in Z2, Z4, and Z8; and when two consecutive individual errors occurred, the players did not err but instead continued to attack to force the opponent’s error.

In sports, it is often assumed that distinct game patterns may influence the outcome of the play differently. However, a few articles about men’s volleyball have suggested that play efficacy may rely more on the quality of individual attack actions, and not on game patterns. Therefore, the goal of this paper was to scrutinize if and how game patterns influence play efficacy in high-level women’s volleyball. Eigenvector Centrality was assessed to integrate direct and indirect relationships between games actions. Thirteen matches from the women’s World Grand Prix’2015 were analysed (46 sets; 2,016 plays). Actions were categorized according to game complex (K0 to KV) and three levels of the efficacy of each play: error, continuity, and point. The results showed that play efficacy was independent of game patterns (the central pattern was non-ideal setting conditions in all complexes and preference for using slow attacks in the extremities of the net). There were, however, some regularities for each game complex. For example, while in KI to KIII, Zone 4 was the most used attack zone, in KIV and KV there was a complete inversion to Zone 2. Moreover, results revealed that women’s volleyball games are more predictable in relation to the play space (attack zones) while increasing the risk through enhanced game speed (attack tempo), in comparison with what studies in men’s volleyball have shown. Future studies should consider situational variables (e.g., match status, home vs away matches), and individual players’ actions should be considered in order to understand their relationships with team patterns better.

This study characterised the sport participation patterns of 546 male youth team sport players. A retrospective questionnaire was used to identify the sport starting age (general sports and main sport) and the quantity and type of sports undertaken during the early years of development. A mixed-ANOVA and Chi-square tests were implemented. All participants started involvement in sports at the same age (~5 years) and participated in the same number of sports during their early years (1 to 2 sports). However, football players started participating mainly in team games (football, futsal) and water polo players in CGS sports (swimming). Participants reported different ages for initial participation in: (i) main sport (football players started participating earlier, around 5–6 years), (ii) onset of specialisation (football players specialised earlier, around 7 or 8 years), (iii) types of sports engaged in (football players were involved in more team games and water polo in more CGS sports), and (iv) variations in weekly training hours (water polo reported more hours of training). This study provided empirical evidence for understanding the effects of different sporting pathways on long-term athlete development. Some key incongruities between contemporary knowledge and practice are acknowledged. Further investigations should be developed by examining the trajectories in different sports, countries, genders, and cultural contexts.

Critical scenarios are highly relevant to match analysis because they contribute to a better understanding of performance and provide essential information about team evolution. The goal of this study was to investigate inter-team variability in high-level men's volleyball during critical game scenarios (i.e., non-ideal setting conditions). Ten matches of the Men’s 2019 Volleyball Nations League Finals (Russia, USA, Poland, Brazil, Iran, France) were analyzed (n = 649 plays). Six independent Eigenvector Centrality networks were created (632 nodes; 3507 edges) using Social Network Analysis. When playing under critical scenarios the top two ranked teams differed in side-out attack. Specifically, the USA presented quick attacks, mainly in zone 4, using both the strong attack and exploration of the block. Conversely, Russia presented a game with high attack tempos and strong attacks. The USA and Russia also differed from Poland and Brazil in their approach to the game, the latter two teams using a varied attack (between strong, exploited, and directed attacks). After one error in attack, most teams presented a game style characterized by strong attacks, although Russia played using exploration of the block. The study shows teams competing at the same competitive level have differences in game patterns. The variability in approaches to the attack in critical scenarios (e.g., under non-ideal setting conditions and/or after consecutive attack errors) revealed that teams find different solutions for similar problems. Findings imply that match analysis should focus on exploring inter-team differences in gameplay while being cautious when interpreting aggregate data. Resumen. Los escenarios críticos son muy relevantes para el análisis de partidos porque contribuyen a una mejor comprensión del rendimiento y proporcionan información esencial sobre la evolución del equipo. El objetivo de este estudio fue investigar la variabilidad entre equipos en el voleibol masculino de alto nivel durante escenarios críticos de juego (principalmente en condiciones de colocación no ideales). Se analizaron diez partidos de las Finales de la Liga de Naciones de Voleibol Masculino 2019 (Rusia, Estados Unidos, Polonia, Brasil, Irán, Francia) (n=649 jugadas). Se crearon seis redes de centralidad de autovector independientes (632 nodos; 3507 bordes) utilizando el análisis de redes sociales. Cuando se jugaba en escenarios críticos, los dos mejores equipos clasificados diferían en ataque lateral. Específicamente, los Estados Unidos presentaron ataques rápidos, principalmente en la zona 4, utilizando tanto el fuerte ataque como la exploración del bloqueo. Por el contrario, Rusia presentó un juego con altos ritmos de ataque y ataques fuertes. Los Estados Unidos y Rusia también se diferenciaron de Polonia y Brasil en su enfoque del juego, los dos últimos equipos utilizando un ataque variado (entre ataques fuertes, explotados y dirigidos). Después de un error en ataque, la mayoría de los equipos presentaron un estilo de juego caracterizado por ataques fuertes, aunque Rusia jugó utilizando la exploración del bloque. El estudio muestra que los equipos que compiten al mismo nivel competitivo tienen diferencias en los patrones de juego. La variabilidad en los enfoques del ataque en escenarios críticos (en condiciones de colocación no ideales y/o después de errores de ataque consecutivos) reveló que los equipos encuentran diferentes soluciones para problemas similares. Los hallazgos implican que el análisis de partidos debe centrarse en explorar las diferencias entre equipos en el juego y, al mismo tiempo, ser cauteloso al interpretar los datos agregados.

According to the Quality Education and Gender Equality ambitions established at the 2030 Agenda for Sustainable Development Goals, we aimed to test the feasibility of a flexible planning and assessment process, using ongoing, bidirectional feedback between planning and assessment. Eighteen players (11.5 ± 0.5 years of age) from a U13 female volleyball team were randomized into an experimental group (in which the plan could be changed daily) or a contrast group (pre-defined planning, adjusted monthly). The pedagogical intervention lasted three months. Besides ongoing daily assessments from the training practices, the Game Performance Assessment Instrument was adopted as a starting point for the weekly assessments in 4 vs. 4 game-forms (i.e., the instrument was modified monthly based on feedback from the training process). Information from daily and weekly formal assessment was used in the planning of the experimental group, and monthly in the contrast group. Data suggested that pre-established and strict planning (even updated monthly) failed to fit current learner needs. Over 12 weeks, the pre-established planning suffered regular modifications in the experimental group, and the assessment tool changed monthly. In conclusion, both planning and assessment should be open and flexible to exchange information mutually, and support the design of tailor-made learning environments.

Los modelos de enseñanza centrados en el alumno han sido recientemente objeto de atención, considerándose eficaces para potenciar el aprendizaje del alumno y contribuyendo a formar alumnos creativos, autónomos, capaces de resolver problemas y tomar decisiones. El presente ensayo se centra en dos modelos de enseñanza empleados en Educación Física: el Modelo de Aprendizaje Cooperativo y el Modelo de Educación Deportiva. Primero se describen las características básicas de ambos modelos. Seguidamente, se indican las características y lagunas de investigación, basadas en los resultados de investigaciones previas, y se proponen orientaciones prácticas para profesores de Educación Física y otros profesionales de la Educación. Los resultados muestran que: profesores y alumnos dan valor a estos modelos; los profesores indican diferentes dificultades en su implementación, principalmente aquellos que se encuentran en fase inicial de su carrera profesional; los alumnos consideran necesario más tiempo dedicado a la Educación Física. Los programas de Formación de Profesores deberían facilitar a los futuros docentes múltiples experiencias de práctica pedagógica y dotarlos de competencias de gestión del aula. A nivel metodológico, se sugiere emplear unidades de instrucción de larga duración y diseños de investigación cualitativos que analicen en profundidad la complejidad del proceso de enseñanza-aprendizaje centrado en el alumno.

This year-long action research (AR) study, conducted in the context of a physical education teacher education (PETE) program in Portugal, explored how critical reflection among preservice teachers (PSTs) developed in response to tailored questioning by an external facilitator (EF). Participants were six PSTs and the first author, who assumed the dual role of EF and researcher. Four AR cycles, each involving a self-reflection analysis, intervention, and the development of the PSTs' reflections were completed. During each AR cycle, the EF examined the PSTs' teaching-learning practices and views and generated tailored questions to support critical reflection. Data were collected through focus group interviews and written reflective journals. The EF also made participant observations to contextualize each PST's teaching-learning process, resulting in field notes. Using various question types (e.g. leading, probing, and procedural next-step questions) designed to address individual needs, PSTs progressed from a basic reflection level to thinking critically about their teaching-learning practices. The questions were helpful for PSTs in interpreting daily issues faced in teaching-learning and understanding the relevance of self-analysis and attention to learners' needs in fostering critical reflection. Given these results, we recommend that PETE programs incorporate a component or module explicitly promoting reflection on and analysis of PSTs' pedagogical practices.

Introduction: Chronic Mesenteric Ischemia (CMI) resulting from an impaired blood flow of the splanchnic organs is characterized by an insidious clinical course and is often an underestimated and undertreated disease. The natural history is progressive, caused by atherosclerosis progression in a polymorbidity and aging society. Due to collateralization, diffuse stenotic lesions can remain asymptomatic for a long time and usually manifests when an acute medical or surgical event occurs. In those cases, the clinical suspicion is crucial to reach the diagnosis promptly, allowing to preserve the patients’ quality of life and, above all, the patients’ life. Clinical case 1: A 48-year-old woman with a history of smoking goes to the emergency department for hypogastric abdominal pain, nausea, and vomiting. A study was performed by computed tomography angiography (CTA) that demonstrated occlusion of the superior mesenteric artery (SMA) and significant stenosis of the celiac trunk associated with thickening of small bowel suggestive of ischemia. A thrombectomy of the superior mesenteric artery and retrograde stenting of the artery ostium was performed, followed by extensive enterectomy on 24-hour laparotomy. After hospital discharge, the patient had new abdominal complaints, and stent occlusion was documented in the SMA. She underwent an iliohepatic bypass with good results. Clinical case 2: A 76-year-old man previously submitted to a right axillofemoral and femoropopliteal sequential bypass to treat chronic limb-threatening ischemia (CLTI), went to the emergency department with complaints of abdominal pain, vomiting, and constipation. The diagnosis of a subocclusive intestinal syndrome was made, having performed a computed tomography (CT) scan where it was observed the Ileum adhered to the cecum, which was thickened; the celiac trunk and SMA had subocclusive stenosis. The patient underwent primary celiac trunk stenting with a balloon-expandable stent. After celiac artery revascularization, a right colectomy was performed with two segmental enterectomies. Conclusion: Mesenteric ischemia is a severe condition that is often underdiagnosed due to the lack of awareness of most physicians and nonspecific symptoms. The vascular intervention aims to prevent intestinal necrosis, which can lead to the patient’s death. Timely diagnosis is therefore essential, and revascularization must be performed before or at the same time as intestinal surgery. The close collaboration between the general and vascular surgery teams is essential to the success of these cases.

The purpose of this study was to understand the perceptions of highly skilled and less skilled volleyball players about the influences that parents, coaches, and peers had on their sport development and performance achievement. Highly skilled (n = 30) and less skilled (n = 30) volleyball players participated in semi-structured retrospective interviews to explain how parents, coaches and peers may have influenced their sport participation. Data was analyzed through a process of content analysis. Results indicated that parents, coaches, and peers had an important influence in player's sport development but differing according to players' expertise level. Concerning to parental influences, tangible support during the early years of development was mentioned by all players. However, parents' level of involvement and parenting styles revealed interesting differences between highly skilled and less skilled players. Highly skilled players perceived a moderate parental involvement and an autonomy-supportive parenting style, while less skilled players referred a excessive parental involvement in players' sport participation. Coaches influences showed to have some similarities in the early years with all players mentioning coaches as caring and recognizing their value as an athlete. However, highly skilled players described a different training environment characterized by a demanding coach, individualized instruction, and specific goal setting. Regarding peers' influence, all players recognized that friends were not only one of the main reasons to start playing volleyball, but also an important source of support to remain engaged and staying motivated to do sport. Highly skilled players, however, mentioned the importance of teammates' positive push and critiques during practice for enhancing their motivation, team cohesion and friendship. They also highlighted the importance of friends outside of sport in the later years of their career by acting as an escape from all the pressure that emerged from volleyball training and competition demands. Overall, these findings highlight different social influences according to the players' expertise level suggesting the need to examine more extensively the nature of significant others' support on athlete and talent development.

The aim of the research was to know the perception of high-level volleyball players of the changes produced (in relation to the previous season) in the efficiency of the training process, after a match analysis intervention program based on the Constraint-led Approach (CLA). The sample consisted of 11 players from a women's volleyball team. The protocol of the intervention program consisted of providing objective, contextualised and systematic information to the coach (adapted to his needs) that would allow understanding the different real game contexts. We used semi-structured interviews to assess players' perceptions. The athletes perceived changes in training, both in their preparation and development, specifically in greater involvement and organisation in preparing the training; in an increase in the specificity and suitability of training tasks according to individual needs; in the representativeness of the restrictions of the game; in a more tactical approach; in the variability of task and in the accountability to achieve the objective proposed. In addition, in the preparation and development for competition, the players detected more game planning; a deeper analysis of the opponents; an objective selection of the most relevant data, an increase in the depth of match analysis and the inclusion of the weekly meeting with the use of video compared to the previous season. These results expose the benefits of coaches incorporate programmes to obtain objective information about the game in their training process.

Abstract The aim of this study was to analyze how rally length affected performance according to the final action of the rally and the playing level, as well as to identify potential critical rallies associated with rally length in high-level men’s volleyball. Thirty-one matches (5,438 rallies) of the top ranking national teams were sampled from two of the premier worldwide competitions: Men’s World Championship and Men’s World League. Rallies between eight and ten seconds emerged as critical incidents of the game, changing the general trend in performance according to the final action of the rally (attack point or attack error with or without opposite team’s contact). Rallies longer than ten seconds seemed to balance the chances of success between both teams, with the team in the side-out phase losing the initial advantage of being the first team to attack. Differences were found among teams of similar level, suggesting that the ability to efficiently manage some game situations might be attributed to team’s features. Coaches may deliver drills with varying playing styles and strategies depending on the length of the really, determining the degree of risk according to the length. Resumen El objetivo de este estudio fue analizar cómo la duración de la jugada afecta al rendimiento de los equipos en función de la acción final y del nivel de juego, así como identificar las jugadas potencialmente críticas asociadas a su duración en voleibol masculino de alto nivel. Se analizaron treinta y un partidos (5438 jugadas), donde se enfrentaban las mejores selecciones nacionales clasificadas en dos de las mejores competiciones mundiales: el Campeonato del Mundo Masculino y la Liga Mundial Masculina. Las jugadas de entre ocho y diez segundos surgieron como incidentes críticos del juego alterando la tendencia general esperada respecto al rendimiento de los equipos en función de la acción final ocurrida (puntos o errores de ataque, directos o con contacto del rival). Además, las jugadas que superaron los diez segundos parecen equilibrar las posibilidades de éxito entre ambos equipos, perdiéndose la ventaja inicial que proporciona el primer ataque al equipo en recepción. Se encontraron diferencias entre equipos de niveles de juego similares, lo que podría sugerir que la capacidad de gestionar de manera eficiente algunas situaciones del juego podría atribuirse a las características del equipo. Los entrenadores deben proponer ejercicios tomando en consideración los estilos y las estrategias de juego en función de la duración de la jugada, determinando el grado de riesgo asumido según la duración.

Este é estudo de revisão sistemática da literatura, cujo objetivo foi cartografar a investigação em língua portuguesa de 2003 a 2013, no campo da identidade e identidade profissional. A pesquisa foi efetuada em revistas categorizadas na Qualis na área da educação, num total de 30 revistas, utilizando os termos “Identidade” e “Identidade Profissional”. Os resultados evidenciaram que os estudos tiveram um incremento, principalmente a partir do ano de 2007 e no âmbito da docência, recorrendo predominantemente a metodologias qualitativas. A identidade surge como um construto de natureza dinâmica, que se transforma em resultado das experiências pesssoais, formativas e profissionais.

Este estudo teve como propósito examinar as perceções de uma professora de Educação Física e dos seus alunos em relação ao valor educativo do Modelo de Educação Desportiva, no desenvolvimento da competência motora, da literacia desportiva e do entusiasmo. O estudo foi aplicado numa unidade de Atletismo tendo participado uma professora com 19 anos de experiência em ensino e uma turma com 19 alunos do 6.º ano de escolaridade. No final da unidade foram realizadas entrevistas semiestruturadas a todos os participantes. O clima envolvente das tarefas de aprendizagem e o contexto de ensino autêntico e significativo foram percebidas como determinantes no desenvolvimento dos alunos enquanto desportistas competentes, literatos e entusiastas. A competência adquirida foi percebida como resultado do tempo mais longo concedido à unidade em relação às unidades mais tradicionais, bem como da autonomia crescente dos alunos na realização das tarefas, fruto do equilíbrio gerado entre inclusão e competição, o qual também promoveu a literacia desportiva. O entusiasmo resultou da interdependência das dinâmicas de trabalho cooperativo, da festividade fomentada pelo modelo/inerente/ implícita ao modelo e do clima motivacional gerado, com impacto substantivo no compromisso dos alunos para com a prática. Finalmente, a implementação do Modelo de Educação Desportiva ofereceu à docente um espaço de reflexão e desenvolvimento profissional.

Social Network Analysis establishes a network system and provides information about the relationships (edges) between system components (nodes). Although nodes usually correspond to actors within the network (e.g., the players), it is possible to stipulate game actions as nodes, thus creating a network of the flow of game actions. In this study, Eigenvector Centrality (a form of weighted centrality that considers n-order connections) was used to identify differences in the centrality of distinct game actions within each of the six game complexes of volleyball. Thirteen matches (46 sets, 2,049 rallies) of the final round of the 2015 FIVB's World Grand Prix (Women) were analyzed. Results showed that analyzing actions as actors (i.e., nodes) offers a clear and comprehensive understanding of game flow and poses an interesting alternative to mainstream research where players are considered nodes. Functional differences between the six game complexes were highlighted, denoting the validity of such division. Out-of-system playing (i.e., having to set the attack under non-ideal conditions, e.g., in KI, KII, KIII and KIV), emerged as a regularity of the game and should be translated into the training process.

O objetivo deste estudo consistiu numa revisão sistemática da investigação empírica realizada sobre a performance desportiva no voleibol de praia a partir da análise do Jogo. As bases de dados Web of Science, SportDiscus®, PubMed, Scopus e AcademicSearch Complete foram utilizadas para identificar os artigos empíricos com revisão de pares publicados. Procedeu-se a uma análise de conteúdo em função dos objetivos, variáveis de análise e métodos utilizados nos estudos. Em termos gerais, emergem três linhas de investigação: a análise da dependência funcional das ações de jogo e a sua relação com o sucesso, a performance em função do sexo e o efeito da mudança das regras na performance do jogo. Ao nível metodológico, destaca-se uma evolução de estudos descritivos para comparativos e mais recentemente, um enfoque de natureza preditivo. Esta nova tendência rompe com a análise do jogo baseada em relações simples de causa e efeito e aponta para a análise dos eventos do jogo, nomeadamente, ao nível dos indicadores tático-técnicos da performance, de forma não linear e interativa, considerando o jogo como um sistema complexo e dinâmico. As limitações patentes nos estudos analisados projetaram a necessidade de se investigar no futuro: a identificação de padrões de jogo para os diferentes níveis de jogo; a integração de variáveis situacionais no estudo da performance das equipes (isto é, o resultado no momento e a qualidade de oposição).

A derivação ventriculoperitoneal é atualmente o método mais utilizado no tratamento da hidrocefalia comunicante. As complicações mais comuns são a disfunção do shunt e infecções. Este relato de caso tem como objetivo apresentar um doente com idas recorrentes ao serviço de urgência por agitação psicomotora e dor abdominal, e cujo cateter distal previamente desconectado encontrava-se alojado no interior do saco escrotal através de hérnia inguinoescrotal. A formação de hérnia inguinal com migração de cateter é um evento raro no adulto, sendo mais comum na criança, possivelmente pela maior taxa de patência do processo vaginal e aumento da pressão intra-abdominal. No momento em que este artigo foi redigido, não foi encontrado caso semelhante na literatura.

Background: Background: Research demonstrates the benefits of communities of practice (CoP) for teachers' professional learning in Physical Education (PE). However, much less is known about how CoPs can be used to understand pre-service teachers' (PSTs) professional learning in their Physical Education Teacher Education (PETE) programmes. Negotiation of meaning (NofM) is a crucial concept regarding learning inside of a CoP. Hence, understand how meaning is negotiated in initial teacher professional development might allow the enhancement of the social learning strategies in PETE programmes. Purpose: Purpose: This article draws on the CoP theoretical framework, and specifically the concept of NofM to understand how PSTs negotiated meaning during a two-year PETE programme. In particular, the focus is on the challenges faced by PSTs throughout the PETE social interactive process. Participants and settings: Participants and settings: The setting was a PETE programme in Portugal. In year one, the participants were three university teacher educators (TE) and 25 PSTs. In year two, the participants were three PSTs from year one who were in their school placement, a university supervisor (US) and one cooperating teacher (CT). Data collection and analysis: Data collection and analysis: This study was an ethnography with a two-year longitudinal design. Data were collected through the ethnographer's participant-observations (first author), meetings of the PSTs with the mentoring team (TEs, US, CT), and the ethnographer's field diary, reflexive log, and audio-recordings. Data analysis involved the constant-comparative grounded theory method. Findings: Findings: Analysis resulted in the identification of three key challenges during the course units, for PSTs in the first year of their PETE programme: (a) the diversity and disconnections within the course units; (b) (the lack of) membership; and (c) the absence of democratic spaces in PETE class discussions. In the year two of PETE during the school placement, three challenges were identified for the negotiation of meaning (NofM): (a) the lack of dialogue with and focus on pedagogical practice by the cooperating teacher; (b) working together and the pressure to individualise PSTs' education process; and (c) unreachable support and supervision from the university. Implications: Implications: We suggest that PETE programmes should emphasise pedagogical strategies that create spaces for the cultivation of CoPs. For instance, we suggest PST engagement in continuous and planned group work across curricular years (e.g. peer-teaching and micro-teaching experiences) to increase work group membership. We recommend the emphasis on discussion sessions mediated by a facilitator (e.g. TEs, CTs, or US) where the different working groups could share their repertoire of learning experiences as a CoP. Moreover, we suggest optimisation of a base of pedagogical knowledge regarding course units' integration between the TEs of the PETE to systematise the process and also, an increased connection between the university and the host school. Additionally, we propose continuous professional development by the CTs to facilitate the requirements of the PETE programme.

The present study's purpose was to comprehend the internal dynamics of the social learning interactions inside a Physical Education Teacher Education (PETE) programme where pre-service teachers (PST) were learning and implementing student-centered approaches (SCA). Specifically, this article draws on the Value creation cycles framework to unveil the education development challenges faced by PSTs inside of their PETE Social Learning Space. The context was a two-year PETE programme in Portugal. In year one, the participants were three university teacher educators (TE) and 25 PSTs. In year two, the participants were 3 PSTs (from the original year one class) in their school placement, one university supervisor (US), and one cooperating teacher (CT). This study was an ethnography with a two-year longitudinal design. Data were collected through the ethnographer's participant-observations, meetings of the PSTs with the mentoring team (TEs, US, CT), and the ethnographer's field diary, reflexive log, and audio recordings. Data analysis involved the constant-comparative grounded theory method. The analysis resulted in understanding the challenges faced by PSTs while working in contexts of possible development of social learning spaces. Accordingly, findings explore the development of PSTs throughout the two years of the programme by analysing their involvement in each cycle of value creation: the PSTs' work group social dynamic; their experiences of peer-teaching SCAs before school placement; PSTs' intentions about implementing SCAs; the individualisation of PSTs learning process; relationship dynamics with stakeholders (TEs, CTs, and US); and, the lack of practical examples of SCAs implementation in the host school. The analysis of the value creation cycles encourage PETE programmes to invest in understanding the development of social learning spaces, before introducing them in programme policy, by acknowledging the importance of developing a mechanism of analysis and follow-up of its development.

Research on preservice teachers' (PST) adaptive competence in physical education is critical to prepare them for effective teaching in an ever-changing pedagogical context. This study examined the adaptive competence of two PSTs (one male, one female) during their twelve-week school placement while teaching two 10th-grade classes. The adaptations to six core practices, namely: goals and assessment; establishment of rules and routines; management; content development; task presentation; and supervision and active monitoring were analyzed in 48 lesson plans. Twenty-seven adaptations were made by PST A (67.5%) and thirteen by PST B (32.5%). For both PSTs, the content development core practice had the highest number of adaptations (16), followed by management (10) and task presentation (5). No adaptations were made to rules and establishment of routines. While the invasion games showed the highest number of adaptations (N = 15; 37.5%), net-wall games had the highest number of adaptations per lesson. Most adaptations were made in volleyball. The type of physical education curriculum (distributed practice) imposed by the school, may have substantially impacted PSTs' ability to make adaptations to lesson plans. This study showed that PSTs put the most effort into adapting content development to the students they were teaching. Both PSTs had limited content knowledge in the teaching content, so future research should investigate the relation between PSTs' content knowledge and adaptive competence. In addition, interventions to improve PSTs' adaptive competence through reflection-on-action and expert supervision should be further explored.

Background: Specific learning experiences are vital for athletes to continuously interact with developing "knowledge of" the performance environment, through the refined design of representative learning contexts (ecological paradigm), and appropriate didactical interventions (constructivist paradigm). Although there is a well-established relationship between tactical knowledge (TK) and tactical behaviours (TB), research has investigated the development of both separately. Thus, the inter-dependency between knowledge and behaviour has been inferred, but not contextually interpreted in a process-oriented analysis of performance. Purpose: Through an insider action-research (AR) design, and adopting a mix-methods approach, this study aimed to: (i) investigate in-depth the influence of a constructivist-ecological pedagogical intervention on developing players' TK and TB; (ii) explore effects of integrated tactical knowledge and behaviour on competitive performance. Participants and settings: Fifteen female volleyballers participated in this study. An "insider"-AR (first author assumed the dual role of coach and researcher) was conducted from September 2017 to June 2018. In total, four AR-cycles were completed. A mixed-method approach was used to obtain distinct, but complementary, data on the impact of a constructivist-ecological pedagogical intervention on development of players' TK and TB. Qualitative data were used to explore the development of TK, while TB was analysed through quantitative methods. Data collection: Qualitative data on the coach's perceptions were collected using a reflexive diary and field notes, while players' perceptions were recorded through four semi-structured focus-group interviews, one per AR-cycle. Quantitative data from four official competitive matches, one per AR-cycle, were analysed. Players' positional coordinates were used to calculate the synchronisation tendencies of lateral blocking and defensive lines through the cluster-phase method. Data analysis: Qualitative data were analysed using thematic analysis, in which inductive procedures deepened understanding of the development of the players' TK. A 4 (matches) x 1 (court direction) repeated-measures ANOVA was used to analyse quantitatively the differences in the mean cluster-amplitude values of lateral blocking and defensive lines between matches. Main findings: The unique integration of constructivist and ecological principles scaffolded the development of players' TK and TB. Players evolved from an initial stage in which they verbally described competitive game scenarios (using "knowledge" about environment), to an endpoint where they revealed superior tactical understanding and action intentionality. Increments in tactical complexity favoured the development of TK and TB in a long-term analysis. However, over the short-term, TB was reduced. The development of players' TK (supported by interactions yielding "knowledge of" practice and performance environments) shaped a basis for the acquisition of co-adaptive TB during competitive performance. Practical implications: First, sport practitioners could benefit from combining strategies from different theoretical approaches so that they can satisfy the daily needs of athletes in practice. Second, we advise coaches to adopt didactical and representative learning designs, grounded on video analysis and the co-creation of game-plans. Third, the data imply that "time" and the continuous exposure of players to meaningful and representative practice tasks in learning environments are needed so that athletes can enrich their tactical behaviours, using "knowledge of" the performance environment to interact effectively its constraints.

Expertise is a core goal for the achievement of elite-level performances. In sport, expertise is deeply related to the ability of making accurate decisions. In this context, decision­-making becomes highly complex, due to a large number of relevant cues and interactions, as well as to multiple non-linear cause-and-effect relationships and severe time pressure. In this paper, three core components underlying decision-making were analyzed: attention, anticipation, and memory. They were explored within high-complexity contexts. The goals of this review were to: (i) provide a sound knowledge and contextual framing for the concepts of attention, anticipation, and memory in the context of decision-making in sports; and (ii) analyze how their effects vary according to situational constraints. Analysis of the literature allowed highlighting that, in sports, attention should be mainly goal-driven, selective, with external broadband focus. Anticipation, a tenet for attaining elite-level performances, is justified when it doesn’t increase the rate of errors and is sensitive to counter-communication strategies applied by the opponents; therefore, certain contexts invite the players to adopt waiting strategies, especially when the risk taken by anticipation leads to a reduction in effectiveness. Memory provides a solid basis for attention and anticipation, and also origi­nates and supports intuitive and strategic thinking. The knowledge obtained potentiates a better-calibrated perception of relevant variables for decision-making, therefore enhancing the contribution of scientific research towards practice.

Expertise is a core goal for the achievement of elite-level performances. In sport, expertise is deeply related to the ability of making accurate decisions. In this context, decision­-making becomes highly complex, due to a large number of relevant cues and interactions, as well as to multiple non-linear cause-and-effect relationships and severe time pressure. In this paper, three core components underlying decision-making were analyzed: attention, anticipation, and memory. They were explored within high-complexity contexts. The goals of this review were to: (i) provide a sound knowledge and contextual framing for the concepts of attention, anticipation, and memory in the context of decision-making in sports; and (ii) analyze how their effects vary according to situational constraints. Analysis of the literature allowed highlighting that, in sports, attention should be mainly goal-driven, selective, with external broadband focus. Anticipation, a tenet for attaining elite-level performances, is justified when it doesn’t increase the rate of errors and is sensitive to counter-communication strategies applied by the opponents; therefore, certain contexts invite the players to adopt waiting strategies, especially when the risk taken by anticipation leads to a reduction in effectiveness. Memory provides a solid basis for attention and anticipation, and also origi­nates and supports intuitive and strategic thinking. The knowledge obtained potentiates a better-calibrated perception of relevant variables for decision-making, therefore enhancing the contribution of scientific research towards practice.

Os instrumentos disponíveis para a avaliação do conhecimento tático processual em Futebol têm resultado de uma abordagem vaga, no que respeita à especificidade do jogo. O presente artigo tem por objetivo fundamentar conceitualmente a construção de um modelo de avaliação dos comportamentos táticos de jogadores, com base em princípios táticos fundamentais do jogo. A proposta aqui detalhada busca evidenciar a essencialidade tática do jogo e estabelecer um vínculo entre a informação proveniente da avaliação do jogador e suas implicações na transformação positiva do processo de ensino e treino.The tactical procedural knowledge assessment has displayed scarce approach concerning characteristics of Soccer game, specially, in the teaching context. This paper aims to show a proposal of tactical behavior evaluation of soccer player which takes account fundamentals tactical principles of Soccer game. This proposal tries to reflect specificity of the Soccer context and to establish a connection between the contents of training sections and assessment of the tactical development of players in all formations stages.

O presente trabalho teve por objetivo verificar de que modo os comportamentos táticos dos jogadores de Futebol variam perante a alteração das dimensões do campo de jogo. Para tal, foram avaliadas 1476 ações táticas desempenhadas por 12 jogadores da categoria sub-15. O instrumento utilizado para a recolha e a análise dos dados foi o Teste "GR3-3GR", que permite avaliar as ações táticas desempenhadas por cada um dos jogadores participantes, com e sem bola, de acordo com 10 princípios táticos fundamentais do jogo de Futebol, tendo em conta a localização da ação no campo de jogo e o seu resultado final. A partir dessas informações o teste fornece 13 índices de performance tática do jogador. A análise estatística foi realizada com recurso ao SPSS for Windows, a partir da análise exploratória verificou-se a normalidade da distribuição, aplicando-se também o teste de Shapiro-Wilk, teste de qui-quadrado, teste de Mann-Whitney U (p < 0,05) e teste de fiabilidade. Os resultados mostraram 26 diferenças significativas entre as 76 variáveis analisadas nesse estudo. Destas, 21 demonstraram valores superiores no Campo Menor e somente cinco no Campo Maior. Conclui-se que os comportamentos desempenhados pelos jogadores de Futebol foram influenciados pelas alterações nas dimensões do campo de jogo, principalmente no que concerne a organização defensiva das equipes.The aim of this study was to examine how soccer players' tactical behavior changes according to pitch size. As such, 1,476 tactical actions performed by 12 under-15 soccer players were analyzed. The "GK3-3GK" test was used to collect and evaluate tactical actions. This test aimed to evaluate the actions performed by players (with and without the ball) regarding ten fundamental tactical principles of Soccer game. Additionally, the test considered the place of action and the respective outcome. Based on this information thirteen performance indexes were calculated. Statistical analysis of the data was conducted using SPSS for Windows version 17.0. Descriptive analysis, Shapiro-Wilk test, chi-square test, Mann-Whitney U test (p < 0.05) and reliability test were carried out. The results showed 26 significant differences between 76 variables analyzed. Of these, 21 variables registered higher values on the smaller pitch and five variables did so on the bigger pitch. We conclude that pitch size influenced the tactical behavior performed by soccer players, particularly when related with defensive organization of the team.

É objectivo do presente artigo apresentar os procedimentos utilizados no desenvolvimento e estabelecimento da validade de um sistema de avaliação táctica no Futebol, assim como destacar as vantagens deste sistema em relação a outros instrumentos de avaliação do comportamento táctico disponíveis na literatura. Estes procedimentos tomaram em consideração as cinco perspectivas de noção de validade que valorizam os métodos heurísticos e os comportamentos desempenhados em jogo. Desta forma, o processo de validação focou-se em quatro pontos: i) grau de aceitabilidade e razoabilidade do teste de campo entre os jogadores; ii) análise e avaliação de peritos em relação aos conteúdos do instrumento de observação; iii) análise e avaliação dos treinadores em relação ao desempenho dos jogadores no teste de campo; e iv) fiabilidade das observações dos avaliadores. Os resultados mostraram valores superiores a .63 para a correlação entre as avaliações dos treinadores e do sistema. Os jogadores que realizaram o teste de campo concordaram com as suas demandas físicas e configurações espaciais e normativas. Todos os peritos aprovaram as categorias e as variáveis contidas no sistema. As fiabilidades intra e inter-avaliadores apresentaram valores superiores a .79. Como tal, é plausível concluir que as medidas utilizadas no sistema são válidas para o contexto do Futebol e as suas observações são fiáveis para a avaliação do comportamento táctico dos jogadores de Futebol.

Neste texto, O objetivo do presente estudo consistiu em analisar a relação do saque e da recepção com o efeito do ataque em seleções nacionais de voleibol juvenil masculino. Recorreu-se à observação e análise de onze jogos, totalizando 781 ações de ataque. Os resultados demonstraram que o ponto no ataque ocorreu mais do que o esperado após o saque suspensão colocado e após a recepção que permitiu todas as opções de ataque. Contrariamente, este ocorreu menos do que o esperado após o saque suspensão potente e a recepção que não permitiu ataque organizado. O presente estudo permitiu inferir que o saque potente e a recepção com baixos níveis de eficácia reduzem as possibilidades de pontuar no ataque. O fato do saque potente adversário induzir menor ocorrência de ponto no ataque, pode sugerir alguma debilidade na organização ofensiva da equipa perante as dificuldades acrescidas colocadas por este tipo de saque.Tal sugere a necessidade de, desde as categorias de base, ser dada maior atenção no treinamento à capacidade das equipas organizarem as manobras ofensivas em resposta a saques agressivos como é o caso do saque suspensão potente.The purpose of this study was to analyze the relationship between serve and serve reception on the effect of the offensive system in the national junior male volleyball teams. Eleven games were analyzes, totaling 781 attack actions. The results showed that the attack point occurred more than expected after the top spin placed jump serve from the opponent and after the reception that allowed all the attack options. In contrast, to this one and the reception that did not allowed an organized attack occurred less than expected after the power jump service. This study made it possible to infer that powerful service and the reception with low levels of efficiency reduce the chances of scoring in the attack. The fact that the opponent's powerful service results lesser occurrences of the attack point for the opponent team may suggest some offensive organization's weakness when facing power jump services. Therefore, as the power jump service is used in the teams U16, the training process should consider the problems that it causes in the serve receive offensive system.

Pesquisas na área do treinamento esportivo vêm mostrando que os constrangimentos táticos são essenciais para o desempenho de jogadores e equipes de futebol; porém, apesar dessa importância, a avaliação do desempenho do jogador ainda tem se centrado em aspectos técnicos, fisiológicos e biomecânicos. O objetivo deste trabalho é revisar e analisar os instrumentos disponíveis na literatura e apresentar sugestões para a análise e avaliação do comportamento de jogadores de futebol com base nos princípios táticos de jogo. A proposta apresentada neste artigo engloba os dez princípios táticos fundamentais do jogo de futebol, o local de realização da ação tática no campo e a eficácia dessa ação no jogo.

At present, the role the attack plays in a high level volleyball game and team performance is unquestionable. This sports modality is characterized by fast, precise and powerful attacks that require technical control and the ability to adapt to situational constraints of the game. Thus, the objective of this study was to examine the relationship between time and type of attack and the effect of the attack in national junior male volleyball teams. For this purpose, 1191 attack actions of national teams participating in the World Junior Championship were analyzed. The most recurrent effect of attack was the point, and faster and powerful attacks occurred more frequently. The fastest game favored gaining of a point and the powerful attack emerged from the need to overlap the opponent’s defensive system

At present, the role the attack plays in a high level volleyball game and team performance is unquestionable. This sports modality is characterized by fast, precise and powerful attacks that require technical control and the ability to adapt to situational constraints of the game. Thus, the objective of this study was to examine the relationship between time and type of attack and the effect of the attack in national junior male volleyball teams. For this purpose, 1191 attack actions of national teams participating in the World Junior Championship were analyzed. The most recurrent effect of attack was the point, and faster and powerful attacks occurred more frequently. The fastest game favored gaining of a point and the powerful attack emerged from the need to overlap the opponent’s defensive system.

O presente estudo pretendeu identificar possíveis indicadores de rendimento, adstritos às ações de jogo, diferenciadores do resultado obtido no set em Voleibol. A amostra consistiu em 65.949 ações realizadas em 550 sets da Liga Mundial 2005, "adulto" masculinos. A coleta de dados teve como suporte instrumental o software "Volleyball Information System". Para testar as diferenças nos indicadores de rendimento, entre as equipes que vencem e perdem os sets, se utilizou o teste t de student de medidas independentes (p < 0,05). As observações cumpriram os requisitos de fidedignidade para serem utilizadas como ferramenta científica, tanto pela percentagem de acordos interobservador como pela estatística Kappa de Cohen. O presente estudo demonstrou que as equipes que vencem os sets obtêm melhores desempenhos em todas as ações de jogo (ataque, bloqueio, saque, defesa, levantamento e recepção), devido à maior frequência de ações ponto/excelente (com exceção do número de recepções excelentes) e à menor frequência de erros. As equipes que vencem os sets apresentam uma distribuição percentual dos pontos ganhos mais equilibrada entre as três ações terminais (ataque, bloqueio e saque) do que as equipes que perdem os sets. O ataque representa, para as equipes perdedoras, um maior peso no total de pontos ganhos através das ações terminais.The present study aimed to identify in which performance indicators are there differences between the teams that win and lose the sets in Volleyball matches. Archival data were obtained from 65.949 game actions in 550 sets from the men's 2005 World League. The "Volleyball Information System" was used for data gathering. Descriptive statistics were performed on all variables and the student t -test was used. Kappa of Cohen analysis and percentage of agreement demonstrated good inter-observer reliability which confirmed the accuracy of observations. This study showed that the teams that win their sets have best performance in all game actions (attack, block, serve, dig, set, reception) due to higher frequency of point/excellent actions (with the exception of the number of excellent receptions) and a lower frequency of errors. The teams that win those sets have a more balanced distribution of points earned between the three terminal actions (attack, block and service) than the teams that lose their sets. For the losing teams, the attack represents a greater weight in the total points earned through the terminal actions.

O presente estudo teve como objetivo examinar a concepção de treinadores experts acerca das etapas de formação desportiva a longo prazo do jogador de Voleibol. A amostra do estudo foi composta por 10 treinadores "experts" brasileiros. Os sujeitos apresentaram idade média de 45 ± 13,8 anos e 24,8 ± 12,1 anos de experiência profissional, sendo todos licenciados em Educação Física. Os dados foram coletados por meio de entrevista estruturada e de resposta aberta, baseada no protocolo de Fernandes (2004). A sua adaptação de conteúdo à realidade sócio-cultural e desportiva brasileira foi efetivada pelo método de peritagem. O tratamento das informações foi realizado por meio da análise de conteúdo, com o recurso à interpretação lógico-semântico das ideias prevalecentes no "corpus" das entrevistas. A fidedignidade de codificação foi assegurada pela percentagem de acordos, para o mesmo codificador e codificadores distintos, situando-se os valores registrados entre 95% e 100%. Os resultados revelaram o desconhecimento, por parte dos investigados, acerca da existência de um modelo de formação desportiva do voleibolista, a longo prazo, no Brasil. Além de confirmarem que o Voleibol é uma modalidade de especialização tardia, os participantes do estudo apontam que a idade de iniciação da sua prática sistemática se situa no início da adolescência, por volta dos 13 anos. As componentes de desenvolvimento desportivo acentuam a prática do jogo deliberado na primeira etapa, onde as experiências motoras diversificadas prevalecem. A partir da segunda etapa aumenta a prática deliberada, com o incremento da aquisição de competências específicas e o comprometimento com a modalidade. A ausência de especificação dos conteúdos de treino ao longo das etapas, bem como a parca referência às competências psico-sociais pode dever-se, em grande medida, à possível inexistência de um modelo nacional referenciador da formação desportiva a longo prazo do jogador de Voleibol.The aim of the present study was to examine the conceptions of expert coaches concerning the volleyball player's long term sport development. The participants were 10 expert coaches. The sample presented 45 ± 13.8 years old and 24.8 ± 12.1 years of coaching experience in the Brazilian volleyball. Data collection was accomplished through structured open answer interviews based on Fernandes' protocol (2004). Its content adaptation to sociocultural and sportive Brazilian reality was accomplished through expert validation. The treatment of the information was accomplished through content analysis, with logic-semantic procedures of the prevalent ideas in the corpus of interviews. The reliability of codification was assured by percentage accord of the same encoder and the different encoders, registering values between 95% and 100%. The present study evidences that no participant knows about the existence of a national long term sport development model for a volleyball player. Moreover, coaches confirmed that the Volleyball is a sport of late specialization, being a widespread consensus that the age of initiation of systematic practice is in the beginning of adolescence, around the age of 13 years old. The components of sport development throughout the stages highlight the practice of the deliberate play in the first stage, where diversified motor experiences prevail. From the second stage, the deliberate practice increases with the acquisition of specific competences and commitment with the modality. The absence of specification of the training contents along the stages, as well as the scanty reference to the psychosocial competences along the stages, can be due, in great measure, to the inexistence of a national model of long term sport development.

O presente estudo teve como objetivo analisar a concepção de treinadores experts acerca do processo de especialização funcional na formação desportiva a longo prazo de jogadores de voleibol. A amostra do estudo foi composta por 10 treinadores experts brasileiros. Os sujeitos apresentaram idade média de 45 anos (±13 anos e oito meses) e 24 anos e oito meses (±12 anos e um mês) de experiência profissional, sendo todos licenciados em Educação Física. Os dados foram recolhidos por meio da aplicação de um protocolo de entrevista estruturada e de resposta aberta, baseada na de Fernandes (2004). A sua adaptação de conteúdo à realidade sócio-cultural e desportiva brasileira foi realizada pelo método de peritagem. O tratamento da informação foi realizado por meio da análise de conteúdo, com o recurso à interpretação lógico-semântico das idéias prevalecentes no corpus das entrevistas. A fiabilidade de codificação foi assegurada pela percentagem de acordos, para o mesmo codificador e codificadores distintos, situando-se os valores registrados entre 95% e 100%. Os treinadores não chegaram a um consenso da idade reconhecida como ideal para iniciar o processo de especialização funcional; baseando-se assim, em ordem de relevância, nas capacidades físicas, técnicas e psicológicas dos jovens atletas. Os resultados revelaram a necessidade de realizar um treino específico, principalmente para os jogadores levantador e líbero. Relativamente às qualidades dos jogadores de alto rendimento, os treinadores brasileiros também priorizaram em ordem de relevância, as capacidades físicas, técnicas, táticas e psicológicas.

RESUMO: Objectivo: rever o perfil clínico dos doentes com Pneumonia por Staphylococcus aureus no Serviço de Pneumologia do Centro Hospitalar Conde S. Januário.Desenho: análise retrospectiva.Métodos: foram revistos os processos clínicos e radiológicos bem como os resultados bacteriológicos e a resposta à terapêutica de todos OS doentes internados, num Serviço de Pneumologia, com o diagnóstico de pneumonia por estafilococos, durante o pertodo compreendido entre 1991 e 1994.Resultados: um total de 10 doentes, todos do sexo masculino, com uma média de idades de 27,9 anos (16-34), como diagnóstico de pneumonia estafilocócica foram analisados. Todos eles (100%) eram toxicomanos por via parentérica. Tosse, dispneia, febre, astenia e anorexia foram as manifestações clínicas predominantes. Infiltrados bilaterais multiplos e pneumatocelos, na radiografia de tórax, ocorreram em todos os doentes. Três doentes tiveram como complicação endocardite, três com pneumotórax, dois com derrame pleural, dois com insuficiência renal aguda e um com insuficiência hepática. O Staphylococcus aureus foi isolado em hemoculturas de todos (10/10) os doeotes e em expectoração de apenas dois (2/4). Todas as estirpes eram sensíveis aos derivados semi-sintéticos da penicilina. Todos os doentes registaram desaparecimento da sintomatologia e melhoria radiológica após antibioterapia.Conclusões: os toxicómanos que utilizem a via parentérica constituem um grupo de risco para bacteriémia estafilocóciu, infecção da valvula tricuspida e pneumonia bilateral.REV PORT PNEUMOL 1998; IV (6): 617-623 ABSTRACT: Obiective: To review the clinical profile of patients with Pneumonia due to Staphylococcus aureus at the Pneumology Service of Centro Hospitalar Conde S. Januário.Design: A retrospective analysis.Methods: The case notes, the chest radiographs, the microbiology results and the response to therapy of patients with staphylococcus pneumonia, admitted at the hospital for a period 1991-1994, were reviewed.Results: A total of 10 males patients, with mean age 27,9 year (range 16 to 34 years) were notified as having staphylococcus pneumonia between 1991 and 1994. All of them (100%) were intravenous drug addicts. Cough, dyspnea, fever, fatigue and anorexia were the predominant clinical manifestations. Multiple bilateral infiltrates and pneumatoceles on the chest radiograph occurred on all of the patients. 3 patients were complicated with endocarditis, 3 with pneumothorax, 2 with pleural effusion, 2 with acute renal failure and one with liver failure. The staphylococcus aureus was isolated from the blood culture in all patients (10/10) and 2 (2/4) from the sputum cultures. All strains were semisyntetic penicillins sensible. All the patients had complete resolution of the symptoms and improvement in the chest radiograph fandings after antibiotic therapy.Conclusions: Drug addicts who use parenteral routes are especially prone to Staphylococcal bacteremia, tricuspid valve infection, and bilateral pneumonia.REV PORT PNEUMOL 1998; IV (6): 617-623 Key-words: Staphylococcus aureus, Drug addicts, pneumonia, endocardites, Semisyntetic penicillin, Palavras-chave: Staphylococcus aureu, Toxicómano, Pneumonia, Endocardite, Penicilina semi-sintética

Teacher training programmes and physical education activities were strikingly affected by the COVID-19 pandemic. Consequently, this study attempted to uncover (i) the systems factors that influenced the teaching practice of 28 preservice teachers during school placement, and how different multi-system interacting influences impacted on (ii) predominant, or (iii) differentiated teaching practices. Data included individual and focus group interviews, field notes, post-observation sessions, and digital portfolios. Eleven system-related factors were identified: macrosystem (lockdown regulations); exosystem (experiential learning); mesosystem (mentoring); microsystem (technology); and individual attributes. Teaching practices were influenced by interacting classroom conditions, prior learner-centred training, mentoring and personal attributes.

Resumo Objetivo Verificar o impacto da aplicação de uma abordagem instrucional baseada em três modelos de ensino (instrução direta, ensino de pares e aprendizagem cooperativa) no aumento do conhecimento declarativo em praticantes de ginástica artística (GA). Metodologia Aplicação de um questionário a 56 praticantes do sexo feminino entre nove e 12 anos, 28 no grupo experimental e 25 no grupo controle. Resultados Evidenciaram que o grupo experimental evoluiu significativamente no conhecimento declarativo, independentemente do nível de habilidade das praticantes, enquanto no grupo controle não houve evolução. Conclusão O estudo evidencia a importância de aplicação combinada de diferentes modelos de ensino na eficácia pedagógica do treino da GA.