PROJECTS FOR CURRICULAR ENRICHMENT OF PHYSICAL AND SPORTS ACTIVITIES IN PUBLIC SCHOOLS OF PORTUGAL

Soares, Jorge; Antunes, Hélio

doi:10.22456/1982-8918.90203

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Original Articles • Movimento 26 • 2020 • https://doi.org/10.22456/1982-8918.90203 copy

PROJECTS FOR CURRICULAR ENRICHMENT OF PHYSICAL AND SPORTS ACTIVITIES IN PUBLIC SCHOOLS OF PORTUGAL

PROYECTOS DE ENRIQUECIMIENTO CURRICULAR DE ACTIVIDADES FÍSICAS Y DEPORTIVAS EN LAS ESCUELAS PÚBLICAS DE PORTUGAL

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract:

The purpose of this study was to determine the genesis of curriculum enrichment projects related to physical and sports activity at public schools in Portugal and to understand their results for the educational community. An interview was conducted with four project coordinators. The projects were oriented into three categories: physical exercise and health; socio-affective development; and sports activity offer through the school club. The diversity and specificity of the projects adjusted to each context as well as the competences and commitment of the person in charge of them were considered decisive elements. Success factors and evaluation parameters of project results are explained by quantitative indicators of students’ participation rather than their impact on their education or their physical and sports skills. No connection was found between the purposes of curriculum enrichment projects and the indicators used to evaluate the results.

Keywords:
Curriculum; School; Motor Activity; Project; Sports

Objectives	Variables	Questions
To identify the project’s origin and mission	Origin and mission	How did the project come about? Was it the initiative of the school as an organization or a teacher??
To identify the project’s origin and mission	Objectives	What are the objectives of CEA?
To characterize the project activities	Target groups	To what extent do CEA include participation of the educational community?
	Physical-sports activities	What are CEA’s activities? What is the project’s relationship with outside organizations?
	Impacts/benefits: Social skills; Health and wellness; Physical aptitude. Funding source.	What are the impacts of CEA?
		Are the CEAs important factors in promoting healthy lifestyles?
		Do CEAs assist students in their psychomotor development?
		What are the sources of funding and support of CEAs?
To identify evaluation and success indicators	Project success	Which indicators do CEAs use to measure the project’s success?
	Evaluation methods	What are CEAs’ method and evaluation parameters?
	Success factors	What are the success factors of CEAs?
		What is the project's durability?
		Do CEAs attract and motivate students? What are the skills required from teachers/technicians?

Project	Reason for the creation CEA projects	Mission
A1	To provide students and the school community with an additional 90 minutes of PA.	To promote PA and the concept and training of fitness among students.
A2	To increase the frequency of sports competition for students, in addition to school sports training.	To enable the school community to participate in federated sport (voluntary sport sector).
A3	To encourage students’ interest in Capoeira activity, giving them the opportunity to practice to learn skills and new knowledge on the subject.	To provide students with new experiences that are different from the usual classes and training in Capoeira skills.
B4	School sports activities showed a decrease in student participation in sports competition, so a teacher proposed to create a school sports club. The objectives were to increase students’ regular sports practice, increase the frequency of sports competition and improve the use of school sports facilities.	To encourage young people to practice sports in the areas of recreation/leisure, federated and sports competition, in priority collaboration with regional associations and local federated sports clubs.
B5	To educate for health through PA.	To stimulate and increase change in young people’s behavioral lifestyle routines. To educate children and youth on the positive and negative aspects related to health and PA.
C6	School failure and students’ indiscipline. Insufficient use of school sports facilities and sports equipment.	Conflict resolution, students’ undisciplined behaviors and promotion of savoir-être.
D7	Offer PA to the children of teachers and staff. Initially the project had recreational, training, social and welfare purposes.	Initially, the mission was to promote PA with the purpose to improve students’ health through regular exercise. Currently, the project’s mission is to provide students with a competitive sport experience in the federated sector.

Project	Objectives
A1	To make students aware that education and PA are fundamental to the daily routines. To motivate students to practice PA. To motivate students to continue the practice of PA in their daily lives and outside the school context.
A2	To transfer teachers’ skills and experience to students. to provide students with a competitive sports experience (federated sector).
A3	To enrich personal skills and personal education.
B4	(i) To promote sports education, improve quality of life, and use sports as a factor of socialization; (ii) to stimulate students’ participation in the various sports; (iii) to create favorable conditions for sports development that allow students’ integration in Regional/National sports competitions; (iv) to participate regularly in federated sports competitions; (v) to strengthen the link and cooperation between school sports activities and the CEA project.
B5	(i) To reverse the reduction in the levels of PA and physical fitness of young people; ii) to promote healthy eating habits and reduce prevalence of overweight and obesity; (iii) To determine students’ metabolic indicators (blood pressure, glucose, HDL, triglycerides); (iv) to ensure understanding of the importance of PA and the adoption of healthy diet as health factors; (v) to educate students to be PA practitioners for life (vi); to increase PA for students; (vii) to collect information in the areas of body composition and physical fitness; (viii) to identify overweight and obese students; (ix) to improve the image and self-esteem of overweight and/or obese children/young people.
C6	To occupy students’ free time through positive and healthy activities.
D7	Initially the project had a playful character but currently it aims at students to participate in the federated sports competition.

Project	Target groups
A1	All students who want to practice supervised PA at school. For students who are below the level considered healthy, a battery of tests is applied to assess risk and impacts.
A2	All students who want to practice sport (inside and outside the school), including all age groups.
A3	Students, teachers and the entire school community.
B4	The entire school community and all those who do not belong to it but want to participate. Currently, the ages of our practitioners range from 4 to 45.
B5	All students in 2^nd and 3^rd cycles identified as overweight and/or obese.
C6	All students at the school; it is also open to school teachers who are interested.
C7	Everyone who wants to participate (inside and outside the school).

Project	Activities
A1	Physical fitness assessment: initial assessment using the fitnessgram program.
A2	Sports activities in the federated sector: Basketball, Futsal, Muay Thay. Leisure activities: weightlifting, Zumba dance, summer activities.
A3	Exchange and cooperation activities between sport clubs.
B4	Sports activities in the federated sector: Volleyball, Speed Skating, Handball. Leisure activities: Capoeirinha, Capoeira, Outdoor, activities and summer activities. General educational activities: Study room and general skills learning.
B5	Physical fitness assessment (fitnessgram and anthropometry tests). Characterization and analysis of data on the group of students evaluated. Supplementary and specialized classes for students in the risk group. Screening for some risk factors associated with cardiovascular disease - heart month. Lecture on Nutrition. Activities outside the school such as participating in the race in Funchal.
C6	Activities are carried out according to students’ preferences - mainly Football and Table Tennis.
D7	Sports activities in the federated sector: Football (women), Swimming and Tennis. Leisure activities: Swimming, Yoga, Walking. General education and training activities.

Project	Project’s life cycle	Evaluation method	Evaluation parameters
A1	The project started in the academic year 2015/2016	The project has not been evaluated yet.	Not evaluated.
A2	Since 2005 (13 years old)	The largest and best possible evaluation: the naked eye.	It has increased the number of sports activities. The number of students at the school has increased (the teacher responsible for the school thinks that this increase is due to the role of the school sport club, as parents seek the school because of their organization of free time activities for children). Sports participation at national level. Protocols with local organizations. Ability to attract advertising companies to establish partnerships.
A3	The project started in the 2015/2016 academic year	The project has not been evaluated yet.	The project has not been evaluated yet.
B4	Since 2006	Final meeting to evaluate the sports season, including proceedings and a report delivered to the Regional Direction for Youth and Sports (regional public administration that financially supports part of the project).	Number of students participating in the activities; checking whether the activities planned were carried out or not; evaluative feedback from parents and the action plan for the following year.
B5	The project started in the academic year 2015/2016	The final report on the school year which is analyzed and approved by the school’s Pedagogical Council.	Goals proposed at the beginning of the school year. Number of participants in the activities developed; Results achieved by students who were identified with health risk factors.
C6	The project started in the academic year 2013/2014	A final written report on the activities is produced and delivered to the school board.	Goals proposed at the beginning of the school year; Number of participants; Results achieved by students with risky behaviors.
D7	Since 2006	A written report on expenses and activities carried out. A technical report.	Costs and expenses of activities. Number of affiliations/registrations in the federated sector.

Project	Indicators	Success factors
A1	Students’ awareness of the importance of physical activity. Students’ autonomy and improvement of their physical fitness.	Motivation of teachers guiding the activities and students.
A2	Technical work. Quality of human resources.	Human Resources. Centrality of the school. Work developed by the school sports club (increased activities).
A3	Number of participants that the project involves.
B4	Whether or not the sports club is able to achieve its goals year after year.	Protocols with Basic Schools of Madeira and Porto Santo; Duration and students’ commitment to the project.
B5	The improvement in the results of the assessment of physical fitness in the risk group (students with pre-obesity and obesity).	The number of students involved in the project. Increased student participation in physical activities guided by teachers. Improvement of physical fitness results.
C6	Improvement of students’ disciplinary behaviors in their free time.	The number of students involved in the project. Participation and supervision of Physical Education teachers. Reduction of students’ undisciplined behavior in their free time.
D7	Effective human resources (‘a good teacher makes a difference’). Increase in the number of participants in the activities. The use of resources.	Good management of human and material resources. Group dynamic. Promotion of activities.

Universidade Federal do Rio Grande do Sul Rua Felizardo, 750 Jardim Botânico, CEP: 90690-200, RS - Porto Alegre, (51) 3308 5814 - Porto Alegre - RS - Brazil
E-mail: movimento@ufrgs.br

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[1] E-mail: jorges@staff.uma.pt