http://hdl.handle.net/10174/1013 2026-08-02T01:27:05Z http://hdl.handle.net/10174/42133 Title: Association Between Physical Literacy and Physical Fitness Among Children and Adolescents: A S ystematic Review Authors: Mendes, Inês; Flôres, Fábio; Serpa, Joana; Peralta, Miguel; Soares, Denise; Vieira, Fernando; Marconcin, Priscila Abstract: Background: Physical literacy (PL) develops the fundamental movement skills, knowledge, and confidence required for lifelong physical activity (PA), thereby improving fitness and overall health. Objectives: T o examine the relationship between PL and physical fitness (PF) in children and adolescents. Methods: Databases were systematically searched in 2023, following PRISMA guidelines and using the PICOD strategy across PubMed, Web of Science, Scopus, ERIC, and SPORT Discus. Study selection, data extraction, and methodological quality assessment (using the Newcastle-Ottawa Scale) were independently conducted by two reviewers. Extracted data included study design, country, sample characteristics (age and sex), PL assessment instruments, PF outcomes, and main findings. PL was assessed with validated scales, and PF was evaluated with standardized fitness tests. Only cross-sectional studies were included. Results: From the 556 studies, nine met the inclusion criteria, totaling 12,228 participants. Higher PL was associated with healthier body composition and better aerobic fitness, with associations primarily reported through correlation and regression analyses. Physical activity acted as a mediator in this relationship. Conclusions: Improved PL is associated with better PF outcomes in children and adolescents, underscoring the importance of promoting PL to support long-term health and PA engagement. 2026-01-01T00:00:00Z http://hdl.handle.net/10174/42131 Title: Shifting Attention and Response Time Performance in Adolescents: Effects of External and Internal Focus Authors: Flôres, Fábio; Cardozo, Priscila; Soares, Denise; Drews, Ricardo Abstract: Aim: To examine the effects of attentional focus on adolescents’ response time performance and investigate whether sports participation moderates this effect. Methods: Fifty-eight adolescents (16.46 years) were randomly assigned to one of three groups: external focus of attention (EF), internal focus of attention (IF), or control. Participants performed a response- time task using a visual stimulus. A 3 × 2 factorial ANOVA was conducted, with attentional focus group (external, internal, control) and sports participation (yes, no) as between- subjects factors. Results: A significant main effect of attentional focus was found, with the EF group outperforming the IF and control groups. Sports participation alone was not a significant factor, and the interaction between attentional focus and sports participation was not statistically significant. However, exploratory analyses suggested a possible tendency for adolescents engaged in sports practice to respond more favorably to an EF strategy, though these findings should be interpreted with caution. No significant differences were observed among non-sports participants. Conclusion: These findings reinforce the benefits of an external attentional focus for adolescent response-time performance. Although exploratory, the results suggest that adolescents engaged in sports practice may respond more favorably to EF, highlighting the potential relevance of reconsidering commonly used IF instructions in youth sports and educational contexts. 2026-01-01T00:00:00Z http://hdl.handle.net/10174/41925 Title: Validity evidence based on internal structure of a pilot scientific literacy assessment instrument Authors: Coppi, Marcelo; Fialho, Isabel; Cid, Marília Abstract: This study presents the validity evidence based on internal structure gathered from the application of a pilot instrument to assess the scientific literacy of students at the end of the 3rd cycle of basic education. The instrument, composed of the subtestsnature of science, impact of science and technology on society and content of science, was applied to 176 students in the 10th grade from eight Portuguese schools. Evidence was gatheredusing the Item Response Theory information function.The analysis revealed that the three subtests show evidence of validity based on internal structure that makes it possible to use the results for decision making. Nevertheless, it was found to be necessary to revise the items of the content of science subtest in order forthem to better fit the characteristics of the sample 2024-01-01T00:00:00Z http://hdl.handle.net/10174/41922 Title: Uso de suportes digitais em tarefas académicas. Um estudo com estudantes do ensino superior Authors: Monroy García, Angélica; Fialho, Isabel Abstract: El uso creciente de las Tecnologías de la Información y la Comunicación (TIC), en las más diversas dimensiones e instituciones de la vida social, impone desafíos a los sistemas educativos que deben acompañar este avance tecnológico. El objetivo de esta investigación fue conocer el uso que los estudiantes de la Universidad de Évora hacen de los soportes tecnológicos (ordenador y/o tablet y teléfono móvil), tanto en el ámbito académico como personal. La muestra de estudio está compuesta por un total de 308 estudiantes a los que se les aplicó el cuestionario CUTIC sobre los comportamientos digitales y opiniones sobre el uso de las TIC. La recogida de datos se realizó mediante Google Form, previo consentimiento informado. De acuerdo con los resultados, los estudiantes hacen un uso frecuente del ordenador y la tablet en sus tareas académicas, siendo menos frecuente el uso del teléfono móvil, mientras que sus emociones y conductas no se ven alteradas por el uso y acceso a los soportes tecnológicos en ninguno de los dos niveles de estudios analizados (grados y posgrados). 2023-01-01T00:00:00Z