Este estudo analisa a perceção de 267 docentes do 1.º Ciclo do Ensino Básico relativamente às Atividades Rítmicas e Expressivas (ARE), com especial enfoque nas danças tradicionais portuguesas (DTP). Através da aplicação de um questionário, procurou-se compreender a frequência com que estas atividades são abordadas, os benefícios atribuídos ao seu ensino e os obstáculos sentidos na prática pedagógica. Os resultados evidenciam que, embora os docentes reconheçam o valor cultural, social e formativo das DTP, a sua implementação em contexto escolar é pouco frequente, devido a limitações curriculares, falta de formação específica e escassez de recursos. Conclui-se que as DTP constituem uma ferramenta pedagógica relevante para promover a criatividade, a socialização e a identidade cultural, sendo necessário reforçar a sua integração no currículo e investir em formação docente. Abstract This study analyzes the perceptions of 267 primary school teachers regarding Rhythmic and Expressive Activities (REA), with a particular focus on Portuguese traditional dances (PTD). Through the administration of a questionnaire, the aim was to understand how frequently these activities are addressed, the benefits attributed to their teaching, and the challenges experienced in pedagogical practice. The results show that although teachers recognize the cultural, social, and educational value of PTD, their implementation in school settings is infrequent due to curriculum constraints, lack of specific training, and limited resources. It is concluded that PTD constitute a relevant pedagogical tool for promoting creativity, socialization, and cultural identity, highlighting the need to strengthen their integration into the curriculum and invest in teacher training..

Este estudo analisou as potencialidades de um programa de intervenção no desempenho motor e no comportamento lúdico-motor de crianças em idade pré-escolar. A pertinência desta investigação assenta na crescente diminuição das oportunidades motoras das crianças, decorrente do sedentarismo e da excessiva exposição a contextos tecnológicos. Considerando a relevância do movimento para o desenvolvimento integral da criança, o estudo procurou compreender o impacto de diferentes contextos de atividade —estruturados e não estruturados —na estimulação de habilidades motoras fundamentais. A investigação, de natureza quantitativa e comparativa, envolveu 11 crianças entre os três e cinco anos de idade. O programa de intervenção decorreu durante cinco semanas, integrando momentos de atividades estruturadas e não estruturadas, com o objetivo de estimular o desenvolvimento motor global. Foram utilizados o Test of Gross Motor Development – Second Edition(TGMD-2) e uma escala de observação do comportamento lúdicomotor adaptada de Neto (1985), Pimenta (2000) e Silva e Brito (1994). Os dados foram tratados no SPSS (v.28.0), recorrendo a análises descritivas e ao teste de Wilcoxon (p<.05). Os resultados evidenciaram melhorias significativas no desempenho motor após a intervenção, bem como maior envolvimento das crianças em atividades locomotoras e manipulativas nos contextos enriquecidos. Verificou-se ainda que as atividades não estruturadas favoreceram a autonomia, a cooperação e a criatividade. Conclui-se que a integração equilibrada de momentos estruturados e não estruturados em contexto pré-escolar potencia o desenvolvimento motor, contribuindo para uma educação mais completa e promotora do bem-estar infantil. Abstract This study analyzed the potential of an intervention program on motor performance and playbased motor behavior in preschool children. Its relevance lies in the reduction of motor opportunities due to increasing sedentary lifestyles and technological exposure. Considering the importance of movement for children’s holistic development, the study aimed to understand the impact of structured and unstructured activity contexts on the stimulation of fundamental motor skills. The quantitative and comparative research involved 11 children aged three to five years. The five-week intervention program included structured and unstructured sessions designed to stimulate overall motor development. The Test of Gross Motor Development – Second Edition (TGMD-2) and an observational scale of play-based motor behavior adapted from Neto (1985), Pimenta (2000), and Silva and Brito (1994) were applied. Data were processed using SPSS (v.28.0) with descriptive analyses and the Wilcoxon test (p<.05). Results revealed significant improvements in motor performance after the intervention, as well as greater engagement in locomotor and manipulative activities in enriched contexts. Unstructured play fostered autonomy, cooperation, and creativity. The balanced integration of structured and unstructured activities in preschool education enhances motor development, promoting a more holistic and healthy learning environment.

Biosocial factors play a crucial role in the physical-motor development (PMD) of children during the preschool age. The present study aims to identify physical-motor profiles throughout preschool age (3–6 years) and explore associations between profiles and selected biosocial factors such as age, sex, prematurity, weight, height, BMI, and participation in extracurricular physical activities. Data from 412 typically developing children (46.6% girls and 53.4% boys), aged 35–71 months (M = 51.21, SD = 10.47) was collected using the Psychomotor Activities Checklist and specifically the scale of Psycho-Motor Aspects. Cluster analysis made it possible to define four different childhood PMD profiles. High PMD; High PMD except left laterality; medium-low PMD; and low PMD. High PMD profile includes older children, with anthropometric measurements closer to the WHO recommendations, fewer preterm children, and greater participation in extracurricular physical activities. Low PMD profile includes younger children, with weight slightly above and height slightly below the WHO recommendations and low participation in extracurricular physical activities. This study allows us to identify specific trends that may be decisive for the motor development of children throughout preschool age, highlighting selected biological variables and participation in extracurricular physical activities.

Livro de resumos do XVII Seminário Internacional de Educação Física, Lazer e Saúde (SIEFLAS), que se realizou na Escola Superior de Educação do Instituto Politécnico de Viana do Castelo, entre os dias 17 e 19 de outubro de 2024

Neurodegenerative diseases (NDDs) are an increasing group of chronic and progressive neurological disorders that ultimately lead to neuronal cell failure and death. Despite all efforts throughout decades, their burden on individuals and society still casts one of the most massive socioeconomic problems worldwide. The neuronal failure observed in NDDs results from an intricacy of events, mirroring disease complexity, ranging from protein aggregation, oxidative stress, (neuro)inflammation, and even blood-brain barrier (BBB) dysfunction, ultimately leading to cognitive and motor symptoms in patients. As a result of such complex pathobiology, to date, there are still no effective treatments to treat/halt NDDs progression. Fortunately, interest in the bioavailable low molecular weight (LMW) phenolic metabolites derived from the metabolism of dietary (poly)phenols has been rising due to their multitargeted potential in attenuating multiple NDDs hallmarks. Even if not highly BBB permeant, their relatively high concentrations in the bloodstream arising from the intake of (poly)phenol-rich diets make them ideal candidates to act within the vasculature and particularly at the level of BBB. In this review, we highlight the most recent - though still scarce - studies demonstrating LMW phenolic metabolites’ ability to modulate BBB homeostasis, including the improvement of tight and adherens junctional proteins, as well as their power to decrease pro-inflammatory cytokine secretion and oxidative stress levels in vitro and in vivo. Specific BBB-permeant LMW phenolic metabolites, such as simple phenolic sulfates, have been emerging as strong BBB properties boosters, pleiotropic compounds capable of improving cell fitness under oxidative and pro-inflammatory conditions. Nevertheless, further studies should be pursued to obtain a holistic overview of the promising role of LMW phenolic metabolites in NDDs prevention and management to fully harness their true therapeutic potential.

Parkinson's disease (PD) imposes a growing socioeconomic burden due to its increasing prevalence and lack of a cure. Existing treatment options primarily manage motor and nonmotor symptoms but do not halt or slow disease progression, underscoring the urgent need for more effective and preventative strategies. Growing evidence suggests a strong link between immune system dysfunction, chronic inflammation, and the early pathogenesis of Parkinson's disease, often occurring years before the onset of motor symptoms, thereby indicating a critical window for early intervention. In this review, we examine current evidence on non-pharmacological approaches such as dietary changes, physical activity, and gut microbiome regulation, focusing on their potential to modulate both peripheral and central immune responses, thereby influencing the progression of PD. Besides being complementary to standard pharmacological treatments, these approaches not only reduce systemic inflammation but may also help delay, prevent, or improve clinical management of PD by targeting and modulating its immunological foundations.

Introduction – While the importance of science communication and outreach is widely acknowledged, their impact is often overlooked or not measured. To address this question we carried a study aimed to quantitatively assess the influence of science communication and outreach activities on knowledge acquisition and retention by secondary school students during Brain Awareness Week (BAW) 2023 in Lisbon, Portugal. Methods – A population of 428 students raging from 6th to 12th grade (6–12 years of formal education), was involved in this study. Results – Analysis of pre-and post-event questionnaire data revealed a significant improvement in participant knowledge scores 7 days post-activity compared to the baseline. Discussion – These findings highlight the importance of such quantitative evaluations and underscore the pivotal role of science communication in enhancing scientific knowledge in schoolchildren.