Claudio Farias
Biographic Data
| ID | 3748013 |
|---|---|
| NAME | Claudio Farias |
| GIVEN NAMES | Claudio |
| FAMILY NAME | Farias |
| SIGNATURE | FARIAS C |
| AFFILIATIONS | Universidade do Porto |
| ORCID | 0000-0002-1364-0539 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Reconciling model fidelity and teaching agency
This study examined how different levels of implementation fidelity to critical elements of a hybrid Sport Education–Step Game Approach (SE-SGA) were associated with students’ game performance during volleyball teaching. Within a master's-level physical education teacher education program in Northern Portugal, nine preservice teachers (PSTs) and 189 10th-grade students across nine classes participated. Prior to school placement, the PSTs complete…
Cooperating teachers as facilitators of preservice teachers’ immersion in the educational community
In physical education teacher education (PETE), supporting preservice teachers’ (PSTs') immersion into school communities is critical to fostering their professional learning. However, this socially situated process, where PSTs must gain legitimacy, engage with institutional practices, and navigate professional identities, remains underexplored in the PETE literature. Drawing on social learning theories, this representative case study investigate…
The Social Motivational Orientations in Sport Scale (SMOSS)
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 type…
‘No One Is Left Behind?’
Equity and inclusion are requisites of high-quality Physical Education (PE). However, there is a substantial gap in understanding PE Teacher Education’s (PETE) effectiveness in preparing Preservice Teachers (PSTs) to implement equity-driven pedagogies. Moreover, focused on individual retrospective gameplay engagement rates (participation time), current research fails to provide a holistic perspective of the practical manifestations of equity and …
“It’s Good to Have a Voice”
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’ voice…
“The Game Changers”
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…
Portuguese Validation of the Youth Sport Environment Questionnaire (Yseq) for the Physical Education Context
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 validat…
Pre-service teachers’ negotiation of meaning in their Physical Education Teacher Education programme
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 ne…
Is there an association between proficiency in fundamental movement skills and moderate‐to‐vigorous physical activity in childhood on weekdays and weekends? The React project
OBJECTIVE: The present study probes into the association between children's fundamental movement skills (FMS) and moderate-to-vigorous physical activity (MVPA) during weekdays and weekends. METHODS: This cross-sectional sample included 1014 children aged 6-10 years from the REACT project. Physical activity was assessed with accelerometry, and five FMS (stationary dribble, kick, catch, overhand throw, and underhand roll) were assessed with the dig…
Sleep and fundamental movement skills in primary schoolchildren
OBJECTIVE: Whether sleep is related to fundamental movement skills (FMS) in the pediatric population is largely unknown. The objective of this study was to examine the association between sleep characteristics (duration, efficiency, regularity) and FMS proficiency levels in school-aged children. METHODS: This cross-sectional study included 996 children (mean age: 8.3 ± 1.2 years) from 25 of the 32 primary schools in Matosinhos, northern Portugal.…
Background, rationale, and methodological overview of the React project—return‐to‐action on growth, motor development, and health after the Covid ‐19 pandemic in primary school children
OBJECTIVES: The REACT project was designed around two main aims: (1) to assess children's growth and motor development after the COVID-19 pandemic and (2) to follow their fundamental movement skills' developmental trajectories over 18 months using a novel technological device (Meu Educativo®) in their physical education classes. In this introductory article, the first of the Journal's special issue dedicated to REACT, our goal was to present the …
Statistical analysis of the longitudinal fundamental movement skills data in the React project using the multilevel ordinal logistic model
OBJECTIVES: The REACT project was designed around two main aims: (1) to assess children's growth and motor development after the COVID-19 pandemic and (2) to follow their fundamental movement skills' developmental trajectories over 18 months using a novel technological device (Meu Educativo®) in their physical education classes. In this article, our goal is to describe statistical analysis of the longitudinal ordinal motor development data that w…
Associations of obesity, movement behaviors, and socioeconomic status with fundamental movement skills in children
OBJECTIVE: To investigate the relationship of biological characteristics (age, sex, and obesity), movement behaviors (physical activity and sedentary time), and family socioeconomic status with fundamental movement skills (FMS) in primary school children. METHODS: This cross-sectional study sampled 1014 children (537 girls) aged 6 to 10 years from 25 primary schools in Matosinhos, north of Portugal. Five object control skills (dribbling, kicking,…
A multivariate multilevel approach to unravel the associations between individual and school factors on children's motor performance in the React project
PF and object control FMS z-scores were moderately related. Not all child characteristics were associated with both PF and object control FMS, and their effect sizes were different. School characteristics only explained 10% of the total variation in PF and object control FMS
Individual and school correlates of body mass index and cardiorespiratory fitness in primary school children from the React project
BMI and CRF had a low but statistically significant negative correlation in this sample of children. Most of the variation in BMI and CRF was explained by child-level characteristics
The development of an “Engagement in Physical Education” scale
Purpose The purpose of this paper is to present a scale that assesses students' perceptions of their engagement in physical education. The scale assesses all four dimensions of engagement (agentic, cognitive, behavioral, and emotional) in order to be consistent with the contemporary notion of engagement used in current educational research. Method A total of 231 eighth and ninth-grade students (108 boys, Mage = 14.55) completed a 21-item scale, w…
Portuguese research on physical education and sport didactics—a critical discussion
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…
Challenges in creating value in the pre-service teachers’ journey from learning to implementing student-centred approaches
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 cont…
Effects of a two-stage physical education teacher education programme on preservice teachers’ specialised content knowledge and students’ game-play in a student-centred Sport Education-Step Game appro…
This study aimed to examine the effects of a physical education teacher education programme on (a) preservice teachers’ (PSTs') specialised content knowledge (SCK), and (b) the game-play development of their students, during a student-centred Sport Education-Step Game Approach (SE-SGA) unit. Three PSTs selected by convenience sampling (22–24 years old), their 60 eighth-grade students (three classes: 38 boys, 22 girls, M age = 13.3), and a mentori…
Aligning Physical Literacy With Critical Positive Youth Development and Student-Centered Pedagogy
The purpose of this article is three-fold: (1) revisit the concept of life skills to position physical literacy as a social justice life skill; (2) make the argument that physical literacy is particularly relevant within a critical positive youth development perspective; and (3) propose a novel critical praxis for developing physical literacy amongst youth. When considering emergent social issues, youth programming has the potential to integrate …
Challenges faced by preservice and novice teachers in implementing student-centred models
The purpose of this study was to unpack the challenges and constraints encountered by preservice and novice teachers when implementing student-centred models, and to describe the methodological characteristics of research conducted on this topic between 2004 and 2020. The procedure had a three-step approach: (a) searching for publications in electronic databases; (b) selecting studies based on inclusion criteria; and (c) refining this selection t…
Becoming an ethnographer in a Physical Education Teacher Education culture
The aim of this article is to uncover a transformative journey of a novice ethnographer, as she encountered the field of ethnographic research in a Physical Education Teacher Education culture. Particularly, through an analytical autoethnography, this study will present crucial experiences recognized as fieldwork dilemmas and encounter the strategies developed in order to address them.Data was generated through a field diary and a reflexive log f…
Does Sport Education promote equitable game-play participation? Effects of learning context and students’ sex and skill-level
This study conducted an innovative quantitative examination of the level of student game-play participation during two, consecutive and ‘naturalistically’ implemented, Sport Education (SE) seasons, while taking into account students’ sex and skill-level and the activity participation context (team practice/competition, handball/football). A total of 24 eighth-grade students (nine girls, 15 boys; M age 12.9±1.3) were affiliated in three teams of e…
Student game-play performance in invasion games following three consecutive hybrid Sport Education seasons
This study was the first to examine game performance according to the tactical structures of invasion games throughout three consecutive model-based units. Twenty-six seventh grade students participated in three Sport Education seasons (basketball, handball, and football) taught through the tactical framework Invasion Games Competence model. Team membership remained the same throughout the three seasons and pre- and post-test game-play of three-a…
Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions
This study was the first in sport education to provide a yearlong, in-depth examination of the scaffolding processes used by a teacher during student participation in four consecutive seasons. Given the peer teaching format of the learning activities and curriculum ownership allocated to students, a focus was placed on the preparation of the students in the role of team coaches to conduct instruction in student-centred interactions (active engage…
The impact of a hybrid Sport Education–Invasion Games Competence Model soccer unit on students’ decision making, skill execution and overall game performance
The purpose of this study was to examine the impact of a hybrid Sport Education–Invasion Games Competence Model (SE-IGCM) unit application on students’ improvements in decision making, skill execution and overall game performance, during a soccer season. Twenty-six fifth-grade students from a Portuguese public elementary school participated in a 22-lesson season, in which pre-test, post-test and retention test measures were analyzed through the i…
Towards a more equitable and inclusive learning environment in Sport Education
This study was designed to examine and intervene into student behaviours to promote a democratic, inclusive and participatory focus within Sport Education. To achieve an increased understanding of and changes within student behaviours, a collaborative participatory action research methodology was applied to provide voice to students as agents of change. The research progressed throughout an entire school year and was cast in two stages. The first…
Aligning Physical Literacy With Critical Positive Youth Development and Student-Centered Pedagogy
The purpose of this article is three-fold: (1) revisit the concept of life skills to position physical literacy as a social justice life skill; (2) make the argument that physical literacy is particularly relevant within a critical positive youth development perspective; and (3) propose a novel critical praxis for developing physical literacy amongst youth. When considering emergent social issues, youth programming has the potential to integrate …
Becoming an ethnographer in a Physical Education Teacher Education culture
The aim of this article is to uncover a transformative journey of a novice ethnographer, as she encountered the field of ethnographic research in a Physical Education Teacher Education culture. Particularly, through an analytical autoethnography, this study will present crucial experiences recognized as fieldwork dilemmas and encounter the strategies developed in order to address them.Data was generated through a field diary and a reflexive log f…
Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions
This study was the first in sport education to provide a yearlong, in-depth examination of the scaffolding processes used by a teacher during student participation in four consecutive seasons. Given the peer teaching format of the learning activities and curriculum ownership allocated to students, a focus was placed on the preparation of the students in the role of team coaches to conduct instruction in student-centred interactions (active engage…
Student game-play performance in invasion games following three consecutive hybrid Sport Education seasons
This study was the first to examine game performance according to the tactical structures of invasion games throughout three consecutive model-based units. Twenty-six seventh grade students participated in three Sport Education seasons (basketball, handball, and football) taught through the tactical framework Invasion Games Competence model. Team membership remained the same throughout the three seasons and pre- and post-test game-play of three-a…
Challenges in creating value in the pre-service teachers’ journey from learning to implementing student-centred approaches
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 cont…
The impact of a hybrid Sport Education–Invasion Games Competence Model soccer unit on students’ decision making, skill execution and overall game performance
The purpose of this study was to examine the impact of a hybrid Sport Education–Invasion Games Competence Model (SE-IGCM) unit application on students’ improvements in decision making, skill execution and overall game performance, during a soccer season. Twenty-six fifth-grade students from a Portuguese public elementary school participated in a 22-lesson season, in which pre-test, post-test and retention test measures were analyzed through the i…
Towards a more equitable and inclusive learning environment in Sport Education
This study was designed to examine and intervene into student behaviours to promote a democratic, inclusive and participatory focus within Sport Education. To achieve an increased understanding of and changes within student behaviours, a collaborative participatory action research methodology was applied to provide voice to students as agents of change. The research progressed throughout an entire school year and was cast in two stages. The first…
Scaffolding student–coaches’ instructional leadership toward student-centred peer interactions
This study was the first in sport education to provide a yearlong, in-depth examination of the scaffolding processes used by a teacher during student participation in four consecutive seasons. Given the peer teaching format of the learning activities and curriculum ownership allocated to students, a focus was placed on the preparation of the students in the role of team coaches to conduct instruction in student-centred interactions (active engage…
Student game-play performance in invasion games following three consecutive hybrid Sport Education seasons
This study was the first to examine game performance according to the tactical structures of invasion games throughout three consecutive model-based units. Twenty-six seventh grade students participated in three Sport Education seasons (basketball, handball, and football) taught through the tactical framework Invasion Games Competence model. Team membership remained the same throughout the three seasons and pre- and post-test game-play of three-a…
Challenges faced by preservice and novice teachers in implementing student-centred models
The purpose of this study was to unpack the challenges and constraints encountered by preservice and novice teachers when implementing student-centred models, and to describe the methodological characteristics of research conducted on this topic between 2004 and 2020. The procedure had a three-step approach: (a) searching for publications in electronic databases; (b) selecting studies based on inclusion criteria; and (c) refining this selection t…
Becoming an ethnographer in a Physical Education Teacher Education culture
The aim of this article is to uncover a transformative journey of a novice ethnographer, as she encountered the field of ethnographic research in a Physical Education Teacher Education culture. Particularly, through an analytical autoethnography, this study will present crucial experiences recognized as fieldwork dilemmas and encounter the strategies developed in order to address them.Data was generated through a field diary and a reflexive log f…
Does Sport Education promote equitable game-play participation? Effects of learning context and students’ sex and skill-level
This study conducted an innovative quantitative examination of the level of student game-play participation during two, consecutive and ‘naturalistically’ implemented, Sport Education (SE) seasons, while taking into account students’ sex and skill-level and the activity participation context (team practice/competition, handball/football). A total of 24 eighth-grade students (nine girls, 15 boys; M age 12.9±1.3) were affiliated in three teams of e…
Effects of a two-stage physical education teacher education programme on preservice teachers’ specialised content knowledge and students’ game-play in a student-centred Sport Education-Step Game appro…
This study aimed to examine the effects of a physical education teacher education programme on (a) preservice teachers’ (PSTs') specialised content knowledge (SCK), and (b) the game-play development of their students, during a student-centred Sport Education-Step Game Approach (SE-SGA) unit. Three PSTs selected by convenience sampling (22–24 years old), their 60 eighth-grade students (three classes: 38 boys, 22 girls, M age = 13.3), and a mentori…
Aligning Physical Literacy With Critical Positive Youth Development and Student-Centered Pedagogy
The purpose of this article is three-fold: (1) revisit the concept of life skills to position physical literacy as a social justice life skill; (2) make the argument that physical literacy is particularly relevant within a critical positive youth development perspective; and (3) propose a novel critical praxis for developing physical literacy amongst youth. When considering emergent social issues, youth programming has the potential to integrate …
Portuguese research on physical education and sport didactics—a critical discussion
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…
Challenges in creating value in the pre-service teachers’ journey from learning to implementing student-centred approaches
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 cont…
The Social Motivational Orientations in Sport Scale (SMOSS)
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 type…
‘No One Is Left Behind?’
Equity and inclusion are requisites of high-quality Physical Education (PE). However, there is a substantial gap in understanding PE Teacher Education’s (PETE) effectiveness in preparing Preservice Teachers (PSTs) to implement equity-driven pedagogies. Moreover, focused on individual retrospective gameplay engagement rates (participation time), current research fails to provide a holistic perspective of the practical manifestations of equity and …
“It’s Good to Have a Voice”
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’ voice…
“The Game Changers”
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…
Portuguese Validation of the Youth Sport Environment Questionnaire (Yseq) for the Physical Education Context
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 validat…
Pre-service teachers’ negotiation of meaning in their Physical Education Teacher Education programme
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 ne…
Is there an association between proficiency in fundamental movement skills and moderate‐to‐vigorous physical activity in childhood on weekdays and weekends? The React project
OBJECTIVE: The present study probes into the association between children's fundamental movement skills (FMS) and moderate-to-vigorous physical activity (MVPA) during weekdays and weekends. METHODS: This cross-sectional sample included 1014 children aged 6-10 years from the REACT project. Physical activity was assessed with accelerometry, and five FMS (stationary dribble, kick, catch, overhand throw, and underhand roll) were assessed with the dig…
Sleep and fundamental movement skills in primary schoolchildren
OBJECTIVE: Whether sleep is related to fundamental movement skills (FMS) in the pediatric population is largely unknown. The objective of this study was to examine the association between sleep characteristics (duration, efficiency, regularity) and FMS proficiency levels in school-aged children. METHODS: This cross-sectional study included 996 children (mean age: 8.3 ± 1.2 years) from 25 of the 32 primary schools in Matosinhos, northern Portugal.…
Background, rationale, and methodological overview of the React project—return‐to‐action on growth, motor development, and health after the Covid ‐19 pandemic in primary school children
OBJECTIVES: The REACT project was designed around two main aims: (1) to assess children's growth and motor development after the COVID-19 pandemic and (2) to follow their fundamental movement skills' developmental trajectories over 18 months using a novel technological device (Meu Educativo®) in their physical education classes. In this introductory article, the first of the Journal's special issue dedicated to REACT, our goal was to present the …
Statistical analysis of the longitudinal fundamental movement skills data in the React project using the multilevel ordinal logistic model
OBJECTIVES: The REACT project was designed around two main aims: (1) to assess children's growth and motor development after the COVID-19 pandemic and (2) to follow their fundamental movement skills' developmental trajectories over 18 months using a novel technological device (Meu Educativo®) in their physical education classes. In this article, our goal is to describe statistical analysis of the longitudinal ordinal motor development data that w…
Associations of obesity, movement behaviors, and socioeconomic status with fundamental movement skills in children
OBJECTIVE: To investigate the relationship of biological characteristics (age, sex, and obesity), movement behaviors (physical activity and sedentary time), and family socioeconomic status with fundamental movement skills (FMS) in primary school children. METHODS: This cross-sectional study sampled 1014 children (537 girls) aged 6 to 10 years from 25 primary schools in Matosinhos, north of Portugal. Five object control skills (dribbling, kicking,…
A multivariate multilevel approach to unravel the associations between individual and school factors on children's motor performance in the React project
PF and object control FMS z-scores were moderately related. Not all child characteristics were associated with both PF and object control FMS, and their effect sizes were different. School characteristics only explained 10% of the total variation in PF and object control FMS
Individual and school correlates of body mass index and cardiorespiratory fitness in primary school children from the React project
BMI and CRF had a low but statistically significant negative correlation in this sample of children. Most of the variation in BMI and CRF was explained by child-level characteristics
The development of an “Engagement in Physical Education” scale
Purpose The purpose of this paper is to present a scale that assesses students' perceptions of their engagement in physical education. The scale assesses all four dimensions of engagement (agentic, cognitive, behavioral, and emotional) in order to be consistent with the contemporary notion of engagement used in current educational research. Method A total of 231 eighth and ninth-grade students (108 boys, Mage = 14.55) completed a 21-item scale, w…
Psychology (23 works) · Physical Education and Pedagogy (19 works) · Inclusion and Disability in Education and Sport (14 works) · Physical education (14 works) · Mathematics education (12 works) · Pedagogy (11 works) · Motivation and Self-Concept in Sports (10 works) · Medicine (9 works) · Sociology (8 works) · Children's Physical and Motor Development (7 works)