Dissertations / Theses on the topic 'Social motor coordination'

Ce travail de thèse étudie l’improvisation socio-motrice, entre deux personnes. Nos capacités d’improvisation reflètent notre faculté à interagir avec autrui en adaptant nos réponses comportementales à celles de l’autre. Deux paramètres rendent compte de ces capacités : la créativité motrice, c’est-à-dire la richesse des mouvements, et la coordination interpersonnelle. Bien que fondamentaux dans le succès de nos interactions sociales, leur investigation conjointe, jamais réalisée, semble nécessaire. Le but de cette thèse était donc d’investiguer les comportements moteurs inter- et intra-personnels en situation d’improvisation. Pour cela, nous avons d’abord : (i) recueilli et défini les méthodes d’analyse de la créativité motrice et de la coordination, (ii) analysé les capacités d’improvisation et leur acquisition, (iii) mesuré l’effet de l’improvisation sur l’organisation posturale de chacun, et finalement (iv) évalué les capacités d’improvisation en présence d’un déficit d’interaction sociale (associé à la schizophrénie). Pris ensemble, nos résultats indiquent que l’improvisation socio-motrice est un bon témoin de nos interactions sociales. Nous montrons précisément que les capacités d’improvisation permettent de discriminer un individu sain d’un individu souffrant de déficit social. La coordination interpersonnelle semble jouer un rôle fondamental, aussi bien dans l’acquisition de l’improvisation que dans la stabilité posturale qui la sous-tend. Ces résultats sont discutés à travers l’approche des patrons dynamiques de coordination. Nous proposons un modèle simplifié de l’improvisation intégrant la coordination et la créativité. Nos conclusions offrent des perspectives permettant de mieux comprendre et améliorer nos interactions sociales, en présence ou non de désordres sociaux
This work investigates the socio-motor improvisation that occurs between two people. Improvisation capacities rely on our ability to interact with others by adapting our own behavioral answers to those of the other. Two parameters display these capacities: motor creativity (i.e., the richness of our movements) and interpersonal coordination. Although these two parameters are fundamental in the success of social interaction, they were never investigated jointly. This was the goal of our thesis. We aimed to explore intra- and interpersonal motor behaviors during improvisation. To do so, (i) we reviewed existing methods analyzing creativity and coordination, and proposed new ones, (ii) we measured improvisation capacities and their possible acquisition, (iii) we evaluated the influence of improvisation on postural organization of each person and (iv) we assessed the ability to improvise in presence of social deficits (associated with schizophrenia). Taken together, our results demonstrate that socio-motor improvisation is a good candidate to capture our social interactions. More precisely, we show that such capacities could discriminate healthy people from patients suffering from social deficits. Interpersonal coordination seems fundamental since it improves improvisation capacities and postural stability during social interaction. These results are discussed in the conceptual framework of the dynamical approach to movement coordination. We propose a simplified model of socio-motor improvisation including creativity and coordination. Finally, our conclusions offer new perspectives for the understanding and the improvement of social interactions, in presence or not of social disorders

L’objectif de ce travail porte sur l’évaluation des comportements sociaux non-verbauxdans la pathologie schizophrénique. Pour cela, nous avons utilisé la Motor-Affective-Social-Scale (Trémeau et al., 2008) dans le but d’évaluer les gestes co-verbaux qui accompagnent lediscours (sourires et gestes des mains spontanés et expression faciale volontaire), ainsi que leparadigme expérimental des pendules (Schmidt & O’Brien, 1997) permettant d’évaluer lastabilité des coordinations motrices interpersonnelles (CMI). Nos études 1 & 2 démontrentque la schizophrénie induit une réduction significative des gestes co-verbaux, ainsi qu’unediminution de la stabilité des CMI. Nos études 3 & 4 mettent en évidence que la diminutionde la stabilité des CMI dans la schizophrénie est également présente chez les apparentés depremier degré et ce, en dehors de toute influence de l’âge chronologique. Ces résultatssuggèrent que les déficits de CMI pourraient être considérés comme de potentiels phénotypesintermédiaires de la schizophrénie. Enfin, les études 5 & 6 suggèrent qu’il est possible defavoriser la production des comportements sociaux non-verbaux ainsi que de favoriser lastabilité des CMI chez les patients en utilisant une tâche expérimentale d’amorçage socialnon-conscient. Ces travaux ont permis de compléter les connaissances théoriques, de mettreen lumière l’importance des comportements moteurs, de mettre en évidence un nouveaumarqueur phénotypique et d’explorer une nouvelle voie de prise en charge des troubles dufonctionnement social dans la schizophrénie
The aim of this work was to assess the social motor behaviors in schizophrenia. In ourexperimental situations, we used the Motor-Affective-Social-Scale (Trémeau et al., 2008) toassess the social motor behaviors (spontaneous smiles and hand gestures and voluntary facialexpression) and the hand-held pendulum task (Schmidt & O’Brien, 1997) to assess theinterpersonal social motor coordination. In studies 1 & 2, we showed a social behaviorsreduction and interpersonal social motor coordination impairment in schizophrenia. In studies3 & 4, we showed that first degree-relatives of schizophrenia patients have a similarinterpersonal social motor impairment. These results suggested that interpersonal social motorcoordination could be a potential intermediate phenotype of schizophrenia. Finally, thesestudies 5 & 6 showed that the social motor behaviors, including interpersonal social motorcoordination, could be significantly promoted using pro-social priming effect. In conclusion,this dissertation allowed us to better understand the schizophrenia disorder, to demonstrate thenecessity of taking into account the motor dimensions in mental disorders with socialinteraction deficits, to suggest that intentional interpersonal coordination impairments mightbe a potential motor intermediate phenotype of schizophrenia and to propose a newrehabilitation protocol to improving the social functioning in schizophrenia

Résumé. Nos mouvements sont souvent coordonnés avec ceux d'autres personnes. Ces coordinations interpersonnelles influencent la performance dans certaines activités sportives mais également le succès de nos interactions sociales dans la vie quotidienne. Les recherches passées ont permis de mieux comprendre les processus perceptivo-moteurs qui sous-tendent le contrôle des coordinations interpersonnelles et d'identifier l'influence de certaines contraintes informationnelles comme la façon avec laquelle un acteur prélève de l'information sur les mouvements observés. Il reste néanmoins souvent difficile de comprendre pourquoi nos mouvements se coordonnent plus facilement avec ceux de certaines personnes. A travers le cadre conceptuel et méthodologique de l'approche dynamique, nous tentons au cours de cette thèse de mieux comprendre les contraintes informationnelles qui influencent la dynamique des coordinations interpersonnelles. Pris ensemble, les résultats de nos études montrent que les coordinations interpersonnelles ne dépendent pas uniquement de la manière dont l'information est prélevée mais aussi de la nature de cette information. Nous mettons en évidence que les propriétés des mouvements avec lesquels nous nous coordonnons influencent les coordinations interpersonnelles. La dynamique de coordination dépend de la nature discrète ou continue, de l'amplitude, et de la coordination intrapersonnelle des mouvements des personnes avec lesquelles nous interagissons. Nous montrons également que le prélèvement de l'information, et plus généralement les processus perceptivo-moteurs sous-tendant les coordinations interpersonnelles sont affectés par la pathologie, ici la schizophrénie, mais sont améliorés par l'apprentissage, ici une habileté sportive. Ces résultats contribuent à une meilleure compréhension des contraintes informationnelles influençant la dynamique des coordinations interpersonnelles. Ils nous permettent de proposer des pistes prometteuses pour l'aide aux personnes montrant un déficit d'interaction sociale
Abstract. Our movements are often coordinated to those of other people. Such interpersonal coordination influences the performance in sport activities but also the success of our everyday social interactions. Previous research led to a better understanding of the perceptivo-motor processes underlying the control of interpersonal coordination and identified the influence of some informational constraints such as how an actor pick up information on the movements observed. It is however often difficult to understand why our movements are more easily coordinated to those of some people. Using the conceptual and methodological framework of the dynamical approach, we aim in this thesis at further understanding the informational constraints influencing the interpersonal coordination dynamics. Collectively, the results of our studies show that interpersonal coordination does not depend only on how information is picked up but also on the nature of this information. We show that the properties of the movements with those we coordinate influence interpersonal coordination. The coordination dynamics depend on the discrete or continuous nature, the amplitude, and the intrapersonal coordination of the movements of the people with who we interact. We also show that the pick up of the information, and more generally, the percetivo-motor processes underlying interpersonal coordination are affected by the pathology such as schizophrenia, and improved by learning, sport skills for example. These results lead to a better understanding of the informational constraints influencing interpersonal coordination dynamics. They represent promising research directions to help people having a deficit of social interactions

This thesis explores the relationship between motor difficulties and wider educational, social and emotional outcomes. The first two sections have been prepared in accordance with author guidelines of the journals proposed for submission. The first paper presents a systematic review of the literature examining the effects of poor motor skills on self-esteem (global and/or domain specific) in children and adolescents. Four databases were searched for articles focusing on motor skills and self-esteem in children and adolescents. 26 potentially relevant studies were identified and from the 26, eight studies met the inclusion criteria. A synthesis of the studies reveals that there appears to be a relationship between motor skills and self-esteem, however this relationship is complex and likely to vary depending on age, gender and co-morbidity. Implications for EP practice are discussed. The second paper is an exploratory product evaluation of the Manchester Motor Skills Programme (MMSP). A mixed methodology was used to explore outcomes for four KS2 children with motor skills difficulties who participated in the MMSP. The children's motor skills, social skills, academic outcomes and self-esteem were assessed using standardized measures pre and post intervention and at follow up. Semi-structured interviews and a focus group were used to elicit the views of pupils, the class teacher and the group leader. Results indicated improvements in some motor skill domains which were sustained at follow up. Qualitative data highlights perceived improvement in children's social skills, confidence, and use of meta-cognitive strategies. Further research is needed into outcomes of the MMSP on children's social skills and self-esteem. The third paper discusses the dissemination of the research, providing a summary of the research development implications from the research at, the research site and at a wider Local Authority level. A strategy for promoting the dissemination and impact of the research will be discussed.

Human sociality, with its wide scope, early ontogeny and pervasiveness across cultures, is remarkable from an evolutionary perspective. We form bonds with other individuals and live in large social groups. We help, empathise with and share our resources with others, who are unfamiliar and genetically unrelated to us. It has been suggested that interpersonal coordination and rhythmic synchronisation of movements may be one proximate mechanism that enables such widespread human sociality and facilitates cooperation. In the last decade, considerable research has examined the effect of movement synchrony on social bonding and cooperation. However, when this thesis started, there was virtually no experimental study investigating the ontogeny of the movement synchrony-social bonding link, which is proposed to have deep evolutionary roots and important, long-lasting consequences in social life. This thesis aims to investigate the effects of movement synchrony on social bonding and cooperative behaviour across different time points in ontogeny. Three experimental studies were conducted examining infancy, early childhood and middle childhood. Each study explored a different aspect of social bonding and cooperation based on the motor, social and cognitive developments that mark that age group. Study 1a found that at 12 months of age, infants prefer individuals who move in synchrony with them, when the individuals are social entities, but not when they are non-social. Study 1b showed no preferences for synchrony at 9 months in either social or non-social contexts, however. Study 2 revealed that in early childhood, performing synchronous movements actively with a peer facilitates helping behaviour among the children, as well as eye contact and mutual smiling during the interaction. Finally, Study 3 showed that the social bonding effects of movement synchrony applied to inter- group settings and that performing synchronous movements with out-groups increased bonding towards the out-group in middle childhood. This thesis followed an interdisciplinary, integrative and naturalistic approach, where (i) literature from a wide range of disciplines motivated and guided the present research; (ii) links between motor, social and cognitive aspects of development, which are often investigated separately, are formed; and (iii) the experiments were designed in ways that represent the real-life occurrences of the investigated phenomena. The current findings provide the first substantial evidence that movement synchrony facilitates social bonding and cooperation in childhood and thereby provides a foundation for future research.

An algorithm for generating communicative, human-like motion for social humanoid robots was developed. Anticipation, exaggeration, and secondary motion were demonstrated as examples of communication. Spatiotemporal correspondence was presented as a metric for human-like motion, and the metric was used to both synthesize and evaluate motion. An algorithm for generating an infinite number of variants from a single exemplar was established to avoid repetitive motion. The algorithm was made task-aware by including the functionality of satisfying constraints. User studies were performed with the algorithm using human participants. Results showed that communicative, human-like motion can be harnessed to direct partner attention and communicate state information. Furthermore, communicative, human-like motion for social robots produced by the algorithm allows humans partners to feel more engaged in the interaction, recognize motion earlier, label intent sooner, and remember interaction details more accurately.

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Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior
The principal zeitgeber for most of species is the light-dark photocycle (LD), though other environment factors as food availability, temperature and social cues may act. Daily adjustment of the circadian pacemaker may result from integration of environmental photic and non-photic cues with homeostatic cues. Characterization of non-photic effects on circadian timing system in diurnal mammals is scarce in relation to nocturnal, especially for ecologically significant cues. Thus, we analyzed the effect of conspecific vocalizations and darkness on circadian activity rhythm (CAR) in the diurnal primate Callithirx jacchus. With this objective 7 male adults were isolated in a room with controlled illumination, temperature (26,8 ? 0,2?C) and humidity (81,6 ? 3,6%), and partial acoustic isolation. Initially they were under LD 12:12 (~300:2 lux), and subsequently under constant illumination (~2 lux). Two pulses of conspecific vocalizations were applied in total darkness, separated by 22 days, at 7:30 h (external time) during 1 h. They induced phase delays at circadian times (CTs) 1 and 10 and predominantly phase advances at CTs 9 and 15. After that, two dark pulses were applied, separated by 14 days, during 1 h at 7:30 h (external time). These pulses induced phase delays at CTs 2, 3 and 18, predominantly phase advances at CTs 8, 10 and 19, and no change at CT 14. However, marmosets CAR showed oscillations in endogenous period and active phase duration influenced by vocalizations from animals outside the experimental room, which interfered on the phase responses to pulses. Furthermore, social masking and relative coordination with colony were observed. Therefore, phase responses obtained in this work cannot be attributed only to pulses. Afterwards, pulses of conspecific vocalizations were applied in total darkness at 19:00 h (external time), during 1 h for 5 consecutive days, and after 21 days, for 30 consecutive days, on attempt to synchronize the CAR. No animal was synchronized by these daily pulses, although oscillations in endogenous period were observed for all. This result may be due to habituation. Other possibility is the absence of social significance of the vocalizations for the animals due to random reproduction, since each vocalization has a function that could be lost by a mixture of sounds. In conclusion, conspecific vocalizations induce social masking and relative coordination in marmosets CAR, acting as weak zeitgeber
O principal zeitgeber para a maioria das esp?cies ? o ciclo claro-escuro (CE), por?m outros fatores ambientais como disponibilidade de alimento, temperatura e pistas sociais podem atuar. O ajuste di?rio do marcapasso circadiano deve resultar da integra??o de pistas ambientais, f?ticas e n?o-f?ticas, com pistas homeost?ticas. Como a caracteriza??o do efeito de est?mulos n?o-f?ticos sobre o sistema de temporiza??o circadiano em mam?feros diurnos ? escassa em rela??o aos noturnos, principalmente em rela??o a pistas com significado ecol?gico, analisamos o efeito de vocaliza??es de co-espec?ficos e do escuro sobre o ritmo circadiano de atividade motora (RCA) do primata diurno Callithrix jacchus. Com esse objetivo, foram isolados 7 machos adultos em uma sala com ilumina??o, temperatura (26,8 ? 0,2?C) e umidade (81,6 ? 3,6%) controladas e isolamento ac?stico parcial. Inicialmente os animais ficaram sob CE 12:12 (~300:2 lux) e posteriormente sob claro constante (~2 lux). Foram aplicados dois pulsos de vocaliza??es de co-espec?ficos em escuro total, com um intervalo de 22 dias, ?s 7:30 h (hor?rio local) durante 1 h. Esses pulsos desencadearam atrasos de fase nas horas circadianas (HCs) 1 e 10 e predominantemente avan?os de fase nas HCs 9 e 15. Depois foram aplicados dois pulsos de escuro, com um intervalo de 14 dias, ?s 7:30 h (hor?rio local) durante 1 h. Esses pulsos desencadearam atrasos de fase nas HCs 2, 3 e 18, predominantemente avan?os de fase nas HCs 8, 10 e 19, e nenhuma resposta na HC 14. Contudo, o RCA dos sag?is apresentou modula??es no per?odo end?geno e na dura??o da fase ativa por influ?ncia de vocaliza??es emitidas pelos animais de fora da sala, que interferiram nas respostas aos pulsos. Inclusive, foram observados mascaramento social positivo e coordena??o relativa com a col?nia. Portanto, as respostas de fase obtidas nesse trabalho n?o podem ser atribu?das apenas aos pulsos. Posteriormente foram aplicados pulsos de vocaliza??es de co-espec?ficos em escuro total ?s 19 h (hor?rio local), durante 1 h por 5 dias consecutivos, e ap?s 21 dias, por 30 dias consecutivos, para sincronizar o RCA. Nenhum animal sincronizou o RCA aos pulsos di?rios, embora tenham ocorrido modula??es no per?odo end?geno de todos. Esse resultado pode ter sido decorrente de habitua??o ao est?mulo. Outra possibilidade ? a falta de significado social para os animais devido ? reprodu??o aleat?ria das vocaliza??es, visto que cada vocaliza??o tem uma fun??o que pode ter sido perdida com a mistura dos sons. Concluindo, vocaliza??es de co-espec?ficos induzem mascaramento social e coordena??o relativa no RCA de sag?is, atuando como zeitgebers fracos

abstract: The current paper presents two studies that examine how asymmetries during interpersonal coordination are compensated for. It was predicted that destabilizing effects of asymmetries are stabilized through the recruitment and suppression of motor degrees-of-freedom (df). Experiment 1 examined this effect by having participants coordinate line movements of different orientations. Greater differences in asymmetries between participants yielded greater spatial deviation, resulting in the recruitment of df. Experiment 2 examined whether coordination of movements asymmetrical in shape (circle and line) yield simultaneous recruitment and suppression of df. This experiment also tested whether the initial stability of the performed movement alters the amount of change in df. Results showed that changes in df were exhibited as circles decreasing in circularity and lines increasing in circularity. Further, more changes in df were found circular (suppression) compared to line (recruitment) movements.
Dissertation/Thesis
M.A. Psychology 2013

Shift work and Obstructive sleep apnoea (OSA) have been associated with excessive daytime sleepiness and increased risk of road traffic accidents. There is evidence that daytime sleepiness does not provide as satisfactory explanation for accidents, and occupational and social failures associated with sleep disorders. The possibility arises that intermittent hypoxemia and sleep deprivation due to sleep fragmentation in OSA and sleep deprivation secondary to sleep cycle disruption in shift work may underlie neuropsychological deficits, which in turn meditate these functional impairments. The current study uses a control-referenced and norm-referenced design to explore in detail the subcomponents of attention/executive functions and motor coordination of patients with OSA and shift workers with an aim to outline and compare the profiles of any cognitive impairment between these groups.

Relatório de estágio de mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário
Este Relatório de Estágio tem como principal objetivo um olhar atento sobre uma realidade existente na escola onde fiz o meu estágio curricular. Este documento contém, de forma detalhada, informação sobre a escola e a turma, bem como de todo o meio envolvente onde está inserida. Descreve as estratégias e metodologias a adotar enquanto professor bem como quais as atividades em que participei, como e quando se realizaram e qual a minha influência nas demais. Este documento aborda o enquadramento pessoal, institucional, intervenção pedagógica no processo ensino-aprendizagem, a participação na escola e a relação com a comunidade educativa. O estudo que realizei visa verificar a relação entre a coordenação motora e o gosto pela disciplina de Educação Física. Sendo a coordenação motora essencial nas tarefas do dia a dia, é de todo o interesse que os alunos a trabalhem através de exercícios feitos nas aulas de Educação Física proporcionando às crianças e jovens uma maior aptidão/facilidade futura em movimentos básicos postos em prática no seu quotidiano e também na prática de exercício físico. Para tal, o estudo foi aplicado numa amostra de 68 alunos do 5º ano de uma escola EB 2,3 dos quais 32 são do género masculino e 36 do género feminino com idades compreendidas entre os 9 e os 12 anos. Os resultados indicam que os alunos evidenciam, de modo geral, uma atitude positiva face à disciplina, gostam e consideram-na importante na sua formação. Em relação a coordenação motora, a maioria dos alunos apresentou perturbações e insuficiência coordenativa não se verificando diferenças estatisticamente significativas entre géneros e, por fim, de acordo com os resultados finais, não se verificou uma relação entre o gosto pela disciplina de educação física e o nível de coordenação motora dos alunos.
This Traineeship Report has as main objective a close look at a reality existing in the school where I did my curricular internship. This document contains, in detail, information about the school and the class, as well as of the surroundings where it is inserted. Describes the strategies and methodologies to adopt as a teacher as well as what activities the school offers the students, how and when they will be provided and what my influence in the others. This document addresses the personal, institutional framework, pedagogical intervention in the teaching-learning process, participation in school and the relationship with the educational community. The study I conducted aims to verify the relationship between motor coordination and the taste for physical education discipline. Being the essential motor coordination in day to day tasks, it is in the interest of students to work through exercises done in physical education classes, giving the children and young people greater future aptitude / ease in basic movements put into practice in their daily and also in the practice of physical exercise. To do this, the study was applied to a sample of 75 students from the 5th year of a school EB 2,3, of whom 35 are male and 40 are female, 9 to 12 years old. The results indicate that students generally show a positive attitude toward the discipline, like it and consider it important in their training. Regarding motor coordination, the majority of the students presented disturbances and coordination insufficiency, and there were no statistically significant differences between genders, and finally, according to the final results, there was no relationship between the taste for the physical education discipline and the level of motor coordination.

Relatório de estágio de mestrado em Ensino da Música
O presente relatório inscreve-se no âmbito da realização do estágio profissional do Mestrado em Ensino de Música, ministrado pelo Instituto de Educação da Universidade do Minho, e pretende documentar o trabalho realizado num projeto de intervenção pedagógica supervisionada. O projeto associado a este estágio pretendeu investigar e aplicar estratégias pedagógicas para a resolução de problemas de coordenação bimanual no repertório dos alunos. Abordou-se extensivamente questões relacionadas com a coordenação motora e com a sua relevância no contexto do processo de ensinoaprendizagem da guitarra clássica. As estratégias elaboradas foram fundamentadas em conceitos tais como habilidades parciais, integração de habilidades, segmentação, abordagem integrada, transferência de aprendizagem e interferência contextual. Aplicou-se a imagética motora como recurso pedagógico visando o treino das habilidades motoras bimanuais. Abordou-se também o papel dos feedback intrínseco e extrínseco no ensino e na aprendizagem respetivamente, e a importância da demonstração instrumental em comparação com as instruções verbais. Todas as estratégias aplicadas foram eficazes na consolidação das habilidades motoras e no domínio das passagens musicais. Foi também realizado um questionário dirigido aos professores de guitarra clássica do ensino vocacional de música em Portugal. Pretendeu-se com este obter informação sobre em que grau os conceitos e estratégias mencionados fazem parte da prática de docência da guitarra clássica no país. As respostas obtidas sugerem que tais conceitos e estratégias estão de certo modo incluídos no pensamento pedagógico dos docentes no que concerne à conceção de metodologias e exercícios.
This report is part of a professional internship of the Master's Degree in Music Teaching, ministered by the Instituto de Educação da Universidade do Minho, and aims to document the work carried out in a supervised pedagogical intervention project. The project associated with this internship intended to investigate and apply pedagogical strategies to solve problems of bimanual coordination in the repertoire of students. Issues related to motor coordination and its relevance in the context of the teaching-learning process of Classical Guitar were extensively discussed. The strategies developed were based on concepts such as partial skills, skills integration, segmentation, integrated approach, learning transfer and contextual interference. Motor imagery was applied as a pedagogical resource aiming at the training of bimanual motor skills. The role of intrinsic and extrinsic feedback in teaching and learning was also discussed, and the importance of instrumental demonstration compared to verbal instructions. All strategies applied were effective in consolidating motor skills and in mastering musical passages. A questionnaire was also conducted for Classical Guitar teachers of vocational music education in Portugal. The intention was to obtain information on the degree to which the concepts and strategies mentioned are part of the teaching practice of classical guitar in the country. The answers obtained suggest that such concepts and strategies are in a way included in teachers' pedagogical thinking regarding the conception of methodologies and exercises.

Relatório de atividade profissional de mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário
Ao longo da minha carreira docente, convivi com diferentes realidades. Relativamente às características sociais das escolas e dos alunos, estas não diferiram muito, uma vez que em todas encontrei alunos muito carenciados e em parte negligenciados. Também não foram as características do meio que apresentaram grandes diferenças entre si, uma vez que todas as escolas se encontravam muito perto do mar, com as características climatéricas que lhe são inerentes. O que mais variou de realidade para realidade, foi a forma de viver a escola, a forma como se encaram os alunos dentro do todo da comunidade escolar e da comunidade em geral. Aprendi que não há formas certas nem erradas, mas que em todas as situações se pode fazer um bocadinho mais e um bocadinho melhor. O processo ensino aprendizagem, deixou de ser um paradigma teórico e passou a ser uma realidade na qual estou incluída, porque eu própria me quero incluir, e porque todos os outros intervenientes mo permitem. Uma questão com que me deparo, no dia-a-dia na escola, é que cada vez mais, a sociedade moderna permite que o ser humano opte por comportamentos sedentários. Este fenómeno abrange as crianças, quer por fatores intrínsecos, quer por fatores extrínsecos. A pressão dos pares, o uso de novas tecnologias, a dificuldade da criança em deslocar-se por si, a estrutura da escola de hoje, e mesmo a escassez de lugares onde brincar e jogar, influencia a criança dos tempos modernos a ter comportamentos cada vez mais e mais sedentários. As questões sobre a importância do movimento e as consequências da falta deste, impõem-se a todos os professores, que diariamente tentam combater o sedentarismo dos alunos, criando novas ofertas e espaços de caráter lúdico, onde o aluno sinta a necessidade e o prazer do movimento. Já para o professor de educação física as questões são mais específicas, pois este apercebe-se que quanto mais sedentárias são as atividades do aluno, menos participativo este se torna, mesmo nas atividades propostas na aula de educação física. Assim, as questões “O comportamento sedentário influencia o grau de coordenação motora em crianças?” e “Uma baixa coordenação motora influencia o comportamento, optando a criança por atividades sedentárias?” aparecem a par de muitas outras, que nos ajudarão a estabelecer prioridades e a compreender melhor a realidade dos nossos alunos. A amostra foi constituída por 142 crianças, dos quais 85 rapazes (59,9%) e 57 raparigas (40,1%), com idades compreendidas entre os 11 e os 13 anos, provenientes de escolas situadas na zona Norte de Portugal. Os resultados revelaram que o comportamento sedentário se apresenta inversamente associado com a Coordenação motora, o que significa que quanto maior é o comportamento sedentário, menores são os níveis de coordenação motora.
Throughout my teaching career, I lived with different realities. With regard to social characteristics of schools and students, they did not differ much, since in all found very needy students and neglected part. Nor were the characteristics of the medium that showed large differences, since all schools were very close to the sea, with the weather features that are inherent. What else ranged from reality to reality, it was how to live the school, the way they face the students within the whole school community and the community at large. I have learned that there are no right or wrong ways, but in all cases one can do a little over and a little better. The learning process is no longer a theoretical paradigm and became a reality in which I am included, because I own I want to include, and because all the other players allow me. One question that I come across in day-to-day at school, is that increasingly, modern society allows the human chooses sedentary behaviour. This phenomenon applies to children, either by intrinsic factors or by extrinsic factors. Peer pressure, the use of new technologies, the difficulty of the child in moving by itself, the structure of today's school, and ultimately the scarcity of places to play and play, influences the child of modern times to have behaviours each more and more inactive. Questions about the importance of movement and the lack of consequences of this, is binding on all teachers, who try daily combat sedentary lifestyle of students, creating new jobs and playful character spaces where students feel the need and the pleasure of movement. As for the physical education teacher issues are more specific, as it realizes that the more sedentary are the activities of the student, it becomes less participatory, even in the proposed activities in gym class. Thus, the questions "Sedentary behaviour influences the degree of motor coordination in children?" And "A low motor coordination influences behaviour, choosing the child for sedentary activities?" Appear along with many others, that will help us set priorities and to better understand the reality of our students. The sample consisted of 142 children, including 85 boys (59.9%) and 57 girls (40.1%), aged 11 and 13, from schools located in northern Portugal area. The results revealed that sedentary behaviour appears inversely associated with motor coordination, which means that the greater sedentary behaviour, the lower the levels of coordination.

Relatório de estágio de mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário
O relatório de estágio tem como principal objetivo a prática refletiva como professora estagiária. Tendo o aluno como centro do ensino, cabe ao professor planear todas as aulas de educação física de maneira exigente, promovendo nos alunos a aquisição de valores, autonomia, sociabilidade, disciplina e fair play, ao mesmo tempo que desenvolvem as suas capacidades motoras. Neste relatório está descrita a forma como realizei as atividades ao longo do ano, incluindo as técnicas que utilizei para organizar e gerir o fenómeno de ensino aprendizagem, quais as atividades realizadas que envolveram a participação ativa na vida da escola e a relação com a comunidade. Na última parte, debrucei-me sobre uma investigação que realizei ao longo do ano letivo, onde averiguei a relação entre coordenação motora, composição corporal e o bullying, numa amostra de 73 alunos, do 5º ano de escolaridade de uma escola EB2,3 de Braga. Para a determinação da composição corporal utilizou-se os dados do FITescola, para a avaliação da coordenação motora utilizou-se a baterias de testes KTK, já para verificar a participação dos alunos em ato de bullying utilizou-se o Questionário de Olweus, adaptado por Pereira. Na investigação não se verificaram associações estatisticamente significativas entres as variáveis, contudo verificou-se que não ouve relação entre os fatores.
The main goal of this internship report is the reflective practice as an intern teacher. Having the student as the center of the teaching is up to the teacher to plan all the physical education classes in a demanding way to promote to the students the values of autonomy, sociability, discipline and fair play, but always with the objective of developing their physical capabilities. In this report it will be transcribed the way how I will realize the activities throughout the year and how I plan to organize and run the schooling and learning, which are the activities to run through the year to demonstrate my participation in the school and my relation with the community. In the last part I will focus on the investigation that was done throughout the school year. With the realization of the study I pretend to check the relationship between motor coordination, body composition and bullying within a sample of 73 students of the 5th grade of basic school in Braga. For the determination of the body composition, the data from FITescola was used, to evaluate the motor coordination the KTK tests were used, to see how the students participate in bullying, the Olweus Questionnaire adapted by Pereira was used. In the investigation no significative associations between the variables were found, no relation between the factors were found.

Relatório de estágio de mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário
O documento que aqui se inicia, como Relatório de Estágio em movimento, visa testemunhar a minha prática enquanto professor estagiário, deixando escrito todos os episódios que me animaram e me orientaram enquanto profissional da Educação Física. Nestas páginas constam as minhas expectativas iniciais enquanto professor estreante, assim como a caracterização do meio escolar que me acolhera e da turma na qual fui, simultaneamente, mestre e aprendiz. Será ainda documentado todo o meu ato pedagógico, isto é, a forma reflexiva com que se concebeu, planeou, realizou e avaliou o processo ensino-aprendizagem, tal como a minha envolvência na dinamização e organização de atividades extracurriculares. Por fim, espaço reservado para um exercício investigativo que pretendeu verificar a associação entre a coordenação motora e as capacidades decisionais dos alunos em contexto de jogo na modalidade de Futebol, numa amostra de conveniência de 46 alunos do 5º ano de escolaridade. Para tal, recorreu-se à bateria de testes KTK para avaliar a coordenação motora e a um guião de observação adaptado de modo a avaliar as competências que consideramos constituir como capacidades decisionais, como são a assunção do risco, criatividade e inovação e tomada de decisão. Em resultado se obteve que os alunos com níveis normais de coordenação motora se diferenciam pela capacidade de assumir riscos, exibindo traços de ousadia e maior confiança em si mesmos. Ao invés, aqueles que revelaram fragilidades coordenativas foram aqueles que se escusavam a intervir no centro de jogo e/ou ignoravam o ambiente de jogo, mostrando-se mais inibidos e mais propensos a se aprisionarem a um único foco, onde o diminuto reportório motor restringiu consideravelmente o seu desempenho decisional.
The document that starts here, as a progress report, aims to witness my practice as a trainee teacher, leaving all the episodes that animated me and guided me as a Physical Education professional. In these pages are my initial expectations as a beginner teacher, as well as the description of the school environment that had welcomed me and the class in which I was, simultaneously, master and apprentice. It will also be documented all my pedagogical act, that is, the reflexive way in which the teaching-learning process was conceived, planned, realized and evaluated, as well as my involvement in the dynamization and organization of extracurricular activities. Finally, there’s space reserved for an investigative exercise that sought to verify the association between the motor coordination and the decision-making capacities of students in the context of the game of football, in a convenience sample of 46 students from the 5th grade. To do so, we used the KTK test battery to evaluate motor coordination and an adapted observation guide to assess the competencies we consider to be decision-making capacities, such as risk assumption, creativity and innovation, and decision making. As a result, students with normal levels of motor coordination were differentiated by their ability to take risks, showing signs of boldness and greater confidence in themselves. Instead, those who revealed coordinating weaknesses were those who declined to act in the center of the game and / or ignored the game environment, being more inhibited and more likely to attend on a single focus, where the small motor repertoire constrained considerably their decision-making performance.

Relatório de atividade profissional de mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário
A prática de atividade física por parte das crianças e jovens é cada vez mais importante na nossa sociedade. Neste sentido, o papel do professor de Educação Física é preponderante nas escolas com o objetivo de potenciar cidadãos ativos. Para que tal ocorra, o professor deve planear, rigorosamente, todas as aulas de Educação Física, utilizando as unidades didáticas para envolver todos os alunos, promovendo assim a aquisição de várias competências e valores (cooperação, disciplina, socialização, entre outros), sempre a par do desenvolvimento das capacidades motoras. Uma vez que o centro do ensino deve ser o aluno, e que a sociedade está em constante mudança, o professor deve procurar adquirir sempre um vasto conhecimento, realizando formações específicas ou transversais. Deve também, ser um infatigável investigador, e como tal, pretendemos, neste relatório, verificar a existência de associações entre o índice de massa corporal e a coordenação motora em crianças. Para a realização desta investigação, contamos com uma amostra de 142 crianças de escolas da zona Norte de Portugal, cujas idades estão compreendias entre os 11 e os 13 anos. Após analisar os resultados, constatamos que a amostra apresentou 1,4% de crianças com coordenação motora boa, 59,9% com normal, 30,3% com insuficiências e 8,5% com perturbações. No que se refere ao índice de massa corporal, 66,9% da amostra obteve este índice normal, e 27,4% foi identificada com sobrepeso/obesidade. Relativamente à associação entre ambas as variáveis, verificamos que o índice de massa corporal e a coordenação motora estão inversamente associados. Estes resultados, relevam que os níveis elevados de sobrepeso e obesidade das crianças atuais, para além dos problemas de saúde associados, colocam em risco o seu desenvolvimento coordenativo.
The practice of physical activity by children and youth is becoming more and more important in our society. Therefore, the role of the Physical Education teacher is preponderant in schools in order to enhance active citizens. For this to occur, the teacher should strictly plan every physical education class, using the didactic units to engage all students, promoting consequently the acquisition of various skills and values (cooperation, discipline, socialization, etc.), while at the same time the development of motor skills occurs. Since the centre of the teaching process should be the student and society is constantly changing, the teacher should always seek to acquire a vast knowledge, taking part in specific or transversal teaching training courses. The teacher should also be a tireless researcher, and for that reason, in this report we intend to verify the association between the body mass index and the motor coordination in children. For this research, we had a sample of 142 children, who were between 11 and 13 years old, from schools in the North of Portugal. After analysing the results, we concluded that the sample presented 1.4% of children with good motor coordination, 59.9% with normal, 30.3% with insufficient and 8.5% with some disturbances. As far as the body mass index is concerned, 66.9% of the sample presented the standard index and 27.4% were identified with overweight/obesity. Regarding the association between the two variables, we concluded that motor coordination and body mass index are inversely associated. These results show that the high levels of overweight and obesity of contemporary children, besides being associated with health problems, endanger their coordinative development.

Mestrado, Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, 3 de maio de 2017, Universidade dos Açores (Relatório de Estágio).
Este relatório de estágio, surge no âmbito dos Estágios Pedagógicos I e II, do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico e tem como principais objetivos caracterizar os contextos dos estágios – envolvimento, escola, sala, crianças e macroestratégias; assim como, descrever, analisar e fundamentar algumas das atividades apresentadas na prática pedagógica. Neste processo de formação a estagiária confrontou algumas das opções tomadas com uma prática reflexiva e algum suporte documental para sustentar o seu desenvolvimento profissional nas práticas de ensino e de investigação acerca do tema aprofundado – Ambientes de Aprendizagem na Educação Infantil: do Desenvolvimento das Capacidades Coordenativas ao Desempenho Escolar. A temática aprofundada, ao longo das práticas supervisionadas, teve como pressuposto a importância da coordenação motora como capacidade para fortalecer na criança, permitindo-a alcançar melhores performances desportivas, artísticas e académicas. A Expressão Motora e a Expressão e Educação Físico-Motora surgem, assim, como área curricular promotora de aprendizagens motoras e cognitivas. Os nossos dois estudos, complementares, foram realizados na escola do estágio, o primeiro com um grupo de crianças (n=72), do Pré-Escolar e do 1.º Ciclo do Ensino Básico; e, o segundo, com os educadores/ professores (n= 21) e tiveram o propósito de avaliar quer o desenvolvimento de capacidades físicas e coordenativas das crianças, quer o trabalho que é feito nesse domínio pelos docentes da escola, respetivamente. No primeiro estudo, recorremos a alguns testes para a determinação da composição corporal, de aptidão física (baseados na Prova de Fitnessgram) e de coordenação motora (baseados na bateria Korperkoordination Test fur Kinder – KTK). Os resultados, fruto da intervenção da estagiária, fizeram sobressair numa melhoria da coordenação corporal das crianças do estágio em geral, embora só se tenha verificado essa tendência para a aptidão física nas crianças mais novas. O segundo estudo, teve como intuito dar a conhecer o modo como educadores e professores valorizam a coordenação motora e a promovem nas suas práticas de ensino. Da aplicação do questionário ficámos a perceber que, para este grupo de profissionais o trabalho sobre a coordenação motora traz benefícios para as crianças que perpassam a área físicomotora, sendo também eles do domínio social e académico.
ABSTRACT: This internship report comes under the scope of Pedagogical Internships I and II, of the Master's Degree in Pre-primary Education and 1st Cycle of Basic Education, and its main objectives are to characterize the contexts of the internships – involvement, school, classroom children and macro strategies; as well as to describe, analyze and substantiate some of the activities presented in pedagogical practice. In this training process the trainee confronted some of the options taken with a reflective practice and some documentary support to support their professional development in teaching and research practices on the in-depth subject - Learning Environments in Child Education: from the Development of Coordination Capacities to School Performance. Throughout the supervised practices, the in-depth theme was based on the importance of motor coordination as a capacity to strengthen the child, allowing the child to achieve better in sports, artistic and academic performances. Motor Expression and Physical-Motor Expression and Education thus appear as a curricular area that promotes motor and cognitive learning. Our two complementary studies were carried out in the trainees' school, the first with a group of children (n = 72), the Pre-School and the 1st Cycle of Basic Education; and the second, with the educators/teachers (n = 21), and aimed at assessing both the development of physical and coordinating capacities of the children and the work done in that field by the teachers of the school, respectively. In the first study, we used some tests to determine body composition, physical fitness (based on the Fitnessgram Test) and motor coordination (based on the Korperkoordination Test fur Kinder (KTK) battery). The results, as a result of the intervention of the trainee, showed an improvement in the corporal coordination of the children involved in the internship in general, although this tendency for physical fitness has only been verified in the younger children. The second study aimed to show how educators and teachers value motor coordination and promote it in their teaching practices. From the application of the questionnaire, we noticed that, for this group of professionals, the work on motor coordination brings benefits to the children that pass through the physical-motor area, being also those of the social and academic domain.

Relatório de atividade profissional de mestrado em Ensino de Educação Física nos Ensinos Básico e Secundário
Este trabalho é um relatório da atividade profissional exercida nos últimos cinco anos (2009/2014) como docente de Educação Física. Numa primeira abordagem, efetuamos um enquadramento pessoal, institucional, e pedagógico, este último assente em três dimensões: científica e pedagógica, participação na escola e a relação com a comunidade, formação contínua e desenvolvimento profissional. Na segunda parte, abordamos o desenvolvimento profissional e de investigação, onde realizamos um estudo, onde o objetivo foi verificar as associações entre a Coordenação Motora e o Bullying, em 546 crianças do 4º ano do Ensino Básico, 267 raparigas (48,9%) e 279 rapazes (51,1%), com idades compreendidas entre os 9 e os 12 anos. A metodologia aplicada, foi a utilização do teste KTK para avaliar a CM, o Bullying foi aferido através do preenchimento de um questionário e a os dados relativos à idade e o género foram adquiridos através dos registos administrativos da escola. A existência de associação entre as variáveis CM e as categorias do bullying, foi determinada através do teste do Qui-quadrado. Relativamente aos resultados obtidos nas categorias de CM, verificamos que apenas uma percentagem muito reduzida da amostra apresentou um desempenho motor considerado Bom, não havendo qualquer participante que apresentasse um nível de CM Muito Boa. No que respeita ao género, verificamos que a percentagem de raparigas com Perturbações e Insuficiências da CM foi superior à dos rapazes, contrariamente ao ocorrido com a CM Normal e Boa onde os resultados encontrados foram superiores nos rapazes relativamente às raparigas. Nas categorias de Bullying, verificamos que os observadores foi a que obteve maior prevalência, quer para a amostra global, quer por género. Posteriormente, segue-se a categoria vítimas e agressores ao mesmo tempo, de seguida as vítimas, e por último com menor frequência aparecem os agressores. Nas associações entre a CM e as categorias relacionadas com o bullying, os resultados demonstram, que não se verificaram relações estatisticamente significativas entre as variáveis em estudo. Com esta investigação, concluímos que os níveis de CM da nossa amostra se encontram abaixo do desejado, uma vez que mais de metade dos nossos participantes apresentam níveis inferiores à da categoria “normal”. Relativamente ao bullying, os resultados também são preocupantes, dado as elevadas prevalências de agressão e vitimação entre estas crianças.
This text is a report on the professional activity in the past five years (2009/2014) as teacher of Physical Education. The first section presents the personal, institutional, and pedagogical profile. This latter aspect is based on three dimensions: scientific and pedagogical, participation in school activities and projects and relationships with the community, continuing education and professional development. The second section presents the research done: a study aiming at determining the relationships between bullying and motor coordination in 546 children attending the 4th grade (Primary Education) - 267 girls (48.9%) and 279 boys (51.1%), aged 9 to 12. Methodologically, the instruments used were the KTK test, to assess motor coordination (MC), and a questionnaire to assess bullying behaviours. The results in the different categories of MC show that only a very small percentage of the sample had a Good performance. No participants presented a Very Good level of MC. With regard to gender, we concluded that the percentage of girls with Movement Disorders and Weaknesses of MC was higher than that of the boys, contrarily to the results on Normal and Good MC where the results were higher in boys than in girls. In the bullying categories, the results showed that the observers were in higher numbers both in the overall sample, and by genre. After that, there are the victims / perpetrators, followed by the victims, and finally by the aggressors. The results also show that no statistically significant relationships between the MC and the categories related to bullying were found. As a result, we concluded that the MC levels of our sample are below the desired level, as more than half of the participants presented lower levels than the category defined as "normal". Concerning bullying, the results are also troubling, given the high prevalence of aggression and victimization among the children studied. Although no associations between the MC and bullying were found, there is a need for further research on these variables so important in the development of children, namely longitudinal studies and interventions.

Relatório de estágio de mestrado em Ensino de Música
O presente relatório procede do Estágio Profissional no Conservatório de Música do Porto, no âmbito do Mestrado em Ensino de Música da Universidade do Minho, e explica o conceito, o desenvolvimento, e a avaliação do Projeto de Intervenção, implementado ao longo do ano letivo 2016/2017. O conteúdo do Projeto de Intervenção foca-se na relação entre a bateria e a percussão, e na problemática do ensino tradicional implementado neste contexto - que não aposta na prática instrumental da bateria -, e procura justificar as vantagens que a introdução deste tema pode oferecer, como prática pedagógica, nas escolas que aplicam este tipo de ensino. Este é um tema pouco estudado e pouco explorado que pode ter um papel concreto na evolução de um percussionista. Como tal, a estruturação deste projeto de intervenção e de investigação, pretende verificar a potencial didático que a inclusão da bateria no mundo pedagógico da percussão. Para que seja possível atingir um esclarecimento sobre o seu potencial, é necessário ter em conta algumas variantes como: graus de ensino, reportório/conteúdos programáticos, e método de estudo. Assim, foi conduzida uma investigação-ação com alunos do 1º e 2º ciclos, e do Ensino Secundário. Os dados adquiridos foram recolhidos através de registos de observação, entrevista, partilha de experiência e inquérito por questionário. Analisando os dados obtidos, conclui-se que a implementação da bateria no contexto pedagógico da percussão beneficia a progressão e a evolução do aluno, mostrando-se ser uma estratégia didática eficiente e transversal a todos os graus de ensino que foram inseridos no projeto. Os elementos-chave desta estratégia passaram pela compreensão e aplicação de aspetos como a coordenação motora, processo cognitivo, relação ritmo/pulsação, e pela introdução do método de estudo "Four Stage Practice Method", que visa disciplinar e focar o aluno no programa proposto. Contudo, é importante realçar que, devido à dimensão do contexto educativo onde se realizou o estágio, e da necessidade de seguir o fio condutor do programa da escola, não foi possível aprofundar ainda mais o tema do projeto.
The current report describes the definition, development and evaluation of a Pedagogical Intervention Plan implemented at Music Conservatory of Porto, throughout the Academy Year of 2016/2017 as part of the Practicum of the Master's degree in Music Education of the University of Minho. The content of the Intervention Project focus on the relationship between the Drum Set and Percussion, and on the issue of traditional education - which does not offer a drum set education -, and looks to justify the advantages that this theme can put forward on schools that apply this kind of instrumental education. This is a subject that is little known and left to be explored, but with the right investigation, can have a real impact on the development of the student. As of which, the structure of this intervention and investigation project, was made to verify the educational impact and potential of the drum set inclusion on the percussion pedagogical world. In order to reach a clarified statement about his potential, it's necessary to account some variants like: degree of education, repertoire, programmatic content, and practice method. Therefore, a research-action was conducted involving students of 1st and 2nd cycles, and Secondary level. The acquired data was collected through observation records, interviews, shared experience and a survey. After analyzing the obtained data, it is concluded that the implementation of the drum set in the pedagogical context of percussion, benefits the student progression and development, showing an educational strategy that is efficient and transversal to all education degrees that participated in the project - even though was necessary to adjust the content to every single student and degree. The key-element of this strategy goes through understanding and applying aspects like physical coordination, cognitive process, relationship between tempo and rhythm, and by the introduction of the practice method - Four Stage Practice Method -, which brings discipline to the student and gives him focus on the matter. Yet, it's important to say that, due to the dimension of the educational context were Pedagogical Intervention Plan took place, was not possible to go further on the details of the investigation of the current project.