Examinando por Autor "Ferraz, Ricardo"

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    Commentary: Face masks in physical education classes during the COVID-19 delta variant wave: a call for awareness
    (Springer Science and Business Media Deutschland GmbH, 2021) Sortwell, Andrew; Ramirez-Campillo, Rodrigo; Knijnik, Jorge; Forte, Pedro; Marinho, Daniel; Ferraz, Ricardo; Trimble, Kevin
    To reduce the spread of the severe acute respiratory syndrome coronavirus delta variant (COVID-19 delta) virus and minimise transmission within school settings, governments worldwide have introduced new school guidelines for using face masks (Spitzer, 2020). Tese increased measures aim to reduce the spread since the data shows that the coronavirus delta variant is highly trans missible among children with increased infection rates (Lechien & Saussez, 2021). In Australia, the New South Wales Gov ernment made it mandatory for students to wear face masks in secondary schools (Year 7 to 12) and allowed it to be optional in primary (Kindergarten to Year 6) schools. Health orders in South Korea and Spain require primary and secondary school students to use face masks (Cha, 2021; Guell, 2021). While in the United Kingdom, secondary school students are required to wear face masks if the number of COVID cases increase in their community (England, 2021). Even if slightly different, these guide lines to use face masks align with World Health Organization’s recommendations where minimal distancing from oth ers is not possible (Krishnaratne et al., 2020). However, the World Health Or ganisation’s recommendations related to physical education (PE) is that special considerations may be required if face masks significantly hinder the learning process and negatively impact the delivery of the curriculum (Krishnaratne et al., 2020). Even though there is a strengthen ing of broad recommendations being disseminated by health experts to the broader community, there is a lack of evidence-based guidelines for schools to deliver PE lessons. Tis paper explores the potential effect of students wearing masks in PE to propose key considerations for using face masks in those lessons during the COVID-19 delta wave. Tis commentary begins with a description of the central purpose of wearing masks during the COVID 19 pandemic. It will also discuss the transmission of COVID-19 to reinforce the purpose of wearing masks. Next, the effect of face masks on movement potential will be explored, followed by an awareness of potential implications for student wellbeing in PE classes. Te paper ends with a short discussion on considerations for PE teachers in the uncertain pandemic environment.
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    Interventions to Promote the Development of Motor Performance Skills in Primary School Aged Children with Autism Spectrum Disorder: A Systematic Review and Meta-Analysis of Controlled Trials
    (Australian International Academic Centre PTY LTD, 2022) Sortwell, Andrew; Forte, Pedro; Ramirez-Campillo, Rodrigo; Trimble, Kevin; Steel, Kylie; O'Brien, Kate; Neiva, Henrique P.; Marinho, Daniel A.; Ferraz, Ricardo
    Background: The development of proficiency in motor performance skills (MPS) builds the foundation for the complex movement skills required to participate in a range of sports and physical activities throughout the lifespan. Objective: To assess the efficacy of different intervention approaches on developing MPS proficiency in children with autism spectrum disorder (ASD) and examine the intervention factors that influence change. Method: Searches were completed in three databases (PubMed/MEDLINE, Scopus, Web of Science) up to March 2022. Only randomised controlled trials (RCTs) or controlled trials (CTs), that evaluated the effectiveness of interventions on overall MPS proficiency or specific MPS such as balance, running speed and agility, bilateral coordination, jumping, ball skills and push-ups in children (4-13 years old) were included. The DerSimonian and Laird random-effects model was used to compute the meta-analyses. The effect sizes were reported as Hedges' g. Using a random-effects model, potential sources of heterogeneity were identified, including subgroup analyses (type of intervention), and single training factor analysis (total number of weeks, session frequency, total intervention time, total number of training sessions). In addition, a multivariate meta-regression calculation was performed for balance. The GRADE framework was applied to assess certainty of evidence. Results: Seventeen interventions (13 RCTs and 4 CTs) revealed significant differences among groups favouring the intervention group with moderate to very large effects. Significant (p < 0.05) small-to-large effects of interventions were evident on overall motor performance skills (ES = 2.43), ball skills (ES = 2.95), jumping (ES = 1.89), bilateral coordination (ES = 2.21), push-ups (ES = 1.92), balance (ES = 1.56), running speed and agility (ES = 1.31). Multivariate meta-regression for balance revealed that total sessions, total intervention time and session frequency predicted (p = 0.009, p<0.001, p = 0.036, respectively) the effects of interventions on change in balance performance. Conclusion: Structured interventions that explicitly teach traditional FMS or promote the development and learning of movement skills specifically associated with a type of physical activity or sport, effectively improve MPS in children with ASD. Education settings should implement 'planned' movement experiences or interventions as a strategy to promote MPS proficiency in children with ASD. © 2022 The authors.
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    Making neuroscience a priority in Initial Teacher Education curricula: a call for bridging the gap between research and future practices in the classroom
    (Neurotak Publishing, 2023) Sortwell, Andrew; Evgenia, Gkintoni; Zagarella, Samuel; Granacher, Urs; Forte, Pedro; Ferraz, Ricardo; Ramirez-Campillo, Rodrigo; Carter-Thuillier, Bastian; Konukman, Ferman; Nouri, Ali; Bentley, Bernadette; Marandi, Pegah; Jemni, Monèm
    Constant global advancements and expanding evidence in the neuroscience of learning have provided compelling support for the inclusion of neuroscience as a crucial content priority in initial teacher education. Existing research confirms the efficacy of neurocognitive interventions for atypical and typical school-aged learners in a variety of key subject areas. Despite advances in the neuroscience of learning, the adoption of contemporary approaches and strategies that support and enhance neurocognitive development by education practitioners is yet to be the norm. Incorporating neuroscience education content, research, and practical application into initial teacher education curricula will enhance teacher preparation, leading to evidence-based education. © 2023 by Sortwell et al.