Sintra cresce saudável: examinando o impacto do desenvolvimento profissional e do ensino conjunto em Educação Física na competência motora dos alunos do ensino básico
DOI:
https://doi.org/10.47197/retos.v70.114952Palavras-chave:
Co-ensino, competência motora, Educação Física, desenvolvimento profissional do professorResumo
Introdução: A competência motora é chave no desenvolvimento físico infantil, influenciando a atividade física e a saúde. As escolas desempenham um papel fundamental no seu desenvolvimento através da educação física, mas há evidências de modelos de ensino eficazes que são limitados, especialmente no nível primário em Portugal.
Objectivo: Este estúdio avaliou o impacto de um programa de desenvolvimento profissional para professores generalistas do ensino básico, com e sem co-ensino com especialistas em educação física, na competência motriz básica dos alunos.
Metodologia: Foi realizado um estúdio quase experimental com 26 professores e 220 alunos, atribuídos a três grupos: desenvolvimento profissional com maior co-ensino, desenvolvimento profissional a solo e um grupo de controlo. A intervenção incluiu um programa acreditado de 25 horas e duas semanas de co-docência. A competência motora foi avaliada antes e depois da bateria MOBAK. Os resultados foram analisados através de ANOVA de medidas repetidas. Se aplicou a comparação por pontuação de propensão para melhorar a comparabilidade.
Resultados: Todos os grupos melhoraram significativamente a sua competência motriz. Não foram encontrados benefícios adicionais nos grupos de intervenção.
Discussão: A pandemia de COVID-19 resultou na intervenção, o que pode ter influenciado o seu impacto. A variabilidade na implementação e o design não aleatório também podem afetar os resultados.
Conclusões: Este estudo apresenta evidências iniciais sobre a implementação do co-ensino na educação física primária em Portugal. Os futuros estúdios deverão comparar sistematicamente a co-ensino com outros modelos instrucionais, incorporar o controlo do processo e incluir avaliações de acompanhamento para identificar abordagens eficazes e sustentáveis que melhorem a competência motriz e informar as políticas e práticas educativas.
Referências
Austin, P. C. (2011). Optimal caliper widths for propensity-score matching when estimating differences in means and differences in proportions in observational studies. Pharmaceutical Statistics, 10(2), 150–161. https://doi.org/10.1002/pst.433
Bergstra, S. A., Sepriano, A., Ramiro, S., & Landewé, R. (2019). Three handy tips and a practical guide to improve your propensity score models. RMD Open, 5(1). https://doi.org/10.1136/rmdopen-2019-000953
Berk, L. E. (2006). Development through the lifespan (4th ed.). Allyn and Bacon.
Bolger, L. E., Bolger, L. A., O’Neill, C., Coughlan, E., O’Brien, W., Lacey, S., Burns, C., & Bardid, F. (2020). Global levels of fundamental motor skills in children: A systematic review. Journal of Sports Sciences, 39(7), 717–753. https://doi.org/10.1080/02640414.2020.1841405
Brooks, C., & Dinan Thompson, M. (2013). Professional insiders/outsiders? Teacher professionalism and the primary school physical education specialist. Asia-Pacific Journal of Health, Sport and Physical Education, 4(3), 235–248. https://doi.org/10.1080/18377122.2013.836767
Burton, A. M., Cowburn, I., Thompson, F., Eisenmann, J. C., Nicholson, B., & Till, K. (2023). Associations Between Motor Competence and Physical Activity, Physical Fitness and Psychosocial Characteristics in Adolescents: A Systematic Review and Meta-analysis. Sports Medicine, 53(11), 2191–2256. https://doi.org/10.1007/s40279-023-01886-1
Carney, P., & Winkler, J. (2008). The problem with primary physical education. Physical Education Matters, 3(1), 13–15.
Carreiro da Costa, F., & Marques, A. (2011). Promoting active and healthy lifestyle at school: views of students, teachers, and parents in Portugal. In K. Hardman & K. Green (Eds.), Contemporary issues in Physical Education: International Perspectives (p. 287). Meyer & Meyer Sport (UK) Ltd.
Carvalho, F., Onofre, M., Mota, J., Peralta, M., Marques, A., Quitério, A., Rodrigues, A., Alves, P., O’Brien, W., & Martins, J. (2024). Correlates of Motor Competence in Primary School Students: A Cross-Sectional Study From a Portuguese Municipality. Journal of Motor Learning and Development, 12(1), 174–197. https://doi.org/10.1123/jmld.2022-0064
Cattuzzo, M. T., dos Santos Henrique, R., Ré, A. H. N., de Oliveira, I. S., Melo, B. M., de Sousa Moura, M., de Araújo, R. C., & Stodden, D. (2016). Motor competence and health related physical fitness in youth: A systematic review. Journal of Science and Medicine in Sport, 19(2), 123–129. https://doi.org/10.1016/j.jsams.2014.12.004
Chaumeton, N., Duncan, S. C., Duncan, T. E., & Strycker, L. A. (2011). A measurement model of youth physical activity using pedometer and self, parent, and peer reports. International Journal of Behavioral Medicine, 18(3), 209–215. https://doi.org/10.1007/s12529-010-9118-5
Constantinides, P., Montalvo, R., & Silverman, S. (2013). Teaching processes in elementary physical education classes taught by specialists and nonspecialists. Teaching and Teacher Education, 36, 68–76. https://doi.org/10.1016/j.tate.2013.07.004
Daly, R. M., Ducher, G., Hill, B., Telford, R. M., Eser, P., Naughton, G., Seibel, M. J., & Telford, R. D. (2016). Effects of a Specialist-Led, School Physical Education Program on Bone Mass, Structure, and Strength in Primary School Children: A 4-Year Cluster Randomized Controlled Trial. Journal of Bone and Mineral Research, 31(2), 289–298. https://doi.org/10.1002/jbmr.2688
Davis, K. S., Burgeson, C. R., Brener, N. D., McManus, T., & Wechsler, H. (2013). The relationship between qualified personnel and self-reported implementation of recommended physical education practices and programs in u.s. schools. Research Quarterly for Exercise and Sport, 76(2), 202–211. https://doi.org/10.1080/02701367.2005.10599281
Decreto-Lei n.o 54/2018 (2018). https://diariodarepublica.pt/dr/detalhe/decreto-lei/54-2018-115652961
Dowda, M., Pate, R. R., Sallis, J. F., Freedson, P. S., Taylor, W. C., Sirard, J. R., & Trost, S. G. (2007). Agreement Between Student-Reported and Proxy-Reported Physical Activity Questionnaires. Pediatric Exercise Science, 19(3), 310–318. https://doi.org/10.1123/pes.19.3.310
Dudley, D., Mackenzie, E., Van Bergen, P., Cairney, J., & Barnett, L. (2022). What Drives Quality Physical Education? A Systematic Review and Meta-Analysis of Learning and Development Effects From Physical Education-Based Interventions. Frontiers in Psychology, 13, 799330. https://doi.org/10.3389/fpsyg.2022.799330
European Commission. (2015). Expert Group on Health-enhancing physical activity EU Work Plan for Sport. https://www.icsspe.org/system/files/European%20Commission%20-%20Expert%20Group%20on%20HEPA%20-%20Coordination%20of%20the%20Implementation%20of%20the%20Council%20Rec.%20on%20HEPA.pdf
Faulkner, G. E. J., Dwyer, J. J. M., Irving, H., Allison, K. R., Adlaf, E. M., & Goodman, J. (2008). Specialist or Nonspecialist Physical Education Teachers in Ontario Elementary Schools: Examining Differences in Opportunities for Physical Activity. The Alberta Journal of Educational Research, 54(4), 407–419. https://doi.org/10.11575/ajer.v54i4.55247
Ferreira, R. J., Nogueira, T., Dias da Silva, V., Liñan Pinto, M., Sousa, J., Pereira, A. M., Nogueira, P. J., Borrego, R., Raposo, A., Martins, J., Onofre, M., Marques, A., Rodrigues, A., Quitério, A., & Pereira, A. (2020). A school-based intervention for a better future: study protocol of Sintra Grows Healthy. BMC Public Health, 20(1). https://doi.org/10.1186/s12889-020-09715-0
Flintoff, A. (2003). The School Sport Co-ordinator Programme: Changing the Role of the Physical Education Teacher? Sport, Education and Society, 8(2), 231–250. https://doi.org/10.1080/13573320309252
Goodway, J. D., Ozmun, J. C., & Gallague, D. L. (2021). Understanding motor development: infants, children, adolescents, adults (8th ed.). Jones & Bartlett Learning.
Hardman, K., Routen, A., & Tones, S. (2014). UNESCO-NWCPEA: World-wide survey of school physical education; final report. https://unesdoc.unesco.org/ark:/48223/pf0000229335
Hardy, L. L., Barnett, L., Espinel, P., & Okely, A. D. (2013). Thirteen-year trends in child and adolescent fundamental movement skills: 1997-2010. Medicine and Science in Sports and Exercise, 45(10), 1965–1970. https://doi.org/10.1249/MSS.0b013e318295a9fc
Helding Vembye, M., Felix Weiss, C., & Hamilton Bhat, B. (2023). The Effects of Co-Teaching and Related Collaborative Models of Instruction on Student Achievement: A Systematic Review and Meta-Analysis. Review of Educational Research, 94(3), 376–422. https://doi.org/10.3102/00346543231186588
Herrmann, C., Gerlach, E., & Seelig, H. (2015). Development and Validation of a Test Instrument for the Assessment of Basic Motor Competencies in Primary School. Measurement in Physical Education and Exercise Science, 19(2), 80–90. https://doi.org/10.1080/1091367X.2014.998821
Herrmann, C., Heim, C., & Seelig, H. (2019). Construct and correlates of basic motor competencies in primary school-aged children. Journal of Sport and Health Science, 8(1), 63–70. https://doi.org/10.1016/j.jshs.2017.04.002
Herrmann, C., & Seelig, H. (2016). Structure and Profiles of Basic Motor Competencies in the Third Grade—Validation of the Test Instrument MOBAK-3. Perceptual and Motor Skills, 124(1), 5–20. https://doi.org/10.1177/0031512516679060
Herrmann, C., & Seelig, H. (2017). Basic motor competencies of fifth graders: Construct validity of the MOBAK-5 test instrument and determinants. German Journal of Exercise and Sport Research, 47(2), 110–121. https://doi.org/10.1007/s12662-016-0430-3
Herrmann, C., Seelig, H., Ferrari, I., & Kühnis, J. (2019). Basic motor competencies of preschoolers: construct, assessment and determinants. German Journal of Exercise and Sport Research, 49(2), 179–187. https://doi.org/10.1007/s12662-019-00566-5
Hill, H. C., & Erickson, A. (2019). Using Implementation Fidelity to Aid in Interpreting Program Impacts: A Brief Review. Educational Researcher, 48(9), 590–598. https://doi.org/10.3102/0013189X19891436
Hill, P. J., Mcnarry, M. A., Mackintosh, K. A., Murray, M. A., Pesce, C., Valentini, N. C., Getchell, N., Tomporowski, P. D., Robinson, L. E., & Barnett, L. M. (2023). The Influence of Motor Competence on Broader Aspects of Health: A Systematic Review of the Longitudinal Associations Between Motor Competence and Cognitive and Social-Emotional Outcomes. Sports Medicine, 54(2), 375–427. https://doi.org/10.1007/s40279-023-01939-5
Inacio, M. C. S., Chen, Y., Paxton, E. W., Namba, R. S., Kurtz, S. M., & Cafri, G. (2015). Statistics in Brief: An Introduction to the Use of Propensity Scores. Clinical Orthopaedics and Related Research, 473(8), 2722–2726. https://doi.org/10.1007/s11999-015-4239-4
Jess, M., Carse, N., & Keay, J. (2017). The primary teacher, professional development and physical education. In G. Griggs & K. Petrie (Eds.), Routledge Handbook of Primary Physical Education (pp. 112–121). Routledge.
Jones, L., & Green, K. (2015). Who teaches primary physical education? Change and transformation through the eyes of subject leaders. Sport, Education and Society, 22(6), 759–771. https://doi.org/10.1080/13573322.2015.1061987
Lander, N., Eather, N., Morgan, P. J., Salmon, J., & Barnett, L. M. (2016). Characteristics of Teacher Training in School-Based Physical Education Interventions to Improve Fundamental Movement Skills and/or Physical Activity: A Systematic Review. Sports Medicine, 47(1), 135–161. https://doi.org/10.1007/s40279-016-0561-6
Lavin, J., Swindlehurst, G., & Foster, V. (2008). The use of coaches, adults supporting learning and teaching assistants in the teaching of physical education in primary schools. Primary Physical Education Matters, 3(1), 9–10.
Legarra-Gorgoñon, G., García-Alonso, Y., Ramírez-Vélez, R., Alonso-Martínez, L., Izquierdo, M., & Alonso-Martínez, A. M. (2024). Assessing basic motor competences, physical fitness, and executive function in 4-5-year-old children: a longitudinal study in a primary care setting. Italian Journal of Pediatrics, 50(1), 108. https://doi.org/10.1186/s13052-024-01674-1
Legarra-Gorgoñon, G., García-Alonso, Y., Ramírez-Vélez, R., Erice-Echegaray, B., Izquierdo, M., & Alonso-Martínez, A. M. (2023). Associations between basic motor competencies and physical fitness in Spanish pre-schoolers: a cross-sectional study. Italian Journal of Pediatrics, 49, 97. https://doi.org/10.1186/s13052-023-01504-w
Liau, M. Y. Q., Toh, E. Q., Muhamed, S., Selvakumar, S. V., & Shelat, V. G. (2024). Can propensity score matching replace randomized controlled trials? World Journal of Methodology, 14(1), 90590. https://doi.org/10.5662/wjm.v14.i1.90590
Lopes, C., Torres, D., Oliveira, A., Severo, M., Alarcão, V., Guiomar, S., Mota, J., Teixeira, P., Rodrigues, S., Lobato, L., Magalhães, V., Correia, D., Carvalho, C., Pizarro, A., Marques, A., Vilela, S., Oliveira, L., Nicola, P., Soares, S., & Ramos, E. (2017). Inquérito Alimentar Nacional e de Atividade Física. https://ian-af.up.pt/sites/default/files/IAN-AF%20Relatório%20Resultados_0.pdf
Lopes, L., Santos, R., Coelho-E-Silva, M., Draper, C., Mota, J., Jidovtseff, B., Clark, C., Schmidt, M., Morgan, P., Duncan, M., O’brien, W., Chillón, P., Robazza, C., Silva, A., Silva, D., Lima, R., Mourão-Carvalhal, I., Khodaverdi, Z., Zequinão, M., … Agostinis-Sobrinho, C. (2021). A Narrative Review of Motor Competence in Children and Adolescents: What We Know and What We Need to Find Out. Int. J. Environ. Res. Public Health, 18(1), 18. https://doi.org/10.3390/ijerph18010018
Maia, J., Tani, G., Cruz, H., Queirós, P., Dias, C., & Vasconcelos, O. (2023). Educação física no 1.o ciclo do ensino básico: Um manual para professores (1st ed.). Edições FADEUP.
Martins, J., Marques, A., Loureiro, N., Da Costa, F. C., Diniz, J., & De Matos, M. G. (2019). Trends and age-related changes of physical activity among Portuguese adolescent girls from 2002-2014: Highlights from the health behavior in school-aged children study. Journal of Physical Activity and Health, 16(4), 281–287. https://doi.org/10.1123/jpah.2018-0092
Martins, J., Onofre, M., Rodrigues, A., & Quitério, A. (2022). Escola ativa e literacia física para a vida: Um guia prático para o contexto do 1 ciclo de escolaridade. Câmara Municipal de Sintra. https://cloud.cm-sintra.pt/s/JZcHHBDCFAnzQR7
Mendes, P. C., Fachada, M., Melo, R., Campos, F., Nobre, P., & Machado-Rodrigues, A. M. (2023). The COVID-19 pandemic impact on the Portuguese Physical Education classes El impacto de la pandemia del COVID-19 en las clases de Educación Física portuguesas. Retos, 49, 674–684. https://doi.org/10.47197/retos.v49.98282
Monacis, D., Colella, D., & Limone, P. (2024). Evaluating basic motor competence in Italian children post-COVID-19 pandemic. Annales Kinesiologiae, 15(1), 25–46. https://doi.org/10.35469/ak.2024.440
Morgan, P. J., Barnett, L. M., Cliff, D. P., Okely, A. D., Scott, H. A., Cohen, K. E., & Lubans, D. R. (2013). Fundamental movement skill interventions in youth: A systematic review and meta-analysis. Pediatrics, 132(5), e1361–e1383. https://doi.org/10.1542/peds.2013-1167
Mücke, M., Ludyga, S., Andrä, C., Gerber, M., & Herrmann, C. (2021). Associations between physical activity, basic motor competencies and automatic evaluations of exercise. Journal of Sports Sciences, 39(16), 1903–1909. https://doi.org/10.1080/02640414.2021.1907902
Neves, R. (2007). A construção curricular da educação física no 1o ciclo do ensino básico: Conhecimento e percepções dos professores. [Doctoral thesis]. University of Aveiro.
Neves, R. (2019). The models of physical education teaching in the elementary school - Views of managers. Retos, 35, 107–112. https://doi.org/10.47197/retos.v0i35.66019
Neves, R. (2024). Contributos para a sustentabilidade da Educação Física no 1o CEB-constatações, reflexões e visões.
Onofre, M., Costa, J., Martins, J., Quitério, A., Farias, C., & Mesquita, I. (2023). Portuguese research on physical education and sport didactics—a critical discussion. Frontiers in Sports and Active Living, 5. https://doi.org/10.3389/fspor.2023.1172815
Petrie, K. (2011). An enduring issue: Who should teach physical education in New Zealand primary schools? New Zealand Physical Educator, 44(1), 12–17.
Petrie, K., & Hunter, L. (2011). Primary teachers, policy and physical education. European Physical Education Review, 17(3), 325–339. https://doi.org/10.1177/1356336X11416729
Petrie, K., Penney, D., & Fellows, S. (2014). Health and physical education in aotearoa new zealand: An open market and open doors? Asia-Pacific Journal of Health, Sport and Physical Education, 5(1), 19–38. https://doi.org/10.1080/18377122.2014.867791
Pizarro, A., Oliveira-Santos, J. M., Santos, R., Ribeiro, J. C., Santos, M. P., Coelho-e-Silva, M., Raimundo, A. M., Sardinha, L. B., & Mota, J. (2023). Results from Portugal’s 2022 report card on physical activity for children and youth. Journal of Exercise Science and Fitness, 21(3), 280–285. https://doi.org/10.1016/j.jesf.2023.05.002
Powell, D. (2014). Assembling the privatisation of physical education and the ‘inexpert’ teacher. Sport, Education and Society, 20(1), 73–88. https://doi.org/10.1080/13573322.2014.941796
Rassen, J. A., Shelat, A. A., Franklin, J. M., Glynn, R. J., Solomon, D. H., & Schneeweiss, S. (2013). Matching by propensity score in cohort studies with three treatment groups. Epidemiology, 24(3), 401–409. https://doi.org/10.1097/EDE.0b013e318289dedf
Resende, R., Aires, L., Araújo, R., Gomes, P., Sarmento, F., & Cunha, M. (2020). Confinamento Covid-19: Um olhar dos estudantes- estagiários de Educação Física [Covid-19 Confinement: A glimpse of Physical Education pre-service teachers]. Journal of Sport Pedagogy & Research, 7(2), 52–60. https://doi.org/10.47863/vryu8806
Rolstad, S., Adler, J., & Rydén, A. (2011). Response burden and questionnaire length: Is shorter better? A review and meta-analysis. Value in Health, 14(8), 1101–1108. https://doi.org/10.1016/j.jval.2011.06.003
Shurrab, M., Ko, D. T., Jackevicius, C. A., Tu, K., Middleton, A., Michael, F., & Austin, P. C. (2023). A review of the use of propensity score methods with multiple treatment groups in the general internal medicine literature. Pharmacoepidemiology and Drug Safety, 32(8), 817–831. https://doi.org/10.1002/pds.5635
Sirard, J. R., & Pate, R. R. (2001). Physical Activity Assessment in Children and Adolescents. Sports Med, 6(31), 439–454. https://doi.org/10.2165/00007256-200131060-00004
Spreeuwenberg, M. D., Bartak, A., Croon, M. A., Hagenaars, J. A., Busschbach, J. J. V, Andrea, H., Twisk, J., & Stijnen, T. (2010). The Multiple Propensity Score as Control for Bias in the Comparison of More Than Two Treatment Arms: An Introduction From a Case Study in Mental. Care, 48(2), 166–174. https://doi.org/10.1097/MLR.0b013e3181c1328f
Sterne, J. A. C., Hernán, M. A., McAleenan, A., Reeves, B. C., & Higgins, J. P. T. (2019). Chapter 25: Assessing risk of bias in a non-randomized study. In J. P. T. Higgins, J. Thomas, J. Chandler, M. Cumpston, T. Li, Page M.J., & Welch V.A. (Eds.), Cochrane Handbook for Systematic Reviews of Interventions (6.5). Cochrane. http://www.training.cochrane.org/handbook
Stodden, D., Langendorfer, S. J., Goodway, J. D., Roberton, M. A., Rudisill, M. E., Garcia, C., & Garcia, L. E. (2008). A developmental perspective on the role of motor skill competence in physical activity: An emergent relationship. Quest, 60(2), 290–306. https://doi.org/10.1080/00336297.2008.10483582
Stodden, D., Langendorfer, S., & Roberton, M. A. (2009). The association between motor skill competence and physical fitness in young adults. Research Quarterly for Exercise and Sport, 80(2), 223–229. https://doi.org/10.1080/02701367.2009.10599556
Strotmeyer, A., Kehne, M., & Herrmann, C. (2020). Basic motor competencies: Correlations with sex, age, weight status, extracurricular sports activity and the performance of motor coordination. German Journal of Exercise and Sport Research, 50(1), 82–91. https://doi.org/10.1007/s12662-019-00596-z
Talbot, M. (2008). Ways for primary PE. Physical Education Matters, 3(1), 6–8.
Telford, R. M., Olive, L. S., Cochrane, T., Davey, R., & Telford, R. D. (2016). Outcomes of a four-year specialist-taught physical education program on physical activity: A cluster randomized controlled trial, the LOOK study. International Journal of Behavioral Nutrition and Physical Activity, 13(1). https://doi.org/10.1186/s12966-016-0388-4
Tsangaridou, N. (2012). Educating primary teachers to teach physical education. European Physical Education Review, 18(3), 275–286. https://doi.org/10.1177/1356336X12450788
UNESCO. (2015). Quality physical education (QPE) guidelines for policy-makers. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000231101
Venetsanou, F., & Kambas, A. (2010). Environmental Factors Affecting Preschoolers’ Motor Development. Early Childhood Education Journal, 37(4), 319–327. https://doi.org/10.1007/s10643-009-0350-z
Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. UNESCO-IIEP. https://unesdoc.unesco.org/ark:/48223/pf0000133010
Walter, M., Schole, L., Langer, W., & Gerlach, E. (2024). Basic motor competencies of kindergarten children: Differences in sex, age, sport club membership, and physical activity in everyday life. Current Issues in Sport Science (CISS), 9(2), 82. https://doi.org/10.36950/2024.2ciss082
Wälti, M., Sallen, J., Adamakis, M., Ennigkeit, F., Gerlach, E., Heim, C., Jidovtseff, B., Kossyva, I., Labudová, J., Masaryková, D., Mombarg, R., De Sousa Morgado, L., Niederkofler, B., Niehues, M., Onofre, M., Pühse, U., Quitério, A., Scheuer, C., Seelig, H., … Herrmann, C. (2022). Basic Motor Competencies of 6- to 8-Year-Old Primary School Children in 10 European Countries: A Cross-Sectional Study on Associations With Age, Sex, Body Mass Index, and Physical Activity. Frontiers in Psychology, 13, 804753. https://doi.org/10.3389/fpsyg.2022.804753
World Health Organization. (2006). Length/height-for-age, weight-for-age, weight-for-length, weight-for-height and body mass index-for-age: Methods and development. WHO Press. https://www.who.int/publications/i/item/924154693X
Downloads
Publicado
Como Citar
Edição
Secção
Licença
Direitos de Autor (c) 2025 Aia Boldovskaia, Marcos Onofre, Miguel Peralta, Maria Martins, João Martins
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e assegurar a revista o direito de ser a primeira publicação da obra como licenciado sob a Licença Creative Commons Attribution que permite que outros para compartilhar o trabalho com o crédito de autoria do trabalho e publicação inicial nesta revista.
- Os autores podem estabelecer acordos adicionais separados para a distribuição não-exclusiva da versão do trabalho publicado na revista (por exemplo, a um repositório institucional, ou publicá-lo em um livro), com reconhecimento de autoria e publicação inicial nesta revista.
- É permitido e os autores são incentivados a divulgar o seu trabalho por via electrónica (por exemplo, em repositórios institucionais ou no seu próprio site), antes e durante o processo de envio, pois pode gerar alterações produtivas, bem como a uma intimação mais Cedo e mais do trabalho publicado (Veja O Efeito do Acesso Livre) (em Inglês).
Esta revista é a "política de acesso aberto" de Boai (1), apoiando os direitos dos usuários de "ler, baixar, copiar, distribuir, imprimir, pesquisar, ou link para os textos completos dos artigos". (1) http://legacy.earlham.edu/~peters/fos/boaifaq.htm#openaccess
