UAARE operates in three essential areas: school management, sports management and health and well-being, which, working in a network with local authorities and guardians, ensure conditions of conciliation for the success of our student-athletes.
Centralized in the School tutor, in close collaboration with the national coordinator and other agents involved:
- Headteacher, that ensures the pedagogical commitment of the school and the regulatory bodies;
- Sala de Estudo Aprender +, which ensures a differentiated pedagogy and mobilizes individual pedagogical plans, using collaborative and reflective work with the subject teachers and the respective class council. It manifests itself in personalized support, distance support and distance learning;
- School psychologist, who assumes psychological and psychopedagogical support.
With sports federations and coaches, aware of the conflicting needs of student-athletes that take place in the different stages of dual career development, assuming:
- Articulation, cooperation and flexibility with the school;
- The reconciliation of training, competition and internships with school learning.
Wealth and well being
Betting on intervention in two areas:
- Psychological support. Student-athletes are always under systematic evaluation (marks, times, rankings, grades) which causes a varied emotional reaction, present in the moment of overcoming (anxiety, fear, depression) that conditions performance before, during and after the competition. Thus, balance and emotional management are fundamental, as the school psychologist intervenes with the network of all UAARE actors. The intervention in terms of prevention takes place essentially in three references: psychological and psycho-pedagogical support; career guidance; support for the development of educational community relationship systems.
- Health and wellbeing. With the intervention of the network of Sports Medicine Centers, especially in the regulation of early sports practice, at the level of regular monitoring (nutrition, injury prevention, overtraining and burnout).
Criteria for integration of student-athletes
- Level I student-athletes with high performance status, under Decree-Law no. 272/2009, of 1 October;
- Level II student-athletes who are part of national teams or other national sports representations, under Decree-Law no. 45/2013, of 5 April;
- Level III student-athletes with potential sporting talent, upon proof of such status, with relevant evidence, validated by the national technical director of the federation of the respective sport;
- Student-athletes in other situations, authorized by the members of the Government responsible for the areas of education and sport, with the prior opinion of the Directorate-General for Education (DGE), integrated in the UAARE levels for student-athletes;
- Other sports agents provided for in article 25 of Decree-Law no. 272/2009, of 1 October, and in article 13 of Decree-Law no. 45/2013, of 5 April, integrated in the UAARE levels for student-athletes.
Criteria for integration of schools
The integration of new UAARE schools considers the weighting of the following criteria:
- Number of students on a high-income regime or included in national teams, under the provisions of Decree-Law no. 272/2009, of 1 October, and Decree-Law no. 45/2013, of 5 April, respectively;
- Ratio between the number of students at level I and II and the number of students at level III;
- Diversity of modalities in the national network of UAARE schools, giving priority to the Olympic and Paralympic modalities;
- Consistency with the location of high performance centers or sports training centers;
- Level of commitment in cooperation agreements with municipalities or inter-municipal communities;
- Four-year commitment level of schools to be involved in the program.