Best practice

School tutors

Daily interaction between Accompanying Professor and Student-athletes

School Tutor Adelino Carvalho, from Martins Sarmento Secondary School, has a working schedule at the UAARE office between 10:00 and 12:00. In this period, which includes the two morning breaks, the 30 student-athletes consult him daily, preferably at least weekly. In addition to talking to the tutor, they fill in the mural, in their individual area:

  1. Results of the evaluation sheets
  2. Relevant sporting events
  3. Topics covered in the SEAM support

School teams

Inter-SEAM Articulation

The SEAM of the Fontes Pereira de Melo School Cluster and the Montemor-o-Velho School Cluster articulate pedagogical support to student-athletes who are displaced in the Montemor-o-Velho CAR on an internship or competition.

AEFPM's displaced students carry an individual educational plan, which includes:

  1. The last content addressed by the curricular teacher, before the absence
  2. The contents to be supported and recovered in the absence, in person at SEAM of Montemor-o-Velho, or remotely, via Teams, with SEAM from the school of origin
  3. The activity proposals by the curricular teacher, to be carried out during the absence
  4. This entire process is, at the end of the absence, communicated to the respective curriculum teachers, through the Accompanying Teachers involved.

The interaction between SEAM teachers and students-athletes is carried out through a systematic group conversation at Teams.

School psychologists

Psychopedagogical support in career transitions (change of coach, management of expectations)

Transitions have a great impact on the quality of life of an athlete student and, consequently, on competition and school. School Psychologist Manuel Paulo, from the Montemor-o-Velho School Cluster, intervened preventively with students-athletes to consciously mobilize and reinforce life skills applicable both in sport and at school, providing reinforcement, support and counselling to improve your anxiety coping skills.

This intervention was based on a program to combat anxiety, organized in six 45-60 minute sessions:

  1. Develop strategies to control anxiety and provide greater muscle and psychological relaxation when performing the tests;
  2. Prevent tension states and provide relaxation mechanisms in order to ward off fatigue and obtain psychological relaxation, controlling the interference of negative emotions and thoughts that may be accentuating excessive symptoms of anxiety;
  3. Facilitate the understanding of anxiety states and reinterpret them as something that can be used constructively;
  4. Reinforce students' internal resources to control the anxiety-generating situation.


Proximity and collaborative work between Coach-tutor and Accompanying Teacher

In the Ponte de Sor Schools Cluster, the Coach of the Portuguese Basketball Federation monitors the evolution of students-athletes in schools and sports, communicating frequently with the School Tutor. The Coach uses the SEAM as a daily workspace, communicating with the School Tutor and the SEAM teachers:

  1. Disclosing weekly sports activity planning;
  2. Informing the SEAM about health and pressure issues in sports performance;
  3. Adjusting the sports calendar with the school, for example in the definition of support schedules;
  4. Articulating with the School Psychologist the reinforcement of basic skills (self-regulation, critical thinking, problem solving, resilience, etc.).


Follow-up model

At Fonseca Benevides Secondary School, in its Distance Education offer, one of parents monitors the student-athlete's activities on a daily basis, maintaining open channels of communication with the Class Director, the Tutor and the School Tutor. This monitoring involves:

  1. Enter the platform and survey the tasks that the student has to perform in each subject;
  2. Send training plans, trips and competitions to the Class Director, Tutor and School Tutor weekly;
  3. Articulate training and competition dates and times with formal assessment moments;
  4. Request support from the SEAM when necessary;
  5. Participate in Distance Learning events and witness its experience;
  6. Suggest improvements to the UAARE model of Distance Education.


ESACSF student is for the 3rd year, student of our UAARE

He was born and lives in Rio Maior and did her sports training in local clubs. Two years ago she joined the Basketball CAR at Cruz Quebrada. But she chose to stay in her homeland, Rio Maior, moving systematically to Lisbon to continue her sports career, both in CAR (2 years ago) and now in SLB, not only in the S19 but also at senior level, in the League Feminine. He has also achieved international status, representing the National Team.

At school she was always a regular student but with some difficulties in the subject of Mathematics. Now attending 12th grade, he can finally start attending SEAM and have weekly support for mathematics with professor João Luís Carvalho. She is currently the student with the highest levels of attendance to the support we provide. And it is with great pride that we highlight its notorious evolution in the discipline. Work and dedication always pay off, and yes, it is possible to reconcile! Congratulations!!

Local authorities and clubs

Municipal strategic project for conciliation of dual careers

The cooperation agreement involving the Secondary School Martins Sarmento, João de Meira School Cluster and Vitória Sport Clube, promotes conciliation processes that generate conditions for sports success and school success.

The municipality financially supported the acquisition of equipment necessary for the operation of virtual learning environments and the work of the pedagogical teams of each school.

An extension of SEAM at the VSC Academy was also created as a pilot project, being ensured by teachers moving from ES Martins Sarmento and working in conjunction with the VSC psychopedagogical team. This extension room is connected to the SEAM of ES Martins Sarmento through Teams.