Ensi(ce)nar: dos Bastidores ao Palco

Abstract

This report is part of the Professional Internship in the second year of the Master's in Physical Education Teaching for Basic and Secondary Education, undertaken at a school in Barcelos with two classes of distinct contexts: one in Year 11 and another in Year 6. The journey reflects a continual articulation between theory and practice, seeking to promote inclusive, intentional teaching tailored to the needs of each group. Throughout the year, the work rested on rigorous planning, the application of varied teaching models and strategies, and assessment as a tool for pedagogical regulation. The diversity of the classes demanded flexibility and the ability to create motivating environments grounded in closeness, respect and cooperation. The entire path can be understood as a passage from backstage to stage. Backstage lay the quiet, meticulous work of planning, studying, reflecting and structuring strategies. On stage emerged the lessons, a living space where theory met practice and where each decision was put to the test before the students. This transition was not a single technical moment but a continuous process of discovery and construction of professional identity, where rigour, creativity and sensitivity intersected to turn intentions into educational action. The report also integrates an original investigation that analysed the effect of deliberately pedagogical modifications to futsal in order to make the game more accessible and widely participated in, based on students' perceptions. Specifically, it examined game formats and rules oriented towards inclusion and their influence on game experience, team participation and affective responses, clarifying the role of these adaptations in promoting meaningful participation for all.