Prediction of psychological wellbeing was investigated utilising a specific set of cognitive measures. This study considered a mixed method approach, progressing in three main phases. First study (the pilot study) involved (n=147) participants where data analysis was conducted using ANOVA, multiple regression and Structural Equation Modelling (SEM). The Pilot study considered six measures of thinking Style or Dysfunctional Attitude Scale (DAS-24), Attributional Style Questionnaire (ASQ-6 negative), Meta-cognitive Awareness Questionnaire (MAQ), Mastery/control, Cybernetic Coping Scale (CCS-15) and Beck Depression Inventory BDI-II. The correlation analysis showed positive association between variables with predictive approximation of 30% for depressive symptoms. The pilot study’s confirmatory factor and path analysis results produced supporting evidence of predictive quality with a good fit with model. The second phase comprised of a two-wave panel survey which included most of the measures from study one but added a 12-item version of Eysenck’s Personality Inventory, while the Patient Health Questionnaire (PHQ-9) and General Anxiety Disorder (GAD-7) measures replaced the BDI-II. Regression analysis indicated that approximately 50% of the variance in PHQ scores could be predicted with DAS-24, mastery, ASQ and Neuroticism being the strongest predictors. A second regression analysis predicted 65% of the variance in GAD7 scores with DAS success and perfectionism sub factor being the strongest predictor. A series of confirmatory factor analysis was conducted as well as regression and covariance analysis of the identified variables. Longitudinal path analyses were performed indicating that approximately 74% of the variance in PHQ9 scores and 71% of the variance in GAD7 scores at time two could be predicted, with the time one well-being measures the strongest predictors. The most striking findings related to the role of Neuroticism in prediction of psychological wellbeing. Third phase of this mixed method study considered qualitative approach, using framework analysis. Participants were twelve clinicians who currently working with clients with depressive or anxiety based difficulties. The main findings indicated that all previously identified independent variables of thinking style, perception, control and though awareness contributing towards psychological wellbeing. Other notable observation included participant’s clinical training modality that influenced the choice of responses. Overall tested hypotheses in both modalities of studies provided additional knowledge and understanding by offering a unique theoretical perspective, where the correlation between psychological wellbeing and cognitive processes could be predicted when utilising specific sets of measures.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / A EducaÃÃo FÃsica na escola possibilita a contextualizaÃÃo das prÃticas corporais com temas relacionados aos objetivos de aprendizagem discente nos aspectos fÃsico-esportivos, socioafetivos e cognitivos. No entanto, para este Ãltimo aspecto hà carÃncia de uma matriz de referÃncia para uma avaliaÃÃo de cunho cognitiva em larga escala que possibilite identificar os conhecimentos dos alunos em relaÃÃo aos conteÃdos da disciplina de EducaÃÃo FÃsica. Neste sentido, o presente estudo teve como objetivo desenvolver e validar uma matriz de referÃncia para avaliaÃÃo cognitiva em larga escala dos conteÃdos da EducaÃÃo FÃsica na escola. A matriz foi elaborada com base nos objetivos de aprendizagem dos ParÃmetros Curriculares da EducaÃÃo FÃsica para o Ensino Fundamental. Participaram deste estudo 232 professores e investigadores de EducaÃÃo FÃsica no Ensino Fundamental (6 ao 9 ano) das 5 regiÃes do Brasil, sendo 57,3% mestres e doutores e 42,7% graduados e especialistas. Recorreu-se ao uso de um questionÃrio com 38 descritores em escala. Realizamos a anÃlise fatorial exploratÃria e os resultados indicam que trÃs fatores foram extraÃdos, a saber: 1) DimensÃo Sociocultural das PrÃticas Corporais; 2) DimensÃo BiolÃgico-Funcional da Atividade FÃsica; e 3) DimensÃo TÃcnico-Competitiva dos Esportes. A amostra foi adequada ao estudo (KMO = 0,923, χ = 7644,440, gl = 703, p ≤ 0,001), obteve satisfatÃria variÃncia total explicada (57,2%) e a consistÃncia interna dos descritores nestas trÃs dimensÃes situou-se acima de 0,90, atestando a precisÃo dos resultados. Consideramos que a matriz de referÃncia à adequada para fornecer aos professores e pesquisadores indicativos de dimensÃes dos conteÃdos da EducaÃÃo FÃsica no Ensino Fundamental, que podem ser avaliados cognitivamente em larga escala. / Physical Education in school enables contextualization of physical exercise with themes related to student learning objectives for physical sports, as well as socio - affective and cognitive aspects. However, for this last point, there is lack of a reference matrix for large scale cognitive evaluation which allows for identification of studentsâ knowledge in relation to the content of Physical Education Therefore, this study aims to develop and validate a reference matrix (model) for large scale cognitive evaluation of physical education in school. The matrix was developed based on the learning objectives of the Curriculum Standards of Physical Education for Elementary School. A total of 232 teachers and researchers of Physical Education in Elementary School (6th to 9th grade) from 5 regions of Brazil participated in the study which was conducted through a questionnaire, with closed questions and answers and 38 items on scale. Of the participants, 57,3% were Masterâs Degree or PHD holders and 42,7% were graduates and specialists. We performed exploratory factor analysis and the results show three factors that were extracted namely: 1) Socio-cultural Dimension of Body Practices, 2) Bio-Functional Dimension of Physical Activity, and 3) Technical Dimension of Competitive Sports. The sample was adequate for the study (KMO = 0,923, χ = 7644,440, gl = 703, p ≤ 0,001), satisfactory and explicable total variance was obtained (57,2%) and the internal consistency of the items in these three dimensions was above 0,90, suggesting the accuracy of the results. We consider the reference matrix suitable for use as a tool to provide teachers and researchers with indicative dimensions for large-scale cognitive evaluation of the content of Physical Education in Elementary School.