Research on the combined effect of diurnal type and time of day on school/ preschool performance is still scarce, probably because until recently there were no non-invasive questionnaires measuring diurnal type in younger children. To our knowledge, in the literature studies on the so-called synchrony effect only exist for adolescents and adults and no work has been conducted on prepubertal children. This study investigated in kindergarten the relationship between morningevening types with time-of-day and performance on a battery of tests covering basic skills involved in preschool learning. The sample comprised 80 children between 5 and 6 years old (M = 5.42, SD ± 0.495): 36 morning (45%) and 44 evening (55%) types, classified according to the Children's Chronotype Questionnaire (Werner et al., 2009; PT version, Couto et al., 2014). The children completed a battery of tests related to kindergarten learning (Vitória de La Cruz, PT version, 2012) at four times in the kindergarten day (

The purpose of this article is to provide insight on a partnership between Matosinhos City Hall that coordinates educational programs including physical education and the School of Higher Education of Porto. For the past 2 years, the institutions have worked together to develop a local curriculum for physical education teachers to foster life skills development and transfer in their students. In this article, we provide an overview about (a) how the partnership was developed, (b) how establishing fundamental pedagogical components provided the platform for later explicit life skills teaching, (c) the facilitators and barriers that emerged from these efforts, and (d) plans to integrate an explicit approach to sport-based life skills development and transfer.