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    The Perspective of Physical Education Teachers in Spain Regarding Barriers to the Practice of Physical Activity among Immigrant Children and Adolescents: A Qualitative Study

    Autor: 
    Marconnot, Romain
    ;
    Perez-Corrales, Jorge
    ;
    Cuenca-Zaldivar, Juan Nicolas
    ;
    Gueita-Rodriguez, Javier
    ;
    Carrasco-Garrido, Pilar
    ;
    Garcia-Bravo, Cristina
    ;
    Solera Hernández, Eva (1)
    ;
    Gutiérrez Gómez-Calcerrada, Sonia (1)
    ;
    Palacios-Ceña, Domingo
    Fecha: 
    2021
    Palabra clave: 
    exercise; physical education and training; school teachers; child; adolescent; emigrants and immigrants; qualitative research; WOS(2); Scopus
    Tipo de Ítem: 
    article
    URI: 
    https://reunir.unir.net/handle/123456789/12276
    DOI: 
    https://doi.org/10.3390/ijerph18115598
    Dirección web: 
    https://www.mdpi.com/1660-4601/18/11/5598
    Open Access
    Resumen:
    Physical activity (PA) contributes to the development of children and adolescents and to their mental and physical health. The practice of PA in the school context can contribute towards generating a more inclusive educational community for immigrant children and adolescents. The aim of this study was to describe the perspectives of Spanish physical education (PE) teachers on the practice of PA among immigrant children and adolescents. This research was a qualitative exploratory study. A purposeful sampling strategy was used. Data were collected through semi-structured interviews and field notes. Twenty teachers were recruited. An inductive thematic analysis and content analysis were applied. The following topics were identified: (a) Professional expectations; (b) Economic resources; (c) Integration; (d) Family; (e) Religious beliefs and practices; and (f) Gender difference. A predominance of positive emotions was identified in the narratives, and the most repeated words in word clouds were 'Caribbean', 'Latin', and 'population'. These findings help to identify PA barriers for immigrant children and adolescents and may contribute to the creation of PA-based interventions in social and educational contexts.
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