The Perspective of Physical Education Teachers in Spain Regarding Barriers to the Practice of Physical Activity among Immigrant Children and Adolescents: A Qualitative Study
2021
Romain Marconnot | Jorge Pérez-Corrales | Juan Nicolás Cuenca-Zaldívar | Javier Güeita-Rodríguez | Pilar Carrasco-Garrido | Cristina García-Bravo | Eva Solera-Hernández | Sonia Gutiérrez Gómez-Calcerrada | Domingo Palacios-Ceña
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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