教师对学童体育活动的学校环境障碍和促进因素的看法:一项定性研究

IF 8 2区 医学 Q1 HOSPITALITY, LEISURE, SPORT & TOURISM Qualitative Research in Sport Exercise and Health Pub Date : 2022-02-17 DOI:10.1080/2159676X.2022.2037696
Vanesa Alcántara-Porcuna, M. Sánchez-López, M. Martínez-Andrés, V. Martínez-Vizcaíno, Abel Ruíz-Hermosa, Beatriz Rodríguez-Martín
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引用次数: 6

摘要

摘要基于扎根理论进行了一项定性研究,分析了昆卡和皇家城(西班牙卡斯蒂利亚-拉曼恰)学校教师对学校体育活动环境的促进因素和障碍。数据是通过半结构化访谈收集的。确定了三个主题,1)促进者和2)PA的障碍,以及3)在学童中促进PA的倡议。促进者包括教师的积极态度、实践带来的好处、教师对活动的支持和体育专业化、认为学校是促进体育活动的好地方、促进课程和建筑环境的元素、管理团队的支持和有组织的休息。障碍包括教师不支持活动、不在课堂上进行运动活动的原因、体育教育的贬值、教师之间对体育教育量的意见分歧、课程中的阻碍因素、建筑环境和课堂组织以及不利的天气条件。提高对PA重要性的认识,增加体育和心理运动技能课程的数量,培训教师使用积极的方法,组织低成本或免费的课外活动,这些都是在学校环境中在学童中推广PA的重要步骤。重要的是,为促进PA而制定的举措不仅侧重于制定旨在增加学童PA实践的方案,而且还应克服学校环境中的障碍,从而更加重视促进PA的学校因素。
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Teachers’ perceptions of barriers and facilitators of the school environment for physical activity in schoolchildren: a qualitative study
ABSTRACT A qualitative study based on grounded theory was carried out to analyse the facilitators and barriers of the school environment for physical activity (PA) perceived by teachers at schools in Cuenca and Ciudad Real (Castilla La Mancha-Spain). The data were collected through semi-structured interviews. Three themes were identified, 1) facilitators and 2) barriers to PA and 3) initiatives to promote PA among school children. Facilitators were teachers’ positive attitudes, the benefits attributed to their practice, teachers’ support for the activities and being specialised in physical education, considering the school as a good place to promote physical activity, facilitating elements of the curriculum and the built environment, support from the management team and organised breaks. Barriers were teachers who fail to support activities, reasons for not doing movement activities in class, devaluation of physical education, differences of opinion among teachers on the amount of physical education to be done, hindering factors in the curriculum, the built environment and classroom organisation, and unfavourable weather conditions. Raising awareness of the importance of PA, increasing the number of physical education and psychomotor skills sessions, training teachers in the use of active methodologies and organising reduced-cost or free extracurricular activities are essential steps to promote PA among schoolchildren in the school environment. It is important that the initiatives established to promote PA not only focus on establishing programmes that aim to increase the practice of PA among schoolchildren, but also to overcome barriers in the school environment, so that greater importance is given to the school elements that facilitate PA.
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CiteScore
10.60
自引率
10.20%
发文量
36
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