Entendiendo los factores que determinan la actividad física en el entorno escolar desde la perspectiva de los niños y niñas
DOI:
https://doi.org/10.15359/mhs.13-1.2Palabras clave:
educación física, niños, recreo escolar, barreras ambientales, creenciasResumen
Este estudio explora las percepciones de los niños sobre las barreras y los facilitadores para realizar actividad física durante los recreos, con el fin de ofrecer el insumo necesario para las autoridades e investigadores educativos para el desarrollo de intervenciones y de políticas que promuevan la actividad física en este grupo de edad en el entorno educativo. Métodos: Se utilizó un diseño cualitativo con grupos focales y entrevistas a profundidad. Los datos fueron recolectados a través de 6 grupos focales, con un total de 90 niños (50 niños y 40 niñas) de tercer grado y las tres maestras del grado. Resultados: Las barreras más frecuentemente identificadas por los niños y las niñas fueron: falta de apoyo social, matonismo, falta de espacio y barreras organizativas. El espacio para jugar y el tiempo fue una barrera para todos niños, generando conflicto y exclusión de participar en actividades físicas en las niñas y en parte de los niños. Conclusión: Los participantes perciben
que los entornos escolares no favorecen la actividad física; sin embargo, siguiendo su naturaleza y necesidad de moverse, una gran mayoría encuentra las formas de llenar esa gran necesidad de jugar y divertirse. Con
base en los resultados de este estudio, se recomienda promover la actividad física a través del receso escolar, considerando las barreras en el entorno natural, social, físico y organizativo.
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