After-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study
Metadatos
Mostrar el registro completo del ítemEditorial
Frontiers
Materia
Social Inclusion Immigrant students Mapuche After-school programmes Sports programmes Ethnic groups
Fecha
2023-03-22Referencia bibliográfica
Carter-Thuillier B, López-Pastor V, Gallardo-Fuentes F, Carter-Beltran J, Fernández-Balboa J-M, Delgado-Floody P, Grimminger-Seidensticker E and Sortwell A (2023) After-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study. Front. Psychol. 14:1122362. [doi: 10.3389/fpsyg.2023.1122362]
Patrocinador
FONDECYT-ANID project (National Agency of Research) 11201036; Universidad de Granada/Ministerio de Universidades y Fondos Next Generation de la Union EuropeaResumen
This research aimed to understand the role of after-school sports programs
in social inclusion processes in culturally diverse contexts through a multicase
study within two locations. The first location was in Spain where immigrant
and Spanish students were enrolled, and the other was in Chile with Mapuche-
Huilliche students, immigrant and Chilean students. The implemented programs
at both sites were similar in their educational focus on socio-educational
values, and teaching models (hybridization of teaching games for understanding
and cooperative learning) that enhance social inclusion. Using individual and
group interviews with teachers, sports coordinators, parents, and students, a
qualitative approach was used to identify the factors that facilitate or hinder
the social inclusion processes. In addition, the researchers used qualitative
observations of the programs over six months using “notes logbook” to
record their impressions during the observation process. Results indicated
that the implemented sports programs successfully facilitated social inclusion
processes, enabling the development of interpersonal skills and relationships
between students from different cultural backgrounds. The previous training
and experiences of teachers in culturally diverse contexts, and incorporation of
traditional sporting games from all cultures, seems to be an important facilitator
factor for the inclusion potential of the implemented programs.