Martínez-Andrés Maria, Bartolomé-Gutiérrez Raquel, Rodríguez-Martín Beatriz, Pardo-Guijarro Maria Jesus, Martínez-Vizcaíno Vicente
a Centro de Estudios Sociosanitarios , Universidad de Castilla-La Mancha , Cuenca , Spain.
b Facultad de Enfermería , Universidad de Castilla-La Mancha , Albacete , Spain.
Int J Qual Stud Health Well-being. 2017;12(sup2):1379338. doi: 10.1080/17482631.2017.1379338.
The aim of the study was to know the factors that influence boys and girls' perceptions for performing physical activity during playground recess from their own perspective. Ninety-eight schoolchildren aged 8-11 years from five schools from Cuenca (Spain) participated in 22 focus groups and carried out 98 drawings following the socioecological model as a theoretical framework. A content analysis of the transcripts from the focus groups and drawings was carried out by three researchers. Results showed that, in spite of boys and girls identified same barriers, there were gender differences in their perceptions. Gender socialization was the key as central category and helped to understand these differences. Boys preferred play football and this sport had a monopoly on the recess space. Weather was a barrier for boys. Girls and boys, who did not play football, were relegated to peripheral areas and lack of materials was a barrier for them. Teachers were a barrier for all children who did not play football. Thus, in order to promote recess physical activity, researchers, teachers and educational policy makers should take into account gender socialization and promote inclusive non-curricular physical activity in schools.
该研究的目的是从男孩和女孩自身的角度了解影响他们在操场课间休息时进行体育活动认知的因素。来自西班牙昆卡五所学校的98名8至11岁的学童参加了22个焦点小组，并按照社会生态模型这一理论框架进行了98幅绘画创作。三名研究人员对焦点小组的文字记录和绘画进行了内容分析。结果表明，尽管男孩和女孩识别出了相同的障碍，但他们的认知存在性别差异。性别社会化作为核心类别是关键所在，有助于理解这些差异。男孩更喜欢踢足球，这项运动垄断了课间休息空间。天气对男孩来说是个障碍。不踢足球的女孩和男孩被挤到边缘区域，材料短缺对他们来说是个障碍。教师对所有不踢足球的孩子来说都是个障碍。因此，为了促进课间体育活动，研究人员、教师和教育政策制定者应考虑性别社会化，并在学校推广包容性的非课程体育活动。
