After-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study

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datacite.alternateIdentifier.citationFrontiers in Psychology, 14, 2023
datacite.alternateIdentifier.doi10.3389/fpsyg.2023.1122362
datacite.alternateIdentifier.issn1664-1078
datacite.creatorCarter-Truillier, Bastian Ignacio
datacite.creatorLópez-Pastor, Victor M.
datacite.creatorGallardo-Fuentes, Francisco Javier
datacite.creatorCarter-Beltran, Juan
datacite.creatorFernández-Balboa, Juan Miguel
datacite.creatorDelgado-Floody, Pedro A.
datacite.creatorGrimminger-Seidensticker, Elke
datacite.creatorSortwell, Andrew
datacite.date2023
datacite.rightsAcceso abierto
datacite.subjectAfter-school Programmes
datacite.subjectEthnic Groups
datacite.subjectImmigrant Students
datacite.subjectMapuche
datacite.subjectSocial Inclusion
datacite.subjectSports Programmes
datacite.titleAfter-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study
dc.description.abstractThis 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. © 2023 Elsevier B.V., All rights reserved.
dc.description.ia_keywordinclusion, programs, social, students, sports, processes, culturally
dc.formatPDF
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/5298
dc.language.isoen
dc.publisherFrontiers Media
dc.relationinstname: ANID
dc.relationreponame: Repositorio Digital RI2.0
dc.rights.driverinfo:eu-repo/semantics/openAccess
dc.sourceFrontiers in Psychology
dc.subject.ia_odsODS 4: Educación de calidad
dc.subject.ia_oecd1nCiencias Sociales
dc.subject.ia_oecd2nEducación
dc.subject.ia_oecd3nEducación General
dc.type.driverinfo:eu-repo/semantics/article
dc.type.driverhttp://purl.org/coar/resource_type/c_2df8fbb1
dc.type.openaireinfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublication
oaire.citationEdition2023
oaire.citationTitleFrontiers in Psychology
oaire.citationVolume14
oaire.fundingReferenceANID FONDECYT 11201036
oaire.fundingReferenceUniversidad de Granada Programa Recualificación Profesorado Universitario María Zambrano (Fondos Next Generation EU)
oaire.licenseConditionObra bajo licencia Creative Commons Atribución 4.0 Internacional
oaire.licenseCondition.urihttps://creativecommons.org/licenses/by/4.0/
oaire.resourceTypeArtículo
oaire.resourceType.enArticle
uct.catalogadorjvu
uct.comunidadDesarrollo e Innovación Docenteen_US
uct.departamentoDepartamento Educación e Innovación
uct.facultadFacultad de Educación
uct.indizacionSocial Sciences Citation Index - SSCI
uct.indizacionScopus
uct.indizacionDOAJ
uct.indizacionPubMed
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