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,Vol.14,,2023
datacite.alternateIdentifier.doi10.3389/fpsyg.2023.1122362
datacite.creatorCarter Thuillier, Bastian
datacite.creatorLopez Pastor, Victor
datacite.creatorGallardo Fuentes, Francisco
datacite.creatorCarter Beltran, Juan
datacite.creatorFernandez Balboa, Juan Miguel
datacite.creatorDelgado Floody, Pedro
datacite.creatorGrimminger Seidensticker, Elke
datacite.creatorSortwell, Andrew
datacite.date2023
datacite.subject.englishsocial inclusion
datacite.subject.englishimmigrant students
datacite.subject.englishMapuche
datacite.subject.englishafter-school programmes
datacite.subject.englishsports programmes
datacite.subject.englishethnic groups
datacite.titleAfter-school sports programmes and social inclusion processes in culturally diverse contexts: Results of an international multicase study
dc.date.accessioned2023-06-08T15:48:14Z
dc.date.available2023-06-08T15:48:14Z
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.
dc.identifier.urihttps://repositoriodigital.uct.cl/handle/10925/5298
dc.language.isoen
dc.publisherFRONTIERS MEDIA SA
dc.sourceFRONTIERS IN PSYCHOLOGY
oaire.resourceTypeArticle
uct.indizacionSSCI
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