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“Football is a boys’ game”: Children’s perceptions about barriers for physical activity during recess time

dc.contributor.authorMartínez-Andrés M.
dc.contributor.authorBartolomé-Gutiérrez R.
dc.contributor.authorRodríguez-Martín B.
dc.contributor.authorPardo-Guijarro M.J.
dc.contributor.authorMartínez-Vizcaíno V.
dc.date.accessioned2020-09-02T22:22:27Z
dc.date.available2020-09-02T22:22:27Z
dc.date.issued2017
dc.identifier10.1080/17482631.2017.1379338
dc.identifier.citation12, 1, -
dc.identifier.issn17482623
dc.identifier.urihttps://hdl.handle.net/20.500.12728/5238
dc.descriptionThe 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. © 2017 The Author(s).
dc.language.isoen
dc.publisherTaylor and Francis Ltd.
dc.subjectChildren
dc.subjectDrawing
dc.subjectFocus groups
dc.subjectPhysical activity
dc.subjectQualitative research
dc.subjectSchool
dc.subjectarticle
dc.subjectchild
dc.subjectconceptual framework
dc.subjectcontent analysis
dc.subjectdrawing
dc.subjectfemale
dc.subjectfootball
dc.subjectgenetic transcription
dc.subjectgirl
dc.subjecthuman
dc.subjectmale
dc.subjectperception
dc.subjectphysical activity
dc.subjectqualitative research
dc.subjectschool child
dc.subjectscientist
dc.subjectsex difference
dc.subjectsocialization
dc.subjectSpain
dc.subjectteacher
dc.subjectweather
dc.subjectattitude
dc.subjectexercise
dc.subjectfootball
dc.subjectgender identity
dc.subjectinformation processing
dc.subjectleisure
dc.subjectschool
dc.subjectschool teacher
dc.subjectsexism
dc.subjectsoccer
dc.subjectsocialization
dc.subjectsport
dc.subjectAttitude
dc.subjectChild
dc.subjectExercise
dc.subjectFemale
dc.subjectFocus Groups
dc.subjectFootball
dc.subjectGender Identity
dc.subjectHumans
dc.subjectLeisure Activities
dc.subjectMale
dc.subjectSchool Teachers
dc.subjectSchools
dc.subjectSexism
dc.subjectSoccer
dc.subjectSocial Perception
dc.subjectSocialization
dc.subjectSpain
dc.subjectSports
dc.title“Football is a boys’ game”: Children’s perceptions about barriers for physical activity during recess time
dc.typeArticle


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