Recreos activos con material autoconstruidouna mirada desde la perspectiva parental y docente

  1. Josu Barrenetxea-García 1
  2. Jon Ortuondo 2
  3. Antonio Méndez-Giménez 3
  1. 1 Colegio OSOTU Lanbarri Ikastetxea, Güeñes, España
  2. 2 Escuela Universitaria de Magisterio Begoñako Andra Mari
  3. 3 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

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Journal:
Retos: nuevas tendencias en educación física, deporte y recreación

ISSN: 1579-1726,  1988-2041

Year of publication: 2024

Issue: 54

Pages: 735-745

Type: Article

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More publications in: Retos: nuevas tendencias en educación física, deporte y recreación

Abstract

Active playgrounds programs have been identified as ideal spaces to provide students with physical, cognitive, emotional and social benefits. This study aimed to examine the perceptions of teachers and families about the implementation of an active recess program during a school year that was based on the shared construction of materials by parents and students. Ten Primary Education teachers (nine women and one man; Mage = 31.4 ± 5.56) and 14 family members (10 women and four men, Mage = 45 ± 2.44) from a private school in the Basque Country participated. A qualitative study was carried out through semi-structured interviews. Data analysis by categories was based on data reduction, descriptive analysis and interpretation. The results showed six dimensions, shared by teachers and family members: Knowledge of the program, Self-made material, Psychological effects, Physical effects, Socialization, and Obstacles and facilitators. The results shed light on the support of active playground interventions with self-made material and converge almost entirely with those reported in previous studies by students.

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