Las conclusiones de la presente tesis responden a las preguntas de investigación propuestas.
Estudio 1: ¿Qué barreras encuentran los padres, profesores, directores de escuela y lideres de comunidades a la hora de promover la AF entre los niños recién inmigrados que se enfrentan a un nuevo contexto cultural?
▪ Se identificó la carga académica (deberes) como un factor limitante importante a la hora de promover la AF en sus hijos.
▪ Existen dificultades de conciliación familiar entre carga laboral y familiar que afecta a la AF. Los padres y madres trabajan muchas horas fuera de casa y en horarios a veces incompatibles con el horario escolar.
▪ Los problemas económicos pueden limitar la AF de sus hijos. Muchos de ellos se encuentran en situaciones económicas que no les permiten hacer frente a los gastos que conllevan la práctica de AF extraescolar.
▪ Los padres y madres describen como su entorno afecta a promover AF: falta de infraestructuras deportivas accesibles, parques poco seguros, problemas de transportes. Los barrios de ciudades no están organizado y estructurados de forma correcta para facilitar a las familias una práctica adecuada de AF.
Estudio 2: ¿Qué significado y que perspectiva tienen las familias de niños/as inmigrantes sobre la práctica de la AF?
▪ Los padres y madres describen el nivel socioeconómico como una barrera para promover la AF en sus hijos. Apuntar a sus hijos a actividades extraescolares tiene un coste (inscripción, material deportivo) que muchas familias no pueden hacer frente.
▪ Aparece la limitación de tiempo y barreras en la conciliación familiar. Las familias tienen horarios de trabajo incompatible con el horario escolar y la organización familiar entre los hermanos y las tareas domésticas.
▪ Describen como los barrios donde residen influye sobre la práctica de AF. Los barrios presentan problemas de inseguridad. Las infraestructuras deportivas o de ocio al aire libre (parques) no siempre se encuentran cerca de sus domicilios, lo que añade problemas de transporte y de accesibilidad.
Estudio 3: ¿Cuál es la perspectiva de los profesores/as que imparten EF en niños/as y jóvenes inmigrantes sobre la AF en el medio escolar?
▪ Los profesores describen que la práctica habitual de AF y la utilización de la EF son unos medios de integración social importante en la vida de los niños y jóvenes inmigrantes. La AF ayuda en la lucha contra las discriminaciones y la exclusión social que pueden parecer los alumnos extranjeros cuando llegan en un nuevo país.
▪ No existe una formación adecuada en el profesorado para conocer y manejar alumnos/as con culturas y creencias diferente.
▪ Los profesores identifican el nivel educativo de los padres como una limitación a la práctica de AF de sus hijos. Identifican falta de conocimiento respecto a los beneficios de la AF en la salud y el desarrollo de los niños.
▪ Los problemas económicos que padecen las familias podrían explicar la participación en los programas deportivos (IPAFD) de los colegios e institutos por los alumnos/as extranjeros, debido a su bajo coste.
▪ Existen dificultades para manejar componentes culturales y religiosos. Los profesores describen como las creencias religiosas pueden dificultar la práctica de AF de las niñas sobre todo en la población Magrebí.
▪ A pesar de que los profesores de EF muestran una perspectiva crítica a la promoción de AF en alumnos/as inmigrantes, su discurso es positivo y de aceptación. Existiendo una mayor tendencia a la positividad de su perspectiva ante el fenómeno de la práctica de AF en alumnos/as de origen extranjero.
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