Inclusion of Immigrant Girls and Beliefs of Physical Education Teachers

Carolina Nieva Boza

Teresa Lleixà Arribas

*Corresponding author: Carolina Nieva Boza

Original Language

Cite this article

Nieva Boza, C., & Lleixà i Arribas, T. (2018). Inclusion of Immigrant Girls and Beliefs of Physical Education Teachers. Apunts. Educación Física y Deportes, 134, 69-83.



This research identifies and explores the perceptions of physical education teachers concerning the features of participation by female immigrant students and the strategies used to motivate them together with expectations about their motor performance. The study population is physical education teachers at state primary schools in the county of El Baix Llobregat in Barcelona province. The instrument used was a questionnaire with a response from 87 teachers in a stratified sample of the 30 towns in the county. The results suggest that the participation and inclusion of immigrant girls in physical education is not seen as a problematic issue. However, some of the teachers report lower participation rates for these girls and ascribe it to the type of activities done or the group of students they share the session with. The conclusions suggest that the role of physical education teachers is important inasmuch as greater engagement with these girls fosters their motivation and interest in both physical education sessions and also outside school hours. 

Keywords: Female Immigrant Students, inclusión, Physical Education, Teacher Thinking.

ISSN: 1577-4015

Received: November 21, 2016

Accepted: November 29, 2017

Published: October 01, 2018