Data for Teachers’ perspectives on barriers and motivators to physical activity participation in children from ethnic minority groups in Newcastle upon Tyne: A qualitative study.

Physical inactivity among children, especially children from ethnic minority groups, is a global health burden. Schools provide an ideal setting to address most children’s physical activity (PA) needs, with teachers playing a major role. Therefore, this study aimed to explore teachers’ perspectives on barriers and motivators to PA participation in children from ethnic minority groups and to determine through their suggestions, how schools can be better supported to provide a PA-enabling environment.Participants were recruited through purposive sampling from primary schools in Newcastle upon Tyne. Ethical approval was obtained, and semi-structured face-to-face and virtual interviews were employed to recruit six teachers between the ages of 28 and 48 years. Thematic analysis using reflexive thematic analysis and Nvivo software was employed for data analysis.Reflexive thematic analysis identified seven barriers (behavioural issues, increased time, social environment in school, parents, environmental obstacles, inadequate resources, local authority) and nine motivators (Fun and wellbeing, social circle, teachers, introduction to physical activity breaks, introduction of variety of sports, school environment, environmental influences), all distributed across different levels of the socio-ecological model.

儿童，尤其是来自少数民族群体的儿童，的身体活动不足已成为全球性的健康负担。学校为满足大多数儿童的身体活动（PA）需求提供了一个理想的场所，教师在其中扮演着举足轻重的角色。因此，本研究旨在探讨教师对来自少数民族群体儿童参与身体活动（PA）所面临的障碍和动力的看法，并通过他们的建议确定学校如何得到更好的支持以营造一个促进身体活动的环境。参与者通过有意识地从纽卡斯尔 Upon Tyne 的小学中招募，获得了伦理批准，并采用了半结构化的面对面和虚拟访谈，招募了六名年龄在 28 至 48 岁之间的教师。数据分析采用了反思性主题分析和 Nvivo 软件，进行了主题分析。反思性主题分析确定了七个障碍（行为问题、时间增加、学校社会环境、家长、环境障碍、资源不足、地方政府）和九个动力（乐趣与福祉、社交圈、教师、引入身体活动休息时间、引入多种运动、学校环境、环境影响），这些障碍和动力分布在社会生态模型的各个层面。