Physical activity facilitates the acquisition of healthy habits from childhood to adulthood. Differences exist regarding the performance of physical activity among immigrant children compared to native Spanish children. The purpose of the study was to describe the barriers that exist for the promotion of physical activity. A qualitative case-study approach was implemented. Parents of immigrant children, teachers, a school principal, and priests were included, using purposeful sampling. Data were collected from 25 participants, via unstructured and semi-structured interviews, focus groups, and researchers’ field notes. A thematic analysis was performed and ecological levels were identified. Our findings revealed the following barriers to performing physical activity: (a) the meaning of physical activity, (b) gender inequalities, (c) academic burden, (d) lack of social contact, (e) expenses and family economy, (f) lack of infrastructure and natural surroundings, (g) time constraints, (h) fear and insecurity, and (i) the reason for immigrating. These results may be used to revise the school curriculum, promoting equal opportunities for physical activity and encouraging family participation. Additionally, urban design policies should be encouraged to facilitate access to open spaces for recreation within cities.

Physical activity facilitates the acquisition of healthy habits from childhood to adulthood. There are differences in the practice of physical activity between immigrant children and native Spanish children. The aim was to describe physical activity in children, from the perspective of South American immigrant parents. A qualitative case study was conducted. Parents were recruited using purposeful sampling. Data were collected from 12 participants by means of unstructured interviews together with researcher notes. A thematic analysis was applied. The following topics were identified: (a) physical activity and health, (b) socialization, (c) the need for movement, (d) gender, (e) barriers, (f) educational burden, (g) community living, and (h) reason for immigrating. Parents described how physical activity is fundamental and has benefits for health, and for the relationship between children. They perceived that physical activity should not be limited by gender. The time dedicated to other school activities, the norms related to community living, and financial limitations were especially relevant as barriers for the performance of physical activity. These results can be used to revise the curriculum in schools, promote equal opportunities for physical activity and support family participation.

La asignatura de Educación Física en las diferentes etapas educativas está influenciada por diferentes factores que intervienen en los procesos de enseñanza-aprendizaje que tienen lugar diariamente. Uno de ellos es el espacio físico en el que se desarrollan las actividades propias de la materia. El propósito del presente trabajo es indagar en la influencia que estos espacios físicos tienen sobre el proceso de enseñanza-aprendizaje. Para ello, ocho docentes de Educación Física de Primaria y Secundaria han sido entrevistados y se ha realizado un grupo de discusión con otros tres profesores de la materia. Los resultados, cuyo tratamiento se ha llevado a cabo mediante una estrategia de análisis temático, muestran que los elementos en los que más influyen los espacios físicos son la selección y temporalización de los contenidos, el proceso evaluativo, la organización y el control del grupo y la motivación del alumnado y el profesorado. Se hace necesaria una reflexión sobre las necesidades de infraestructura que existen en los centros educativos actuales.

El presente artículo trata de ofrecer la visión consensuada y compartida desde el Área de Educación Física y Deportiva de la Universidad Rey Juan Carlos acerca de cuáles deben ser los elementos esenciales del abordaje del proceso formativo de los futuros maestros de Educación Física. Entre ellos se exponen las claves sobre la importancia de la motricidad, el rol del alumno en las clases teóricas y prácticas, que debe ser activo y reflexivo en todo momento, la comunicación docente-discente, el trabajo en grupos como herramienta de interacción social y co-aprendizaje, las tareas individuales desde una perspectiva crítica y los aspectos más relevantes sobre el proceso de programación de los contenidos de Educación Física, tales como la secuenciación, el abordaje global de los contenidos y el uso de las nuevas tecnologías. Por último, se expone el consenso de los docentes del área sobre los objetivos, contenidos y procedimientos evaluativos de las asignaturas del área, tomando como referencia la materia de Didáctica de la Educación Física del Grado de Maestro en Educación Primaria con Mención en Educación Física. The present article aims at offering a consensual and shared vision from the Area of Physical Education and Sports at Rey Juan Carlos University about what the essential elements of the approach to the training process of future Physical Education teachers should be. Among others, we explain the key factors on the importance of motor skills, the role of students in theoretical and practical classes, which must be active and reflective at all times, teacher-student communication, work in groups as a tool for social interaction and co-learning, individual tasks from a critical perspective, as well as the most relevant aspects of the process of planning Physical Education contents, such as sequencing, global approach to content, and the use of new technologies. Finally, the consensus of teachers from this area on objectives, contents, and subject evaluation procedures is described, taking the subject of Physical Education Didactics from the Degree of Primary Education with Mention in Physical Education as a reference.