Student Autonomy and Barriers to Physical Activity in Latino Boys in the Reflective Educational Approach to Character and Health After-School Program

• In Event: Fairmont Roundtable Session Seventeen
  In Roundtable Session: Physical Activity and Student Learning Outside of School (Table 16)

Abstract

Purpose: This year-long qualitative case study sought to understand the lived experiences of Latino boys in an after-school soccer and literacy program in a diverse urban school. Method: Four pre-service teachers facilitated REACH after-school sessions over a school year and contributed weekly to a “coaches journal”. Twenty-three boys participated and contributed weekly journal entries. Ten boys were interviewed at the end of the program. Researchers took field-notes weekly. Data were independently coded using constant comparison. Trustworthiness included triangulation, negative cases checks, and peer-debriefing. Results: Two themes are presented: Student autonomy and barriers to being physically active. Significance: REACH allows for student voice and choice to be a part of the program and thus further engages youth in more meaningful activity.

Authors

• Risto Marttinen, George Mason University
  Presenting Author

• Alba Iara Cae Rodrigues, George Mason University
  Non-Presenting Author

• Oscar Nuñez Enriquez, Autonomous University of Chihuahua
  Non-Presenting Author

• Ray Noble Fredrick, United States Military Academy
  Non-Presenting Author