Using focus group methods with middle school children

Horner, Sharon D.

doi:10.1002/1098-240x(200012)23:6<510::aid-nur9>3.0.co;2-l

Cited by 106 publications

(78 citation statements)

References 19 publications

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“…The 18 students participated, at season's end, in three focus group interviews comprised of six students in each group. Focus groups were used with students because adolescents' comfort level communicating with adults varies considerably and adolescents have been shown to be more relaxed and willing to share perceptions when discussions are held with peers (Horner, 2000). Prior to each individual and focus group interview, coaches and students were reminded of the voluntary nature of the study, explained their rights to confidentiality and anonymity, and signed a consent form.…”

Section: Methodsmentioning

confidence: 99%

Using High School Football to Promote Life Skills and Student Engagement: Perspectives from Canadian Coaches and Students

Camiré

Trudel²

2013

WJE

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In Canada, adolescent boys have been shown to have a higher high school dropout rate compared to girls. This situation is particularly evident in the country's second largest province by population, Quebec. The sport of Canadian football has recently gained in popularity in Quebec as many people believe that the sport can be used to promote both life skills and student engagement. The present study's purpose was to document coaches' and students' perspectives on student development through participation in high school football. Nine coaches and 18 students were interviewed through individual and focus group interviews and shared how they believe that students benefited personally and academically from playing high school football. Nevertheless, both coaches and students faced several challenges during the season that influenced the benefits students gained from their participation in sport. Findings suggest that high school sport, and more specifically high school football, can facilitate the positive development of students. However, to effectively promote student engagement, coaches must continually put in place strategies that help maintain students' motivation toward school.

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Section: Methodsmentioning

confidence: 99%

Using High School Football to Promote Life Skills and Student Engagement: Perspectives from Canadian Coaches and Students

Camiré

Trudel²

2013

WJE

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“…The sensitive nature of the of the topic, the need to obtain honest and in-depth information about complex attitudes and motivations driving adolescents' intergroup behaviors required the dynamic group processes afforded by focus group interview contexts in contrast to other devices such as observations, surveys, and less interactional survey techniques (Kitzinger 1995;Horner 2000;Morgan and Krueger 1993;Winslow, Honein, and Elzuebeir 2002). The safety and comfort of interacting with peers from their own ethnic background provides adolescents the freedom to voice their thoughts and feelings more candidly than they would in individual interview sessions.…”

Section: Research Methodology: Focus Group Interviewsmentioning

confidence: 99%

“…The safety and comfort of interacting with peers from their own ethnic background provides adolescents the freedom to voice their thoughts and feelings more candidly than they would in individual interview sessions. This methodology is particularly well aligned with adolescents' social and cognitive developmental needs (Horner 2000;Horowitz et al 2003) when peer relationships are highly valued and adolescents are actively thinking about their social identity and analyzing its implications on their lives from multiple perspectives (Steinberg and Morris 2001).…”

Section: Research Methodology: Focus Group Interviewsmentioning

confidence: 99%

Shades of White: Identity Status, Stereotypes, Prejudice, and Xenophobia

Kumar

Seay

Karabenick

2011

Educational Studies

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“…Artículo protegido por Licencia Creative Commons Attibution-NonComercial-NoDerivs 3.0 Costa Rica Para más información visite www.una.ac.cr/MHSalud 4 especial énfasis en los grupos focales. Los grupos focales han demostrado ser un método eficaz para reunir una amplia gama de puntos de vista y opiniones sobre un tema determinado, especialmente en los niños (Horner, 2000;Darbyshire, MacDougall y Schiller, 2005).…”

Section: Diseño De La Investigaciónunclassified

Entendiendo los factores que determinan la actividad física en el entorno escolar desde la perspectiva de los niños y niñas

Bogantes¹

2016

MHSalud

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Artículo protegido por Licencia Creative Commons Attibution-NonComercial-NoDerivs 3.0 Costa Rica Para más información visite www.una.ac.cr/MHSalud Resumen Este estudio explora las percepciones de los niños sobre las barreras y los facilitadores para realizar actividad física durante los recreos, con el fin de ofrecer el insumo necesario para las autoridades e investigadores educativos para el desarrollo de intervenciones y de políticas que promuevan la actividad física en este grupo de edad en el entorno educativo. Métodos: Se utilizó un diseño cualitativo con grupos focales y entrevistas a profundidad. Los datos fueron recolectados a través de 6 grupos focales, con un total de 90 niños (50 niños y 40 niñas) de tercer grado y las tres maestras del grado. Resultados: Las barreras más frecuentemente identificadas por los niños y las niñas fueron: falta de apoyo social, matonismo, falta de espacio y barreras organizativas. El espacio para jugar y el tiempo fue una barrera para todos niños, generando conflicto y exclusión de participar en actividades físicas en las niñas y en parte de los niños. Conclusión: Los participantes perciben que los entornos escolares no favorecen la actividad física; sin embargo, siguiendo su naturaleza y necesidad de moverse, una gran mayoría encuentra las formas de llenar esa gran necesidad de jugar y divertirse. Con base en los resultados de este estudio, se recomienda promover la actividad física a través del receso escolar, considerando las barreras en el entorno natural, social, físico y organizativo. Palabras clave: educación física, niños, recreo escolar, barreras ambientales, creencias AbstractThe study explores children's perceptions regarding physical activity barriers and facilitators during recess in order to provide the necessary input for governmental authorities and educational researchers to develop policies and interventions that promote physical activity for this age group within the educational environment. Methods: A qualitative design was employed that used focus groups and in-depth interviews for data collection. Data was collected from six focus groups, which included a total of 90 third-graders (50 boys and 40 girls) and their three teachers. Results: The most frequent barriers identified by children were: a lack of social support, bulling, a lack of space, and organizational barriers. A lack of space and time was a barrier for all children, resulting in conflict and exclusion from physical activities for girls and some of the boys. Conclusion: Participants perceive the school environment as not favorable for physical activity; however, following their nature and need to move, a large majority finds ways to fill that need to play and have fun. Based on the results of this study, physical activity should be promoted during recess, taking into consideration barriers in the natural, social, physical and organizational environments.

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Using focus group methods with middle school children

Cited by 106 publications

References 19 publications

Using High School Football to Promote Life Skills and Student Engagement: Perspectives from Canadian Coaches and Students

Using High School Football to Promote Life Skills and Student Engagement: Perspectives from Canadian Coaches and Students

Shades of White: Identity Status, Stereotypes, Prejudice, and Xenophobia

Entendiendo los factores que determinan la actividad física en el entorno escolar desde la perspectiva de los niños y niñas

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