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.