A QUALITATIVE STUDY OF YOUNG PEOPLE'S EXPERIENCES WITH THE STREET GAMES ACADEMY PROGRAM

Abstract

Disparities in educational attainment and performance by income, race, ethnicity, and immigrant status are prevalent in all countries including high-income countries like Sweden. Despite the available research on the potential of physical activity (PA) and tutoring interventions for improving educational performance among low-income students, it is countered by other research findings that suggest otherwise. This study aims to explore young people's experiences with the “Street Games Academy'': a program promoting physical activity and academic learning in disadvantaged neighbourhoods of the Western Götaland region, Sweden. Convenience sampling was used to recruit 29 participants to three focus group discussions. The discussions focused on the participants’ experiences with the program and how physical activity and tutoring contribute to their study motivation. Thematic analysis was used as it allows to organize and describe the data in a rich manner. The NVivo qualitative data analysis software; QSR International Pty Ltd. Version 12, 2018 was used to process the data and generate themes. Based on the findings, “Street Games Academy” plays an important role in improving the students’ study motivation and their educational aspirations through physical activity promotion and homework help. The study found that physical activities result in better self-reported sleep and improved focus on studies. The tutoring provided by the program has resulted in improved self-reported educational performance. The findings indicate physical activities and tutoring can be used as strategies for improving educational performance among minority students from low socio-economic contexts in Västra Götaland Region of Sweden.