| Presenting a Paradigmatic Model of Cultural Interactions in Physical Education Classes for Immigrant Students: A Grounded Theory Approach |
| Paper ID : 1392-SPORTCONGRESS |
| Authors |
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mohamadelyas ansarinya *1, امین امانی2 1آموزش وپرورش 2دکتری مدیریت ورزشی، دانشگاه فرهنگیان خراسان شمالی |
| Abstract |
| Abstract Introduction: With the growing influx of immigrant students into schools worldwide, physical education (PE) classes have become important spaces for intercultural interaction and social integration. However, cultural and linguistic barriers, gender-based norms, and limited teacher preparedness often hinder effective inclusion. The present study aimed to develop a paradigmatic model explaining the processes and factors shaping cultural interactions in PE classes for immigrant students, thereby providing practical strategies for improving these interactions. Methods: This qualitative study applied a grounded theory approach. Data were collected from 29 participants including eight PE teachers, twelve immigrant students, four administrators, and five parents through semi‑structured interviews, field observations, and researcher’s notes. Sampling was purposive with maximum variation until theoretical saturation was reached. Data analysis followed open, axial, and selective coding, conducted in iterative cycles. The study ensured credibility through participant validation, peer review, and prolonged engagement in the research field. Results: Analysis revealed five main categories affecting cultural interaction: (1) cultural and language barriers, (2) classroom environment and school policy, (3) the facilitating role of teachers, (4) family and program support, and (5) operational strategies such as grouping and gamification. The core phenomenon identified was “dynamic cultural interaction,” emerging from the synergy between supportive policies, teacher interventions, and inclusive practices. The model demonstrated that empathy-based teaching, cooperative learning, and school–family collaboration fostered belonging, communication, and motivation among immigrant students. Conclusion: Cultural interaction in PE is a multidimensional process shaped by individual, organizational, and contextual factors. Successful integration requires continuous teacher training, structured inclusion policies, family engagement, and the strategic use of cooperative and gamification methods. The proposed paradigmatic model provides a practical framework for policymakers and teachers to strengthen intercultural cohesion and social equity in multicultural schools. |
| Keywords |
| Keywords: Immigrant, Cultural Interaction, Physical Education, Grounded Theory |
| Status: Abstract Accepted (Poster Presentation) |
