Inclusive physical activity in rural contexts was shaped by pedagogical, institutional, social, and territorial factors that could either limit or expand student participation. The study aimed to analyze, from the perspective of Physical Education teachers, the barriers and opportunities for developing inclusive physical activity in educational institutions located in rural parishes of the Metropolitan District of Quito. A qualitative, descriptive-interpretive study was conducted with 22 teachers from eight educational institutions, selected through purposive sampling. Data were collected through semi-structured interviews and examined using thematic analysis. Barriers related to infrastructure, availability of materials, activity adaptation, specific training, and institutional support were identified. Opportunities were also recognized in the use of open and community spaces, material adaptation, cooperative work, and flexible activity design. The findings showed that the same condition could function either as a limitation or as a resource depending on the pedagogical and organizational response. It was concluded that inclusion required flexible planning, effective use of the rural environment, and institutional support mechanisms that prevented responsibility from being placed exclusively on the Physical Education teacher.
Inclusive physical activity in rural contexts was shaped by pedagogical, institutional, social, and territorial factors that could either limit or expand student participation. The study aimed to analyze, from the perspective of Physical Education teachers, the barriers and opportunities for developing inclusive physical activity in educational institutions located in rural parishes of the Metropolitan District of Quito. A qualitative, descriptive-interpretive study was conducted with 22 teachers from eight educational institutions, selected through purposive sampling. Data were collected through semi-structured interviews and examined using thematic analysis. Barriers related to infrastructure, availability of materials, activity adaptation, specific training, and institutional support were identified. Opportunities were also recognized in the use of open and community spaces, material adaptation, cooperative work, and flexible activity design. The findings showed that the same condition could function either as a limitation or as a resource depending on the pedagogical and organizational response. It was concluded that inclusion required flexible planning, effective use of the rural environment, and institutional support mechanisms that prevented responsibility from being placed exclusively on the Physical Education teacher. Read More