Sport For Development Programs Research Articles

Listening to Aboriginal voices of sport for development at conferences in Australia: a Black researcher’s account

ABSTRACT As a Dyirbal Gumbilbara Bama woman and anthropologist in the sport for development (SfD) field, I have found that ‘honouring Indigenous knowledges in research and practice’ continues to be a form of ‘lip service’. This position has been reached through my presence at conferences in Australia, where most attendees are non-Indigenous. The focus has been on the applied disciplines of physical education, sport, and SfD. Drawing primarily on my observations of many non-Indigenous audience members’ responses to my research findings, it appears that Indigenous Ways of Knowing are either too unpalatable, shocking, or disturbing. Most concerningly, the reactions appeared most robust in instances where I have been presenting mob’s knowledge and concerns about SfD in Australia. This paper reflects my experiences as a Black researcher in a dominant White ‘sports’ conference setting. Through exploring these experiences, I ask practitioners and researchers in sport to embrace and listen to mob’s knowledge and concerns about SfD programs in Australia so that we might genuinely progress towards a time where Indigenous knowledges are honoured in research and practice.

“I Realize My White Privilege Certainly Has Contributed to This Whole Experience”: White Undergraduate Sport Management Students Engagement With Racism in a Sport-For-Development Service-Learning Course

Sport management classrooms prepare practitioners and decision makers to work in Sport for Development (SfD). A core issue within SfD is a lack of critical racial reflexivity, particularly with racially White professionals, which maintains inequitable power structures and keeps SfD programs from reaching their intended goal of facilitating positive outcomes. This study, informed by critical Whiteness studies, aimed to understand how White undergraduate sport management students critically reflected upon race while participating in an SfD service-learning course. Analyzing written reflections completed in the course, we found that students utilized Race Evasiveness and Race Explicitness, despite course content and SfD practice explicitly focused on race. Implications for research and practice are discussed.

Policy transition: public sector sport for development in Northern Ireland

ABSTRACT Globally, governments are implementing public sector reform to address declining budgets and public trust to improve programme efficiency and effectiveness. Sport has become ever more relevant with regards local, national and international social policy as part of an enhanced role for the third sector in tackling a plethora of societal issues. This article attempts to explore, the success (or otherwise) of sport for development (SfD) programmes transitioning positive outcomes from a micro and meso level to the macro level in Northern Ireland. Three management models (Outcomes-based accountability, Organisational capacity and Resource dependency theory) are used to establish the level of efficiency and effectiveness of SfD programmes in Northern Ireland, based on semi-structured interviews with a range of policy and delivery stakeholders. This article identifies potential areas of conflict at the intersection between policy and practice which limit the translation of successful project outcomes. The ambiguity of purpose combined with the absence of a population level evaluation model and financial reliance perpetuates task-based projects at the expense of sectoral outcomes. In turn, individuals are faced with a ridged multi-agency offering without a multi-agency approach. This article recommends a government-wide indicator for sport and physical activity linked to an overarching sport-related strategy, which clearly defines language, purpose and responsibilities across the public sector. One which builds on existing structures to support transition (individual and organisational) across the three identified interlinking phases of sport.

“I Can’t Because I Am a Man”: Masculinity, Manhood, and Gender Equality in Sport for Development

Despite the growing body of feminist research investigating the relationship between sports initiatives and gender development goals, the literature to date has almost exclusively focused on female participation within sport for development programs. The purpose of this paper is to examine men’s behavior and provide novel insights into the perspectives and roles of men in sport for development work. This paper draws upon 11 months of ethnographic research undertaken between 2017 and 2018 in two organizations in São Paulo, Brazil, which use football as a tool to empower women. The findings reveal the diversity of roles men play in gender equality efforts and indicate issues men face, specifically the impact of ideas of manhood that hinder their ability to support broader social justice. The author ends the paper by outlining the necessity to explore masculinity and manhood in more depth to broaden the current understandings of the limitations and potential of sport for development initiatives to change the traditional model of male dominance and, consequently, have a more profound effect on gender equality.

Safety and Relational Continuity in Sport for Development With Marginalized Young People

Sport for development (SFD) is often used to engage young people in programs that target a range of issues, such as disengagement or marginalization. However, if designed inappropriately, SFD can do more harm than good by reinforcing social divides or past trauma. Consequently, scholars suggest that future research should delve beyond program impacts and examine the importance of safe spaces within SFD programs. In light of this, we explored how program design, delivery, and staffing can impact the creation and maintenance of a safe space and continuity in an SFD program targeting young people and how this can change over time. Adopting an ethnographic approach, findings highlighted how safety and relational continuity was fostered via social networks, support, belonging, and external opportunities. Conversely, instability and discontinuity became an issue with staff departures and participants’ personal difficulties.

Examination of Ecological Systems Contexts Within a Latino-Based Community Sport Youth Development Initiative.

Youth Development Programs (YDPs) can serve as effective mechanisms to alleviate social and psychological adversities while enhancing and developing resilience among youth. Recently, more YDPs have incorporated sport within Sport for Development (SFD) models to achieve these goals. Due to the growing Latino population in the US and the wide achievement gap between Latinos and other demographic populations, there is a need to explore programs that may support individual development as well as long-term change with regard to social inequality. There is also a need to better understand the ecological contexts within SFD programs and how these contexts may support underserved youth. Specifically, using an ecological systems perspective, this study seeks to explore the implementation of a sport program by a YDP in order to examine the ecological processes that may support or inhibit the efficacy of sport programs working with underserved youth. Juntos is a YDP that primarily serves Latinx youth and families by assisting youth with graduating high school and pursuing higher education opportunities. Juntos incorporates two annual soccer tournaments (i.e., Kicking it with Juntos and Copa Unidos). A qualitative case study approach was implemented in two counties in North Carolina. Interviews were conducted with tournament participants, county coordinators and planning committee members. Findings found three key themes related to three ecological levels 1. At the Microsystem level, sport was implemented to engage youth and connect to non-sport program outcomes, but divergent perceptions of goals among stakeholders potentially inhibited intentional implementation. At the Mesosystem level, sport provided a mechanism to engage in collaborative relationships and encouraged parental participation. At the Macrosystem level, sport celebrated Latino culture and attempted to address social barriers facing Latinx youth, but some aspects of culture may have created barriers to access for girls. Findings suggested that while the programs emphasized mesosystem engagement, more integration across exosystem and macrosystem levels may be needed for sustainable outcomes.

Sport for Development Programs Contributing to Sustainable Development Goal 5: A Review

In Sport for Development (SFD), sport is used as a cost-effective tool to facilitate the objectives of various organizations, not limited to increasing access to education, youth development, social cohesion, and gender equality. This review aims to systematically analyze SFD programs that contribute to gender equality and women empowerment under Sustainable Development Goal 5 (SDG 5). The PRISMA methodology was used to guide the screening and selection process. Fifteen studies were identified from the Web of Science, Scopus, and SPORTDiscus databases, the Journal of Sport for Development, forward–backward reference searches, and manual searches on four prominent sport, gender, and development researchers. The findings indicated that there was evidence of micro-level outcomes in every study and three achieved meso-level impact; however, none of these studies’ suggested changes have reached the macro-level of impact when the outcomes were reported in these articles. There was a lack of intervention studies that investigated the mechanisms and reported outcomes through a validated monitoring and evaluation process. This review provides significant insights into: (a) identifying future SFD research areas, (b) refining SFD program evaluations, (c) developing indicators of outcomes for sport programs contributing to SDG 5, and (d) reproducing sustainable development outcomes under SDG 5.

Sport-for-development, critical pedagogy and marginalised youth: engagement, co-creation and community consciousness

ABSTRACT The principles of critical pedagogy proposed by Paolo Freire have been widely cited as presenting the necessary intellectual tools to underpin sport-based programmes that are targeted towards marginalised groups. Yet, despite the widespread advocacy for Freire’s educational philosophy, to date there have been few attempts to present theoretical articulations of how these pedagogical principles might be more precisely understood within the context of sport-for-development (SfD). One example, proposed by [Spaaij, R., & Jeanes, R. (2013). Education for social change? A Freirean critique of sport for development and peace. Physical Education and Sport Pedagogy, 18(4), 442–457. https://doi.org/10.1080/17408989.2012.690378], offers a framework for ‘critical SfD education’ and emphasises the necessity for programmes that are co-created, inclusive and directive. However, there are an absence of studies that apply this framework directly to examine SfD programmes. This article seeks to offer some form of corrective in this respect by providing empirical insights which illustrate the utility of the principles outlined by Spaaij and Jeanes within the context of programmes that employ sport as a vehicle for individual development. The article draws upon the qualitative elements of two evaluations of sport-based programmes, both of which were concerned with providing support and vocational training for young people residing in areas of high deprivation in the United Kingdom. Findings reveal how the pedagogical methods employed within both programmes highlighted a co-created, inclusive and directive ethos, to demonstrate the benefits of adopting an educational approach that is community conscious and designed in concert with the themes and conditions of participant lives. Further studies are required to substantiate the suitability of Spaaij and Jeanes’s framework within SfD practice, and there is a clear necessity to develop and empirically test further theoretical frameworks that are infused by the tenets of critical pedagogy but are more specific to the realm of SfD.

Analyzing a sport for development program’s logic model by using key actors’ perceptions: The case of Pour 3 Points organization in Montreal

More work is needed on measuring the impact of Sport for Development (SFD) organization and on the managerial structures and processes for change. The purpose of the current study was to analyze the logic model (LM) of a SFD program in Canada that provides training for high school coaches in low socioeconomic communities in Montreal. Key actors (i.e., coaches, program administrators, school directors, and sport coordinators; N = 22) were interviewed about their perceptions of the different components of the organization's LM, namely the program's context, the initial problem it addressed, its needs, objectives, input, output, and impacts. Findings reveal the participants perceived the program as being successful by all key actors. Participants had similar understandings regarding the targeted problem and context, but their views differed regarding their understanding of the program's activities. In addition, the key actors addressed issues of the structure and impacts of the SFD program and made suggestions to improve the program, including clarifying its objectives, reinforcing internal communication, and building stronger partnerships with the partner schools. Findings from the present study provide recommendations to help improve the organization's LM. In addition, these findings can help researchers and SFD administrators reinforce essential organizational program structures and activities for better management, evaluation, and improved impact on communities.

Tajik Coaches’ experiences in a sport for development program using systems theory: a longitudinal investigation

ABSTRACT Purpose We used systems theory with the structural, attitudinal, and transactional (SAT) model of peace building to explore coaches’ process and content of change after receiving sport for development and peace (SDP) training in Tajikistan. Research methods Six Tajik grassroots youth coaches from the Sport for Social Change Tajikistan (SSC-T) program participated in data collection over a four-year span. A longitudinal participatory approach utilizing interviews, journals, and guided discussion was analyzed using content analysis. Results and Findings Data indicated that in early stages of the program, micro-attitudinal changes were being made by the participants, with more transactional changes over time with a hint of structural, macro-level changes in the schools and community at the four-year mark. More specifically, we identified five themes across time: (1) girls’ involvement, (2) positive coaching approaches, (3) incorporation of peaceful living skills, (4) cultural awareness, and (5) collaboration and community impact. Implications Results revealed that over time participants moved from micro-level individual change to more structural level change in local Tajik communities; thus, providing evidence for the SAT model of peace building as a framework (Ricigliano, 2012. Making peace last: A toolbox for sustainable peacebuilding. Routledge).

Considering the youth voice: needs and asset assessment in sport for development using photovoice

With the growth of sport for development (SFD), it is increasingly important to ensure that programmes are intentionally designed to meet the needs of the communities they serve, in a way that helps build community capacity. Still, many programmes have been criticised for not considering the voices of marginalised individuals, specifically youth programme recipients, in the planning and development of SFDprogrammes. Additionally, programmes are developed from a deficit approach where only the needs or negative aspects of the community are being considered in the planning and development of programming. With these issues in mind, the purpose of this study was to assess the usefulness of photovoice as a strategic tool to give youth a voice in SFD needs and asset assessment. Additionally, it examined how practitioners can utilize the outcomes of a needs and asset assessment in planning and implementing SFD programming. The results highlight the assets and challenges that the youth participants identified and the practical use of the assessment from the perspective of programme administrators. The results suggest that photovoice can allow youth programme participants to have a genuine voice in programme development.

The representation of Indigenous Australians in sport for development policy: what’s the problem?

ABSTRACT This research critically examines Sport for Development (SFD) policies targeting Indigenous Australians. While previous studies have sought to compare the impact of SFD policies on First Nations people in Canada and Australia, no research to date has provided a detailed investigation of the specific policy approaches underpinning SFD programmes, that target Indigenous Australians. Utilising thematic discourse analysis and Bacchi’s (2009) What’s the problem represented to be? (WPR) theoretical framework, this study seeks to expose the dominant representations within the policy approaches underpinning the use of SFD to achieve Closing the Gap (CTG) outcomes. Furthermore, this research seeks to question the policy ‘problems’ upon which these representations are based. Drawing on policy documents produced by the Australian Government between 2013 and 2019, the findings highlight a range of policy ‘problems’ associated with the use of sport to achieve CTG outcomes. Utilising a WPR approach, this study considers the impacts of these dominant representations and presents an argument for how these ‘problems’ may be considered differently. In doing so, this analysis reveals a policy approach underpinned by the ‘power of sport’ narrative, which draws its roots from the colonial era. Additionally, this research questions how sport may be understood for Indigenous Australians, and whether policy ‘problems’ such as the lack of participation in formalised sport by Indigenous Australians represents a new form of resistance. Finally, this paper calls for more Indigenous-led research to continue to disrupt potentially destructive narratives surrounding SFD for Indigenous Australians.

Peace and development indicators in Liberia youth through sport for development programming.

Peace and development indicators in Liberia youth through sport for development programming.

Sport, disability and (inclusive) education: critical insights and understandings from the Playdagogy programme

ABSTRACT It has long been held that participation in sport, physical activity (PA) and physical education (PE) can yield valuable benefits for young people (Bailey et al., 2009. The educational benefits claimed for physical education and school sport: An academic review. Research Papers in Education, 24(1), 1–27. https://doi.org/10.1080/02671520701809817). Recently, there has been much focus on the role of such activities for moral development in support of social inclusion and social justice agendas, often centred within the broad field of sport-for-development (Coalter, 2013. Sport for development. Routledge; Rossi & Jeanes, 2016. Education, pedagogy and sport for development: Addressing seldom asked questions. Sport, Education and Society, 21(4), 483–494. https://doi.org/10.1080/13573322.2016.1160373). However, disability, and the social inclusion of disabled people, has been somewhat overlooked by policy, practice, and research in this field. This article considers findings from a study investigating a sports-based educational programme, Playdagogy, designed for use with children/young people and intended to: (1) raise disability-awareness, (2) promote positive attitudes to disabled people and (3) foster inclusion. In focusing on promoting understandings of disability and inclusion through ‘inclusive’ sport-based games, Playdagogy reflects a recognition of the need to critique ‘normalized’ and exclusionary conceptions and practices in youth sport (Fitzgerald, 2009. Disability and youth sport. Routledge). While progress has been made to conceptualise ‘anti-disablist’ or ‘anti-ableist’ pedagogies within the context of inclusive education (Beckett, 2015. Anti-oppressive pedagogy and disability: Possibilities and challenges. Scandinavian Journal of Disability Research, 17(1), 76–94. https://doi.org/10.1080/15017419.2013.835278), it has been slow to trace this into relevant curricula or teaching/learning strategies (Symeonidou & Loizou, 2018. Disability studies as a framework to design disability awareness programs: No need for ‘magic’ to facilitate children’s understanding. Disability & Society, 33(8), 1234–1258. https://doi.org/10.1080/09687599.2018.1488677). Playdagogy can be viewed as an attempt to achieve translation of pedagogy into practice. A mixed method approach was employed to capture experiences of programme staff, educators, and pupils (aged 6–12 ) involved in the Playdagogy programme. Findings highlight key issues related to the experience of delivering and undertaking Playdagogy activities from all stakeholders’ perspectives. In acknowledging claims that educational messages are often inherent but not explicit within these kinds of sport for development programmes (Rossi & Jeanes, 2016. Education, pedagogy and sport for development: Addressing seldom asked questions. Sport, Education and Society, 21(4), 483–494. https://doi.org/10.1080/13573322.2016.1160373), we add to calls for closer examination of the educational process and impact of such initiatives and examine the place of an inclusion/disability focus in future SfD work.

Sport for Sustainability? The Extractives Industry, Sport, and Sustainable Development

This article investigates the intersection of three interrelated trends: first, the positioning of sport as a contributor to sustainable development, particularly in regard to the increasing corporatization of sport for development (SFD); second, the trend toward sustainable development in the extractives industry, as taken up within a corporate social responsibility (CSR) approach; and third, the intersection of SFD and CSR when mobilized in pursuit of sustainable development in Indigenous communities in Canada. To do so, we examined the sustainability documents of Rio Tinto, the largest mining and metals company in Canada, with a focus on its operations in the Canadian North that are near Indigenous communities. Based on our results, we argue that SFD programming and the CSR approaches of Rio Tinto promote forms of sustainable development that capitalize on broadened (and emptied) definitions of sustainability, which may ultimately contribute to greater forms of unsustainability.

Narratives of trauma and resilience from Street Soccer players

ABSTRACT Trauma exposure is a global public health concern, with lifelong psychological, social, behavioural, and physical health detriments. There is a growing need for trauma-informed interventions, with Sport for Development (SfD) programmes identified as one set of promising interventions. This narrative inquiry explores the lives of soccer players taking part in two SfD programmes (e.g., Street Soccer Scotland, Street Soccer USA) that serve populations with high rates of trauma exposure (e.g., homeless, immigrant, refugee). Through interviews with players and significant others, it became clear that the Street Soccer programmes were using the popularity and appeal of the sport to achieve broader goals. Beyond this, they have embraced the core tenets of trauma-informed programming, cultivating growth and resilience amidst an ecological framework with interrelated systems.

Looking for boundary spanners: an exploratory study of critical experiences of coaches in sport-for-development programmes

ABSTRACT Given that sport-for-development (SfD) requires the intentional use of sport as a tool to realize developmental goals in complex contexts, there is a need for reflexive SfD coaches who can successfully contribute to the delivery of programmes. In this study, we explore the lived experiences of SfD coaches in a selection of programmes in Flanders, Belgium. We look at their responsibilities, perceived competencies and the conditions that need to be in place in order to realize SfD goals. Qualitative data spanning a four-year research project were analysed in order to understand how, why and in what contexts coaches contribute to SfD programmes. The analysis unearthed a boundary-spanning coach profile, establishing emotional connectivity, working in a transprofessional manner, and occupying professional hybridity that adapts to context continuously. These results provide an important contribution for SfD practice and policy, nourishing reflection on the ‘ideal’ SfD coach profile, and how it could be generated within the most complex times.

Sport for Development and COVID-19: Responding to Change and Participant Needs

As COVID-19 hit in the Spring of 2020, substantial challenges began to emerge for individuals around the world. In this empirical piece we examine the impacts of COVID-19 in the sport for development (SFD) context, as it relates to the individual participant, as well as how those individual needs impact the organization itself. This case study, explores a hybrid SFD organization, Highway of Hope (HOH) in Kenya, and the actions of local leadership in response to emergent participant needs during the onset of the pandemic. Using a case study approach, involving journal responses from program youth participants and local program leadership, along with other field and meeting notes, themes were generated to highlight the most salient challenges and experiences faced by individual participants, as well as the means of addressing those challenges by HOH. Participant journals consisted of both positive and negative thematic findings. Positive experiences included Family Time, Rest, and Practicing Better Hygiene, while negative experiences revolved around Restriction of Activity, and Difficulty at Home. The overall impact on participant lives were expressed in themes such as Socio-emotional, Physical, and Sport-Specific. Further, practical implications for grassroots and hybrid SFD programs during times of unprecedented challenge and notable turning points are highlighted.

WITHDRAWN: Managing Sport for Development: An Investigation of Tensions and Paradox

ABSTRACT The professionalization of sport for development (SFD) has resulted in the evolution of increasingly complex organizational environments. As such, these initiatives are often balancing divergent goals such as financial, sport and community outcomes. However, previous research provides minimal insight into how SFD managers handle such tensions, and frequently oversimplifies the realities of these conflicts. To address this knowledge gap, we aim to explore the experiences of SFD managers employed within Australian National Sporting Organizations engaged in SFD programming across Asia and the Pacific. Adopting a basic qualitative methodology, our findings demonstrate how managers are challenged with complexities, tensions, and resourcing. Drawing upon paradox theory, our results also highlight how managers navigate these challenges, including scaling back programs, collaboration, promoting work, fostering local autonomy, and seeking synergies. Through this study, we build upon theoretical understandings of SFD management roles and paradoxes. Further, we offer practical insight into the challenges and strategies of managing SFD hybrids.

Using Realist Interviews to Improve Theory on the Mechanisms and Outcomes of Sport for Development Programmes

The complex nature of Sport for Development (SfD) programmes makes impact evaluation challenging. Realist evaluation has been proposed as a new, theory-driven approach to evaluate complex programmes. The present study aimed to explore the value of conducting realist interviews to gain improved insight into the mechanisms and outcomes of three SfD programmes in the Netherlands: a programme that promotes sports participation among socially vulnerable youth; a combined lifestyle intervention for adults of low social economic status; and a sports-based programme for marginalised adults. In addition, the study aimed to investigate the applicability of a conceptual model from the field of social enterprise (Roy, Baker, & Kerr, 2017) as the preliminary programme theory for those interviews. First, for each programme, a realist interview was conducted with one researcher as the key informant. Thereafter, the findings from and experiences with the individual realist interviews were discussed among the informants in a group meeting. The results revealed that the conceptual model functioned well as preliminary programme theory for the SfD programmes. The realist interviews contributed to theoretical awareness and trustworthiness. Importantly, the interviews highlighted knowledge gaps and generated ideas for programme improvement. Hence, the realist interview technique is recommended as a methodological tool to generate, validate, and improve programme theory in the field of SfD. This study had, however, an explorative character, and more research is needed to confirm and generalize the findings and to learn how a greater number of stakeholders might contribute to this type of realist evaluation.