Transcript Applied Sports Development

Applied Sports Development
SDEH07
Principles of sports development
practice
Ian Roberts
Aims of lecture
• To explain the basic principles of sports
development and their importance in
successful practice.
• To bring balance to current policy led top
down sports development
• For students to apply these principles in case
scenarios and their assignment.
Participation
• Despite the efforts of DCMS since 1997.. Participation
has grown only moderately and and below the
aspirational targets set in Game Plan and other policy
initiatives such as a Sporting Habit for life
• Currently participation is flat lining with increases
only occurring in cycling athletics and netball
• Decrease in young adults are worrying
• Class and ethnic differences probably not narrowing .
• Increases may often be due to transference and
increase activity rather than new participants
Why are we failing
• In its infancy SD was
community based and
engaging.
• Increasingly SD has become
top down and strategic and
target led..(LTAD, Sports
Strategies Whole sport plans)
• It tells us what to do but not
how to do it.
• We market to the already
interested not the
disengaged
• Community practice if
translated may have the
answers activepeople
The sports development environment
• SD is profession of change and response to change
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Non statutory – the poor relation
Often Grant dependent – project defined
Now Policy dependent – 2012 legacy!
Vulnerable to PSR
So SDOs
• Learn to be opportunistic – looking for the opening (often
strategically sometimes intuitively)
• Develop networks
• Work in partnerships
Values …..Sustainability
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SD is about change and innovation – you
move onto new projects but must leave the
present one sustainable
Should relate to local needs – not centralised
policy CATS
Ownership by community essential (
empowerment, enabling, consultation,
involvement, governance)
Set boundaries
Exit strategies
Partnership essential
models of community engagement
Dundee community engagement toolkit
use these to guide your practice
IDEA sports toolkit
.communityplanningtoolkit
Values ….Equity and inclusion
• An SDO needs to be personally committed to these principles
• SD is often about removing the barriers ( external and personal) to
participation and motivating clients
• It is always about equity ( BME groups, women, people with disabilities,
faith communities, the old, gay and lesbian groups and the poor are
major groups that face exclusion and discrimination)
• Not just pc or a checklist – including people is often difficult and
requires knowledge, reflection and sensitivity
• Identify your own normative values – try and recognise other’s
directory of social change sport scotland equity research papers on target
groups
• sexual orientation lit review
sporting equals /bme
r
Values …Partnership
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Partnership is the normal way of operating in
sports dev’. Partners are either organisations
( individuals who can either contribute to
resources or provide networking
opportunities or decision making)
Partnership depends on there being common
ground in either the aims or policies of each
party
It also requires identification and resolution
of differences
Like sponsorship it is important that the SDO
aims to satisfy the needs of partners
Partnership is best dynamic with parties
meeting and communicating on a regular
basis
Institutional partnerships ( e.g school sports
partnership) or localised ones (community
sports forum).
P - Clarity of PURPOSE and roles
ii - The Capacity to INFLUENCE and be
INFLUENCED
S - SYSTEMS and STRUCTURES that are fit for
purpose
A - The capacity and resources to take ACTION
making-partnerships-work-better
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multi sector aproaches to sport
clients
Residents
assoc
Sports clubs
Faith
organisations
Social clubs
Professional
workers
Community
sports forum
Schools
Business
Sport England
School/
Community
sports
partnerships
NGB
Meetings
Conferences
Email/web
Events
reading
Funding
agencies
Values… Research and evidence
• Demographics and statistics
• Provision ( facilities and other
resources)
• Community and recreational
need
• Skill levels/ training needs
• Access ( transport, street
safety)
• Values and beliefs
• Power base – movers and
shakers ( not always at the
top)
But Don’t be afraid of intuition
SDOs need to plan and make
their case to gain partnership,
political support, funding and
effective engagement and tis
depends on good research and
evidence
Values:Health and Safety Risk
assessment
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Under Health and Safety legislation all activities you provide place you under a Duty of Care for
the health ( including mental) and safety of yourself, staff, clients and anyone (including
trespassers) that are affected by your activity. Normally this means:-
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Complying with relevant health and safety legislation ( consult HSE or expert)
Assessing the risk of the activity and managing it – this will vary with
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age of participant
Additional supervision/support needs of some or all participants (for
example due to disability)
Competence/experience of participants for the specific activity
Nature of activity (for example climbing or swimming sessions may require higher levels of supervision
than an aerobics class)
Nature of venue (whether closed and exclusive, or open and accessible to members of the public
The environment
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Complying with the guidelines of the NGB (e.g. coaching ratios)
Complying with the H&S guidelines of your employer
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health and safety in sport
health and safety executive risk assessment
Remember risk needs to be assessed in terms of political and project risk ( feasability)
and Children
Under Every Child Matters legislation Children Act 2004 there is a
special duty of care and professional practice when working with
children. Local Government employers will have local guidelines and
policies:- Issues include
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DBS (formerly CRB) clearance for all workers including volunteers
Photographing children and e abuse – avoid identification at least
Identifying and reporting signs of abuse
Contact with children – (never be alone)
• Real dilemmas exist at coal face (parents resentful of restrictions,
being alone with a child may be the only way getting confidence
DBS checks NCVO child protection in sport
Values…..Ethics
• Be sure you know why you
are in Sports Development
• Don’t be an evangelist – The
Book of Sport England
• Never promise what you
can’t deliver – dashed
hopes are toxic
• Remember you are ‘playing’
with peoples lives
• Be prepared to make
enemies or create
resistance
childrens code of ethics
draft code for community workers
Values ..change agent
The SDO is primarily a
vehicle for recreational,
community and personal
change and development,
Central to which are:•
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Facilitation
Enabling
Empowerment
Creating Trust
leadership and vision
change agent principles
Engagement
• Modern sport policy is based on models of citizenship
and democracy that form the basis of many
governments around the world.
• However much of sports development is strategic,
policy and target driven and MANAGEMENT’
delivered. Perhaps this is why it is not narrowing the
gap ... Forgets the people aspect
• This module adopts the people approach and adopts
the methods and theories of ‘Community Practice’
Sport for sports sake or what sport can
do for society
• SDO’s will generally aim
to develop participation
or performance ... but
there is much more
• It can also enrich and
strengthen communities
and allow people to find
new potential in their
personal lives
The ABCD model
Achieving Better Community Development: Bar and Hershagen
Development
community capacity building is:‘ Activities, resources and support that strengthen the
skills, abilities and confidence of people and community groups to take effective action
and leading roles in the development of communities.’ (Skinner Strengthening
Communities 2006
achieving community capacity-
What is community
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Communities of interest
Communities of place
Communities of communion
1.
Involve
reciprocity, trustworthiness and truthfulness tolerance
and acceptance community summary
2.
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The more deprived a
community the
more localised
(resistant) it will
become
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5.
"Lions, Black
Skins and
Reggae Gyals"
Race, Nation and
identity in Football
This paper was written
by
Les Back, Tim Crabbe and
John Solomos of the
'Cultures of Racism in
Football' research project
based at Goldsm iths
College, London, in 1998.
Contents:
It’s all about normative values
1. Love and Hate in South
East London - May 2nd
1998, The New Den
2. ‘Wearing the Shirt’:
Racism, Locality and
Masculinity
3. ‘Ain’t no black in the
Union Jack’: England and
the politics of race and
nation.
4. ‘Reggae Boyz & Reggae
Gyals’: Blackness,
Diaspora and the
Jamaican National Team
5. "Noir, blanc et bleu?":
France 98, Nationalism
and the return of Roland
Barthes
1. Love and Hate in South
East London - May 2nd
1998, The New Den
The sun is shining as I walk
through south London’s
industrial wasteland to watch
Millwall Football Club’s last
home game. It’s been
another bad season, the
club verging on bankruptcy
When families
break down – then
peer networks
takeover –e.g
gangs
Wenger identified five types in her study:
the local family-dependent support network. This
mainly relied on close kin, who often shared a
household or lived locally.
the locally integrated support network. This
typically consisted of local family, friends and
neighbours.
the local self-contained support network. Usually
restricted in scale and containing mainly
neighbours, this form had relatively little
kinsport
Typically
involvement.
the wider community-focused support network.
Involving a high level of community activities, this
form also typically entailed a high number of
friends and kin.
the private restricted support network.
Characterized by an absence of close kin, aside
from a spouse in some cases, this ‘type’ also
meant few friends or neighbours.
What about outsiders – fear; resentment?
Big Society
Localism Bill:
Bonding capital
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Thebigsociety.co.uk
respublica
Key text Sport and Social Capital
EdMatthew Nicholson, Russell Hoye,
Bridging capital
Practice for all types of sorts
development
• Much of this theory applies to
physical communities ( e.g.
estates) or sub groups within
them ( e.g. muslim women,
young criminals).
• But can equally apply to a
sports community ( e.g clubs)
and possibly to institutional
communities ( e.g. schools).
Thus sports specific SDOs just
as much as community based
ones can apply these
principles (Bowls Alliance ..
who don’t!, )
Disempowerment
etc
• Four levels of
disempowerment can be
defined
1. Isolation (negative
stereotyping internalisation
of ‘failure’ and hopelessness)
2. Dependency: on services and
b’cratic control
3. Marginalisation: schemes
where power flows around
communities
4. Exclusion: from basic rights
access to income housing
employment educational
opportunity
Enabling
• ‘Offering skills, connections, resources that help a
person/group but keeps them dependent on the
donor’
• Skill donation ( legal admin, coaching).. (skill
development is empowering see Running sport
runningsports
• Door opening
• Awareness and confidence building
• Information
• Changing the status quo
• Grant aid
Empowering
• ‘Offering resources, changing systems, providing skills that will
allow the group/individual to become more self dependent and
autonomous’
• Power to do things – this means being able to get resources and
information you need, and participate in decision-making.
Governance important
• Power over things – this means having control over resources, the
use of information and how people are allowed to participate; it
does not mean having power over people in a negative way
• Power from having to do things – this means maintaining your
personal dignity and resisting other people who use power in
negative ways to make demands about what you should do
• According to Giroux (1997). it is the context of "the collective
struggle for a life without oppression and exploitation"
How to empower
• Power to do things: – formalise youth participation
on committee; encourage Muslim women to form a
sports association; create a lobbying group, invite to
meetings
• Power over things – lease a ground to a local football
club; encourage a net ball club to apply for funding;
• Power from having to do things: reduce bureaucracy
Empowering means ownership means sustainability
engagement
Often needs are not
realised. Expectations are
unfeasible. Options unknown
the alternative ...social marketing
sustanabilty
Comfort zone
Competencies an self
belief are often limited.
So small steps make the
biggest gain
Arnstein’s Ladder of Participation
Engagement and participation
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Ø Passive one way :People are informed about what has
been decided: information shared between the professional
only.
Ø Reactive community engagement :People are consulted or
answer questions and the process does not concede any
share in decision-making. Professionals are under no
obligation to take on board peoples’ views.
Ø Proactive community engagement :Communities influence
priorities, resource use and service provision to be provided
through a community planning process.
Ø Partnership working :People participate in joint analysis,
development of action plans and the strengthening of local
groups and institutions. Learning methodologies are used to
seek multiple perspectives and groups decide how resources
are used.
Ø Community empowerment :People participate by taking
initiatives independently to change systems. They develop
contacts with external institutions for the resources and
technical advice they need, but retain control over how those
resources are used.
Ø Community control : As for the community
empowerment, but community also influence prioritisation
and control of service provision and associated budgets
Engaging – getting stuck in
• Henderson and Thompson (2002:P30) define a 9 stage process of
neighbourhood work:
• Entering the neighbourhood
• Getting to know it
• Needs, goals and roles
• Bringing people together
• Forming and building groups/organisations
• Clarifying goals and priorities
• Keeping the organisation going
• Dealing with friends and enemies
• Leavings and endings
• citizens handbook
The prevailing view social marketing
.sportengland.segments
• Active people has given us the data to classify
• and locate types of people according to the
• recreational profiles.
• How useful is this to a sports development
• Officer?
• PL5 1DJ
• PL9 7NB
PL5 2st
PL6 7HB
Knowing the turf –in the office
• Census information
– Age; income data (including economic inactivity);
gender; ethnicity; housing tenure; car ownership etc
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• Service delivery from the public sector:
– Schools performance; public health statistics; levels
and types of crime; training need etc .
• Service delivery from the voluntary sector:
– including unmet need; hidden stats relating to
particular localities and groups; levels of community
activity and engagement
On the street
• Looking (literally walking the
neighbourhood). What’s there
and what does it look like? Parks
and hidden places; public
buildings; shops; schools; busstops; community facilities e.g
.libraries inter-net cafes; checking
ads in local shops– must include
day/night/weekend
• Listening (literally listening rather
than engaging in dialogue)
Passing schools at time in and
time out; local cafes; standing at
bus-stops and taking bus rides;
using local shops – particularly
Post Office queues!
Dialogue
• Involves dialogue with different
groups:
• Other workers in area: welfare
professionals (community and
youth workers; health, social and
care workers; school
teachers/teaching assistants;
community police officers, etc)
shopkeepers; librarians; and local
government workers (planners;
housing officers; play workers etc)
• Equality target
groups/individuals; women;
‘black’ and minority ethnic
peoples; elderly; young people;
carers; differently-abled people
Hi dudes I am from the UK Athletics
massiv and I wondered if you might
be interested in our Long Term Athletic
Programme – I mean it’s really
awesome innit, yah
Talking or Dialogue
• According to Brager and Specht 1973 (in
Henderson and Thomas 2002:P113)
• Interviewing /dialogue may be distinguished
from conversation in three ways:
• It is goal oriented (worker has purpose)
• It is self-conscious (self-reflective on own role)
• It is focussed (worker selects questions and own
responses in a purposeful context)
Purposeful Conversation/Dialogue
• In order to engage in dialogue it is essential to plan
and consider:
• How you will introduce yourself/agency/purpose
• Who you will talk to and in what order
• Where you will talk to people
• The information you need from the dialogue
• How you will talk to people to achieve your priorities
and what you might be able to offer in exchange
• All of the above will depend on access/priorities.
• (see Henderson & Thomas P 113/117)
Contact – worker initiated
• Contact can be through a variety of methods,
each of which has implications for who will and
will not be contacted:
• Street contact
• Probes (e.g. taster sessions)
• Surveys
• Petitions
• Public Meetings
• Mediated contact (via residents/other workers/
referrals)
Contact – resident Initiated
• Resident initiated contact will come from a
whole variety of sources e.g: requests to other
workers for information; people’s curiosity;
people’s demands; people playing a political
game (first strike); or merely in the course of
living/working in a community.
• Watch out for the opportunist – first contact not
always the best for your purposes. Check people
organisations out.
More guidance on contact
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Consider your contacts carefully
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The obvious is not always the right way.
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Competence
Suitability
Personal agendas
Networks
Power and influence
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All come in varying guises
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sport and cultural identity
or
Before you start the project
• In addition to the above, setting up a project (even
short terms courses) requires:
• Consideration of the values on which the project is
based
• Consideration of who you will work with and if/how
you can negotiate partnership protocols
• How you will resource the work you identify and the
likely value conflicts/compromises
• How and to whom you will be accountable ( discuss
with manager
• Be sensitive that you are an incomer and likely to put
noses out of joint.
Clear objectives are essential
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The values on which the project is based
Partnership protocols
Work and business plans
Management/leadership styles
Job descriptions and organisational plans
Financial projections
Funding strategies
Communication strategies
Performance management plans
Why do this?
• To demonstrate that you are working on the
basis of a systematic analysis rather than on
prejudice/guesswork
• To demonstrate that your work/ intervention
fits with community need and is informed by an
understanding of the community in which you
are working
• To identify potential partners
• To identify potential obstacles to the work
(including value conflicts/power blocks)
Bringing People Together
• In order to bring people together it is really important
that they share vision, and aims and objectives.
• So that all volunteers, activists, workers and
organisations know what they are supposed to be
doing!
• So that users of services know what they can expect
• So that funders can decide whether they wish to fund
those activities/services
• So that performance (progress) can be measured
• So that there are clear accountabilities to both
funders and users of the service
Devon Cycling Scheme
Target: 200
Exmouth Newton Abbot Barnstap;e Tavistock
Achieved: 177
177
22
36
96
Family: 75
75
0
24
3
One : one: 15
15
17
6
40
Group: 87
87
5
6
53
Exmout Newton
Tavistoc
Target: 200
h
Abbot
Barnstaple k
Achieved
89%
11%
18%
48%
of which:Family
42%
0%
67%
3%
One : one
8%
77%
17%
42%
Group
49%
23%
17%
55%
Learning points:•Critical consciousness
•Entry strategy
•Partnership
•Attribute analysis
Tutorial
• .sportengland.segments
• Active people has given us the data to classify
• and locate types of people according to the
• recreational profiles.
• How useful is this to a sports development
• Officer?
• PL5 1DJ
• PL9 7NB
PL5 2ST
PL6 7HB
Tutorial
• Each group looks at one of the postcodes PL5 1DJ PL5 2ST PL9
7NB PL6 7HB.
• Identify the segmentation profile of the area for a suitable
catchment area (default 1km) as well as facility provision.
• You have £20 K for the year to develop participation levels.
• Identify your two segment groups and suggest programmes and
performance indicators.
• How would you go about developing these programmes
• Identify strengths and weaknesses of marketing and community
approaches
neighbourhood. Statistics active people
market segments
Further reading:
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Banks, Butcher et al (2003) Managing Community Practice
Butcher Banks et al (2007) Critical Community Practice
Harrison, R and Wise (2010) 3rd edition , . Working with young people.OU
Henderson and Thompson 3rd Ed (2002) Skills in Neighbourhood Work
Popple K Analysing Community work (bit dated but still good)
Taylor M (2002) Public Policy in the Community
Thompson N 4th Ed Anti-Discriminatory Practice (classic ADP book)
Twelvetrees Alan (2001) 2nd Ed Community Work
Pierson, J. 2008). Going Local: Working in Communities and Neighbourhoods
New York: Routledge, - high;y recommended
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Nichols, G (2007) Sport and Crime reduction., Routledge
Nicholson, M and Hoye, R, 2008. Sport and Social Capital, Butterworth Heinemann
Bowtel,J,(2006) Sportas a social instrument. http://www.sportdevelopment.info/index.php?option=com_content&id=607:communitydevelopment-through-sport&Itemid=65
Perks T “Does Sport Foster Social Capital? The contribution of Sport to a Lifestyle of Community Participation” in Sociology of Sport
Journal 2007 24 (378-401)
Walseth K “Bridging and bonding social capital in sport – experiences of young women with an immigrant background” Sport
Education and Society Vol13 No1 Feb 2008 (1-17)
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Websites
Community Development Foundation
http://www.infed.org (informal education: important for sports: working young people; eg includes articles muscular Christianity/Christian ywk
etc)
DCMS/Social Exclusion Unit
http://www.cehropportunities.org.uk equal ops
http://www.communities.gov.uk
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The following two journal articles are available free from electronic journals: