The international community’s increasing attention to sport in policy decisions, along with growing programmatic and scholarship activity, demonstrate the need for data that facilitates evidence-informed decision making by organizations, policy actors, and funders within the Sport for Development (SfD) field. To achieve this, there is a need for effective and sustainable investment, resource mobilization, and funding streams that support meaningful and rigorous monitoring, evaluation, and research. In this paper, the SfD funding landscape as it pertains to monitoring, evaluation, and research is critically appraised by a diverse writing team. This appraisal is informed by our experiences as stakeholders, along with findings from two recent systematic reviews and knowledge accumulated from SfD literature. Various topics are discussed (e.g., intervention theories, external frameworks, targeted funding, collective impact, transparent funding climate), with the conclusion that all actors must support the pursuit of participatory, rigorous, process-centered (but outcome-aware) monitoring, evaluation, and research that aims to enhance our understanding of SfD. Ultimately, this monitoring, evaluation, and research should improve both policy and intervention design and implementation while also defining and testing more realistic, contextually relevant, culturally aware outcomes and impacts.
The Journal of Sport for Development (JSFD) is seeking expressions of interest from suitably qualified individuals for the role of co-editor.
We are pleased to announce the “JSFD Early Career Scholar Award,” to be awarded to an early career JSFD author in recognition of significant scholarly contributions to the sport for development field.
Sports-based interventions are utilized today in many countries in cross-sectoral cooperation, for instance, as a means of social inclusion. However, not enough is known about the conditions of development or the formalization of operations. Accordingly, in this article, we focus on two instances of midnight football carried out in two suburban areas in Sweden in order to explore the mechanisms and conditions for interventions to achieve increased formalization and sustained operation. Through an analysis of interviews and network visualizations, we examine how collaborating agencies conceive of and describe their role in the assemblages of agencies surrounding and enabling the interventions. By looking closely at the forms of collaboration and communication in these networks, we find that the interventions have developed locally and not according to a central or strategic design. We identify three levels of design within the interventions, where communication, cooperation, and formalization can be governed: practice, program, and preconditions. Through a detailed analysis of these levels of intervention, we present crucial mechanisms for increased formalization and sustained operation and how these mechanisms differ between sites. In conclusion, on the basis of our analysis, we discuss refined approaches to understanding the temporality and interchangeability in the formation of cooperation and thus offer a refined conceptualization of the formalization of operations.
We are pleased to announce the “JSFD Early Career Scholar Award,” to be awarded to an early career JSFD author in recognition of significant scholarly contributions to the sport for development field. The winner of the award will be recognized online and in a newsletter shared with all JSFD followers.
The Journal of Sport for Development (JSFD) is seeking expressions of interest from suitably qualified individuals for the role of co-editor. Co-editors oversee the screening and reviewing of submissions and work closely with the Managing Editor to ensure the efficient and effective handling of manuscripts through to publication. The editorial team is responsible for setting and maintaining the editorial direction of JSFD, ensuring a high quality and rigorous review process and governing the work of the Editorial Board.
As female youth from refugee backgrounds are forced to migrate and resettle, they face unique challenges not often addressed by their host community. Participating in physical activity (PA), however, may pave a pathway to healthy resettlement. Nine Burmese females from refugee backgrounds participated in semistructured interviews and discussed their experiences in sport and physical education and how those experiences relate to their sense of belonging, autonomy, and relationships, as well as their ability to adapt. Participants then completed a photovoice task where they photographed highlights and challenges they have faced in PA. Photographs were analyzed and discussed in a follow-up interview. The interviews were transcribed and analyzed using thematic analysis. Resulting dimensions such as sport incompetence, growth mindset, importance of autonomy and choice, and desired peer relationships support Ryan and Deci’s (2000) self-determination theory. Practical implications for PE teachers, coaches, and school administrators are discussed. These results inform school districts of potential barriers and future interventions that could help this population better resettle and encourage participation in sports and physical activity.
In Australia, the gap between Aboriginal and Torres Strait Islander students and their non-Indigenous peers is significant in terms of attendance, retention to Year 12, and literacy and numeracy skills, with the gap widening in regional and remote contexts. School-based, “academy-style” engagement programs work to close this gap by providing holistic support services to Aboriginal and Torres Strait Islander students while requiring a certain level of school attendance by program participants. Shooting Stars is an engagement program based in seven remote and regional schools in Western Australia, where it uses netball and other incentives to engage Aboriginal and Torres Strait Islander girls in their education, while promoting their health and wellbeing. Shooting Stars evaluates the efficacy of its services through collation of attendance data, participant case studies, and yarning circles. The methods used in the yarning circles research were developed over 18 months in collaboration with Shooting Stars participants, localized Shooting Stars steering committees, and Shooting Stars staff. This paper presents the evaluation protocols for the Shooting Stars program, focusing on the yarning circles’ methods in order to provide a framework or model of Indigenous evaluation methods for others working within this space.
This article serves as a follow-up on a previous study and looks at how volunteering at a major sporting event has affected the lives of a group of volunteers with intellectual disabilities two years after volunteering. The aim is to examine how volunteering at an Olympic event may be a source for lasting social value, operationalized as an increase in social capital and quality of life. Qualitative interviews were conducted on a selection of former volunteers with intellectual disabilities (n=8). In five of the interviews, parents of the interviewees also functioned as facilitators for the interviews. The same five parents were also interviewed in brief, semistructured interviews. This study shows that the event had a limited effect on bridging social capital, while having a stronger impact on the group`s bonding social capital. Moreover, the event has affected the quality of life for the participants to various degrees by being a source for positive memories, enforced by visual reminders such as the volunteer uniform frequently worn by the former volunteers. The volunteer experience also serves as a bridging element, bringing together groups of people with little in common. In some cases, volunteering also led to employment in regular occupations.
This exploratory study examined the potential of using sport as a creative and engaging context to facilitate life skills development in socially vulnerable youth in Eswatini, who face major context-specific challenges to their healthy development. The sport for development program was designed using the Teaching Personal and Social Responsibility model with adaptations made to fit the cultural context. Participants in the program were local coaches (N=3 males) and socially vulnerable youth (N=48, 25 females and 23 males) aged 11-15 years old, recruited from a community-based organization. Coaches were trained as the primary implementers of the program. Data collection employed a mixed-methods approach that triangulated data from surveys, learning quizzes, focus groups, and interviews. Findings supported the potential value of the program in cultivating the development and possible transfer of personal responsibility (e.g., self-direction skills such as goal setting and decision making) and social responsibility (e.g., interpersonal skills such as respect, self-control, conflict resolution, and caring) behaviors. The study provided preliminary support for the contextual utility of engendering these developmental outcomes in an environment where youth are facing a major health threat (i.e., HIV/AIDS) and community challenges (e.g., gender-based violence, poverty). Continued investment in long-term sport for development programming in Eswatini is warranted.