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.
JSFD has officially been ranked as a “B” journal in the 2019 Australian Business Deans Council (ABDC) Journal Quality List.
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.
Sport is often promoted as a vehicle through which a variety of social policy outcomes can be achieved. One of the most common outcomes is the enhancement of social inclusion opportunities for marginalized youth populations. While a growing number of studies have examined the potential of sport-based interventions to address broader social concerns, few have focused on the recruitment activities used within such programs to engage youth populations. Drawing on interview data collected within two sport-based interventions delivered in London (UK), which both aimed to engage marginalized young people through sport, this article intends to examine three main issue: first, to explore the practices undertaken by the two organizations to recruit and retain participants in their sport-based interventions, and second, to examine the implications of these practices on participant recruitment strategies. Third, the article contends that within a context shaped by a neoliberal agenda, the necessity to meet predetermined participation targets encourages organizations to use the most efficient means possible to maximize numbers of program participants. However, such recruitment strategies often overlook young people whose social exclusion is more complex or acute, and who, arguably, are in greater need of intervention support.
More than 20 years since its bloody war, Bosnia and Herzegovina continues to suffer under structurally imposed ethnic divisions. Sustained by the country’s leaders who rely on ethnocentric narratives fuelled by “memory politics,” they distort historical events for the benefit of their ethnic group. This paper relies on Positioning Theory to explore whether CrossFit Sarajevo, a grassroots initiative, created necessary conditions to challenge these ethnocentric narratives within the club. Relying on interviews with 13 of its members, the paper explores what impact positions, actions/acts, and storylines can have on the creation of a cohesive and respectful multiethnic community. According to its findings, this paper suggests that such organizations indeed have significant potential challenging divisive narratives. Embracing egalitarian and inclusive positions appears to have established a common code of conduct within the club’s members, contributing to the creation of a distinct sense of belonging and social trust. These have manifested in humanitarian projects undertaken by the club that seek to help some of the most disadvantaged in the broader community. Ultimately, this project highlights the important role grassroots organizations can play in postviolence settings and suggests further exploration into the influence and permeability of such initiatives in the broader society.
This special issue seeks to bring together empirical and conceptual work on the area of sport and livelihoods within the sport for development field. For this special issue, all papers that discuss, explore, and/or expand knowledge about the relationship between sport and livelihoods in various local, national, and international contexts are welcome. Papers from different disciplines, perspectives and global regions are invited, including scholar-practitioner contributions.
Limited research has assessed whether sports participation can be linked to decreasing risky sexual behavior among adolescent girls in sub-Saharan Africa. The current study aimed to assess whether participation in a football league that provides sexual and reproductive health and rights lessons before each football match strengthened adolescent Zambian girls’ sexual health knowledge, attitudes, and behavior. Adolescent female participants in the girls-only football league run by the organization Futebol dá Força (FDF, n=120) completed a questionnaire assessing sexual health knowledge, reported attitudes, and reported behavior. Logistic regressions were used to assess associations between participants’ self-reported program exposure and their sexual health knowledge, reported attitudes, and reported behavior. After examining all exposure levels and adjusting for age, participants with at least six months of reported exposure to the FDF program had better sexual health knowledge and attitudes compared to those reporting less than six months exposure (AOR 4.74, 95% CI 1.70-13.19). Those in the more exposed group also had higher odds of reporting using a condom at last sex (AOR=11.64, 95% CI=1.08-124.57). These findings suggest that sports-based educational programs may improve sexual health knowledge and attitudes among African adolescent girls, potentially reducing the risk of sexually transmitted disease and early aged pregnancy.
During the Youth Olympic Winter Games event in Lillehammer, Norway, a group of students with intellectual disabilities worked as volunteers. The teachers of the class functioned in a social entrepreneurial manner, using the event to create social value for this particular group. Qualitative interviews were conducted with the group of students (n=12), and observations were made during the event. The students’ teachers (n=3) and the head of volunteers (n=1) from the organizing committee were also interviewed for triangulation, thus verifying the interpretation of the data. This study demonstrated that social value was created through the practical tasks the students with intellectual disabilities were given, especially in relation to the Olympic context of the event, and the job itself was more important than those for whom they were doing it or why. Other important sources of social value were for the students to be outside of the classroom and to be cooperating and learning from each other within the group. Last, the students had the opportunity to aid and assist, instead of being aided and assisted, and to give something back to the local community.