Physical activities and sport have been used to serve multiple international development issues since 2000. Football matches are organized to build social peace between divided populations, sports activities are offered to bring young people back to school, and/or sports tournaments are organized to regain possession of territories that have been contested and affected by armed conflicts. Although current research offers a variety of perspectives on sport for development based on several scientific disciplines, many questions remain unanswered. In particular, researchers are questioning the uses in which sport is implemented, the forms that sport takes in the context of development, and the goals that are targeted through sport, such as education, health, gender equality, reduced inequality and peace, among others. This chapter aims to clarifying the uses, forms, features and purposes of sport that international, national, regional or local organizations set up on the field. We present a model with two milestones (why and how), levers and mechanisms to help practitioners to position themselves in SDP, as well as for researchers to map the mechanisms of using sport to serve development, and more particularly by focusing on the sustainable development goals established by the United Nations on different scales.
Classically studied from independent methodologies and compartmentalized research programs, first person data (documenting the actor's personal experience from his own standpoint) and third-person data (data produced from the point of view of an outside observer, without reference to what the actor can feel and independently of his own point of view) have been braided together this past decade with a view to access a more complete and complex outlook on actions. How exactly has the field of French Sports Sciences contributed to the propagation of this original methodology consisting in confronting heterogeneous materials? Our epistemological analysis investigates the social and epistemic conditions of its genesis (progressive conquest of diversified subjects, reference to exemplar studies, dissemination from a core group of authors, etc.) until the establishment of an activity close to normal science. It also formalizes the diversity of the methods of joint analysis between these data (correlation, heuristic discordance, etc.) before evaluating the knowledge effects specifically generated (reinforcement of robustness through triangulation, discovery of new regularities, transformation of intervention practices, etc.). Ultimately, combining first and third-person descriptions is an actual example of a genuinely interdisciplinary practice.
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