Evaluating the relationship between physical education, sport and social inclusion

Abstract

Focusing upon the recent policy context within the UK, this paper offers a review of the evidence related to the outcomes of the participation of children and young people in curricular physical education and sport. Particular attention is paid to potential contributions that such activities can make towards social inclusion and the development of social capital. The review suggests that there are some areas for which there is a considerable amount of evidence in favour of a positive relationship with participation in these activities (such as physical and mental health), and others for which further research remains necessary (such as cognitive and academic development, crime reduction, truancy and disaffection). In general, however, it is evident that much more empirical research is necessary if the benefits of sporting participation for young people and society are to become much more than a theoretical aspiration.

Positive youth development and physical activity/sport interventions: mechanisms leading to sustained impact

“…The aspirations for young people governing both programmes were, however, 47 almost identical, including a strong focus on generating positive outcomes for young people that could 48 be sustained over time. 49 Ruiz (2004) among others has pointed to the difficulty of linking participation in sport and 50 physical activity to the wide ranging impacts that are often claimed by intervention programmes and, 51 along with others, has argued for more -and more robust -research evidence (Bailey, 2005; Holt & 52 Jones, 2008). The two programmes evaluated in this paper were somewhat unique in that both sponsors 53 funded independent longitudinal evaluation projects and expressed a strong interest in learning from 54 the data and sharing findings more widely.…”

Understanding Football as a Vehicle for Enhancing Social Inclusion: Using an Intervention Mapping Framework

“…Indeed, sport has been recognised as a potential vehicle to enhance health, engage "at-risk" children and young people (aged between 6−25 years) build stronger and safer communities and combat anti-social behaviour (ASB) (Bloyce & Smith, 2010;Coalter, 2007;Collins & Kay, 2014;. Nevertheless, authors have challenged the notion that sport can facilitate social benefits, highlighting that this claim often lacks empirical evidence (Bailey, 2005;Coalter, 2007;Collins & Kay, 2014;Smith & Waddington, 2004). Smith and Waddington (2004, p. 281) argued that support for sport-based social inclusion projects among policy makers and practitioners is "based on an uncritical perception of sport as an unambiguously wholesome and healthy activity in both a physical and moral sense".…”

“…Yet, there remained a real need and interest to develop evaluation strategies for BACT social inclusion based interventions. Given the literature previously discussed, it is apparent that policy makers, commissioners and the sport for development literature would benefit from greater insight into the development of partnerships and subsequent evaluation frameworks to capture the impact of football based social inclusion interventions (Bailey, 2005).…”

“…evaluation needs, planning and implementation) (Ransdell, et al, 2009). Whilst intervention mapping has been used elsewhere in football based interventions (Pringle et al, in press), there remains a significant lack of structure and evaluation in sport and social inclusion projects (Bailey, 2005).…”

“…These presumed outcomes and subsequent policy rationales have rarely been articulated systematically or monitored and evaluated (Coalter, 2007). Indeed, empirical evidence for such benefits is limited and authors have challenged this shortfall calling for more rigorous and sustained programme outcomes and process evaluations (Bailey, 2005;Coalter, 2007;Collins & Kay, 2014;Pringle et al, 2014;Tacon, 2007). Broadly, Coalter (2008) highlights that sport rarely achieves the desired outcomes accredited to participation.…”