Sport and physical activity in the lives of looked-after children: a ‘hidden group’ in research, policy and practice

Quarmby, Thomas

doi:10.1080/13573322.2013.860894

Cited by 29 publications

(39 citation statements)

References 29 publications

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“…The glimpses the film provides into "the girls" (as they preferred to be referred to) everyday participation are examples of what Hart (2009, p. 4) would call the "cracks between adult-organised events" (facilitated activities). Our research supports arguments that participation in social, cultural and leisure activities improve, at least, the self-reported well-being of young people growing up in care (see, for instance, Gilligan, 2007;Hollingworth, 2012;Quarmby, 2014;Säfvenbom & Samdahl, 2000). However, little is known about the complexity and diversity of activities and everyday interests young people are offered, where and whom they participate with, and the values that influence their everyday choices.…”

Section: Participation and Young People In Caresupporting

confidence: 57%

“…Research shows that participation in "positive activities" plays a significant role in improving or ensuring the well-being, personal development and future outcomes of "looked-after" young people (for instance, Gilligan, 2007;Hollingworth, 2012;Quarmby, 2014;Säfvenbom & Samdahl, 2000). As a result of this, the participation of young people in care in a range of extra-curricular activities is legislated as a responsibility of the "corporate parent".…”

Section: Participation and Young People In Carementioning

confidence: 99%

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Facilitated participation: cultural value, risk and the agency of young people in care

Gibson

Edwards

2016

Cultural Trends

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Since the mid-nineteenth century, cultural practice and its management have been attached to a discourse that constructs participation, in particular kinds of cultural activity, as "beneficial" to individuals on the basis that its effects have resonance beyond the cultural sphere. More recently, "leading edge" cultural practice and programmes have been based on the notion that benefit from such participation occurs via the facilitation of the active agency of participants through the making of their own meanings through co-curation and co-creation. Enlistment and involvement in, what we have termed "facilitated participation", is, in Nikolas Rose's terms, a tool of "advanced liberalism" whereby the governance of individuals operates on the basis of the governance of their "freedom", through making them self-governing subjects [Rose, N. (1999). Powers of freedom: Reframing political thought. Cambridge University Press]. In the particular case of young people living in care, we have found that the facilitation of their agency through cultural programmes is limited by an assumption that such groups' everyday cultural choices lack value and to facilitate them (and thereby their agency) would involve risk. Through a discussion of research undertaken with this group, this paper will explore how different domains of participation are understood by both the facilitators and the facilitated.

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Section: Participation and Young People In Caresupporting

confidence: 57%

Section: Participation and Young People In Carementioning

confidence: 99%

Facilitated participation: cultural value, risk and the agency of young people in care

Gibson

Edwards

2016

Cultural Trends

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“…Bailey (2005) found that there were positive associations between reduced anti-social behaviour and participation in PE and sport, whilst Sandford, Duncombe, and Armour (2008) and Armour and Sandford (2013) argued that physical activity could also be linked to reduced incidence of anti-social behaviour and disaffection with schooling in youth. Quarmby's (2014) investigation found that sports club partnerships with vulnerable 'looked after' children were perceived to be helpful in overcoming institutional constraints that disrupted their engagement with schooling and sports participation. Armour and Duncombe's (2012) evaluation of United Kingdom school-based athlete role-model intervention programs revealed a central premise that interaction with a highly successful athlete could positively impact upon a child's life -particularly those children not gaining the most benefit from schooling.…”

Section: Were the Players Role Models?mentioning

confidence: 98%

Re-engaging ‘youth at risk’ of disengaging from schooling through rugby league club partnership: unpacking the pedagogic practices of the Titans Learning Centre

Whatman

Main

2016

Sport, Education and Society

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The youth learning re-engagement program known as the Titans Learning Centre (or TLC) is an approved alternative schooling program, developed in partnership with state education and a local National Rugby League (NRL) club, the 'Titans'. Students typically in Grade Three or Four complete a 10 week program, interacting with professional A grade NRL players on a weekly basis during classroom learning time and lunch time 'handball' sessions. The project sought to understand the pedagogic practices of the TLC, using Bernstein's social construction of pedagogic discourse, with its underlying instructional and regulative discourses, particularly the contribution by the players to what and how the students were learning. The ethical consent of recruiting children to the study was achieved via acceptance of a position in the program for classroom observations, with further consent sought for accessing students' school performance data, student and parent surveys and interviews. Using case study methodology, Productive Pedagogies classroom audits (n = 26) were adapted for classroom observation. Interviews with relevant program stakeholders were conducted, including players (n = 12), NRL game development staff (n = 1) and teachers and teacher aides (n = 4). The findings revealed the pedagogic approaches of teachers and NRL players emphasised making regulative discourses visible to these young learners, developing supportive classroom environments and building students' sense of connectedness to learning. The players articulated a genuine sense of contribution to the lives of the young learners and saw themselves as role models. The use of high profile athletes in youth re-engagement programs has been questioned in recent times, particularly their effectiveness in terms of student learning outcomes over time. However, we conclude that the depth of involvement in pedagogic action connected to student learning indeed enabled the NRL players to be considered role models for youth re-engagement in learning. ARTICLE HISTORY

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“…Jachyra, 2016;Lyngstad, Hagen & Aune, 2016). Yet one 'group', care-experienced young people, remain 'hidden' within the prevailing literature (Quarmby, 2014). Care-experienced young people include anyone who is currently, or has been at any stage of their life, in care.…”

Section: Introductionmentioning

confidence: 99%

‘I actually used to like PE, but not now’: understanding care-experienced young people’s (dis)engagement with physical education

Quarmby

Sandford

Elliot

2018

Sport, Education and Society

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Young people's experiences of, and (dis)engagement with, physical education has received considerable attention in recent years. Yet one 'group', care-experienced young people, remain 'hidden' within the prevailing literature. In light of their apparent invisibility within research, this novel, exploratory study seeks to gain some understanding of the factors associated with (dis)engagement from/with physical education among this youth population. In contrast to the few studies that explore the broader physical culture experiences of care-experienced youth that prioritise the voices of adults, this paper combines data from two studies to give voice to the experiences of four care-experienced young men in England, alongside those of key adults, namely residential staff, foster carers and physical education teachers. Data were derived from participatory research methods with the young people and semi-structured interviews with the adults who work with/for them. Drawing upon Bourdieu, principally his notions of field, habitus and capital, the findings suggest that these care-experienced young people are at a pedagogic disadvantage, since they are not as well positioned to access opportunities for learning and participation or develop, maintain and extend those skills and dispositions that are recognised as valued capital in physical education. Moreover, the changing room, as a subfield of the broader physical education space, where bodies are particularly on display, may present obstacles for care-experienced young people's engagement due to their prior experiences of physical and/or sexual abuse. This study therefore calls for further research exploring care-experienced young people's experiences of physical education, teachers' understandings of care-experienced youth, and how their pedagogic practice might shape (dis)engagement with physical education.

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Sport and physical activity in the lives of looked-after children: a ‘hidden group’ in research, policy and practice

Cited by 29 publications

References 29 publications

Facilitated participation: cultural value, risk and the agency of young people in care

Facilitated participation: cultural value, risk and the agency of young people in care

Re-engaging ‘youth at risk’ of disengaging from schooling through rugby league club partnership: unpacking the pedagogic practices of the Titans Learning Centre

‘I actually used to like PE, but not now’: understanding care-experienced young people’s (dis)engagement with physical education

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