The Importance of Theorizing Social Change in Sport for Development: A Case Study of Magic Bus in London

Abstract

For sport for development (SFD) practitioners, a theory of change document is a critical first step to map how program inputs yield the desired program outcomes. Yet, in our experience, this document is rarely created in practice. Accordingly, this study makes use of the case study of an award winning SFD charity who expanded their operations from India to London to illustrate the implications resulting from failing to create a theory of change. A mixed methods, quasi-experimental approach was utilized to understand program mechanisms, program processes, and how these influenced the participant experience. The quantitative analyses yielded no significant effects. Triangulating the qualitative data revealed that personal, social, health, and economic (PSHE) education was a competing product to the program. The limited effects are attributed to a failure to identify and attempt to assuage a local social problem. Additionally, alignment with stakeholder expectations, program context, and legal requirements were also derailing. A discussion of the results, implications, and recommendations for establishing and implementing a theory of change are provided.

Paz através do esporte

“…Boys and girls join the program in equal numbers, some as young as seven to ten years, and participate for an average of fi ve years, though some remain involved until they leave school at seventeen to nineteen. In a recent case study, Stephen Hills, Alejandro Gómez Velásquez, Matthew Walker examines how the program uses football as an analogy to teach life skills and redefi ne moral values (Hills, Gómez Velásquez, and Walker, 2018). When the group's fi eldwork was undertaken, the program was operating in nine Medellin neighborhoods, with twenty-fi ve distinct age-groups consisting of 995 children.…”

The Routledge Handbook of Sport and Sustainable Development

“…Hence, Coalter's (2012 The development of such a model not only helps to serve as the preliminary basis for designing and identifying program structures and conditions, but also helps to demonstrate the links between programs and outcomes, and therefore also provides a frame of reference for measurement and evaluation (as discussed in Chapter 12). For example, Hills et al (2019) applied this model when investigating an SFD initiative in London looking to engage participants in social-emotional education. In doing so, the authors were able to not only able examine program implementation, but they were also able to uncover fundamental program design issues, such as a failure to identify and address a local social problem (Hills et al, 2019).…”

“…For example, Hills et al (2019) applied this model when investigating an SFD initiative in London looking to engage participants in social-emotional education. In doing so, the authors were able to not only able examine program implementation, but they were also able to uncover fundamental program design issues, such as a failure to identify and address a local social problem (Hills et al, 2019).…”

“…In addition to understanding target groups and reducing participation barriers, researchers have explained that sport for education initiatives must foster an intentional program climate . Specifically, programming needs to be designed in a manner that identifies and understands a local social problem within a community, then targets said problem through intentionally designing programs and activities (e.g., education and sport) around the needs of prospective participants (Hills et al, 2019). To that end, understanding the educative aims of programs, relative to these local issues, is an important consideration in program design.…”

“…Likewise, investigations into a U.S.-based initiative targeting educational and career outcomes among youth noted that important aspects of program design included a youth-centered philosophy, task-oriented climate, and effective leadership and mentor strategies . Without this type of targeted design and strategic process, initiatives will likely struggle to facilitate an appropriate program environment, and thereby reduce the likelihood of any significant positive effects (Hills et al, 2019).…”