Prof Fred Coalter

University of Stirling

SportSport--forfor--developmentdevelopment

“Pessimism of the intellect

Optimism of the will”

Sport-in-Development: A Monitoring and Evaluation Manual

UK Sport/UNICEF. 2006

MYSA, Nairobi ; Go Sisters, Lusaka; YES, Harare; Magic Bus, Mumbai

• Liberia: Post war conflict resolution

• Senegal: Rural Muslim communities

• Malawi: Street children and re-integration

• South Africa 1: Children and risk: Cape Town

• South Africa 2: Peer leader training: Limpopo/ Eastern Cape

• Uganda 1: HIV/AIDS Kampala

• Uganda 2: Refugees/IDP camps

• Tanzania: HIV/AIDS and female empowerment

• Mumbai: Slum and street children

• Calcutta: Railway children

The world of sport presents a natural partnership for the United

Nations’ system. By its very nature sport is about participation.

It is about inclusion and citizenship. Sport brings individuals and

communities together, highlighting commonalties and bridging

cultural or ethnic divides. Sport provides a forum to learn skills

such as discipline, confidence and leadership and it teaches core

principles such as tolerance, cooperation and respect.

Sport for Development and Peace: Towards Achieving the Millennium

Development Goals, 2005

Going beyond the touchline?Going beyond the touchline?

(i) How are such programmes meant to work: programme theory?

(ii) What assumptions do we make about participants?

(iii) Displacement of scope: a need for a bit more humility?

A new aid paradigm?A new aid paradigm?

Economic capital ���� governance ���� civil society/social capital

‘‘Intriguingly vague and open for several interpretationsIntriguingly vague and open for several interpretations’’ KruseKruse

Sport

Plus sport

Sport plusSport-in-development

Sport-for-

development

So many

roads, so

few maps

Mythopoeic nature of sport

• Popular/idealistic ideas produced outside sociological analysis

Sports evangelismSports evangelism

• Relationships between some variables to exclusion of others

• Vague/generalised images, elements of truth ���� reified/distorted

‘represent’ not reflect reality : ad hominem ‘evidence’

• Stand for supposed, but unexamined, impacts/processes

���� metaphors

• Demarcation criteria not specific: sport /sport-for-development

‘‘Intriguingly vague and open for several interpretations’ Kruse

Sport

Magic box; social vaccine� ☺

‘Sport’ presumed to have causal powers

���� Closed system: medical/treatment model

���� Measure ‘outcomes’ : often retrospectively

���� Generalisation: “Sport canA

The magic of sportThe magic of sport

� Mechanisms, processes, networks and ‘purposive action’

� Process and theory-based design and evaluation

���� � ���� � ☺☺☺☺

‘ A.there is nothing about Asport itself that is magicalA.It is the

experience of sport that may facilitate the result’. Papacharisisi et al (2005)

A question of sportA question of sport

Patrikson (1998)

“ Sport, like most activities, is not a priori good or bad, but has the

potential of producing both positive or negative outcomes.

Questions like ‘what conditions are necessary for sport to have

beneficial outcomes?’ must be asked more often”.

�

Intermediate impacts Intermediate impacts

PPersonal/social development/attitudesersonal/social development/attitudes

�

Intermediate outcomesIntermediate outcomes

Behaviour Behaviour

�

Strategic outcomes Strategic outcomes

Community regeneration/social capitalCommunity regeneration/social capital

Conflict resolutionConflict resolution

InputsInputs����

OutputsOutputs����

Sporting inclusionSporting inclusion

Traditional SD: Equity

����

Sporting Outcomes

Skills, rules, ethics

ItIt’’s more than a games more than a game

Beyond participation Beyond participation

���� Theory of change

���� Theory of change

���� Theory of change

‘Research free zone’ ��������

����

����

���� ����

���� ����

���� ����

Plus sport Sport Sport plus

Traditional SD: leaders/coaches as inputs

Sport-in-development: outputs ���� ‘responsible citizens ���� inputs

Perceived similarity to learner (especially for females)

Self-efficacy expectation : capable

Outcome expectancy: desirable

Peer leaders and role modelsPeer leaders and role models

Anything you can doAnything you can do

• Role models: embedded; ‘relevant’; no social distance

• Social learning/self-efficacy theory [Bandura]

HIV/AIDS; behavioural models; sport

Motivational

Climate

Mastery Performance

Effort &

improvement

Important

role

Cooperative

learning

Intra-team

rivalry

Unequal

recognition

Punishment of

mistakes

Social Climate and SelfSocial Climate and Self--EfficacyEfficacy

Develop sporting/social skills

Develop sporting/ethical attitudes

Develop self-efficacy/confidence

HIV/AIDS information [KAO/didactic]

Self-efficacy + attitudes + self-esteem+ information ����

changed sexual behaviour

Gender equity attitudes/behaviour

A Model /Theory of Sport, HIV/AIDS and Sexual Behaviour ChangeA Model /Theory of Sport, HIV/AIDS and Sexual Behaviour Change

Reduced risk-taking sexual behaviour

Self-esteem [mostly peer leaders?]

…maybe

• Programme theories/logic

• Theories of change/assumptions

• Programme design

���� Basis for M&E

����

Research/theory

• What are causes and scope of problems to be addressed?

• Sufficient conditions ���� outcomes?

• Intermediate outcomes ���� changed behaviours?

TBE : improving the menuTBE : improving the menu

What have you assumed about the participants?What have you assumed about the participants?

0 0 0 0 0 0 0 0 0 0 0 0 0 01 1

6

8

10

15

12

5

0 0 0 0 0 0 0 0 00

5

10

15

Num

ber

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Rosenberg score

KCCC

0 0 0 0 0 0 0 0 0 0 0 0 0 01 1

54

5

13

11

9

6

15

8

13

11

7

4

10

0

5

10

15

20Num

ber

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Rosenberg score

EMIMA

Rosenberg SelfRosenberg Self--Esteem ScoresEsteem Scores

15 and 25: normal range

Below 15: low self-esteem

0 0 0 0 0 0 0 01

0 0 0

1

4

2 2

4 4

2 2

5

3

1

0

3

0 0 0

1

0 00

5

10

15

20

Nu

mb

er

0 1 2 3 4 5 6 7 8 9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Rosenberg score

Railway ChildrenRailway Children

0 0 0 0 0 0 0 0 0

2

0

3 3

9 9

24

18

10

13

8 8

4

1 10

0

5

10

15

20

25Num

ber

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Self-efficacy score

EMIMA

Perceived SelfPerceived Self--efficacyefficacy

0 1 1

4

17

22

37

18

10

1

0

5

10

15

20

25

30

35

40

Num

ber

0 1 2 3 4 5 6 7 8 9

Self-efficacy score

Kid's League

“If I can’t do a job first time, I keep on trying until I can”

0 0 0 0 0 0 0 0 0 0 0 0 0 0

1

0

2 2 2

1

0

1

5 5

2 2

4

3

0 0 00

2

4

6

8

10N

um

be

r

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Magic Bus: Perceived SelfMagic Bus: Perceived Self--efficacyefficacy

Magic BusMagic Bus

% of total available score

64

83

75

0

10

20

30

40

50

60

70

80

90

100

Initiative Effort Persistence

Meso organisational/community [social capital; bridging divides]

Displacement of scopeDisplacement of scope

Micro individual impacts [self-confidence/self-esteem/human capital]

Macro ‘development’

Circuses Circuses and and breadbread

Beware of the sports evangelistsBeware of the sports evangelists

‘We mount limited-focus programs to cope with broad-gauge

problems. We devote limited resources to long-standing and

stubborn problems. Above all we concentrate attention on changing

the attitudes and behaviour of target groups without concomitant

attention to the institutional structures and social arrangements

that tend to keep them “target groups”’. Weiss (1993)

Paradox of empowerment

O Mwaanga

Empowerment Through Women’s Football

‘‘complex systems thrust amidst complex systemscomplex systems thrust amidst complex systems’’

Putting the right foot forwardPutting the right foot forward

‘doing honest analysis that would lead to

programme improvement is a glorious way to

be hated by just about everyone’

‘You almost never have to show you’ve prevented

any infections. You can be judged a success for

just doing what you said you were going to do, like

train some nursesA.. or give leaflets to 400 out of

the nation’s 160,000 drug injectors’

‘we do not evaluate enough and so we invite

people to do research into things like sport and

development, sport and peace. We need to prove

what we say that we do.’

Johann Koss, President of Right to Play

Prof Fred Coalter

University of Stirling

SportSport--forfor--developmentdevelopment

“Pessimism of the intellect

Optimism of the will”

Sports

competence

Perceived

strength

Physical

condition

Body

Attractiveness

Importance filter

Self-efficacyPhysical self-efficacy

Importance filter

Global self esteem

����

����

����

���� ���� ���� ����

Source: K Fox (1990)

Social

acceptance

Academic

self-concept

Role(s)

competence?

SelfSelf--esteemesteem

Hierarchical and multidimensional modelHierarchical and multidimensional model

Relationship between strategy and tactics?Relationship between strategy and tactics?

• Programmes are theories ���� Logic models

• Outline core theories: how is programme supposed to work?

• Interrogate: is basic plan sound/plausible/practical/valid?

Reveal assumptions

�

Illustrate connections

Programme components/expected outcomes

‘sufficient conditions’

�

Strengthen claims for causality

Estimate difficult-to-measure programme effects

‘on the balance of probability’

‘Causes and ‘cures’

Basis for theory-based evaluation

Governance

���� Civil society

���� Culture

���� Human capital

���� Social capital

���� NGOs

A new aid paradigm?A new aid paradigm?

Top down economic aid: economic capital

M&E as development M&E as development

• Decision-makers question/analyse assumptions/expectations

• Context: political, cultural, economic, institutional

• Engages stakeholders in planning/monitoring process

• Better understanding, design, implementation of programmes

• Realistic outcomes

The over-arching goal for evaluation in international development

is to foster a transparent, inquisitive and self-critical

organisational cultureAso we can learn to do better DFID

• Process-led, theory-based participatory M&E

SELF-

EFFICACY

VERBAL

PERSUASION

IMITATION &

MODELING

PHYSIOLOGICAL

AROUSAL

PERFORMANCE

Sources of perceived self Sources of perceived self -- efficacy efficacy

People's beliefs about their capabilities to influence events that affect

their lives.

“If I can’t do a job first time, I keep on trying until I can”

Patrikson (1998)

“ Sport, like most activities, is not a priori good or bad, but has the

potential of producing both positive or negative outcomes.

Questions like ‘what conditions are necessary for sport to have

beneficial outcomes?’ must be asked more often”.

‘there is a need to assemble proof, to go beyond what is mostly anecdotal

evidence to monitor and evaluate the impact of sport in development

programmes’ UNICEF, 2006

‘we do not evaluate enough and so we invite people to do research

into things like sport and development, sport and peace. We need to

prove what we say that we do.’ Johann Koss, President of Right to Play

ItIt’’s not what you dos not what you doAAAA