GOLF: AN EAGLE EYE ON GOLF

Executive Summary of Research Report

Evaluating GoGolf

www.gogolfeurope.euWith the support of the Erasmus+ Programme of the European Union

REPORT AIMTo evaluate and reflect on GoGolf programme effects

on youth health, participation and other outcomes

The golf sector is rising to social as well as environmental sustainability challenges, including addressing issues of access and participation. Enhancing youth participation in golf will enable golf to potentially play a more significant role in improving the health and wellbeing of youth and their families and communities, as well as strengthening the feasibility of individual courses and clubs and ensuring a bright future for golf.

The imperative for interventions for youth participation is realised because of the desire for golf to ensure a flourishing future with strong junior cohorts of players and members who continue through adolescent and youth years to play golf as young and then older adults. In addition, golf can contribute to addressing the health crisis in which many of our young people are inactive and at risk of related non-communicable diseases, lonely and/or disconnected from nature. Increasing youth participation in sport can be one route to increase physical activity, with additional benefits for mental health and scholarship and with further effects from activity outdoors. The sport of golf has unique attributes, making it an ideal sport to engage youth, especially currently inactive or non-participating individuals.

The aim of the research report was to evaluate and reflect on the GoGolf Europe programme and explore how youth access and participation in golf

This Executive Summary summarises the GoGolf Europe Research Report which evaluates and reflects the GoGolf programme. It is available at www.gogolfeurope.eu

INTRODUCTIONcan be enhanced to release health benefits in five programme partner countries across Europe within a social sustainability context. The research report is an output of a European Union (EU) Erasmus+ co-funded project and complements additional reports to provide an evidence and practice base and also offer guidelines to the golf sector. GoGolf Europe was a partnership initiative that involved the collaboration of the EGA (European Golf Association), five European national golf federations, the PGAE (Professional Golfers’ Associations of Europe), EOSE (European Observatoire of Sport and Employment) and the University of St Andrews. The initiative implemented and evaluated interventions to enhance youth access and participation in golf in order to release health benefits, within a social sustainability context, using an innovative coaching methodology, with a target of 640 youth aged 15-18 years across five European countries: Czech Republic, Estonia, France, the Netherlands and Portugal.

The GoGolf initiative was implemented in each country through the national golf federations, which identified appropriate schools and golf facilities. An innovative coaching methodology was developed and workshops were held to train coaches in this methodology. Trained PGA coaches then held taster sessions in each country and youth were recruited in groups of eight for a 12 week coaching programme.

METHODOLOGICAL APPROACHWe undertook research to evaluate the GoGolf programme using a mixed method, partnership approach. Selection, pre-programme (baseline), post-programme and follow up questionnaires were administered to youth through within-country representatives. Demographic data were collected to permit understanding of youth age, physical activity and sports history and socio-economic aspects. Youth health, experience and participation in the programme were evaluated through assessment of changes in psychosocial and health indices including social efficacy (how well people feel able to succeed at interacting with other people), social connectedness (how a person relates to family, friends and other people in their surroundings), mental health (sense of mental wellbeing) and in nature connection (how a person views and feels

Developing processes for communication and working with schools was time consuming and complex; but federations with existing communication or expertise in this area were able to build on previous initiatives. Excellent taster sessions with combined experience of a professional coach and school physical education teacher were effective at inspiring interest. If transport was provided or the golf course was very close to the school and taster sessions were within school hours, these taster sessions appeared to have the greatest impact when they took place at the golf course. If taster sessions were made optional for youth, it was found to be most effective to take the taster sessions

connected to nature). Psychological grit was also assessed to understand perseverance for long-term goals; grit effort indicates how much effort a person thinks they invest in a task and grit interest indicates the perceived engagement of a certain task. Youth interviews, focus groups and written contributions offered deep, rich understanding of youth experience and barriers affecting future intentions to participate. Coaches responded to a training feedback survey after the two-day training workshops. They also filled-in session reports after each session to evaluate learning from the innovative coaching methodology. Some coaches contributed written comments or were interviewed to further capture changes in practice and insights on the GoGolf programme and on youth participation in golf more widely. Data were analysed and summary results are presented in the report.

YOUTH RECRUITMENTto youth within the school. Recruitment was impeded by pre-conceived negative attitudes to golf, especially views that golf was expensive, slow, for old people, not “cool” and boring. Recruitment was difficult if the golf course was far away or transport was not provided. Participation in the GoGolf programme was enhanced if the GoGolf sessions were within school hours and within the curriculum. Recruitment was enhanced by enthusiastic, dedicated coaches and by beautiful golf courses.

Youth participation was viewed variously as participation in GoGolf activities (estimated over 1000 youth), participation in GoGolf coaching programme (645 youth), participation in research (457 youth) and intention to participate in golf in the future (nearly 2 in 5 of the youth responding). Target numbers were thus achieved. Mixed response rates to questionnaires created complexity in interpretation of research results. We developed an adaptive approach to implementation and evaluation by modifying research tools after Phase 1 to inform Phase 2 of the project. Youth responding to questionnaires were physically active at the time of recruitment, with Phase 1 participants undertaking a mean of 5.13 30-minute sessions per week and Phase 2 participants a mean of 4.71 30-minute sessions per week. Hence either the project did not reach sedentary youth, or sedentary youth chose not to participate (in countries in which participation was voluntary) or more sedentary youth did not respond to research questionnaires. However, this recruitment issue limited the capacity for participation in the GoGolf programme to provoke significant improvements in health indices. Country differences in physical activity were weak and are likely to reflect uneven questionnaire completion across countries. Levels of psychological grit effort and interest were similar across countries. In Phase 1 evaluation, there was no pattern of change in mental health, social self-efficacy or social connectedness indicators as assessed by Reliable Change Index. In Phase 2, only the mental health index was retained and there was no significant effect of the GoGolf programme on this parameter. The youth generally had good mental health (mean pre-programme (m T1)= 3.63, SD = 0.57; mean post-programme (m T2) = 3.57, SD = 0.64). It was suggested that because youth had high values at the start of their programme it would be difficult to increase values further (a roof effect) and also that this was a short period in

YOUTH PARTICIPATION, HEALTH AND EXPERIENCE

which to observe changes when values are relatively high at the start of the programme. These results do not mean that golf does not have positive effects on health, merely that we did not observe effects on the indices measured in this programme. Nature connection indices did not change significantly over the programme, with no real change seen in Phase 1 and no significant differences between values in Phase 2 (m T1 = 3.25, SD = 0.83; m T2 = 3.40, SD = 0.94). However, the youth interviewed commented on the positive feelings of being in nature: “we are in a natural environment, we are in harmony with nature” and the stress relief offered: “it’s [golf is] a good way to relieve stress and to be outside as well”. Youth attitudes to golf did not exhibit real change in Phase 1 nor in Phase 2 as measured by attitudinal indices derived from Likert responses in questionnaires, but some youth interviewed expressed more positive attitudes towards golf after participation in the GoGolf programme, seeing it as a real sport, “it was fun to do” and challenging to play. Positive attitudes to golf and grit interest were both predictors of intention to play golf in the future, meaning that those youth who had more positive attitudes to golf before starting the programme and those with more perseverance of interest were more likely to become long-term golfers. Barriers to future participation included distance and transport to golf courses in some countries, cost (after deals from participating clubs ended) and time. At this age, youth were heavily scheduled with study, other organized sports and additional activities. The prioritisation of golf over other activities was a challenge. Despite this, some youth (almost 2 out of 5 youth) expressed an intention to play golf in the future as a result of the GoGolf programme and it appears that around 1 in 10 youth did continue to play. This is seen as a real success given the competition against other activities.

A novel, innovative coaching methodology was developed by the PGAs of Europe and coaches were trained over two-day workshops. Coaches were highly satisfied or satisfied with training and indicated that they learnt new approaches and skills: “it has definitely changed my perspective on coaching”. Verification of coaching was undertaken through analysis of coach session reports, interviews with coaches and youth interviews and focus groups; long term observation of coaching was not undertaken. Coaches indicated on session reports that learning outcomes were achieved to a moderate or fairly great extent. The coaching methodology was designed to meet basic youth needs of autonomy (choice and decision making), relatedness (social interactions) and competence (ability to play) as outlined by Self Determination Theory. Coaches enthusiastically adopted intentions to support autonomy (“it’s them [youth] who decide what they want to do”) to focus on competence to play the game rather than technical skills (with “minimal use of golfing terminology”), and to develop relatedness (“they were always interacting”) but they struggled more to assess social learning outcomes. Coach interviews suggested that shifting “from instructor to coach” focus by promoting

COACHING METHODOLOGYyouth “guided discovery” and problem-solving was transformational to coaching practice. The use of technology and smart phones engaged youth and facilitated social interaction, although some coaches mentioned challenges in retaining group focus. Coaches proposed minor modifications to the GoGolf programme for future iterations and indicated that they were already taking approaches into wider coaching practice, with adults as well as youth. International interest in the GoGolf methodology led to training workshops being conducted in South Africa, Russia and Spain, with extremely positive feedback from coaches, one indicating that the “course has rejuvenated my coaching as a whole”. Youth evaluation of the coaching methodology in questionnaires was positive. Interviews revealed that youth enjoyed the autonomy and very much liked the focus on social interaction, and that they felt they achieved some competence. Comments for improvement included a request for more variety in sessions and more time on the course. Overall, the innovative GoGolf PLAYinG coaching methodology was a success, changing practice in coaches and offering a format by which youth and adults can have a positive experience and be engaged in golf.

The GoGolf programme was implemented using a partnership approach across federations, schools and coaches with the University driving programme level evaluation. Programme focus shifted from selection to recruitment of youth, causing partners to learn much about engagement. The complex contexts for implementation created challenges for evaluation, with questionnaire response rates differing across countries. Communication and adaptive learning led to more effective processes throughout the

PARTNERSHIP AND EVALUATION APPROACHprogramme. We recognised the time and resource required to build trust and relationships across partners, as is typical of other such projects. Research collaboration with other academics and programmes was fruitful, strengthening our conceptual framing and ensuring that early results from this project influenced other initiatives on golf and health. The programme also created a strong precedent for increased cooperation with academic institutions as a positive change for the future.

CONCLUSIONIt was concluded that the GoGolf programme was successful in engaging youth in golf across five European countries. Despite recruitment challenges, over 1000 youth participated in GoGolf activities and 645 youth participated in the coaching programme. Around 2 out of every 5 youths responding to the final survey were interested in playing golf in the future, with almost 1 out of 5 pursuing that interest soon after the programme. The innovative coaching methodology developed coach practice and engaged youth in golf as a sport. We see these results as contributing to a broader drive for golf to contribute to healthy societies living in thriving environments, as well as ensuring that the golf sector and individual organisations have a vibrant, sustainable future.

Youth participation in the GoGolf programme was achieved despite challenges in recruitment, and whilst many participating youth enjoyed their experience of golf, intentions to play in the future were limited mainly by time (time available of youth and the time taken to travel to and play a session of golf) and by distance and transport to the golf course, with some concerns raised about cost. The GoGolf programme did not generate any observed increase in health indices used in this evaluation but this does not mean there are no effects of golf on health. Some of the greatest effects may be seen in future sports participation of the youth engaged.

We promote a partnership approach and acknowledge the learning achieved by all partners. Future partnerships should recognise the time and effort required to enable knowledge sharing and adaptive approaches. The coaching methodology

DISCUSSIONwas innovative and well-received and achieved its theoretical goals of better meeting basic youth needs, focusing on autonomy, relatedness and competence. Overall, the GoGolf programme delivered a range of significant impacts. We identified conceptual insights regarding youth sport participation and a wellbeing focus on golf and instrumental impacts through youth trained and formats established for future interventions. Capacity impacts were considered to be meaningful through learning of all concerned, especially the coaches. Connective impacts were achieved through facilitating a network of trained coaches and enhanced cooperation within the golf industry across all EU member states through the European Golf Association, which communicated programme impacts to their national golf federation members, and other European golf organisations. There was also some attitudinal impact, especially on the youth who participated.

Partnership of the GoGolf Europe project:

European Golf Association - EGA (Coordinator)Professional Golfers’ Associations of Europe (PGAs of Europe) - Europe

European Observatoire of Sport and Employment (EOSE) - EuropeUniversity of St Andrews - UK

Czech Golf Federation - Czech RepublicEstonian Golf Association - Estonia

French Golf Federation - FranceRoyal Netherlands Golf Federation - Netherlands

Portuguese Golf Federation - Portugal

©2017. GoGolf Europe. All rights reserved. No part of this document may be reproduced or distributed in any form or by any means, without express written permission. Any unauthorised reprint, commercial copying, selling, transmitting or use of this material is forbidden and will

constitute an infringement of copyright. For further information contact European Golf Association: info@ega-golf.ch

Leading Authors: Erik Lundkvist and Rehema M. White School of Geography and Sustainable Development, University of St Andrews

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the

Commission cannot be held responsible for any use which may be made of the information contained therein.

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FINAL CONFERENCE

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