fred coalter playthegame2009a2 - play the game -...
TRANSCRIPT
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