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New Opportunities for PE and Sport Initiative

New Opportunities for PE and Sport Initiative. Evaluation Seminar. Structure of Seminar. Introduction NOPES programme Evaluation –why? Programme evaluation Big Lottery Fund Monitoring Self-evaluation Baseline and Annual Surveys Summary and Conclusions. Introduction to NOPES.

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New Opportunities for PE and Sport Initiative

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  1. New Opportunities for PE and Sport Initiative Evaluation Seminar

  2. Structure of Seminar • Introduction • NOPES programme • Evaluation –why? • Programme evaluation • Big Lottery Fund Monitoring • Self-evaluation • Baseline and Annual Surveys • Summary and Conclusions

  3. Introduction to NOPES

  4. Why Evaluate?

  5. Why Evaluate? • Demonstrate the impact of an initiative • Identify ways to improve existing practice • Influence future policy

  6. Why Evaluate?

  7. Why Evaluate?

  8. Why Evaluate?

  9. Why Evaluate?

  10. New Opportunities for PE and Sport Initiative Programme Evaluation

  11. NOPES Evaluation Team Loughborough Partnership • Institute of Youth Sport • Institute of Sport and Leisure Policy • Centre for Research in Social Policy • PE and Sport Pedagogy Group • British Heart Foundation National Centre • Centre for Developing and Evaluating • Lifelong Learning, Nottingham University • Led by Dr Mary Nevill, Director, Institute of Youth Sport • Three Research Associates at Loughborough University

  12. Programme Evaluation Three key dimensions • Partnership effectiveness • Impact on participation • Impact of participation on wider social change

  13. Programme Evaluation Methods • 7 Fast Track projects • 11 Core Case Study • Telephone Case Studies • Baseline and Annual Surveys

  14. Programme Evaluation Dissemination of Results • Reports to the Big Lottery Fund • Evaluation Newsletters • Evaluation Website www.nopesevaluation.org.uk

  15. Findings – Fast Track projects Partnership • Operational realities taken precedence over strategic aims and objectives • Role seen as being instrumental in achieving longer term goals

  16. Findings – Fast Track projects Participation • Dramatic impact on both quality and quantity of PE recognised by both staff and young people • Very positive impact on the provision of extra-curricular activities • Impact on the community limited to date and presents a much greater challenge

  17. Findings – Fast Track projects Impact on Wider Social Behaviour • Links with wider social outcomes are based on very general notions about the benefits of sport and exercise • Few specific programmes designed to target wider social behaviour

  18. New Opportunities for PE and Sport Initiative Big Lottery Fund Monitoring

  19. New Opportunities for PE and Sport Initiative Self-Evaluation

  20. Self – Evaluation – Why? Task 1: In pairs or small groups consider: What are the main benefits of monitoring and evaluating the projects within your portfolio?

  21. Self – Evaluation – Why? • Demonstrate the impact of NOPES on local schools and communities • Identify ways to improve existing practice within your LEA and within your schools • Influence the future direction of PE and Sport policies for your LEA and schools

  22. Self – Evaluation – Purpose • To consider how your local authority will demonstrate the impact of your NOPES portfolio • To consider how the projects within your portfolio can be supported in undertaking self-evaluation

  23. Gathering evidence – Evaluator’s role New Opportunities for PE and Sport Self- Evaluation Handbook Includes: • Survey guidance • Step by step guide

  24. Self – Evaluation – Step by Step Step 1 Identify aims, objectives and success indicators Step 2 Collect and record data Step 3 Make sense of your data Step 4 Share your findings

  25. STEP 1 – Aims, Objectives and Success Criteria Aims - Aims are general statements you intend to achieve Objectives - More specific measurable outcomes

  26. NOPES – Outcomes 1- 3 • 1.Improved physical education and sport in schools  2. Higher standards across the whole school through PE, sport and other forms of structured activity 3. Better opportunities to increase the levels of physical activity among the school age population and, more generally local communities

  27. NOPES – Outcomes 4 - 6 4. Improved collaboration, co-operation and partnership between schools and their communities 5. Promotion of social inclusion through access to, and use of, sports and outdoor adventure facilities by all groups in society 6. Innovation and best practice in the design and management of facilities including consideration of the principles of sustainable construction and development.

  28. STEP 1 – Aims, Objectives and Success Criteria Success indicators - Criteria to determine whether the process is successful or not in achieving the aims originally identified. Success indicators need to be SMART (Specific, Measurable, Attainable, Relevant and Time-limited)

  29. SMART Success Criteria Task 2 Using the following aim and objectives taken from a development plan identify possible SMART Success Criteria. SMART = Specific, Measurable, Attainable, Relevant and Time-limited Aim: NOPES Outcomes 3 and 4 Objective: Develop inter-school competitions organised and umpired by students

  30. SMART Success Criteria • Task 2 - Examples of SMART Success criteria • Quantitative measures of impact • Summer term 2005 - 5 Year 10 students involved in JSLA to organise a one day ‘kwik cricket’ event for 4 local primary schools in Summer term using the new facility. • Also need to consider: • Quality of provision • How will future policy and practice be informed?

  31. STEP 2 – Collect and record data Data collection • What data need to be collected? • How will the data be collected? • How often will the data be collected?

  32. STEP 2 – Collect and record data Task 3 In pairs or small groups consider: • How will the required data be collated within your projects? • What assistance will they need in order to do this? • Is any support available?

  33. STEP 3 – Making sense of the data • Has your project or portfolio achieved the intended aims and objectives? • Do the results match your expectations? • What implications does this examination of the data have for the future of the project? • What will need to be done to ensure the project achieves the aims and objectives identified?

  34. STEP 4 – Sharing the findings Audiences • Stakeholders and partners • Young people • Parents • Colleagues • Reporting the findings • Posters • Newsletters • Reports

  35. Sharing the findings – Evaluator’s role Sharing examples of effective practice and evaluation findings through: • Newsletters • Website - www.nopesevaluation.org.uk • Evaluation progress • Resources • Effective practice

  36. New Opportunities for PE and Sport Initiative Baseline and Annual Surveys

  37. Baseline and Annual Surveys Development • Extensive development phase • Piloted with fast track projects Big Lottery Fund Monitoring

  38. Baseline and Annual Surveys Purpose • Quantitative Data • Change Over Time Tools • Baseline Survey – NOPES funding under £125,000 and / or not based at school site • Baseline Survey (Extended) – NOPES funding over £125,000 based at school site

  39. Baseline and Annual Surveys Distribution • Directly to Schools / Projects • Follow Up • Annual Survey LEA Role • Access to returned surveys • Loughborough Report (50% of surveys returned)

  40. Baseline Survey Distribution - England

  41. Baseline Survey (Extended)

  42. Baseline Survey (Extended) Section 2 : Background Information Q5 • Quality of existing facilities • Can be used as evidence for Outcome 3 & 6

  43. Baseline Survey (Extended) Section 2 : Background Information Q6 • Importance of other initiatives • Can be used as evidence for Outcome 4

  44. Baseline Survey (Extended) Section 3 : Typical Week A week in which there is minimal disruption to school timetables and plans as a result of activities weeks, poor weather, exams and tests, plays, visits or concerts. In a typical week, pupils are familiar with the timetable and pattern of the day.

  45. Baseline Survey (Extended) Section 3 : Information about the pupils at your school Q11 • Curriculum PE Time • How to collect • Can be used as evidence for Outcome 1

  46. Baseline Survey (Extended) Section 3 : Information about the pupils at your school Q12 • Pupils participating in 2 hours PE and Sport • How to collect • Can be used as evidence for Outcome 1

  47. Baseline Survey (Extended) Section 3 : Information about the pupils at your school Q14 • Availability of extra-curricular activities • Participation in extra-curricular activities • How to collect? • Can be used as evidence for Outcome 1

  48. Baseline Survey (Extended) Section 4 : Usage by other schools and community Q16 • Other school’s use • Definition • How to collect? • Can be used as evidence for Outcomes 3 & 4

  49. Baseline Survey (Extended) Section 5 : Range of Activities Q19 • Available Activities • How to collect? • Can be used as evidence for Outcomes 1 & 3

  50. Baseline Survey – Larger Projects Section 6 : Target Users Q20 • Identify Target Groups • Target groups users • How to collect? • Can be used as evidence for Outcome 5

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