Sports Development

1. Sports Development Sports Management and Sports Development

2. Sports Development and Sports Management • What is Sports Development, and what are its aims? • What is the nature of the Sports Developmentprocess? • How does Sports Development relate to Sports Management? • How can practising managersimplement or assist in the process?

3. Broad definition of sportCouncil of Europe, European Sports Charter (1993) ‘Sport means all forms of physical activity which, through casual or organised participation, aim at expressing or improvingphysical fitness and mental well-being, forming social relationships or obtaining results in competition at all levels’.

4. . . . and its Interpretation (Sport England)‘The Value of Sport’(1999) ‘This is a wide definition of sport that extends far beyond traditional team games to incorporate individualsport and fitness-related activities such as aerobics and certain dance activities, as well as recreational activities such as long walks and cycling. It extends from casual and informal participation to more serious organised club sport, and for the minority involves complete commitment in pursuit of the highest levels of excellence at Olympic and World level. This wide and inclusive definition of sport extends its relevance to the whole population and its value as a significant player in the broader social agenda’.

5. Sport and Sports Development • Sports Development is aboutimplementing and delivering sportto a range of target groups, traditionally at four levels: • Foundation • Participation • Performance • Excellence

6. Typically presented as a pyramid“The Sports Development Continuum”(Casey, 1988)

7. Implications of the pyramid model • That sports development is a continuous process (hence, “continuum”) • That people start (typically) at the bottom of the pyramid (“Foundation Level”) • That they progress their way up smoothly through the various stages until they find their own level • Essentially depicts the athlete / coach (or participant / teacher) relationship • Says nothing about the management of the process

8. Some definitions ofSports DevelopmentSports Council, NW Region (1990) “Sports development is a process by which interest and desire to take part in sport may be created in those who are currently indifferent to the message of sport; or by which those now not taking part but well disposed may be provided with appropriate opportunities to do so; or by which those currently taking part may be enabled to do so with meaningful frequency and greater satisfaction, thus enabling participants at all levels to achieve their full potential”.

9. Implications of this definition • That there are three potential broad target groups • The indifferent • The well-intended but currently non-participant • The currently participant • That it is possible to engage in a developmental process with each of these three groups • The belief that all participants at all levels can be assisted to recognise their potential, and to realise it fully • If they should wish to do so

10. ‘The indifferent’Sports Development challenges • Belief that it is possible to create interest in the indifferent or currently disinterested – or at least in some • Belief that it is possible to motivate the indifferent, and in time to translate this interest into practical participation • Believe that it is possible to sustain this subsequently and to develop it further (cf. continuum transition – “moving up the pyramid”) • In terms of National Campaigns (e.g., Sports Council, “50+ : All to Play For”) this represents a considerable management challenge • Sport currently located on the national social welfare agenda – hence evident government interest • Not just “sport for the sporting”

11. ‘The well-intentioned but currently non-participant’Sports Development challenges • Belief that their current non-participation is caused only by lack of access to opportunities • Belief that provision of opportunities will of itself result in their subsequent participation • Need to focus, though, not just on facilities provision, but on wider access issues • Requires in-depth, situation-specific research on the underlying reasons for non-participation • We know a great deal about participation; but we know far less about non-participation • Non-participation is less visible – a further management challenge

12. ‘The currently participant’Sports Development challenges • Belief that the frequency of participation of the currently participant can and should be increased to a ‘meaningful’ level • How defined? . . . and by whom? • Belief that the participation experience can be made more satisfying to the participant (cf. Rossman) • Belief that sports development is an enabling process that facilitates change

13. Other definitions of Sports Development(Collins, 1995; Eady, 1993) “Sports development is a process whereby effective opportunities, processes, systems and structures are set up to enable and encourage people in all or particular groups and areas to take part in sport for recreation or to improve their performance to whatever level they desire” (Collins, 1995) “In the context of sporting structures and opportunities; the promotion and implementationof positive change” (Eady, 1993)

14. Implications of the continuum levelsFoundation Level • Typically seen as taking place at school (but late beginners?) • Introduction to sport in general, and to particular games • Should offer a ‘menu’ and inform choice – but often doesn’t • Concerned with basic skill acquisition • Should also ensure enjoyment • But often focuses largely on the sporting and the able • Reflects the competitive nature of team-based school sports • Negatives: • Gender stereotyping and male hegemony (Humberstone) • Neglect of the less able • Can be very successful in putting people off sport for life!

15. Implications of the continuum levelsParticipation, Performance and Excellence Levels • Participation Level • Sport is now a habit • Embedded in lifestyle – for some time at least (ideal: lifelong) • Social dimension often important – clubs • Performance Level • Skilled play at a good club level • Competitive • Excellence Level • The peak of the pyramid • Élite sport at a high level (County, National, and International competition)

16. Modifications of the Sports Continuum ModelCoakley and White • Insertion of a third level between “participation” and “performance” • “Committed participation” • Gives five tiers instead of four • Incorporates the concept of a “participation turning point” • Some participants ‘find their level’ – decide to halt their personal skill development at a particular level of competence, and to focus on that level • Others access pathways into excellence by a variety of routes

17. Modifications of the Sports Continuum ModelModified pyramid (McDonald & Tungatt, 1991)

18. Modifications of the Sports Continuum ModelModified pyramid (McDonald & Tungatt, 1991) • Illustrates the greater complexity of these pathways in practice • Incorporates the concept of a ‘performance decision point’ • This reflects an individual’s more conscious, positive decision to pursue higher levels of skill in one (usually) or two (sometimes) specific sport(s) • Model also allows for ‘flow’ – entry and re-entry into the continuum at different levels over time • Two-dimensional models cannot really represent this adequately

19. The Sports Development Process – a Leisure Centre Manager’s View(Robertson, 1986) “It’s not just enough to provide facilities, you have to encourage people to make the best use of them. Having said that, I’m not talking about a very high standard of participation - just about the skill of ‘participating’. Not specific skills either, but basically just about building confidence in taking part - confidence to put on a 42-inch waist pair of trousers, maybe. And the older you are, the worse it gets. But once people get involved, they start to enjoy themselves. Getting them through the door in the first place, then getting them into a situation where they are participating, is part of an educational, developmental process”

20. Sports Development and ManagementAlderson’s model (Alderson, 1993)

21. Key features of Alderson’s model(Alderson, 1993) • Triangular pyramid – has three faces • Four vertical dimensions on each face as before (Foundation, Participation, Performance and Excellence) • Face 1: Sports Coaching and leadership • Face 2: Influence of Recreation Resource Manager • Face 3: Influence of Sport Education • Flexible model – has considerable plasticity, adaptable • Take account of the fact that coaching does not take place in a vacuum • Needs access to facilities for training opportunities (enlightened management) and awareness of what these can offer (sports education)

22. Key features of Alderson’s model(Alderson, 1993) • Reflects the fact that at any age, any individual may need a particular combination of: • Coaching / leading (coach, teacher) • Resource management (sports centre manager) • Educational input and support (sports educator) • Inherently holistic model • Has wide implications for sports management • Management training implications: • Requires rounded individuals with complementary expertise in more than one facet of sports development

23. Community Development Model (see Haywood, 1994) • Derived from wider training in community education, community development, youth work and group work • Needs-based • Bottom-up • Participant-led • Ultimately client-empowering • Instructor-facilitated (animateur sociale) • Non-directive • Emphasis placed on the participation process, and on generic sports skills, rather than on performance or standards

24. Community Development Model Successive stages in the process • Providing opportunity • Creating awareness • Raising interest • Building confidence • Encouraging participation • Ensuring enjoyment • Facilitating choice • Encouraging self-expression • Assisting fulfilment

25. “Wider Picture” model(Sport England, 1999)

26. Characteristics of the ‘Wider Picture’ model(Sport England, 1999) • Greater participation by “More People” • Three new linked programmes within it: • ‘Active Schools’ – which “will support physical education and school sport to stimulate participation by all young people • Learning to play and enjoy sport in the school environment • ‘Active Communities’ – which is seeking “to achieve continuous improvement in the deliveryof sporting opportunities and services at the local level for all the community” • Increasing and sustaining lifelong participation in sport and recreation

27. Characteristics of the ‘Wider Picture’ model(Sport England, 1999) • ‘Active Sports’ where the aim is “to help young people with the ability and desire to improve their sporting skills through a coordinated programme across England that will provide access to organised sport • It is the key programme to get young players “into performance” with sports clubs and development squads • These three will link into the ‘World Class’ programme (talented young players, future champions) within the ‘More Medals’ programme area • Linked also to the ‘More Places’ programme to ensure that facility development takes place at all levels • New stadia, new community facilities, new school and play facilities

28. Characteristics of the ‘Wider Picture’ model(Sport England, 1999) • In addition to these direct concerns with sport, the ‘Wider Picture’ model also embraces a number of ‘externalities’ or ‘instrumental benefits’ of sport, which are very much part of the current New Labour agenda, including: • Social inclusion and equity • Social cohesion • Social control - addressing youth crime and delinquency • Community health and welfare – drug abuse, ageing population, wide range of social issues • Image building and national prestige

29. Sports development can be both generic (concerned with particular common issues), or sports-specific (concerned with aspects of particular sports) Some of its core concepts include: Dynamism Progression Change Development Equity Universality Access Opportunity Facilitation Generic skill Sports-specific skill Achievement Sports development initiativesCategories and characteristics

30. Management involvement in Sports DevelopmentA summary • Through use of the community development approach, and effective use of the community development model in sport (Haywood et al, 1994 ; Robertson 1986) • Through a determined effort to make facilities opportunities more widely available, and to extend partnership working between coaches, managers and educators (Alderson, 1993) • Through non-facility-based or “outreach” strategies into communities (e.g., sport “Action Vans”) – it is a process • Through the implementation of National Campaigns, and a positive awareness of the value and importance of ‘externalities’ in sport (Sport England, 1999)

31. In conclusion . . . Sports Development is: (after Eady, 1993) • Something that makes a difference • The promotion and implementation of positive change • The provision of opportunities for people, additional to those that already exist • Planned, structured and achievement-orientated • Locally original • The removal of barriers • An educational process • About changing the attitudes of providers and participants contemporaneously • A tradition of challenging tradition • A significant challenge to sports management

32. Recommended Reading • Eady, J.(1993) ‘Practical Sports Development’ Harlow: Longman. • Gooding, A..(1998) ‘101 Ways to Succeed in Sports Development’ Reading: ILAM. • Hylton, K. et al. (ed.) (2001) Sports development: policy, process and practice’ London: Routledge. • Collins, M.F.(2003) ‘Sport and Social Exclusion’ London: Routledge. • Haywood, L. (ed.) (1994) ‘Community Leisure and Recreation: Theory and practice’ Oxford: Butterworth-Heinemann. • Sport England (1999) ‘The Value of Sport’ London; Sport England. • DCMS (2001) ‘A Sporting Future for All’ London: HMSO. • DCMS (2001) ‘The Government’s Case for Sport’ London: HMSO.