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Sports Development

Sports Management and Sports Development

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Sports Development and Sports Management

What is Sports Development, and what are its aims?

What is the nature of the Sports Development process?

How does Sports Development relate to Sports Management?

How can practising managers implement or assist in the process?

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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 improving physical fitness and mental

well-being, forming social relationships or obtaining

results in competition at all levels’.

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. . . 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 individual sport 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’.

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Sport and Sports Development

Sports Development is about implementing and delivering sport to a range of target groups, traditionally at four levels:

Foundation Participation Performance Excellence

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

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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

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Some definitions of Sports 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”.

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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

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‘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”

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‘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

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‘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

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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 implementation of positive change”

(Eady, 1993)

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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!

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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)

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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

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

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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

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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”

 

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

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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)

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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

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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

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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

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“Wider Picture” model(Sport England, 1999)

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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 delivery of sporting opportunities and services at the local level for all the community”

Increasing and sustaining lifelong participation in sport and recreation

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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

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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

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Sports development initiativesCategories and characteristics

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

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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)

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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

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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.