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Regional Survey of Development through Sport Programmes implemented at the country level

This report aims to identify best practices observed in the administration of Development Through Sport Programmes across the region; to raise awareness of the powerful role that sport can play in the lives of the most vulnerable; and to utilize the information to inform the design of regional and country level programmes .
Methodology:>
The CARICOM Secretariat designed and tested the survey instrument in consultation with Departments of Youth And Sport and formally requested them in writing to identify relevant programmes delivered/ proposed at the country level. Managers of programmes identified were subsequently contacted and the survey instrument completed either in writing or via a telephone interview. Data gathered were analysed and a draft report discussed by the Human Resource Development in Sport Committee in March 2003. Feedback received was incorporated into the final report.
Target Group and Participating Countries
Projects were identified in the following countries: Barbados, Dominica, Grenada, Guyana, St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines, Suriname and Trinidad and Tobago. Personnel contacted in Departments responsible for Youth Affairs and/or Sport in Anguilla, Antigua and Barbuda, Belize, British Virgin Islands, Montserrat and the Turks and Caicos Islands were aware of the concept of development through sport, but unable to identify such programmes at the country level. Persons contacted in Haiti, the Bahamas and Jamaica failed to respond to correspondence and/or follow-up telephone calls.

Limitations

The scope of the study is restricted to programmes identified by Member States, many of which were implemented by Departments of Youth and/or Sport. It is conceivable that other “Development through Sport” programmes exist and may have been overlooked because of lack of information and/or communication at the country level.. Other limitations include the absence of/limited data on programme impact and effectiveness.

Background

This survey is in fulfillment of a decision of the Third Special Meeting of the Council for Human and Social Development on Sport, held in Barbados in 2001, to:

    research and document best practices in the region with respect to the use of sport as a development tool
    establish and strengthen networking relationships with counterparts in the field of education, health, youth and social services

Social and Economic Context

The impact of globalisation, trade liberalization and new technologies on the Community has, on the one hand, increased competitiveness, created new jobs and diversified culture; and on the other eroded customary ways of earning income, penetrated culture and degraded traditional values, attitudes and practices. Poor economic performance, the imposition of harsh structural adjustment measures and increasing poverty in the region have contributed to huge deficits and cutbacks in health, education, environment and other basic social services; and to a loss of confidence in politics, politicians and democracy. There has been a steady decline in educational access, outcomes and quality; and a noticeable gap between the outputs of schools and private sector requirements. (UNECLAC, 1996; Report of the 4th meeting of the COHSOD, CARICOM 2001)

Approximately 60% of the Community’s population is under the age of 30. Young people are increasingly vulnerable to chronic non-communicable diseases HIV/AIDS/STIs and substance abuse; and a wide range of social and economic ills unemployment, teenage pregnancy, crime and violence; illiteracy and male under achievement/under-participation; and street children and dysfunctional families. Youth are impatient with the slow pace of fundamental change, and have become assertive in challenging authority and demanding that their voices be heard (Regional Strategy for Youth Development, CARICOM 2001; CYP, 1996)

Over the past few decades regional Governments, with the assistance of regional and international agencies, invested a significant quantum of human and financial resources into programmes aiming to alleviate the crisis of youth and to promote human and social development with equity. These programmes tended to be disparate and uncoordinated, and the empirical evidence is not there to indicate whether they achieved their intended impact and objectives. There is no culture of research, strategic planning and evaluation, and planning, advocacy and evaluation tend to be informed by subjective assessments. Resources are inadequate, few formal mechanisms exist for integrated planning and programme coordination, and levels of duplication are high.

Sport and Development

The emerging development paradigm in the Community is humanistic and places people (and in particular women, the disabled and youth) at the center of development efforts.It is underscored by values such as equity, democracy, human rights, civil society participation and the right to basic health (CARICOM Charter for Civil Society, 1996).

The Commonwealth Games of Canada and the Commonwealth Sport Development Program are among the agencies which have promoted the “added value” of sport in fostering the social and economic development of people, families and communities; and in addressing issues such as poverty, environment, human rights, gender equality, HIV/AIDS prevention and awareness, economic growth and sustainability and international pride and peace.

Within the Caribbean, Cuba’s national development plan clearly identifies sport as a priority and a right for all citizens, regardless of ethnic/geographic origin, physical and mental health or age. Sport is delivered on a comprehensive, systematic, evidence based and integrated basis and objectives encompass individual health, social well being and intellectual development; as well as the shaping of high performance athletes. Physical activity, sport and recreation programmes are delivered in many locations including homes from infancy; schools through University; the work place; and communities. The adult population engages in physical activity through the golden years for health, cultural and social purposes (CARICOM Secretariat, 2003).

The 1996 meeting of the Conference of CARICOM Heads of Government and the 2001 Special meeting of the COHSOD on Sport endorsed sport as an effective tool for social, personal, cultural and economic development. The policy framework for development through sport programmes includes the 2002 Caribbean Cooperation in Health 11 initiative; and Regional strategies for youth (CARICOM 2001), demand reduction (CARIOM/CAREC 2002), HIV/AIDS (CARICOM 2000) and Human Resource Development (CARICOM 1997). However, a significant number of the region’s citizens, planners and policy makers fail to grasp the difference between sport, physical activity and recreation; and the power of sport to change lives, transform communities and shape the future of nations is largely unrecognized. A significant quantum of resources will have to be mobilised to facilitate the implementation of the Draft Strategy for the Development of Sport once finalised.

Definition of Terms in the Regional Survey of Development through Sport Programmes implemented at the country level

    Development: Development is about providing people with opportunities to lead long and healthy lives, and to access the resources needed for a decent standard of living (Commonwealth games of Canada, 1998 – 2002).

    Sport: Sport transcends competition and medal-winning performances to encompass physical activity, active living and recreation; and invites a large realm of participation by the general population (Commonwealth games of Canada, 1998 – 2002).
    Development through Sport: In addition to health and personal development benefits there is compelling evidence that sport can be an effective vehicle for advancing sustainable human, social and economic development (Commonwealth games of Canada, 1998 – 2002)

    Youth-at-risk: Young people living in a negative environment and/or lacking the skills and values that help them to become responsible members of society (Collingwood, 1997)

 

Inherent and Added Benefits of Sport and Physical Activity

The inherent and added benefits of sport and physical activity are summarized in the chart below.
Element 
Objectives

Potential benefits

Disease prevention

To use sport and physical activity as forms of preventive medicine,

Reduction of a person's risk of life-threatening diseases, such as cardiovascular disease, cancer, diabetes, osteoporosis, obesity and mental health disorders (Heart Health Coalition, 1998).

Psychological Well-Being, Learning and Productivity

To use Sport and physical activity to promote psychological health and well-being; and >

To eliminate stereotyping and social stigmatization of individuals who are differently able.

Reduction of anxiety, depression and tension; enhancement of self-esteem, self-confidence and perceived physical competence (CPRA, 1999); an excellent antidote to stress (DeMarco & Sydney, 1989); increased sense of community involvement and reintegration into the mainstream.

Social Cohesion

To use sport and physical activity as a unifying and integrating force in society.

Promotion of equality, participation and inclusion; reinforcement of social values and goals including hard work, fair play, character development and teamwork; leadership development (Fabre & Hilmer, 1997); increased commitment to community, improved interpersonal relationships (Copps, 1998; Hilmer. 1998).

Investing in the well being of women is one of the fastest ways to improve living conditions in entire communities (CIDA, 2000).

Health promotion and Poverty Alleviation

To use Sport and physical activity to promote basic health;

To gather people together for the purpose of playing a sport or being physically active, as well as discussing health and social issues such as AIDS, nutrition and family planning.

Raising awareness of health issues and engendering healthier life-long practices People who are healthy are better able to take care of themselves and their families, and to contribute to the economic, social and political lives of their nations.

Direct and indirect provision of a range of employment/self -employment opportunities.

Reaching out to youth at Risk

To use Sport and physical activity to offer positive alternatives to anti-social behaviours such as drug use and crime; and the problems that stem from a lack of self-esteem, boredom, idleness, alienation and poverty.

increased individual and community participation, ethical and democratic practices and racial tolerance; better family interactions and peer influence; behavioural standards and goals that contribute to positive social relations and the motivation to succeed; better use of free time (Hilmer, 1998)

Individuals who are regularly active demonstrate improved academic performance and are more likely to stay in/return to school (Tremblay, Inman, Wilms, 1998; CFLRI, 1993; James, 1995). Sport is an effective behaviour change methodology (CARICOM, 2002).

Identifying talented athletes

To identify and select individuals with the potential to become high performance athletes

Excellence in sport inspires athletes to try harder, and winning of medals inspires national pride (CARICOM, 2003).

Findings and Discussion

The Development through Sport Projects reviewed were organized by a mix of Sport clubs/associations; youth organizations/NGOs; Ministries of youth and sport; National drug Associations; sport federations; and community/village associations. Three of the projects listed were implemented under the chapeau of “Project Strong”, a project affiliated with the Commonwealth Sport Development Programme (CSDP). The CSDP provides organisers with technical support and administrative tools.

Generally speaking programmes were ad hoc, under-resourced, uncoordinated and small scale. There was no evidence of local service delivery networks or of extensive communication, information sharing and/or coordination linkages. A full description of the Development through Sport Programmes in the Caribbean Community can be found at Attachment…,

Project Design, development, implementation and Evaluation

It is generally accepted that projects which are tailored to meet the needs of beneficiaries and implemented through systematic evidence-based approaches have a better chance of success and impact than those developed and delivered in ad hoc manner. Development through Sport Projects require inputs from multiple sectors including education, health, youth culture and community development, and have the potential to generate resources for project implementation; increase the projects sphere of influence; and decrease the risk of programme duplication.

Basic stages of the project development cycle are outlined below:

    project design:data gathering through, e.g. consultation with technical experts/key stakeholders; review of models of best practice/lessons learned; focus group discussions; and action research; data analysis and strategic planning; identification of opportunities; assessment of needs; formulation of long/short-term goals and objectives;


    project development: design of appropriate strategies and methodologies tailored to participants’ needs; development of measurable targets and indicators, time frames and budgets; resource mobilization.

    Project implementation and monitoring: operationalisation of strategies and allocation of resources to achieve targeted objectives; continuous assessment of participant needs and interests; and modification of the programme in light of findings


    project evaluation and impact assessment: evaluation of the degree to which project goals and objectives have been realized; scientific assessment of behaviour change; identification of issues, challenges and outcomes; and modification of the programme in light of findings.

Gaps observed in the projects observed included the absence of adequate of adequate data gathering, consultation and needs assessment processes in the early stages of project development; failure to set clear targets and indicators; inadequate human, physical and financial resources; and the absence of evaluation and impact assessment components. These elements had either been overlooked or short cuts had been taken to get the program to the delivery stage.

Beneficiaries

The primary beneficiaries of Development through Sport programmes reviewed were early school leavers, unemployed youth, children in foster care and students aged 12 – 19. Strategies for identifying and selecting participants included contact with agencies and institutions such as schools, YMCA ,community groups and social service agencies; and one-on-one contact with children and parents. In some cases parents and previous participants served as sources of referral.

Gaps noted include failure to have each participant complete a social needs assessment and medical and psychological history; and lack of access to a social, medical and psychological support team to investigate/treat behavioural disorders, learning disabilities and other problems detected.

Targeting special populations

Many beneficiaries were described as “school failures” with feelings of alienation and experience of social marginalisation who need a caring but structured environment. Recommendations for working with youth at risk include careful selection of committed staff and volunteers willing to serve as mentors, friends and surrogate parents; orientation of parents and community leaders to the aims of the programme and staff to the characteristic of the community; training to equip staff to deal with a range of behavioral problems; and one-on-one contact between facilitators and participants; development of a code of conduct for staff and participants that is discussed and referred to throughout the programme; openly discussion of behavioural consequences with participants to empower them to become active and contributing members of the decision making process and at the same time accountable to the peer group; regular meetings of program staff (with representation from participants) to discuss issues that arise; and adaptation of the programme to meet the changing needs of participants

The inherent benefits of sport include elimination of stereotyping and social stigmatization of individuals who are differently able; raising awareness of women's rights and issues; revealing gender inequalities and culturally determined male stereotypes; and generally promoting equality, participation and inclusion. However, the extent to which gender specific programmes exploited the opportunity to address gender and social development issues is not clear. None of the programmes reviewed targeted the differently able, senior citizens, employees or adults with hypertension, diabetes, arthritis and other health problems. Few programmes targeted children at early stages of development when it is considered easier to shape attitudes and behaviors.

Resource mobilisation

The most frequently reported “challenge” was access to adequate funding, facilities, equipment, technical support and materials. Many project proposals had been written but few were funded; and the release of funds committed by government and other organizations was often slow. The impact of these issues collectively limited project duration, scope and impact; hampered the timely achievement of targeted objectives; and disappointed participants. Resources were also mobilized through fund raising activities, private sector support and the formation of strategic alliances/joint project development with stakeholders. Different sports require different levels of facilities and equipment, and physical facilities were often shared.

Human Resources

Project staff were drawn from social sector ministries, community organisations, schools, specialist NGOS sport Federations and other institutions mainly on a voluntary or in-kind basis, although some projects had built paid staff into the budget. Volunteers were an important resource and included teachers, parents, community leaders, past participants and university students on field attachments.

In spite of the recognition that youth learn best from their peers, none of the programmes implemented appeared to have adopted peer education strategies and/or to have deliberately targeted youth and sport leaders for “training of trainer” courses. Such actions would have a multiplier effect on the development programmes implemented in the region, increase access to volunteers and foster the development of inter-sectoral networks. The programme proposed in Suriname should offer valuable lessons in this regard.

Invariably facilitators, coaches and volunteers lacked the capacity and/or the knowledge to deal with indiscipline and behavioural problems and were not familiar with the characteristics of the community in which they worked. Programme managers stressed the need for staff orientation and training; and for stipends and non-monetary rewards for volunteers and facilitators.

Programme Content and Delivery Methodologies

Participants were taught skills in traditional disciplines such as badminton, volleyball, netball, cricket, basketball, hockey, table tennis, track and field, softball and swimming; exposed to elite sports including golf and lawn tennis; and in some instances given the opportunity to advance to senior club teams. Participants (and not only the organizers) should be interested in the sports taught. Personal and Social development modules focused on issues such as social cohesion, health promotion, poverty alleviation and reaching out to youth at risk; literacy, numeracy, career counseling and tutoring; team building, self concept development and life skills; employment/self-employment; and community mobilization and development.

The fact that not all parents were cooperative and that some youth were more interested in sport than in the socio-educational component suggests that participants and their parents should tbe oriented to the programme’s aims and objectives early in the project development cycle. Academic content should be delivered through adult education methodologies, and social learning modules should be highly interactive and experiential. Challenges encountered included ensuring that individuals participate in both sport and social development activities; and determining the optimal weighting of sport, academic and social development objectives.

Stakeholder participation

Each stakeholder has a unique perspective that can enhance the format of the programme. Stakeholder participation is a mechanism for building ownership and commitment; assuring the relevance of the programme; and increasing access to resources for implementation through, for example, fund raising and volunteerism. Key stakeholders should be identified and involved in project design, implementation and evaluation from the early stages.

Information and Communication

The additional number of stakeholders involved in development through sport programmes an the low level of appreciation of the inherent and added benefits in the Caribbean make it vitally important to establish and maintain communication with key stakeholders at all levels of involvement. A breakdown in the communication chain can negatively impact the programme at any stage of the project development cycle and may negatively influence project success.

The level of cooperation and support obtained from parents and agencies seemed to be linked to the extent to which they were aware of/sensitized to the programmes objectives. Strategies for maintaining communication and sharing information include the establishment of sub-committees to communicate with different stakeholders.

Successes and Challenges

Despite of the absence of empirical evidence and systematic approaches to project evaluation programme managers reportedly observed changes in the attitude and behaviour of some participants. Reported successes and challenges are summarised in the box below.

Successes

Challenges

Sense of ownership and stakeholder participation resulting in Increased levels of volunteerism and more resources for project implementation

Enhanced personal development, leadership and life skills; improved teenage-parent and peer-to-peer relationships; and increased physical confidence.

Increase in marketable skills and access to employment/self-employment opportunities.

Positive advertisement for the programme from parents and participants.

Increase in academic outputs and participants who returned to/continued academic training .


Increased levels of community development, empowerment and pride

Increase In sporting achievement

Better and/or more meaningful use of free time

Increasing levels of stakeholders participation in programme design, implementation and management.

Building the capacity of facilitators and community leaders to deal with discipline and behaviour problems.


Mobilising resources and building commitment from the organizations that in effect “Give the programmes Life”.

Sensitizing the public/community to programme aims and the inherent and added benefits of sport.

Building capacity to continuously evaluate programme delivery and impact, and to adapt to changing participant needs

Weighting the sporting and educational portions of the program

Accessing medical, social and psychological support for participants

Model of administrative best practice

The challenges, success and lessons learned, together with the gaps between objectives and outcomes , have informed the model proposed for developing, implementing and managing Development through Sport Projects. The elements of this model are summarized below:

    adopt systematic evidence based approaches to project design, development, implementation and evaluation, including the development of measurable targets and indicators and conduct of a needs/impact assessment and evaluation


    Institutionalize consultation, data gathering and strategic planning processes and emphasise strategies such as action research and focus group facilitation

    Identify key stakeholders, in particular parents, participants and specialized agencies, and foster their participation in project design, implementation and evaluation


    Target individuals at all stages in the life cycle as project beneficiaries, in particular men, women, workers, children and those who are specially able

    Identify and allocate adequate financial, physical and material and other resources


    Ensure that human resources, both paid and voluntary, are equipped with appropriate knowledge, attitudes, skills and values; and build in stipends and non-monetary rewards for volunteers

        Develop a communication strategy to sensitise the public to programme goals; to promote sport as a tool for personal, economic, social, cultural and national development; and to maintain communication and information sharing linkages with key stakeholders.


        Balance sport specific and Social development content; adopt Adult education methodologies to deliver academic content, and highly interactive and experiential one for the social learning content. Aim for a 1 – 5 facilitator-participant ratio maximum.

    Monitor and continuously evaluate the status of project implementation, and use feedback to revise project expectations and targets


Strategic actions for governments to consider are listed below:.

    Identify the absorptive capacity of the region with regard to integrated development through sport projects; project the number and type of human resources that will be required in specific sectors over the long and short term; and identify the implications for education, training and development


    Develop tools and strategies to strengthen the development and functioning of integrated service delivery networks at all levels

    Strengthen institutional and human resource capacity to adopt evidence based approaches to project design, implementation, evaluation and impact assessment, and to adopt scientific approaches to behaviour change


    Increase the level of paraprofessional resources for program development and implementation by coopting sport, community and youth leaders as “trainers of trainers” and peer educators

    Provide adequate financial, physical, human and other resources for the sport sector.

    research the short and long term impact of development through sport programmes; and the mechanisms for promoting and reinforcing behavioural change.

Conclusion

Sport and physical activity have the capacity to touch the lives of all people, regardless of gender, age, language, economic and social strata, geographic location, or cultural differences. When integrated into the broader framework of development goals, sport constitutes an additional vehicle, mechanism or tool for advancing sustainable development. The Human Resource Development Strategy identifies sport, culture and theatre/drama as behaviour change methodologies (CARICOM, 1997).

One sector cannot possibly fulfill all of the Development through sport objectives, and youth, culture, education, community development, health and/or other social sector agencies and institutions that traditionally function independently of each other should form strategic alliances and partnerships at various levels under broad common themes with a view to coordinating and coordinating their programmes, structures and strategies.

This presentation has identified some of the major challenges as well as a possible framework that may guide a plan of action. Development through sport is a relatively new approach to development and several countries have developed the type of inter-sectoral and integrated models that may be of benefit to CARICOM, among them Canada and Cuba, both of which are currently collaborating with the Secretariat and the HRD Sport Committee.

The next steps include further consultation with stakeholders in assessing their respective programmes; building consensus on a specific model to be used at country and regional levels respectively; advocacy for the model chosen; and designing, costing and implementing pilot programmes to test various elements of the model.

The COHSOD is requested to

    Discuss the challenges, successes and lessons learned in the regional survey of Development through Sport Programmes;

    Examine the proposals to promote the adoption of inter-ministerial approaches at the country level under broad themes, and discuss the implications for allocating resources to these projects on an equitable and/or competitive basis

    Make recommendations on what can be done at the regional level to stimulate and implement the development through sport model(s) and to foster collaboration among national programmes.

Description of Selective Development through Sport in the Caribbean Community
Programs

Purpose 
Target

Overview

Successes

Lessons Learned / Challenges and Recommendations

Playing Sports Prevents HIV/AIDS: An Indoor Football Extravaganza – Trinidad and Tobago


Institute for Future Global Leaders (IFGL),
Mr. Calvin James, Tel. #868-775-8840

To create a forum for the dissemination of HIV/AIDS information

Youth ages 12-25 in selected communities

An indoor football league provides the vehicle for educating athletes, spectators and the general community about HIV/AIDS

Athletes participate in AIDS prevention workshops and additional information packets are distributed to spectators during intermission at competitive league games. Packages are obtained from agencies such as UNAIDS, UNICEF and the Ministry of Health.

Sport is a good forum for information sharing and athletes are interested in learning.

 

The programme has reached over 500 young people (approximately 120 athletes regularly participate, held over 46 league games with roughly 75 spectators per game)

 

Form partnerships with government agencies and other institutions (important sources of financial and 'in-kind' support).

Train community leaders to interact with and manage participants from diverse backgrounds.

Develop a public information strategy to sensitize the public to the aims of such programmes.

“Theme based Sports and Recreation Activity, on HIV/AIDS” – Suriname

Mr. Michael Watson,
#: 597-400-095

To disseminate information about the prevention and awareness of HIV/AIDS

 

To educate the community on the positive effects of leisure and the “fun of getting fit”

Youth, ages 12-18, who are members of two sporting institutes (Kime and Sankaku Sport)

 

The programme will adopt innovative approaches to HIV/AIDS education. Sporting activities are supplemented by a range of “Theme based activities” which may include cultural activities such as music, performing art, dance and recitation.

The programme will train some participants as “public relations officers” to educate their peers.

Pilot project – if successful will be continued

Resources will be mobiised from extra-ministerial budget s.

 

Key element will include qualified public relations officers, adequate facilities, sufficient training and study material, sufficient finances and adequate promotion

EveryBODY Matters – Trinidad and Tobago (targeted for implementation 2003)

To promote the goals of olympicism;

to encourage women to participate in sport at all levels.

Women

The program will promote sport for all regardless of race, age, social/political standing, gender, belief and nationality; and use softball to involve women in sport and in interactive workshops to demonstrate life skills and values such as adaptability, flexibility, cooperation and teamwork.


Project Strong
St. Kitts and Nevis

Mr. Archibald Washington,
Tel. #(869)-466-3911

To create quality people and rehabilitate youth by giving them the skills to find employment

Youth-at-risk, early school leavers and unemployed youth.

Participants are provided training in basic arithmetic, english, computers, conversational spanish and music through informal methodologies; and trained in the techniques of high-profile sports such as golf, tennis and basketball in addition to netball, volleyball, softball and table tennis.

Sport is time-tabled 14 hours per week.

On-the-job training is scheduled 2 days per week (hotel chefs, farmers, auto mechanics)

A change in attitude was observed in some participants.

Some have received offers of full-time employment.

Participants continue with academic training outside of the ‘traditional school system’.

Volunteers are an important element of program success.

Behavior change is a slow process.

Adequate funding is a challenge.

Project Strong Barbados

Ms. Emily Robson, CSDP Intern,

# (246) 437-6014

To provide youth-at-risk with the opportunity to participate in elite sport(s) and to improve self-esteem/confidence levels

Residential youth under the 'Child Care Board' system ages 12-16

The program incorporates cultural activities, life skills, health education and drug awareness.

Youth participate in golf, swimming, tennis and volleyball over a 3-month period.

Child chare officers (who interact with the youth on a day-to-day basis) have commented that some of the older youth have been motivated to start skills training.

Youth have more motivation to participate and exhibit more positive behavior (than before the sport sessions started)

Direct interaction with the youth is hampered by the arrangement with the child care board

Adequate funding is a challenge.

A team of committed individuals is a must.

Project Strong Grenada

Ms. Emmalin Pierre, tel. #473-440-6917

To socially and economically empower young male drop outs

Young men ages 14-19

The programme addresses such social development issues as family life education, healthy lifestyles, changing attitudes and values and life skills

Sport adds variety to the standard educational curriculum. Sport options include cricket, basketball and table tennis

Youth are also taught employment skills.

Some changes in attitude and behavior have been observed, including improved conflict resolution skills, discipline and outlook on life.

Some participants have been offered full-time employment.

Build the capacity of staff to manage participants with diverse backgrounds.

Foster good relationships between leaders and participants.

Adequate funding is a challenge.

The Super Five Model – Trinidad and Tobago

Ministry of Youth and Sport,
Mr. Paul Newallo, Tel. #868-624-5505

To get youth off the block and prevent teenage pregnancies and drug abuse

Out-of-school Youth ages 13 – 19

The programme is designed to give youth an option to delinquency and uses the five most popular sport in the country (football, cricket, baseball, netball and track and field) to engage youth. Participants are exposed to sport specific and life skills and taught a vocational skill.

Many youth have established their own businesses and become active, contributing members of society.

Youth participate actively in the various aspects of the programme

Ensure that the number of staff and volunteers can support one-on-one interaction with students.

Adequate funding is a challenge.

Do not bluff – follow through on your stated intentions and be open about realities.

Community Village Club (Fontenoy United) Grenada

 

Mr. Ashley Folkes,

Tel. #473-440-2528

To enhance the development of the community and the person as a whole

Youth from (or with family in) any one of three neighboring communities

Development of the whole person

This fishing village values sport and the project uses sport as a community organization and mobilization strategy.

The Community association sponsors educational seminars, monitors academic performance and provides free academic tutoring at all levels (including SAT’, common entrance etc.);

Academically poor students have successfully made the transition from primary to secondary school

Participants have been awarded sport scholarships to US institutions and gone on to receive master’s degrees

Residents who have won major sport championships have engendered a sense of pride in the community

The club exhibits leadership by organizing voluntary road works and environment projects in the community.

It is easier to motivate people during planning and implementation stages than in post-activity

Adequate facilities, equipment and financial resources are a challenge.

The more involved in the decision-making process participants are, the more committed they become (ownership).

Do not bluff Follow-through on intentions and be open about realities

Youth on the Move, St. Vincent and the Grenadines

Ministry of Education, Youth and Sport,
Mr. Carlos Williams,
Tel. #784-451-2145

To teach basic skills such as leadership, craft, communication, cooperation, teamwork, personal development, peer counselling and conflict resolution

Youth ages 15-30 who are unemployed or outside the school system

The four week leadership development programme is delivered during the August break (Monday to Friday) and provides youth with basic life skills.

Modules include team building, interpersonal development and group dynamics. Participants participate in painting, environmental clean up and other community projects; fitness tests; and sports such as football, cricket, volleyball and athletics

Marketable skills are taught and efforts are showcased efforts at mini-exhibitions.

Changes in attitude have been observed and some participants have returned as facilitators of the program

A sense of pride has been instilled in the community.

 

The program should be offered more frequently.

Staff should be trained to manage participants from diverse backgrounds.

Volunteers and staff must come from/understand the community. All programmes should have a core of paid staff.

Volunteers should be paid a stipend.

Healthy Lifestyles Program – St. Lucia

 

Ms. Theophilia Charles,
Tel. #(758) 468-5412

To build leadership skills of Caribbean adolescents through sport

Girls under the age of 16

This programme exposes girls to sport skills through regional netball tournaments and to instruction in healthy lifestyles. Workshop topics include: goal setting, leadership and decision-making skills, exercise and nutrition, sexuality, drugs and alcohol.

Youth leaders return home and conduct similar “Healthy Lifestyles” workshops

Change of attitude exhibited by some participants, in particular team work, increased confidence, enhanced life skills and change management.

Increased access to employment for participants.

People believe in the program and are inspiring others to participate

A manual and workbook are available.

Developing a manual has helped to sustain the program.

Youth Centre After School Program – Dominica

 

Mr. Jules Pascal,

Tel. #767-449-8012

To provide the opportunity to educate participants in a variety of skills

Youth, ages 12+ who are in and out of school.

Instructors teach sport specific skills and incorporate social skills session to focus on character and attitude and to develop self-esteem, attitudes, values and communication skills). The programme includes practical field visits and Individual tutoring

Participants have developed employable skills and become leaders in their communities

Evaluations completed by parents have indicated improvements in communication skills and in teenage-parent and peer relationships

Participants do not only want to be involved in sport, but want to learn other skills (vocational skills for future employment for example)

The challenge of getting the youth to adjust early and remain focused was overcome by delivery of practical Personality development sessions using sports/games to bring the message across

Resources are limited.

Begin with a manageable number of participants to allow for individual attention – limit participant involvement if necessary and aim for a 5-1 student-teacher ratio.

Sport Against Drugs Program – Dominica

 

National Drug Prevention Unit,
Mr. Leo Casimir
Tel. # 767 448-2401

To make use of leisure time; teach participants life skills; and give youth the opportunity to be selected for a national team

Youth in and out of school, ages 12-19+ considered to be at risk for becoming involved in drugs

The programme integrates sport (cricket), drama, cultural activities (traditional dances and music) life skills and drug education; and empowers youth to make responsible decisions, develop character and team building skills and use leisure time responsibly

Youth and their coaches encouraged to never use drugs through strategies such as role play, information sharing and the signing pf pledge forms. Sessions are highly participatory.

.

Effective to infuse drug education into another activity

Have seen behavioral changes; officials from secondary school have reported that boys are more responsive and are paying more attention to their work

Equipment and grounds are limited and the programme is forced to share or reduce requirements.

Lack of parental cooperation is a challenge and parental involvement should be targeted in the early stages of program development.

A needs assessment should be conducted to identify sports of interest to participants.

A peer education component should be built into future programs; the number of life skills sessions increased; and sexuality, HIV/AIDS topics added.

South Turkeyen Sports Committee and Bannas Foundation, Guyana

 

Mr. Kevin Walcott
#592-226-7599

To teach discipline, and use sports as a vehicle to develop youth

Youth ages 15-30 (though some under 12 groups have been formed)

Participants are identified through schools, ministry of youth and other agencies. The programme includes specific sports training and seminars on issues as discipline, AIDS, sexuality and drugs; computer training and printing; and Community development projects such as cleaning trenches.

Change in behavior – more appropriate mannerisms, how they related to each other, to adults

Meaningful use of free time

Youth off the street, now equipped to find employment for themselves

Exposed participants to many different types of sports over the past 5 years

Youth have received certificates celebrating accomplishments

Funding is a challenge. Burocracy leads to a loss of interest in the program, disappointment and loss of confidence – the kids do not take you seriously the next time

 

Players of Tomorrow Badminton Program, Barbados

 

Mr. Paul Sealy

National Sports Council

Tel. 246-430-7713

To develop self-sufficient and independent people.

Children ages 4-11 and youth ages 12-16 (80 participants enrolled)

 

Coaches were teaching in the schools, national sports council sent out a letter inviting them to be part of the program

Youth learn sport specific skills in a positive environment and are taught to ask questions and provide feedback to other kids.

 

Youth exhibit increased confidence in their physical confidence (what their bodies can do); a better understanding of their capabilities; and increased outspokenness.

Sport provides a relaxed environment where there is motivation for participants to learn

Limited Facility space and equipment are challenges.

There is a need to increase parental involvement in the programme.

Some kids exhibit problems such as learning dis- abilities and hyperactivity – Social and psychological support for the programme is desirable.

Tomorrow’s Blues – The Empire Club’s Youth Development Programme, Barbados

Mr. Roland Holder, Youth Officer, richolder@caribsurf.com

To provide continual healthy diversion to the youth; to provide a structured environment which enhances and contributes to the personal development of the participants; and to be a feeder system to the club’s senior teams

Youth ages 5 to 14

Summer camp highlighting sport specific and life skills and providing career guidance.

Sessions on conflict resolution, leadership, HIV/AIDS and other values in order to produce well rounded, functioning individuals who would be an asset on the field and in the community

Participants involved in cricket, football and hockey

Participants have learned time management and planning, conflict resolution, basic principles of leadership, cooperation and teamwork

Change in behavior, improved conflict resolution skills and leadership skills (starting program on time even when coach is late)

Advancement of sporting skills and social etiquette

Increased participation

Increased parental involvement; parents keen to be associated with their childrens’ development and are taking an active part by joining the club, assisting in fundraising etc.

Changes in game times, decreasing the coaching time in cricket and football

Club must focus more on the life skills component during the season as well as improving sport specific skills

Recommend showing more video sessions of the various disciplines

Needs of participants may change, must keep modifying the program to adapt to these changes

Important to determine what careers the children wish to pursue so can provide suitable resource persons and career guidance

Netball Coaching Trinidad and Tobago

Ms. Lavern Fraser-Thomas
Tel. #868-623-4942

To encourage all-round development of the athlete

Youth participating in netball (girls)

Sport specific training in netball

Discussion sessions to increase confidence and knowledge level of relevant health issues (personal development, hygiene, lifestyle, physiological development as a woman, relationships)

Girls respect themselves


Girls stand up for themselves, have increased confidence, make positive decisions

Challenges include lack of support, absence of continuity

Recommend providing senior players with a stipend to encourage them to take the responsibility and help to continue the program


Bibliography

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Survey Instrument

Questions for SPORT AS A TOOL FOR SOCIAL DEVELOPMENT

    Contact Name: ___________________
    Contact information: _____________________
    Program name: ________________________________________________________________
    Where is the program located? ___________________
    Date of Interview: _________________
    Is there a cost for participants? ÿ yes ÿ no
    If yes, how much does it cost? ____________________
    How long has the program been in existence?
    ________________________________________________________________________
    Who is your target population? (ex. women, general public, people living with HIV/AIDS)
    ________________________________________________________________________
    What are the objectives of the program? ___________________________________________
    __________________________________________________________________________
    What are the social development issues that the program seeks to address? (ex: developing self-esteem and self-confidence, giving HIV/AIDS education, addressing environmental concerns) Please list all that apply:
    _____________________________________________________________________
    Why is sport a part of your program?
    ______________________________________________________
    ___________________________________________________________________________________
    What sport or physical activity does the program use? (Check/List all that apply)
        football/soccer
        cricket
        netball
        aquatics
        badminton
        basketball
        volleyball
        athletics
        other(s) ______________________

    Why did the program choose to use this sport or these sports?
    ____________________________________________________________________________ ____________________________________________________________________________
    In what ways has the program been successful
    ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
    How has the program changed behaviour? How was this determined?
    (i.e. observation/structured evaluation, etc.). Please explain.
    _________________________________________________________________________________
    __________________________________________________________________________________
    __________________________________________________________________________________
    What would you want to change next time?
    ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
    What challenges has the program encountered? How were they overcome?
    ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
    Any suggestions for organizations considering implementing a similar program?
    ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________
    Do you know of any other program that is using sport as a tool for social development in the Caribbean region? If yes, do you have a contact name and number?
    ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________

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