Background: In developing countries, participation and success in elite para-sports are relatively low primarily because of the numerous barriers para-athletes face. The objective of this study, which focused on elite para-athletes from Kenya, was to investigate their lived experiences and how they overcome these barriers to participate and excel at the international level. Methodology: A qualitative research approach was employed to collect data from the participants through virtual interviews. Five participants (three females and two males) were selected using a purposive sampling strategy and interviewed using semi-structured questions. The data obtained were analyzed using Interpretive Phenomenological Analysis (IPA). Findings: Based on the gathered data, four primary themes emerged: local para-sports events, a supportive environment, media, and international aid. These factors play a crucial role in enabling para-athletes to excel in their respective sports and achieve international recognition. Conclusion: The lived experiences of para-athletes shed light on strategies for approaching and overcoming barriers to para-sports participation, ultimately leading them to compete at the highest levels of para-sport events. This study provides valuable insights for para-sport practice, policy, and research and can guide the development of intervention programs for para-athletes in developing countries.
This study used the RE-AIM framework to evaluate the fullscale implementation of a sport-based positive youth development (PYD) program-the 1616 Program. The 16-week program was delivered to 88 ice hockey teams from North America who were introduced to PYD principles via storytelling by professional ice hockey players. Quantitative (retrospective pretest-posttest questionnaires [RPP]) and qualitative (e.g., focus groups) methods were used to collect outcome and process data, which were subsequently mapped onto each RE-AIM dimension. Reach-In total, over 1400 youth were registered in the program (participants were primarily boys who self-identified as White). Effectiveness-Although few significant pretest-posttest changes were observed, within-program RPP evaluations completed by a subsample of participants (n = 111) demonstrated significant changes in multiple dimensions of competence, confidence, and connection. Adoption-Whereas the majority of participants watched the program videos and completed the reflection activities, a 78% attrition rate for questionnaire completion was observed from pretest (n = 727) to posttest (n = 161). Implementation-Participants described having fun throughout the program and thought the content was relatable to their lives. Maintenance-Facilitators of program participation included the online delivery, while the length of the athlete surveys served as a barrier. This evaluation will inform future iterations and we put forth recommendations for similar program evaluation initiatives.
The Sport New Zealand Outcomes Framework (SNZOF) details the contribution of the physical activity (PA) system to national wellbeing. However, it is unclear whether the SNZOF meets the needs of the country's diverse populations. This paper aims to review the SNZOF to assess whether it adequately addresses wellbeing for M & amacr;ori and Pacific rangatahi (young people aged 12-17). We conducted a literature search of wellbeing frameworks for these populations and compared it to the SNZOF to identify gaps. Three themes were then formed by comparing similar gaps identified across the compiled literature; 1) the depiction of PA contribution to national wellbeing in the SNZOF is not adequately holistic; 2) the role of culture is not clearly detailed; 3) population autonomy is not included as a long-term outcome. To address the identified gaps, we made three overarching recommendations for future iterations of the SNZOF; 1) acknowledge all domains of long-term wellbeing equally as part of a more holistic approach; 2) make culture an overarching principle to the entire framework; 3) apply systems thinking to embed autonomy as a long-term outcome. Enhancing the SNZOF has positive future implications for equity across diverse rangatahi populations, creating a robust PA system and improving national wellbeing.
Research has shown that sports participation positively impacts the social development of people with Intellectual Disabilities. Sports Coaches play a vital role in fostering social change through sports programs organised by Special Olympics, but evidence supporting effective coach learning strategies are absent. A formative and utilization-focused evaluation was employed to examine the potential of assessment efficacy through the lens Bernstein's (1971) theoretical framework of three message systems. Five Special Olympics coach developers shared their perspectives through focus group interviews. Five principles of good assessment reflect their perspectives on the potential of assessment efficacy to enhance coach learning. These are: Assessment as a fluid and ongoing process; based on what a coach values the most; coaching practice in the context; with input from other coaches; and informed by transparent success criteria. Principles of good assessment provide guidance to Special Olympics coach educators and aim to encourage discussion about the potential value of assessment efficacy to coach learning.
Introduction: This study investigates the effectiveness of a 20-week Sport-Based Positive Youth Development (SBPYD) program aimed at enhancing resilience among inner-city adolescents. The research focuses on how participation in structured sports activities can improve key resilience factors, including self-esteem, self-efficacy, and sense of belonging. Methods: The intervention involved a combination of physical activities, small group remedial lessons in language, reading, and mathematics, and individual coaching sessions to set personal developmental goals. To assess the outcomes, the Rosenberg Self-Esteem Scale (RSES) was used to measure self-esteem, while the Sense of Belonging Scale from the OECD's PISA study evaluated adolescents' sense of belonging. Additionally, self-efficacy was assessed using the self-efficacy statements from the Sense of Mastery Scale. Participants completed surveys at the beginning and end of the intervention to capture changes in these constructs. Results: The findings indicated significant improvements in adolescents' self-esteem. Equally, participants reported a stronger sense of belonging in the intervention context compared to the school context. These results suggest that the SBPYD program effectively fostered resilience among adolescents. Discussion: The findings suggest that SBPYD programs effectively enhance resilience in adolescents by fostering self-esteem and a sense of belonging through structured sports activities. The study highlights the importance of such interventions in promoting positive youth development and suggests that future research should include control groups and larger sample sizes to further validate these results and explore the long-term impacts of SBPYD programs.
