Características de SCTP

Background to the study

This outline of the structure of the methods is provided to steer the reader along a methodological route to understand its purpose, as advocated by Bryman (2001). The information sought through social science research explored the targeted sports provision in north Sheffield, developed and administrated through the Arches SSP. The process adopted collated and analysed secondary data, collect and analysed quantitative data on young people and analysed detailed qualitative responses during interviews to determine understandings and perceived benefits and address the research aims.

4.6.1 Secondary Data Collection

A detailed study of „The Arches‟ SSP was produced through a critical commentary utilising predominantly secondary data, detailing the sports programme. Data from the PESSCL strategy and census data was used to establish the current uptake and participation specifically of ethnic minorities in this area. Prominence was given to ethnicity and diversity within the case study, in relation to both active participants and the provision of activities specifically devised to support inclusive activities. The origins of the school sports partnership was established and analysed in the context of using sport to tackle social exclusion issues, from a sociological and sporting perspective within the SSP.

4.6.2 Questionnaires

Research with young people was divided into two forms. Firstly the questionnaire was used adopting the principles shown in table 4.2 . Basic demographic information illustrated the diversity of the participants through ethnicity, family size, and basic socio-economic status (through free school meals). The questionnaire served as the principle tool to address key

3). The questionnaire aimed to shed light on how involvement in sport relates to other areas of their life and their future.

Table 4.2 Principles of Questionnaire Construction

Principle 1 Make sure that the questionnaire items match the research objectives Principle 2 Understand the research participants

Principle 3 Use natural and familiar language

Principle 4 Write items that are simple clear and precise Principle 5 Do not use „leading‟ or „loaded‟ questions Principle 6 Avoid double-barrelled questions

Principle 7 Avoid double negatives

Principle 8 Determine whether an open ended or closed-ended question is needed Principle 9 Use mutually exclusive and exhaustive response categories for closed-ended

questions

Principle 10 Consider the different types of response categories available for closed-ended questionnaire items

Principle 11 Use multiple items to measure abstract constructs

Principle 12 Develop a questionnaire that is easy for participants to use Principle 13 Always pilot-test your questionnaire.

Tashakkori and Teddlie (2003) The findings of the questionnaire were intended to be used to gauge general reactions to the engagement in the scheme, whilst drawing out generalisations about the potential benefits of being involved in the initiatives. The detailed questionnaire produced a high response rate and interesting answers, but was limited as a vehicle for distinguishing between the responses of different ethnic minority young people. Consequently more focus was given to the interviews, which were seen to provide more opportunities for the young people to express their views.

Through a process of self-categorisation in relation to ethnicity the questionnaires were designed to be used to identify a small sample of participants for the interviews consisting of participants of African Caribbean and Pakistani origin. Despite the results of the questionnaire, it did provide the researcher with an opportunity to select ethnic minorities of African-Caribbean and Pakistani origin who were either active or non participants in sport.

4.6.3 Interviews

The interviews were chosen as a method where specific topics could be explored in detail by using a semi-structured format. Issues were teased out and explored where applicable to gauge the rationale of the programme and perceived social outputs in relation to the lives of the participants. The groups of young people interviewed consisted of young males and females aged 14 – 16 years of African Caribbean origin and Pakistani origin. Semi structured interviews were used to explore issues raised from the questionnaire, plus the areas listed in table 4.3. The views of the key stakeholders, policy makers and deliverers were gained through semi structured interviews which explored the understandings and perceptions of the policy makers and those who orchestrate the activities. These individuals included the Local Education

Table 4.3 Issues explored

Issues explored with Young People Issues explored with deliverers and stakeholders

 Ethnic Identity

 The role and importance of sport within lifestyle;

 Motives for taking part in targeted provision;

 Reasons for none engagement in physical activity

 What the participants believe are social problems (e.g. unemployment, crime etc);

 What participants know and / or feel about the School Sports Partnership and what do these programmes mean to the participants;

 The young people‟s situations within their family home environment and identify significant influential peers, adults or family members who influence involvement;

 The wider family view / perceptions of the School Sports Partnership and its effect;

 Perceptions of the benefits of using sport to address wider societal problems;

 Health benefits of involvement in sport;

 Opportunities for engaging in more / les anti-social behaviour as a result of being involved in sports activities;

 The positive and negative roles which young people believed sport plays in social exclusion issues / agenda.

 Past experiences both personally and professionally;

 Principle issues and problems;

 Appropriateness of the targeted provision is in catering for ethnic minority young people;

 Rational behind the founding principles of the school sports partnership;

 Key policy documents and establish how they have been interpreted /

contextualised;

 Stimulus for involvement (from a policy perspective);

 Reason / stimulus for youth involvement with specific reference to ethnic minorities;

 Principle aims and objectives of the Arches;

 Work methods and practices adopted;

 Policy priorities;

 Successes;

 The significance of ethnicity and cultural diversity;

 Provision for differences in participants, such as religion, gender, income, family background;

 Special dimensions in place specifically for two contrasting ethnic minority groups (participants of African Caribbean and Pakistani origin);

 Perceptions of the operation in terms of effectiveness;

 Long term benefits of targeted provision

4.6.4 Data Analysis Questionnaire

The data from the questionnaires was coded and entered into the statistical package SPSS in order to generate cross tabular charts, graphs and aid the visual display of data, to allow the efficient processing of large amounts of data (Berg, 1989). The responses in relation to participation and the principle exclusion issues identified in the questionnaire was analysed by gender and ethnicity (white, African-Caribbean, Pakistani and mixed race).

Interviews

The interviews were recorded and then transcribed word for word, to reflect the nature, confidence, and content of the interviews, rather than the researcher attempting to jot down key points throughout thereby producing a disjointed written account or disturbing the train of thought for the interviewer or participants (Wright (1996). The transcripts for the ethnic minorities and stakeholders and deliverers were then examined within the common content

themes of understandings of sport in schools, social exclusion and the perceived benefits of using sport to tackle wider exclusion issues, to aid the flow of emergent themes (Norris, 1997). The iterative process involved in the data collection was transparent in the analysis of the interview responses in the context of the individual‟s perceptions. Through systematic analysis, the rationale for the operation of the sport partnership was illustrated, along with an identification of the factors influencing participation for ethnic minority groups. Transcripts showed the rationale of the School Sports Partnerships by key stakeholders and the perceived understandings of social exclusion on the lives of the ethnic minority young people by all the adults interviewed. Evidence shows the effect involvement in activity was having on the lives of young ethnic minorities in relation to social exclusion issues and the analysed data was used to illustrate perceptions of long term benefits created by sporting opportunities for both ethnic minority young people and stakeholders.