Browsing by Author "Sanders, Ben"

Now showing 1 - 6 of 6
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    Changing the game — can a sport-based youth development programme generate a positive social return on investment?
    (UNISA Press, 2017) Sanders, Ben; Raptis, Emanuel
    This study examines a sport for development and peace intervention initiated by grassroot Soccer South Africa that promotes youth employability and leadership. A results-based management approach and a social return on investment methodology were used to track the young people during and after the intervention. Preliminary results offer encouraging evidence of progress into employment, education and training with positive social returns for the youth and external stakeholders, suggesting that this investment is cost-effective and impactful. The results indicate that structured sport-based programmes can put young people to work and get them to study in a constructive manner, thereby stimulating economic growth and development. It is concluded that initiatives using sport to promote youth work merit greater investment, recognition and research.
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    How should universities play the game? Role of the academic sector in sport for development and peace in South Africa
    (North-West University, 2017) Sanders, Ben; Keim, Marion
    Sport for Development and Peace (SDP) refers to the use of sport to promote varied outcomes on and beyond the playing field. It encompasses a range of initiatives and stakeholders including multilateral agencies, governments and civil society. While multiple benefits may be achieved through sport, critics cite a lack of rigorous research, monitoring and evaluation and urge against oversimplified notions of sport. The academic sector, with expertise in research, teaching and learning, is well positioned to fill this gap. This study contributes to SDP as an emerging field by exploring the role(s) of the academic sector, in particular universities. The study focuses on South Africa, with an overview of the policy environment and institutional arrangements for Sport and Recreation. The study analyses the way in which various South African universities are engaged in SDP. Qualitative methods of data collection were used, including key informant interviews, focus group discussions, desk-top review and document analysis. The study found academic institutions can strengthen research, teaching and learning in SDP and help inform evidence-based practice and policy. Better collaboration is needed within and between the academic sector, government and civil society as well as an improved North-South exchange for universities.
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    Opportunities and challenges facing NGOs using sport as a vehicle for development in post-apartheid South Africa
    (Routledge, 2012) Sanders, Ben; Phillips, Julie; Vanreusel, Bart
    Post-apartheid South Africa manifests poor social indicators with over half the population living below the poverty line and the worst levels of inequality in the world, with much work needed to overcome the skewed legacy of apartheid. Sport suffered in this system resulting in unequal access to sporting facilities and opportunities, meaning many South Africans cannot exercise their right to play. Despite this legacy, sport can fulfil a vital developmental role in alleviating some of these issues. The state has a major role to play but it must be supported by civil society and nongovernmental organisations (NGOs) who have the ability to deliver in situations where government has struggled. This article researches the opportunities and challenges NGOs encounter when using sport for development within the education system, in post-apartheid South Africa. This study used a qualitative approach to collect data on the opportunities and challenges encountered by two NGOs based in Cape Town that use sport as a means of development, but in markedly different ways. The study suggests that NGOs face a variety of conceptual, technical, logistical and organisational challenges using sport in schools and should enact certain measures to reduce resistance from educators and ensure successful programmes. The interaction between NGOs, schools and the state Department of Education is a complicated process that presents obstacles and opportunities. Nevertheless, despite these challenges it is clear NGOs can support schools in South Africa to optimise their physical activity programmes in the backdrop of a stagnating education system and a lack of sporting support from the government. NGOs in an educational setting such as schools operate in what Houlihan has identified as a crowded policy space. Yet, the observations in this study suggest that, particularly in the context of education, a partnership policy model of NGO work is preferred.
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    An own goal in sport for development: Time to change the playing field
    (Sport and Development, 2016) Sanders, Ben
    Sport for Development and Peace (SDP) refers to the use of sport to promote varied outcomes beyond the playing field and has been defined as ‘the intentional use of sport, physical activity and play to attain specific development objectives in low- and middle-income countries and disadvantaged communities in high-income settings.’ Stakeholders working in the field for the last two decades include the United Nations, the public sector, the private sector and civil society with an increasing number of SDP initiatives across the globe. While other disciplines such as health and education have engendered a more critical perspective on the factors causing and constraining development, certain SDP programmes do exhibit an ongoing gap between evidence and practice. In the most pronounced cases this is reflected with somewhat naïve and idealistic notions of the power of sport. Even if sport is applied in the right manner and results in the intended change, there are deeper structural issues that may negate such well-intentioned work. While a focus of many SDP organisations is to develope the individual to realise his/her capacity, there appears to be a genuine lack of initiatives that seek to challenge or reform the societal structures and conditions that caused this ‘underdevelopment' to occur in the first place.
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    Sport and the struggle for development: Conceptual approaches to sport for development and peace as an emerging field of evaluation - case studies from the public sector, academic sector and civil society led initiatives in South Africa
    (University of Western Cape, 2018) Sanders, Ben; Keim, Marion; de Coning, Christo
    Sport for Development and Peace (SDP) refers to the use of sport to promote varied outcomes beyond the playing field and encompasses a range of initiatives seeking to harness the power of sport for social change. Despite the rapid growth of the SDP field, there remain serious gaps in our collective understanding of which initiatives work best, how and why, and whether these can be scaled. Further, there remains little literature or robust debate around the governance of SDP, with limited conceptualisation of the optimal institutional arrangements and roles and responsibilities of the relevant stakeholders operating in this emerging sector. As such the best methods of cooperation and collaboration may be unclear, reducing the likelihood of strong partnerships, shared outcomes and ultimately greater impact. This study contributes to the SDP field as an emerging field of development cooperation and explores optimal governance of the SDP sector.
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    Towards a level playing field -a case study of the challenges facing NGOs using sport for development within the educational system in South Africa
    (University of the Western Cape, 2010) Sanders, Ben; Phillips, Julie; van Reusel, Bart; Dept. of Sports, Recreation and Exercise Science; Faculty of Science
    The overall aim of the study was to determine the opportunities and challenges NGOs encounter when using sport as a vehicle for development within the education system, in post-apartheid South Africa. A case study design has been chosen since it will offer real insight, showing how specific sports programmes work in specific contexts. Two NGOs, Grassroot Soccer (GRS) and the Extra-Mural Education Project (EMEP) constitute the cases, with an in-depth exploration of their work and the challenges they face. The study population includes employees of GRS, EMEP, target groups of the organisations and officials in the Department of Education. Key informants, including the head of research, managing directors, coaching/training staff at each organisation, officials in the Department of Education and community leaders were purposively selected to participate in the study. Data was collected by means of in-depth interviews, document reviews and observations. In-depth interviews were conducted with the head of research, managing directors, coaching and training staff at each organisation, principals and teachers of selected schools and community leaders. The analysis of the interviews started with the transcription of information from audio-tape recordings. Both pre-determined and emerging themes were noted. The results illustrated that although certain challenges were common to both organisations, others are unique.