Community Sport Archives - Page 4 of 11 - The Sport Information Resource Centre

The upcoming Tokyo Paralympics will be an opportunity to inspire the next generation of Canadian Paralympians. However, without strong development pathways, young Canadians may not have the opportunity to pursue their dreams. An important first step along any development pathway is a positive introduction to sport through grassroots community programs. There is a persisting gap in the literature related to athletes’ experiences of existing community parasport programs, particularly among youth participants. As part of my Master’s research project, I spoke with female youth participants in a community multi-sport parasport program in Ontario to hear about their experiences. The athletes shared the ways they felt their participation had impacted their personal development, as well as their views of the program and how it fit into their lives.

Personal development

Athletes discussed four benefits to their personal development from their participation in the program:

Social development – Athletes felt that the program gave them more opportunities to socialize with new peers and supportive adults, which led to a bigger social circle and increased their level of comfort when socializing with new people.

Physical development – Athletes felt they developed sport specific skills and improved their general strength and fitness.

Self-perceptions – Athletes discussed feeling more confident in their abilities. One participant’s mother described how her daughter became less self-conscious about her impairment through her participation in the parasport program.

“Before she went to the parasport program she wasn’t playing any sports at school. She was [self-conscious about it], and after being in the parasport program she did great and enjoyed it and it wasn’t any issue. After that she was happy to try things [at school].”

Athlete development – After taking part in the program, athletes had a desire to continue with parasport, and goals for future sport and physical activity participation.

My sport future is playing hockey [or] wheelchair basketball. And I’m gonna be a professional.

The Program

Athletes also reflected on the aspects of the program that either enhanced or lessened their parasport experience. These reflections align with some of the “9 Ps of a Para-Ready Program” identified in the Becoming Para Ready resource (for more information see the SIRC blog about becoming para ready).

Para-specificity – The para-specific design of the program created an opportunity for inclusion, regardless of sport experience or skill level. This design supported athletes’ need for belonging in ways they had not experienced before. However, some athletes felt unchallenged by the activities. These findings highlight that while the congregated setting can be beneficial, it may be important to group participants based on sport experience and skill. Both belongingness and challenge are included as key elements of quality parasport participation within Evans et al.’s (2018) framework.

When I’m in the parasport environment I feel really, really good. It’s nice because you’re there with people who, uh, with challenges just like you

New Engagement – Athletes discussed how this multi-sport parasport program was different from the other sport opportunities that were available. The program introduced them to new sports and activities, made them comfortable by adopting a less intense attitude about competition than other activities they have done, and allowed them to achieve greater levels of success than they had experienced before. These sentiments highlight the value of congregated programming, and should be used in communication and promotional strategies to attract new participants.

Coaches Matter – Coaches are an important source of encouragement and motivation, but also knowledge. Athletes described positive and supportive relationships with their coaches. However, they indicated not all coaches were well versed in parasport skills, negatively impacting their ability to effectively coach the athletes. Finding people to coach community programs is not always easy, especially for voluntary positions. The athletes’ comments reinforce the importance of coach education on parasport skills and strategy. The Coaching Association of Canada’s Coaching Athletes with a Disability e-learning module includes information about designing positive, safe and inclusive sport experiences for persons with a disability.

You don’t want the coach to be confused about what they’re doing.

Blocked Pathway – Though the program inspired these female youth to continue with sport, opportunities were limited. Critical gaps exist in the development pathways from introductory parasport programs to lifelong participation or elite competition. A lack of programming limits valuable opportunities for social interaction, realization of health benefits, and outcomes associated with skill development, mastery, and the pursuit of goals.

Summary

The experiences of these athletes highlight the importance of community programming for supporting positive youth development and fostering a love of sport. It is important that programs are well-prepared to support athletes, with trained coaches and meaningful, appropriate activities. The athletes in community parasport programs want to learn and master skills, and deserve the opportunity to work towards their goals. It is our hope that with the high-quality resources developed in recent years, organizations will continue to develop their capacity to support all athletes, and the availability and accessibility of sport will cease to be prominent barriers among persons with disabilities.

Giving Tuesday is a global movement for giving and volunteering, harnessing the potential of social media and the generosity of people to bring about real change in their communities. Research on the social responsibility activities of community sport organizations (CSOs) discovered members who are aware of the good things their CSO does beyond their sport programs are more likely to speak positively about the organization to others, and are more likely to stay involved in the future. Check out the SIRCuit for tips to increase the social impact of your organization.

In the winter of 2020, the Rocky Point Sailing Association (RPSA) in Port Moody, BC was preparing for the upcoming season. RPSA is primarily run by volunteers and employs ten seasonal full-time staff who deliver long-term athlete development (LTAD) programming to more than 600 participants annually. When the COVID-19 pandemic was announced, summer programs were nearly sold-out and dozens of school field trips were booked for the spring.

RPSA’s Executive Committee immediately established a taskforce to help understand the pandemic restrictions and their implications. Initially, we were optimistic. We thought perhaps by summer the pandemic would pass. When it became clear COVID-19 was here to stay, anxiety set in about RPSA’s future. Ultimately, RPSA’s volunteers and staff developed return to sport policies, safely ran physically distanced programs, and effectively managed finances to ensure the organization’s long-term financial health. For our Executive Committee, it was a humbling experience, albeit a bit of a paradox – although COVID-19 kept our community physically apart, it also brought our community closer together through a shared passion and hope in a mutual future. This blog shares some of our learnings and actions.

Engaging the community

In March we reached out to our membership and asked for help. A volunteer taskforce was created and met weekly virtually. The taskforce engaged the broader sport community and beyond (e.g., BC Sailing, viaSport, other sport organizations, and the City of Port Moody) to learn more about what was going on and what to do. Being a part of a broader sport community and having access to COVID-19-related resources was invaluable. The taskforce engaged coaches and parents to ensure they had a voice in RPSA’s COVID-19 planning. Coaches were keen to be involved and parents overwhelmingly wanted summer programs to run, physically distanced of course. Many parents wrote letters of support which contributed to a successful BC Community Gaming grant application. We also engaged RPSA’s founding members, who are now in their 70s and 80s. In the 1990s, these leaders started RPSA from scratch thanks to a small municipal grant, equipment donations, and a lot of volunteer support. We believed it was important that we check in and learn from their experiences.

Developing health & safety policies

Developing and operationalizing COVID-19 health and safety policies seemed like a daunting task. viaSport and BC Sailing’s return to sport guidelines provided a comprehensive and helpful framework. RPSA was fortunate to have some members who are workplace health and safety professionals. They guided us in operationalizing polices. We assigned a Health and Safety Officer to ensure policy compliance and to whom members, participants/parents, and coaches could report any issues or concerns. In addition to adhering to the standard COVID-19 precautions, participants were assigned equipment for the duration of a program, equipment and high-touch points were cleaned after each use, and masks were required on land. The coaches were creative in adapting programs. They fundamentally shifted the way LTAD programs were taught at RPSA while maintaining a safe and quality experience for participants. Games still happened (although socially distanced), and smiles were still had. Lessons that were usually taught on double-handed dinghies (e.g., sailboats for two people) were taught on single-handed boats.

Understanding the financial situation

RPSA has been fortunate to have a series of dedicated Treasurers who diligently managed the finances. Nonetheless, COVID-19 introduced a layer of complexity that no volunteer should bear alone. We had to cancel all regular scheduled programming and issue mass refunds, rethink budgets, apply for emergency funding, and reopen registration for limited capacity adapted programs. The taskforce supported the Treasurer by gaining a collective understanding of COVID-19’s impact on RPSA’s finances. For example, programs were to run at 10% of usual capacity which represented a 79% reduction in revenue. By quantifying and understanding both the short-term and potential long-term impacts, the taskforce was able to make informed decisions on spending and plan for scenarios in 2021.

Succession and legacy planning

Needless to say, mitigating the impacts of COVID-19 was a lot of work. We were conscious of volunteers’ personal and professional lives and the general stress caused by the pandemic. We performed a SWOT analysis and identified succession planning as a “weakness”. As such, we actively recruited new members with diverse backgrounds and experiences who were keen to help RPSA navigate the “new normal” in 2021. We also engaged a coach to survey members and participants/parents from the past two years. We learned what members and participants/parents valued, where RPSA could improve, and what participants/parents would like to see for future programming. The insights were shared in a report which made a series of recommendations and set a planning framework. The report was helpful in engaging volunteers in contributing towards a vision for 2021. More so, COVID-19 accelerated the “digitization” of RPSA. We had record attendance at monthly virtual general meetings, scheduled automatic payments for fixed costs, and all planning documents and funding applications were stored and organized in Microsoft SharePoint. A file sharing platform was essential in facilitating and preserving organizational knowledge.

Final thoughts

Volunteers are vital to the Canadian sport system. RPSA would not have been able to navigate COVID-19 without the help of dedicated volunteers and staff, support from the broader community, and access to sport-related COVID-19 resources from various regional sport organizations. Having a clear understanding of RPSA’s mission, vision, and impact on the community helped to guide the taskforce’s decisions and recruit new members. RPSA’s success this summer has been a morale booster and strengthened our community. Moreover, the pandemic accelerated change and forced RPSA to innovate and ultimately enhance its operations. The incredible amount of work was powered by our belief that community sport is an important part of our social fabric. It gives youth the opportunity to learn a new skill, make new friends, build confidence and develop a passion that will hopefully stay with them as adults. I hope our experiences contribute to the growing body of knowledge of sport in the era of COVID-19.

The Adapted Physical Exercise (APEX) Research Group at the University of Windsor leverages the transformative power of sport and physical activity through inclusive, barrier-free programming for adults with intellectual and developmental disability (IDD). In collaboration with Community Living Essex County, APEX delivers volunteer-led, one-on-one fitness training at the University of Windsor’s fitness facility. The purpose of this article is to summarize our key findings and recommendations from nearly a decade of delivering APEX programs in our community.

Sport and physical activity in the IDD community

Adults with IDD (including autism spectrum disorder, developmental delay) tend to engage in lower levels of physical activity compared to the typically developing population, and thus experience poor health and physical fitness (Hsieh et al., 2015; Li et al., 2018). Fortunately, evidence indicates that increasing active leisure in this population can enhance their physical, social, and emotional wellbeing (Anderson et al., 2013; Peterson et al., 2008; van Schrojenstein Lantman-de Valk, 2005). Beyond benefits at the individual level, participation may also challenge prejudicial beliefs about the abilities of people with IDD, stimulating social change toward greater inclusion.

However, there are many barriers to physical activity for these individuals, including physiological factors, lack of self-confidence, transportation issues, financial limitations, lack of awareness of options, negative supports from caregivers and decision-makers, and the absence of clear policies for engaging in regular activity in residential and day service programs (Bodde & Seo, 2009; van Schijndel-Speet et al., 2014). Key facilitators to physical activity may include enjoyment, support from others, social contact and friendship, familiarity, and a consistent routine of daily activities (van Schijndel-Speet et al., 2014).

Through APEX programs, we have facilitated sport and physical activity participation for more than 200 individuals with IDD. In doing so, we have started to address these barriers and capitalize on facilitators (e.g., transportation arrangements, discounted gym memberships, a fun workout environment, consistent programming routine, volunteers trained to be supportive and positive). Our participants have improved their health and wellbeing, which has translated into improvements in many aspects of their lives such as increased engagement in activities of daily living, general fitness preparation for the Special Olympics, and enhanced navigation of everyday social situations. In fact, after participation in an APEX program, one of our participants developed the skills and confidence to dine at a restaurant with her family for the first time in her life.

APEX participant outcomes

Participants in APEX programs are typically adults with IDD who receive services from Community Living Essex County. Student volunteers are trained and matched with these participants. Volunteers lead participants through a 12-week program involving individualized exercise sessions that consist of a warm-up, cardiovascular training (e.g., stationary bike), whole-body strength training using weight machines and free weights, a sports and games component that provides an opportunity for unstructured play in a group setting, and a cool-down that includes static stretching. Sessions are 90 minutes long, and occur twice per week. In order to evaluate the efficacy of APEX programming for improving health in this population, we have collected and analyzed several fitness measures over the last decade. Data for progress tracking and research purposes were collected at the beginning, middle, and end of the program (e.g., strength, flexibility, heart rate, blood pressure). Several participants, support staff, volunteers, family members, and bystanders have also participated in research interviews to help us better understand their subjective experiences with our APEX programming. We have made many observations of participants showcasing the power of sport and physical activity for social change.

Strength & conditioning

In a previous APEX cohort (Carr et al., 2015, May), we observed meaningful increases in upper body strength (isometric elbow flexion), lower body strength (isometric knee extension), and flexibility (sit-and-reach test) among participants from pre- to post-program testing. Upper body strength increased by approximately 39%, lower body strength increased by approximately 13%, and flexibility increased by 55%. Resting heart rate and blood pressure did not demonstrate significant changes. Overall, it was apparent that an adapted strength and conditioning program for individuals with IDD has potential to yield practical health benefits for participants and is a worthwhile service option.

Energy expenditure

In another study (Tillich et al., 2018, April), data from our participants’ BodyMedia® SenseWear Armbands showed that more energy was used during unstructured sports and games and cardiovascular training than during strength training. Cardiovascular training was typically done on a stationary bike and sports and games included activities such as basketball, badminton, and Frisbee. These components of the program usually took place for 20-30 minutes, and proved to be accessible exercise options to achieve sufficient energy expenditure that may elicit health benefits. Unstructured sports and games, specifically, required minimal equipment, facilities, and expertise. Anecdotally, they were a fun and enjoyable social experience that supported free play, autonomy, and choice, which may increase physical activity adherence in this population.

Motor skills

Problems with movement skills, coordination, and dexterity are common in individuals with IDD. Such impairments may make it difficult to engage in activities of daily living, recreation, and employment. In a previous APEX program (Azar et al., 2016), we incorporated fine motor dexterity training in a game-like atmosphere for a total of 20 minutes each session, in addition to the sports and games component that challenges gross motor skills and reaction time. Fine motor training was set up within an “obstacle course” which involved manipulating a variety of small objects such as picking up and sorting paper clips of different colours and threading a nut and bolt (e.g., run to a hula hoop and do 10 repetitions, then hop to a table with the nut and bolt apparatus). We used modified versions of the 25 Grooved Pegboard and Box and Block to measure fine and gross motor skills, and a Stick Catching Test to measure reaction time. Participants improved their fine and gross motor dexterity at retention testing compared to baseline. It is important to consider that there may have been practice effects (i.e., influences on test results when a test is taken more than once); however, we did design our study to try and limit such effects. We also noticed that participants had trouble executing the Stick Catching Test for reaction time, such that they did not react to the metre stick dropping, resulting in the stick falling through their hands to the floor. After the program, we tried using a foam cylinder as a more comfortable substitute to the metal metre stick, which participants seemed to prefer. We suggested that future research measuring reaction time among people with IDD try this approach or consider alternative means such as computerized testing (see Bested et al., in press). Overall, we concluded that policy and programs that encourage sport participation and motor skill development in IDD are worthwhile and may contribute to improved community integration and independence.

APEX community outcomes

Members of the community surrounding individuals with IDD are key players in participants’ physical activity experiences. This community is also an important target for social change with respect to attitudes and behaviours that are more inclusive to individuals with disability. We have conducted several interviews with bystanders, volunteers, and support workers associated with APEX programs to assess the capacity of our program for social change.

Bystanders

Since people with disabilities are less likely to partake in recreational activities if they perceive negative attitudes from others in the community (Choi, Johnson, & Kriewitz, 2013), we examined the impact of the APEX program on gym members (i.e., program bystanders). We found the APEX program positively influenced the attitudes of several bystanders regarding the integration of individuals with a disability in a fitness environment (McAllister et al., 2018). One participant emphasized the importance of exposure:

“I think it would be great if more students could be exposed to it [the APEX program]… Not just people being involved in the research, but just being a bystander around it… The more people are exposed to those with disabilities, the more they’ll understand, the less likely they are to discriminate.”

Another participant highlighted how exposure to APEX programs can serve as a source of motivation for bystanders during workouts:

“When they [a gym bystander] would get a smile from one of your participants [with IDD] they would be in a better mood, so it was great. It was almost like a contagious thing.”

Not only do participants benefit from exercise, but their participation is also providing a positive impact on other gym users.

Volunteers

Participation in physical activity by individuals with IDD may challenge popular misconceptions about the abilities of individuals with IDD. We assessed the impact of volunteering as a personal fitness trainer for APEX programs and found the experience challenged volunteers’ pre-existing understandings of IDD. Volunteers also recognized the capacity of participants to learn new skills and complete activities that are typically set outside imaginable possibilities. For example, one volunteer stated:

“We started on weight machines and that was cool to see that they could do that, another surprise too, that they could do free weights. They can do most things that people without autism can do.”

We also found that volunteers felt the skills they acquired through the APEX program (e.g., patience, humility) would help foster an inclusive mindset in future career and volunteer endeavours, potentially creating a ripple effect in which reduced stigma toward IDD could shape a more inclusive community.

Support workers

APEX program participants were often accompanied by a personal support worker during programming. We were curious to solicit personal support workers’ perspectives of APEX programming (Carr et al., 2014, April). Support workers emphasized the importance of ensuring a consistent program structure and access to resources that are typically unavailable in the community (i.e., undergraduate student volunteers, facilities). Regarding consistency, support workers felt that physical activity would be most engaging for individuals with IDD when the order and type of activities provided is predictable and when consistent volunteers are available to provide familiarity for participants. Support workers also noted that APEX programming was successful for facilitating social interactions, building confidence, and providing unique and novel opportunities:

“He’s definitely more social in all aspects of life now… We can definitely see that only happened since having this program… a lot of those skills were encouraged and developed [at the program]”

Support workers perceived benefits as being derived through both participant-volunteer and participant-participant relationships. Ultimately, support workers recognized that APEX programs provided participant benefits that extended well beyond physical outcomes.

Adapted sport policy implications

Adapting exercise programming for individuals with IDD is a rewarding and worthwhile endeavor that is beneficial to participants, their community, and society. We strongly encourage policy to support adapted exercise programs for persons with IDD in community-based settings. These programs provide a wide range of benefits to both participants and broader community members. Participation in APEX programs bestows individuals with skills that are transferrable to social engagement and the workforce. Moreover, when community members are exposed to persons with disabilities, there tends to be a greater appreciation for their capabilities, thus resulting in greater acceptance (e.g., hiring practices) and a more inclusive society.

The APEX programs have also demonstrated the strength in community-academic partnerships and their opportunity for leveraging widespread benefits through cooperation. For a program the size and extent of ours to operate, we needed the services of support workers and administrators at Community Living Essex County, as well as cooperation from the University’s Recreation Department, particularly The Forge fitness staff and management (e.g., scheduling assistance and providing discounted memberships). From Community Living Essex County’s perspective, we were able to contribute a large number of student volunteers with education in human anatomy and exercise science. Funding allocated to similar collaborations in other locations could provide meaningful opportunities for both students and participants.

We believe that tailoring adapted sport and physical activity will be particularly important in post-pandemic programming, especially given the difficulties this community has experienced during pandemic times, to the point of receiving national attention in major news outlets (e.g., Brown, May 9, 2020). Disruptions in routine along with a lack of programming necessitates both the rapid and safe return to sport and physical activity for individuals with IDD.

Final note for persons with IDD

Participating in an exercise program may improve your mental and physical health. When you exercise in a community gym, you may also have a positive impact on others around you by helping them better understand your capabilities. There are many ways to do exercise that is good for you, such as sports, lifting weights, and riding a bike. Support workers and volunteers will help start your fitness journey by helping you select safe and enjoyable activities.

Recommended resources

For support implementing a physical activity program for adults with IDD in your community, check out the APEX Exercise Manual for Adults with Developmental Disabilities and the accompanying exercise video catalogue.

For a top 10 list of recommendations for creating a successful exercise program for individuals with IDD, check out this SIRC blog.

Acknowledgement

The APEX Research Group is very appreciative of Community Living Essex County and our funding sources for their partnership and support in facilitating the APEX program: Ontario Ministry of Health Promotion, Southern Network of Specialized Care, Kinesiology Research Seed Grant, UWindsor 2013 Strategic Priorities Fund, Developmental Disabilities Division Schulich School of Medicine and Dentistry, the Communities in Action Fund – Local Poverty Reduction Fund, Ontario Trillium Foundation Grow Grant, and Windsor Lancers Athletics and Recreation Department. The APEX Research Group is currently pursuing additional sources of funding to continue programming. Most importantly, we would like to thank participants, support staff, and families for their dedication and efforts.

Community sport organizations (CSOs) occupy an important place in our communities by providing sport and recreation opportunities for all ages, as well as serving a wider social role within our communities (see, for example, Taking Action: Community Sport Organizations and Social Responsibility by Misener, 2018). Previous research has pointed to the challenges these organizations face, including growing demands for services, competition for resources, and greater accountability to stakeholders and funding partners (Musso et al., 2016; Nichols et al., 2015). These challenges are not unique to CSOs but are perhaps accentuated in Canadian sport context given the reliance on a volunteer workforce, modest budgets, and the relatively informal nature of their organizational structures (Doherty et al., 2014). Perhaps now, more than ever, with unique challenges and uncertainty introduced as a result of the COVID-19 pandemic, a strategic approach to capacity building may be particularly useful (see recent “Return to Community Sport” commentary). This article introduces a model of capacity building, providing an approach for CSOs to address challenges and leverage strengths in order to achieve program and service delivery goals.

What’s involved in a strategic approach to capacity building?

Capacity building refers to developing an organization’s resources (e.g., human, financial, infrastructure, planning, external relationships) and improving its ability to use those resources to successfully respond to new or changing situations (Aref, 2011). Based on learnings from two case studies and 144 cases of capacity building in CSOs, and existing research in this area, we developed, and subsequently examined, a process model that provides a step-by-step roadmap for organizations engaging in capacity building (see figure below; Millar & Doherty, 2016). Within the Canadian sport context, we believe the use of a targeted approach to capacity building that addresses the unique strengths and challenges of individual organizations will be most effective.

Step 1 – Identify the reason for engaging in capacity building

Our findings revealed that successful capacity building begins when a stimulus is placed on an organization. Therefore, in order to begin the capacity building process with a clear vision and a strategic focus, CSOs should pay particular attention to the forces within their internal and external environments. These forces trigger the organization to determine an appropriate response – one that will address the nature of the specific force and that is reasonable for the organization to pursue. Together, the force and associated response represent the stimulus for capacity building. Capacity building in the CSOs involved in our research was most often triggered by decreasing club membership, new programming demands, or conflict with club partners. In response to these forces, CSOs chose a range of strategic responses, such as introducing new programs or initiatives to attract members, targeting recruitment efforts, altering registration fees, and introducing recruitment and training initiatives for volunteers, coaches, and board members. Clearly understanding the stimulus that drives capacity building will ensure CSOs invest their time and energy effectively.

Tip: Organizations do not (and should not) engage in capacity building efforts simply for the sake of doing so – there should be some external or internal force that requires a response from the organization.

Step 2 – Conduct a thorough capacity assessment and identify capacity building objectives

Whether or not an organization responds to an environmental force depends on its capacity to do so. The particular capacity needs associated with a given stimulus will vary depending on the current state of the organization. For instance, a CSO experiencing decreasing membership may choose to respond by introducing a membership development program. The organization would then assess its current capacity to move forward with this initiative, identifying any capacity needs or assets that may hinder or facilitate that action. Capacity needs or assets may be related to the organization’s human resources (e.g., number of volunteers, certified coaches, level of expertise among executive members), financial resources (e.g., available funds, stability of revenue sources), existing relationships (e.g., quality of partnerships), planning (e.g., alignment with strategic plan), or existing infrastructure (e.g., access to facility space, equipment) (Doherty et al., 2014; Hall et al., 2003). If no capacity gaps exist, then the club moves forward with the proposed response (in this case, the membership development program). However, if gaps are present, the extent and nature of those capacity needs become the basis for the organization’s capacity building objectives. This is a critical step in ensuring that the capacity building process will address the specific needs of the organization – if the objectives are not clear and specific, capacity building efforts are likely to lack focus and, ultimately, be unsuccessful.

Step 3 – Select strategies that align with capacity building objectives

It is important for organizations to choose capacity building strategies that align with their specific capacity needs. An organization may identify a number of potential strategies to address its capacity building objectives, whether those strategies are internal (e.g., re-allocating existing funds, recruiting coaches from existing membership) or external (e.g., applying for government funding, recruiting new volunteers, enrolling in workforce training) to the organization. Our findings revealed that a key difference between the successful and unsuccessful cases of capacity building were the specific strategies chosen by each organization. Successful capacity building efforts often considered new and untried alternatives that were supported by members, aligned with the organization’s priorities, and were inline with what the CSOs had the capacity to pursue. In contrast, unsuccessful efforts often relied on those strategies that were “easiest and cheapest to do” and, as a result, failed to effectively address the identified capacity gaps. Capacity building strategies are only as strong as the planning that precedes their implementation (Cornforth & Mordaunt, 2011).

Step 4 – Consider whether your organization is ready to engage in capacity building

Effective capacity building relies on overall readiness to engage in those efforts. Our research showed that readiness is based on three factors;

Organizational readiness – the degree to which board members and volunteers are willing, able, and motivated to support capacity building;
Congruence – the alignment of capacity building objectives and strategies with existing organizational processes, systems, and day-to-day operations; and
Existing capacity – the availability of existing capacity that can be leveraged to support and sustain capacity building efforts.

We found that the willingness and commitment of individuals within the successful case study was a key factor leading to that success; while animosity, lack of commitment from organizational members, and general disinterest in the capacity building efforts were key factors in the capacity building “failure” witnessed in the unsuccessful case study. Our findings also showed that congruence in the context of capacity building can be understood in two ways – at the micro-level, where day-to-day operations align with the workload involved with capacity building; and at the macro-level, where the club’s objectives, values, and mandates align with the capacity building efforts undertaken.

Our study of 144 cases of capacity building in CSOs across Ontario examined how ready they were for capacity building, and whether that level of readiness had an impact on the outcomes of those efforts (Millar & Doherty, 2020). Three key findings emerged:

CSOs were most ready for capacity building in terms of the alignment of those efforts with existing club objectives, mandates, and values. Clubs are engaging in capacity building efforts that are congruent with their unique organizational contexts.

CSOs were ready for capacity building in terms of having willing, committed, and motivated organizational members to drive the efforts forward. Clubs are relying on the willingness and commitment of their members (volunteers and board members) to drive capacity building efforts forward.

CSOs were least ready for capacity building in terms of having existing resources and assets that could be used to facilitate those efforts. Existing capacity also had a unique impact on capacity building outcomes, meaning that the resources an organization possesses are particularly critical in ensuring successful capacity building.

Capacity building efforts should only be undertaken when they align with the organization’s mission and existing operations, and when the organization can rely on existing resources to support those efforts. Any incongruence or overstretching of organizational resources will likely result in unsuccessful attempts at building capacity or will leave the organization in a less desirable position in the end. Our results showed that the more ready an organization is to engage in capacity building (across all three factors), the more likely they are to achieve their desired capacity building outcomes. In other words, organizations with willing and motivated people, who embark on capacity building initiatives that fit with how the organization operates, and who have resources that they can lean on, are more likely to be successful in their efforts to build capacity and to successfully address the needs of their organization.

Step 5 – Evaluate the short and long-term outcomes of capacity building

Successful capacity building results in both immediate and long-term changes to an organization’s capacity that ultimately contribute to program and service delivery. Whether an organization experiences the desired short and long-term outcomes depends on whether the above steps are followed in a strategic manner. In addition to assessing the impact of capacity building efforts, the attainment of capacity building goals, and addressing the initial environmental force, evaluation of capacity building outcomes is also likely to uncover additional capacity needs and may trigger a reassessment of the organization’s readiness to engage in the capacity building efforts, as depicted by the feedback loop in Figure A (above).

Capacity building during times of change

This articles summarizes our research findings to provide a step-by-step process for CSOs as they engage in capacity building, which may be particularly timely as sport organizations across the country navigate the new sport realities that we are facing as a result of the COVID-19 pandemic. As sport resumes across the country, and with the risk of future lockdowns, organizations will be facing new challenges and pressures from their environment that require capacity building in one way or another. The approach and insights outlined here provide a framework for organizations as they work to balance, address, and prioritize capacity building efforts, and to determine whether they are ready to engage in those efforts prior to doing so.

This research was supported by the Social Sciences and Humanities Research Council.

Common barriers to physical activity in rural, remote and Indigenous communities include limited access to recreational facilities, lack of sidewalks, uneven road surfaces, wildlife, and inclement weather. Learn more about evidence-based strategies for promoting physical activity in these communities.

The development and implementation of return to play plans requires community sport organizations to confront a number of complex challenges. A new commentary in Managing Sport and Leisure reviews the literature to help community sport organizations tap into the evidence on issues relating to assessing and building capacity, embracing innovation, and adapting top-down policy directives to the local context.

Understanding the cultural context of a community is critical when designing and implementing physical activity and sport programs. For example, integrating Indigenous values, beliefs, and practices (e.g. smudging, berry picking, hunting) into programs can greatly enhance their value among Indigenous groups. Engage stakeholders in the process, and ensure that their needs and priorities are taken into account.

Major sport events in Canada and around the world have been cancelled in the wake of the COVID-19 global pandemic. For sport administrators, researchers and policymakers, this pause represents a unique opportunity to reflect on the desired impacts and legacies of future sport events.

Event bids are often full of claims about the positive impacts of event hosting, both social and economic. In particular, sport events are often praised for the ability to increase sport and physical activity participation in host and non-host communities. Increases in participation are related to a “demonstration effect” or “trickle-down” effect, which refers to a process by which people are inspired by elite sport, sports people, or sports events to participate themselves (Weed, 2009). The demonstration effect can be measured in terms of new participants in a sport, an increase in participation frequency, participants returning to a sport after a long hiatus, or participants switching from one sport to another. In recent years, many researchers have dismissed such claims, arguing that there is no reliable evidence to support the existence of demonstration effects.

However, the question of the “existence” of demonstration effects may be far more nuanced than simply claiming they do or do not exist. It may be time for researchers to temper the debate about the existence of demonstration effects, and instead focus their efforts on investigating the mechanisms and conditions by which sport events are most likely to bring about desired participation impacts. The resulting evidence can help set expectations, assess investments, and guide legacy investments.

A Realist Synthesis Approach to Understanding Demonstration Effects

A realist synthesis approach to understanding complex phenomena explores a wide range of evidence to answer the question “what works for whom under what circumstances?” rather than “what works?” (Coalter, 2007). From this perspective, event impacts (e.g., increased sport or physical activity participation) are best understood as a result of the interaction of a particular combination of circumstances.

What follows is a discussion of some of the conditions that may be necessary for a major sport event to have a positive impact on sport and physical activity participation. By no means is this an exhaustive list of empirically supported conditions. The intention is to start a discussion about re-thinking what might be necessary conditions for demonstration effects to occur.

Condition #1: Youth Populations

Evidence to suggest that sport events will influence sport participation is limited when considering an entire host population. “One-size-fits-all” approaches to analyzing data may be masking evidence of demonstration effects present within particular sub-populations. Recently, for example, research has suggested that demonstration effects might be more pronounced among youth populations. For instance, Aizawa et al. (2018) found that the long-term impact of the 1964 Tokyo Olympic Games was more pronounced among those who were youth at the time of the event compared to other generations. Similarly, Carmichael et al. (2013) observed that students and those in part-time employment positions were more likely to participate in moderately intense activities after the London 2012 Olympic Games than people who were employed full-time. As people age, they may give a higher priority to areas of education, work, and family than to nonworking and sport-related activities (Aizawa et al.).

Condition #2: Communities that House Event Venues

Research into the demonstration effect has often drawn conclusions based on analyses of national and provincial/territorial-level participation data. Until recently, participation data are rarely delineated or examined within the local regions that house event venues. The notion of the “epicentre” effect suggests that when searching for evidence of a demonstration effect, researchers should first consider available participation data at local and regional levels, and then move outward and consider data at provincial/territorial and national levels (Potwarka & Leatherdale, 2016). Examined this way, participation impacts might be greatest near venue locations. For instance, Potwarka and Leatherdale (2016) observed no statistically signiﬁcant changes in the rate of moderately active/active youth in Canada or the province of British Columbia from before to after the Vancouver 2010 Olympic Games. At the regional level however, the authors reported a signiﬁcant increase in the rate of moderately active/active females from pre-event to post-event years in Richmond, BC. Interestingly, Richmond was home to the newly constructed Olympic oval, which saw a record number of medals for Canadian women speed skaters and was accessible for public use after the Games.

Condition #3: “Hometowns” of Medalists

Virtually every study of demonstration effects has examined participation impacts solely within host nations and communities, however demonstration effects have the potential to be a truly global phenomena. Millions of people from outside host communities and around the globe tune in to watch athletes from their own communities compete for Olympic and Paralympic medals. Potwarka et al. (2019) examined population-level changes in physical activity in the hometowns of Canadian athletes that won medals at the London 2012 Olympic Games. The authors reported statistically significant increases in physical activity levels among youth living in five (of 26) hometown health regions between the pre-and post-event time periods under investigation. No significant changes in participation were observed in any of the 26 control regions (i.e., regions that were not home to an Olympic medalist). People may perceive a special connection with elite athletes from their hometown because they share similar access to sport-related opportunities, coaches, and activity promoting infrastructure in the built environment.

Condition #4: Active, Engaged, and Inspired Spectators

Research has consistently shown that demonstration effects are most likely to occur within people and spectators who are already active sport participants and spectators (Funk et al., 2011; Aizawa et al., 2018). In particular, investigations of demonstration effects have revealed that people who are fans of the sport or have knowledge of the sport before experiencing live competitions were much more likely to intend to participate in the sport after watching it (Teare et al., in press; Wicker & Sotiriadou, 2013).

Moreover, what people think about, and what they feel while immersed in a spectator experience, can have a profound influence on post-event decisions to participate. In particular, fantasizing being an athlete participating in the action; intense absorption in the spectator experience; critically judging the performance and skills of athletes; and appreciating the grace and beauty of the sport itself, can influence the likelihood of feeling inspired while watching sport events (Potwarka et al., 2018). Feelings of inspiration while watching an event may play a key role in developing behavioral intention, and reduce feelings of inadequacy that can discourage participation (Potwarka et al., 2018). In an inspired state, spectators can become compelled to achieve new sport participation goals (Thrash & Elliot, 2003). In this way, inspiration can be thought of as an appetitive motivational state, which involves feelings of energy, confidence, and enthusiasm that lead to post-event participation (Thrash & Elliot, 2003).

Condition #5: Implementing Event Leveraging Initiatives

The demonstration effect literature consistently reminds us that the potential for demonstration effects is greatly reduced without carefully planned and executed event leveraging strategies (Misener et al., 2015). Leveraging is based on the premise that increased participation levels are more likely to result from the combined influence of staging an event and the implementation of interventions designed to promote sport opportunities (Coalter, 2007). In other words, a demonstration effect must be combined with opportunities to try the sport on display if there is to be a behavioral impact beyond just influencing people’s intentions (Chalip et al., 2017; Weed et al., 2012). Few sport events have included the design, implementation and evaluation of programs that encourage people to try a new sport (Taks et al., 2017). Researchers are beginning to examine the potential influence of exposure to particular event leveraging initiatives deployed before, during or after events on stimulating sport participation. Potwarka et al. (2020), for example, found that receiving a voucher for a free session to try the sport of track cycling stimulated participation among spectators with both low and high intentions to participate in the sport post-event. (Learn more about this research in the SIRC blog.)

Summary and Recommendations: Toward More Inclusive Understandings of Demonstration Effects

Legacy investments and event leveraging initiatives strategically targeting local sport organizations, community sport and physical activity infrastructure, and youth populations might help demonstration effects occur. Moreover, local and national media must continue to promote and cover exceptional athletes in communities around the world. These narratives can highlight athletes’ connections and experiences participating in their local communities. To maximize the likelihood of participation impacts from sport events, event stakeholders may also consider offering post-event trial opportunities and designing vicarious and immersive spectator experiences. Efforts should be made to make sport events more accessible to spectators by educating them about the nuances and rules of the sport before and during competitions. Doing so may create more engaged and inspired spectators.

Further research is needed to examine demonstration effects relating to non-mega sport events and ParaSport events (Misener, 2015; Taks et al., 2015). Moreover, attention must be directed at non-participants and those who are systemically excluded from participation opportunities because of race, ethnicity, gender, sexual identity, socio-economic status, and ability/disability. Efforts must be made to remove barriers to post-event participation.

There may also be a need to build international research collaborations aimed at interrogating demonstration effects. To this end, it may be wise to establish a repository of national and more localized sport participation surveillance data, including demographic information, which could be shared among scholars and sport managers around the world.

In addition to further establishing conditions and mechanisms which might underpin the demonstration effect phenomena, researchers and event stakeholders should focus efforts on issues related to capacity and retention. While staging sport events might help get participants “in the door,” considerably less is known about evidenced-informed strategies to help nurture and maintain newly formed relationships with participants (Bakhsh et al., 2020). If sport researchers and event stakeholders wish to realize the full potential of demonstration effects, they must ensure spectator and participation opportunities before, during and after events are welcoming and accessible for everyone.

Challenges in a youth Sport for Development setting

In 2017, MLSE LaunchPad set out to gamify how youth engage in a community sport setting. This was not about the actual sports being coached at the facility – it was about how youth interact with and experience a community-based sport organization. Our approach to gamification considered registration, relationships, attendance, program evaluation and whether incentives earned through a gamified experience could influence motivation – one key component that contributes to physical literacy and other outcomes of interest to sport programmers (Chen, 2015).

In applying this approach in practice, MLSE LaunchPad initially piloted a values-based currency of points and digital rewards to intentionally stimulate engagement related to priority challenges at the facility. Implementation of two tactical approaches formed the foundation of an early strategy:

Providing youth with the ability to earn points for attendance, with bonus rewards for attendance streaks or perfect attendance, as a means to increase consistency in attendance and reduce ghosting (youth not showing up to a program for which they had registered).
Providing youth with the ability to earn points and bonus rewards for the completion of a program evaluation activity before or after their program, to address challenges with low survey completion rates.

An innovative platform for youth engagement

Recognizing the potential of an effective gamification strategy to drive essential youth behaviours, MLSE Scoreboard™ was born – a digital platform for youth engagement, program evaluation, and program and facility management. Part digital infrastructure, part loyalty rewards, and all engaging – anytime, from any device.

The system has two core components, which have advanced the implementation of the tactics described above:

All youth who register for programs receive access to a secure personal dashboard where they can see their schedule of programs, a real-time points display, alerts and messages, and an interactive leaderboard.
Program staff set up customized challenges, surveys and rewards, and assign relative point values for each activity. Staff may also award bonus points relating to values, skills, attitudes and behaviours they are coaching or promoting.

Points as a key to success

During three years of testing, implementation and refinement with hundreds of programs and thousands of youth, one of the most critical insights has been that from the participant perspective, points are a currency. One key to success has been the intentional alignment of how points are earned with our values. For example, MLSE LaunchPad values the development of prosocial life skills and promotes the benefits of showing up, trying new things, and engaging positively with peers and staff. Consistent with these values, the life cycle of a typical program gives participants opportunities to earn points for living these values, including points for consistent attendance, multi-sport engagement, participating in evaluation activities, and engaging positively in program activities. Points are not earned for talent or sport performance. Youth reach the top of the leaderboard by actively embracing the diversity of sport programs on offer, showing up consistently, pushing themselves, and listening to their coaches and mentors. In essence, the points system is a currency of engagement. Over time, with the point system integrated into the fabric of the organization and its programs, the system can be adapted and refined by staff to address other priorities.

Refining the process

With the launch of MLSE Scoreboard and its points-based currency, youth response rates to program evaluation surveys jumped to 85%. However, some process issues persisted. Early in the MLSE Scoreboard journey, an evaluation station or “rotation” was integrated into a program’s first and last day where youth would go to a classroom or tablet station to complete the program evaluation survey. With MLSE Scoreboard available as a digital, mobile-friendly platform, evaluation staff began releasing pre-program surveys a full week in advance, with bonus points available for early completion. The results were swift – approximately two thirds of youth logged in from home to complete their baseline survey before the start of the program. This increased efficiencies in data collection, but perhaps more importantly, provided two sources of time savings for staff. First, fewer participants leaving program activities to complete a survey helps optimize the time they have for coaching and sport program experience. Second, 2/3 of youth completing surveys from home helps reduce demands on staff time, enabling them to focus on youth who need extra support to complete their survey onsite. For all the prospective benefits of a gamification strategy, none of it is useful if busy staff do not see value in terms of their most prized commodity: time (Ontario Nonprofit Network, 2018).

Tips for applying these concepts in your setting

1. Know your values

There is no homogenous population and different groups behave differently. Being aware of the challenges your participants may be experiencing and the values your organization wants to promote will inform smart and practical goals in building your own points currency. MLSE LaunchPad developed our points system around accountability for showing up, trying new things, and the development of prosocial life skills. What behaviours does your organization value?

2. Start small

We recommend focusing on a small number of concrete objectives while your staff and participants get comfortable with the system. At MLSE LaunchPad, early iterations awarded points to build engagement around attendance and evaluation. While fun custom challenges and other nuances have been added, starting with a simple focus helped staff develop comfort with the points system while generating excitement among youth around clear, achievable goals.

3. Have fun with your challenges

Whatever your engagement goals, encourage staff creativity and learn from participants to build gamified challenges that are fun and fresh while also reinforcing program content and behavioural goals. Physical literacy and the development of functional movement skills have been an intentional programming focus for younger youth at MLSE LaunchPad. As youth advance in age, the development of life skills such as social competence becomes the programmatic focus. Staff are empowered to award points or create challenges for observed examples of youth demonstrating growth in these life skill areas. For example, an MLSE Scoreboard challenge was established where youth earned points for introducing themselves to new mental health counsellors and getting to know them as people, helping to facilitate a warm introduction and reducing barriers to accessing this new service for youth and families.

4. Incentives need not be costly

Yes, MLSE LaunchPad has access to team-branded merchandise for youth to redeem. However, in our journey we have learned that the points themselves provide more drive for engagement than any item or prize on offer. Most participants choose not to redeem in favour of building up their point totals to achieve goals or compete with their peers. Access to a leaderboard with peers is an essential enabler of the healthy competition that an engaging and values-driven points system can facilitate. Online rewards such as digital “badges” can be earned and accumulated, for example, related to a specific life skill, an act of positivity, or leveling up their sport participation. This type of reward is similar to the way points are used in favourite video games – except in this case, winning the game involves demonstrating the characteristics and attributes we work to promote through long-term quality sport engagement.

For those more extrinsically motivated, points redemption can take on many forms. We find smaller accessories such as wristbands and bracelets popular among 6-10 year-olds, and sport accessories such as water bottles and t-shirts popular among 11-14-year-olds. Experiential rewards are popular among older youth, such as a movie night donated by a sponsor, admission to a special event, or an earned privilege like choosing what the team eats at an end-of-season dinner.

5. Learn and adapt

This article provides a framework for how the gamification of youth sport engagement has worked in a youth Sport For Development setting. Every program, culture and population are different, and what works in one environment may not be perfectly adaptable to another. Conceptually, it is helpful to think about a system of gamification through points as a choose-your-own-adventure platform, where organizations have the flexibility to tailor and evolve their system over time against the most pressing engagement goals or challenges as defined by them. People are not static, and as they grow and what motivates them evolves, those of us working with them must keep our approaches fresh, relevant and engaging.

If you need a sounding board or would like to ideate about what a values-based points currency could look like for your organization, don’t hesitate to reach out to the MLSE LaunchPad Research and Evaluation team.

Recommended Resources

Warner, M & Heal, B. (2020). Engaging youth in evaluation processes. SIRCuit Article.

Warner, M & Heal, B. (2020). The gamification of evaluation for non profits and charities. Imagine Canada 360 Blog.