1. Developing Lifelong Participation StreetGames National Training Event 27th March 2012
2. Developing Lifelong ParticipationOur ambition is for DSCs to:•Encourage regular participation andretain young people within DoorstepSport Clubs (DSC) activitiesAND•Equip their members with skills,confidence and knowledge so that theyare able to ‘make their own way’ intolifelong participation.Reduce post-16 drop-off in sport
3. What do we mean?•DSC members will develop the knowledge, skills, confidenceand motivation to participate in sport/physical activities beyondthe club activities.•So, for example, it may be that they go on to independently: Use a leisure centre - on their own or with friends Join a gym Jog or cycle Join a mainstream sports club.
4. Issues to consider• Many factors contribute to post 16 drop off: – Competing priorities – Busy life-styles – College/work – Friends/relationships – Hobbies/other interests – Family/child care commitments – Inappropriate playing offers – Cost and transport difficulties.• BUT also issues around knowledge, skills and confidence – ‘sporting capital’
5. Building sporting capital“I don’t know how to get involved”“I want to do the gym thing but I don’t know how to get the slips youneed”“I want to learn to ice skate…I would never go there because everyoneis looking over the balcony and I can’t ice-skate so I don’t wanna gothere for everyone to laugh at me”“If you’re on your own you feel stupid doing stuff”“I think people can be intimidated by those who are better at theactivity”
6. Young people will need support to:– Gain knowledge of how to access clubs/fitness centres– Develop an awareness of cultural norms such as clothing, etiquette/customs– Activity-specific skills– Create social connections -feel involved and “sporty”
7. Developing LifelongParticipation through Doorstep Sport ClubsDSCs need to build plans whichseek to encourage lifelongparticipation.So for example, this may involve:•Taking part/gaining experience in a rangeof different activities• Going to different places and meeting new people• Developing activity specific skills• Building leadership skills .• Understanding the importance of regular activity
8. Range of activitiesAs move into later teens and adulthood:• Individual activities such as going to the gym, jogging, swimming, cycling, and fitness classes become more popular – particularly for femalesAND/OR• Traditional teams sports in a more ‘informal’ form e.g. 5-a-side game with college/work mates
9. Encouraging independent activity• Show participants where to go, how to find activities, where sport can be read about and watched• Physical visits to sports and leisure centres• NGB links - informal products such as Just Play, No Strings
10. Activity specific skills• Fun-based skills/drills• Recognition/rewards• Skills and tricks• Opportunities to compete:• Internal round-robins• Challenges• Friendly games• Home and away matches• CVLs• Tournaments• Festivals
11. Friendly environment and social connections• Supportive• Motivating• Caring• Safe• Personal development ethos• Build cohesive groups
12. Leadership Skills• Providing opportunities for young people to: • Mature • Develop leadership skills • Confidence• Through coaching, volunteering and involvement in decision making.
13. Case study - Tower Hamlets Cycling Club – Dev. of womens section• ‘T’ joined the club - shed never had the chance to cycle due to cultural & religious constraints• ‘T’ learned how to cycle - is now a confident cyclist, volunteers, helps out at sessions & promote rides• ‘T’ has lost weight gained confidence & is now learning to swim – making her own way to lifelong participation• Hopes to cycle to college in the future."The Cycling Club has allowed me to learn to cycle afteryears of wanting to and has stopped my caring about thestereotypical view that Muslim women shouldnt becycling. The Club has given me the chance to enjoy ridinga bike - something most people take for granted and havethe privilege to do all their lives without a second thought"
14. Next steps– Development of a 3 hour training workshop– Support materials