No Cover Image

Journal article 177 views 23 downloads

Exploring how and why a sports-based multi-component intervention works for disengaged students: a longitudinal realist evaluation

Emily Owen-Boukra Orcid Logo, Camilla Knight Orcid Logo, Denise Hill Orcid Logo

Sport, Education and Society, Pages: 1 - 22

Swansea University Authors: Camilla Knight Orcid Logo, Denise Hill Orcid Logo

  • 67094.pdf

    PDF | Version of Record

    © 2024 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License.

    Download (829.76KB)

Check full text

DOI (Published version): 10.1080/13573322.2024.2376229

Abstract

School dropout is associated with numerous detrimental consequences including prolonged unemployment, poverty, a wide range of psychological and physical health problems, and premature mortality. As such, designing and implementing interventions to prevent school dropout and ensure successful school...

Full description

Published in: Sport, Education and Society
ISSN: 1357-3322 1470-1243
Published: Informa UK Limited 2024
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa67094
Tags: Add Tag
No Tags, Be the first to tag this record!
first_indexed 2024-07-15T09:18:49Z
last_indexed 2024-07-15T09:18:49Z
id cronfa67094
recordtype SURis
fullrecord <?xml version="1.0" encoding="utf-8"?><rfc1807 xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:xsd="http://www.w3.org/2001/XMLSchema"><bib-version>v2</bib-version><id>67094</id><entry>2024-07-15</entry><title>Exploring how and why a sports-based multi-component intervention works for disengaged students: a longitudinal realist evaluation</title><swanseaauthors><author><sid>6c81176f7e92c7c04ff6cfb8f1a0ed60</sid><ORCID>0000-0001-5806-6887</ORCID><firstname>Camilla</firstname><surname>Knight</surname><name>Camilla Knight</name><active>true</active><ethesisStudent>false</ethesisStudent></author><author><sid>9bca603dad273604f16acfb1178b1d83</sid><ORCID>0000-0001-8580-4048</ORCID><firstname>Denise</firstname><surname>Hill</surname><name>Denise Hill</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2024-07-15</date><deptcode>EAAS</deptcode><abstract>School dropout is associated with numerous detrimental consequences including prolonged unemployment, poverty, a wide range of psychological and physical health problems, and premature mortality. As such, designing and implementing interventions to prevent school dropout and ensure successful school completion is crucial. The purpose of the current study was to conduct a longitudinal realist evaluation to understand how, and under which circumstances, a multi-component intervention delivered through the charitable foundation of a professional sports team may impact the developmental outcomes of disengaged students. The intervention comprised one-to-one mentoring, classroom-based learning, sport and physical activity. Participant observations and fifty-two interviews were conducted with teachers and students over a ten-month period to form context-mechanism-outcome configurations (CMOCs) and to refine initial programme theories. The CMOCs developed highlighted the importance of students developing healthy conflict resolution skills and emotional regulation strategies, the potential of sporting content to re-ignite interest in academic learning, the powerful effects of deviant peer contagion, the synergistic impact of a multi-component intervention, and the role of pre-existing and ongoing contextual factors in determining whether interventions can create sustainable and lasting desirable outcomes among students. The findings provide practical recommendations for future sport-framed intervention design, implementation, and evaluation.</abstract><type>Journal Article</type><journal>Sport, Education and Society</journal><volume>0</volume><journalNumber/><paginationStart>1</paginationStart><paginationEnd>22</paginationEnd><publisher>Informa UK Limited</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint>1357-3322</issnPrint><issnElectronic>1470-1243</issnElectronic><keywords>Realist evaluation; multi-component intervention; sport and physical activity; mentoring; professionalathlete; classroom-based learning</keywords><publishedDay>10</publishedDay><publishedMonth>7</publishedMonth><publishedYear>2024</publishedYear><publishedDate>2024-07-10</publishedDate><doi>10.1080/13573322.2024.2376229</doi><url/><notes/><college>COLLEGE NANME</college><department>Engineering and Applied Sciences School</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>EAAS</DepartmentCode><institution>Swansea University</institution><apcterm>Another institution paid the OA fee</apcterm><funders/><projectreference/><lastEdited>2024-08-30T13:30:35.0249661</lastEdited><Created>2024-07-15T10:15:23.8583420</Created><path><level id="1">Faculty of Science and Engineering</level><level id="2">School of Engineering and Applied Sciences - Sport and Exercise Sciences</level></path><authors><author><firstname>Emily</firstname><surname>Owen-Boukra</surname><orcid>0000-0001-5558-8567</orcid><order>1</order></author><author><firstname>Camilla</firstname><surname>Knight</surname><orcid>0000-0001-5806-6887</orcid><order>2</order></author><author><firstname>Denise</firstname><surname>Hill</surname><orcid>0000-0001-8580-4048</orcid><order>3</order></author></authors><documents><document><filename>67094__30900__5d2aca7498764b2ba62023e65bf7bcd9.pdf</filename><originalFilename>67094.pdf</originalFilename><uploaded>2024-07-15T10:20:02.2832244</uploaded><type>Output</type><contentLength>849679</contentLength><contentType>application/pdf</contentType><version>Version of Record</version><cronfaStatus>true</cronfaStatus><documentNotes>© 2024 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License.</documentNotes><copyrightCorrect>true</copyrightCorrect><language>eng</language><licence>http://creativecommons.org/licenses/by-nc-nd/4.0/</licence></document></documents><OutputDurs/></rfc1807>
spelling v2 67094 2024-07-15 Exploring how and why a sports-based multi-component intervention works for disengaged students: a longitudinal realist evaluation 6c81176f7e92c7c04ff6cfb8f1a0ed60 0000-0001-5806-6887 Camilla Knight Camilla Knight true false 9bca603dad273604f16acfb1178b1d83 0000-0001-8580-4048 Denise Hill Denise Hill true false 2024-07-15 EAAS School dropout is associated with numerous detrimental consequences including prolonged unemployment, poverty, a wide range of psychological and physical health problems, and premature mortality. As such, designing and implementing interventions to prevent school dropout and ensure successful school completion is crucial. The purpose of the current study was to conduct a longitudinal realist evaluation to understand how, and under which circumstances, a multi-component intervention delivered through the charitable foundation of a professional sports team may impact the developmental outcomes of disengaged students. The intervention comprised one-to-one mentoring, classroom-based learning, sport and physical activity. Participant observations and fifty-two interviews were conducted with teachers and students over a ten-month period to form context-mechanism-outcome configurations (CMOCs) and to refine initial programme theories. The CMOCs developed highlighted the importance of students developing healthy conflict resolution skills and emotional regulation strategies, the potential of sporting content to re-ignite interest in academic learning, the powerful effects of deviant peer contagion, the synergistic impact of a multi-component intervention, and the role of pre-existing and ongoing contextual factors in determining whether interventions can create sustainable and lasting desirable outcomes among students. The findings provide practical recommendations for future sport-framed intervention design, implementation, and evaluation. Journal Article Sport, Education and Society 0 1 22 Informa UK Limited 1357-3322 1470-1243 Realist evaluation; multi-component intervention; sport and physical activity; mentoring; professionalathlete; classroom-based learning 10 7 2024 2024-07-10 10.1080/13573322.2024.2376229 COLLEGE NANME Engineering and Applied Sciences School COLLEGE CODE EAAS Swansea University Another institution paid the OA fee 2024-08-30T13:30:35.0249661 2024-07-15T10:15:23.8583420 Faculty of Science and Engineering School of Engineering and Applied Sciences - Sport and Exercise Sciences Emily Owen-Boukra 0000-0001-5558-8567 1 Camilla Knight 0000-0001-5806-6887 2 Denise Hill 0000-0001-8580-4048 3 67094__30900__5d2aca7498764b2ba62023e65bf7bcd9.pdf 67094.pdf 2024-07-15T10:20:02.2832244 Output 849679 application/pdf Version of Record true © 2024 The Author(s). This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License. true eng http://creativecommons.org/licenses/by-nc-nd/4.0/
title Exploring how and why a sports-based multi-component intervention works for disengaged students: a longitudinal realist evaluation
spellingShingle Exploring how and why a sports-based multi-component intervention works for disengaged students: a longitudinal realist evaluation
Camilla Knight
Denise Hill
title_short Exploring how and why a sports-based multi-component intervention works for disengaged students: a longitudinal realist evaluation
title_full Exploring how and why a sports-based multi-component intervention works for disengaged students: a longitudinal realist evaluation
title_fullStr Exploring how and why a sports-based multi-component intervention works for disengaged students: a longitudinal realist evaluation
title_full_unstemmed Exploring how and why a sports-based multi-component intervention works for disengaged students: a longitudinal realist evaluation
title_sort Exploring how and why a sports-based multi-component intervention works for disengaged students: a longitudinal realist evaluation
author_id_str_mv 6c81176f7e92c7c04ff6cfb8f1a0ed60
9bca603dad273604f16acfb1178b1d83
author_id_fullname_str_mv 6c81176f7e92c7c04ff6cfb8f1a0ed60_***_Camilla Knight
9bca603dad273604f16acfb1178b1d83_***_Denise Hill
author Camilla Knight
Denise Hill
author2 Emily Owen-Boukra
Camilla Knight
Denise Hill
format Journal article
container_title Sport, Education and Society
container_volume 0
container_start_page 1
publishDate 2024
institution Swansea University
issn 1357-3322
1470-1243
doi_str_mv 10.1080/13573322.2024.2376229
publisher Informa UK Limited
college_str Faculty of Science and Engineering
hierarchytype
hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Engineering and Applied Sciences - Sport and Exercise Sciences{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Engineering and Applied Sciences - Sport and Exercise Sciences
document_store_str 1
active_str 0
description School dropout is associated with numerous detrimental consequences including prolonged unemployment, poverty, a wide range of psychological and physical health problems, and premature mortality. As such, designing and implementing interventions to prevent school dropout and ensure successful school completion is crucial. The purpose of the current study was to conduct a longitudinal realist evaluation to understand how, and under which circumstances, a multi-component intervention delivered through the charitable foundation of a professional sports team may impact the developmental outcomes of disengaged students. The intervention comprised one-to-one mentoring, classroom-based learning, sport and physical activity. Participant observations and fifty-two interviews were conducted with teachers and students over a ten-month period to form context-mechanism-outcome configurations (CMOCs) and to refine initial programme theories. The CMOCs developed highlighted the importance of students developing healthy conflict resolution skills and emotional regulation strategies, the potential of sporting content to re-ignite interest in academic learning, the powerful effects of deviant peer contagion, the synergistic impact of a multi-component intervention, and the role of pre-existing and ongoing contextual factors in determining whether interventions can create sustainable and lasting desirable outcomes among students. The findings provide practical recommendations for future sport-framed intervention design, implementation, and evaluation.
published_date 2024-07-10T13:30:33Z
_version_ 1808815655472857088
score 11.037581

Similar Items