Positive Behavior Support in Sport Clubs in the Netherlands: first
experiences
Nicolette Schipper-van Veldhoven1,3, Arnold Bronkhorst1,2 & Harold Hofenk1,4
1Windesheim University of Applied Sciences, Research group Sport Pedagogy, Zwolle, the Netherlands
2Windesheim University of Applied Sciences, Human Movement & Sport
Division, Zwolle, the Netherlands
3Netherlands Olympic Committee*Netherlands Sport Confederation (NOC*NSF), Arnhem, the Netherlands
4Hanze University of Applied Sciences, Institute for sport studies, Groningen, the Netherlands
Abstract
Sports constitute a basis of fun for many (young) people and can contribute to important social developments. Sport can also yield opposite results:: arrogance, bullying, (sexual) intimidation, discrimination. Effects are largely influenced by the context of (youth) sport participation. In facing the reality of organized sport, creating a safe and pedagogical environment is not a priori inherent in sports. Many sports associations and clubs still primarily and too often focus on issues like schedules, organizing training and
competitions, being financially sound and ensuring the continuity of their organizations. Specific policies for the prevention of harassment and abuse in sport hardly ever reach a local level. Experts speak of an implementation issue. In search for innovative approaches, Positive Behavior Support (PBS) was also introduced in the sport context. In this article, the preliminary evaluation of first experiences with PBS in local sport clubs (which are mostly run by volunteers) is described on the basis of seven insights. Conclusions can be drawn that PBS can be a guiding principal in sport clubs with organizational strength, although it needs specific translation within the context of sport. Further research is required to determine those significant adjustments.
Introduction: PBS and a safe and respectful sport environment
In the Netherlands around 2.4 million young people in the age between 5 and18 years (NOC*NSF/GfK, 2014) practice a sport, of which 1.6 million in organized sport at club level (in one out of the 25,000 sport clubs) managed by volunteers (NOC*NSF, 2015). Organized youth sport is an important socializing context for children and adolescents. In this way, sports have become known as the third pedagogical environment (in addition to home and school) (Dekovic, 1999; Schipper-van Veldhoven, 2013). Participation offers possibilities to learn, both consciously and subconsciously. Sports offer children specific new experiences and new ways to act through engagement in practice. Researchers agree that pure engagement in sports does not automatically lead to positive outcomes and improved social, psychological and/or moral character (Bailey, 2005; Light, 2010; Shields &
Bredemeier, 2001; Todd & Hodge, 2001; Light, 2010). Sports can also lead to the opposite.
In 2007 the Social and Cultural Planning Office (SCP) was commissioned by the Dutch Ministry of Health, Welfare and Sport to carry out a quick scan of desirable and
undesirable practices in and around the world of popular sport. This An initial inventory, based on existing (national) statistics and registers, carried out in the Netherlands in 2007
showed that verbal and physical violence, discrimination and (sexual) intimidation (of specific social groups) occur regularly (Tiessen-Raaphorst & Breedveld, 2007). The largest issue is verbal violence and bullying. In a recent investigation with regards to the
prevalence of undesirable behavior, asking a representative sample of 4,043 Dutch and Flemish adults about their experiences in sports before the age of 18, we found prevalence estimates of 38% for psychological violence, 11% for physical violence and 13% for sexual violence (Vertommen et al., 2016).
In this way, sport has two faces. Effects of engagement in sport are largely shaped by the context of (youth) sport participation (Schipper-van Veldhoven, 2016). Our research group is investigating the sport context from a pedagogical perspective. The central research question is as follows: “How can trainers, coaches, athletes, parents, and sports
administrators make sure that ‘sports’ is an environment which focuses on the positive effects and diminishes the negative effects of sport? In other words, how can we create a positive, safe, and respectful sport environment?”
In search of new initiatives to answer this question, we also came in contact with the Positive Behavior Support (PBS) Knowledge Centre of Windesheim University of Applied Sciences, based in the Netherlands. We recognized some similarities in ‘creating a safe and
positive environment’ between schools and sport clubs., such as valuing positive behavior (positive coaching) and prevention as key. It is in our interest to investigate whether a PBS approach developed for a school environment applies in the context of a local sport
environment. Since January 2016, the research group Sport Pedagogy and the PBS Expertise Centre work together on this topic.
Our first step was to see which PBS initiatives had already been taken within the context of organized sport. As (School-wide)PBS has been introduced in schools in the Netherlands (since 20098), involved professionals have also introduced PBS or parts of PBS in their ‘own’ sport club (in which they were a volunteer or otherwise involved ). They were able to independently make modifications from a PBS school approach towards a sport club
approach. We wanted to know what their experiences were. Therefore, the main objective of this chapter is to describe the preliminary evaluation of the experiences of these
professionals in applying PBS at a sport club which are usually run by volunteers. Before we go into details of this research, we highlight the context of organized sport and the existing policies on the prevention of harassment and abuse in sport in the Netherlands.
Organized sport
In the Netherlands, sport is organized at club level (run by volunteers), whilst the clubs are members of a sport federation. Most of these sport federations are in turn affiliated with the National Olympic Committee*Netherlands Sport Confederation (NOC*NSF). The two bodies (NOC and NSF) merged in 1993 and, therefore, also execute the functions of an NOC.
This umbrella organization represents the interests of its members and also acts as the political interlocutor to the Ministry of Health, Welfare and Sport, as well as other ministries. The sport federations are responsible for their own branch of sport and for providing safe and respectable sport to their members (the clubs). A characteristic feature of sports policy in the Netherlands is the fact that it is a result of co-operation between different sports policy partners (a sports policy network of public authorities, umbrella organizations, sports organizations and also companies and the media). Within organized sport, NOC*NSF and her members are responsible for national Dutch policy. The state (Ministry of Health, Welfare and Sport) plays a stimulating and complementary role in this respect.
One of the responsibilities of the NOC*NSF and the national government is to create a safe and respectful (youth) sport within organized sport. “All athletes have a right to engage in ‘safe sport’, defined as an athletic environment that is respectful, equitable and free from all forms of non-accidental violence to athletes” (IOC Consensus Statement 2007, inas sited
Mountjoy, et al., 2016, p.2). The promotion of safe sport is an urgent task and part of a broader international imperative for good governance in sport. This means that sport policy aims at creating a positive, safe and pedagogical environment when practicing sport. Studies with as regards to undesirable behavior (as mentioned in the introduction)
Existing policies on the prevention of harassment and abuse in sport
In 2011, the Dutch Ministry of Health, Welfare and Sport published the action plan ‘A Safe and Respectful Sport Environment: 2011-2016’ (VWS, 2011). This ‘new’ policy’, developed by NOC*NSF in cooperation with sport federations, adopts a zero tolerance approach to harassment, abuse, and other forms of unethical conduct in all sport sectors. This policy is an integral program and is based on the previous programs ‘Sexual Intimidation’ (since 1996), ‘Master plan for Referees’ (2006 – 2011) and ‘Together for Sportsmanship and Respect’ (2009-2012) (Schipper-van Veldhoven & Steenbergen, 2014 ). Thiseintegral
program has a wide range which reaches from (1) awareness and communication, (2) focusing on sports clubs and board members, (3) trainers and coaches, (4) arbitrary executives (referees), (5) excesses and (6) disciplinary laws. In 2013, ‘parents’ were also included in the program. A new aspect that makes this program unique is the cooperation between organized sports, local governments, police, justice, and welfare. Thanks to this cooperation, a broad spectrum of instruments for all stakeholders, the Dutch sport world (once again) gives a boost to its strategy to take responsibility so as to create a safe and pedagogical sports environment, and act upon undesirable behavior in the sport context.
A growing number of sports associations and clubs (mostly run by volunteers) devote attention to sportsmanship and respect, to a pedagogical environment, to preventing undesirable behavior and to encouraging desirable conduct. This is mainly expressed in codes of conduct and club rules (Romijn, van Kalmthout, & Breedveld, 2015). At the same
time, many sports associations and clubs too often continue to focus on issues like
schedules, organizing training and competitions, being financially sound and ensuring the continuity of their organizations (Hulsebos, Knaapen, & Jentink, 2015). This makes them merely passive consumers to the topic safe sport environment, in most cases accessing undesirable conduct and violence only after an incident had occurred. Even though the implementation of one or two instrument(s) is a starting point, it does not change the culture within a sport club.
Thus, a strong commitment has been shown by the Dutch national government, NOC*NSF and sport federations to raise awareness on undesirable conduct in sport and on creating a safe sport environment. One of the problems in organized sport context is that policies created at National and/or federal level, hardly reach local level. Experts speak of an implementation problem (Romijn, et.al, 2015). A broader (pedagogical) policy, a
comprehensive approach, on a local level is needed towards a ‘cultural change’ on positive behavior in sport clubs. Strategies are needed that trainers, coaches, sport administrators and parents are willing and able to use, and which positively affect the child's development and recognizes sport as the third pedagogical environment. PBS is increasingly recognized as such a strategy.
PBS and sport
PBS, as a system wide approach, in sport is a rather new topic in organized sport in scientific research. However, theUnited Nations International Childrens Emergency Fund
(UNICEF) recognizes that positive behavior management is a good coaching tool according to its handbook “Implementing positive behavior management on the field – A Handbook for Coaches” (Unicef, 2014). As they stated: “Positive behavior management offers a set of respectful strategies which aim to increase and maintain appropriate behavior while
decreasing inappropriate behavior. In contrast to traditional approaches to discipline, which tend to be reactive and punitive, positive behavior management is proactive and places an emphasis on teaching and reinforcing appropriate behavior” (ibidUnicef, 2014, p.2). It has some similarities with the PBS approach.
A PBS strategy is not a set of prescribed procedures to be used in all schools in the same way. It is more of a systems approach based on five pillars (see Figure 24.1.) aimed at creating a safe and positive school environment (Blonk, Das, Haasen, Hoetmer, & Wichers-Bots, 2014; Goei, Nelen, van Oudheusden, De Bruïne, et.al, 2010/2011; Nelen, Das, Blonk, Reijnders, et.al, 2016), which, therefore, may apply to the sport context.
Insert Figure 24.1. about here
Since the introduction of PBS in the Netherlands in … 2009 more than 200 350 schools in primary, secondary and special education have embraced this approach (Nelen, et.al, 2016reference). Its successfulness may be explained by the provision of practical tools to schools and to the guidance of a trained PBS coach.
Research into PBS and sport: method
Specific research question
Does a PBS approach developed for a school environment apply in a local sport environment, such as a sport club mostly run by volunteers?
Participants and settings
For this research we approached Ffive professionals, who worked or volunteered at , five different locations, using five different intervention strategies. As said in the introduction, PBS professionals have separately introduced PBS or parts of PBS in their ‘own’ sport club (in which they were a volunteer or otherwise involved ). These professionals were trained PBS-coaches or sport pedagogue (see Table 24.1.). In the Netherlands, a PBS-coach is a trained expert in advising schools how to implement PBS in a school. Because of their expertise in creating positive school environments, they saw opportunities for this approach within ‘their’ sport club.
One professionals was a coach/trainer who implemented PBS in her way of coaching. Other stakeholders actively approached the sport club with a proposal to apply PBS at their club, of which one professional obtained a grant for the project within a European fund, one professional was paid by the sport club for her advising work and two professionals were
already advising the sport club, within the existing policies in sport(in creating a safe and positive sports environment).
Insert Table 24.1 about here
The projects/approaches varied to a large extent in the present phase, nature and scope. As shown in Table 24.1., the different projects took place at sports clubs where a team sport is practiced. Two projects were discontinued at an early stage and one project continued for a second season.
In Groningen (respondent 1), the PBS coach was also the coach of a volleyball youth team in which she introduced PBS. She worked with joint values as chosen by the team, translated these into behavioral expectations (clean up the dressing room, roll the ball to each other and not kick it). At the time of this study, the introduction of rewards was on hand.
In Venlo (respondent 2), PBS was already introduced at the primary school nearby the sports clubs. After the sports clubs visited a show on positive coaching, they decided that they actively want to work on a positive sport environment. In consultation with the municipality and the school the PBS approach seemed applicable. The sports clubs, together with the school, created a workgroup (in which volunteers of the club and
teachers from the school participated) to translate the values of the school into the context of sports. They made a large banner to make these arrangements visible. The group is currently working on a reward system.
In Arnhem (respondent 3), the sport club faced some difficulties with the youth teams. In contact with one of the parents – who was familiar with PBS – the board members received an introduction to PBS and reacted in a very positive way to this new approach. After consultation with the soccer federation and the municipality, a PBS-coach was appointed to guide the process. They created a working group and discussed values. The process
stopped unexpectedly because of heavy financial losses at the club. The club no longer exists.
In Leiden (respondent 4) a PBS coach was already advising the club. To work with a PBS approach, a working group was established and they defined values. The working group was working on the next step - to translate values into behavioral expectations and a
reward system – but the group changed (some volunteers left the club). They are now in the process of the formation of a new working group within the club.
In Utrecht (respondent 5) the project leader received a grant for a PBS approach with the soccer club. There were some issues at the start of the project and the process to establish a working group failed. For the continuation of the project, he decided to appoint values and translate these into behavior expectations for the club. He was not able to get support for the PBS approach from the club itself. At the time of the interview the project had been cancelled.
Using a semi-structured interview protocol in the spring of 2016, the respondents were asked about their experiences with PBS in their sport club. Questions were posed within the context of the club, the start of the PBS approach, the method they implemented, the course of the approach, the support they received, and the results they achieved. We also asked them about the differences between school and sport club, and the critical success and failure factors. The analysis of the transcripts resulted in seven insights, based on the five pillars of PBS (referenceNelen, et.al, 2014) and existing sport research knowledge (referencese.g. Hilhorst, Schipper-van Veldhoven, Jacobs, Theeboom, & Steenbergen, 2014; Lucassen & Van Kalmthout, 2015; Van Rossum, 2015).
Results: First experiences with PBS in sport
Insight 1: stimulate (awareness of) a pedagogical sport environment (as a shared value)
Whereas in the educational system, a safe environment is a legitimate task of the school, this does not apply in organized sport. In principle, sport federations and sport clubs are autonomous groups and can determine their own policies (Van Kalmthout, 2014). As mentioned in the introduction, many sports associations still have an internal focus on organizational issues. Thanks to the policies of NOC*NSF and the government, protocols should have been introduced for a situation when things go wrong. Respondents stated that
it is not obvious at a federation and/or club level to stimulate a pedagogical sports environment.
"I think the federation has no vision for a safe sports environment. If you ask them, you do not receive an answer. A safe sports environment has no priority ". (Respondent 3)
Other respondents feel that although the issue is at stake indeed, it is not always embraced within sport to a large extent. It is not really viewed as a problem within sport ‘the sport environment is not an issue’, it's too non-committal. Sport clubs only take action when an accident has happened and when they need to improve the sport environment. This makes it difficult to quickly implement a club-wide PBS approach.
One of the respondents thinks that municipalities should take a leading role to encourage more sport clubs to implement active policies so as to improve their sport environment. "Municipalities may issue a child-friendly sport club predicate to qualify for subsidy." (Respondent 2)
Insight 2: Valuing positive behavior
‘Positive coaching’ is a new phenomenon in sports (Van Rossum, 2012). Although the workshop positive coaching in sports is very popular, research shows that in practice the focus of trainers, coaches, and parents is still on winning the game instead of developing specific positive feedback to children as part of an appropriate child development (e.g., Van Rossum, 2005; Hilhorst, Schipper-van Veldhoven, Jacobs, Theeboom, & Steenbergenet.al, 2014).
"Parents along the sideline, many have negative comments on the arbitration and also towards the young players. This also undermines the [positive] coach." (Respondent 4)
If a sport club wants to start with PBS, it is important that valueing desirable behavior, positive behavior, is a central focus of attention.
"It does not work if one trainer rewards desirable behavior and the other one does not. This is such a PBS pillar which in my opinion cannot be questioned. " (Respondent 4)
A number of respondents were developing a reward system. Unfortunately, none of the respondents within this research group arrived at the stage to fully implement a reward system. Within one project, the sport club was working on designing a reward system with pennants.
" A reward structure with tokens will not work in a sport club. Sporting team of the season, child of the week, positive points card can. " (Respondent 2)
In sport clubs verbal rewards, thumbs up, or patting seems to work well. It is immediate, visible feedback on desirable behavior that works.
Insight 3: the need of organizational power of a sport club
The respondents showed a strong consensus that a strong board is necessary for a club-wide implementation of PBS. This also means that there must be a long-term policy, a volunteer policy, a balanced budget, and good internal communication. In other words, a sport club needs organizational power (Lucassen & van Kalmthout, 2015). Two projects stopped at an early stage. The respondents who had been involved gave the lack of organizational strength within the sport club as the main reason for failure..
"The club did not have any cohesion, and it had quite some behavioral issues, a weak governance body and hardly any youth committee. This is not a structure in which you can start an intervention; at least you need goodlogistics organization." (Respondent 5)
The lack of these preconditions in sports is a well-known problem in sport (e.g. Klijn, 2012). National data show that half of all sports clubs experiences a shortage of ‘managing’ volunteers and lacks an organization-wide a mission and vision supported by all (Hulsebos, et.al., 2015). Before starting a PBS project within a sport club it is necessary to screen the club with regards its organizational power.
Insight 4: working with volunteers in sport – an extra challenge
The Dutch sports sector is characterized by half a million volunteers a month, who do a lot of tasks within a sport club (Tiessen-Raaphorst, 2015). The sport clubs are a mutual support organization (Handy, 1988), which means that members, facilitate their sport club on a voluntary basis with its primary goal to organize sport (Boessenkool, Lucassen,
Waardenburg, & Kemper, 2011). This is a big difference from the policy orientation where a (semi-) governmental organization, such as a school, has to deal with. Volunteers in sport clubs have knowledge and skills of the sport itself, but there is a lack of well-trained, pedagogically trained individuals
"During the tennis training of my children, I also see that it is not always ‘a good training’. I think it is not in their education. A tennis coach learns how to teach tennis, but how to create an educational environment is not part of this education." (Respondent 4)
Another characteristic of a sport club is that there is often only a limited group of these voluntary members who are really involved in the club’s policy and are present at the General Meetings (Van Bottenburg, 2007). Respondents also had to give a lot of effort to involve (the right) people in their PBS project.
"There is a small group of volunteers, who really are involved volunteers. It is ‘the same lake’ everybody is fishing in. The risk of over-asking these volunteers is omnipresent.” (Respondent 4).
Volunteers also quite often change positions, carry out other tasks or quit. "The turnover rate of volunteers in sport clubs is high, so you must start again if that happens." (Respondent 4).
Because (SW)PBS is a club system wide approach, working with volunteers is a serious point of attention. A question is, how an organization-wide implementation can be yielded when a part of this organization is not reached and the other part is regularly changing.
Insight 5: Include behavior expectations for parents
Within PBS, parents are seen as one of the partners. Together with the teaching and
support staff, they promote the behavioral expectations of the children (e.g. Van Kuijk & van Rens, 2013).
Parents are particularly present in youth sport. Some are active as a coach or referee, and a large part is present along the line as a spectator. According to American researchers Omli and Wiese-Bjornstal (2011), parents generally have a positive impact (supportive fan or coach), but parents can also have a negative impact (overreacting negative fan or
coachunsolicited) demanding coach, overreacting ‘fan’, negative statements to the referee). Along the sideline, we see misconduct of parents, due to emotional involvement and/or a focus on winning (Omli, LaVoi, & Wiese-Bjornstal, 2008). Elite sport ambitions may give rise to some parents for their misconduct during a game (e.g. Bean, Jeffery-Tosoni, Baker, & Fraser-Thomas, 2016).
"Besides screaming parents we often see parents who are annoyed by those screamers, but they do not know how to act in this matter. In our project, we do an appeal on addressing each other’s behavior. " (Respondent 4)
Because parents make an important contribution to the sporting environment of their children, it is also important to create behavioral expectations for parents.
"We made a WhatsApp group with all parents. I was very clear to parents about my expectations of their behavior. " (Respondent 1)
Within sport, there are not only parents that are of influence, also other adults.
"In such a sport club you have many more people [adults] than in a school." (Respondent 4)
Next to parents there are trainers, coaches, referees, maintenance people, as well as
seniors and supporters. If a sport club wants to improve their environment, PBS should not only be targeted at the young athletes, but to all adults involved.
Insight 6: sport clubs within the chain of youth care, an innovative approach
One of the five pillars of the Dutch PBS approach is cooperation with partners outside school to use knowledge and expertise of experts in the field, especially with regard to individual, curative interventions (Haassen & van Swet, 2016). In education, the position of school in the sequence of youth care is obvious, especially since the introduction of special education (Prakken, Deen, & Wines, 2014). Although sports is part of the third educational environment and it has a place in the intervention pyramid of the youth sector (Van Der Klein, Mak, & Van der Gaag, 2011), sports clubs are hardly in contact with partners in the sequence of youth care. Most respondents saw that in their sports club there were no active contacts with other partners. Some respondents thought the yellow and red tier are out of reach for a sports club to deal with (due to the capacity of adult volunteers to be supportive in this respect).
"I think if you want to implement the yellow and red [levels], they would have to hire experts.” (Respondent 4). As a PBS coach she didn’t think she could fulfill this role.
At a national level, there are some initiatives in which experts (from the sequence of youth care) work within a sports club to create a better cooperation within this sequence (e.g., Hermens, Gilsing, & Boonstra, 2013; Tibbe & Sommer, 2015; Blom, 2015). The approach of the multi-sports club in Venlo was able to bring sports into contact with other partners. This is also the only project that started on the initiative of the municipality. An elementary school which was located within reach already implemented PBS.
"Because we have a number of organizations in one place [school, library, sports clubs], there are short lines between these organizations. " (Respondent 2)
Insight 7: data collection on local level in sport, a new development
Another pillar of the Dutch PBS approach is that decisions with regards to the educational environment are reached on the basis of data. In sport, there is a national monitoring on several topics, for instance on harassment and abuse, (un)wanted behavior, records of incidents and yellow and red cards, participation and elite sport statistics
(Tiessen-Raaphorst, 2015). However, on a local level there are no amateur sports clubs that monitor the behavior of their members. The respondents have not worked within their projects with data collection, but they realized that this should be developed in sports clubs.
"You really want to make a good baseline, but there is none on a club level. Yes, registration of cards, not really of use. Further registrations are still absent at a club level. " (Respondent 3)
Registration of cards does not give an accurate picture because these are just ‘the top of the iceberg’. A lot of behavioral issues are solved in private without any registration. A
registration card in sport would probably prove to be one of the instruments to understand the effects of PBS interventions.
Respondents also had more ideas for data collection: make use of existing questionnaires used in monitoring the action plan 'Towards a safe and respectful sport environment ", and/or make existing instruments to measure school environment suitable for sports clubs.
"If the opponents leave after a game, you can briefly ask them a few questions how they have experienced the game. So you gather a nice data collection. Based on some data."
(Respondent 3)
Van den Berg and van Yperen (in Pronk, 2015) give three insights into data collection which can also be of use within a sports club. First, to keep data collection manageable, a limited number of indicators should be measured. Second, the organization must use the available data. Third, act upon the story behind the data. Data are a tool to start a dialogue.
Discussion
The first experiences with PBS in sport are described in seven insights. A pedagogical environment is not a priority yet within sports clubs as they do not feel the need to become a third educational environment. They still think ‘they áre an educational environment’ without being aware of the special attention that is needed to become one. As sports clubs are run by volunteers, organizational power and (the lack of) pedagogical expertise are challenging components, as is the total entourage (including parents) within a sports club. On a local level, data collection and working with other sectors are new developments.
Therefore, to answer our research question, a PBS approach does not apply as such in a sports club. It needs specific translation within the context of sport.
Our research group consisted of five individuals who started a PBS project on the basis of ‘a good feeling’ and/or experiences with PBS in schools. It is a small group but their
information is exemplary for sport, as we have seen in other prevention programs in sport (Broeders, Broenink, Duijvestijn, Fransen, & Wolswinkel, 2012; Romijn, et.al, 2015;
Schipper- van Veldhoven & Steenbergen, 2015).
The seven insights teach us that, due to culture and organizational differences between schools and sport clubs, a PBS approach within a sport club needs a thorough club wide commitment befóre the start of the approach (PBS pillar 1). It should be embedded in a cultural change plan towards creating a safe and positive environment, a pedagogical environment, otherwise it will not last when volunteers change. And the latter is a fact existing in sport clubs. Therefore, we must permanently stimulate (awareness of) a pedagogical sport environment as a shared value. Not only with board members, but also with coaches/trainers, referees, supporters, and athletes. Especially with parents (PBS pillar 5) as they are particularly present in youth sport . Broeders and collegaes (2012) conclude that is of importance that actors become aware of their role which they (can) fulfil within the pedagogical civil society. This role is often implicit at present. When specific attention is paid to their implicitly pedagogical value and, therefore, make it explicit, sport clubs could contribute to a large extent to the pedagogical task. Broeders et al., (2012, p. 3): “A clear and good pedagogical policy has a positive effect on the atmosphere and exposure of
the club.” Municipalities can take a leading role to encourage more sport clubs to implement policies to improve the sport club environment.
At this time it is not clear yet, which specific characteristics of a club have an influence on the intervention strategy. We do know that PBS is not an instrument that helps a club to be better organized. PBS is suitable for clubs that are well organized and which want to improve their sporting environment. Further research is necessary to determine the working elements.
In regard to PBS pillars 2 and 3 (respectively prevention is key and empowering positive behavior), instruments which have been developed over the years for the prevention of harassment and abuse (e.g. Schipper-van Veldhoven, Vertommen & Vloet, 2015) and positive coaching (e.g. van Rossum, 2012), can be incorporated in a club wide PBS
approach. A reward structure should be made sport specific, for tokens will not work in a sport club. More attention can be given to athletes who need specific or individual
interventions. Experts can help the sport club in dealing with problematic behavior. Thus, sport should be open-minded to work with other partners in the sequence of youth care (PBS pillar 5).
Working on the basis of data on local level (PBS pillar 4) will be an entirely new challenge. Specific data collection should be developed and made available for a sport club in an easily manageable way.
In conclusion, as a comprehensive approach on local level in sport clubs is needed, PBS can be a guiding principal in sport clubs with organizational strength. Using the five pillars of
the Dutch PBS approach, gain from the different instruments which have already been developed and used in sport to the prevention of unwanted behavior and encouraging desirable conduct in combination with a clear pedagogical message. Further research is necessary to create a specific PBS approach for sport. Special consideration should be given to the role of municipalities and sport club advisors.
References
Bailey, R. (2005). Evaluating the relationship between physical education, sport and social inclusion.
Educational Review, 57(1), 71-90.
Bean, C. N., Jeffery-Tosoni, S., Baker, J., & Fraser-Thomas, J. (2016). Negative Parental Behaviour in Canadian Youth Hockey: Expert Insiders’ Perceptions and Recommendations. Revue phénEPS/PHEnex Journal, 7(3).
Blom, T. (2015) Een onderzoek naar de beleving van de jeugdtrainers en -leiders van d.v.c. Buiksloot betreffende
Blonk, A., Das, T., Haasen, M., Hoetmer, H., & Wichers-Bots, J. (2014). SWPBS: Schoolbreed gedragsvraagstukken
aanpakken in het voortgezet onderwijs. Preventief werken aan een positief schoolklimaat. Amsterdam:
SWP.
Boessenkool, J., Lucassen, J., Waardenburg, M., & Kemper, F. (red.) (2011). Sportverenigingen: tussen tradities
en ambities. Nieuwegein: Arko Sports Media.
Broeders, A., Broenink, N., Duijvestijn P., Fransen, N. & Wolswinkel, L. (2012). Opvoeden samen met de buurt.
Buurtanalyse en eindconclusies. Amsterdam: DSP-groep. Factsheet sporverenigingen- Online. Available
HTTP: http://www.dsp-groep.nl/getFile.cfm?
dir=rapport&file=Factsheet_sport_opvoeden_samen_met_de_buurt_DSP-groep.pdf
Dekovic, M. (1999) ‘Risk and protective factors in the development of problem behaviour during adolescence’.
Journal of Youth and Adolescence, 28, 667-685.
Goei, S.L., Nelen, M., Oudheusden, M. van, De Bruïne, E., Piscaer, D., Roozeboom, C., & Blok, R. (2010/2011). Omgaan met gedragsproblemen in het onderwijs: School-Wide Positive Behavior Support. Remediaal, 1(1), 12-17.
Haasen, M., & Swet, J. van (2016). SWPBS: jeugdzorg en onderwijs werken samen aan preventie. Remediaal,
tijdschrift voor leer-en gedragsproblemen in het vo/bve, 5(6),13-17
Handy, C. (1988). Understanding voluntary organizations, how to make them function effectively from the
author of understanding organizations. London: Penguin Books.
Hermens, N. J., Gilsing, R. J. H., & Boonstra, N. G. J. (2013). Sportclubs in de jeugdketen: de mogelijkheden van
pedagogische ondersteuning van sportverenigingen. Place: Verwey-Jonker Instituut.
Hilhorst, J., Schipper-van Veldhoven, N., Jacobs, F., Theeboom, M., & Steenbergen, J. (2014). Trainer-kind
INterACTIE: Onderzoek naar het gedrag van trainer/coaches en de betekenis ervan voor de ontwikkeling van kinderen in de georganiseerde sport. Ede: BlackBoxPublishers.
Hulsebos, L., Knaapen, T., & Jentink, I. (2015) Sportaanbiedersmonitor 2015. Arnhem: DVJdvj Insights / NOC*NSF.
Klijn, D. (2012). Besturen met een visie. Nieuwegein: Arko Sports Media..
Light, R.L. (2010) ‘Children’s Social and Personal Development Through Sport: A case study of an Australian Swimming Club’. Journal of Sport and Social Issues, 34, 379-395.
Lucassen, J., & Kalmthout, J. van (2015). Vitale clubs voor sport en samenleving. Kennisbron voor de stimulering
van vitale en open sportverenigingen. Utrecht: Mulier Instituut.
Mountjoy, M., Brackenridge, C.,, Arrington, M.,, Blauwet, C., Carska-Sheppard, A. et al. (2016). The IOC Concensus Statement: harassment and abuse (non-accidental violence) in sport. British Journal of
Sports Medicine, 2016. First published online doi:10.1136/bjsports-2016-096121
Nelen, M., Das, T., Blonk, A., Reijnders, I., Baard, M. Leeuwen, E. van & Albrecht, G. (2016). De vijf pijlers van SWPBS anno 2016. Tijdschrift voor Orthopedagogiek, 55, 484-493.
NOC*NSF (2015), Ledentallenrapportage 2014. Arnhem: NOC*NSF. Retrieved from http://www.nocnsf.nl/ledentallen
NOC*NSF/GfK (2014), Sportdeelname Index 2014. Arnhem: NOC*NSF/GfK. Retrieved from http://www.nocnsf.nl/sportdeelnameindex
Omli, J., LaVoi, N. M., & Wiese-Bjornstal, D. M. (2008). Towards an understanding of parent spectator behavior at youth sport events. The Journal of Youth Sports, 3, 30-33.
Omli, J., & Wiese-Bjornstal, D. M. (2011). Kids speak: Preferred parental behavior at youth sport events.
Research quarterly for exercise and sport, 82(4), 702-711.
Prakken, J., Deen, C., & Wijnen, B. (2014). Passend onderwijs en jeugdhulp: een gedeelde verantwoordelijkheid.
Pronk, S. (2015). Datagestuurd werken: uitdagingen in de praktijk. Remediaal, tijdschrift voor leer-en
gedragsproblemen in het vo/bve, 5(6),18-21
Romijn, D., Kalmthout, J. van & Breedveld, K. (2015). VSK monitor 2015. Voortgangsrapportage actieplan 'naar
een veiliger sportklimaat'. Utrecht: Mulier Instituut.
Schipper-van Veldhoven, N.H.M.J. (2013). Sports in a pedagogical perspective. In: S. Harvey & R. Light (Eds.).
Ethics in Youth Sport: Policy and pedagogical applications (pp.122-135). London New York: Routledge.
Schipper-van Veldhoven, N., & Steenbergen, J. (2015). Sport en (on)gewenst gedrag. In: Tiessen-Raaphorst (Ed.). Rapportage Sport 2014 (pp. 269-283). Den Haag: Sociaal Cultureel Planbureau.
Schipper-van Veldhoven, N. (2016). Sport en lichamelijke opvoeding in pedagogisch perspectief, een gouden
kans. Zwolle: Windesheimreeks Kennis en Onderzoek nr. 60.
Shields, D., & Bredemeier, B. (2001). Moral development and behavior in sport. In R. Singer, H. Hausenblas, & C. Janelle (Eds.), Handbook of sport psychology (2nd ed., pp. 585-603). New York: John Wiley.
Tibbe, M. ,& Sommer, M. (2015). Inhoudelijk document Sport en Jeugdzorg. Bevindingen Voorbereidingstraject
sport en jeugdzorg. Zwolle: Sportservice Overijssel. Borne: Arcon
Tiessen-Raaphorst, A. (2015). Rapportage Sport 2014. Den Haag: Sociaal en Cultureel Planbureau. Tiessen-Raaphorst, A. & Breedveld, K. (2007). Een gele kaart voor de sport. Den Haag: SCP.
Todd, D., & Hodge, K. (2001) ‘Moral reasoning and achievement motivation in sport: a qualitative inquiry.
Journal of Sport Behaviour, 24 (3), 307-327.
Unicef (2014). Implementing behaviour management on the field - A Handbook for Coaches. Christ Church: Unicef - in collaboration with the Ministries of Education in the Eastern Caribbean region. Retrieved from:
https://www.unicef.org/easterncaribbean/ECAO_Implementing_Positive_Behaviour_Management_on_ the_Field.pdf
Van Bottenburg, M. (2007). Om de sport verenigd. Instituties in de sportwereld. In Duyvendak, J.W., & Otto, M. (2007). Sociale kaart van Nederland. Over maatschappelijke instituties. Amsterdam: Boom.
Van Der Klein, M., , Mak, J., & Gaag, R. van de (2011). Professionals en vrijwilligers(organisaties) rond jeugd en
gezin. Utrecht: Verwey-Jonker Instituut.
Van Kalmthout , J. (2014). Netwerk sportverenigingen in beweging. Sport bestuur en management (12), 35. Van Kuijk, J. , & Rens, C. van (2013). Positief met en over PBS. Op weg van een aparte aanpak naar integratie.
Nijmegen/Amsterdam: ITS Radboud Universiteit /Kohnstamm Instituut.
Van Rossum, J. (2012). Een trainer-coach die nooit verliest – kan dat? In: N. Schipper-van Veldhoven, H. van der Palen, J. van der Kerk, & R. Schuijers (Eds.) (2012). Goud in elk Kind. Jeugdsport in een pedagogisch
perspectief (pp.35-52). Deventer: daM uitgeverij.
Vertommen, T., Schipper-van Veldhoven, N., Wouters, K., Kampen, J. K., Brackenridge, C. H., Rhind, D. J. A., Neels, K., & Van Den Eede, F. (2016). Interpersonal violence against children in sport in the Netherlands and Belgium. Child Abuse & Neglect, 51, 223–236, first published 26 October 2015 (OnlineFirst)
VWS (2011) Actieplan 'Naar een veiliger sportklimaat'. Den Haag: ministerie van Volksgezondheid, Welzijn en Sport. Retrieved from http://www.rijksoverheid.nl/nieuws/2011/04/22/schippers-komt-met-breed-gedragen-actieplan-voor-veiliger-sportklimaat.html
Figure 24.1.
The five pillars of PBS1
School-wide approach based on shared values
PBS will be introduced at all levels of the organization under the guidance of a trained PBS-coach. The method not only focuses on the class, but affects the behavior of all working professionals in theorganization.
Prevention is key
In the PBS method three groups of students can be distinguished: 80% of students (green level) only needs a school-wide support for preventive measures to stimulate the expected behavior (such as rewarding positive behavior). 15% of students (yellow level) offered specific interventions to apply at the class level (e.g. additional training in self-management). Individual interventions are required for the last 5% of the pupils (red level) (for example, create an individual behavioral intervention plan).
Positive approach: empower desired behavior
Powered by learning theories, rewarding desired behavior is seen as a powerful tool to bring about behavioral change. Within the PBS method much attention is given to the systematic reinforcement of good behavior.
Decision making based on data
A project group of teachers, managers and parents are systematically collecting data. These data influences the decision-making of the project of chosen actions and interventions.
Cooperation with parents and partner organizations
Typically for this method is the saying: "It takes a village to raise a child". In PBS, various stakeholders around the child are proactively approached to work together, such as parents.
1 Nelen, et.al, 2016. This is a variance in the model of PBS, which has been developed by the Dutch SWPBS researchers – accessed at www.windesheim.nl/paginas/expertisecentrum-pbs
Table 24.1.
Five projects in which PBS was introduced in the sport club
Respondents Respondent 1 Respondent 2 Respondent 3 Respondent 4 Respondent 5
Function PBS-coach Sport
Pedagogue
PBS-coach PBS-coach PBS-coach
City Groningen Venlo Arnhem Leiden Utrecht
Sport Volleyball Multi sports
club
Football Hockey Football
Size sport cluba
Small Large Medium Large Medium
Organizationa l strength of the sport clubb
Sufficient Good Inadequate Good Sufficient
Social Economic Status
membersc
Middle Middle Low High Low
PBS
introduction status
First season First season Prematurely
stopped Second season Prematurely stopped Notes
a The size of the sport club is categorized in small (<500 members), medium (500-1000 members)
or large (>1000 members) as illustrated by the respondent.
b The organizational strength of the sport club is categorized in inadequate, sufficient or good as
experienced by the respondent.
c The social economic status of the members is categorized in low, middle or high financial income
