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School-sport cooperation, special heroes ASE 2016
Hanze university of applied science
Remo Mombarg, Dinant Roode, Bake dijk(r.mombarg@pl.hanze.nl)
Content
• System and structure
• Approach on sport-sector cooperation • Goals
• Challenges
• Main results and outcomes
1-7-2016Titel presentatie aanpassen 2
7 juli 2014 School of Sport Studies
Sport city
• Groningen and sport N=200.000 – Professional sports clubs – Daily live is active living • Hanze University of Applied Science
– Joint campus with university (science) – 25.000 students and 2.700 employees – 70 educational programs and 7 research platforms • School of Sport Studies
– 1600 students
– School with modern sports- and research facilities • Reasons for students to study here
– Sports facilities – Social climate
Sportstudy: broad perspective
1.Physical educator in school, sport and community (ALO) 2.Physical Activity and Lifestyle Counselor & Sportsmanager in government or business area (SGM) – Evidence-based practitioners – Leaders in their field
– Aim: social sport intervention to innovate the field
7/1/2016 Stimulating healthy lifestyle Physical Education “in class” (Youth)sport “sportsclub & community”
Coordinator 2 PhD student Researchers/ Lecturers/Students Coordinator 1 PhD Student Researchers/ Lecturers/Students Coordinator 1 PhD Students Researchers/ Lecturers/Students Coordinator 3 PhD Students Researchers/ Lecturers/Students Organization of sports Lector Lector
Communities of research
Special Heroes
• Goal: • -stimulate sportparticipation7
• Boy nine years
• ““I was a member of of a soccer-team. But I dropped out, because I didn’t like it
anymore…. They said : you can’t do this , you are a loser… well at the end nobody passed the ball to me anymore.. And than they said I never scored, but I never received the ball.. Then I didn’t like it anymore. If they just had been a little bit more kind….then I would have liked it…
• .”
• “ I am in the bus for two hours every day, so by the time I get home everybody is gone
• Facts (N=2045, questionnaire)
• 42-50% doesn’t meet the guidelines for healthy living • 90 % SO- 62 % secondary education go by bus/car to school • 31-40% isn’t a member of a sports club (Breedveld e.a.,2010), • 30% wants to participate, but isn’t able to participate
• Biggest bottlenecks: internal behavioural problems, girls (motivation) in secondary education and competence of coaches at sport clubs
•
B
ACKGROUND
S
PECIAL
H
EROES
1-7-2016Instituut voor Sportstudies
Kinderen zijn minder fit dan 30 jaar geleden (Runhaar, 2010) en minder (bal)vaardig (Smit, 2010), 10 % van de kinderen heeft ernstige motorische problemen (Wall & Kentela, 2010;Wildeboer &
kinderen onderschrijven belang van het aanbod; 64% van de doelen wordt bereikt… (maar Kinderen in het BO beheersen slechts 50% van de vaardigheden (Cito, 2006), dit is 20% minder dan Hierbij zijn verschillen tussen verschillende scholen groot: groeps (ontspanning) en vakleerkracht
VO 48% van de doelen bereikt (ze vinden leren over bewegen en bewegen regelen niet zo VO (onderbouw) beperkt onderzoek: trapezezwaaien en voetbal… weinig gevorderden en veel
Sportparticipation
0 10 20 30 40 50 60 70 80 90 100Sportsparticipation: organized and unorganized sports%
Organized Unorganized
Bron: Breedveld et al. (2010) kinderen met gedragsproblemen en sport; Lindert (2013) monitor special Heroes *
bron: TNO en Vumc, K. van den Hurk 0,0 5,0 10,0 15,0 20,0 25,0 30,0 2 4 6 8 10 12 14 16 18 20 leeftijd - jaren p re v a le n ti e - % jongens 1980 jongens 1997 jongens 2002-2004
Approach on sport-sector cooperation
Child -skills -behaviour -fun P.E. Teacher SCHOOL Child -skills -behaviour -fun SPORT Coach SPORT
• National sportstimulation project
• 40.000 children, 60% Special education schools, 500 sportsclubs
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S
PECIAL
H
EROES
Step 1: several coaches give lessons in the school; -Children choose 4 or 5 sport activities; -PE teacher is in the classroom.
Step 2: coaches give lessons after school; -Children choose their favourite sport; -PE teacher is nearby.
Step 3: coaches give lessons at the club Children become a member of the sportclub PE-teacher makes visits at the sportsclub
Child
-chose sport
Tasks
-interest
Teacher
-familiar
Environment
-school
S
UCCESS
?
3
Example Special heroes
1-7-2016Titel presentatie aanpassen 13
1 CHILD
“no central findings or difficult to say”
•Succes: Sportskills of coach, expertise on children is limited. •Future: Autistic children and children with anxiety disorder are difficult
2 TASK
•Succes: “Based on interest op the child”
•Most wanted: soccer, selfdefence, dance, gymnastics (freerunning), fitness Future: sport must be different for each child, attention for the behavior process instead of outcome, more success directed than competition - Environment: ideal in regular clubs, but not possible for every child
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R
ESULTS
: S
PECIAL
H
EROES
?
3 Coach
• “I thought, why they don’t coach these coaches before they send them off to a school like ours….”
- Opinion teachers: sportknowledge is sufficient, lack of knowledge on safety, structure and relationship.
- Opinion children: sportknowledge is sufficient, more on barriers and regulating conduct
4 Environment
“”Some sports must be done in special environments and aren’t possible in schools”
- Opinion teachers : essential succesfactor: motivation of the sportsclub - Opinion parents: barriers: money, time, negative experiences, lack of
knowledge of coaches on child characteristics
15 Kenmerk van de trainer Specifiek Vaardigheden van de trainer Duidelijk/Consequen t/Voorspelbaar Geen hoge verwachtingen hebben Relativeren Veiligheid bieden Structuur bieden Plezier over kunnen brengen Complimenten geven Kenmerken van de trainer Geduldig/rustig Affiniteit met de doelgroep hebben Open houding hebben Betrokken zijn Sportkennis Deskundigheid/ vaardigheid Kennis hebben van de sport
Kennis van de
doelgroep
Kennis hebben van de doelgroep
Grootste succesfactoren van Special Heroes volgens de leerlingen
Aanbod verschillende sporten Beter worden in sport Inhoud van de lessen (partij) Kennis krijgen over de sport Professionele trainer
Results
“I do like the fact that they stimulate the children who are not to fond of sports….”(L).
-10-15 % more sport membership, development of school-sport-club More:
- Positive thinking about themselves and sport - Self –efficacy
- Long-term sport participation (less switches between clubs)
Self control Cognitive skills Social skills Sportattitude 17
Challenges
• Packages on introductory lessons for special groups (blind, deaf, autistic); exchange and development
• Specific coachingsprogram for coaches and for rolmodel youth • Development of sportprogram on fairplay behavior or other
cognitive effects for a specific target group
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THIS IS THE MOST
REMARKBLE
Challenges
• Specifieke hulp bij het vormgeven van de introductielessen
• Deskundigheidsbevordering van sportcoaches en jeugdleiders van REC4 • Ontwikkelen varianten van sportaanbod met effect op sportief gedrag bij
specifieke doelgroep & onderzoek effect.
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- National sportsproject (40 schools) - Children between 6-19 years.
- Main goal is to stimulate sportparticipation in sportclubs - Secondary goal (development emotional en social skills)
1. Sport in school Phase 1: during regular PE
(3 blocks of 4-6 weeks)
2. Sport after school Phase 2: after school sport activities
(3 blocks of 4-6 weeks)
3. Sport in clubs Phase 3: at the sportclub
(endless)
S
PECIAL
H
EROES
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• Semi structured interview with teachers and children & Strengths and Difficulties Questionnaire(SDQ)
• Research questions
1. Child characteristics (Attitude, Self efficacy, Environment), 2. Content (sports)
3. Coaching 4. Prerequisites 5. Sportparticipation 6. (sport)behaviour
• Sample: 5 schools, 5 teachers en 30 children
S
EARCH FOR BARRIERS AND FACILITATORS
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• Results
• 3 coaching
• “I thought, why they don’t coach these coahes before they sned them off to a school like
ours….”
- Opinion teachers: sportknowledge is sufficient, lack on knowledge on safety, structure and relationship.
- Opinion children: sportknowledge is sufficient, more on barriers and regulating conduct
• 4 prerequisites:
• “Some sports must be done in special environments and aren’t possible in schools”
- Opinion teachers : essential succesfactor: motivation of the sportsclub - Opinion parents: barriers: money, time, negative experiences, lack of knowledge of
coaches on child characteristics • 5 sportparticicpation:
• - 10% more children went to the sportsclub
Kenmerk van de trainer Vaardigheden van de
Kenmerken van de trainer
Sportkennis Kennis van de doelgroep
Grootste succesfactoren van Special
Aanbod verschillende sporten Beter worden in sport Inhoud van de lessen (partij) Kennis krijgen over de sport Professionele trainer
Results
“I do like the fact that they stimulate the children who are not to fond of sports….”(L).
More:
- Positive thinking about themselves and sport - Self –efficacy
- Long-term sport participation (less switches between clubs)
Self control Cognitive skills Social skills Sportattitude 24
Advice
• Packages on introductory lessons for special groups (blind, deaf, autistic)
• Specific program for coaches
• Development of sportprogram on fairplay behaviour
Contact : r.mombarg@pl.hanze.nl, Remo Mombarg of
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Sport participation
Lower but growing participation rates (average 40-50%)
More prominent for children in special
schools
More prominent for children with
physical disabilities, emotional problems
More prominent for girls in the age of
12-18 year
Barriers: Personal:
Physical handicapped: Health issues
Behavioral/emotional problems: Social
skills, fear of exclusion/failure
Mentally challenged: motivation
Coordination problems: slow learners
Circumstances:
Availability of clubs and organizations
Time, costs and distance
Lack of professional coaches
Most popular sports? soccer and swimming (more solo sports!)
Taxi
Children with lacking sport behavior
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Social-emotional skills
Learn skills and learn to use them in
play
Learn social-skills
-teacher practices skills f.i. trust each
other
Use social-skills in regular situations
-scaffolding learning
-reinforcement with cue-cards
Preparation for the playground
Child often fails Negative Reactions/ bullying Fear of failure Avoidance of motor activities Motor problems Reduced physical fitness & selfesteem
Less social participation
Widening Gap.., Skinner & Piek, 2001 SFLG
EnduranceLab MovementLab NeuropsychologicalLab ObservationLab
Sportfieldlabs 1) Education 2) Research
Attitude towards sport who is
responsible
We want to educate research based
professionals who deliver a child-centred systematic approach to guarantee an effective sporteducation for every child
