The impact of a sport-for-education programme in the South African context of poverty

Abstract

This article reports on a baseline study of a school-based, incentive-driven, sport-for-development programme (Mighty Metres) in the South African context of poverty. It is underpinned by multiple theoretical frameworks (the interpretative phenomenological approach). The baseline study entailed retrospective social impact collected from 15 schools where the Mighty Metres programme was implemented. A mixed-method approach was used for conducting 57 interviews and 35 focus group sessions, and 159 questionnaires were completed by learners and 29 by school and cluster coordinators. Various models of implementation render nuanced findings at meso- and micro-levels. At the meso-level findings relate to associative branding, improved image and recruitment capacity for schools, regular physical activity, inclusivity and a decrease in absenteeism. Parents obtained ‘bragging rights’, and teachers and learners improved their physical and health profiles, reported improved inter-personal relations, recognition and psychological benefits.