Opening the black box of a sports-based programme for vulnerable youth: the crucial role of social bonds

Abstract

While sports-based intervention programmes for youth attract much interest, little is known about the underlying processes that might account for their impact on participants. Moreover the perspectives of youths are seldom taken into account. The present article examines the underlying processes and key dimensions of sports-based interventions that contribute to the development of youth social bonds at the micro-social level. Such bonds are essential to reducing stigmatisation, discrimination and inequities. Our qualitative research presents a detailed case study on the sports intervention programme, DesÉquilibres. Results are based on the analysis of 27 interviews with participants, a focus group with 5 coaches and ‘observant participation’ of training sessions and challenges. We found that six elements are essential to DesÉquilibres: (1) Establishing a supportive climate; (2) Promoting collaborative strategies and group cooperation; (3) Striking a balance between outside rules and self-initiated actions; (4) Favouring collectivisation of individual performances; (5) Supporting the interconnectedness of effort and pleasure and (6) Exploring beyond participants’ comfort zones. We conclude that certain conditions are necessary if the goals of sports programmes are to transform social bonds between youth, and between youth and coaches, in a positive and protective way.

Keywords:

• Sports-based intervention
• community sports programme
• youth
• social bond
• qualitative methodology

Acknowledgements

The authors would like to thank the members of DesÉquilibres for their warm welcome and active collaboration in this research. We also acknowledge the enthusiasm and generosity of the young participants in this project.

Notes

1. In this article, the concept of social bond systematically refers to these four dimensions.

2. ‘Vulnerable young people’ refers to youth living with different problems (psychological or social) that do not allow them to ‘benefit from their contacts with social institutions [and] are mainly and recurrently confronted with the negative effects of these institutions [in our case school]’ (Vettenburg 1998, 194).

3. The concept of ‘eductrainers’ is a mix of the words ‘trainers’ and ‘educators’. The founder of DesÉquilibres invented this term to highlight the fact that his role was a combination of those of social worker and coach. All people working in the programme have used the term to describe their work; the term is also used by the participants.

4. The ‘vulnerable’ youth identified by psychologists, social workers or teachers are never known specifically by eductrainers to avoid any form of stigmatisation.

5. We conducted a single focus group with eductrainers and chose to conduct more interviews with the youths. This choice was made based on the researchers’ belief in the importance of the opinions of the youths. The eductrainers themselves supported this decision.

6. We initially coded with pre-identified categories. The programme’s key elements were subsequently identified through a transversal analysis.

7. The second challenge (biking) takes place over two days. After the first day, participants and eductrainers stay overnight in a municipal building and must share responsibilities for domestic work such as cooking and cleaning. Prior to the final challenge, a collective meal is also organised and responsibilities for this meal must be shared as well.

8. Petitpas et al. (2005, 66) define sport programme based on Positive Youth Development (PYD) as follows: ‘Youth sport programmes that promote psychosocial development are those that use sport as a vehicle to provide experiences that promote self-discovery and teach participants life skills in an intentional and systematic manner.’