1. Sport for social change: A methodological proposition for assessing the impact of Street Soccer USA on effecting positive life changes among the homelessPower of Sport SummitBoston, MAJune 11, 2010 Jon Welty Peachey, Ph.D., Texas A&M University Alex Lyras, Ph.D., University of Louisville John Borland, Ph.D., Springfield College Adam Cohen, University of Louisville

2. Introduction Homelessness is a problem affecting nearly three million Americans (National Alliance to End Homelessness, 2007). Studies have shown that its root cause goes beyond unemployment and unaffordable costs of living to factors such as poor physical health and psychological well-being (Bates & Toro, 1999; Shankar-Brown, 2008).

3. Introduction Homeless individuals can suffer from mental illness, higher levels of stress, depression, anxiety and some are prone to substance abuse, chronic joblessness, and disease (Munoz, Crespo, & Perez-Santos, 2005). Given the complexity of these challenges, researchers have called for innovative initiatives to help address the homeless issue (Caton et al., 2005; Shankar-Brown, 2008).

4. Purpose The purpose of this presentation is to use Sport for Development Theory to frame the results of a content analysis of Street Soccer USA; and secondly, to present an ongoing monitoring and evaluation methodology for programs aimed at achieving positive life changes among the homeless.

5. Street Soccer USA (SSUSA) SSUSA is a non-profit, homeless advocacy organization with a mission is to use soccer as a means to stimulate positive social change. Through an 18-city league comprised of over 500 homeless men and women, the organization aims to get these individuals off the streets.

6. Sport for Development Theory (SFDT) Sport for Development Theory (Lyras, 2007, 2009) is designed to assess impacts and organizational components of sport for development programs and initiatives (Lyras & Welty Peachey, 2008). SFDT evolved from the Doves Project, which was based on an interdisciplinary theoretical foundation drawn from organizational theory, humanistic psychology, intergroup contact theory, and educational psychology (Lyras, 2007, 2009), and provided evidence and program recommendations about the context and the conditions under which sport programs can leverage positive social change.

7. Sport for Development Theory (SFDT) The SFDT consists of five components: (a) the organizational component; (b) the sport and physical activity component; (c) the educational component; (d) the cultural enrichment component; and (e) the impacts assessment component (Lyras, 2007).

8. Phase I - Content Analysis Conducted a review of SSUSA annual reports, publications, fundraising materials, press and media features, and the web site. Codes assigned a priori based upon SFDT (Lyras, 2007; Lyras and Welty Peachey, 2008), through a review of the literature, and through discussions with SSUSA administrators. Established intercoder reliability (Miles & Huberman, 1984)

9. Results and Discussion – Organizational Component “There is clear value in the inclusion of the most excluded. Our program must always exist by providing access to sport and community to those who, for a multitude of reasons are denied it. We are committed to certain players despite the many problems and frustrations they pose for organizers and team members” (SSUSA 945 Impact Report, 2005).

10. Sport Component “Teams train and compete in local leagues. Players commit to change their lives by setting three, six, and 12 month personal goals. With the assistance of coaches and volunteers, each player is held accountable to meet – and even exceed – their vision for a better self” (SSUSA website).

11. Sport Component “By creating a team structure that is fun, positive, and universal, it provides participants with a family-like support group that helps build relationships of trust and stability” (SSUSA mission statement). Aligns with SFDT tenet to foster excellence, fun and inclusiveness through a moral philosophy.

12. Educational Component “Through our program, they meet with a social worker, a housing specialist, and an employment counselor. Our soccer program addresses barriers to social integration that our social workers have identified as particularly applying to our homeless population” (SSUSA Annual Report, 2006).

13. Educational Component “Suddenly we have a carrot to dangle in front of those who are hesitant to address their addiction, for those who are hesitant to get evaluated for mental health, and for those who otherwise refuse to take an anger management course” (SSSUSA 945 Impact Report, 2005).

14. Cultural Enrichment Component There were no references in the documents to SSUSA activities promoting or enhancing cultural enrichment opportunities. This could be an area for future growth and development.

15. Impacts Assessment Component Analysis reveals significant impact in helping the homeless find sustainable housing and employment, increasing self-esteem and self-efficacy, enriching their social networks, improving mental and physical health, reducing substance abuse, and in reducing recidivism into jails and prisons.

16. Sustainable Housing and Job Placement “Midfielder Marcus Davis has moved back with his mother, is now paying child support, has shored up legal difficulties with his ex-wife, and has landed a full-time job as a short order cook. He reports being clean and happy” (SSUSA Impacts Report, 2009). “Afterwards SSUSA sorted out his docs and got him his work papers. Now Diego works in catering, has his apartment, and is taking classes at Long Island Community College. It was beautiful the way the NY teammates pushed Diego forward, not jealous, but proud of him. Diego's success really gave a lot of others hope” (SSUSA Website).

17. Enhancing Self-Esteem, Social Networks “For those isolated with low self-esteem, the team is a place where they can feel accepted and build up trust with other players, with volunteers, and with coaches” (SSUSA 945 Impact Report , 2005). “When we started, they didn’t know how to play,…they didn’t know how to pass. They didn’t trust each other….Each player reports feeling better about themselves as a result of belonging to something they believe in” (St. Louis Impact Report, 2009).

18. Improved Mental and Physical Health “Over 90% of participants show indications of improved self esteem, physical health, and social skills, all of which create a greater likelihood of reintegration and employment” (SSUSA web site). “A caseworker told Mr. Cann that a third man, who had developed a nervous disorder after being beaten in prison, was beginning to recover from his trauma because of the exercise” (SSUSA web site). The Power of Sport

19. Proposed Methodology The overarching goals of this assessment project are to (a) develop validated instrumentation and procedures to monitor and evaluate the programming, structure and outcomes of Street Soccer USA; and (b) to provide Street Soccer USA with the support and ongoing resourcing necessary to conduct effective monitoring and assessment initiatives of its organization and program goals. Concept map incorporating three phases.

20. Phase I Phase I is a content analysis of existing data collected by Street Soccer USA over the past five years. The purpose of this phase is to analyze existing data sources to draw conclusions and inferences about the impact of the structure and programming in achieving desired organizational outcomes and program goals; and to utilize these findings to design further mixed methods instrumentation. Additional data being collected with existing SSUSA questionnaires and evaluation mechanisms.

21. Phase II In Phase II, an assessment of the impact of the SSUSA Cup in the summer of 2010, will be conducted utilizing focus groups with players, administrators, coaches and volunteers from each of the 18 cities. The purpose of this phase is to develop instrumentation to measure the impact of a specific event in achieving desired outcomes and changes. The assessment adds to the conclusions gleaned in the content analysis and further informs the mixed-method instrument that will be designed for Phase III.

22. Phase III Phase III will be launched in the fall of 2010, with the purpose of assessing the impact of the fall 2010 soccer programming on achieving desired organizational outcomes. This will be a mixed methods assessment, utilizing a quantitative questionnaire and qualitative focus groups, personal interviews and direct observations. Data collection will take place before, during and after the fall season.

23. Phase III Data will be collected from all 18 cities. Possible outcomes to be assessed: 1) changes in employment, housing, income, use of social services; 2) changes in drug and alcohol intake; 3) changes in physical and mental health; 4) changes in recidivism into prisons; 5) changes in social networks; 6) changes in self-esteem and self-efficacy. Methodology to be replicated in Spring 2011 and on an on-going basis thereafter.

24. Capacity Building and Sustainability The overall goal of this project will be to develop the capacity and internal resourcing within SSUSA to monitor and evaluate its programming and structure on an ongoing basis.

25. Capacity Building and Sustainability The research team will work closely with program administrators to: (a) identify researchers and scholars to join this project; (b) create local networks to support the proposed monitoring and evaluation plan; (c) provide ongoing training and consultation on program content and evaluation; (d) create funding opportunities; (e) recruit and train undergraduate and graduate students to engage in Sport for Development projects; and (f) disseminate scientific findings to national and international conferences and journals.

26. Implications SFDT provides a framework to undergird assessments of homeless sport interventions, as well as other programs working within sport for development and peace. Proposed methodology can be adapted, with attention to context specificity, to assess the structure, programming and impacts of sport for development initiatives.

27. Thank you! Jon Welty Peachey – Texas A&M University jweltypeachey@hlkn.tamu.edu Alex Lyras – University of Louisville Alex.lyras@louisville.edu John Borland – Springfield College jborland@spfldcol.edu Adam Cohen – University of Louisville Adam.cohen@louisville.edu