Sport Management - Sport & Leisure Industry - WK13 - Monitoring and Evaluation

Sport Management
Sport& Leisure Industry
WK 13
Monitoring & Evaluation

Monitoring & Evaluation Last week
Project action plan
• Setting SMART objectives
• Work breakdown structure
• Gantt Chart

Monitoring & Evaluation Today‟s session
1. Understand the difference between Sport4All, Sport4Good and Sport +
projects and decide or identify which term applies to your project.
2. Understand the need to identify your projects developmental focus and
project rationale.
3. Understand why we monitor and evaluate sporting projects.
4. Understand one of the potential models (Coalter) for how we monitor
and evaluate sporting projects.

Monitoring & Evaluation Sport as more than just sport

DCMS‟s Game Plan (2002) states:
“The futility of arguing whether sport is good or bad has been
observed by several authors. Sport, like most activities, is not a
priori good or bad, but has the potential of producing both
positive and negative outcomes…Questions like „What
conditions are necessary for sport to have beneficial
outcomes?‟ must be asked more often.”

- Social-emotional function: sport‟s contribution to social-psychological
stability.
- Socialisation function: sport‟s contribution to the reinforcement of
cultural norms and mores.
- Integrative function: sport‟s contribution to the integration of
individuals and groups in society.
- Political function: sport‟s use as a political tool for ideological
purposes.
- Social mobility function: sport‟s potential to increase social
improvement through enhanced prospects.
Jarvie (2006 p. 24)

We use sport as a tool in 3 types of sporting project / event:
Sport 4 All
Sport 4 Good
Sport + … or … + Sport

Sport 4 All
The main aim of such programmes is sporting inclusion – „getting more people to
play more sport‟ (Collins, 1995)
„The process which enhances opportunities for all people of all ages, degrees of
interest and levels of ability to take part, get better and excel in their chosen sporting
activities‟ (Eady, 1993)
…„a process whereby effective opportunities, processes, systems and structures are
set up to enable and encourage people in all particular groups and areas to take
part in sport and recreation or to improve their performance to whatever level they
desire‟ (Collins, 1995 p.21)
• Provision of opportunities to progress and to develop sporting skills and expertise
• Provision of opportunities to move from recreational participation to competition or
excellence
• Training and support of leaders and coaches
• Establishment of links between school, sports clubs and the wider community.
(Coalter, 2002)

Sport 4 Good
DCMS‟s Policy Action Team made the claim that…
because of its wide popularity and inherent properties, sport can contribute to
neighbourhood renewal by improving communities on four indicators:
• Health
• Crime
• Employment
• Education
“Community approaches to sport and physical recreation stress values of personal,
social and community development, and co-operation and respect for cultural
and sub-cultural diversity and pluralism” Haywood (1994 pp. 127-128)

Sport + … or … + Sport
“Incorporated into the definition of „sport‟ are all forms of physical activity that
contribute to physical fitness, mental well-being and social interaction. These
include: play; recreation; organized, casual or competitive sport; and
indigenous sports or games.”
• Individual development
• Health promotion and disease prevention
• Promotion of gender equality
• Social integration and the development of social capital
• Peace building and conflict prevention/resolution
• Post-disaster/trauma relief and normalisation of life
• Economic development
United Nations Inter-agency Taskforce (2003)

Monitoring & Evaluation Your project: Developing a focus
Over the coming days you‟ll need to decipher what sort of
project / event you are running.
Sport 4 All?
Sport 4 Good?
Sport +?
To do that you‟ll need a FOCUS beyond what we‟ve
already considered…

So you‟re creating a Sport 4 Good, Sport 4 All or Sport + project/event, so
you need a focus…
Healthier Individual
• Building self-confidence
• Building self-efficacy
• Health benefits – specifically?
Healthier Society
• Enabling equality of sporting
access (gender, disability)
• Building social capital
(bridging/bonding)
When choosing your focus, consider your assignment brief which
requires you to…
„market and run a sports event with the aim of developing cohort cohesion‟

• Your immediate concern should be in deciding upon an appropriate focus and
then ensuring you become familiar with the concept of your focus. (Whatever that
may be. E.g. Social capital, self-efficacy, etc.)
• Whatever you choose, you need to investigate the concept and get to
understand it as you‟ll be needing to modify your event to ensure you meet your
focus based aim. You‟ll also need to understand it so as to be able to measure
whether it occurred, and to what extent it occurred, as a result of your event.
So, firstly, how is your event going to address your focus?...

Monitoring & Evaluation
To address any focus, your event needs to deliver two types of conditions…
1. Necessary conditions
Taking part in sport is certainly a necessary condition for desired outcomes to be achieved
and increased participation is a clear objective of all programmes. However, we also
cannot assume that all those who take part in sport experience it the same way and obtain
the intended benefits.
2. Sufficient conditions
Sufficient conditions refer to the nature of processes and the various organisational and
programme components which lead to the achievement of desired outcomes. For example,
Patriksson (1995: 128) has argued that: “Sport, like most activities ….has the potential of
producing both positive and negative outcomes. Questions like „what conditions are
necessary for sport to have beneficial outcomes?‟ must be asked more often”.
So, what is it about your programme that will maximise the possibility of addressing your
focus? You are all delivering „necessary conditions‟ just by running a sporting event, but what
„sufficient conditions‟ are you ensuring exist within your project to make sure you‟re
addressing whatever your focus may be?
Your project: Developing a focus

Monitoring & Evaluation Why monitor and evaluate?
•There are a vast number of resources, tools and support materials
available on Monitoring & Evaluation (M&E) in the development and
humanitarian response sectors.
• For the specific area of Sport Development this is not necessarily the
case
• Monitoring & Evaluation (M&E) is a crucial part of assessing the extent
to which Sport & Development projects are making a difference.

Monitoring…
..is the regular, systematic, collection and analysis of information related to a
planned and agreed programme of action. This provides evidence of the extent to
which the programme is being delivered as intended, meeting its targets and
making progress towards the achievement of its objectives. Monitoring
information can also identify the extent to which changes and adaptations are
required.
Evaluation….
…. is the process of undertaking a systematic and objective examination of
monitoring information in order to answer agreed questions and make
judgements on the basis of agreed criteria. Concerns may relate to the efficiency,
effectiveness, impact and sustainability of an organisation or programme. The
intention is not simply to assess what impacts have occurred, but why, what
lessons can be learnt and how the programme might be improved. Evaluation is
also an ongoing, if less regular, process and provides the basis for learning and
organisational and programme development.

Evaluations should help to draw conclusions about five main aspects of the
intervention:
• Relevance
• Effectiveness
• Efficiency
• Impact
• Sustainability
Information gathered in relation to these aspects during the monitoring process
provides the basis for the evaluative analysis.

Monitoring & Evaluation How are we to monitor and evaluate?
Aims / Objectives.
Consultation with community / stakeholders.
Audit of conditions / resources.
Aims / Objectives (affirmed or revised).
Performance indicators.
Inputs.
Outputs 1
(Staff training/development).
Outputs 2.
Programmes: Sporting/non-sporting (Content/process).
Sporting inclusion.
Equity/target groups.
Sporting outcomes.
Skills competencies.
Intermediate outcomes.
Personal/Social development.
Impacts.
Changed behaviors.
Coalter, F. (2008) Sport-in-development: A monitoring and evaluation manual.

Aims / Objectives.
Inputs.
Outputs 1
Outputs 2.
Sporting inclusion.
Sporting outcomes.
Impacts.
Changed behaviors.
• Already have objectives.
• They might change after this
session.
• That‟s fine – it‟s part of the
process.

Aims / Objectives.
Inputs.
Outputs 1
Outputs 2.
Sporting inclusion.
Sporting outcomes.
Impacts.
Changed behaviors.
• This is where we are currently. Although you‟ll be rapidly
moving through the stages of the M & E model in the
coming weeks.
• Two things here:
1. Conditions: investigated through internet and face to
face research. Consider what your NGB is doing
nationally and locally. Consider participation figures.
Consider what local and Uni clubs are doing. Consider
timing (seasonal & academic). Consider relevant
events (tournaments). Think micro (local) and macro
(national) factors as to why your event is relevant.
This is all the context your event is operating within
and gives you your rationale.
2. Community & Stakeholders: What do they require?
What do your stakeholders require (teams, Uni? -
Consider assignment brief). What does your
community (target market - potential participants)
require from your event? What do they want from your
event? How will you find these things out?
• Your assignment brief asks you to develop cohort
cohesion. Do you have a baseline for how much „cohort
cohesion‟ is currently occurring? If not, find out!
• Consider completing a PEST analysis.

Aims / Objectives.
Inputs.
Outputs 1
Outputs 2.
Sporting inclusion.
Sporting outcomes.
Impacts.
Changed behaviors.
• Considering your research in the
previous stage, you now affirm or revise
your aims and objectives.
• Aims must consider the assignment
brief, your type of event (sport4good,
etc) and your event focus (enhancing
social capital, developing self-efficacy,
etc.) and be general.
• Your objectives must be SMART.
• At this stage don‟t change them again.
Get them set in stone.
• Performance indicators are the factors
you will monitor to assess whether you
are meeting/have met your
aims/objectives.

Aims / Objectives.
Inputs.
Outputs 1
Outputs 2.
Sporting inclusion.
Sporting outcomes.
Impacts.
Changed behaviors.

Aims / Objectives.
Inputs.
Outputs 1
Outputs 2.
Sporting inclusion.
Sporting outcomes.
Impacts.
Changed behaviors.
• This is your project/event.
• Your inputs into the situation.
• How will its structure contribute to you
addressing your focus and achieving your
aims and objectives.
• What „necessary‟ and „sufficient conditions‟
are within your event in order to do this.
• Your event may be different from what you
originally envisaged.

Aims / Objectives.
Inputs.
Outputs 1
Outputs 2.
Sporting inclusion.
Sporting outcomes.
Impacts.
Changed behaviors.
• „Give a man a fish and you feed him
for a day; teach a man to fish and
you feed him for a lifetime‟.
• Relevant for your projects?

Aims / Objectives.
Inputs.
Outputs 1
Outputs 2.
Sporting inclusion.
Sporting outcomes.
Impacts.
Changed behaviors.
Providing your inputs (your event) was
well considered and addressed your
focus, aims and objectives by providing
„sufficient conditions‟ to do so, then the
next four stages of the M & E model are in
gathering data and evaluating your
projects effectiveness in four areas.

Aims / Objectives.
Inputs.
Outputs 1
Outputs 2.
Sporting inclusion.
Sporting outcomes.
Impacts.
Changed behaviors.
• Short term data on sporting inclusion.
• This gathering data on who attended your
event.
• Very basic stats on demographics
(Including, crucially, year of study) and
current participation.
• This data may help you access your
success in some of your objectives.
• This is even more significant if you are
planning a Sport 4 All event.
• You need to find a way to collect this data.

Aims / Objectives.
Inputs.
Outputs 1
Outputs 2.
Sporting inclusion.
Sporting outcomes.
Impacts.
Changed behaviors.
• Short term data on sporting outcomes .
• This relates to the core sporting aims of
the programme – the extent to which
participants develop core physical literacy
and sporting skills and lay the basis for
ongoing commitment to sport.
• Have participants improved certain
sporting/physical skills as a result of their
participation.
• More significant if you have a focus upon
health benefits as this data will help you to
ascertain whether you‟ve achieved your
aims & objectives.
• You need to find a way to collect this data.

Aims / Objectives.
Inputs.
Outputs 1
Outputs 2.
Sporting inclusion.
Sporting outcomes.
Impacts.
Changed behaviors.
• Medium term data on personal and social
development.
• You may be wanting to find out data
regarding whether „cohort cohesion‟ has
been potentially increased by your event
or whether social capital has been built
because of your event (if that was your
focus).
• What you ask and how you ask it
depends upon your focus, aims and
objectives and the method you use to get
the data.

Aims / Objectives.
Inputs.
Outputs 1
Outputs 2.
Sporting inclusion.
Sporting outcomes.
Impacts.
Changed behaviors.
• Longer term data on whether you‟ve
changed a person‟s behavior because of
your program.
• Have they joined a dodgeball club
because of your event?
• Are they more likely to socialise with
others from different study years?
• Remember your focus/aims/objectives
(don‟t seek to find out things which are
irrelevant to your focus/aims/objectives).
• Potentially not done in your timeframe,
but you can propose a follow up
questionnaire a month into next year, or
whenever you feel it‟s appropriate.

Aims / Objectives.
Inputs.
Outputs 1
Outputs 2
Sporting inclusion.
Sporting outcomes.
Impacts.
Changed behaviors.

Monitoring & Evaluation Next week: Progress presentations
WHAT YOU’RE DOING
1. Type of project/event (e.g
Sport +, Sport 4 All, etc.).
2. Focus (e.g Social Capital.)
3. Aims (Remember, they are
general.)
4. Objectives (Must be
SMART.)
5. Yourorganisations mission
statement.
WHY YOU’RE DOING IT
6. Project Rationale.
(The macro and micro factors
as to why your event/project is
necessary, timely and
relevant. This is the context
your event is operating within.
Justify why your project/event
is important).
HOW YOU’RE DOING IT
7. How are you addressing
the 4 P‟s (product, price,
place, promotion)
8. Work breakdown structure.
9. Gantt Chart (Including
who‟s been responsible, or is
responsible, for which tasks.)
10. Yourorganisations brand
(visual and verbal identity).
11. How are you going to
fulfill the 10 stages of the
Coalter M & E model?
Construct and present a professional PowerPoint presentation.
Imagine you are reporting your progress to the commissioners of your project/event.
It should include…

Monitoring & Evaluation Essential Reading
Coalter‟s Monitoring and Evaluation model we used today:
Available at:
http://assets.sportanddev.org/downloads/10__sport_in_development__a_monit
oring_and_evaluation_manual.pdf
The IOC‟s sport management guide:
International Olympic Committee (2013) Get moving: The IOC guide to
managing sport for all programmes. Available at:
http://www.olympic.org/Documents/Olympism_in_action/Sport%20for%20all/spt
-tk-en.pdf
You‟ll also need to invest significant time into investigating whatever your focus
is (e.g. Social Capital) and into your projects rationale (The context it‟s
operating in).

Monitoring & Evaluation Today‟s session
1. Understand the difference between Sport4All, Sport4Good and Sport +
projects and decide or identify which term applies to your project.
2. Understand the need to identify your projects developmental focus and
project rationale.
3. Understand why we monitor and evaluate sporting projects.
4. Understand one of the potential models for how we monitor and
evaluate sporting projects.

Sport Management - Sport & Leisure Industry - WK13 - Monitoring and Evaluation

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