school’s out, get active
TRANSCRIPT
www.vichealth.vic.gov.au
School’s Out, Get ActiveLearnings from the Out of School Hours Sports Program
The Out of School Hours Sports ProgramLearnings from the Out of School Hours Sports ProgramIn 2003 the Victorian Health Promotion Foundation (VicHealth) and the Australian Sports Commission (ASC) commissioned an evaluation of the Out of School Hours Sports Program (OSHSP) by the School of Human Movement and Sport Sciences (HMSS) at the University of Ballarat. This publication summarises the findings from this evaluation.
Published by the Victorian Health Promotion Foundation in partnership with the Australian Sports Commission
PO Box 154, Carlton South, 3053, Victoria, Australia Telephone: +61 3 9667 1333 Facsimile: +61 3 9667 1375
Copyright © Victorian Health Promotion Foundation 2006
This report was edited by Andrew Ross and based on the evaluation report prepared by the University of Ballarat.
Copies of this publication may be obtained from the Victorian Health Promotion Foundation and the Australian Sports Commission. It is also available at: www.vichealth.vic.gov.au/oshsp and www.ausport.gov.au
Cover: Students from Carlton Gardens Primary School (Mark Farrelly)
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ForewordRecent and continuing societal changes have impacted significantly on opportunities for children to be physically active. Urbanism has resulted in high density housing where smaller backyards have become the norm and parents mindful of the dangers of leaving children to play outside in unsupervised settings. Changing work patterns have reduced opportunities for parents to support the out of school activities of their children. As the school curriculum becomes more crowded, physical education is being dramatically reduced. Acknowledging the need to address these issues, the Australian Sports Commission (ASC) and the Victorian Health Promotion Foundation (VicHealth) identified the opportunity to have an impact on the physical activity patterns of children during the out of school hours time slot, and partnered to implementthe Out of School Hours Sports Program Pilot.
The pilot program, from which the results of this evaluation are drawn, started in Term 3 2003 with four State Sporting Associations (SSAs) and 14 Outside School Hours Care (OSHC) services. Over the two years of implementation, the program grew to 17 SSAs and 71 OSHC services. Following this successful pilot, the ASC launched the Active After-school Communities program, a major component of the Australian Government’s Building a Healthy, Active Australia package aimed at tackling the growing problem of declining physical activity and poor eating habits of Australian children.
The evaluation was undertaken by the School of Human Movement and Sport Sciences at the University of Ballarat. It led to this report prepared by the ASC and VicHealth which we are making available to a wider audience so that those involved in after school sport and recreation programs at the local level can give their programs every chance of success. The pilot was a great achievement and we thank everyone who has contributed to its success.
Dr Rob Moodie Mark A Peters Chief Executive Officer Chief Executive Officer VicHealth Australian Sports Commission
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ContentsBackground . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
About the Out of School Hours Sports Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Evaluation methods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Who participated? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
How were children recruited? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
What were children’s experiences of the program? . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
What factors encouraged participation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
What were the barriers to participation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Did children make the transition from the OSHSP to sporting clubs? . . . . . . . . . . 12
What factors influenced implementation of the OSHSP? . . . . . . . . . . . . . . . . . . . . 14
What were stakeholder concerns about the OSHSP? . . . . . . . . . . . . . . . . . . . . . . . . 15
Was the OSHSP model sustainable? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
How effective were the service delivery models? . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Summary of key learnings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Document desired program activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Identify and fund a small group of ‘lighthouse programs’ . . . . . . . . . . . . . . . . . . . . 20
Undertake a longitudinal study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Develop resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Consider play-based programs at OSHC services . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Develop an alternative pathway to club transition . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Consider child-led activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Helpful tips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
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BackgroundApproximately 40% of Australian children do not participate in organised sport outside school hours. Related to this, 1.5 million young people under the age of 18 are estimated to be overweight or obese. They may be at risk of preventable chronic conditions such as Type II diabetes, cardiovascular disease and stroke.
Changes in society – such as a higher proportion of families where both parents work – have affected the ability of families to support extra-curricular activities. There is now less daily physical education in Australian schools due to competition for time from other areas of curriculum.
To counter these trends, the Australian Sports Commission (ASC) and the Victorian Health Promotion Foundation (VicHealth) decided to develop a program where children could participate in structured sporting experiences during out of school hours timeslots. This resulted in the Out of School Hours Sports Program (OSHSP).
The OSHSP has now been replaced by the Australian government-funded Active After-school Communities Program which is being delivered nationally to Australian primary schools and Out of School Hour Care (OSHC) services.
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About the Out of School Hours Sports ProgramThe Out of School Hours Sport Program (OSHSP) was a joint initiative of the Australian Sports Commission (ASC) and the Victorian Health Promotion Foundation (VicHealth) that provided children attending Outside School Hours Care (OSHC) services in Victoria the opportunity to participate in fun, safe and healthy sporting experiences. It also provided a link to local clubs for children to continue their involvement in physical activity.
The aims of the program were to:
• work with Victorian state sporting associations (SSAs) to trial various models of delivering the OSHSP in order to identify affordable, self-sustaining delivery models, and to provide an opportunity for the development of a skilled delivery network
• link OSHC services with local clubs and associations and provide a transition to junior membership in local clubs
• help create links between stakeholders – children, parents, OSHC services, clubs, SSAs and national sporting organisations
• provide a positive, fun, safe, nurturing and healthy sporting experience for primary school aged children in outside school hours care, using nationally recognised junior sport development programs.
Delivering the program
The program worked in partnership with 17 SSAs and 71 OSHC services over three years. The first year concentrated on program development.
The OSHSP was implemented over two years commencing Term 3, 2003 and concluding Term 3, 2005, with different state sporting associations involved each term (see Box 1 for a list of the SSAs).
Each of the SSAs delivered their junior sport development program one night per week for the duration of a 10-week term in up to four OSHC services. SSAs were funded $10,000 per term of involvement to administer and deliver the OSHSP, while OSHC services were funded $500 per term of involvement to purchase equipment and resources to support physical activity. Each of the SSAs and OSHC services were involved for between two and five terms.
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Box 1: Which state sporting associations were involved?
Badminton Victoria Roller Sports Victoria
Calisthenics Victoria Tennis Victoria
Cricket Victoria Victorian Baseball Association
Dancesport Victoria Victorian Little Athletics Association
Football Victoria Victorian Soccer Federation
Gymnastics Victoria Victorian Softball Association
Hockey Victoria Volleyball Victoria
Lacrosse Victoria Women’s Golf Victoria
Netball Victoria
Each OSHC service had one sport per term delivered into their service. Sports were delivered using one of four service delivery models (see Box 2). In all four service delivery models, local clubs were instructed to visit the OSHC service four times during the term to provide participants with information on how to join their club and/or assist in program delivery.
Box 2: Who delivered the program?
Model A Person appointed by an SSA
Model B Local club or association representative
Model C OSHC service staff
Model D OSHC service staff and SSA staff
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Evaluation methodsThe evaluation involved both quantitative and qualitative approaches (see Table 1).
Table 1: Tools used in the evaluation
Tool Who completed it What it measured
Children’s Focus Groups
Children (17 groups)
Enjoyment and challenges to participation
Child Survey Children (211 in sample – 126 males, 76 females, mean age of 7.9 years)
Enjoyment and challenges to participation
Parent Survey Parents (combined response with child survey of 37.9%)
Demographic information on child
Recruitment information
Child’s participation in OSHSP and sport
Barriers to child’s participation
Intentions for sport
Preferred cost model
Stages of Concern (SoC) Questionnaire
OSHC service staff
Sport deliverers and coordinators (SSA deliverers, SSA coordinators and local club deliverers) (47 competed)
Barriers and facilitators to implementation (feelings and concerns about engaging in the OSHSP)
Interviews (based on Levels of Use [LoU])
SSAs, OSHC service staff, local clubs and deliverers (45 completed)
Barriers and facilitators to implementation (what deliverers of the OSHSP actually did)
Recruitment Survey
OSHC service staff (36 completed)
Strategies used to recruit children for the OSHSP
Transition Survey
OSHC service staff
Sport deliverers and coordinators (SSA deliverers, SSA coordinators and local club deliverers) (51 completed)
Strategies used to encourage transition to local club sport
Values Orientation Index (VOI)
OSHC service staff
Sport deliverers and coordinators (SSA deliverers, SSA coordinators and local club deliverers) (30 completed)
Barriers and facilitators to implementation (personal values that influence selection of activities and approach in delivery of the OSHSP)
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FindingsWho participated?
Most OSHC services reported that between six and 40 children participated in the OSHSP. OSHC services reported that the total number of children they cared for varied between 12 and 100 children, and most children spent five afternoons per week at the OSHC service. This suggested that around 40% of children were choosing to participate in the OSHSP (children could choose from a range of activities at their OSHC).
How were children recruited?
OSHC services staff reported on the strategies that they used to try to recruit children into the OSHSP. Common strategies included using school newsletters, encouraging parents to spread the word, using flyers around the school or OSHC service, and OSHC service staff speaking to parents about the program. Less frequently, they announced details of the program at school assemblies and encouraged school staff to spread the word. The use of school websites and materials in a range of languages were reported rarely.
Parents largely confirmed the recruitment strategies cited by the OSHC services. They most commonly reported school newsletters and OSHC service staff as the most common ways of finding out about the OSHSP.
What were children’s experiences of the program?
Around nine in 10 of the children involved in the evaluation of the OSHSP said they ‘had fun’ when participating in the program. Children most liked the skills and games, the fact that everyone was able to have a go, and the social interaction (see Figure 1).
Although they had fun and liked most aspects of the OSHSP, some children gave examples of aspects that they did not like, including waiting around, being unsuccessful, feeling embarrassed, repetitive drills and being forced to play. However, most children surveyed couldn’t think of anything that they disliked about the program.
Comments from SSA and local club deliverers noted the positive impact of the OSHC service staff in promoting fun.
What the kids said
‘I started [the OSHSP] because I thought it would be fun and it is.’
‘I tell my friends it is really fun and they should do it.’
‘In this sport you actually get to try something; they make sure you get a go.’
‘It gets like doing the same thing each week, sometimes I wanted it to end.’
‘I thought to myself if I start doing more active sports I won’t be lazy and get fat.’
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Figure 1: What children liked about playing sport in the OSHSP
ResponseSocial aspectsEverything
0
20
40
60
80
100
120
Self Efficacy Skills Games Fun Instruction Other
Freq
uenc
y
What factors encouraged participation?
In an environment of choice, the OSHSP provided an option for physical activity in OSHC, with many children opting to make this choice. The OSHSP appears to have been quite effective in reducing challenges to children’s participation in physical activity in OSHC time, even if they did participate in another sport on the weekends.
‘It is something where all the kids get involved ... especially the young ones. It is very hard to find activities for the young kids apart from arts and crafts so it was great.’ (OSHC service staff member)
For most parents their child’s choice was perceived to be a major factor in whether they were involved in the OSHSP (see Figure 2).
Figure 2: Responses to the statement ‘My child insisted that I enrol them in the OSHSP’
ResponseStrongly disagree
0
5
15
10
25
20
30
35
40
45
50
Disagree Agree Strongly agree
Freq
uenc
y
13.2
29.9
43.7
13.2
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Parental responses varied regarding health reasons as an influence on involving their child in the OSHSP (see Figure 3).
Figure 3: Responses to the statement ‘I enrolled my child in the OSHSP for health reasons’
Response
0
5
10
15
20
30
25
40
35
Strongly disagree Disagree Agree Strongly Agree
Freq
uenc
y
24.4
37.8
30.2
7.6
Parents were very supportive of the social aspects for their children that accompany involvement in the OSHSP, with 96% agreeing or strongly agreeing with the statement, ‘I want my child to participate in the OSHSP because it is a good place for them to play sport with their friends.’
What were the barriers to participation?
Parents reported few barriers to their child’s participation in the OSHSP. However, they were divided on what the optimum cost of the program should be. Overall, costs of above $5 or $10 per week were seen as too expensive for participation in the OSHSP (see Figure 4).
Figure 4: Weekly cost of the OSHSP that would be too expensive
ResponseAbove $2
0
5
15
10
25
20
30
35
40
45
Above $5 Above $7.50 Above $10
Freq
uenc
y
16.6
38.1
18.2
27.1
Transport might also be a barrier to involvement in local club sport, with more parents agreeing/strongly agreeing that it is difficult to get their child to the local club.
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Did children make the transition from the OSHSP to sporting clubs?
One of the anticipated outcomes of the OSHSP was that it would provide a transition to junior membership with local clubs.
The OSHSP may have had some effect on reducing challenges to participation in local club sport. Children generally reported positive intentions towards future involvement in the sport being delivered at the OSHSP. However, parents reported that children were not insisting that they register them with the local club. This is in contrast to involvement in the OSHSP, where for most parents their child was perceived to be a major factor in the choice to be involved in the OSHSP.
Those sports offered during the OSHSP represented new sporting experiences for most children. The novelty of these new experiences prompted an overall positive reaction from the children; however, providing positive sporting experiences in the OSHC environment did not guarantee transition into participation in that sport at a local club. For example, only a small proportion of parents indicated their intention to form links with clubs associated with sports their children were introduced to during the OSHSP within the next three years. One challenge to transition was that the majority of parents had already identified up to two sports for their child to be involved with. In most cases, these sports were different to the one on offer during the OSHSP.
Most of the transition strategies used in the OSHSP were limited to the provision of contact and registration details of the sport and local club. Sport deliverers and coordinators (SSA deliverers, SSA coordinators and local club deliverers) reported greater use of transition strategies than OSHC service staff. However, this finding came into question after parents couldn’t identify the location of the local club.
The links between OSHC services and local clubs appeared to be weak. While OSHC services saw a direct beneficial link between marketing and an increase in the numbers of children attending their programs, many SSAs and local clubs felt that there was little return for their efforts in terms of attracting new members, so they were not as active in promoting them.
The young age of the children involved in OSHSP may be a factor influencing their transition into local sports clubs (the average age of children responding to the survey was 7.9 years). It was perhaps unlikely that they would join a local club within the next year. However, when they are older (in three years time) this might be more likely.
Overall, parents most commonly reported that they expected that in the following year their child would not be involved in the sport being delivered in the OSHSP. At the same time, most parents reported that they expected that in three years time their child would be participating in the OSHSP sport only in the OSHSP, and that their child would also be participating in another sport at a local club.
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Making the transition
‘I knew of the SSA representative before the OSHSP, but I guess now we speak a bit more and we probably have got some things to say in relation to the program.’
(Local club deliverer)
‘Having the opportunity to speak to and work with the Out of School Hours people has been fantastic. This had lead on to the starting up of new junior development programs in OSHC services in areas where participation in our sport is traditionally low.’
(SSA deliverer)
‘I know we are meant to have people ring from the local sporting club and try to make these links sort of happen but on each occasion it hasn’t really happened. This sort of defeats the purpose a little bit because we are trying to get these children involved in sporting programs.’
(OSHC service staff member)
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What factors influenced implementation of the OSHSP?
The program support structure
A key facilitator for the program was the VicHealth/ASC-appointed project coordinator of the OSHSP. This person contributed to the implementation of the OSHSP by serving as a source of information and support. Regular meetings with participants helped to share best practice and assisted some OSHC services to implement the program.
Awareness of existing junior development programs
Most deliverers said that they were quite comfortable with delivering the OSHSP. This result is understandable as many were using existing junior sport development programs. Among those OSHC service staff who were required to deliver a sport on their own, many enlisted the support of SSA representatives or local clubs.
Differences in OSHC services
Certain OSHSPs, and in some cases particular sports, seemed to be more or less successful at different OSHC services. Across the OSHC services, variations in workloads, participant numbers, staff sporting abilities and motivation towards particular sports varied greatly. Facilities, timing of OSHSP sessions, the use or non-use of sign-up sheets, and the location of the OSHSP in relation to local schools or sporting clubs did impact on how the program was delivered. Turnover of OSHC service staff, particularly coordinators, also influenced the implementation of the program. New OSHC service staff appeared less informed about the OSHSP and more concerned with OSHC service administration.
Approach of those delivering the program
Some of the people who delivered the program were very knowledgeable about the activity or materials, while others were quite happy to transfer the responsibility of session delivery over to others. Some praised and encouraged the children, while others got frustrated with those who did not meet their expectations. Many of the deliverers were quite comfortable in managing the activities, while others seemed better at managing or establishing a good rapport with the children.
Value orientations of those delivering the program
The personal values of the deliverer and the person writing the resource materials influenced the content and the delivery of the program. On the responses to the Values Orientation Inventory (VOI), most of the deliverers of the OSHSP valued encouraging children to respect and cooperate with others.
Another important priority for many of the deliverers was to promote personal meaning for children via OSHSP sessions. They achieved this by seeking input from the children when planning sessions aimed at meeting both the personal goals of the children as well as the skill-based goals outlined in the resource manuals.
The outcome of these values guiding program development were programs where the deliverers acknowledged the needs of the children while simultaneously working towards delivering quality sporting experiences at the OSHSP.
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Diversity of children
Another contextual factor was the diversity of the children attending OSHC services. Within a given group, differences in age levels, skill abilities and motivation towards physical activity or a particular sport varied greatly. In some OSHC services over 50% of children chose not to participate in some OSHSPs, while at others there was 100% participation. During certain OSHSPs some of the children were often collected early by their parents before the sessions had ended.
What were stakeholder concerns about the OSHSP?
There were three areas of concern from stakeholders:
• personal: these included both OSHC service staff and SSA representatives being asked to be involved in additional unpaid work on top of their existing jobs
• managerial: staff involved in the OSHSP felt that there were issues around a lack of equipment, legal issues and the scheduling of activities
• investment: many SSA and local club representatives questioned their time and financial commitment to a program that was unlikely to yield many registrations for their clubs.
Was the OSHSP model sustainable?
The development of sustainable delivery and cost models and structures for a skilled delivery network presented some challenges for the OSHSP. Sustainable delivery suggests that a program can continue to function once the initial support is removed. However, the introduction of the Active After-school Communities (AASC) initiative during Term 4, 2004 as a free program prompted a redefining of this term. In 2005, the question of how to develop a self-sustaining model focused more on developing the equipment, the deliverers and the links to the local club, and placed less emphasis on an OSHC service or SSA’s capacity to fund the program after the OSHSP was finished.
Although this shift in focus was outside the scope of the evaluation, there was some evidence of progress in these three areas. However, it would be premature to conclude that this meant the OSHSP had reached a point of sustainability.
For the program to be sustainable, the OSHSP needed to develop to be a skilled network of people delivering the sports training to the children. This was challenging for SSA and club deliverers because it was difficult for them to adopt a uniform approach. They found that the differences between OSHC services meant that their experiences and training at one service did not prepare them for delivery at a new location.
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How effective were the service delivery models?
Each of the four OSHSP service delivery models proved to be an effective approach for delivering the OSHSP as all allowed the children to participate in sporting activities at the OSHC service in a fun and safe environment. Although each of the models had their own specific strengths and weaknesses (see Table 2), these did not appear to have an impact on children’s participation or whether they made the transition to playing the sport at a local club.
Table 2: Strengths and weaknesses of each service delivery model
Model A (delivered by the SSA staff) Overall: Effective in promoting skills development
Strengths Weaknesses
Deliverers know their existing SSA programs
SSA can modify delivery
OSHC service staff support for the model
Children like the SSA games
Children experience success
Children receive gifts from the SSA
‘If the SSA has been running it, there is always an advantage because basically they do it for a living ... If something is not working they can adapt another idea.’
(SSA deliverer)
Perception that the OSHSP is nothing new
Lack of club involvement to promote transition
Communication issues between SSA/OSHC
Activities that are not fun
Programs that are too long
‘The program is changing, I can’t think what we are doing, we are all over the shop at the moment, they [the SSA deliverer] haven’t decided what is on what night yet I don’t think.’
(OSHC service staff member)
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Model B (delivered by local club representatives) Overall: Effective in promoting good sports knowledge and catering for diversity
Strengths Weaknesses
Deliverers spend time reading materials
Deliverers are more able to cater for diversity within the group
Better communication between SSA and clubs
Children like the way sports are offered and want to try them
‘The SSA program was actually quite specific, which we were quite happy about and again we just adapted it per how things were going. So if it wasn’t going well we might take a step back or we might not use all of it due to the time frames we had.’
(Local club deliverer)
Deliverer perceptions that the OSHSP is nothing new
No direct connection with VicHealth/ASC
Parents collect their children early
‘Mum didn’t want me to do it because it would be too hard to pick us up at such a late time ... I usually get picked up at about 4:30 but that is half an hour before the sport session finishes.’
(Child)
Model C (delivered by OSHC service staff members) Overall: Effective in promoting fun activities
Strengths Weaknesses
Deliverers (OSHC service staff) knowledge of the children
SSAs are willing to offer assistance
OSHC service staff form local informal networks
Deliverers’ experience with choice-based environments
Helpful resource manuals
Children prefer sport delivered by OSHC service staff
‘If the SSA rep hadn’t come out and showed me those games it would not have run so well as I had never seen them before and it probably would not have dawned on me to try them.’
(OSHC service staff member)
Requirement to teach risky or unknown sports
Structured programs in choice-based environments
Lack of sports knowledge of OSHC service staff
Children do not receive the full benefit of the sports program
No control over how the resource manuals are being used
‘I think it is hard to keep something like this running because the children are used to free time whereas the OSHSP is trying to introduce more structured activities ... I think sometimes spontaneous games work better.’
(OSHC service staff member)
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Model D (delivered by SSA representatives and the OSHC service staff members) Overall: Effective in promoting skills development and fun activities
Strengths Weaknesses
OSHC service staff take ownership of delivery
Resource material is easy to implement
OSHC service staff promote inclusive programs
Programs place importance on ‘having fun’ before acquisition of skills
SSAs can establish sports in traditionally low participation areas
Produces positive impact on enrolments
OSHC service staff have a good knowledge of the children
OSHC service staff have the confidence to modify the SSA program to better suit children’s needs
Parents see the OSHSP as a means for developing social and communication skills
OSHSP helps challenge the belief that the OSHC service is simply a babysitting service
‘I have watched them do a couple and I assisted and have picked up from what they were doing and then after that fellow was gone I just basically ran it on what I had seen.’
(OSHC service staff member)
Requirement to deliver risky/unfamiliar sport
OSHC service staff inclined to leave everything up to the SSA deliverer
Standardised program does not cater for limitations in equipment or facilities
Sports are offered out of season
Some children collected by parents before session finishes
Younger children not wanting to make the transition to structured sport because of worries about getting bored
‘I really think the weakness of the program at this stage is it is really trying to get a uniform or standardised approach towards delivery ... I know from my experience with out of school hours programs that they are all over the place in regards to the amount of staffing, in regards to the amount of facilities, in regards to their coordinator and the effectiveness of their coordinators.’
(SSA deliverer)
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The evaluation did not recommend one model over the others. However, based on the findings above, it did suggest some improvements for each (see Box 3).
Box 3: Recommended improvements for each service delivery model
Model A (SSA staff)
• Use sign-up sheets and age-based grouping
• Require SSA deliverers to participate in professional development training on tailoring and delivering programs to OSHC services
• Create new resource materials to deliver sports activities to OSHC services
Model B (Local club)
• Plan more structured communication between VicHealth/ASC program coordinator and the relevant SSA (such as a regular timetabled meeting)
• Conduct professional development training for deliverers (both SSA and local club representatives) on how to tailor programs for OSHC services
Model C (OSHC staff)
• Offer OSHC service staff opportunities to deliver activities they are comfortable with to enhance their confidence and associated competence levels
• Provide additional resources to OSHC service staff to help them develop play-based or fun activities to assist in maintaining the interest of the children
Model D (SSAs and OHSC staff)
• Establish links with local sporting clubs
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Summary of key learningsDocument key program activities
There was a wide variety of local interpretations of the OSHSP. Future programs should develop a map of desirable and acceptable program behaviours that can be used by stakeholders to verify that they are delivering the program in the ways that were intended.
Identify and fund a small group of ‘lighthouse programs’
There were examples of innovative delivery of the OSHSP at OSHC services. These services could be invited to apply for funding to develop and deliver activity-based programs. Successful applicants could be recognised as ‘lighthouse services’ that provide role models for other OSHC services.
Undertake a longitudinal study
The evaluation suggested that children and parents were positive about future participation in local club sport. However, unless these participants are tracked over time, it will be difficult to determine the impact of the OSHSP on transition into local club sport.
Develop resources
The evaluation highlighted some limitations with using existing SSA junior sport development programs. Preparing additional developmentally appropriate resource material tailored specifically for the OSHC environment could enhance the effectiveness of future programs.
Consider play-based programs at OSHC services
The evaluation identified that ‘children having fun’ was a key factor behind the successful delivery of the OSHSP. Adopting a play-based program at OSHC services could further improve delivery of similar programs, as well as increase program reach by appealing to children who are not usually attracted to structured sporting activities.
Develop an alternative pathway to club transition
The findings of the evaluation suggest that consideration should be given to employing a more indirect approach to skill development and club transition. This could build on the success that the OSHSP had in modifying ‘recognisable’ sports or games into a form that enables children to have fun and experience success, as an important first step in their development towards participating in structured sport.
Consider child-led activities
Across all four service delivery models, adults took the lead in developing and delivering the activities. Consideration could be given to developing child-led play resource materials. This would also mean developing explicit guidelines outlining how deliverers could take a more indirect role during the sessions, without compromising the safety or the quality of the program.
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ConclusionThe OSHSP aimed to provide opportunities for children to participate in structured sporting experiences through outside school hours care.
Through a set of four different delivery models the OSHSP succeeded in doing this, and generated a considerable number of useful outcomes that can be incorporated by successor programs (notably the national Active After-school Communities Program).
For more information contact:
• VicHealth, www.vichealth.vic.gov.au, (03) 9667 1333
• ASC, www.ausport.gov.au/junior/index.asp, (02) 6214 1530
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Since this evaluation took place the OSHSP has now become the Active After-school Communities Program (involving both primary schools and OSHC services). The following are some helpful guidelines to emerge from the evaluation of the OSHSP for funders, promoters and organisers of an Active After-school Communities Program.
Tips for setting up and Active After-school Communities Program
• Develop and provide high-quality and appropriate resource materials for deliverers that emphasise fun and success, and that represent alternatives to existing junior sport development programs.
• Explicitly state the expected commitments and likely benefits of involvement in programs within the Expression of Interest document.
• As part of the selection process, encourage applicants to describe how they will address relevant managerial issues, in particular providing equipment, supervision, legal issues and scheduling.
• Employ a program manager, as they serve as both an organiser and source of knowledge for all aspects of a program.
• Identify the desired values of the program and ask the potential deliverers to outline how their sessions will incorporate and promote these values.
• Encourage OSHC service staff to take ownership of the design and delivery of individual sessions.
• Design program sessions with an emphasis on how children can experience success through a game-based activity.
• Identify the payment and expected responsibilities of deliverers in contract documents to minimise their potential involvement in additional unpaid work.
• Establish a list of effective implementation strategies that can guide deliverers seeking to improve implementation at their OSHC service.
• Use the knowledge and skills of OSHC service staff when developing implementation programs.
• Monitor the confidence of deliverers and be prepared to provide additional support to those OSHC service staff identified as having low confidence levels.
• Highlight the differences in delivery approaches and the expected session outcomes between the OSHC environment and other environments.
Helpful tips
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Further readingAustralian Sports Commission (2003), Junior Sport Framework, www.ausport.gov.au/juniors/jsf/index.asp
Australian Sports Commission (2005), Playing For Life Resource Kit.
Drake J (2001), Planning children’s play and learning in the Foundation Stage, David Fulton, London.
Garrick R (2004), Playing outdoors in the early years, Continuum, London.
Moyles J (1989), Just playing? The role and status of play in early childhood education, Open University Press, Buckingham.
Pellegrini AD and Smith PK (1998) ‘Physical activity play: the nature and function of a neglected aspect of play’, Child Development, 69(3), pp 577–98.
Schaffer HR (1996), Social development, Blackwell, Oxford.
Sharp C (1998), Age of starting school and the early years curriculum: A selected annotated bibliography, Paper presented at the National Foundation for Education Research Conference, London.
Spittle M, O’Meara J, Garnham J, Payne W and Harvey J (2005), Out of school hours sports program evaluation – final report, University of Ballarat.
VicHealth and ASC (2003), Expression of interest to undertake the evaluation of the Out of School Hours Sports Program. Victorian Health Promotion Foundation (VicHealth), Melbourne.
VicHealth and ASC (2005), Background to the Out of School Hours Sports Program. Victorian Health Promotion Foundation (VicHealth), Melbourne.
Wood E and Attfield A (2005), Play, learning and the early childhood curriculum, Paul Chapman Publishing, London.
Victorian Health Promotion Foundation PO Box 154 Carlton South 3053 Australia Phone: +61 3 9667 1333 Fax: +61 3 9667 1375 Email: [email protected]
www.vichealth.vic.gov.au
Australian Sports Commission PO Box 176 Belconnen 2616 Australia Phone: +61 2 6214 1111 Fax: +61 2 6251 2680 Email: [email protected]
www.ausport.gov.au