Please use this identifier to cite or link to this item:
Appears in Collections:Faculty of Health Sciences and Sport Journal Articles
Peer Review Status: Refereed
Title: Developing sport-based after-school programmes using a participatory action research approach
Author(s): Holt, Nicholas L
McHugh, Tara-Leigh F
Tink, Lisa N
Kingsley, Bethan C
Coppola, Angela M
Neely, Kacey C
McDonald, Ryan
Contact Email:
Keywords: physical activity
fundamental movement skills
life skills
critical hours
Issue Date: 2013
Date Deposited: 8-Sep-2021
Citation: Holt NL, McHugh TF, Tink LN, Kingsley BC, Coppola AM, Neely KC & McDonald R (2013) Developing sport-based after-school programmes using a participatory action research approach. Qualitative Research in Sport, Exercise and Health, 5 (3), pp. 332-355.
Abstract: This paper is based on a three-year research programme, the overall purpose of which was to develop, implement and evaluate sport-based after-school programmes for students in low-income areas of Edmonton, Alberta, Canada. In addition to presenting the results of this study, the other purpose of this paper was to provide an empirical example of participatory action research, depicting when and how community partners were engaged in the research process. Following several years of initial work in low-income communities, a need to create sport-based after-school programming was identified. The first action phase involved the creation and delivery of a multi-sport programme in two schools. Semi-structured interviews were conducted with 28 children and two teachers to evaluate programme content and benefits. Inductive analysis revealed that the programme provided children with new opportunities and helped them to learn social and personal life skills. In the second action phase, a revised programme was delivered to 35 children. Fourteen children and three teachers participated in interviews to share their views on programme content, benefits and challenges. There were difficulties relating to the children’s skill level, behaviour and listening during the early stages of the programme. Nonetheless, by the end of the programme, children reported that they enjoyed activities based on creating optimal challenges and ‘adventures’ which engaged their imaginations. Children also learned fundamental movement, sport and life skills, some of which transferred to other areas of their lives.
DOI Link: 10.1080/2159676x.2013.809377
Rights: The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.
Licence URL(s):

Files in This Item:
File Description SizeFormat 
Holt-etal-QRSEH-2013.pdfFulltext - Published Version389.46 kBAdobe PDFUnder Permanent Embargo    Request a copy

Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.

This item is protected by original copyright

Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.

The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved

If you believe that any material held in STORRE infringes copyright, please contact providing details and we will remove the Work from public display in STORRE and investigate your claim.