The purpose of this article is to explore the determining factors of household expenditures on sports participation. Due to a relatively large amount of zero-expenditures, simple regression methods are not suited. Because of methodological reasons, the two-step Heckman approach is used over the Tobit approach and the Double Hurdle approach. The participation decision (spend money or not) is influenced by sports participation of the parents, family income, education, sports club membership, and sports frequency. Determining factors of the intensity decision (amount of money that is spent on sports participation) are family income, sports participation of parents during their youth, sports club membership, sports frequency, age of youngest child, and household size. Moreover, the results indicate that a two-stage approach is needed because it gives a more in-depth insight in the household spending behavior. For example, higher educated households more often spend money on sports participation. However, this research demonstrates that once higher educated households have decided to spend money on sports participation, the amount of money spent does not differ from lower educated households.
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Given the recent economic crisis and the risen poverty rates, sports managers need to get insight in the effect of income and other socio-economic determinants on the household time and money that is spent on sports participation. By means of a Tobit regression, this study analyses the magnitude of the income effect for the thirteen most practiced sports by households in Flanders (the Dutch speaking part of Belgium), which are soccer, swimming, dance, cycling, running, fitness, tennis, horse riding, winter sports, martial arts, volleyball, walking and basketball. The results demonstrate that income has a positive effect on both time and money expenditure on sports participation, although differences are found between the 13 sports activities. For example, the effect of income on time and money expenditure is relatively high for sports activities like running and winter sports, while it is lower for other sports such as fitness, horse riding, walking and swimming. Commercial enterprises can use the results of this study to identify which sports to focus on, and how they will organise their segmentation process. For government, the results demonstrate which barriers prevent people from taking part in specific sports activities, based upon which they should evaluate their policy decisions.
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Parental involvement is a crucial force in children’s development, learning and success at school and in life [1]. Participation, defined by the World Health Organization as ‘a person’s involvement in life situations’ [2] for children means involvement in everyday activities, such as recreational, leisure, school and household activities [3]. Several authors use the term social participation emphasising the importance of engagement in social situations [4, 5]. Children’s participation in daily life is vital for healthy development, social and physical competencies, social-emotional well-being, sense of meaning and purpose in life [6]. Through participation in different social contexts, children gather the knowledge and skills needed to interact, play, work, and live with other people [4, 7, 8]. Unfortunately, research shows that children with a physical disability are at risk of lower participation in everyday activities [9]; they participate less frequently in almost all activities compared with children without physical disabilities [10, 11], have fewer friends and often feel socially isolated [12-14]. Parents, in particular, positively influence the participation of their children with a physical disability at school, at home and in the community [15]. They undertake many actions to improve their child’s participation in daily life [15, 16]. However, little information is available about what parents of children with a physical disability do to enable their child’s participation, what they come across and what kind of needs they have. The overall aim of this thesis was to investigate parents’ actions, challenges, and needs while enhancing the participation of their school-aged child with a physical disability. In order to achieve this aim, two steps have been made. In the first step, the literature has been examined to explore the topic of this thesis (actions, challenges and needs) and to clarify definitions for the concepts of participation and social participation. Second, for the purposes of giving breadth and depth of understanding of the topic of this thesis a mixed methods approach using three different empirical research methods [17-19], was applied to gather information from parents regarding their actions, challenges and needs.
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