Little is known about innovation in the non-profit sport sector. The current research addresses this gap by questioning whether and to what extent sport federations innovate. It aims to identify types of innovation implemented by sport federations and their attitude and preferences towards innovation. An online questionnaire was administered to a sample of key representatives (i.e. Chair, Secretary General or Directors) of regional sport federations in Belgium (n = 101; 70% response rate). Directed content analysis of the service innovations described by respondents reveals ten different types of sport and non-sport service innovations. Results suggest that membership size and categories of sport influence preferences in knowledge creation/appropriation, and ultimately the type of innovation developed. This paper also suggests that sport federations are driven by demands by members in meeting their expectations of new services and are not risk averse. On average, the sport federations surveyed have a positive attitude towards newness that favours innovativeness. The current study would help researchers to advance further into the knowledge of service innovation in non-profit organisations. It should act as a foundation for research and practice on specific types of service innovation in sport. Managers should realise the importance of attitude for innovation and use the suggested typology to provide new services in different categories and meet members’ expectations.
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This book fills an important gap in the sport governance literature by engaging in critical reflection on the concept of ‘good governance’. It examines the theoretical perspectives that lead to different conceptualisations of governance and, therefore, to different standards for institutional quality. It explores the different practical strategies that have been employed to achieve the implementation of good governance principles. The first part of the book aims to shed light on the complexity and nuances of good governance by examining theoretical perspectives including leadership, value, feminism, culture and systems. The second part of the book has a practical focus, concentrating on reform strategies, from compliance policies and codes of ethics to external reporting and integrity systems. Together, these studies shed important new light on how we define and understand governance, and on the limits and capabilities of different methods for inducing good governance. With higher ethical standards demanded in sport business and management than ever before, this book is important reading for all advanced students and researchers with an interest in sport governance and sport policy, and for all sport industry professionals looking to improve their professional practice.
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The Sport Empowers Disabled Youth 2 (SEDY2) project encourages inclusion and equal opportunities in sport for youth with a disability by raising their sports and exercise participation in inclusive settings. The SEDY2 Inclusion Handbook is aimed at anybody involved in running or working in a sport club, such as a volunteer, a coach, or a club member. The goal of the handbook is to facilitate disability inclusion among mainstream sport providers by sharing SEDY2 project partners’ best practices and inclusive ideas.
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This research aims to investigate the usefulness of a connected leadership model for sport organizations. The following research questions were designed: 1) How can professional sport managers successfully make use of thedevelopments of new professionalism (Leijnse, Hulst & Vromans, 2006), the new way of working and managerial leadership? 2) What are the features of a connected managerial leadership model? 3) What are the designprinciples of an applicable learning environment for professional sport managers 2.0? 4) What are thesimilarities or differences of connected managerial leadership in traditionally organized sports?
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Despite the notable strides that have been made in terms of participation in sport, women continue to be underrepresented in sport leadership roles such as coaching and officiating. The 2014 United Nations (UN) International Working Group on Women’s Sport (IWG) noted that: ‘Women are significantly under-represented in management, administration, coaching and officiating, particularly at the higher levels’ (IWG, 2014 p. 6). This statement, part of the Helsinki Declaration, was made in the context of how sport can support the UN Millennium Development Goals. Across today’s sporting landscape, women’s sport experiences typically occur in male-dominated contexts, which favour men and masculinity (Norman, 2016). Recent data indicates the men to women ratio in high-performance coaching over the last four consecutive Olympic cycles has been approximately 10:1. Among US high school sporting officials, only 11% are women, and even a greater disparity exists with officiating sports traditionally played by men (Nordstrom, Warner, & Barnes, 2016). This data highlights a systemic absence of women in coaching and officiating leadership roles across sport. In this chapter we will discuss the impact this has on developing sport for women and girls. Specifically, this chapter aims to: - Provide an understanding of the roles and responsibilities of coaches and officials in women and girls sport delivery. - Explore career development pathways for improving opportunities for women in coaching and officiating. - Present a critical reflection of the differences and similarities between athlete development and coach/official development (systems and structures) for women and girls. We begin by discussing the gendered nature of coaching before turning our attention to women’s experiences in sport officiating. We draw on relevant literature throughout the chapter and identify issues and opportunities for further research. We conclude by providing practical actions and recommendations to help facilitate coaching and officiating development for women and girls LinkedIn: https://www.linkedin.com/in/donna-de-haan/
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Research question:As a result of the expansion of opportunities for leisure-time sport participation (LTSP), the question arises if differing organisational settings relate to differences in participation behaviour. This paper compares participation frequency and time spent on sport between club-organised and non-club-organised sport participants. Research methods:Data originate from the 2009 Household Study on Sport Participation in Flanders (Belgium). The sample consists of 4020 sports participants that are parents of school-aged children. The frequency of LTSP, time per training session and total time spent on sport per week are constructed as dependent variables for log-linear regression analyses. The organisational setting for LTSP is the main independent variable. Analyses are conducted at a total sample level and a sport-specific level. Results and findings:Participation frequency and time spent on sport increase when participants engage with club-organised sport. The association between the organisational setting for LTSP and the dependent variable varies as a function of different variables related to participation in a specific sport. Implications:As a contribution to ongoing debates on the promotion of LTSP in different organisational settings, results of this study allow for discussing the popularity of non-club-organised sport in relation to advantages of club-organised sport. For managers in sport organisations, it is important to gain insight in participation behaviour of (potential) participants to develop targeted strategies. Results are also relevant to policy-makers in order to adequately allocate resources aimed at increasing participation rates and time spent on sport among a broader range of the population.
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Sports are activities enjoyed by many across the globe, regardless of age. The existence and promotion of youth sports has often been based on various assumptions about its value and role in society. Sports participation is assumed to be fun and good and is assumed to contribute to the development of young people. As a result, sports are often seen as an essential part of life for youth. Participation in sports and physical activity is assumed to help young people to develop in a context in which they are able to learn important positive societal values (Fraser-Thomas et al., 2005; Holt, 2008). Although there is a widespread belief in the positive dimensions of sports participation for young people, there is a need for research and theory that identifies and critically looks at the processes through which sports participation by youth is experienced and shapes their lives (Coakley, 2011). I return to this critical perspective after I elaborate on the ways sports are viewed as important effective activities for positive youth development.
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Over the last decade, sport and physical activity have become increasingly recognised and implemented as tools to foster social cohesion in neighbourhoods, cities and communities around Europe. As a result, numerous programmes have emerged that attempt to enhance social cohesion through a variety of sport-based approaches (Moustakas, Sanders, Schlenker, & Robrade, 2021; Svensson & Woods, 2017). However, despite this boom in sport and social cohesion, current definitions and understandings of social cohesion rarely take into account the needs, expectations or views of practitioners, stakeholders and, especially, participants on the ground (Raw, Sherry, & Rowe, 2021). Yet, to truly foster broad social outcomes like social cohesion, there is increasing recognition that programmes must move beyond interventions that only focus on the individual level, and instead find ways to work with and engage a wide array of stakeholders and organisations (Hartmann & Kwauk, 2011; Moustakas, 2022). In turn, this allows programmes to respond to community needs, foster engagement, deliver more sustainable outcomes, and work at both the individual and institutional levels. The Living Lab concept - which is distinguished by multi-stakeholder involvement, user engagement, innovation and co-creation within a real-life setting - provides an innovative approach to help achieve these goals. More formally, Living Labs have been defined as “user-centred, open innovation ecosystems based on a systematic user co-creation approach, integrating research and innovation processes in real-life communities and settings” (European Network of Living Labs, 2021). Thus, this can be a powerful approach to engage a wide array of stakeholders, and create interventions that are responsive to community needs. As such, the Sport for Social Cohesion Lab (SSCL) project was conceived to implement a Living Lab approach within five sport for social cohesion programmes in four different European countries. This approach was chosen to help programmes directly engage programme participants, generate understanding of the elements that promote social cohesion in a sport setting and to co-create activities and tools to explore, support and understand social cohesion within these communities. The following toolkit reflects our multi-national experiences designing and implementing Living Labs across these various contexts. Our partners represent a variety of settings, from schools to community-based organisations, and together these experiences can provide valuable insights to other sport (and non-sport) organisations wishing to implement a Living Lab approach within their contexts and programmes. Thus, practitioners and implementers of community-based programmes should be understood as the immediate target group of this toolkit, though the insights and reflections included here can be of relevance for any individual or organisation seeking to use more participatory approaches within their work. In particular, in the coming sections, this toolkit will define the Living Lab concept more precisely, suggest some steps to launch a Living Lab, and offer insights on how to implement the different components of a Living Lab.
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Over the last few decades the power struggle between nations to win medals in major international competitions has intensified. This has led to national sports organisations and governments throughout the world spending increasing sums of money on elite sport. Several nations have indeed shown that accelerated funding in elite sport can lead to an increase of medals won at the Olympics. Nevertheless, in spite of increasing competition and the homogenisation of elite sports systems, the optimum strategy for delivering international success is still unclear. There is no model for comparing, and increasing, the efficiency and effectiveness of elite sport investments and management systems. This makes it difficult for sports managers and policy makers to prioritise and to make the right choices in elite sports policy. This book presents an international comparison of elite sport policies in six nations (Belgium, Canada, Italy, the Netherlands, Norway and United Kingdom). Over 1,400 athletes, coaches and performance directors in these nations have provided information on the climate to perform at the highest level of elite sport in their country. Over a hundred criteria are evaluated and compared using a scoring system in nine sport policy areas. This book is aimed at sports professionals, academics and politicians seeking a better understanding of the factors that lead to international sporting success and seeking insights in future sport policy developments.
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Various discourses construct youth sport as a site for pleasure and participation, for positive development, for performance and for protection/safeguarding. Elite youth sport however continues to be a site for emotionally abusive coaching behaviour. Little attention has been paid to how the institutional context may enable or sustain this behaviour. Specifically, how do coaches and directors involved in high-performance women’s gymnastics position themselves in relationship to these discourses to legitimize the ways they organize and coach it? We drew on a Foucauldian framework to analyse the technologies and rationalities used by directors and coaches of elite women’s gymnastics clubs to legitimize and challenge current coaching behaviours. The results of the 10 semi-structured interviews showed how coaches and directors legitimized coaching behaviour using discourses of pleasure, protection, performance and of coaching expertise and assigning responsibility for current coaching behaviour to athletes, parents, (other) coaches and global and national policies.
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