Results of a utilization-focused evaluation of a Right To Play program for Indigenous youth

• Published in: Evaluation and program planning 2018-02, Vol.66, p.156-164
• Main Authors: Arellano, Alexandra, Halsall, Tanya, Forneris, Tanya, Gaudet, Cindy
• Format: Article
• Language: English
• Subjects: Capacity building approach; Community; Community Relations; Evaluation Utilization; Flexibility; Indigenous peoples; Interviews; Life skills; Mentoring; Motivation; Native North Americans; Native peoples; Organizational Learning; Ownership; Perceptions; Positive youth development; Program Implementation; Semi Structured Interviews; Skill development; Sport-for-development; Utilization-focused evaluation; Youth
• ISSN: 0149-7189; 1873-7870
• DOI: 10.1016/j.evalprogplan.2017.08.001

•Sport-for-development programming for Indigenous youth must strive to maintain program flexibility and follow a youth-led and community-centric approach.•Organizations working with Indigenous communities must use multiple approaches to foster capacity-building and promote autonomy.•Utilization-focused evaluation is a promising approach contributing to program evaluation that is part of a research-community-organization partnership. This paper presents an evaluation of the Promoting Life Skills for Aboriginal Youth (PLAY) program that is operated by Right to Play (RTP). The focus of the program is to help youth develop a variety of life skills and become leaders within their communities. Piloted in 2010 with 2 communities, the program is now implemented in 88 communities in Ontario, Manitoba, British Columbia, and Alberta. This study applies a utilization-focused evaluation to examine staff perceptions related to program implementation. Data were collected using semi-structured interviews and a thematic analysis was performed. Themes emerged related to: 1) Integrating program flexibility to help facilitate community ownership, 2) Building capacity through skills training for Community Mentors (CMs), 3) Having a motivated staff and organizational learning, 4) Balancing the integration of culture and 5) Challenges related to adapting to multiple stakeholders and program pace. Findings are discussed in relation to relevant literature and recommendations for program improvements are provided. We also describe program improvements that were made as a result of applying the findings. This research contributes to the expanding literature related to programming for youth and evaluation practice within Indigenous communities.