Youth sport policy: the enactment and possibilities of 'soft policy' in schools

• Published in: Sport, education and society education and society, 2019-02, Vol.24 (2), p.182-194
• Main Authors: Stylianou, Michalis, Hogan, Anna, Enright, Eimear
• Format: Article
• Language: English
• Subjects: Accountability; Athletics; Barriers; Data collection; Educational Change; Educational Objectives; Educational Policy; Educational Quality; Foreign Countries; Health problems; implementation; Interest groups; Local knowledge; Physical Education; policy; Policy implementation; Program Implementation; Qualitative research; Reforms; School Policy; school-based sports programme; Schools; Sporting Schools; Sports participation; Student Participation; Teachers; Youth; youth sport participation
• ISSN: 1357-3322; 1470-1243
• DOI: 10.1080/13573322.2017.1339685

Youth sport policies are increasingly driven by health concerns and social issues, and focus on broad participation outcomes. Given the significant financial investment in, and critique of, such policies internationally, this study aimed to examine the implementation of Sporting Schools (SS), a $100 million programme intended to increase children's sport participation in Australia. In addressing the limited research in this area in the Australian context, we draw on the notion of policy as process [Penney & Evans, 2005 Policy, power and politics in physical education. In K. Green, & K. Hardman (Eds.), Physical education: Essential issues (pp. 21-38). London: SAGE] and Fullan's [Fullan (2015) The new meaning of educational change (5th ed.). New York, NY: Teachers College Press] work on educational change. This analysis employed a qualitative methodology. Data collection included interviews with 32 sporting organisation (SO) representatives, coaches, and teachers involved in the implementation of SS. Data were analysed using a combination of inductive and deductive approaches, and the trustworthiness of the findings was supported using several strategies. Findings indicated divergent understandings of the need for the SS programme by stakeholders, as well as a lack of clarity of the policy aims and the means for realising them. There was little indication that SOs, coaches and teachers were engaged in a meaningful, working relationship to accomplish the reform objectives of SS; however, each saw benefit in the programme. Youth sport policy implementation in schools is a complex process. The dynamic interplay among the various factors influencing such policies makes realising their stated intentions nigh on impossible. While working to enhance the enactment of SS as intended is important, we propose that youth sport policies written for enactment in schools need to be viewed as 'soft policies'. The simplicity and limited accountability associated with 'soft policies' can be viewed as an opportunity to recognise the expertise of those who work, learn and move in schools, and trust them to use resources effectively and reconcile tensions based on their unique knowledge of their local school contexts.