2.2 PAT 10


Under the direction of the Social Exclusion Unit of the Office of the Deputy Prime Minister 18 Policy Action Teams (PATs) were established at the end of 1998. Each team comprised of a mixture of civil servants (from various departments), Whitehall officials, external experts and residents with specific knowledge of deprived communities. The consultation process engaged in open dialogue particularly with those from disadvantaged neighbourhoods to ensure recommendations were relevant and appropriate.


The culmination of this work was 600 recommendations that were included within the National Strategy for Neighbourhood Renewal.


The Policy Action 10 - Arts and sports was led by Kate Hoey (then Sports Minister) with the goal: To draw up an action plan with targets to maximise the impact of arts, sport and leisure policies in contributing to neighbourhood regeneration and increasing local participation.


The starting point of PAT 10 was a recognition of the role arts and sports can play in neighbourhood renewal although these are often overlooked (PAT10)*.


We do not believe that every artist or sports person should be a social worker by another name, or that artistic or sporting excellence should take second place to community regeneration. But we do want the benefits of arts and sport to be widely spread and the pool of talent available to be as wide as possible.


One of the key barriers for young people living in areas characterised by high unemployment, socio-economic deprivation and low participation in higher education was their own low self esteem; self esteem can be used as an indicator of emotional and mental well-being. Sport is a major contributor in a young person’s self-esteem given its multi-dimensional aspect of global self esteem, sports competence, attractive body, physical strength and physical condition (Partington and Partington et al 2004).


The feedback young people receive throughout their life provides constant learning of their social competence and enables them to develop their judgement of worthiness (self-esteem). A young person’s belief in their capability, significance, success and worth can have implications for all aspects of their life not least in educational achievement and attainment (Ewing 1997)*.


“Sport can be a doorway to learning…it has the power to inspire and motivate people to fulfil their potential” Fisher (2004)


Coaches, teachers and adults in general must recognise their


responsibility for providing feedback to young people; even no feedback is often construed negatively by the young person in question. Feedback should be designed to identify mistakes as learning opportunities and specifically targeted to allow interpretation and understanding of the point being made (Ewing 1997)*.


PAT 1


2 3 4 5 6 7 8 9


High esteem does not just translate into improved educational, sporting or artistic achievement. Lower incidence of pregnancy in girls and higher capability to say ‘no’ to drugs and gangs have been noted where high self esteem exists. High self esteem in itself is not a guarantee but does provide a stronger basis for resisting pressures and buffering the negative influences (Ewing 1997)*. “Participation in sport extends the learning of social competence by teaching children to cooperate with their team mates and opponents as well as abide by the rule”


Theme


Jobs Skills


Business


Neighbourhood management Housing management Neighbourhood wardens Unpopular housing Anti-social behaviour Community self-help


10 Arts and sport 11 Schools Plus 12 Young people 13 Shops 14 Financial services 15 Information technology 16 Learning lessons 17 Joining it up locally 18 Better information


Fig. 2.3 Policy Action Teams


There are plenty of examples of films that show adversity being overcome through sport. One such film was Twenty-four seven and the director was keen to point out that


“The film has got nothing to do with boxing. It’s about people getting themselves out of the shit,” he adds “In a town where there’s no hope and people have been told at school they’re useless, well in the boxing club, everybody’s welcome”


In the same article the coach at the gym where many of the scenes were shot commented


“It’s very rare you’ll hear of any lads who come boxing getting into trouble. They’ve got nothing to prove. They prove themselves in here.” (Independent on Sunday 1998)


The references underlined in this report can be hyperlinked on the electronic version via the Youth Charter website: www.youthcharter.co.uk


page 14 *Refer reference pages 45 - 46 *Refer reference pages 45 - 46 page 15


Globally the contribution of sport in the development of social justice is part of the remit for the International Labour Organisation (ILO), a UN specialised agency seeking the promotion of social justice and internationally recognised human and labour rights. In 2003, the ILO brought the worlds of development and sport together to share experiences and learning.


“Sport is a useful means to achieve a better life and sustainable development for human beings. Sport encompasses healthy life-long expectations, intrinsic values of loyalty, solidarity, fairness and justice, acceptance of victory and loss, achievement of better conditions of living, peaceful attitudes and respect of the other. A human being is accompanied by these sport values throughout his journey in life.”


Sport, with its universal appeal, brings multiple benefits: not only does it improve health and physical condition, but it also represents a valuable asset in the agenda of sustainable development and in the fight against poverty because it connects people, it brings the best of their motivation into action.


Fig. 2.4 Young person’s development (After Hansen, Larsen et al 2003)*


Sport is a central component of the socio-economic development process by creating job opportunities for youth and fostering organisational skills. Combined with education, sport can serve as a concrete, positive alternative to child labour and social exclusion, and as a mobilising factor for youth. Sport is a positive way to fight against violence, stress and drug addiction and to improve both national health systems and working conditions by reducing the costs of social protection. (ILO 2003)*


Activities for young people offer varying learning opportunities for development and growth presenting a strong correlation with positive attainment in schools and the wider community.


Nichols and Crow (2004)* examined the role of sporting activities in reducing re-offending. They began by categorising reduction programme as:


 Primary - modification of the criminological conditions that are likely to give rise to offending (i.e. improving community and reduce neighbourhood disadvantage)


 Secondary - early identification and intervention of ‘at risk’ young people  Tertiary - existing offenders


The mechanisms of crime reduction are then categorised as:


 Diversion - from crime or boredom - occupying young people when they might otherwise be involved in criminal activity


 Deterrence - likelihood of getting caught


 Pro-social development - role models, increased self esteem - may even involve getting qualifications/experience that increases likelihood of getting a job


The comparison of the programmes and mechanisms of crime reduction is then a useful tool for strategic development.


Young people’s opinions should not be overlooked when providing activities according to MacPhail, Kirk et al (2003)*. One of the main concerns of young people was that activities cover a range of abilities and disabilities rather than focussing on the development of purely elite athletes. This should include a range of activities beyond the existing team games being inclusive and task orientated rather than exclusive and competitive.


Examining previous research MacPhail, Kirk et al (2003)* identified a range of structural and financial barriers to participation including access to quality coaching and facilities, transport, resources and support services as well as the fragmented nature of youth sport provision. They identified the voluntary sector as a key deliverer of youth activities which should be noted by those in authority (i.e. government, local authorities and sports and arts governing bodies) given the poor way in which the voluntary sector is supported.


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