Needs analysis of disability football inclusion within Lincoln

1. Needs analysis of disability football inclusion within Lincoln A Presentation by Ben Mills and Cory Burton

2. Overview of Rational Research & Feedback ‘…understanding and explaining are one’ -(Bourdieu, 1999: 613)

3. Disability Football strategy. 2010-2012. • National FA Football Development Programme – Disability Football Strategy (2004-2006) provided the first step in integrating disability football into the ‘mainstream’ football family. ‘The principle aims of The FA are to maximise participation through increased playing opportunities, increasing the quality for all…’ –(Disability Strategy, 2010)

4. Area of Focus GOAL 3: ‘Nations Favourite game’ 3.1  grow the game for all 3.2  raise standards for a safer, better Quality experience 3.3  increase awareness and Positive Perception of the game 3.4  improve facilities through effective Partnerships (-Disability Strategy, 2010)

5. Disability Football Development Fund (DFDF) (Leanne Woodhead) • Regional

6. What is DFDF? • National project that has seen that 28 CFA’s receives £75,000 from the FA to deliver disability football to individuals 12+. • Lincolnshire FA’s project gets £111,000 over 3 years. • Engages individuals that have never played footballand that haven't got access • They aim to achieve– 1250 unique users (250 of which are female), with a throughout of 25,000 and a team generation of 24 NEW teams(in 3 years).

7. Target Areas; • Local • Lincoln • Scunthorpe • Grimsby • Skegness • Spilsby • Louth • Horncastle • Grantham • Gainsborough • Stamford ‘during the program development the client or recipient population should be carefully selected’ -(Rossi, et, al, 1989: 68)

8. St Christopher's Special School We were unaware of what sort of involvement in football they had Some Students actively participated Some Students were uninterested Gave a mixture of responses

9. Lincoln Power Chair Football

10. Leanne's aims and objectives Needs Analysis Needs analysis of care homes/ community centres/groups/3rd sector organisations. Do they want football? What format do they want football? i.e. League structure, flexible, just play. Do they have facilities or would they require the hiring of some? How many would be interested in football? And would they do it for 20 weeks?

11. Critical Success Factors

12. Lack of Definition “There is a common misconception that disabled people are only those with mobility difficulties or sensory impairments, such as deafness or blindness. In reality, people with a very wide range of impairments and chronic or recurring health conditions can be disabled. For example people with mental health problems, asthma, diabetes or epilepsy might be disabled. The failure to appreciate the diversity of disabled people means that not all of them benefit from policies.” (Disability Task Force on Civil Rights of Disabled People, 1999)

13. Logic Model Step 2: Articulate anticipated impacts Step 1: Identify the Issue Step 3 to 6: Analysis of project intervention ‘One should always, so to speak, begin the investigation with the forest in order to understand the trees, not vice versa’ -Bourdieu, (1999)

14. Methodology: Pilot Study Methods Adopted: Structured approach • Pro – Covered a great deal of content • Con – Short answers Unstructured approach • Pro – A much more relaxed atmosphere was created • Con– Mentally challenged went off task Semi Structured approach • Pro – Balance between keeping on task and freedom to expand • Con– Difficult to expand on certain topics

15. Methodology: Data Collection School Level • Access to the disabled youth population • Current provision of football within special schools Relaxed Atmosphere Semi-Structured – St Christopher's School

16. Methodology: Data Collection Cont. Unable to meet for interviews • Failure to replace broken equipment • Relocation of training venue Structured Emails – Lincoln Powerchair football

17. Data Analysis Thematic Coding (Gibson, 2006)

18. Findings: Participation Group

19. Findings: Non-Participation group

20. Symbolic Interactionism • Meaning • Social Interaction • Interpretative Process (Blumer, 1969) How people define their experiences and give meaning to their: • Identities • Behaviours • Realities • Social interactions (Hewit, 2000) Fundamental Premises

21. Significant Findings • Working as a team • Interacting with people that have a similar sporting interest Hindrance Origins • Negative experiences • Lack of opportunities Interest Origins

22. Sustainability needs to meet the needs of the sporting community while contributing to the improvement of future sport opportunities as well as improving the integrity of the natural and social environment on which it depends (Green and Gold, 2007)

23. Further Actions

24. Future Work Even though this project has identified what interests’ people to participate, it has also identified what discourages people to not participate. Therefore, it is these identifications in particular that needs further study as this will help us to understand the root causes of each specific problem and to help determine more effective solutions.

25. References Bourdieu, (1999) ‘Scattered Remarks’, European Journal of Social Theory 2(3): 334-40. Bourdieu, (1999) The Weight of The World, CA: Standford University Press. Rossi and Freeman (1989). Evaluation: A Systematic Approach, 2ndEdition.Thousand Oaks: Sage Publications. Gibson, (2009) “identifying themes, codes and hypothesis” in Gibson and Brown, (2009).Working with Qualitative Data. London : SAGE Publications Ltd. Hewitt, (2000). Self and society: A symbolic interactionist social psychology (8th ed.). Needham Blumer, (1969). Symbolic Interactionism: Perspective and Method. 1st ed. Englewood Cliffs: Prentice-Hall. Disability Rights Task Force on Civil Rights for Disabled People, (1999) From Exclusion to inclusion London: Department for Education and Employment