Whilst this report takes a wider approach than just sport, it is useful to note from a sports development perspective that within it they say that; 'Sport may produce a set of positive individual outcomes that lead to social outcomes through a series of intermediate processes. These processes are not yet fully understood (Tacon, 2008). There is evidence to suggest that sporting engagement contributes to community cohesion. Individual studies point to the social networking and social capital outcomes of sport. For example, statistical analysis for the DCMS identified a strong correlation between sports participation and social trust (Delaney and Keaney, 2005). This report highlighted a variety of social benefits associated with being a member of a sports club.
The literature highlights a range of direct and indirect economic benefits associated with sports participation. The UK sporting economy has witnessed high levels of growth over the past twenty years, generating sport-related employment and consumer expenditure (Sport Industry Research Centre, 2007). Economic evaluations of sporting events also highlight the economic benefits for local areas in terms of employment, expenditure and regeneration (Ruiz, 2004).
Beyond the social and economic benefits, research highlights the health and educational outcomes of engaging in sport. The health benefits of sport and physical activity are widely accepted (Chief Medical Officer, 2004; Powell and Pratt, 1996). These pertain to both physical and mental health benefits (Fox, 1999; Scully et al., 1998). Whilst most of the research relates primarily to physical activity, there is a growing body of evidence that examines the links between sport and health (see Tacon, 2008; Galloway et al., 2006). Recent research considers the important role played by sport in preventing and tackling childhood obesity, as well as delivering a range of other health and well-being outcomes (Aarnio et al., 2002; Tacon, 2008; Ekeland et al., 2005).
Several reviews have examined the relationship between physical activity and educational performance. These identify evidence that physical education and activity can improve educational outcomes (Sallis et al., 1999; Shephard, 1997). However, these reviews do not employ comprehensive search strategies, assess the quality of included studies, or provide estimates of the size of any impacts. There is little research that examines the specific mechanisms through which sport influences educational attainment (Tacon, 2008).'
Editor's comments - [ The CASE programme is a joint strategic research programme led by the Department for Culture, Media and Sport (DCMS) and its sector-leading arms-length bodies: Arts Council England, English Heritage, Museums, Libraries and Archives Council and Sport England. The aim of CASE is to use interdisciplinary research methods and analysis to inform the development of policy in culture and sport. CASE is closely linked to the Taking Part Survey.
The programme was set up in 2008 and the ‘drivers, impact and value of engagement’ project was commissioned in December of that year. A year and half later, and the largest single piece of policy research in culture and sport is published. This is no ordinary research project. It is almost a programme in itself, comprising 3 different strands, each with a major report. It is the most comprehensive piece of work in this field, assessing a huge range of research and data, setting the foundations for evidence-based policy-making in culture and sport upon which future work can build. In addition to the reports, two new tools have been created to help policy-makers employ the available evidence: A new, comprehensive research database and a new computer simulation model (each pretty much inaccessible to anyone outside of the project). These provide a step-change in the ability to build culture and sport policy using evidence, and to retain the future knowledge gained through new initiatives both in the UK and abroad. These resources, they argue, will add value to a huge range of activities in this sphere. both in terms of using data from the survey and in using the definitions of the sectors implicit in the choice of activities and levels of engagement included in the survey. ] Reference this?Cryer, J. (Year). This page title in italics. Retrieved date, from <this page's full URL>
In the text: Cryer (year)
Reference : EPPI. (2010). Understanding the impact of engagement in culture and sport: A systematic review of the learning impacts for young people. London: DCMS
The above reference is in the APA style: See why this is important in our [how to reference] us guide.
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