Evaluation of the National School Sports Championships 2016

REPORT ON THE IMPLEMENTATION EVALUATION OF THE NATIONAL

SA SCHOOL

SPORTS

10 - 15 DECEMBER 2015, PRETORIA

2016

!!

ou y e v i t c a e h t For

For the Active You!

CONTENTS

CONTENTS ii LIST OF DIAGRAMS

v

LIST OF FIGURES

vii

LIST OF TABLES

v

LIST OF APPENDIXES

ix

ACRONYMS AND ABBREVIATIONS

x

DEFINITION OF TERMS

xi

EXECUTIVE SUMMARY

xiii

1.

BACKGROUND ON SOUTH AFRICAN NATIONAL SCHOOL

SPORT CHAMPIONSHIPS PROGRAMME

1

1.1 Introduction

1

1.1.1

Objectives of the implementation evaluation of NSSCP

1

1.1.2

Evaluation criteria

2

2.

BACKGROUND OF SOUTH AFRICAN NATIONAL SCHOOL

SPORT CHAMPIONSHIPS PROGRAMME

3.

LITERATURE REVIEW SUMMARY AND THEORY OF CHANGE

6

3.1

Summary of the Literature Review

6

3.2

Theory of Change

7

3.2.1

Narrative description of the above Theory of Change

9

4

4. METHODOLOGY

12

4.1

Analysis Framework

12

4.1.1

Research Instruments

12

4.1.2

Description of the population and the sampling method

12

4.1.2.1 Document and Literature Review

13

4.1.2.2 Questionnaires

13

4.1.2.3 Focus Groups and Interviews

14

4.1.4 Limitations

16

5. FINDINGS

17

5.1

Programme Reach

17

5.1.1

Learners Participating in the Survey

(questionnaire completed on their behalf)

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5.1.2 Members of federations, coaches, technical officials, sport

25

managers participating in the survey-self -completed questionnaire

5.1.3 Provincial Sport Coordinators, Provincial Sport Coordinators

31

from DBE, and Deputy Directors (self-completed questionnaire)

5.2

Analysis of Findings

5.2.1 Importance and benefits of the NSSCP

34

5.2.2 Beneficiaries of the Programme

42

5.2.3 Selection process and participation

47

5.2.4 Selection criteria

60

5.2.5 Fixture development

61

5.2.6 Motivation to participate

63

5.2.7 Incentives received

65

5.2.8 Personal benefits of participation

72

5.2.9 Challenges/constraints

79

5.2.10 Suggestions for improvement

91

5.2.11 Other suggestions to improve quality

96

6.

CONCLUSIONS AND RECOMMENDATIONS

98

6.1 Introduction

98

6.2

Objectives of Implementation Evaluation of NSSCP

98

6.3

Evaluation Criteria

6.4 Recommendations

102

6.4.1 Planning

102

6.4.2 Implementation and responsibilities

103

6.4.3 Stakeholder support

103

6.4.4 Resources

104

6.4.5 Registration system and other logistics

105

6.4.6 Incentives

105

6.4.7 Monitoring

105

6.4.8 Policies, Norms and standards

106

33

100

REFERENCES 107

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LIST OF DIAGRAMS Diagram 1: Theory of Change: NSSCP

8

LIST OF FIGURES Figure 1: Provinces represented: Learners

17

Figure 2: Gender profile: Learners

18

Figure 3: Racial profile: Learners

19

Figure 4: Location of school

20

Figure 5: Age profile: Learners

21

Figure 6: Duration of involvement in the NSSCP: Learners

22

Figure 7: Participation in sport codes: Learners

23

Figure 8: Participation in indigenous games: Learners

24

Figure 9: Provinces represented by non-government officials

26

Figure 10: Non-government officials-gender profile

27

Figure 11: Non-government officials- racial profile

28

Figure 12: Location from where non-government officials operated

28

Figure 13: Year of initial involvement of non-government officials in the NSSCP

29

Figure 14: Government officials - gender profile

32

Figure 15: Government officials racial profile

32

Figure 16: Initial involvement of government officials with the NSSCP

33

Figure 17: NSSCP does not add any value – Adult group 1 (non-government officials) 40 Figure 18: NSSCP does not add any value – Adult group 2 (government officials)

41

Figure 19: Are learners benefiting from the NSSCP?

43

Figure 20: Are the right people benefiting from the NSSCP?

45

Figure 21: Programme identifies best talent

48

Figure 22: Level at which participation started

50

Figure 23: Is the intra-school level effective?

52

Figure 24: Is the inter-school sport level effective?

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Figure 25: Is the circuit school sport level effective?

55

Figure 26: Is the district school sport level effective?

56

Figure 27: Is the provincial school sport level effective?

58

Figure 28: Is the national school sport level effective?

59

Figure 29: Are the selection criteria effective?

61

Figure 30: Are league fixtures implemented as planned?

62

Figure 31: Learner motivation to participate

63

Figure 32: Are learner incentives satisfactory?

67

Figure 33: Are learner incentives beneficial? – Adult group 1 (non-government officials)

69

Figure 34: Learner progression as a result of the programme

78

Figure 35: Is the NSSCP implemented as planned?

80

Figure 36: Is the level of stakeholder support sufficient?

84

Figure 37: Are the non-government officials familiar with the school sport manual?

85 Figure 38: Is the school sport manual a good guide

86

Figure 39: Is funding sufficient?

87

Figure 40: Is the NSSCP being monitored?

90

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LIST OF TABLES Table 1: Qualitative data collected from learners

14

Table 2: Qualitative data collected from key figures

15

Table 3: Types of schools represented: Learners

25

Table 4: Capacity of non-government officials and areas represented

26

Table 5: Sport codes represented

30

Table 6: Indigenous games represented

30

Table 7: Capacity of respondents and provinces represented by government officials 31 Table 8: Importance of the NSSCP according to learners

34

Table 9: Comments on the importance of the Programme

36

Table 10: Contribution to nation building

38

Table 11: Contribution to the development of South Africa

39

Table 12: Who should benefit from the NSSCP?

42

Table 13: Not all learners are benefiting-additional comments

44

Table 14: Responsiveness of the programme

46

Table 15: Does the programme identify the best talent

48

Table 16: Learner selection for participation

49

Table 17: How are learners being selected to participate in the NSSCP?

51

Table 18: Agreement on effectiveness at the various levels

52

Table 19: Who develops fixtures?

62

Table 20: Is enough being done to encourage participation?

64

Table 21: Measures to encourage more participation from learners

65

Table 22: Incentives learners have received

65

Table 23: Psychological effects of incentives

67

Table 24: Learners dissatisfaction with incentives

68

Table 25: Type of incentives awarded

70

Table 26: Benefits to learners

73

Table 27: Disadvantages of participation

74

Table 28: Personal effects of the programme

75

Table 29: Benefits to learners-adult opinions

77

Table 30: Challenges regarding the NSSCP-learner opinions

79

Table 31: Challenges regarding implementation-adult opinions

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Table 32: How can the tournament be planned better-learner opinions

91

Table 33: Suggestions to improve the NSSCP

92

Table 34: Effective facilitation in schools-learner opinions

93

Table 35: Suggestions on how to make the NSSCP a better experience for learners 94 Table 36: Solutions to identified problems

94

Table 37: Other solutions to identified challenges

95

Table 38 Effective facilitation in schools-adult's opinions

96

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LIST OF APPENDIXES

109

Appendix A:

Literature review

109

Appendix B:

Learner responses to open ended questions in the questionnaire 131

Appendix C:

Adult responses to open ended questions in the questionnaire

169

Appendix D:

Tables summarising qualitative data from the interviews

207

and focus groups

Appendix E:

Data collection tools

237

Questionnaire for learners

237

Questionnaire for non-government officials (Adult group 1)

251

Questionnaire for government officials (Adult group 2)

270

One-on one interview schedule for key personnel / key figures

285

Focus group interviews with learners

289

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ACRONYMS AND ABBREVIATIONS APP

Annual Performance Plan

CD

Compact disc

COO

Chief Operating Officer

DBE

Department of Basic Education

DPME

Department of Planning Monitoring and Evaluation

EMT

Emergency Medical Team

FET

Further Education and Training

LTPD

Long term participant development

MoU

Memorandum of Understanding

NSRP

National Sport and Recreation Plan

NEPF

National Evaluation Policy Framework

SAPSASA

South Australian Primary Schools Amateur Sports Association

SASCOC

South African Sports Confederation and Olympic Committee

SGB

School governing bodies

SRSA

Sport and Recreation South Africa (Department of Sport and Recreation)

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DEFINITION OF TERMS Activities: The processes or actions that use a range of inputs to produce the desired outputs and ultimate outcomes. In essence, activities describe "what we do".

The results will start to be sees in 0 to 1 year (Framework for Strategic Plans and Annual Performance Plans, 2010).

Adult: In this document, there are two types of adults that administered the questionnaires. Adult group 1 comprised non-government officials; Adult group 2 comprised government officials.

Effectiveness is a measures of the extent to which the Programme's outcomes are being achieved.

Efficiency is a measure of how economically the various resource inputs are converted into outputs.

Evaluation:

This is the systematic and objective assessment of an on-going or

completed project, programme or policy, including its design, implementation and results. The aim is to determine the relevance and fulfilment of objectives, development efficiency, effectiveness, impact, and sustainability. An evaluation should provide information that is credible and useful, enabling the incorporation of lessons learned into the decision making process of both recipients and donors (Handbook on Impact Evaluation: Quantitative Methods and Practices, 2009).

Key personnel: The identified key government officials who the experts in terms of the National School Sport Programme. They are also referred to as high level stakeholders in this report.

Impact evaluation: An examination into whether or not underlying theories and assumptions were valid, what worked, what did not and why? Evaluation can also be used to extract crosscutting lessons from operating unit experiences and determine the need for modifications to be made to a strategic results framework draft.

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Plan: Contains a detailed prescription of action to be taken towards the achievement of the objectives of the strategy (Framework for Strategic Plans and Annual Performance Plans, 2010).

Policy: This is a guiding principle used to set direction in an organisation. It can also be a course of action to guide and influence decisions. It should be used as a guide to decision making under a given set of circumstances within the framework of objectives, goals and management philosophies as determined by senior management. Policies are statements of what government seeks to achieve through its work and why (Framework for Managing Programme Performance Information, 2007).

Programme: In the sectoral policy environment, a programme is a set of organized, but often varied, activities that are directed towards the achievement of specific policy aims. An intervention is also regarded as a programme (National Evaluation Policy Framework (DPME, 2011).

Project: A planned set of interrelated tasks to be executed over a fixed period and within certain cost and other limitations (National Evaluation Policy Framework (DPME, 2011).

Relevance: This indicates the extent to which the National School Sport Championships Programme meets the needs of a programme's beneficiaries (The DAC Principles for Evaluation of Development Assistance, OECD, 1991).

Sustainability: This is a measure of the extent to which positive changes resulting from the Programme can be expected to last after the Programme ends. Based on this Programme's Theory of Change, sustainability would be the extent to which learners remain active and open to diversity as well as sustained performance of international sports teams and academic performance (The DAC Principles for Evaluation of Development Assistance, OECD, 1991) Theory of Change is a conceptual technique that demonstrates how an intervention contributes to intended outcomes and impact (The DAC Principles for Evaluation of Development Assistance, OECD, 1991). xii xii

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EXECUTIVE SUMMARY

Introduction This report assesses implementation of the National School Sport Championships Programme’s (the Programme’s) since its inception (in 2012) up to 2015. From 2012 to 2015, the national championship tournaments have taken place annually during December. This report documents the implementation evaluation that was conducted to evaluate the National School Sport Championships Programme.

The objectives to conducting the implementation evaluation were the following: •

How well is the Programme being implemented?

•

Is the Programme being implemented as planned?

•

To what extent is the Programme reaching the intended bene ciaries?

•

To what extent are the intended outcomes of the Programme being achieved?

•

What where the operational constraints and how can they be addressed?

Methodology Data was collected from the learners who participated in the Programme from 2012 to 2015. Data was also collected from both government and non-government o cials. Focus group discussions were held with the learners and one-on-one interviews were conducted with the identi ed key personnel. Both qualitative and quantitative data was collected and analysed. Availability sampling was used to choose the learners. Purposive sampling was used to choose both adults groups (government and non-government o cials). Data was collected during December 2015 when the National School Sport Championship tournament was hosted however some of the key personnel were interviewed during January 2016. A stakeholder’s workshop was conducted in April 2016 to discuss the rst draft evaluation report in order to obtain the nal input. Literature review was also conducted.

Core findings Planning, execution, relevance, effectiveness and efficiency, sustainability and impact of the Programme: To a large extent, it was found that the Programme has been implemented as planned; however, there is a need to continuously improve interms of execution of the Programme. The School Sport Manual is used to guide

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planning and implementation of the Programme, however there was a request that this document be made available to all relevant stakeholders. The conditional grant is currently the best source of funding to support the implementation of the Programme.

The challenge is that the conditional grant is not a permanent award: it is going to be stopped at a certain point. The Programme is monitored, although the monitoring process needs to be improved; for example, it should be a shared responsibility between Sport and Recreation South Africa (SRSA) and the Department of Basic Education (DBE).

The Programme is based on multiple levels of the school sport competitions, from intra-school sport to the national championship. There would be no National School Sport Championships Programme (NSSCP) without the participation of learners in school sport competitions. Most of the learners represented their schools in the sport code/indigenous games though there were those few learners who represented only their provinces and not their schools. This reveals a gap and it is not the way NSSCP should be implemented.

Provinces award the winners with incentives differently and there is no uniformity across the provinces. The individual learner who performs well at the national school sport level receives a Ministerial sport bursary.

The Programme was found to be relevant, important and of benefit to the learners. It caters for all learners irrespective of race, gender, disability and geographical location this contributes to social cohesion which addresses outcome 14 of the government’s delivery agreement.

It was found that the learners are developing sporting skills, and become professional sportsmen/women; in turn, this means that they can compete at an international level. This is linked to outcome 5 of government’s delivery agreement. The learners are able to socialise, make friends and cultivate a team spirit. They also become fitter as they continue participating in school sport competitions and live a healthy lifestyle; this contributes to outcome 2 of government’s delivery agreement. The Programme adds value to school sport development. For instance, sport can become attractive to them and can also contribute to the improvement of their academic performance; this contributes to outcome 1 of government’s delivery agreement. In summary the Programme is contributing to social cohesion, active nation and nation building and supports outcome 14 of government’s delivery agreement. It also brings about change and development in South Africa and hence contributes to transformation in the country.

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Operational constraints/challenges The following were the chief challenges or constraints: Lack of these resources: funds, sport attire, sport equipment, sport facilities, good/qualified coaches, and time for practice.

Lack of support from parents, school Principals were also mentioned. Intra-school sport competition is not implemented in most schools. Not all schools are aware of this Programme. Physical Education is not introduced in schools as a subject.

Registration and accreditation is not done at the lower levels of school sport competitions but it is done at the national level. There is an element of cheating and favouritism at an administrative level which impedes proper implementation of the Programme. Provinces use their discretion, for example when awarding the winners with incentives because there are no established norms and standard. The School Sport Manual is not yet known to all relevant stakeholders.

Recommendations The following recommendations are made based on the findings:

Planning a) There must be a review of the current implementation procedure of the Schools Sport Strategy as well as of structures that are implementing the Programme (from local to national level). b) Improved collaboration between SRSA and DBE is needed especially at provincial, district and local level, as articulation of the National Strategy and the roll-out plan is not implemented consistently across provinces. c) DBE must fund and monitor the implementation at the intra-school sport competitions up to circuit level. DBE must also ensure that the implementation is done in a uniform manner across all provinces and schools should be involved as it is the basis of mass participation. d) Intra -school and inter-school sports leagues should be planned and implemented across all provinces, with DBE leading the project, to ensure implementation by provincial DBE offices.

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e) Intra-school sport competitions should be captured in the Annual Performance Plan (APP) of the DBE as well as in the provincial DBE’s APPs. f) An awareness campaign should be run so that all schools are given an opportunity to be involved in the National School Sport Championships Programme. g) The National School Sport Championships Programme should continue, however

it should be held in seasons, planned for a short duration (for

example, two days) and at the right time (for example, not during examination periods). h) Proper planning of fixtures should be done at least six months in advance and it should be communicated in advance to allow enough time for eliminations that culminate to the National Championship. i) School sport codes and federations should work together when planning fixtures. j)

All sport codes should be included in the planning process, to avoid clashes later on.

k) National and provincial structures should enforce compulsory fixtures, set by circuit committees.

Implementation and Responsibilities a) School sport competitions at intra school level up to circuit level should be the responsibility of DBE as expressed in the MoU signed in November 2011. b) School sport competitions at district to national level should be the responsibility of SRSA as expressed in the MoU signed in November 2011. c) More learners should be encouraged by schools (principals) to participate in other prioritised sporting codes so that ultimately, talent can be unearthed from other sporting codes. d) National federations should assist with delivery of the tournaments and they must be fully involved from local to national level with regard to coordination of sport programmes, capacity building and coach education. e) National federations should be involved in the training of educators, coaches and referees as it is the only way to grow school sport. iv xvi

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f) CATHSSETA should continue to serve as the quality assurance body for all training and quality assurance of sport and recreation skills and education programmes as there are very few accredited service providers that can deliver approved and quality assured training in the sport sector. g) “Love-Life� should continue to serve as the implementing partner and train youth including learners on life skills related matters. h) National federations, School Sport Code structures, DBE and SRSA should ensure that the structure of the tournament is as defined in the National School Sport Manual. i) Talent identification must be conducted from district, provincial and national level, where identified learners must be supported by the respective national federations and provincial academies.

Stakeholder support a) The school sport unit within SRSA should ensure that the current support from all stakeholders is well coordinated and integrated, including from: parents, educators, school principals, federations, qualified coaches, school sport structures, school governing bodies, school unions, learners and government.

Resources a) SRSA should continue to provide provinces with the conditional grant to enable the National School Sport Championships to happen. b) DBE should fund school sport competitions at intra school sport level up to circuit level. c) DBE should ensure that adequate sport facilities are built at schools, and that they are maintained and managed. DBE must re-consider the norms and standards for the building of sports facilities, so that these include multipurpose courts that cater for codes other than football and netball. d) SRSA should ensure that enough sport attire is available to the participants from district school sport competitions to national level. e) DBE should ensure that enough sport equipment is available to athletes from intra school level up to circuit level. All other partners should be brought on board as demand far outweighs supply. v Report on the Implementation Evaluation of the NSSCP

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f) DBE should ensure that athletes have enough time for practice. g) DBE should ensure that Physical Education becomes a stand-alone subject in the curriculum. h) Coaching skills is an area that needs to be investigated, in order to determine the existing gaps and where the most urgent training needs are. i) Training camps and educator capacitation sessions should be held before the national tournament takes place. j) A compulsory sports day should be introduced at all schools.

Registration system and other logistics a) Registration, verification and accreditation should be implemented from the lower levels of school sport competitions, and should be done more productively and in advance, so as to avoid delays and disturbance of the competitions. b) A good system should be put in place that will verify learners, coaches and managers starting at the intra-school sport level in order to minimise cheating and favouritism in selecting learners for tournaments. c) Learners should submit all the necessary documents early in the year in order to select the correct participants in each sporting code. d) Attention should be given to the residences accommodating learners during the tournaments. For example the building (including rooms) should be kept clean. e) Attention should also be given to how food is prepared and the type of food given to learners at the residences to avoid health risks to the learners.

Incentives a) Professional photographers, who are always present at national championship tournaments to take photos of players, should also do so at provincial tournaments. Photos should be published on the DBE’s website.

Monitoring a) DBE should conduct monitoring of school sport competitions, from intra-school sport level up to circuit level. This should include monitoring schools to check if fixtures are implemented as planned. vi xviii

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b) DBE should monitor all activities of school sport competitions taking place, from the district level to the national level. This should include monitoring schools to check if the fixtures are implemented as planned. c) Debriefing by SRSA should be held afterwards to receive feedback on the successes, challenges and proposed solutions of the National School Sport Championships Programme.

Policies, Norms and standards a) The School Sport Manual should be made accessible, read and adhered to by all relevant stakeholders. b) Norms and standards should be developed to standardise and bring about uniformity across provinces regarding implementation of the Programme. For example, currently different incentives are awarded by provinces.

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CHAPTER ONE: BACKGROUND ON THE EVALUATION OF THE NATIONAL SCHOOL SPORT CHAMPIONSHIPS PROGRAMME 1.1 INTRODUCTION The National Evaluation Policy Framework (NEPF), approved in November 2011, sets out the context for a National Evaluation System for South Africa. This framework covers various government interventions, including policies, plans, programmes and projects. The Department of Planning Monitoring and Evaluation (DPME) at the Presidency has been mandated to conduct a number of the evaluations under the NEPF. Furthermore the NEPF encourages all government departments to develop evaluation plans; these should be updated on a yearly basis.

It is for this reason that Sport and Recreation South Africa (SRSA) developed a three year Evaluation Plan to evaluate the SRSA policies, programmes, projects and plans. The National School Sport Championships Programme known as the South African Schools Sport National Championships (hereafter "the Programme") is one of the programmes that will be evaluated as per the SRSA Evaluation Plan.

An implementation evaluation intervention was chosen as the preferred type of evaluation, in order to: assess implementation of the National School Sport Championships Programme; determine if it has been implemented as planned; assess the relevance of the design of the Programme; and provide recommendations on how the Programme can be improved in the future.

1.1.1 Objectives of the implementation evaluation intervention In order to assess how the Programme has been implemented and to inform how the Programme can be improved, the Research and Evaluation unit developed the following the key evaluation questions: 1. How well is the Programme being implemented?

2. Is the Programme being implemented as planned?

3. To what extent is the Programme reaching the intended beneficiaries?

4. To what extent are the intended outcomes of the Programme being achieved?

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5. What are the operational constraints of implementing the Programme and how can they be addressed?

1.1.2 Evaluation criteria Evaluation criteria are objective principles or yardsticks against which government programmes should be measured. When done well, evaluation can yield a significant amount of data and information. Evaluation criteria are used to organise the analysis and findings to provide useful information to government on the extent to which the intervention was relevant, appropriate, efficient, and effective, achieved the right impacts and sustainable results. These evaluation criteria can be found in the National Evaluation Policy Framework (2011) they set the overall analytical framework for all evaluation interventions conducted in South Africa.

In order to evaluate implementation of the National School Sport Championships Programme, SRSA made use of the internationally accepted Development Assistance Committee (DAC) evaluation criteria. The DAC criteria outline five measures against which a programme can be assessed, namely: relevance, effectiveness, efficiency, impact and sustainability. As this is an implementation evaluation exercise that is evaluating whether the Programme's operational mechanisms support the achievement of the Programme's objectives, the study focused on effectiveness and efficiency, with some consideration given to sustainability. The guiding definitions of these criteria are summarised as follows: Relevance is the extent to which the National School Sport Championships Programme meets the needs of the Programme's beneficiaries.

Efficiency is a measure of how economically the various resource inputs are converted into outputs. In terms of the National School Sport Championships Programme, the efficiency criterion assesses how the conditional grant money is utilized to ensure that the National School Sport Championships happen.

Effectiveness is a measure of the extent to which the Programme's objectives are being achieved.

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Sustainability: This is a measure of the extent to which positive changes resulting from the Programme can be expected to last after the Programme ends. Based on this Programme's Theory of Change, sustainability would be the extent to which learners remain active and open to diversity as well as sustained performance of international sports teams and academic performance.

Impact: This is a measure of the extent to which the Programme's goals are likely to be achieved. Based on the principles of the Theory of Change, impact is considered to be changes in social cohesion and nation building.

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CHAPTER TWO: BACKGROUND TO THE SOUTH AFRICAN SCHOOL SPORT NATIONAL CHAMPIONSHIP This chapter gives the background to the National School Sport Championships Programme.

The Minister of Sport and Recreation declared school sport as a critical priority for SRSA and the bedrock for sport development in South Africa. The pronouncement by the Minister was carried through in the National Sport and Recreation Plan (NSRP) which was endorsed by the sport and recreation sector in South Africa in November 2011. Further to the drafting of the NSRP and the signing of the memorandum of understanding (MoU) between SRSA and the Department of Basic Education (DBE) in October 2011, the Minister ended an era of on-going talks about school sport by enforcing delivery of the commitments documented in the NSRP. The National Schools Sport Championships Programme falls within the Schools Sport Directorate and within the Active Nation Chief Directorate, previously known as the Mass Participation Programme. It encourages all learners to take part in school sport activities.

The Minister and the President of South African Sports Confederation and Olympic Committee (SASCOC) also signed the South African Coaching Framework in July 2011.

The framework clearly outlines South Africa's commitment to embracing the global process and standards in long term participant development (LTPD) which is inclusive of all stages of sport development, i.e from entry to lifelong sustained participation. The LTPD provided uniformity within the sport sector and the beneficiaries of quality and sustained development practices were largely determined by access to resources.

To streamline sport development in the country and to enable schools to focus on increasing sport participation (schools are considered to be the incubators for sport development and talent identification), SRSA identified sixteen sporting codes as a priority for school sport: athletics, basketball, boxing, cricket, chess, football, gymnastics, hockey, netball, rugby, swimming, softball, volleyball, tennis, table tennis, goal ball and indigenous games. The codes were endorsed by all relevant stakeholders.

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The agreement that schools are the incubators for sport development and talent identification naturally engendered the rollout of a school sport leagues where children could be provided access to participate in an organized sport competitions. The support from the school management, educators and the school governing bodies (SGB) contribute to the success participation of school learners.

The primary aim of the school sport programme is to ensure that each South African learner is afforded an opportunity to participate in at least one sporting code. The Programme therefore seeks to address all the barriers to entry that currently inhibit broadbased participation in school sport, through the provision of the requisite support material, personnel and competition opportunities. One such competition opportunity is the South African National Schools Sport Championships.

The National Schools Championships Programme aims to increase the pool of talented athletes that feed the national teams, thereby increasing the chances of international success. It also increases the opportunity for learners at all schools to participate in organized sporting events which will broaden the base for talent selection.

National Federations must deploy talent scouts at all levels of competition so that more learners with talent can be identified for further development.

The inaugural South African School Sport National Championship Programme took place in the City of Tshwane, Gauteng from 10 – 15 December 2012. Subsequent National School Championships have taken place in 2013, 2014 and still to continue to take place in the next coming years.

The current format of the National School Sport Championship Programme has been in place for one season. Overtime, it has become necessary to review this format.

All participation started from schools; inter-school competition, circuit competitions elimination, district up to provincial competition, which determined the teams that participated in the South African National School Sport Championship.

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CHAPTER THREE: LITERATURE REVIEW SUMMARY AND THEORY OF CHANGE Summary on literature review and the Theory of Change are explained in this chapter.

3.1 SUMMARY OF THE LITERATURE REVIEW This describes the summary of the literature review with regard to the National School Sport Championships Programme. The chapter on the literature review is attached as Appendix A for more information. Both national and international sources were consulted.

Key findings The sources acknowledge the importance of school sport with school sport competitions.

There are priority sporting codes that are played at schools. It encourages mass participation and focuses on primary schools. Physical Education is emphasised as the one of the important subjects in as far as school sport education is concerned. Through school sport, the learners are developing sporting skills, become professional sportsmen/women which in turn mean that they can compete at an international level.

School sport is seen as a tool that contributes to social change and social cohesion and that promotes healthy life style. It encourages integration of plans in order to implement the school sport effectively.

There are procedures and rules followed that allow how the school sport competitions should run. For example, in the School Sport Manual, all processes and producers are documented regarding the organisation of school sport competitions whereas the MoU emphasised the various school sport codes and the levels of school sport competitions.

Incentives are awarded to the best performing teams and individuals.

Sport is viewed as a tool that has the power to improve the academic performance of learners.

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The agreement that schools are the incubators for sport development and talent identification naturally engendered the rollout of a school sport leagues where children could be provided access to participate in an organized sport competitions. The support from the school management, educators and the school governing bodies (SGB) contribute to the success participation of school learners.

The primary aim of the school sport programme is to ensure that each South African learner is afforded an opportunity to participate in at least one sporting code. The Programme therefore seeks to address all the barriers to entry that currently inhibit broadbased participation in school sport, through the provision of the requisite support material, personnel and competition opportunities. One such competition opportunity is the South African National Schools Sport Championships.

The National Schools Championships Programme aims to increase the pool of talented athletes that feed the national teams, thereby increasing the chances of international success. It also increases the opportunity for learners at all schools to participate in organized sporting events which will broaden the base for talent selection.

National Federations must deploy talent scouts at all levels of competition so that more learners with talent can be identified for further development.

The inaugural South African School Sport National Championship Programme took place in the City of Tshwane, Gauteng from 10 – 15 December 2012. Subsequent National School Championships have taken place in 2013, 2014 and still to continue to take place in the next coming years.

The current format of the National School Sport Championship Programme has been in place for one season. Overtime, it has become necessary to review this format.

All participation started from schools; inter-school competition, circuit competitions elimination, district up to provincial competition, which determined the teams that participated in the South African National School Sport Championship.

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THEORY OF CHANGE FOR THE NATIONAL SCHOOL SPORT CHAMPIONSHIPS PROGRAMME (NSSCP)

Diagram 1: Theory of Change: National School Sport Championships Programme

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3.2.1 NARRATIVE DESCRIPTION OF THE ABOVE THEORY OF CHANGE The Theory of Change The above mentioned Theory of Change is about the National School Sport Championships Programme which focuses on learner participation in school sport activities. It promotes sport at all schools that were previously disadvantaged, irrespective of the geographical location. The Programme encourages every learner especially from those previously disadvantaged schools to participate in school sport related activities. The Programme contributes to active nation, capacity at the level of the national sports teams improves, thus improving international sporting performance and social cohesion is improved.

The Theory of Change is a conceptual technique that demonstrates how an intervention contributes to intended outcomes and impact. The Theory of Change is built on evidence, research or an intuitive understanding of how a programme works. The above constructs the Theory of Change using the outcomes chain technique. The outcomes chain is results focused and shows how a programme in this case, NSSCP works to deliver the results intended.

Sport and Recreation South Africa (SRSA) transfers a conditional grant (budget) to provinces and business plans are approved to enable provinces to prepare for the national school sport championship starting at the level of intra- school sport competition.

Provinces also utilize voted funds to supplement the conditional grant. School sport unit members at both national and provincial level, Local Organising Committees (LOCs) and the School Sport task teams work together to prepare for the National School Sport Championship.

According to the approved MoU between SRSA and the Department of Basic Education (DBE), it is the responsibility of DBE to encourage learners to participate in intra- school sport competitions and inter- school sport competitions including the circuit- school sport competition.

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It is hoped that educators become coaches and give learners guidance on how to play sport. School fields are used as the school sport facilities where learners play the sport. It is important that all schools have readily available school sport facilities.

It is the responsibility of SRSA to organise the school sport competitions starting from district level until the national school sport level. However, both departments (SRSA and DBE) are responsible for ensuring that the National School Sport Championships take place. Talent is identified by talent scouts from the district level and that is where it is expected that learners must begin to specialize in a sporting code. The ministerial bursary is given to the talented learners who won at the national level, for educational purposes.

Teams participate in 16 various sports codes and one indigenous games. The 16 sports codes are athletics, basketball, chess, cricket, football, netball, rugby, hockey, goalball, gymnastics, table tennis, tennis, volleyball, swimming, softball and boxing. However boxing is not yet rolled out to schools. The indigenous games for now consist of juskei, khokho, kgati, and dibeke. There are criteria used for learners to participate in the various sports codes including indigenous games.

It is hoped that team spirit will be cultivated if learners keep playing together. This may encourage learners to accept diversity within the team, which will contribute towards a greater sense of social cohesion. If all learners participate continuously in school sport competitions, from the lowest level to the highest level, they will be healthier and will contribute towards a more active nation.

Participation by learners from the lowest to the highest level may also contribute towards the development of improved sporting skill. The improved sporting skill may cause learners to become professional sportsmen/women. If they are professional sportsmen/women, they may be able to compete internationally. This would improve the capacity of the international sporting teams thus improving the performance of the international teams in international events.

Participation by learners from level one to the last level will also help the learner to enjoy school sport and the attractiveness of schooling will improve. As learners are more 10 10

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interested in attending school as a result of sporting activities, learners should attend school more frequently thus improving their academic performance.

Assumptions: In building the Theory of Change, the following assumption was made: 1. Learners from different racial backgrounds and different geographical locations play together.

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CHAPTER FOUR: METHODOLOGY 4.1 ANALYSIS FRAMEWORK This chapter focuses on the plan, methods, techniques and tools used to collect and analyse data for implementation evaluation of the Programme.

4.1.1 Research instruments The five key questions mentioned in Chapter one under “the objectives of the implementation evaluation” guided the development of the research instruments The following multi-method approach was used to collect data: 

Document and literature review



Questionnaire for learners



Focus group discussions with groups of learners from provinces



Questionnaire for adults (both government and non- government officials)



One-on-one interviews with key personnel

4.1.2 Description of population and sampling method Learners from all provinces who were registered to participate in the Programme ( inception to 2015) were considered to participate in the survey on the Programme. Adults (both government and non-government officials) from all nine provinces also participated in the survey. These adults were: Deputy Directors, School Sport Coordinators, Assistant Directors from nine provinces, as well as technical officials, Sport Managers and Coaches from various provinces.

Availability sampling was used to select learners who were available during the data collection period. This means that learners who were available during the data collection period were included in the sample. Heterogeneity was considered by taking into account the geographical location of the schools, learners with a disability and learners gender.

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Purposive sampling was used to select adult respondents. This means that questionnaires were given to adults from various provinces who were available and willing to participate in the survey. The aspect of gender, race and disability were looked into.

The following section elaborates on the tools used for each of these approaches.

4.1.2.1 Document and literature review This component of the evaluation comprised a review of documents and literature on the National School Sport Championships Programme. A review of documents, such as the South African National School Sport Championship Manual: 2014, MoU between SRSA and DBE, 2011, Sport Focus Schools Policy, NSRP and other national and international literature was conducted as part of the process of evaluation of the Programme. The documents and the literature review highlighted the importance of the National School Sport Championships Programme. Approximately 17 sources were consulted in the document and literature review step. These sources were used as one of the tools to draw the main questions which are mentioned in Chapter one. They further revealed the processes followed to implement the Programme.

4.1.2.2 Questionnaires Questionnaire for learners A questionnaire was designed for the learners and administered to 337 learners in nine provinces. Data was collected during December 2015, when the National School Sport Championship was hosted. Respondents comprised learners who have taken part in the Programme from inception to 2015. The questionnaire was used to collect quantitative data.

Questionnaire for adults The second questionnaire was designed to be self-administered by government officials from the nine provinces who are responsible for school sport, such as Deputy Directors, School Sport Coordinators, Assistant Directors, District Coordinators and Managers.

The sample comprised fourteen (14) government officials who completed the questionnaire.

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The third questionnaire was designed and self-administered by non-government officials including members of federations, coaches, technical officials and sport managers. The final sample comprised 41 non-government officials who completed the questionnaire.

This also happened during December 2015.

Quantitative data consists of numeric values and inferences can be made about the population if the sample size is adequate. The quantitative data collected using the three questionnaires was analysed using the statistical package SPSS. Descriptive statistics were used to describe the data using frequencies and mean scores (Saunders, Lewis & Thornhill, 2007). Due to the exploratory nature of the research, inferential statistics were not employed. 337 learners participated in the survey, out of a total population of 6211.

4.1.2.3 Focus groups and interviews Focus group discussions Focus group discussions were held with learners from four provinces, namely Mpumalanga, Limpopo, Free State and Gauteng. Due to the shortage of manpower, focus group interviews with learners were only conducted in four provinces during the 2015 National School Sport Championship tournament. However, an attempt was made to include a heterogeneous mix of coastal and in-land provinces. The purpose of conducting the focus group discussions was to collect qualitative data from the learners. Each focus group consisted of ten members, which allowed for the group to be managed and for maximum participation from each member. This also took place during December 2015.

Table 1: Qualitative data collected from learners Methodology Focus group with learners

Province Limpopo Free State Mpumalanga Gauteng

One-on –one interviews One-on-one interviews were conducted during December 2015 with key personnel such as Directors: School sport in provinces, Chief Director: Active Nation, COO: SRSA and the

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Executive Director: Social Mobilisation and Enrichment: DBE (in January 2017). The purpose of using this method was to collect qualitative data.

The sample included in the qualitative component is detailed below.

Table 2: Qualitative data collected from key personnel/figures Methodology

In-depth interviews

Designation Chief Director COO Executive Director, Social Mobilization and Enrichment Acting Deputy Director School Sport Director of School Sport Director of School Sport Director of School Sport Director of School Sport

Province or Portfolio Active Nation SRSA Department of Basic Education Mpumalanga Free State Gauteng Northern Cape Western Cape

In summary a mixed methodology was used, combining survey questionnaires (quantitative) in-depth interviews and focus groups (qualitative).

Qualitative data can range from a single word to a lengthy essay. In the current study, micro level evidence was collected. In other words, answers were solicited to specific questions from specific individuals (Keyton, 2011). Content analysis is the most basic method of analysing message content; providing the researcher with a quantitative method of examining responses. It is used to measure the occurrence of identifiable elements within the message (in this case text) and was applicable for use in the project.

The voice recordings from the interviews and focus groups were transcribed verbatim into written format (MS Word). The final list of sporting codes was grouped into "families" of related concepts, these “families� of related concepts summarised the content of aspects that were raised under each topic (derived from the interview questions and related to the research objectives).

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In the interpretation of the findings, the quantitative data results are interpreted alongside the corresponding qualitative data to allow for triangulation of the data. This assisted with making the findings reliable.

4.1.4 Limitations The manual system of administering questionnaires to 337 learners was done during the National School Sport Championship tournament. The tournament was a priority and it became a bit challenging to find enough time to administer the questionnaire to the learners. The questionnaire was even administered during the night at the learners various residences. Again, it was not a perfect time, because sport managers and coaches wanted to some time with the learners (as part of their preparation for the tournament) or the learners wanted to rest.

Questionnaires were posted to the adults and the response received was poor; even after reminders were sent to the potential respondents. Hard copies of the questionnaire were given to those who were available during the tournament and they could complete the questionnaire in their spare time. Unfortunately, some potential participants did not return the questionnaire. Some of the questions were not answered by the adult respondents.

A cell phone was used to record focus group and one-on-one interviews. Unfortunately, some of the recordings could not be successfully transferred to the USB stick; those were as follows: 

Focus group interviews with learners from Western Cape and Eastern Cape.



One-on-interviews with key personnel from KwaZulu-Natal, Eastern Cape and Limpopo.

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CHAPTER FIVE: FINDINGS The findings presented are an amalgamation of both the qualitative and quantitative research results. The findings were analysed and interpreted, as indicated below.

5.1 PROGRAMME REACH 5.1.1 Learners participated in the survey (questionnaire completed on their behalf) Figure 1: Provinces represented: Learners

All provinces were represented and this means that the sample was representative of learners from across South Africa who took part in the National School Sport Championships. Figure 1 also reveals that there is more or less an equal distribution of representation throughout the provinces. The lowest representation is 8%, in Northern Cape Province. It is understandable that there was a higher proportion from Gauteng Province, as the National School Sport Championships took place in Pretoria, which is located in Gauteng Province.

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Figure 2: Gender profile: Learners

There was an almost equal split of males and females which indicates that all sporting codes allowed for participation by boys and girls. This is supported by the South African School Sport Manual (2014: 25-105), which states that every learner is encouraged to participate in school sport, irrespective of gender or disability.

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Figure 3: Racial profile: Learners

Learners who are African, White, Coloured and Indian participated in the National School Sport Championships. The majority of learners (76%) were Africans, followed by the Coloured (16%), White (8%) and Indian (1%) groups. This shows that all racial groups are represented, however, the majority of participants are Africans, as can be expected, given the demographics of South Africa. This is supported by the South African School Sport Manual (2014: 25-105) statement that every learner irrespective of race is encouraged to participate in school sport activities. This finding supports the importance of nation building and social cohesion. It also reveals that every learner is encouraged to take part in school sport activities.

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Figure 4: Location of school

The majority of schools (43%) implementing the National School Sport Championships Programme are in the township areas, followed by schools in urban areas (31%) and then schools in rural areas (26%). If one combines rural and township figures (69%), one could conclude that there is good representation of schools from disadvantaged areas. This is supported by South African School Sport Manual (2014: 25-105) that states that every learner, especially those from disadvantaged communities/schools, is encouraged to participate in school sport activities. It addresses the key priority of transformation of sport and society in South Africa, which is a constitutional imperative.

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Figure 5: Age profile: Learners

Figure 5, shows that the learners aged eleven to nineteen took part in the National School Sport Championships Programme. The majority of learners who participated in the National School Sport Championships were thirteen (26%) and sixteen (21%) years old.

This shows that the majority of learners who took part in the Programme were not from primary schools. It is important, however, that learners should be involved from a young age and should be encouraged to take part in school sport activities, so that they learn how to lead an active lifestyle and develop basic movement skills, which are essential in all walks of life. Further, talent can be unearthed and developed while children are still young.

According to this figure, only a few (4%) learners from primary schools are active in sport activities.

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Figure 6: Duration of involvement in the NSSCP: Learners

The learners started to become involved in the National School Sport Championships Programme at inception (2012); however, the majority of learners participated in 2015 (53%) and 2014 (32%) respectively. It was concluded that perhaps the National School Sport Championships Programme was not yet known to schools prior to 2014; alternatively, rollout of the Programme was moving at a slow pace during the initial stage of inception and people were still familiarising themselves with it.

Three outliers were removed from the analysis as they entered invalid years (2011 and 2010).

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Figure 7: Participation in sporting codes: Learners

Football was the most popular sporting code. This is understandable as football is the most popular sport in South African communities.

It is also supported by

“AmandlaEdufootball�, an international NGO based in South Africa and in Germany, which offers a football-based programme that encourages learners to participate in football (AmandlaEdufootball, Newsletter, 2015).

Various sporting codes were represented at the National School Sport Championship. This is in line with the MoU between SRSA and DBE (2011: 2), as well as the South African School Sport Manual (2014:25-105), which indicates that learners should take part in the following priority sporting codes: athletics, basketball, chess, cricket, football, goalball, gymnastics, hockey, netball, rugby, table tennis, tennis, volley ball, swimming and softball. boxing has not been rolled out to schools as yet.

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Figure 8: Participation in indigenous games: Learners

"Other" includes Fingerboard.

The majority of learners participated in Khokho. It was concluded that Khokho was the most popular indigenous game, followed by Kgati and Morabaraba. It is interesting to learn that Driestokies, Dibeke and other games (Fingerboard) were played at schools.

School representation The majority (95%) of learners indicated that they represented their schools in the sport code/indigenous game, while 43.6% indicated that they represented their provinces. It was concluded that the majority of schools (95%) allowed learners to participate in school sport competitions.

The types of schools represented are indicated in Table 3.

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Table 3: Types of schools represented: Learners Type of school

Percentage

Both male and female

78.4

Able-bodied learners

42.5

Both able-bodied learners and those with a

23.1

disability Females only

20.4

Learners with a disability

16.2

Males only

10.8

Note: Learners could choose more than one option

Learners were given an opportunity to indicate the type of school they represented and they could select more than one option. School that accommodated “both males and females” had the highest (78.4%) representation, followed by schools that accommodated “able-bodied learners” (42.5%). Schools with “both able-bodied learners and learners with disabilities” (23.1%) and schools with “females only” (20.4%) were also represented in the sample.

This finding shows that the Programme contributes towards social cohesion.

Note: A summary of schools and districts represented can be found in Appendix B

5.1.2 Members of federations, coaches, technical officials, and sport managers who participated in the survey (self- completion questionnaire) This group will be referred to as Adult Group 1 (non-government officials) in the report.

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Figure 9: Provinces represented by non-government officials

The majority of non-government officials (37%) participated in the survey were from Mpumalanga, followed by Gauteng (24%), Limpopo and Eastern Cape, each with an equal representation (12%), Free State and Northern Cape with equal representation (5%).

Western Cape and National, with the equal representation (2%). The respondent under “National� was from the Western Cape and represented the National Federation for Rugby.

Table 4: Capacity of non-government officials and areas represented Area

Coaches

Technical officials

Federations

Total

3 2 3 5 1

7 1

Sport managers

Limpopo Free State Eastern Cape Western Cape Mpumalanga Northern Cape

1 2 1 2 -

1 -

5 (13%) 2 (5%) 5 (13%) 1 (3%) 14 (36%) 2 (5%)

Gauteng National Total (39)

5 19 (49%)

8 (21%)

4 10 (26%)

1 2 (5%)

9 (23%) 1 (3%) Total (39)

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The majority of non-government officials participated in the survey were from Mpumalanga with the total number of fourteen (14 (36%)) (one respondent did not indicate the designation), followed by Gauteng (9 (23%) and Limpopo as well as Eastern Cape with the equal representation (5(13%). Western Cape and National had equal representation (2%).

The respondent under “National� was from the Western Cape who represented the National Federation for Rugby.

Figure 10: Non-government officials-gender profile

The majority of non-government officials participated in the survey were males (61%).

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Figure 11: Non-government officials- racial profile

The majority (76%) of non-government officials who participated in the survey were African people, followed by Whites (17%) and Coloureds (7%). This is understandable, because the population of South Africa is dominated by African people.

Figure 12: Location from where non-government officials operated

The majority (46%) of non-government officials participated in the Programme were from rural areas, followed by non-government officials from township areas (28%), and (21%) 28 28

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from urban areas as well as non-government officials from provincial/national level (5%).

Provincial/national means those federations, sport managers, technical officials and coaches who operated in the national or provincial sphere.

Twenty percent (20%) of respondents were involved with learners with disabilities while 71% worked with able bodied learners (remaining respondents didn't have direct contact with learners).

Figure 13: Year of initial involvement of the non-government officials in the NSSCP

The majority of non-government officials have been involved in the National School Sport Championships Programme since 2012.This makes sense because the said Programme started implementation in 2012. This finding differs with the finding in figure 6 where majority of

learners began their involvement with the National School

Sport

Championships Programme in 2015. One may conclude that non-government officials (coaches, technical officials, etc) started to familiarize themselves with the Programme at the inception stage.

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Table 5: Sport codes represented Sport Football Netball Athletics Chess Volleyball Cricket Basketball Rugby Table tennis Tennis Hockey Gymnastics Swimming Softball Boxing Goalball

% 53.7 53.7 39.0 34.1 24.4 22.0 17.1 17.1 14.6 14.6 9.8 9.8 7.3 7.3 4.9 2.4

Note: respondents could indicate more than one

Respondents (non-government officials) were given an opportunity to indicate sport codes they represented and they could select more than one option. Football and netball were the highest represented sport code with the equal representation (53.7%), followed by athletics (39%), chess (34.1%), volleyball (24.4%) and cricket (22%). It was interesting to learn that boxing was represented, although it has not been rolled out to schools as yet.

Table 6: Indigenous games represented Game Morabaraba Kgati Khokho Diketo Juskei Dibeke Ncuva Driestokies Lintonga

% 24.4 24.4 19.5 17.1 14.6 12.2 2.4 0 0

Note: respondents could indicate more than one

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represented indigenous games with the equal representation (24.4%), followed by khokho (19.5%) and diketo (17.1%). It was interesting to learn that dibeke and ncuva were also represented though they are not rolled out in schools.

Note: A summary of institutions and districts represented can be found in Appendix C 5.1.3 Provincial sport coordinators, provincial sport coordinators from DBE and Deputy Directors, (self-completion questionnaire) This group will be referred to as Adult Group 2 (government officials) in the rest of the report.

Table 7: Government officials - role of respondents and provinces they represent

Northwest Limpopo Eastern Cape Western Cape Northern Cape Gauteng Total

HOD

Chief Director

-

-

Provincial Sport Coordinator

DD: School sport

1 1 3 5

3 1 1 1 6

Provincial Sport Coordinator: DBE

-

Table 7 shows that the officials who were at the operational level managed to participate in the survey. However, in Western Cape Province, the completion of the questionnaire was a team effort that involved the HOD. It is concluded that the majority of the provinces were represented and by personnel at an appropriate level, i.e. personnel who are responsible for implementation of the Programme at an operational level. of personnel who were responsible for implementation at an operational level.

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Figure 14: Government officials- gender profile

The majority (62%) of respondents were males, however it should be noted that few government officials participated in the survey.

Figure 15: Government officials - racial profile

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The majority (85%) of government officials who participated in the survey were Africans.

Figure 16: Initial involvement of government officials with the NSSCP

The majority (71%) of the government officials have been involved in the National School Sport Championships Programme since 2012. It was also found that the non-government officials also became involved in the Programme from 2012. This is understandable because the Programme started in 2012.

5.2

ANALYSIS OF FINDINGS

This section presents the findings from both the quantitative and qualitative components of the study. The summaries of the qualitative data were presented after coding. Details of this data can be found in Appendix B (learner responses to open-ended questions in the questionnaire; Appendix C (adult responses to open-ended questions in the questionnaire); and Appendix D (tables summarizing qualitative data from the interviews and focus groups).

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5.2.1 IMPORTANCE AND BENEFITS OF THE NSSCP A: LEARNERS’ OPINIONS In the quantitative study, learners unanimously agreed (100% of the sample) that the NSSCP is important. Learners made additional comments on why they felt the Programme is important. These comments were represented through the ten (10) "themes" indicated in Table 8.This was echoed in the learner focus groups where sentiments pointed to a “sense of personal accomplishment, pride and overall personal well-being”. Learners appreciated the physical, emotional and social value of being engaged in the Programme.

“We feel proud; we really worked hard for it.” Learner Focus Group Free State

Table 8: Importance of the NSSCP according to learners Theme Personal well- being: meaningful life/keep busy, keep out of trouble/drugs/crime/pregnancy, friendships, selfesteem/confidence, happiness, health/fitness, grow as a person Sport focused: love the sport, love playing sport, fun, chance/ encouraged to do sport, improve/new skills, develop as a player Exposure & experience: show off talent, seen by scouts, selection, gain experience Discovery: chance to travel, see new places, meet different people Competitions: competing, winning, comparing, better competitors, be the best Aspirations: build future, achieve goals, future career, dreams Upliftment/beneficiation: opportunities, rural/disabled/poor are enabled Pride: represent province/school, make school/family/village/province proud Compensation: get bursaries, “cause if I win the government will do everything for me” General: interesting, well organised

Frequency 82

82 60 23 23 21 16 13 6 2

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Most of the learners explained the importance of the Programme in terms of three themes namely; Personal well-being and Sport focused with the same frequency of 82 and followed by Exposure & experience with a frequency of 60. It signified that learners viewed sport as a tool that contributed to their personal well-being and exposure. They saw sport as a tool that builds their future, for example, it keeps them out of drugs, unearth sport talent, develop their talent, and they become experienced and grow in their area of sport. This is supported by the German Federal Government Sport for development article (2014: 3) which states that sport promotes health, prevents crime, brings social change, boosts self esteem and self confidence of young people. “AmandlaEdufootball”, Newsletter (2015) also states that sport reduces crime and improves academic results of the learners.

B: ADULTS’ OPINIONS Adult participants were also overwhelmingly positive about the importance of the Programme. All of the Adult Group 1 participants (non-government officials) and 92% of Adult Group 2 participants (government officials) agreed that the NSSCP is important.

Non-government officials (98%) and government officials (85%) agreed that the NSSCP is beneficial. High level stakeholders (key personnel) explained during the in-depth interviews that the importance of the Programme lies primarily in its ability to expose learners to opportunities that they would not have elsewhere.

“You ask yourself what would these kids be doing if it wasn’t for this programme? This is history in the life of a child.” High-level stakeholder (key figure), Mpumalanga

There was also acknowledgement from high-level stakeholders (key personnel) that participation in the Programme is important due to the inherently positive impact instilling a culture of sport and physical activity can have on children's lives.

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to understand that it’s not even about a child who is talented, it’s also about the child who is not talented but who’d love sport and who’d support sport and you know, build our economy through sport, in a sense.”

Department of Basic Education

The questionnaire requested that the adults comment on the importance and benefits of the Programme. The responses to these two questions produced the same types of comments, these were grouped into six themes (Appendix C contains the tables with comments).

Table 9: Comments on the importance of the Programme Adult group 1(non-government officials) Overall development and well-being of learners Sport development and participation opportunities Competition / opportunity to compete at high level Talent identification and development Rewards / incentives Social cohesion Adult group 2(government officials) Sport development and participation opportunities Talent identification and development Rewards / incentives Social cohesion Competition / opportunity to compete at a high level Overall development and well-being of learners

Frequency 20 18 15 15 7 4 Frequency 6 6 5 2 2 1

As can be seen in Table 9, both non-government and government officials viewed the Programme as important with various explanations. Both non-government and government officials indicated that the Programme is important because: learners develop through sport, sport gives the learners an opportunity to participate in sport, the learners talent is identified and developed, and the learners have an opportunity to compete internationally.

They also indicated that the best performers receive incentives and that sport contributes to social cohesion.

Negative comments regarding the importance of the Programme included the following:

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Only if they are done properly do learners get to participate. If they are not done properly, it consumes budget without any impact on the ground, which is a waste of budget. (Eastern Cape)

This is a waste of government resources. Only seasonal tournaments should be embarked on, e.g. winter or codes tournaments. (Eastern Cape)

The championships do not benefit the learners. These championships are played immediately after exams. Surely the concentration is on examinations as a core function of DBE. And worse with SRSA - poor certification of documents that get lost thereafter. Weak teams are therefore presented with poor standards in competitions (Eastern Cape) .

Most of the learners compete only at this level (national) as there are no resources to coordinate festivals/leagues. Slow development of infrastructure slows down the development of sport (District Coordinator – location unknown)

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Not all participating schools play enough throughout the year (NationalFederation-Rugby)

Budget is tiny for national competitions, so there's nothing (little done/left) for grassroots. No quality on the Programme. (Eastern Cape)

Table 10: Contribution to nation building

Contribution

Racial integration Gender inclusion Disability inclusion Rural inclusion Township inclusion Other

Adult group 1 Adult group 2 (non(government government officials) officials) (N=14) (N=41) Percentage (response = Yes) 92.7 92.3 100.0 80.5 100.0 78.0 92.3 73.2 84.6 70.7 (not asked) 4.9

Note: Adults could choose more than one option

Respondents (non-government and government officials) were asked whether or not the Programme contributes to nation building and they could choose more than one option.

Table 10 indicates the opinions provided in the quantitative survey. “Racial integration”, “gender inclusion”, “disability inclusion”, “rural inclusion” and “township inclusion” were all cited with representation of more than 70%, across both groups.

The information above shows that sport plays an important role towards racial inclusion, gender inclusion, disability inclusion, rural inclusion and township inclusion. This could indicate that sport contributes towards transformation of society. This is supported by the 38 38

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message from the late and former South African President, Mr Mandela who stated that sport has the power to change the world. It has power to unite people and break down racial barriers. The German Federal Government; Sport for development, Article (2014: 3), Ban Ki Moon, in a message to the press (2016) and Johann O lav Koss (2000) as the founder to: “Right To Play” Programme stated that sport has the power to transform the nation and contributes to social cohesion When it comes to nation building, most learners participated in the focus groups emphasised the value of building new friends, including across racial lines.

“Some African people make friends here with White people. So I think it’s combining us together so that we can be one nation,” Focus group with learners, Free State

Table 11: Contribution to the development of South Africa Contribution Long and healthy lifestyle Job creation Other

Adult group 1 Adult group 2 (N=41) (N=14) Percentage (response = Yes) 92.3 85.4 63.4 61.5

Note: Adults could choose more than one option

4.9

30.8

Adults were given an opportunity to express their views about the way the Programme contributes to the development of South Africa. They could select more than one option.

“Long healthy lifestyle” and “job creation” had a representation of more than 61% across both groups.

It was concluded that sport contributes to the socio-economic development of South Africa in as far as a long healthy lifestyle and job creation are concerned. This is supported by Federal Government: Sport for Development's Article (2014: 3), Government Policy: Sport Participation (2015: 1), Healthy Active Kids South Africa (2014: 23) and Wittingdale and Timpson (2015: 2); all stated that sport contributes to a healthy lifestyle in a young person.

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Healthy Active Kids South Africa (2014) further stated that healthy nutrition and physical exercise are important innovative interventions that improve the healthy lifestyle of South African children.

Both adult groups were asked if the Programme adds value to school sport development.

Figures 17 and 18 below show that adult respondents in the quantitative survey generally disagreed with the statement that the Programme does not add any value.

Figure 17: NSSCP does not add any value – Adult group 1 (non-government officials)

The majority (53%) of non-government officials strongly disagreed with the statement that sport does not add value to school sport development. Another quarter (25%) disagreed with the statement, thus bringing the total who disagreed to 78%. It is significant that, according to the majority, sport does contribute to school sport development.

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Figure 18: NSSCP does not add any value – Adult group 2 (government officials)

Five government officials agreed that sport makes a meaningful contribution towards school sport development. This supports the results seen in Figure 17, i.e. that sport adds value.

High level stakeholders (key personnel) expressed strong opinions on the value of the Programme towards the development of South Africa. Cultivating a culture of sportsmanship and sport spectatorship is seen to have many benefits for South Africa in terms of creating social cohesion, enriching the talent pool and stimulating the economy.

This is supported by SRSA and DBE's MoU (2011: 2): it states that sport has the power to cultivate team spirit and contributes to social cohesion.

“Obviously you can’t sit and teach social cohesion, you need to have activities that will force and forge social cohesion. Through this Programme we see different schools, different learners, different abilities, and different races interacting in the sporting field.” Department of Basic Education

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5.2.2 BENEFICIARIES OF THE PROGRAMME A: LEARNERS’ OPINIONS Learners were asked who should benefit from the NSSCP. Although a fair number of learners indicated that disadvantaged groups (such as learners with disabilities and learners from rural areas) should benefit, the vast majority of learners pointed to the importance of racial inclusivity.

“It doesn’t matter where you come from... because potential comes from anywhere.” Focus group with learners in Limpopo

Table 12: Who should benefit from the NSSCP? Beneficiary group/s All racial groups Learners with a disability Learners from rural areas Female learners Learners from urban areas Male learners Able-bodied learners Other

Note: Learners could choose more than one option

"Other" included: Comment Everyone Learners from townships Learners with talent and potential Adults (adult sport team)

Percentage 90.1 46.9 44.5 42.7 42.4 42.4 41.8 6.2

Frequency 11 4 2 1

Learners were given an opportunity to express their views on who should benefit from the Programme and they could select more than one option. “All racial groups” scored the highest (90.1%) followed by “learners with disability” (46.9%), “learners from rural areas” (44.9%), “female learners”, “learners from urban areas” and (42.4%), “male learners” with equal representation (42.7%) and “able-bodied learners” (41.8%); with more or less equal representation of below half.

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According to this Table, the Programme is contributing to social cohesion because every learner is benefiting from the Programme. This result is supported by the information contained in Table 3. It also contributes towards transformation, in terms of demographic representation. This information supports the findings seen in Table 10.

Learners were asked if all learners are benefiting. Figure 19 indicates that the majority of children believe they do.

Figure 19: Are learners benefiting from the NSSCP?

The majority (92%) of learners agreed that all learners benefited from the Programme. For example, they mentioned that all learners, irrespective of race, gender, disability and geographical location, benefited from the Programme - see Table 12.

Additional comments relating to all learners NOT benefiting included the following:

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Table 13: Not all learners are benefiting – additional comments Comment More trials to give opportunity Learners don't make use of opportunities available Rural learners are not benefiting / don't know the sport Some people can't afford equipment and then don't get fair opportunities so don't benefit.

Only females benefit. Boys do not want to participate Some don't benefit because they follow the rules Not every school is aware of this programme

Frequency 2 2 2 1 1 1 1

B: ADULTS’ OPINIONS Adult respondents were asked if the right people (intended beneficiaries) are benefiting.

Figure 20 shows that adult respondents believed that the NSSCP succeeds to a large extent in reaching the right people. There was, however, acknowledgement from some high-level stakeholders (key personnel) in the in-depth interviews that the Programme is still not fully achieving its goal of reaching every talented child.

“You know the right people may be still right there at the bottom…The federations are complaining… this Programme is not helping us because it’s not giving us talent. As I made an example of that cricket team… I mean I’m not a talent scout but I could see that in that one, you are not going to find anything there. So I think we still have a lot of work to do.”

Department of Basic Education

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Figure 20: Are the right people (intended beneficiaries) benefiting from the NSSCP Adult group 2

Adult group 1

The majority of non-government officials (84%) and government officials (85%) indicated that right people (intended beneficiaries) are benefiting from the Programme. This is also seen in Figure 19.

According to respondents in the focus groups, both educators and learners are benefiting from the Programme. Learners benefit through their participation, being treated on an equal footing, discovery of their own skills, being exposed to a different lifestyle and identification of real talent. Bursaries and a sense of achievement are some of the tangible outcomes for learners of their participation in this Programme. In some instances, however, participants felt that learners do not benefit enough. This is primarily due to a lack of access to three things: information regarding participation, lack of facilities and equipment, and in some instances learners are not given an opportunity to participate.

Educators are also benefiting from the NSSCP. Educators are capacitated to teach and guide children in terms of sport development.

Respondents were asked whether the Programme is responsive to specific issues or not.

As Table 14 illustrates, adult respondents recognised some limitations in the Programme's responsiveness to certain issues. Examples provided by high-level stakeholders (key figures) in the in-depth interviews point to many instances where the Programme does in fact succeed, however. Consensus was that there are structures in place to reach all who 45 Report on the Implementation Evaluation of the NSSCP

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were originally targeted as beneficiaries and that these structures and processes have to be continuously evaluated and improved to ensure that successes are optimised.

“I mean if you look at the list of the schools that come, we have found schools in the different provinces, we have far-flung schools from areas like Springbok in the Northern Cape, and Musina, in Limpopo. So we are reaching the geographical location and there is participation of learners with a disability. There are African and White teams that are participating coming from different schools and the competition is for boys and for girls.

So in terms of gender and our demographics and location, we are. The real thing that we yearn for is optimizing it.” SRSA: Active Nation

Table 14: Responsiveness of the Programme

Issue Disability Gender Race Geographical location Other

Adult group 1 Adult group 2 (non(government government officials) officials) Percentage (response = Yes) 73.2 100.0 65.9 92.3 61.0 100.0 51.2 84.6 2.4 7.7

Note: Adults could choose more than one option

Adults were given an opportunity to express their views on the responsiveness of the Programme and they could select more than one option. “Disability”, “gender”, “race” and “geographical location” had a representation of more than 50% across both groups.

It was mentioned that those with a disability are being respected and given the opportunity to show their talent. However, they should be given the necessary tools, after taking into account the situation they are in. It was mentioned that it was strenuous for people with disabilities to walk the distance to the dining halls during the National School Sport Championship tournament. It was also mentioned that people with a disability from both

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rural and urban areas were included during the National School Sport Championship tournaments.

Table 14 also reflects the view that the Programme is taking into account the aspect of gender. The total number of learners who participated in the 2015 National School Sport Championship was as follows: girls teams - 3027; boys teams - 3025; mixed teams - 159.

As seen in Table 14, the results of the research suggest that the Programme is also taking into account the aspect of racial inclusion. However not many white learners participate in the Programme. The finding revealed that they do not seem to have an interest in the Programme.

As reflected in Table 14, government officials seem to have more knowledge of the Programme compared to non-government officials and that is why their responses are overwhelming positive.

5.2.3 SELECTION PROCESS AND PARTICIPATION A: Learners’ opinions Learners were asked whether or not the Programme identifies the best talent. It is clear from the quantitative data obtained that the overall perception is that the Programme is effective in identifying the best talent.

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Figure 21: Programme identifies best talent

Additional comments obtained from the quantitative research shows that a minority (15%) perceived that there are talented players who are excluded and who not being selected.

The reasons for this are indicated in Table 15 below.

Table 15: Does the Programme identify the best talent?

Comment There are other children with talent / children at home that are better / more talented but not identified by the Programme / favouritism Should promote programme more / not all schools participate/informed Selection based on regions chooses weaker players from other regions for the sake of representation No scholarship to assist children / Good children sitting at home due to lack of financial assistance Only focus on certain age groups Because some learners are scared to participate They don't focus at the practice Because they don't listen to our coaches

Frequency 13 3 2 2 1 1 1 1

According to the majority (85%) of learners, the Programme identifies the best talent.

However there was a feeling that there are children who are talented but who being left out due to favouritism. It was also mentioned that not all schools took part in the National School Sport Championships Programme because they were not aware of the 48 48

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Programme. The process of selecting learners to represent schools in the National School Sport Championships Programme was not fair because sometimes a weaker player was chosen from the regions for the sake of representation at the National School Sport Championships.

Learners had to indicate how they were selected to participate. Table 15 shows their answers and the additional comments. Despite the overall perception that the Programme is able to identify the right learners, anecdotal evidence from the focus groups suggested that improvement could be made in optimising the selection process.

“They just took a group of people from under 16 and under 15, put us together and tried making a team out of us.� Gauteng

Table 16: Learner selection for participation Identified from inter-school competition Competed against other nearby schools First game at Turfloop and was selected there / play school league The school's rugby coaches identified me It was at district competition Participation in trials School/district and provincial competitions Choose best / became the best Checking your performance, then taken to the trainer Asked to participate Selected by coach Teacher/Coach Replace over aged learners Asked by a manager and said whoever is interested can come

"Other" included the following:

Comment

56.4%

38.6%

14.7%

Provincial championships Participated against schools and won Trials Learner was selected by the scout while playing cricket in Shirlanka / Selected from an academy school played Clubs provincial competition Replacement

11 2 1 1 6 2 1 3 3 3 1

Frequency 7 6 3 2 2 1

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The majority (56.4%) of the learners mentioned that they were identified during the interschool competition. A few (38.6%) participated in trials and 14.7% were asked by either the coach or the sport manager to participate in the competitions without following the correct procedure. For example it was mentioned that the learner who felt interested could be asked and allowed to participate in the competition. It was also mentioned that the learners could replace other learners who were not available for the school sport competition. It is concluded that the selection criteria were not followed and that may disadvantage learners with talent from participating.

Figure 22: Level at which participation started

The majority (64%) of learners mentioned that they started to participate at the intra-school sport competition level. However according the government officials, the intra-school sport competition is not working/effective. Another 26% only started at the inter-school level, whereas 6% started at the district level. According to this information, the multiple levels of school sport competitions especially at the lower levels seem to not be working and this may affect the implementation of the Programme.

Other included: “Learner was just asked, to come at national level” (1 learner); “Started at cluster level which is followed by district level” (3 learners).

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B: ADULTS’ OPINIONS When comparing the level at which learners started participating with the level at which adult respondents think learners are being selected to participate in the NSSCP, it is clear that the tiered structure is generally effective and that there is a general understanding of the process among both adult stakeholder groups.

Respondents were asked to indicate the level at which they think learners are being selected to participate in the National School Sport Championships Programme. Table 17 shows the responses provided by participants.

Table 17: How are learners being selected to participate in the NSSCP? Level Start at intra-school level Followed by inter-school level Followed by circuit school level Followed by district school level Followed by provincial school level Followed by national level

Adult group 1 Adult group 2 Percentage (response = Yes) 70.7 46.2 63.4 69.2 58.5 84.6 68.3 92.3 68.3 92.3 68.3 53.8

The majority (70.7%) of non-government officials mentioned that learners were selected to participate in the National School Sport Championships at intra-school sport level, the majority of government officials (53.8%) disagreed with this finding. The majority of both government and non-government officials mentioned that learners started to be selected at the level of inter-school sport followed by other levels up until national level. Five (5%) of Adult group 1 (and none of Adult group 2) indicated that learners participate without following the selection process (asked in a separate question).

The results suggest that learners start to participate at the level of inter-school sport competition. The intra-school sport level is not implemented and this was confirmed by government officials. Non implementation of some of the levels of the school sport competitions may contribute negatively to implementation of the Programme. It was noted during data collection that all the levels of the competition, including the circuit level, were mentioned, but the SRSA strategic plan does not include it.

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Adult respondents had to comment on the functioning of each level and made suggestions for improvement. As illustrated in Table 18 all levels achieved very high effectiveness scores with the higher levels building on the success of the lower levels.

Table 18: Agreement on effectiveness at the various levels Is the ‌ level effective?

Adult group 1 (non-government officials) who indicated Yes Adult group 2 (government officials) frequency of a Yes response A:

IntraInterschool school

Circuit

District

Provincial

National

79%

81%

81%

85%

92%

94%

62%

69%

85%

92%

92%

85%

Intra-school sport level

According to non-government officials (Table 18), the intra-school sport competition is working.

Table 18 confirms the findings seen in Table 17 i.e. that according to government officials, the intra-school sport competition is not happening. It was mentioned that partnership is important at this level. Currently, there is a lack of support from educators and parents.

Figure 23: Is the intra-school level effective?

Adult group 1

Adult group 2

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The majority (79%) of non-government officials indicated that intra-school sport competition is working.

The results seen in Figure 23 concur with those seen in tables 17 and 18, i.e. that according to government officials, the intra-school sport competition is not happening.

Adult respondents also made additional comments on how they understood selection to be taking place at the intra-school sport competition level, as well as on whether or not this level is working (effectively). Additional comments are presented in the following two paragraphs.

Selection process at the intra-school sport level Intra-school sport selection is understood to be the opportunity in which learners from all levels of school sport competitions are allowed to participate against one another, allowing the coach to assess all learners and select a team to go forward, however it is not effective. In some instances intra-school sport activities are not organised at all. Criticisms include that learners receive no guidance, skills training or coaching in the sport before the intra-school tournament, which negatively affect their ability to get into a team.

Effectiveness of selection at the intra-school sport level Even though the intra-school sport level is not effective, both government and nongovernment officials perceive the intra-school sport selection process as something that could be successful. It enables children at all levels to participate and educators and officials to select the best team to represent the school at inter-school level. According to Healthy Active Kids South Africa (2014:16), children are encouraged to participate actively in organised sports to make intra- school sport competition to be effective and Physical Education is taught in classes. For non-government officials, however, the participation, commitment and training of some educators to act as officials is not always in place. Both non-governmental officials and governmental officials agreed that many schools do not have access to the right equipment or funding to eradicate the problem, whereas some schools don't organise intra-school sport events at all. In some instances, schools do not have enough learners to make up a team or to compete against each other in a meaningful way.

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B:

Inter-school sport level

At an inter-school sport level, effectiveness and functioning was discussed in the focus groups.

Figure 24: Is the inter-school sport level effective?

Adult group 1

Adult group 2

Figure 24 shows that the majority (81%) of non-government officials and government officials (54%) stated that the inter-school sport competition is working. Adult respondents also made additional comments on how they understood selection to be taking place at inter-school sport level and on whether or not this level is effective. They mentioned that inter-school sport competitions take place in the form of league and best learners are selected during that time. The following section summarises the additional comments (see Appendix C).

Inter-school sport level selection process At inter-school sport level, adult respondents noted that inter-school sport level enables the selection of athletic teams, assists in identifying learners with ability and assist the coaches in selecting the best teams. For example, they mentioned that the best learners are selected when schools compete against each other. One respondent noted that interschool events are not organised at all. Government officials agreed that the inter-school level is where schools compete against each other and where schools are grouped according to the sport codes that they practice. However, one respondent noted that transportation challenges (such as buses taking children home early) and educators who 54 54

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do not take the competition seriously impede the effectiveness of the inter-school selection process.

Effectiveness of inter-school sport level selection Inter-school selection is seen as another opportunity to select and confirm selection of school athletes, with learners gaining self-confidence through their participation and learning new skills and sportsmanship. Adult group 1 (non-government officials) indicated that there were problems with commitment from officials and with school Principals not scheduling time for practice or participation; one commented on the lack of funding that resulted in inter-school events not being scheduled. Adult group 2 (government officials) noted in more detail the problems with organising and operating the inter-schools selection process. Some noted that transport costs are prohibitively expensive, which prevents rural schools or schools situated long distances from one another to participate in the interschool competitions. Also, the DBE does not have enough funds to support inter-school competitions.

C: Circuit school sport level Circuit school sport level is once again assessed in terms of whether or not it is effective.

Figure 25: Is the circuit school sport level effective?

Adult group 1

Adult group 2

Figure 25 shows that the majority (81%) of non-government officials and government officials (77%) stated that the circuit school sport level competition is working. Adult respondents also made additional comments on how they understood selection to be 55 Report on the Implementation Evaluation of the NSSCP

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taking place at the circuit school sport level. At this level, competition is stringent; many schools do not compete beyond this level and only schools who are serious about participation advance beyond this level. The operation at this level is perceived to be effective, with officials having specific duties and strict rules that are applied. Circuits where talented learners are found are identified and learners benefit from competing against other learners in terms of skills development and sportsmanship. However, the circuit level participation process is not perceived to be effective, since: several schools have scheduling challenges; there is no set date communicated timeously to schools, which results in a short notice period before events and learners then not being able to participate. Finally, budgetary constraints seem to prevent some schools and learners from participating in school sport at this level.

D: District school sport level In this section the process followed at the district level participation and the effectiveness thereof is explored in more detail.

Figure 26: Is the district school sport level effective?

Adult group 1

Adult group 2

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“The district competition is being done by Department of Sport & Recreation across provinces and it is one of the working competitions because it is supported with human resources, with financial resources and clear programmes so it is happening. However, it is compromised in the sense that intra-school sport up to circuit levels which should feed into district level, are not yet effective� SRSA: Active Nation

Figure 26 shows that the majority (85%) of non-government officials and government officials (12) stated that the district school sport competition is working. Adult respondents reported that district level participants are often knocked out and are selected to participate at provincial level. One government official noted that a number of irregularities are reported at this level, including learners participating here who have not participated in previous levels, inappropriate age participation, and identification of poor standards in previous rounds.

Adults commented that competition is very strong at this level, skills are honed and the best learners are selected. Officials are enabled to work effectively. However, several adults mentioned that there are problems with communicating dates and important information regarding the district level competition; short notice or lack of planning sometimes negatively impacts on participation. Government officials commented that the provincial level team is selected at this level and that government funding is available to ensure participation. Finally, one respondent noted that identifying a winning school at this level is not appropriate and excludes some of the better athletes from the losing schools.

E: Provincial school sport level An assessment of how the provincial school sport competition works and whether or not it is effective is discussed in this section.

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Figure 27: Is the provincial school sport level effective?

Adult group 1

Adult group 2

“Provincially, largely we do well. But the problem is that not all the codes have leagues running. And our reach is also not as far-reaching as it supposed to be. So what you might find, because there aren’t leagues running, you end up having once-off competitions to select the schools that are going to go to provincial finals. So it is something we need to address, because with this competition, the vision was that the teams that come through must be teams that participate in the league format. And it is not entirely happening in all the codes.� Free State

Figure 27 shows that the majority (92%) of non-government officials and government officials (92%) stated that the provincial school sport competition is working. Adult respondents said that the learners who participate are experienced, well trained and ready to compete at provincial level. Government officials agreed, but one blamed poor organisation on the part of coaches and the DBE for some teams not being well prepared.

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and selection may prevent learners from gaining access to this level of competition; government officials feel that with the governmental budgetary assistance at this level, participation is good and the right learners are selected to represent the national team.

F: National school sport level Finally, the implementation and effectiveness of the national school sport selection process was assessed at a national level.

Figure 28: Is the national school sport level effective?

Adult group 1

Adult group 2

Figure 28 shows that the majority (94%) of non-government officials and government officials (77%) stated that the national school sport competition is working. Most adults agreed that the national level selection process is well organised and serves to select the most talented teams or learners from each province. Adults are excited about the national level competition, and feel it is well organised and provides the learners with unequalled opportunities to develop and learn, as well as possibly being identified for bursaries and professional endeavours. For the most part, government officials agreed; they stated that learners feel proud to be there and are exposed to many new opportunities (such as the bursary programme). However, some government officials commented that the national level competition relies heavily on data and evidence from previous rounds that teams or 59 Report on the Implementation Evaluation of the NSSCP

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learners participated in throughout the season. One official stated that the national level tournament is too big to manage, making it a mass participation event, rather than an elite platform.

It was stated that the selected team/school should be regarded as elite performance at both provincial and national level competitions. The elite nature of the event should be stressed so that school sport codes don't feel the need to also hold their own tournament.

5.2.4 SELECTION CRITERIA Adult respondents were asked if the identification criteria used to select learners are effective and the majority of non- government officials believe that they are. The majority of the government officials did not agree that the selection criteria are effective. They were supported by high- level stakeholders (key personnel) who voiced a strong concern (in the in-depth interviews) that the tiered structure is not successfully implemented across the board. Most of the adult respondents acknowledged the logic of the success of the 6-level system but high- level stakeholders (key personnel) voiced concerns (in the in-depth interviews) that the system is not implemented consistently. Challenges included educators wanting to be remunerated for participating in sport and a resultant lack of motivation to participate; some sport codes inviting learners to participate based on interest without having participated in intra-school trials or inter- school competitions. Lack of funding available for levels 1, 2 and 3 for DBE was another concern mentioned.

“Half of it has been done correctly where we also make use of federations.

With the other part it was basically, what I will call, lotto numbers, drawn from the head. Bulk of the other learners was coming from the Programme however they were not involved in leagues. It becomes a challenge when they are only selected to represent their schools at district level.� Northern Cape

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Figure 29: Are the selection criteria effective?

Adult group 1

Adult group 2

The majority of non-government officials (80%) agreed that the selection criteria are fair and applied in a manner that allows all learners an equal opportunity to be selected into the teams. However, both non-government and government officials noted that a serious flaw in the system is where individual learners are excluded from further participation because of a team that is not very strong. Team-based selections embody an opportunity to miss talented individual learners as a result of the quality of their school team or school participation. Other issues that were raised were dishonesty in terms of age allocation, with a suggestion that evidence of age should not only be submitted at a national level, but must also be included in the inter-school assessments. Other challenges that were raised included educators who wanted to be remunerated for participating in some sport codes and inviting learners to participate based on interest and without the learners having participated at intra-school and inter-school sport levels. Some noted that "African" and "White" schools should also participate against each other.

5.2.5 FIXTURE DEVELOPMENT Respondents from Adult group 1(non-government officials) had to indicate how fixtures are being developed.

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Table 19: Who develops fixtures?

Federations Educators Other Learners

Party responsible

Percentage 51.2 46.3 19.5 0

As seen in Table 19, the majority (51.2%) of federations, followed by the educators (46.3%) are the ones developing the fixtures. In this study, School sport codes are also part of the federations. It was further indicated that the following categories of people develop fixtures: Mostly the provincial officials from SRSA or DBE. Sport structures Sport code committees Non-government officials had to indicate whether or not the fixtures are being implemented as planned. Figure 30 shows their responses.

Figure 30: Are league fixtures implemented as planned?

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The majority (73%) of non-government officials stated that league fixtures are being implemented as planned. They commented that although fixtures are planned a year in advance and a calendar for planning exists, sometimes changes are made at the last minute. Communication regarding the fixtures, and changes in dates and times are not clear or timeous or are sometimes not received at all. Local allocation of time and financial resources to ensure participation is also a problem. Travel costs are a huge expense for some of the schools.

5.2.6 MOTIVATION TO PARTICIPATE A: LEARNERS’ OPINIONS Figure 31: Learner motivation to participate

The majority (75%) of learners believed that enough is being done to encourage participation at schools. Qualitative data suggests that participation in sport has a farreaching ripple effect including a healthier lifestyle and a more positive feeling about going to school and that these factors contributed to motivation to participate in school sport.

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This is supported by Government Policy: Sports Participation (2015: 1), Wittingdale & Timpson (2015: 2) and the “AmandalEdufootball”- Newsletter (2015) which indicate that sport contributes to a healthy lifestyle and improves the academic results of the learners.

According to Healthy Active Kids South Africa (2014: 16), learners should be encouraged to take part in organised sports in order for their health to be improved.

Additional comments were grouped under four (4) themes as indicated in Table 20: Table 20: Is enough being done to encourage participation?

Comment Different approach: learners need a sense of belonging; sport to be a priority; teachers don't follow up/motivate enough; sport to be a voluntary as not all want to compete; more opportunities for participation/more competitions; stigma around sport; make learners aware of incentives Nothing done to motivate players: no motivation; not enough done.

Resources lacking: transport; funds; equipment; tools to assist with injuries.

Sport organisation: need to go to outside clubs to train; not enough players to participate.

Frequency 15

10 4 2

In Table 20, four themes can be identified on the issue of whether or not learners think enough is being done to encourage them to participate in sport, namely: different approach; nothing done to motivate players/learners; resources lacking; and sport organization. It was found that many comments from the learners (15) related to the “different approach” theme. This theme talks about the importance of a sense of belonging that the learners need, sport to be a priority, sport to be a voluntary activity, more opportunities for participation/more competitions, stigma around sport and making incentives known. Comments were also made regarding the lack of resources, for example, transport, funds, equipment and tools to assist injured athletes.

Learners were asked what should be done to encourage more participation in school sport. Learners emphasised the role of knowledgeable coaches, supportive parents and to be exposed to sport through regular practice and making physical education to be part of the syllabus.

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Table 21: Measures to encourage more participation from learners Intervention Physical education to be part of the syllabus Coaches to attend refresher training courses Support from parents Regular practice More coaches Financial support from parents Other

Note: learners could choose more than one option

Percentage 43.9 41.8 40.3 38.9 33.7 29.3 12.9

‘Other’ included the following suggestions:

Comment

Better facilities Motivation by coaches Incentives Schools could be notified, so that they can participate in the Programme Make a sports day once a term for people to try out It is sad that the disabled cannot participate in sport More sport education in schools Also having more clubs to involve more children would encourage others to participate Recognition tells the school, learners about the sport (chess).

Parents coming to support and teachers send them letters all the time.

Also school visits for the purpose of promoting specific sport codes to both learners and teachers Combating the stigma surrounding one sport

Frequency 4 4 4 1 1 1 1 1 1 1 1 1

Adults were not asked their opinions regarding encouraging learners to participate.

In Table 21, learners were asked their opinion regarding encouraging learners to participate and they could select more than one option. “Physical education as part of the syllabus” (43.9%) , “coaches to attend refresher training courses” (41.8%) and “support from parent” (40.3%) had more or less equal representation of just below half (50%).

“Regular practise” (38.9%) “more coaches” (33.7%) and “financial support from parents” (29.3%) were also cited. According to this table these are the challenges that might impede the implementation of the Programme.

5.2.7 INCENTIVES RECEIVED A: LEARNERS OPINIONS Learners had to indicate the incentives that they have received. Table 22 shows their responses. The general impression from the focus groups was that learners found trophies and medals encouraging.

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Table 22: Incentives learners have received Incentive Trophy/medal intra-school level Trophy/medal inter-school level Trophy/medal circuit-school level Trophy/medal district-school level Trophy/medal provincial-school level Trophy/medal & ministerial bursary national level Other

"Other" included the following suggestions: Incentive Participation in national championship Certificate No incentive received Medals Bursaries Awards Provincial colours Trophy Clothing/shoes Gifts from parents Placing; get a place to compete Points Gifts They sing songs for us Vouchers (Prize giving) ceremonies Cheque to buy equipment

Percentage 55.1 35.9 6.9 26.6 35.3 10.8 29.0

Frequency 41 33 9 9 5 4 4 4 2 2 1 1 1 1 1 1 1

In Table 22, it can be seen that the majority of learners (55.1%) indicated that they have received a trophy/medal at intra-school sport level. Trophies and medals were also received at other levels. Ministerial bursary was received at the national level. One can conclude by saying, incentives were awarded to the best performers, but in less than three-fifths of schools.

The results seen in Table 22 correlate with the adult opinions, because medals, trophies and bursaries were mentioned. It is interesting to note that other incentives were mentioned, including vouchers, clothing/shoes, gifts from parents and cheques to buy equipment. Some mentioned that incentives were not awarded to learners, even if the learners performed well.

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Learners were asked whether or not the incentives were satisfactory and the vast majority of children believed that they are. Figure 32 shows their responses.

Figure 32: Are learner incentives satisfactory?

The majority (95%) of learners stated that the incentives they received after they have won, made them happy (see Figure 32).

Table 23: Psychological effects of incentives Theme Pride, recognition and deserving Joy and excitement Hope, motivation and improvement Self-esteem, self-confidence Celebration and rewards Fortunate, honoured Emotional Long-lasting

Frequency 85 62 46 37 7 6 3 2

Learners made an wide range of comments on the emotions and personal benefits experienced as a result of the incentives that they received. Table 23 shows the nine (9) themes that emerged, along with the frequency of mention of items that suggested they 67 Report on the Implementation Evaluation of the NSSCP

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were positive about the incentives. Incentives motivate children by making their achievements concrete and giving them public recognition, which results in a range of positive psychological benefits, such as pride, joy, hope and increased self-confidence.

This is supported by SRSA and DBE's MoU (2011: 1) and German Federal Government: Sport for Development's, Article (2014: 3) stated that sport has power to boost self-esteem and build self-confidence of the learners. Healthy Active Kids South Africa (2014: 23) stated that through healthy nutrition and physical exercises, the child's self-confidence is improved.

Table 24 shows the comments of the few learners that were not satisfied with the incentives.

Table 24: Learners dissatisfaction with incentives Theme Has no impact on performance Incentives not coming as enough motivating tool Angry/not satisfied It's not important in life to get these types of rewards

Frequency 5 4 2 2

The learners not satisfied with the incentives they commented that the incentives did not make them happy and stated the following reasons: the incentives had no impact on the learner's performance; the incentives did not come as enough motivating tool to the learners; the incentives were not regarded as something valuable

B: ADULTS’ OPINIONS Respondents from Adult group 1 (non-government officials) were asked whether they believed the incentives were beneficial or not. The majority believed in the encouraging effect of tangible incentives. Figure 33 shows their opinions. High-level stakeholders (key personnel) also mentioned the effect that public acknowledgement has.

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Makhokheni Primary school has won the league at this level.�

Mpumalanga

Figure 33: Are learner incentives beneficial? – Adult group 1 (non-government officials)

The majority (79%) of the non-government officials believe that the incentives awarded to the winners were beneficial and relevant. They explained that the incentives were beneficial because: they encouraged participation in the national championship tournaments; they developed the winner's skills; one received the championship title; the winner's hard work was rewarded and they became motivated to perform better; they got sponsorships, medals and trophies. This combination of tangible and intangible rewards motivated learners and was highlighted by respondents from both groups when they were asked what incentives were being awarded to learners.

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"For the provincial eliminations, we also normally give out incentives in terms of trophies and medals and that ‌ encourages these particular youngsters to feel that, for the coming year, they also want to be part and parcel of this particular Programme.� Northern Cape

Table 25: Types of incentives awarded Incentive Trophy/medal intra-school level Trophy/medal inter-school level Trophy/medal circuit level Trophy/medal district level Trophy/medal provincial level Trophy/medal & ministerial bursary national level No incentives awarded Other

Adult group 1 Adult group 2 Percentage (response = Yes) 51.3 63.6 35.1 72.7 34.3 90.0 66.7 92.3 50.0 76.9 43.5 90.9 (not asked) 10.0 (not asked) 9.1

The majority of both groups (92.3% of government officials and 66.7% of non-government officials) indicated that a trophy/medal was awarded to the winners who performed well at district school sport competitions.

Government officials (63.6%) as compared to non-

government officials (51.3%) indicated that a trophy/medal was awarded at the intraschool sport level. Ninety- point -nine percent (90.9%) of government officials as compared to non-government officials (43.5%) indicated that a trophy/medal and ministerial bursary were awarded to the winners who performed well at the national school sport championship tournament. Government officials (72.7%) as compared to non-government officials (35.1%) indicated that trophies/medals were awarded by the winner at the interschool sport level. Ninety percent (90%) of government officials as compared to nongovernment officials (34.3%) indicated that a trophy/medal was awarded to the winner at the circuit-school sport level.

It was also stated that these incentives motivated the

winners and also encouraged others to work hard, for example to take participation in school sport seriously.

Respondents had to comment on whether or not the incentives awarded at the different levels were of benefit to the learners. The responses indicated that respondents sometimes commented on WHAT was being given, as opposed to the benefits to learners.

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incentives. Some respondents also indicated why they were NOT beneficial. It was also mentioned that there is no uniformity across the provinces when awarding the winners.

At intra-school level Incentives were perceived to be important, even at lowest level of school sport competitions. Incentives in the form of medals, participation certificates, trophies or annual rewards to participants who took positions 1, 2, and 3 would be appreciated. At this level, incentives were encouraged, however this remained the responsibility of the school as it is not funded by the DBE. At inter-school level Medals were thought to be an appropriate motivation at the inter-school sport level of participation for positions 1, 2 and 3. However, it was noted that sometimes there were not enough medals for all the teams. There was a lack of funding for medals at this level.

Participation needed to be incentivised, however, this was not always done correctly.

At circuit level The whole winning team should receive medals, but this is difficult due to a lack of funding or clarity on funding responsibility at this level of sport competition. Inclusion of circuit level trophies might motivate learners to further participation.

At district level District level incentives were perceived to be well planned and funded most of the time.

Medals and trophies were available and were managed by the district offices, which resulted in more consistent and well planned incentives.

At provincial level At the provincial level incentives went beyond medals, certificates and trophies, with some learners being offered bursaries and sports clothes, transport and accommodation. Nongovernmental adults perceived this level to be well organised while government officials reiterated the importance of incentives at both an individual and team level.

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At national level Adult participants recognised the value of incentives at national level. In particular, bursaries were of value and, in the in-depth interviews, high-level stakeholders (key personnel) expressed a hope that more bursaries would become available. They also believed that there were benefits inherent to participation in the Programme, such as providing children with a chance to travel and compete with other schools and giving them provincial colours.

“The child is receiving incentives at primary school level going to high school. So the bursaries that they are getting from national, is definitely a good incentive, because you are looking at the education of the youngster going further. It’s maybe too few bursaries; you know, it’s only for one in some codes, or two. Ideally we want more kids to receive bursaries.”

Western Cape

At the provincial and national levels, incentives took on two dimensions: tangible and intangible. Tangible incentives included medals, clothes and trophies; intangible incentives included the opportunity to participate at this level, to see oneself in the media, and to be considered for a bursary. Incentives should be included for both the participants and the coaches/teachers/educators.

5.2.8 PERSONAL BENEFITS OF PARTICIPATION A: LEARNERS’ OPINIONS Learners were asked how they benefited from participating in the National School Sport Championships Programme. They responded by stating that sport in itself became more attractive, because it was acknowledged as an avenue to much broader benefits in which children saw significant value. These included making new friends, getting the opportunity to travel and a general improvement in self-confidence and a healthy lifestyle. This is supported by SRSA and DBE's MoU (2011: 1), AmandlaEdufootball, Newsletter (2015) and Healthy Active Kids South Africa (2014: 9); they state that sport: has the power to improve 72 72

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the academic performance of learners; provides them with an opportunity to have fun, become healthy and make new friends.

“You meet friends you never would have met if you didn’t come here.”

Learner focusgroup in Mpumalanga

Table 26: Benefits to learners Benefit Sport becomes attractive Making new friends Opportunity to travel Improve my self-confidence Healthy lifestyle Schooling becomes attractive Professional status achievement in future Improved academic performance Other

Percentage 50.7 50.3 47.1 45.4 38.8 37.9 37.9 29.3 4.5

Note: Learners could choose more than one option

Learners were given an opportunity to indicate the benefits they get as a result of the championship and they could select more than one option. “Sport becomes attractive” (50.7%) and “making new friends” (50.3%) were the most commonly perceived benefits.

“Opportunity to travel” (47.1%) and “improve my self-confidence” (45.4%) had more or less representation of below 50%. “Healthy lifestyle” (38.8%) followed by “Schooling becomes attractive” and “professional status achievement in future” with the equal representation (37.9%) and “improved academic performance” (29.3%) were also cited.

This is supported by German Federal Government: Sport for development, Article, (2014: 3) and Healthy Active Kids South Africa (2014: 9); these indicate that sport boosts the learners self-confidence and contributes to a healthy lifestyle.

"Other" included the following comments: •

Gives you courage to show off your talent

•

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She is now being recognised and famous as someone who is talented in the

•

Morabaraba .indigenous game Good platform to socialize with different races and cultures

•

Table 27: Disadvantages of participation Disadvantage No disadvantages Does not improve my health Affects my academic programmes Other Encourages bad behaviour

Note: Learners could choose more than one option

Percentage 62.0 17.4 12.9 8.7 4.2

"Other" included the following: Comment

Injuries/danger of injury Being away from home/family Takes your time “Facility where you have to stay is further away from venue than home”

Frequency 3 2 1 1

Learners were given an opportunity to indicate the disadvantages of participation and they could select more than one option. “No disadvantages” had the highest representation (62%). The results seen in the table suggest that participation in school sport has more advantages than disadvantages - see Table 26.

The disadvantages “does not improve my health” (17.4%) and “affects my academic programmes” (12.9%) were cited as the main disadvantages. It is difficult to accept that participation did not improve the health of these learners. It is possible that in the schools where these learners come from, the health reasons for participation in sport are not explained or understood. Alternatively, it is possible that these learners did not improve their health because they have not been participating in a sport league for at least a year or perhaps their participation was a once-off occurrence.

It is understandable that despite the improved academic performance (see Table 26), that continued participation in school sport may negatively affect the academic programmes.

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resources. If these were spent on the academic programmes it is expected that they would assist to improve academic programmes of learners.

In Table 27, although the disadvantage of sport participation was indicated as encouraging bad behavior that rated the lowest (4.2%) it must be understood that this bad behavior is not an inherent disadvantage perhaps where bad behavior was experienced, it was more as a result of officials or educators not maintaining good behaviour in their environment.

The category “other” includes several minor categories which are acceptable reasons for viewing them as disadvantages of participating in sport.

Learners had to indicate how the Programme has affected them personally. Apart from the psychological benefits mentioned elsewhere in the report, learners believed that the Programme opens up a world of sport- related opportunities. In the focus groups, some learners expressed being inspired to pursue sport further in their lives.

Table 28: Personal effects of the Programme Benefit Allowed growth of sport skills More aware of opportunities in sport Inspiration to reach my sport dream Identification of role models in my life Exposure to important people in sport Other

Percentage 61.2 49.3 48.7 30.1 25.2 2.4

Note: learners could choose more than one option

Learners were given an opportunity to indicate the personal benefits they enjoyed and they could select more than one option. The effects that participation in the Programme allowed growth of sport skills had the highest representation (61.2%) followed by “more aware of opportunities in sport” (49.3%) and “inspiration to reach my sport dream” (48.7%) had more or less equal representation of just below 50%. Also cited were “identification of role models in my life” (30.1%) and “exposure to important people in sport” (25.2%). According to the findings, learners are benefiting from the Programme.

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B: ADULTS’ OPINIONS Respondents from both groups (government and non-government officials) had to indicate the benefits that they think learners get from participating in the Programme. Adults believed that the main benefits children gained from participating in the Programme were directly related to sport, including skills development, increased fitness and an increased appreciation of sport. They also acknowledged that participation has a positive effect on academic performance, school performance and disposition to school in general.

“So we track whether schools that are participating in the Programme, how do they fare academically and consistently we are seeing those schools that are participating in sport …really doing very well.” Department of Basic Education

High-level stakeholders (key personnel): had significant emotional buy-in; believed in the value that learners gained from participation in the Programme;recognised the widereaching positive impact on participants.

“I say, they grow mentally when they are involved in sport; they grow physically as well as mentally and also … with the involvement with stakeholders like LoveLife within the Programme, they assist in life skills.”

Mpumalanga

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Table 29: Benefits to learners – adult opinions Adult group 1 Adult group 2 Percentage (response = yes) 75.0 76.9 61.5 (not asked) 61.0 76.9 58.5 38.5 56.1 76.9 53.7 69.2 42.9 (not asked) 29.2 76.9 4.9 15.4

Benefit Skills development Fitness Sport becoming attractive Improved academic performance Team spirit cultivated Schooling becoming attractive Incentives Ministerial bursary Other Note: respondents could choose more than one option

Adults were given opportunity to indicate the benefits to learners and they could select more than one option. “Skill development” had the highest representation of above 70% followed by “sporting becoming attractive” and “ improved academic performance” with representation of over 60% in both adult groups. Fitness (60%) was also cited as a benefit

by Adult group 1. “Sport becomes attractive” and “ team spirit cultivated” were cited by both groups with a representation of above 50%. “Improved academic performance” (58.5%) was cited by Adult group 1. “Incentives” and “ministerial bursary” were also cited as benefits by both groups.

According to this Table, learners are benefiting from the Programme. This finding supports the finding seen in Table 28. The adults’ opinions support the learners’ opinions about the diverse range of benefits experienced by the participants. However, a lower proportion of non-government officials (Adult group 1) cited these benefits when compared to government officials (Adult group 2) had a better understanding and grasp of the Programme and its benefits as they had longer exposure to the School Sport Manual.

The skill development was further indicated as the exposure to different sporting skills levels including time management and professionalism, communication skills and different sporting rules.

Learner progression as a result of the Programme The following figure shows how the learner progresses as a result of the Programme according to the adult groups.

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Figure 34: Learner progression as a result of the Programme Adult group 1

Adult group 2

Adult respondents were asked whether there were learners that have shown progression as a result of the Programme. The majority (85%) of non-government officials and government officials (91%) reported that they had witnessed a tangible positive effect as a result of the Programme. Adults in group one were of the opinion that besides learning sportsmanship and the actual skills of the game, some learners benefited by developing their interest and participation into careers. Learners did this either by participating at a professional level or by pursuing a career as a coach as a direct results of their exposure to the sport. Government officials agreed that: “professional development”; the possibility of being included in an international team and bursaries” are the main benefits of participation.

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5.2.9 CHALLENGES/CONSTRAINTS A: LEARNERS’ OPINIONS Table 30: Challenges regarding the NSSCP – learner opinions Challenge Lack of sport equipment Not enough practice during the year Lack of sport facilities Lack of coaches Not everyone is given equal opportunity Lack of transport Lack of funds Other Lack of safety

Note: learners could choose more than one option

Percentage 32.7 30.6 25.9 25.2 23.8 19.5 16.6 11.1 6.6

Learners were given an opportunity to indicate challenges they have experienced regarding the National School Sport Championship Programme and they could select more than one option. “Lack of sport equipment” (32.7%), “not enough practice during the year” (30.6%), “lack of sport facilities” (25.9%), “lack of coaches” (25.2%) and “not everyone is given equal opportunity” (23.8%) had more or less equal representation of less than one third. The other challenges included “lack of transport” (19.5%) and “lack of funds” (16.6%).

Minor challenges included “other” (11.1%) and “lack of safety” (6.6%). These challenges have implications that should be addressed by the organisers and officials of the championships.

B: ADULTS’ OPINIONS Adult respondents were asked whether or not they think the NSSCP is being implemented as planned. To a large extent, adult stakeholders believed that implementation is succeeding as planned. In the depth-interviews, the high-level stakeholders (key personnel) emphasised the need to continuously improve on the execution of the plan.

Most feel that significant success has been accomplished, that there are good structures and procedures in place and that the continued success of the Programme relies largely on finding ways to improve implementation of these measures. For instance, tactical issues, such as advanced planning and clear communication, were acknowledged as key tools to success.

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“If we knew exactly what the dates were, then we’d be able to do bookings early on. Flights become much cheaper if booked long before the time, and if it becomes cheaper, then it’s more accessible … then every year we would be able to fly the learners down.” Western Cape

“There are little details like, for example, identifying service providers well in advance, procuring equipment, procuring services, procuring your apparel well in advance…you could have gotten better quality of clothing.

And at the end of the day, this all adds to a really high quality event”.

COO: SRSA

Some high level stakeholders (key personnel) pointed to the importance of collaboration between the DBE and SRSA: this collaboration is not optimum in all provinces.

“I guess in my province one of the issues has been the issue of funding.

For them (Education) to be involved in this Programme, they don’t have adequate funding or the necessary resources to put in the Programme.”

Northern Cape

Figure 35: NSSCP implemented as planned Adult group 1

Adult group 2

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Adult participants were asked to indicate if the NSSCP is being implemented as planned.

The majority (87%) of non-government officials and government officials (73%) indicated in the affirmative (Figure 35).

Views expressed by high-level stakeholders (key personnel) in the in-depth interviews reflect the same sentiment. Despite challenges, strategic objectives are being met.

“Actually the competition is growing. It is growing at unprecedented levels, which makes it very difficult to implement, because the numbers are huge, the volumes are huge. And the demand of the [preparation] work gives it all of the challenges; but we are achieving it because we are meeting the objectives. We are seeing talented children. So the execution of the Programme is happening, despite all the challenges that exist.� SRSA: Active Nation

Adult respondents were asked to indicate any challenges they have identified regarding implementation of the Programme. The most significant challenges identified were a lack of parental support, followed by insufficient funds. Related to the latter was a perception by many that implementation of the Programme is hampered by a need for additional sport equipment, facilities, coaches and sport attire. Most believed procedures were implemented as intended and most were able to keep to the envisaged schedules.

Problems such as children being swapped at a late stage, officials who were not sure what their roles were, bad communication in terms of dates and times and secondary or Further Education Training (FET) sections that were not included in the competition proved to hamper the successful implementation of the NSSCP.

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Table; 31 Challenges regarding implementation – adult opinions

Challenge Lack of parental support Insufficient budget Insufficient sport equipment Lack of sport facilities Lack of coaches Insufficient sport attire Other

Adult group 1 Adult group 2 (non(government government officials) officials) Percentage (response = yes) 65.9 92.3 56.1 92.3 51.2 76.9 51.2 84.6 43.9 84.6 29.3 53.8 19.5 30.8

The government officials reported that the lack of parental support, insufficient budget, insufficient sport equipment, lack of sport facilities, lack of coaches and insufficient sport attire were the main challenges hampering implementation of the National School Sport Championships Programme. Non-government officials agreed with the government officials. The lack of an emergency medical team (EMT) support at school, lack of proper planning and lack of committed educators were also mentioned as the main challenges encountered. This finding is supported by information in Table 30.

In the in-depth interviews, both government officials and high level stakeholders (key personnel) were asked about the lessons learnt during implementation of the NSSCP. Lessons learnt were generally regarding acceptance that the Programme will continue to grow in size and character (become more professionally administered). This will continue to place increasing demands on existing structures and it is necessary to have knowledgesharing forums and systems to ensure that future implementation builds on past successes.

Respondents were asked to comment on the level of stakeholder support. Stakeholder support was perhaps the one area where there was not a clear majority perception of success. A significant proportion - close to half of both government and non-government officials - did not believe the Programme enjoys sufficient stakeholder support (Figure 36).

Government and non-government officials recognised that significant support exists in some areas from school governing bodies (SGBs) and teacher unions on the importance of the Programme. Some emphasised that they need additional support from these bodies and from learner representative councils.

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Some examples were mentioned of very good relationships between government and other stakeholders in some provinces. Others have expressed the hope that commitment and a good working relationship will increase significantly in future.

“We have a very cordial and good working relationship between the two departments, the Department of Sport, Arts, Culture and Recreation, as well as the Department of Basic Education. Added to that, we work very well with the school sport codes structures. We also work very well with the federations. We also have a good working relationship with the Gauteng Sports Confederation. So these are the primary partners, if I may use that word, that we have and we are able to engage with them at various level for support, primarily. And they support us. Our role is very clear as government. It is to create an enabling environment for these stakeholders to run the tournaments. They must draw fixtures, they must run the tournament and they must engage with us on their plans. And then we share. We also have regular meetings. We meet on a quarterly basis with all the stakeholders. And then we further meet with the stakeholders on a one-to-one basis and on a needs-basis.� Gauteng

High-level stakeholders believed the Programme is in need of significant additional private sector involvement. The two major investors were Nestle (Milo) and the National Lottery, but their investment was limited in scope. High-level stakeholders (key personnel) placed immense value on these partnerships. They expressed a wish that these (and similar partnerships) could be expanded across sport codes, and across needs, including, for instance, the development of teachers and the development of sport facilities (e.g. multifunctional courts). This was reportedly needed at a national level. High-level stakeholders (key personnel) also placed significant value on the involvement and support of Love- Life, which all believe play a significant and positive role.

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“We are bringing in sponsors: in this case, for us, the Lottery has come on board, and Milo, which is our biggest corporate sponsor for school sport … and then obviously we’ve had for years now Love-Life, who have been a key partner for bringing the life-skills element to the programme as well.

So all of them have actually contributed to the success of the games and refining the games over the years.” COO: SRSA

Figure 36: Is the level of stakeholder support sufficient?

Adult group 1

Adult group 2

Non-government officials (51%) and government officials (43%) stated that they received sufficient support from the relevant stakeholders; 49% of non–government officials and 58% of government officials stated that they did not get enough support from the relevant stakeholders to ensure proper implementation of the Programme. Non-government officials noted that they would like to see improved communication between the stakeholders, as well as financial support (for resources and transport); they also emphasised the need for buy-in from parents, coaches, educators, school Principals and all the participants. Governmental officials noted that the interaction between sport 84 84

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federations and schools needs to be improved, and communication between the DBE and schools should be improved. This suggests that stakeholder support is needed.

School sport manual Respondents were asked to comment on the school sport manual. All government officials were familiar with the manual except just over half of non- government officials.

Figure 37: Are non-government officials familiar with the school sport manual?

The majority (54%) of the non-government officials stated that they were familiar with the School Sport Manual. It was mentioned that: they have seen the Manual; they took it with them when they attended the courses (coaching courses and other relevant courses); and the Manual explains how games should be conducted and lists the criteria that need to be followed.

The reasons given by 46% of the non-government officials who indicated that they were not familiar with the manual were that they never saw the manual and never had it.

According to this statement, non-government officials might not follow the correct rules of the games which are included in the manual because they have not read the manual and 85 Report on the Implementation Evaluation of the NSSCP

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are not being guided by it. Notably, non-government officials are also familiar with the School Sport Manual and the manual might be considered when planning and implementing the National School Sport Championships Programme.

Adult respondents noted that although the School Sport Manual includes the rules, the rules need to be updated if they change. Manuals need to be distributed so that all educators have access to them. A suggestion was made that manuals should be available electronically and on CDs. The content may need to be explained (or presented visually) to new educators to make it more user-friendly.

Figure 38: Is the school sport manual a good guide?

Adult group 1

Adult group 2

Figure 38 shows that the majority of respondents believed that the School Sport Manual is a good guide. High-level stakeholders (key personnel) believed there is significant value in the Manual, but that it is necessary to communicate with all stakeholders early in the process, to obtain input and emotional buy-in to it. Once finalised, it is necessary to respect its authority as a definitive guide. The few respondents that indicated that the manual is not a good guide explained that it should be aligned to the policies used by the provincial departments of Sport, Arts, Culture and Recreation.

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…because next time we put it down, it should not still be open for discussion in the field of play.” Basic Education “When you have a document…which is supposed to be your Bible, you will have to workshop your stakeholders in the form of road shows so that everyone understands it. The manual was not workshopped and it should be workshopped. So maybe it’s something that we should look at through national or provincial workshops. We should maybe make it part of our capacity building, so that all our stakeholders are aware of the manual.”

Free State

Funding Figure 39: Is funding sufficient?

Adult group 1

Adult group 2

It should be noted that non-government officials responded on the issue of the budget, to indicate whether or not the budget was sufficient to carry out the National School Sport Championships Programme. The government officials responded specifically on the 87 Report on the Implementation Evaluation of the NSSCP

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conditional grant, to indicate whether or not the conditional grant was sufficient to carry out the National School Sport Championships programme.

The majority (53%) of non-government officials stated that the budget was sufficient to carry out the National School Sport Championships programme. Those who disagreed (47%) stated that the budget was not sufficient; they further stated that some qualified learners were cut from the Programme because of the budget constraints. Training sessions and sport games could not be conducted because of the budget constraints.

Just over half the non- government officials believed there was sufficient funding being allocated while 47% believed the funding was insufficient. High-level stakeholders (key personnel) as well as government officials expressed the need for additional private sector investment and a higher budget allocation, but they also believed that other factors (such as human resources issues) should be addressed to ensure that correct use is made of available funding. In Figure 39, it can be seen that, currently, funding is not sufficient to implement the NSSCP.

“You can’t throw in money in a vacuum - it’s going to vanish. You can’t throw money in a structure that is not functional - it’s going to vanish. So before you even talk about the budget and all those other things, you must talk about strong, effective structures, as well as strong as well as strong collaborations between SRSA and DBE.” Department of Basic Education “The conditional grant is currently the best and only grant we have that supports this Programme … The only challenge with the conditional grant, is that it is a grant and it does come to an end. So you cannot rely on a thirty-year strategy, or a twenty-year strategy; with a grant you do not know when it will be stopped. So the most important thing is that provincial departments, through their legislators, through their MEC’s and through their HOD’s, need to make a proper case for sport, so that those legislators can see value in giving voted funds and budget that is sufficient

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to sustain these competitions in each of the provinces.” SRSA-Active Nation

Monitoring Respondents were asked if the NSSCP is being monitored and the majority believed that it is. High level stakeholders (key figures) believed there is a very good monitoring system in place but that resources are necessary to implement it. Key personnel asserted that it should be a shared responsibility between SRSA and DBE.

“Starting from government departments, we have that responsibility. We cannot run away from monitoring the Programme as government departments … both of us, the Department of Education and the Department of Sport and Recreation, should monitor the Programme and share notes.” Department of Basic Education “The monitoring also is short staffed. Being such a huge Programme, let me give an example of one. We do have a monitoring and evaluation unit, which has got one head and three data collectors; they don’t actually even monitor and evaluate, they just assist to collect data, which means we’ve got one person who is doing the monitoring and evaluation and three other people that are assisting just to collect the data. So the monitoring is running short because of the human resources.” Mpumalanga

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Figure 40: Is the NSSCP being monitored?

Adult group 1

Adult group 2

The majority (84%) of the non-government officials and government officials (60%) stated that the National School Sport Championships Programme was monitored. It was explained that the monitoring was done by government officials. The progress made with the Programme by SRSA was measured by using two indicators namely; the number of close-out reports, with an annual target of one (1); the number of participants in school sport programmes, with an annual target of 12 000. The close-out report was compiled.

The annual target was12 000 participants, and 10 685 participants participated in the National School Sport Championship tournament during the 2015/16 financial year.

Monthly and quarterly reports were compiled.

However there was a comment that monitoring should further take place at all school sport levels and not only at the national level. Few that disagreed indicated that monitoring was not done on regular basis.

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5.2.10 SUGGESTIONS FOR IMPROVEMENT A: LEARNERS’ OPINIONS Table 32: How can the tournament be planned better? – Learner opinions Suggestion Hold it in different provinces More talent scouts should attend Better timing More opportunities to qualify Compete against better competitors Better information Other

Percentage 44.7 40.4 36.5 26.6 26.3 19.5 6.9

Note: learners could choose more than one option

Learners

were

given

an

opportunity

to

express

their

views

on

how

the

championship/tournament could be planned better and they could select more than one option. “Hold in different provinces” (44.7%) and “attendance of more talent scouts” (40.4%) had more or less equal representation of close to half. “Better timing”(36.5%), “more opportunities to qualify” (26.6%) and “competition against better competitors” (26.3%) had more or less equal representation of below 40%. “Better information” (19.5%) was also cited as one of the suggestions to improve better planning of the National School Sport Championships Programme. “Better timing” means the championship should not (for example), take place during examination periods.

According to this table, the NSSCP would be implemented better if it was held in different provinces and more talent scouts attended. It should also take place at a better time, i.e. not during the examination periods.

The “other” suggestions covered the issues of safety, better coaches and more training camps to take place.

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Table 33: Suggestions to improve the NSSCP Suggestion

Enough practice Provision of sport equipment Good coaches Availability of sport facilities More competition exposure Transport Funds/money Other

Percentage 53.7 39.7 39.5 34.6 31.9 20.9 20.3 3.6

Note: learners could choose more than one option

‘Other’ included the following:

Comment Safety Better information Better coaches (also no favouritism of players by coaches) None More camps More exposure to women’s football Fitting day for provincial attire Quality of the food

Frequency 2 2 2 2 1 1 1 1

Learners were asked to indicate what would improve the NSSCP and they could select more than one option. “Enough practice” (53.7%) had a representation of just above half followed by “provision of sport equipment” (39.7%), “good coaches” (39.5%), “availability of sport facilities” (34.6%) and “more competitions exposure” (31.9%) with more or less equal representation of below 40%. Transport and funds were also cited with just above 20% representation.

The other category emphasised the importance of safety, better information, better coaches, more exposure to women’s football, sport attire and quality food.

According to the findings, resources are needed to enable proper implementation of the Programme and this should be addressed by the planners of the tournaments.

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Table 34: Effective facilitation in schools – learner opinions Suggestion School sport leagues Effective Wednesday sport day More competitions in same school More qualified coaches Other

Percentage 55.2 42.1 34.6 31.0 4.8

Note: learners could choose more than one option

Learners were given an opportunity to indicate how NSSCP should be effectively facilitated in schools and they could select more than one option. “School sport leagues” had the highest representation of 55.2%, followed by “effective Wednesday sport day” with a representation of 42.1%. “More competit ions in same school” and “more qualified coaches” had more or less equal representation of below 35%. The above mentioned suggestions could enable the implementation of the championship, according to the learners.

The "Other" option included the following comments from the learners: i) Equipment and facilities (4 learners) ii) School rules strict – no sports days (2 learners) iii) More funding iv) Communication between the province and the schools v) Outside coaches with more knowledge of the sport would increase interest vi) Teachers need to reach out more vii) Allow us to compete at school viii) To have us play where more people can see us perform ix) Focus more on the players already playing, using them to attract others by rewarding them more Learners were also asked what they thought could make the whole Programme a better experience for school children. The question was interpreted in different ways by learners: some answered in relation to the school sport programme and development in general, while others referred specifically to the national championship event. Table 35 presents the different themes that emerged along with the frequency of mentions.

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Table 35: Suggestions on how to make the NSSCP a better experience for learners Theme Logistics (event-related): accommodation, food, transport, play at big stadiums, better timing, better planning/structuring, Entertainment (event-related): more outings, fun, activities, sight seeing, socialising Celebrities/scouts/famous players: present at events/practice; give talks; part of selection process.

Incentives: sponsors, bursaries, being on TV, outfits, awards, gifts More opportunities: more kids to join, more exposure to sport, more sporting codes involved; information, time to rest, better information, Encouragement: from school, parents, peers, spectators Practice/training time: more Facilities and equipment: more, better, as promised Coaches: more, better qualified Referees: good; no favouritism Games/matches: more, against better teams Peer-learning: teach other players

Frequency 69 57 39 24 22 21 20 20 14 12 12 2

Two themes emerged: Logistics (event-related): accommodation, food, transport, play at big stadiums, and better timing was repeated many times; Entertainment (eventrelated) - more outings, fun, activities, sight-seeing, socializing (69 and 57 frequencies respectively). It means according to the learners, event related logistics and event related entertainment are very important aspects to making the National School Sport Championships Programme a better experience for the school children. They want to be accommodated in a nice residential place, eat nice food, have enough transport and compete in big stadia. They also like to be entertained and see the tournament as entertainment where they socialize and also meet people who are important to them.

B: ADULTS’ OPINIONS Table 36: Solutions to identified problems Suggestion Parental support Sufficient budget Availability of sport facilities Provision of sport equipment More coaches Provision of sport attire Other

Adult group 1 Adult group 2 Percentage (response = Yes) 68.3 92.3 61.0 92.3 58.5 84.6 58.5 84.6 51.2 84.6 41.5 61.5 17.1 30.8

Note: respondents could choose more than one option

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Adult respondents were given an opportunity to state solutions to the identified problems to ensure that the NSSCP is well implemented and they could select more than one option.

“Parental support”, “sufficient budget”, “availability of sport facilities”, “provision of sport equipment” and “more coaches” had a representation of more than half by both groups.

Sport attire was also regarded by both groups as a significant enabler to improve participation in the championships (41.5%) and (61.5%).

The government officials were much higher than the non-government officials in support of all suggestions listed. This finding is consistent with that in Table 29. It is possible that government officials had a better understanding of the Programme and its benefits, as they had more exposure to the School Sport Manual.

The information in the Table 36 also shows that “support” in the form of parents, funds, sport facilities, sport equipment, attire and coaches is needed to enable good implementation of the Programme.

The other responses are reflected in Table 37 below.

Table 37: Other solutions to identified challenges Provincial officials should always be available to manage sport related problems We need more experienced coaches not some lazy teachers who want to go on holiday Entrust the federation and school sport code to jointly plan, budget and manage. School teachers must coach as part of their key responsibilities at school. Train and educate more coaches/teachers Teachers need coaching in the specific sport codes Programme to help teachers grow for the best of the team Plan properly School visits and monitoring tools used

Adult respondents were asked how the NSSCP can effectively be facilitated in schools.

Similar to the learners, adult respondents believed that school sport leagues, skilled and committed coaches and improved integrated planning are keys to the effective facilitation of NSSCP in schools.

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Table 38: Effective facilitation in schools - adults’ opinions Suggestion School sport leagues More qualified coaches More competitions in same school Effective Wednesday sport days Other

Adult group 1 Adult group 2 Percentage (response = yes) 70.7 92.3 63.4 69.2 56.1 76.9 51.2 92.3 19.5 7.7

Note: respondents could choose more than one option

Adult respondents were given an opportunity to express their views on how the NSSCP should be effectively facilitated in schools and they could select more than one option.

“School sport leagues” had the highest representation of more than 70%, followed by “more qualified coaches,” “more competitions in same school” and “effective Wednesday sport days,” with representation of above 50%.

According to the adults, school sport leagues, more qualified coaches, more competitions in the same school, and effective Wednesday sport days could contribute towards the effective facilitation of the National School Sport Championships Programme in schools. It was also mentioned that coaches should be involved during the selection process, as they work with the school sport codes. People interested in school sport should be developed and monitored regularly. It was reported that there should be a school sport workshop for the school principals.

Respondents were asked to give any other suggestions to improve the quality of the NSSCP. 5.2.11 OTHER SUGGESTIONS TO IMPROVE QUALITY High-level stakeholder's main suggestions were around decentralisation to make the tournament smaller and more manageable. Suggestions included annual rotation – winter sport one year and summer codes the next - or simply separating the summer and winter codes, so that is a smaller event.

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there. Also if we’re travelling by bus from Cape Town to Gauteng, we’re looking at 24 busses, so there is a danger on the road, because there are just too many busses. The risks are much higher. So when you are working in such large numbers, it causes complications. We need to break it down into smaller numbers.” Western Cape

High-level stakeholders agreed that significant improvement has been made over the years and that successes should be celebrated.

“The tournament was much better now than it was three years ago.”

Western Cape There is great commitment from everyone and we deliver [a] good quality event.” COO SRSA

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CHAPTER SIX: CONCLUSIONS AND RECOMMENDATIONS 6.1 INTRODUCTION Conclusions and recommendations were made based on the objectives of the implementation evaluation of the National School Sport Championships including the findings and data analysis of the survey.

6.2 OBJECTIVES OF IMPLEMENTATION EVALUATION OF NSSCP The objectives of the implementation evaluation were as follows: 1. How well is the National School Sport Championships Programme implemented?

2. Is the Programme implemented as planned?

3. To what extent is the Programme reaching the intended beneficiaries?

4. To what extent are the intended outcomes of the Programme being achieved?

5. What are the operational constraints to implementing the Programme and how can they be addressed?

6.2.1 How well is the Programme being implemented, is it implemented as planned, to what extent is the Programme reaching the intended beneficiaries and are the intended outcomes of the Programme being reached?

The discussion here addresses the above mentioned objectives 1, 2, 3 and 4.

The Programme was found to be implemented as planned. The School Sport Manual was used to implement the Programme. The learners participated in the following priority sporting codes as per the School Sport Manual and the MoU: athletics, netball, basketball, chess, cricket, football, goalball, gymnastics, hockey, netball, rugby, table tennis, tennis, volleyball, swimming and softball. Football was found to be the most popular sporting code. This was also supported by AmandlaEdufootball, Newsletter (2015). The Programme is based on multiple levels of school sport competitions, from the intra-school sport level to the national level.

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The Programme was welcomed by the learners and adults including the key personnel, as it was regarded as important, relevant and beneficial to the learners. It caters for all learners irrespective of race, gender, disability or geographical location. The Provinces award the winners with incentives differently and there is no uniformity. The majority of learners who participated in the Programme were at the age of high school level. The individual learner who performs well at the national school sport level receives the ministerial bursary.

The majority of the learners who participated in the survey were Africans and this might be because Africans are the majority group in South Africa or because Africans like sport. A sense of team spirit was cultivated as a result of participating in the school sport competitions. Learners were able to make new friends. They started to enjoy school sport and school lessons became attracted to them. They enjoy a healthy lifestyle. The Programme is contributing towards social cohesion and an active nation.

6.2.2 Operational constraints/challenges The following challenges were mentioned: a) The intra-school sport competition is not implemented since DBE did not introduce it. b) Few primary schools are involved in the Programme. c) Not all schools are aware of this Programme. d) Registration and accreditation is not done at the lower levels of school sport competitions but it is happening at the national level. e) The school principals are not supporting the Programme. f) Non-involvement of the federations at the planning phase of the Programme. g) Lack of parental support at various levels of school sport competitions. h) Learners being swapped at a later stage. i) Lack of sport facilities. j) Lack of sport equipment. k) Lack of sport attire. l) Lack of good and qualified coaches. m) Unavailability of Physical Education as a subject in schools.

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n) Lack of enough time to practice. o) There is an element of cheating at an administrative level, which impedes proper implementation of the Programme. For example: there are learners/athletes who might be talented, but they are left out deliberately during the selection process by officials and favoured athletes are given opportunities to participate in competitions; there are learners whose age may be falsified and they participate in the wrong division. p) Insufficient funds especially at a lower level of school sport competition. q) Provinces use their discretion, for example when awarding the winners with incentives, because no norms and standards have been established. r) The School Sport Manual is not yet known to all relevant stakeholders.

6.3 EVALUATION CRITERIA Relevance: Relevance refers to the Programme meeting the needs of the beneficiaries. It was found that the Programme caters for all learners irrespective of race, gender, disability and geographical location. It encourages mass participation with the intention of developing the learners, hence talent identification. Talented learners received incentives that made them happy. They felt like champions and the incentives boosted their self-confidence and motivated them to work harder with regard to sport activities. Talented individuals who performed well at the national level received a ministerial bursary.

Talented learners are further developed and this can give them the opportunity to compete internationally. This contributes to skills development, which is outcome 5 of the government's delivery agreement. Continuous participation in all school sport competitions helps learners to develop a sense of healthy lifestyle, which contributes to outcome 2 of the government's delivery agreement. Healthy learners contribute towards active nation which contributes towards outcome 14 of the government's delivery agreement. Through continuous participation, learners were able to develop new friends; team spirit was cultivated which helped learners accept diversity within the team. This contributed to a greater sense of social cohesion and nation building. It was also mentioned that the learner's self-confidence was boosted through this 100 100

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Programme. Learners were able to grow in the field of sport. Participation by learners in school sport competitions helped the learners to enjoy school sports. The enjoyment developed interest which made them attend school more frequently thus improving their academic performance. This contributed towards outcome 1 of government delivery agreement.

Effectiveness: This is a measure of the extent to which the Programme meets its objectives. The objectives were: 

To allow learners to participate in the school sport leagues that will culminate into National School Sport Championships Programme.



To allow all learners irrespective of gender, disability, race, location to take part in school sport and recreation activities.



To identify talent and develop it by awarding the talented learners with the ministerial bursary.



To encourage active participation, this will lead to active nation.



To prepare learners to take part nationally and to improve their chances to participate internationally.



To contribute towards social cohesion.

The above mentioned objectives were achieved. The Programme does encourage mass participation. School sport competitions took place, even though the intra-school sport level is not effective. The Programme made a difference and reached the intended beneficiaries by included every learner irrespective of race, gender, disability and geographical location to participate in school sport. This inclusive participation made the learners develop a sense of team spirit and accept diversity within teams; it also contributed to a greater sense of social cohesion. Incentives - in the form of trophies/medals and a ministerial bursary - were awarded to the best performing learners and teams.

The learners viewed sport as a tool that gives them an opportunity to socialize, travel, keep them away from drugs, keep them busy, develop sport skills and see themselves competing at the Olympics and internationally. This was supported by the adult groups: they stated that the Programme is important because learners are developing through 101 Report on the Implementation Evaluation of the NSSCP

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sport, sport gives learners an opportunity to participate in sport, the learners talent are identified and the learners have the opportunity to compete internationally.

Participation by learners in the multiple levels of competitions helped learners to develop a sense of team spirit contributed to the improving sporting skills and boosted learners confidence and academic improvement. It also contributed to healthy lifestyle.

Efficiency: The conditional grant was found to be the main financial source of funding that enabled implementation of the Programme. The National School Sport Championships Programme relies on conditional grant money.

Sustainability: Based on the Theory of Change, sustainability would be: the extent to which learners remain active and open to diversity; sustained performance of international sports teams; academic performance. Based on the findings and the theory of change, learners shall be sustained and remain active and open to diversity as well as sustained performance international sports teams and academic performance.

Impact: The Programme is contributing to social cohesion and the nation's activity.

6.4 RECOMMENDATIONS The following recommendations are made based on the findings: 6.4.1 Planning a)

There must be a review of the current implementation of the Schools Sport Strategy as well as structures that are implementing the Programme from local to national level.

b)

Improved collaboration between SRSA and DBE is needed especially at Provincial, District and Local level as the articulation of the National Strategy and the roll out plan is not implemented consistently across Provinces.

c)

DBE must fund and monitor the implementation at the intra-school sport competitions up to circuit level. DBE must also ensure that the implementation is done in a uniform manner across all provinces and schools involved as it is the basis of mass participation.

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d)

Intra -school and inter-school sports leagues should be planned and implemented across all provinces with DBE leading to ensure implementation by the Provincial DBE.

e)

Intra-school sport competitions should be captured in the APP of the Department of Basic Education (DBE) as well as in the Provincial DBE's APP.

f)

Awareness campaign should be conducted so that all schools are given the opportunity to be involved in the National School Sport Championships Programme.

g)

The National School Sport Championships Programme should continue, however it should be held in seasons, planned for a short duration (for example, two days) and at the right time (for example, not during examination periods).

h)

Proper planning of fixtures should be done at least six months in advance and it should be communicated and allow enough time for eliminations that culminate to the National Championship.

i)

School sport codes and Federations should work together during planning of fixtures.

j)

All sport codes should be included in planning to avoid clashes later on.

k)

National and Provincial structures should enforce compulsory fixtures, set by Circuit committees.

6.4.2 Implementation and Responsibilities a)

School sport competition at intra-school sport level upto circuit level should be the responsibility of DBE as expressed in the MoU signed in November 2011.

b)

School sport competitions - at district to national level - should be the responsibility of SRSA, as expressed in the MoU signed in November 2011.

c)

More learners should be encouraged by schools (Principals) to participate in other prioritised sporting codes so that ultimately, talent can be unearthed in other sporting codes.

d)

National Federations should assist with the delivery of the tournaments and they must be fully involved local to national level with the coordination of sport programmes, capacity building and coach education.

e)

National Federations should be involved in the training of educators, coaches and referees as it is the only way to grow sport school sport.

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f)

CATHSSETA should continue to serve as the quality assurance body for all training and quality assurance of sport and recreation skills and education programmes as there are very few Accredited Service Providers that can deliver approved and quality assured training in the sport sector.

g)

“Love-Life� should continue to serve as implementing partner and train youth including learners on life skill related matters.

h)

National Federation, School Sport Code structures, DBE and SRSA should ensure that structure of the tournament as defined in the National School Sport Manual is adhered to.

i)

Talent identification must be conducted from district, provincial and national level, where identified learners must be supported by the respective National Federations and Provincial Academies.

6.4.3 Stakeholder support a)

The school sport unit within SRSA should ensure that the current support from all stakeholders including: parents, educators, school Principals, federations, qualified coaches, school sport structures, school unions, learners and government is well coordinated and integrated.

6.4.4 Resources a)

SRSA should continue to fund provinces with the conditional grant to enable the National School Sport Championships Programme to happen.

b)

DBE should fund school sport competitions from the intra-school to circuit level.

c)

DBE should ensure that adequate sport facilities in schools are built, maintained and managed. DBE must re-consider their norms and standards for the building of sports facilities so that it includes multi -purpose courts that cater for other codes other than football and netball.

d)

SRSA should ensure that enough sport attire is available to the participants from district school sport competitions to national level.

e)

DBE should ensure that enough sport equipment is available to the athletes from intra-school level to the circuit level. All other partners should be brought on board as the demand far outweighs the supply.

f)

DBE should ensure that athletes get enough time for practice.

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g)

DBE should ensure that Physical Education becomes a stand alone -subject in the curriculum.

h)

Coaching skills is an area that needs to be investigated in order to determine the gaps and where the most urgent training needs are.

i)

Training camps and educator capacitation sessions should be held before national tournament takes place.

j)

A compulsory sports day should be introduced in all schools.

6.4.5 Registration system and other logistics a)

Registration, verification and accreditation which should be implemented from the lower levels of school sport competitions, should be done more productively, in advance to avoid delays, and disturbance of the competitions.

b)

A good system should be put in place that will verify learners, coaches and managers starting at intra-school sport level in order to minimise cheating and favouritism in selecting learners for tournaments.

c)

Learners should submit all their necessary documents early in the year, in order to facilitate selection of appropriate participants for each sporting code.

d)

Attention should be given to the residences used learners during the tournaments.

For example rooms should be kept clean.

e)

Attention should also be given to how food is prepared and the type of food given to learners at the residences to avoid health risks for learners.

6.4.6 Incentives a)

Professional photographers who are always present at National Championship tournaments taking players photos should also do so at provincial tournaments.

Photos should be published in DBE's website.

6.4.7

Monitoring

a)

DBE should conduct monitoring of school sport competitions from intra-school sport to the circuit level. This should include monitoring schools to check if fixtures are implemented as planned.

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b)

DBE should monitor all activities of school sport competitions taking place from the district to the national levels. This should include monitoring schools to check if the fixtures are implemented as planned.

c)

Debriefing by SRSA should be continued to be held afterwards to receive feedback on the successes, challenges and proposed solutions of the National School Sport Championships Programme.

6.4.8 Policies and Norms and standards a)

School Sport Manual should be made accessible, read and adhered to by all relevant stakeholders.

b)

Norms and standards should be developed to standardise and bring about uniformity across provinces regarding the implementation of the Programme.

For example, currently different incentives are awarded differently by provinces.

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REFERENCES Amandla Edufootball Newsletter, 2015, South Africa, Cape Town Annual Performance Plan: 2015/16, SRSA, Pretoria.

Ban Ki Moon, the United Nations Secretary General: Right to Play, 2016, United Nations.

Coaching in Schools Primary Policy: 2015, UK-England.

Commonwealth Secretariat, Article, 2016 April: Role of sport in sustainable development.

German Federal Government: Sport for development, Article, 2014.

Government Policy: Sports Participation: 2015, UK-England.

Healthy Active Kids South Africa: Academic Report Card: 2014, Sports Science.

Johann O lav Koss (2000), Right to Play programme, Canada.

Khandker, S.R.; Koolwal, G.B & Samad, H.A. 2009. Handbook on Impact Evaluation: Quantitative Methods and Practices.

Keyton, J. 2011. Communication Research: Asking Questions, Finding Answers. 3rd Edition. New York: McGraw-Hill.

Memorundum of Understanding between Department of Basic Education and Sport and Recreation South Africa: 2011, Pretoria.

National Evaluation Policy Framework (DPME), 2011, Pretoria.

National Sport and Recreation Plan: 2011, SRSA, Pretoria.

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National Treasury, 2010. Framework for Strategic Plans and Annual Performance Plans.

National Treasury, 2007: Framework for Managing Programme Performance Information, GWM&E. Saunders, M., Lewis, P. & Thornhill, A. 2007. Research Methods for Business Students.

4th Edition. Essex, UK: Prentice Hall.

School Sport Policy: Walkerville Primary School: 2014, Australia.

South African National School Sport Championship Manual: 2014, Pretoria.

SASCOC: 2010, South African Coaching Framework, Johannesburg.

SuperSport, Let's Play Programme, 2014, Benoni.

The DAC Principles for Evaluation of Development Assistance, OECD, 1991).

Thuto Newslatter, Volume 75, 2016, Department of Basic Education, Pretoria.

Wittingdale J, Crouch T & Timpson E: 2010-2015: Government Policy: Sport Participation: Department for Culture, Media & Sport, UK.

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APPENDIXES

APPENDIX A: LITERATURE REVIEW Abbreviation and Acronyms AP

Appeals Committee

APP

Annual Performance Plan

DBE

Department of Basic Education

LOC

Local Organising Committee

LOCSTC

Local Organising Committee Sport Technical Committee

MINMEC

Ministers and Members of Executive Council

MDGs

Millennium Development Goals

NOC

National Organising Committee

NSRP

National Sport and Recreation Plan

JNTT

Joint National Task Team

PJTT

Provincial Joint Task Team

SAPSASA

South Australian Primary Schools Amateur Sports Association

SAIDS

South African Institute for Drugs Free Sport

SASCOC

South African Sport Confederation and Olympic Committee

SRSA

Sport and Recreation South Africa

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2.1 INTRODUCTION This chapter discusses literature review in as far as the evaluation of the National School Sport Championships Programme is concerned.

2.2 SCHOOL SPORT FOR DEVELOPMENT According to German Federal Government: Sport for development, Article, (2014: 3), Sport for Social Development is a method of bringing about social change through the use of sports. Sport refers to the physical activity and development refers to any individual, health, social, and economic benefit. Sport is used as a tool for peace and development and as a tool to reach personal and community goals.

German Federal Government: Sport for development, Article, (2014: 3), further indicates that Sport can make a major contribution to promoting and educating children as it teaches them about fairness and tolerance, boosts their self-esteem and self-confidence, and develops their ability to take on responsibility. But sport is not just about encouraging children and young people to take physical exercise; it is also about their education – which is why the German Federal Government is promoting Sport for Development, which it sees as an important way to achieve the international Millennium Development Goals (MDGs). Sport for Development also crosscuts with initiatives in health promotion, prevention of violence, hygiene, gender equality, social inclusion and even environmental topics.

The Commonwealth Secretariat works with its 53 member countries to develop policies and frameworks that link sport to outcomes in areas such as health, education, gender equality and social cohesion. This statement supports the intended outcomes and impact of the National School Sport Championships Programme such as healthy lifestyle and social cohesion respectively. Commonwealth governments have consistently recognised the potential for sport to be employed as a catalyst for human and social development and to promote respect and understanding. (Commonwealth secretariat, 2016: 1).

“Sport has the power to change the world. It has the power to unite in a way that little else does. It speaks to youth in a language they understand. Sport can create hope where once there was only despair. It is more powerful than governments in breaking down racial barriers. It laughs in the face of all types of discrimination” This is the statement from the late and former Southern African president, Mr Nelson Mandela. Since sport is so 110 110

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important, then sport in schools will also serve the same purpose mentioned by the late Mr Mandela.

"Sport encourages personal growth, is a major force in eliminating gender barriers and can build bridges across lines that might otherwise divide," explained Ban Ki Moon, the United Nations Secretary General in a message to the press 2016. Ban K Moon further explained that sports, games and activities create a safe arena for children to meet and interact.

Something as simple as a game of soccer creates common ground and a sense of equality, levelling the playing field by breaking down social barriers, promoting teamwork and creating acceptance around differences like gender, race and religion It helps children put their differences behind them. It enables boys and girls to play together. Most importantly, it provides the opportunity to teach new behaviours. This statement is in line with the Theory of Change of the National School Sport Championships Programme which talks about team spirit being developed when the learners participate in school sport and play together.

Johann O lav Koss (2000) is the founder of "Right To Play" programme which is a global organization, using the transformative power of play to educate and empower children and youth. Through playing sports and games, “Right To Play” teaches children essential life skills that help them overcome the effects of poverty, conflict and disease so that they can create better futures and drive lasting social change in their communities and beyond.

This programme also includes the training of community leaders as coaches to deliver its programmes in countries affected by war, poverty, and disease in Africa, Asia, the Middle East and South America. This model could be replicated in South Africa and has interesting learning that should be reviewed for implementation in this context.

There is a programme namely; “Active Education-Kids in Action” in Benoni-South Africa which focuses on physical education for children from the age of three to seven years. The programme exposes children to ball skills and movement in addition to life skills such as courage, confidence, positive thinking and goal setting (SuperSport, Let's Play Programme, 2014: 3). This shows that it is important to start involving and developing the child about sport activities at a young age so that talent can be unearthed, identified and developed at the right time.

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On the other hand, according to School sport Policy of Walkerville Primary School: (2014: 1) in terms of age requirements, children will not be permitted to commence competitive sport until the year that the child turns 8 years old. Exemptions may be approved by the Sports Coordinator in special circumstances. This is in contrary to the “SuperSport, Let's Play” Programme which encourages very young children from the age of 3 years, to be involved in sport activities.

“AmandlaEdufootball” is an international Non-Profit Organisation based in South Africa and Germany which supports the power of football as a tool that contributes towards crime reduction, and improves academic results of the learners.

According to “AmandlaEdufootball” sport also makes learners realise their potential. The aim of all its activities is to tackle social inequality through the innovative fusion of education and football. Using the power of football AMANDLA creates safe-hubs of development and learning for disadvantaged young people. The organisation's holistic football-based programme model stimulates and encourages young people to strive for a better future. (AmandlaEdufootball, Newsletter, 2015).

Healthy Active Kids South Africa (2014: 9-23) is an Academic Report which encourages children to take part in sport and to eat healthy food. That will improve their healthy lifestyle. It promotes Physical Education.

Sport England invests money in facilities, schemes and training programmes that make it easier for more people to play sport and develop their talent (Government Policy: Sports Participation: 2015, 1). This shows that sport facilities, just like Physical Education are the basic requirements for the learners to acquire sport related skills.

Playing school sport helps to keep people healthy, having a beneficial effect at a community level. Playing sport at school or in a local club is also the first step to competition at the highest level, which helps improve the country's reputation as a sporting nation, and contributes to economic growth (Government Policy: Sports Participation: 2015, 1 and Wittingdale J, Crouch T & Timpson E: 2015: 2). According to the School sport Policy of Walkerville Primary School, Department of Education and Children services in Australia:(2014: 1), school sport is an opportunity for children to enjoy and benefit from participation in school sport to enable them to develop skills, self-esteem, fun, fitness and friendships. This is supported by School sport Policy of Walkerville Primary School, Department of Education and Children services in Australia: (2014: 2), which stated that 112 112

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parents should ensure sport, become attractive to the children and begin enjoying it.

Furthermore, since school sport is an after-hours activity, therefore the ultimate duty of care lies with the parent.

According to Government Policy: Sports Participation: 2015, 1 and Wittingdale J, Crouch T & Timpson E: (2015: 2), when people leave school they often stop playing sports, which means people can't fulfil their sporting potential, and can lead to a less healthy lifestyle. It is important to get more people playing sport safely from a young age, and to be helped to keep playing sport throughout their life, no matter what their economic or social background might look like.

Investing in children increases a nation's capacity to compete and grow in a global economy (SRSA and DBE, 2011: 1). Early exposure of children to diverse healthy physical activities is of critical importance for the country (Wittingdale, et al, 2015: 2).

Walkerville Primary School provides a range of activities for children to participate in and relies on adult volunteers from the school community to coach, manage and support teams. Without the commitment of volunteers the children would not be able to play sport (Wittingdale, et al, 2015: 2).

The above mentioned School Sports Policy outlines the opportunities, responsibilities and commitment required by players, parents, officials and spectators. It is a condition that all children and adults agree to abide by this policy when participating or assisting school sport teams.

The key objectives of School sport Policy of Walkerville Primary School: (2014: 1) are as follows: •To provide a safe, healthy and friendly sporting environment that encourages personal achievement and develops self-esteem and confidence.

•To improve personal fitness and develop games skills.

•To enable children to participate in sport, regardless of ability, within age restrictions.

•To encourage cooperation through the development of team skills.

•To provide the opportunity to learn appropriate sporting rules.

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2.3 BACKGROUND ABOUT THE NATIONAL SCHOOL SPORT CHAMPIONSHIPS PROGRAMME The National Schools Sport Championships is a programme that falls within Schools Sport Directorate and within Active Nation Chief Directorate, previously known as Mass Participation Programme. It allows all learners especially those that were disadvantaged to take part in school sport activities in order to encourage active nation.

SRSA through “Active Nation Chief Directorate� organises a National School Sport Championships within which provincial representation (primary and secondary schools) teams in 16 priority Sporting Codes and Indigenous Games, compete against each other.

The 16 priority Codes are listed as follows: Athletics, Basketball, Chess, Cricket, Football, Goalball, Gymnastics, Hockey, Netball, Rugby, Table Tennis, Tennis, Volley Ball, Swimming, Softball and Boxing. Boxing is not yet rolled out in schools.

Indigenous Games consist of Morabaraba, Juskei, Khokho and Kgati. Dibeke, Diketo, DrieStokkies, Lintonga, and Ncuva are not yet rolled out in the school sport programme.

The National School Sport Championships Programme encourages every learner irrespective of race, gender, disability, to participate in sports and recreation activities in schools. (South African School Sport Manual: 2014, 25-105).

School Sport Championships Programme promotes school sport as a flagship programme of SRSA. This Programme emanates from the school leagues. The school sport league is a competitive programme where each school registers its school team to participate in the leagues' six competition levels [i.e., (1) Intra-school level, (2) Inter-school level, (3) Circuit level), (4) District level, (5) Provincial level & (6) National level]. It is the responsibility of DBE to deliver on Intra-school, Inter-school and Circuit levels.

2.3.1The objectives of the programme are: 1. To allow learners to participate in the school sport leagues that will culminate into the National School Sport Championships.

2. To allow all learners especially from disadvantaged areas irrespective of gender, disability, race, geographical location to take part in school sport and recreation 114 114

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activities in order to contribute towards nation building and social cohesion and further to instil pride amongst learners .

3. To unearth talent athletes and further develop them through talent identification programmes and sport bursary programmes such as the Ministerial Sports Bursary per learner for five years.

4. To encourage active participation, this will lead to active nation.

5. To ensure that there are effective implementation tools to address sport needs in the country.

6. To impart capacity to educators and volunteers as organisers, technical officials, sport event managers, coaches, managers, etc.

7. To prepare learners to take part nationally and to improve their chances to participate internationally.

SRSA works in close cooperation with the DBE to ensure that sport programmes are offered to school children in an effort to encourage life long participation in sport. SRSA facilitates the establishment and operation of a national school sport governance and coordinating structure, financially contribute towards hosting national school sport competitions, build the capacity of school sport volunteers, financially support participation in international school sport competitions and monitor and evaluate the delivery of school sport in South Africa (SRSA and DBE MoU (2011: 2)).

The South African School Sport National Championship are presented to producing future world-class sports stars, and as a programme that is set to revive the fading sporting spirit and culture among young people. It is through these championships that aspiring school learners of South Africa from all nine political provinces are afforded an opportunity to participate in a multi-coded event and to showcase their talent and sporting skills (SRSA, South African National Schools Sport National Championship Manual, 2014:6).

2.3.2 Organisation of the championships The organization of the South African School Sport National Championship is awarded by the SRSA through Joint National Task Team (JNTT) also known as the National Organising Committee to the host province and city. The JNTT is responsible for the technical, material preparation, the organization of all sporting and cultural events on the programme of the championship. It also takes full responsibility of coordination for accommodation, meals, refreshments, facilities, equipment and all other related functions 115 Report on the Implementation Evaluation of the NSSCP

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for athletes, coaches, managers and officials during the championship. This is done in accordance with accreditation information. (SRSA, South African National Schools Sport National Championship Manual, 2014:7).

The spirit of the Olympic Charter governs the organization of the National School Sport Championships. According to SRSA, South African National Schools Sport National Championship Manual, (2014:8), the Appeals Committee convenes to review the notice of appeal and reason for the appeal and decide if there are sufficient grounds for an appeal.

Competitions in the South African Schools Sport National Championship are organized pursuant to the rules of the International Sports Federations and National Federation concerned. National School Sport Code Committee in partnership with their Provincial counterparts appoint the Technical Officials for the Championship. They appoint a Championship Competition Committee of not more than five (5) members who will be responsible for event scheduling, results system, competition protocol and procedures, facility requirements, equipment requirements, final facility inspection and signing off and sign-off of provincial standings (SRSA, South African National Schools Sport National Championship Manual, 2014:9).

An individual and team events are organized. (SRSA, South African National Schools Sport National Championship Manual, 2014:10).

2.3.3 Composition and selection of provincial teams The guideline for acceptable team composition and individual code representation is 50% participants from the historically disadvantaged sector (blacks).

This guideline is

applicable to athletes, coaches and team management. In addition, team management has a fair representation of women and people with disabilities. The names of the selected teams are communicated to the Organizing Committee of the South African School Sport National Championship ten (10) weeks prior to the commencement of the Games. (SRSA, South African National Schools School Sport National Championship Manual, 2014:10): Each provincial team is selected at the competition agreed upon at the Provincial Forum.

The selection process starts at the lowest level possible i.e. Community, Circuit, Cluster, 116 116

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Region, District land Provincial level. Each province presents one team per sport code.

The Provincial Forum becomes a consultation and coordinating body comprising of all relevant stakeholders and establishes a Team Selection Committee as listed in the Technical Rules and Regulations. The Provincial Joint Task Team (PJTT) is responsible for the overall coordination, management and delivery of the team and avails all the necessary resources and support for the selection, preparation and delivery of the teams.

The official Provincial colours are worn. (SRSA, South African National Schools Sport National Championship Manual, 2014:12).

2.3.4 Selection of coaches and code managers The Provincial School Sport Code structure in consultation with the Provincial Sport Federation appoints a Provincial Team Coach to lead the Province Team and code managers who are trained and expected to take charge of the team management. (SRSA, South African National Schools School Sport National Championship Manual, 2014:13).

2.3.4 Engagement of principles All the provinces have through JNTT and MINMEC committed to participate in the South African School Sport national Championship. Entry by Code is the confirmation by a province to participate in a given sport event/s and should reach the JNTT on time. Final entry by name becomes the confirmation by the province to participate in a given sport accompanied by the final list with names of the competitors in the various events of the sport concerned. No new entry or any alternation shall be considered once the final entry has been deposited, unless case of illness or injury which must be qualified/supported by the medical certificate (SRSA, South African National Schools Sport National Championship Manual, 2014:13).

2.3.5 Prizes and awards The South African School Sport National Championship awards medals to the individual winners, team players and overall winning provinces. The medals are in the form of gold for the first prize winner, silver for the second prize winner and bronze for the third prize winner; however the winning province is awarded with the floating trophy (SRSA, South African National Schools Sport National Championship Manual, 2014:13).

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2.3.6 Medical services and anti-doping control The NOC of the South African Schools Sport National Championship provides free medical services during the period of the Championship to members participating in the event. Test for banned substances is administered during the period of the Championship.

These control exercises are placed under the supervision of the SAIDS (SRSA, South African National Schools Sport National Championship Manual, 2014:16).

2.3.7 Integration of plans Physical Education is encouraged to be one of the subjects at schools to promote sport lessons. This is supported by the National Sport and Recreation Plan (NSRP) (2011: 24) stated that Physical Education should be a compulsory and a stand alone subject in the school curriculum. This is also supported by Coaching in Schools Primary Policy (2015, 1), which stated that the Government in England has provided additional funding of £150 million per annum for three academic years from 2014/15 to 2015/16 to improve Primary Physical Education and school sport.

According to SRSA and DBE's MoU (2011: 1), it is important to integrate physical education and sport participation. The integration of physical education and sport participation into the school day will make sport accessible to all learners. This integration can build on children's early experiences by:  Ensuring that children develop their physical and motor capacities to lead active, healthy lives-a major factor in preventing non-communicable diseases.  Providing children with opportunities to have fun and be active, reinforcing their desire to make physical activity a lifelong habit.  Helping children understand and overcome barriers to physical activity.  Informing, equipping and motivating children to make healthy lifestyle choices by integrating sport and physical activity with health education programmes.  Improve children's relaxation, concentration and mindset in school thus helping them to focus and learn.  Attracting more children to enroll and stay in school to take advantage of opportunities for sport and recreation that they may not otherwise have.

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 Ensuring that sport becomes attractive to learners, develops their low self-esteem and makes them stay away from delinquent behavior.

According to SRSA and DBE's MoU (2011: 2), the following factors impede the progress of implementing the Framework for collaboration between SRSA and the former DBE:  Overlapping and interpretation of roles-school sport administration located within both departments.  Lack of clarity of the role of Federations and school sport code structures in delivering school sport.  Available resources for implementation of the programme not considered when planning events.  The failure to develop a funding model that denotes the funding for school sport.  Inability to deliver on a predictable calendar of school sport events. 

The absence of a regulatory tool for schools, to ensure compliance from school managers and governors with the prescripts of the 2005 Framework for collaboration, with regard to offering sport as a co-curricular or extra-curricular activity to every learner through intra and inter school leagues.

 Poor communication, cooperation, coordination and planning collaboratively as the framework prescribes The above mentioned statements emphasise the importance of integrated planning for the effective delivery of school sport related matters.

According to SRSA and DBE's MoU (2011: 2) it is important to integrate plans in order to address the above mentioned challenges. It is also important to ensure that institutional structures are in place to implement and monitor the delivery of a school sport system, regulate access and delivery of school sport for all learners, irrespective of ability across all schools based on the principle of equality and access.

SRSA and DBE's MoU (2011: 2) further states that the School Sport Planning Framework is underpinned by the following principles: 

Opportunities for participation in school sport must be accessible to all learners.

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

For the strategic delivery of school sport programmes to succeed, deliberate and focused capacity building and continuous development programmes for educators must be designed and implemented.



School sport forms part of the enrichment and extramural programmes offered by a school and as such provide continuous learning opportunities that seek to engage learners in activities that support and transfer applied competence from the curriculum context to the sustainable development of self and communities.



Delivery of excellence can only be maintained and improved if there is a welldeveloped system in place to develop talent through foundation, participation and performance.



Within an integrated school sport system both Federations and its clubs, together with school sport code committees, will seek to ensure that a predictable programme of organised activities is available every week so that learners have access to: on-going league programmes, talent identification and development, coaching to improve skills, a choice of different sports, and opportunities to volunteer in sport.

The said principles should be supported by set of values such as: integrity, inclusivity, excellence, respect, fair play, quality delivery, professionalism, ethics, accessibility, capacity development and social cohesion which include norms and values as enshrined in the Constitution of the Republic of South Africa.

2.3.8 Demarcation of roles and responsibilities Support for sport is applied at different levels of the sport continuum. Different stakeholders deliver on their roles and responsibilities in order to ensure an integrated approach (SRSA and DBE's MoU .2011: 3).

According (SRSA and DBE's MoU .2011: 4), the role of DBE is as follows: DBE has an obligation to ensure that all learners have access to quality school sport programme. The objective of DBE through school sport is to cater for learner needs, improve access and progression of learners which is fundamental in the Action plan to 2014 towards realisation of schooling 2015. School sport should ensure that learners are 120 120

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leading a healthier lifestyle. DBE should promote mass participation and physical activities.

It is the responsibility of DBE to introduce Physical Education in school, allow learners to participate in intra, inter and circuit school leagues and develop teachers.

Role of SRSA: The primary focus of SRSA according to SRSA and DBE's Mou (2011: 4) is to provide opportunities for all South Africans to participate in sport, manage the regulatory framework thereof, and provide funding for different codes of sport. SRSA should ensure that effective partnerships are in place with other implementers of sport and recreation such as Provinces and Municipalities, SASCOC, National Federations as well as other government departments. SRSA should ensure that proper sport support structures namely; local clubs, talent identification systems are in pace. SRSA should provide support and the necessary expertise to schools sport code committee structures, support a national school sport governing structures, support intra and inter school sport activities, upgrade existing facilities and infrastructure to support access, promote competitive and elite school sport at all levels and promote the preparation and delivery of athletes participating in international sport in school competitions.

Role of Provincial Government The roles of the Provincial Government according to (SRSA and DBE's MoU (2011: 4)) are as follows: 

To support the provincial Federations and school sport structures in the provision of sport at a provincial level based on an agreed national delivery programme to maintain standards nationally.



Provide funds for provincial and regional sport development programmes.



Provide additional support based on the demographics and geographical nature of the particular province.



Ensure that the school sport system is streamlined across all provinces by setting minimum standards.



Ensure that cluster coordinators are in place to support the schools.

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Role of School Sport Committee The roles of School Sport Committee, according to SRSA and DBE's MoU (2011: 4) are as follows: 

Facilitate the election of the school sport structures.



Coordination, management and monitoring of all national competitive school sport programme.



Advising both the DBE and SRSA on policy and legislative issues.

Roles and responsibilities of Federations The roles and responsibilities of the Federations according to SRSA and DBE's MoU (2011: 5), are as follows: 

Provide technical assistance and support (which includes accredited training to relevant Schools Sport Codes.



Providing technical support in hosting of national events to support code committees.



Develop, manage and facilitate the implementation of training for the technical officials.



Provide guidance for athlete development and tracking system.

2.3.9 Sport focus schools There are already sport focus schools in South Africa which provide talent support that will produce athletes of national ranking that could represent South Africa in international competitions whilst providing a high quality academic and social learning programme based on the national school curriculum. Sport Focus Schools provide opportunities for learners to develop skills and pursue careers in physical education and sport and leisure.

The identified institutions provide support to talented school going athletes to assist them in balancing their sporting and education commitments in their pursuit to achieve excellence. The specialist focus in a school is developed with the support of local and national sports federations, tertiary institutions and other key agencies (SRSA, Sport Focus Schools Policy 2014: 1).

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The interschool sport leagues are the base for the identification of athletes with talent.

Federations field talent scouts to conduct the talent identification process. Athletes with talent who are still in school are further supported through the establishment of sport focus schools that offer special sport programmes in either a specific code or in many codes in partnership with sporting federations (SRSA, Sport Focus Schools Policy 2014: 1).

Schools within a Province may be identified to coordinate specialist programmes in one (1)-two (2) selected codes so that learners can follow their specialist sport through to Grade 12. There is a selection process for entry into these programmes. All learners of the school have the opportunity to benefit from the focus in that sport. The Specialist Sport Focus School provide talented athletes with the opportunity to further develop their sporting skills and knowledge in one of the prioritized sporting codes (SRSA, Sport Focus Schools Policy 2014:9).

Learners who qualify for the SRSA Ministerial Sport Bursary are placed at Specialist Sport Focus Schools. The ultimate aim of the programme is to produce athletes of national ranking who will represent South Africa in international competitions whilst providing a high quality academic and social learning programme based at the Sport Specialist School (SRSA, Sport Focus Schools Policy 2014:12).

According to the South African Coaching Framework (2010:16) it is important for the identification, training and deployment of sport specific tutors and coaches.

2.4 NATIONAL AND INTERNATIONAL SCHOOL SPORTS PROCESS 2.4.1 Procedures and Rules The School sport Policy of Walkerville Primary School contains guidelines which cover roles, codes of conduct, punishment, duty of care, grievance procedures, injury insurance, registration, South Australian Primary Schools Amateur Sports Association (SAPSASA) Sports, selection in teams, sponsorship, transport, trophies and awards, as well as uniform and equipment (School sport Policy of Walkerville Primary School, Department of Education and Children services in Australia: 2014: 2) This is supported by the South African National School Sport Championship Manual (2014: 21-87) which has got also such procedures and rules.

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The roles of the coaches and their codes are to report unresolved problems or grievances to Sports Coordinator, promoting a fair play in all games and following rules coaching rules at all times School sport Policy of Walkerville Primary School, Department of Education and Children services in Australia: 2014: 2).

The roles of the team manager are to assist with team organisation, forward any brief newsletter articles keep medical and contact information at games and respect the rights and worth of every player regardless of their gender, ability, cultural background or religion.

In terms of players rules and code; players should play by the rules of the sport and show respect towards officials, should be cooperate with their coaches, team-mates and opponents, should respect the rights and worth of all participants regardless of their gender, ability, cultural background or religion.

Punishment to the players: Players, who significantly breach school behaviour codes during matches or practices, are referred to the school Principal for counselling and punishment. Players may be excluded by the coach from participating in matches for not attending practices or failing to pay subscriptions by the due date. School sport Policy of Walkerville Primary School, Department of Education and Children services in Australia: 2014: 2) Injury insurances According to the School sport Policy of Walkerville Primary School, Department of Education and Children services in Australia (2014: 3), the school does not accept any liability for students or parents arising from any injury or accident. Parents may choose to seek private insurance to assist financially in the event of injury. Coaches, managers and other volunteers are afforded a limited cover by the Department of Education and Children's Services (Australia) (DECS) Volunteer Policy. The school principal must be notified of the details and witnesses immediately. All teams are provided with a first aid kit to assist in the event of basic casualty care.

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Registration: According to the School sport Policy of Walkerville Primary School, Department of Education and Children services in Australia (2014: 3), all learners intending to participate for a school sport, for both winter and summer sport, should register. National School Sport Championship is also expect learners to register for school sport completions (South African School Sport Manual: 2014, 26) before they can participate in school sport competitions.

The National School Sport Championships are officiated according to 2010 FIBA Rules. No player is allowed to leave the playing hall whilst his/her game is in progress without the arbiter's permission. No player will be allowed to consume alcoholic beverages inside the playing venue for the duration of the championship, any player caught drinking any kind of alcoholic beverage or smelling of alcohol will immediately be expelled from the tournament and will not be considered for any further participation (South African School Sport Manual: 2014, 26).

The teams will be divided into two groups and group A with five (5) teams while group B with four (4) teams. The games will be played in a round robin format in each group in both genders. At the end of the round robin the teams placed first and second of group A will play against the teams placed first and second of group B in a crossover system. The losers of the above mentioned crossover will play against each other for position 3 and 4 while the winners will play the finals Position 3 in group A will play position 3 in pool B, this will determine position 5 & 6, this will be the same for position fours in both groups for position 7 & 8 while position five in pool A will be position 9. For under 13 the games will be played in four (4) periods of eight (8) minutes each stop start. For under 18 age group games will be played four (4) periods of ten (10) minutes each period stop start (South African School Sport Manual: 2014, 26).

Team Composition and Board Order: All teams will comprise of six (6) players plus (1) reserve which means that the team total amount to seven players (7) players per team. The board order for all teams participating will be fixed in the order they play from round one. Any team found changing the board order will be disqualified for that round (South African School Sport Manual: 2014: 28) 125 Report on the Implementation Evaluation of the NSSCP

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SA School Sport Manual talks further about penalties for defaulting. For example the Manual stipulates that the following procedures will be followed at the National Championship if violations are noted: 

Officiating officials are to enforce the South African School Sport Sponsorship Policy and duly inform the South African School Sport National Championship Marketing and Communication Director should an infraction take place.



Should the infraction be prior to competition commencing, the athlete will be notified and given an opportunity of complying prior the commencement of competition (South African School Sport Manual: 2014, 22)

SAPSASA Sports According to School sport Policy of Walkerville Primary School, Department of Education and Children services in Australia (2014: 4), children who have sporting ambitions are encouraged to participate in the SAPSASA selection process and club sports in addition to their school sports. A calendar of events is published to the whole community via the school newsletter. The Physical Education teacher will ensure the release of information about SAPSASA events in a timely manner, giving students reasonable time and expectations for preparation (School sport Policy of Walkerville Primary School, Department of Education and Children services in Australia: 2014: 4). South Africa can copy this model because it is the desire to also introduce Physical Education as a subject for the effective implementation of the National School Sport Championship Programme.

SAPSASA sports offered annually are Athletics, Swimming, Cricket, Softball, Football, Netball, Soccer, Hockey, Tennis, Cross Country and Orienteering. National School Sport Championships Programme is offering many sporting codes and indigenous games as compared to SAPSASA. SAPSASA Selection According to School sport Policy of Walkerville Primary School, Department of Education and Children services in Australia (2014: 3), the identification of students for SAPSASA team try-outs at district and state level is the responsibility of the Physical Education

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teacher, after consulting with the coaches of the relevant teams. Information regarding selection, costs and training details become available before children try-out for a representative team.

Students are not required to belong to a school team in order to gain an invitation to attend SAPSASA try-outs. However, the Physical Education teacher will exercise discretion when determining the number of students given permission to attend try-outs. This identification of students will be based upon merit and ability. However, the School Principal may intervene where behaviour standards are compromised. National School Sport Championships Programme is also following learner selection criteria which allow the learner to participate in various levels of competitions (South African School Sport Manual, 2014, 22).

Selection in school teams School sports are offered with participation, fitness and enjoyment as the focus. School sporting teams will be comprised on the basis of fair participation, with skill level not being a consideration. Every effort will be made to place children into teams providing they nominate within the required time (School sport Policy of Walkerville Primary School, Department of Education and Children services in Australia: 2014: 4) South African School Sport Manual (2014, 22) talks about the selection of talented learners from intra-school sport level up to the national competition level.

Coaches will employ rotation and fair playing time strategies to manage the team. Children from nearby schools may join teams after every effort has been made to fill vacancies from within the school. All offers of assistance, endorsements, scholarships or awards from persons or organisations outside of the school should be referred to the Sports Committee for discussion. Decisions to accept these offers will be taken by Governing Council.

Transport During school hours sporting events persons and vehicles carrying children to and from sporting events must be covered by an appropriate comprehensive insurance policy. The school will usually engage a bus with student seat-belts when a team requires transport for events, for example, knock-outs, SAPSASA, etc. There will be a transport cost for parents 127 Report on the Implementation Evaluation of the NSSCP

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in these instances. After school hours transport is the sole responsibility of the parents.

The same applies with the national school sport championships, during the competitions from Intra-school sport level to the national level, learners are offered with transport (South African School Sport Manual (2014, 22).

Trophies and awards Participation is the major focus of the school sports programme. Children who participate in sporting activities will be acknowledged at the end of each season by a gathering of the team and its officials and parents. Players will receive a participation award that is provided and funded by the school.

Coaches, supported by their parent group, may further acknowledge the team by providing a medallion or trophy to each player. This must be directly funded through parent contribution and endorsed by the sports convenor. Awards, trophies or medallions are to be identical for all members of the team (School sport Policy of Walkerville Primary School, Department of Education and Children services in Australia: 2014: 4) This is also applicable with the National School Sport Championships Programme, where learners and teams are awarded with incentives (SRSA, South African National Schools Sport National Championship Manual, 2014:13).

Uniform & equipment Team uniforms are endorsed by the Sports Committee and all players should wear the school sports code with pride. Uniforms should reflect the school colours (of navy blue and red) as much as possible and is purchased by the parent. Uniforms will usually be stocked in the Uniform Shop. According to the South African School Sport Manual (2014: 22) all team apparel shall have the SA School Sport LOGO branded on the left side of all apparels. To ensure uniformity, teams will be awarded provincial colours for their ceremonial or walk out attire. Competition wear shall be in accordance with Sport Code regulations. Teams must have at least 2 playing kits that have contrasting colours to avoid clashes in colours during competition (inverse dominant colours). The Joint National Task Team (JNTT) will provide complementary attire to all technical officials as a sign of gratitude. Sport codes will inform technical officials of the officiating attire that must be used. For instructions on technical officials officiating attire, refer to the respective sport

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code section. For any branding other than government coat of arms, sport code (federation or school sport code) all stakeholders must submit a written request to SRSA through JNTT for approval of that sponsorship and the associated branding on promotional material to ensure that there is no conflict of interest (South African School Sport Manual: 2014, 22).

Team equipment is issued to coaches or managers at the start of the season and remains with them until the season is completed. Coaches should request the replacement of items via the Physical Education teacher in writing. Players are expected to wear the protective equipment required for the sport that they are playing.

The abovementioned policy does not differ much with the South African Schools Sport National Championship manual. For example, they both talk about committees to plan and executive the school sport activities. They both refer to the various sporting codes as well as code of ethics.

South African Schools Sport National Championship Manual, 2014 together with the Memorandum of Understanding (MoU) signed between Sport and Recreation South Africa (SRSA) and the department of Basic Education (DBE): 2011 talk about the importance of engaging relevant stakeholders during planning and execution of the national school sport championships.

Funding, exposure of children to various games and competitions as well as stakeholder support are important aspects to make sure as many children as possible are participating in sport (Wittingdale, Crouch & Timpson, 2015: 2).

Wittingdale, et al, (2015: 2), further mentioned that the government and National Lottery fund Sport England, to help people across England create a sporting habit for life.

Sport England invests money in facilities, schemes and training programmes that make it easier for more people to play sport and develop their talent (Wittingdale, et al, 2015: 2).

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According to Wittingdale, et al, (2015: 2), the Department for Culture, Media and Sport's "Youth sport strategy" gives more detail about what Sport England is doing to increase sports participation in the 14 to 25 year old age group, including: 

improving links between schools and community sports clubs



giving funds to National Governing Bodies of Sport (NGBs) to create new opportunities in sport for young people



investing in sports facilities, including providing funding for schools to open their sports facilities to the public



providing funding for local community clubs, for example to set up sustainable DoorStep Clubs, which take sports to where young people live.

Wittingdale, et al, (2015: 2), also stated that 15.5 million people aged 16 and over are playing sport at least once a week.

The School Games in England gives primary and secondary students the chance to compete at school and regional levels with the most talented competing at a national level.

The competition is open to all and encourages young people to participate in competitive sport across all levels of ability and experience. Disabled sports are included at every level of the competition (Wittingdale, et al, 2015: 2).

From the above mentioned statements one can compare what is happening in England with the National School Sport Championships Programme happening in South Africa. For example, England encourages learners to take part in school sport and has levels of competitions. This is what South Africa is also practising by promoting social cohesion and having various levels of competitions from Intra-school to the national championship level.

4. CONCLUSION The information gathered about the in this chapter shows the importance of the school sport activities in South Africa and in other countries. There is a close relationship between South Africa and other countries in as far as the implementation of the school sport competitions are concerned.

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APPENDIX B:

LEARNER RESPONSES TO OPEN ENDED QUESTIONS IN THE QUESTIONNAIRE Schools represented ATON Special School (SASA II) Bartimea School for the Deaf Bellville South High School Benedict and Hope Special School Bhobalale Primary School Bisley Park Primary School Bohmer HG Bosele School Brebner Primary School Bridgestone Secondary School Bridgton Sec School Brussels Ngoako Primary Bukhulani High Chabetsoule Prim School Coligang Coligang school Dendron Sec Diamand field HG Diamantveld Die wilge Dipelanengp.s Diphalone Primary Duineveld Durban Academy East Bank High Ehlophe School for the Blind Ermelo Christiaan School Etrilie School Fakkel School FamehiJisis Fandisa High School Ferdinand BrecherLaerskool Ferdinand Primary school Finniaville Secondary school Fulufhelo school George Campbell School Golden Hours

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GP Girls High School Grees WoldSchool H/S Concordia H/S Kenhardt Highbury Prep Highveld Secondary School HoĂŤrskoolWaterkloof Hudson Ntswanwisi High Humansdorp Secondary School Ikemisetseng Primary School Impangeni High Ishabalala Primary School Itirele Primary school J.E. Malepe Secondary JeppeHighschool for Girls Jimmie Hoos Joyi Senior Secondary School KASAJ Secondary School Keidebees Intermediate Keidebees Primary School Keruhof Special School Kgalagatsane school Khanyetsu Special School Khanyisa (SASA I) Khanyisa (SASA II) Khanyisa HG Kimberley Junior School Kimberly Primary School Klein Karoo Primary School Kleurhof School Kwagasrand School Kwanobuhle Kwayalthu HG Laerskool Van Dyk Primary LaerskoolWonderboom Lehlabile High school Lekamoso Secondary Louisvale School Lugxogxo School MabehanaSP School Magangeni School MakaulaSP School MalutiHoogland Mamarama Secondary School Mantshatlala F School

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Mantshatlala HG Mantshatlala Senior Phase Mapungula School Margaret Gwele Primary School Masiphumelele Primary Matoane Primary School Matomela High School Mispah School (LSEN) Mmamarama School Modderdam High School Molitha High School Monte Video Primary School Moses Kotane Primary Naledi High School Nape Primary School Nelson Mandela Primary School Ngwasorini School Nombumelelo Primary School Nothern Cape High School NzalisekoS.P School Ocean View Primary School OomPocel Oranje-Suid Primary school Orion School P.T. Sanders G/S PotcheheWilge Pretoria West High School Qingqamntwana High School Ratanang Special School Relebeletse Primary School Rest of Primary Richardia School Rosendal School Rotana High School Sasoilia Primary School Sehunelo School Sekathulu Primary SemomotelaInt School Senzongakhona Secondary School Seripa High School Setotolwana Special school Shakaskraal SA School Sinaye School Siole Special School Siposetso School

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SiyacaThula Primary School Sizwile School St Mary's Primary School St. Vincent School for the Deaf Sundown High School Sunrise School Sunrise Special School Tandhlola Special school Tembisa High School Thabo Vuyo School Thando High School Thandolovuyo Thembesa Special School Thembisa High School Thiboloha School for the Deaf Thomas Nhlebethi Secondary Thushanang school Tjhabatsohlep Primary School Tjhidelani Primary School TPStratten Primary School TSGSSWepatutsi Secondary Tshilwahusiku Special School Vaal Reefs Technical High School Via Nova School Vredendaal Primary School Vukuhambe Special School Vulendlela Primary School Warrenton Public Primary School Waterkloof High School Wavecrest Primary School Wolmaransstad School Zamokuhle Primary School Zinniaville School

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Municipality !KharaHais Aganang Alexandra Amathole Belhar Bellville South Benoni Brakpan Burgerfoort Cape Agulhas Chief Albert Luthuli City of JHB Constantia Eersterust Emalahleni Fodgeville George GertSibande Govan Mbeki Greater Tzaneen Kai !Garib Kanaland Khayelitsha Kinros Knalie Kraaifontein Krugersdorp Magareng Mbombela Mogalakwena Molemole Msukaligwa Nama Koi Nkangala Nkomazi Orange Farm Oudtshoorn Phobolo Ravensmead Saldana Sol Plaaitjie Soweto Steve Tshwete Sunningdale Thembisile Hani Tshwane

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Comment

Chances to see places See new things Travel and Because we can travel around the country Come from different places and meet different people Enjoy sleeping in hotels Exposure different environment Exposure to travel Get to explore places I don't know Get to see new places Get to travel Get to travel Learn a lot from different cultures, opportunity to see places Opportunity to travel and see many places Opportunity to travel Tour around the world Travel We get to see more places Meet different people Meet different people Meet new people playing from other provinces.

Meet new people Meeting different people Become a star Builds your future Can achieve our goals Can get a future in the sport Gives someone a goal to achieve He can progress in sport and achieve his sport dream Help improve in the future Help us making sport our future profession Help you achieve your professional dreams Helps her to realise her purpose Helps in grooming me to become what I want to be Helps learner to achieve his goal Helps me achieve goals and stay disciplined It's important for high school (to get into) Let's you think about your future One day she will be a professional Others will realise their future in sports The learner can set himself goals Wants to be a professional

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2 2

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Builds your future forward Exposure which will develop his career in future Achieve my goals All of our hard work has given us the chance to come here Get the opportunity to show off our talent Scouts may see the talent we have Because we show off our talent Can be selected to play for higher or more competitive teams Exposes potential of children Exposes Talent Exposure Exposure and make leaners gain experience Exposure and make leaners gain experience Exposure Exposure and one can go further with sport Exposure and one gains experience Exposure and talent recognition Exposure to competition Gain experience Get to show talent Get to show that I am good in khokho Get to show that we are also talented Gives everyone a chance to compete Gives people a chance to compete Gives you experience I got to show case my talent at a high level than my school It can take you far through the selection process It is a platform to gain experience It makes learners happy and gives exposure Motivates you to perform Need more scouts One can share talent with different provincesOpportunity to be selected and represent SA at Junior level Opportunity to show off talent Opportunity to show talent People must know I have talent Scout to play for better team (Springbok) Scouters can identify our talent. We have school through sports Show off our talent Show off our talent show off our talent show off our talent Show off our talents Show off our talents Show off what you have in us Show off your talent

2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

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3 Show talent 3 Show talent 3 Show talent 3 show talent 3 show talent 3 show talent 3 show talent 3 Show talent Show that have achieved something and can be selected for better 3 levels 3 Show that I am good 3 Show that I am good 3 Showcase talent 3 Showing off our talent Shows your talent so that people can scout you, to become a pro you 3 can start here 3 Talent identification The more you travel in sport, the more experience you get 3 4 - free time, exposure to good things 4 - we learn more and build new relationships 4 - and a different life 4 - and makes new friends 4 Because it makes me happy 4 Because learners need sport to stay away from bad things 4 Better health 4 Brings different people together 4 Builds confidence and self-esteem 4 Communicate with people 4 Develop their minds to be "smart" 4 Develops discipline, development in sports develops better people 4 Develops the youth 4 Don't get babies 4 Get experience from others.

4 Get us away from trouble and drugs 4 Gives purpose of the learner's existence and happiness Gives us a healthy lifestyle since there's different schools-balanced 4 sports, academics and culture in class grows as people 4 4 Healthier bodies, better for future 4 Healthy lifestyle Healthy lifestyle, chills in sport is a child out of court 4 4 help children to have a better focus in life 4 Help in socialising 4 Help us avoid bad influence 4 help with not having a bad behaviour during this December 4 Helps to socialise and improve on what we already have 4 Helps us communicate with others

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Helps us stay focused at school and life I get to make new friends I like it Improves health; fitness It balances the learner's academic program and sport, It has helped me achieve my future goals and relationships with others in sport It keeps us active, better than staying at home doing nothing It keeps us busy an out of trouble It takes a learner away from drugs and keep children motivated and away from drugs keep children motivated and away from drugs keep kids from bad things like drugs keep us away from alcohol Keep us away from drugs keep us busy and away from Keeping children off the street and making sure they are physically fit Keeps children busy and out of trouble Keeps children healthy and promote talents Keeps children out of trouble Keeps children out of trouble Keeps me fit Keeps out of drugs Keeps out of trouble, keeps you busy keeps the youth away from drugs Keeps us away from negative influences. Others smoke weed for lack of activities Keeps us from bad behaviour on the streets Keeps you busy and healthy Keeps you busy Keeps you busy Keeps you fit and healthy Keeps you motivated Keeps you out of trouble (smoking, drugs & pregnancy) Kids need to play so they can be active Learn a lot of things Make new friends Make new friends Make the kids happy and keep us away from stress Makes me learn many things, ex. she improved in her maths More experience in sport & helps people to not be lazy Motivates you Promotes healthy lifestyle & keeps us out of trouble Sport build one's character Sport can build one's character.

Sport is essential for kids Sport is needed

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

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Sports keep children away from bad influences such as smoking & drugs Stops you from taking drugs Take us out the streets and keep us healthy Take you away from drugs Take you from drug use teaches children discipline Teaches more things Want to experience more of yourself and part of your talents You must be serious The school has even won last year and there is a winner Because of competition Compete with different people compete with unfamiliar schools, different competition competition experience Competition exposes us to better competitions Exposure for learners to practice with other best schools.

Gets out the best from every province Identifies the best schools Improve our skills when competing against other talented athletes Inspiration, to do best in the sport I love It is important to determine a school sport level make us fight for better results More competition with others More fun because you can't go further than this.

Motivates people to try harder Prepares you for the bigger competition such as Olympics To compete with others We get to compete with other schools We get to play others from other provinces Win medals, able to be player of the tournament. and get bursaries Awards with bursaries Cause if I win the government will do everything for me Get bursaries to study for free Increases opportunities in terms of bursaries Leaners receive bursaries to study further Improves standard of people playing, makes a difference on national and international level A person learns for sport how to be and opportunity to become better sports people and Because it helps us improve our talents Because it shows how learners improve their talent = gives one opportunity to grow Because kids get to play sport

4 4 4 4 4 4 4 4 4 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 6 6 6 6 6 6 7 7 7 7 7 7

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Because kids love sports Because we love sport Because we love sport and play it here. chance to play sport Development on skills and improves your hockey encourage to play sport Encourage us to play sport Enjoy playing enjoy playing enjoy playing enjoying and get taught different things Enjoyment and likes the sporting code she is playing Exposure to new opportunities in sport Focus more on our sport Get to enjoy rugby get to know different things get to play get to play and soccer give us chance to play sport Gives opportunity to participate in sport Gives us a chance to develop skills and sportsman Good to play sports help us achieve our soccer dreams Help us improve our sport skills Help us to be better players Help us to stay serious with sports Helps improve your skills.

Helps in improving (raising) talent Helps the learner to focus on sport.

Helps to have more knowledge about the sport I like sport I love table tennis Important for kids to excell in their sports - gives them an opportunity Improve my game Improve our talent improves my skills It develops our skills It gives me opportunity to grow, doing practice and it improves our ability in sport It is a way for kids to have fun by playing sports It tests our limits It's fun Learn more skills to become better players Learn more soccer skills Learn new skills Learn new tactics from other opponents

7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7

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Lot of kids love sport and want to participate Make us love the game Motivate us to play soccer Motivate us to play sport motivated to play sports Opportunity to develop Opportunity to have fun Opportunity to have fun Opportunity to play and practice Opportunity to play sport Participation in sport is promoted Play my favourite sport She enjoys= sport becomes attractive show what we have as soccer players So everyone knows what's going on in sport Spending time with other athletes from different places Sports make her happy Strengthens muscles Talent Team spirit cultivation and fairness of game play Time to enjoy sport To become better players To improve her sporting skills Want to learn more about sport We enjoy We learn a lot and from our mistakes and we love sport and to play it in future we love sport and to play it in future We love to play We get to participate in sports Because it is interesting for us It runs well, it's good Many people do not get the opportunity to represent Gauteng Give a chance to represent our province Its a good thing. Now because they (this school) are participating in SA games, they become role model to other schools = benchmarking It's nice to represent your province Makes Gauteng better Makes us proud One can represent his province Since they here started to take part in SA Games, they are now role models to other schools The learner can represent her province- It's a good thing about the programme To keep my school's name high and improve the performance of school To make my family proud, impress them and to show them I am the right person

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7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 8 8 9 9 9 9 9 9 9 9 9 9 9

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Want to make Western Cape proud your village also is proud of you Uplifts sport in our communities and Cater for those who are disabled and give them fun Enhance the opportunity for learners of state and rural schools Exposure to opportunities Give others opportunities Gives opportunities It gives learners opportunity/ exposure especially to those who don't afford financially It helps discover talented sports players from school, who would not otherwise have a chance It opens doors and opportunities for those who can't afford.

Learners with disabilities are also given opportunity to participate Less fortunate benefit.

Most kids won't get the opportunity like others Opportunity to be at the championship Rural schools benefit School Exposure Those who don't have facilities

9 9 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

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Comment

Coding

So far nothing much has been seen with regards to anybody benefiting Not all Not all Not all More trials to give opportunity More opportunity Some people can't afford equipment and then don't get fair opportunities so don't benefit Some learners don't take sport serious Some of the learners don't make use of the opportunity given - not as serious about sport Only females benefit. Boys do not want to participate Rural learners do not know or understand softball therefore not benefiting Some are but rural aren't Some don't benefit because they follow the rules Not every school is aware of this program, only two schools in my area are aware Comment There are other children with talent There could be someone really good but not here.

There are other talented players There are other talented players There are others Other children are not identified.

There are people at home that are better There are other children There are children not identified by the program There are other more talented children Some learners are talented but not been identified because favouritism that is taking place Favouritism is being practiced e.g. by referees There are others Should promote program more All school do not participate Not everyone is notified and not everyone is able to participate in tournament Not everyone is talented Only focus on certain age groups Because some learners are scared to participate They don't focus at the practice Because they don't listen to our coaches Selection based on regions choses weaker players from other regions for the sake of representation There are a list of weak players at provincial level, not reflective of the

1 1 1 1 2 2 3 4 4 5 6 6 7 8

Coding 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 3 4 5 6 7 8 8

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strength of regions However no scholarship to take you up Better people at home because of money they could not come

9 9

Identified from inter-school competition School gathered in Mpumalanga provincial championship School team championships in province We were playing against other schools Provincial championships Provincial championships Winners of Provincials Championships We competed and won the provincial league Provincial championships We played against other schools from Inter-schools to provincial championships Schools championships, Provincial level Provincial Championships First game at Turfloop and was selected there Play school league The school's rugby coaches identified me It was at district competition

56.4%

Participation in trials School/district and provincial Our school win the provincial competition Competition against other people (teams) We participated in the provincial championships Was able to make a team and win GP top schools Competed in the Provincial trials Choose best Became the best Checking your performance, then taken to the trainer

38.6%

Asked to participate Selected by coach Asked by a coach Asked by coach Asked by a manager and said whoever is interested can come Asked by a teacher (manager) in class Part of school's u/16 rugby team Teacher/Coach Replace over aged learners Replace over aged learners Replace over aged learners

14.7%

1 1 1 1 1 1 1 1 1 1 1 2 2 3 4

1 1 1 1 1 1 2 2 3

1 1 1 2 3 3 3 4 4 4

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Comment Scouted was playing cricket in Shirlanka Selected from an academy school played and won provincial championship Clubs provincial competition Clubs provincial competition where we were selected from We competed against other schools in small tournaments Participated against schools and won Participated against other schools and won Participated against school and won Won school leagues Participated against other schools and won Replacement Province Winner 1st team won the championship were selected Province championship winners Champions Won the Gauteng championships Winner of NW league Winner of NW league Winner of NW league and others trialled and other players participated in trials and others got to trial

1 1 2 2 3 3 3 3 3 3 4 5 5 5 5 5 5 5 5 7 7 7

Coding

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Comment Outside clubs to train Not enough players to participate Nothing is done to motivate players Nothing is done to motivate players Feels not enough is done Encourage for to participate on soul buddies not sport Nothing is done to motivate children Nothing is done to motivate children Children need more motivation Not enough motivation for children More participation of learners still needed More participation by learners is still needed Lack of transport and funds Lack of equipment blocks learners to excel in sport There are no tools to be used to assist the injured ones Sometimes you get injured and no relevant tools to be used for treatment purposes Learners need to be motivated and made to feel they belong They never tell kids to play sport. It's due to the academics Teachers never ask why we stop playing Not all children come out to compete More learners still need to be given opportunity to participate More of championships should take place, more opportunity to be given More of championships should take place More of the Championships should take place They don't motivate children enough. Teachers don't motivate children Teachers have bad rules Some people still don't take sport seriously More could be done like reminding and motivating boys to care about their talents Stigmas surrounding sport not dealt with enough Don't get enough time to talk more about sport/chess and some think chess is difficult Encourages ex. one can get money

1 1 2 2 2 2 2 2 2 2 2 2 3 3 3 3

Coding

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

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"Other" included the following suggestions: Comment Better facilities Needs better safety for facilities Better facilities Better facilities More coaches go to different schools to encourage other learners to participate Coaches should tell learners they need to play sport to avoid negative influences They should tell you why you should play (benefits) To listen to coaches Incentives More class/intra school competition with better incentives like money or trophies More prizes and opportunities Benefits you gain Schools could be notified so they can participate in the programme Make a sports day once a term for people to try out It is sad that the disabled cannot participate in sport More sports education in schools Also having more clubs to involve more children would encourage others to participate Recognition tell the school, learners about the sport (chess).

Parents coming to support and teachers send them letters all the time.

Also school visits for the purpose of promoting specific sports to both learners and teachers Combating the stigma surrounding one sport Incentive Certificate Certificate Certificate Certificate Certificate Certificate Certificate Certificate Certificate Certificate Certificate Certificate Certificate Certificate Certificate

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

1 1 1 1 2

Coding

2 2 2 3 3 3 3 4 5 6 7 8 9 10 11 12

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Our school prize giving at year-end gives us certificates (including certificates) Certificates Certificates Provincial incentives include certificates and certificates only certificates in provincial championships They play competitions at Deloitte against other schools winners get certificates and Certificate Certificate at inter-school competition Certificate at inter-school competition Certificates at inter-school level Certificate at provincial level Certificates Certificate Certificate Certificate Certificate and awards and awards and awards Sometimes schools give awards clothes Including provincial sports activities with tekkies and a trophy trophy Sometime we get cup/trophies too Trophy/medal at national school competitions First time competing First time competing Have not received any incentives No incentives No incentives for performance Just started competing,never got incentives Never got incentives, just started competing No incentives for children No rewards Placing, get a place to compete points National level National level National level National level National level National level National level

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 4 4 5 5 5 5 6 6 6 6 6 6 6 6 6 7 8 9 9 9 9 9 9 9

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National level National level National level Nationals Nationals Nationals Nationals Nationals Nationals Nationals Nationals Nationals Nationals Nationals Nationals Nationals At National level At National level At National level National level At National level National level National level National level National level National school sport National school sport National school sport National school sport National school sport National level National level National level National level and gifts They sing songs for us Provincial sport competition awarded medals Only medals and Medds at Nationals Medals at Nationals and Medals Only in provincial level we get medals Always medals Only medals in all other levels besides Nationals medal encourages to play better Grade 12's gets bursaries to study accounting at UJ

9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 10 11 12 12 12 12 12 12 12 12 12 13

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Small scholarship for high school for chess She also feels it is important to get bursary for study purposes Sometimes you can get bursary Bursaries for better school Vouchers, Prize giving ceremonies Got provincial colours Badges Receive Colour Colours cheque to buy equipment mother also buy nice things parents happy and give me more love i.e. buy nice things

13 13 13 13 14 15 16 16 16 16 17 18 18

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Comment

NEGATIVE Angry because I didn't receive gold not satisfied All other levels do not have any real recognition therefore winning is not incentivized enough It does not motivate and inspire both school and athlete but it would be better if we get trophies too Low quality medals sometimes but not a problem if not awarded Has no impact on performance Has no impact on performance Has no impact on performance No impact on performance If we are not happy with what we are getting, we can never be happy about anything else You don't need trophies and medals to show your potential. You know who you are POSITIVE Awards can be framed and kept for years When I am older I will get to show my children I used to be a good swimmer Because I know I did my best There are others who wish to take part in this sport and cannot get the medals I receive Because they deserve them and proud of myself and proud Emotional and Proud and proud Make other kids envy them and proud Feel good and proud. Always smiling that whole week or month Feel important Feel like you did something good feel proud feel proud Feel proud feel proud Feel proud Gives you time to brag and proud and proud and proud Hard work makes you receive medals

Coding 1 1 2 2 2 2 3 3 3 3 3 4 4 2 Long lasting 2 3 Pride, recognition and deserving 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

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and happy because I worked hard for it Honoured my parents Important for my school It gives me pride to receive medals It is an achievement It makes my mom happy that I've performed well It shows that the learner deserves winning-hard work pays It shows that the learner has worked hard, makes parents proud It shows you worked hard and performed well It's an achievement. Not all learners get/receive award, this shows it's an achievement Made parents happy and proud make me feel proud of my myself Make school more known in my area Makes me (learner proud) Makes me and my school proud and proud of myself and very proud of myself Makes me proud Makes me proud Makes me very proud Parents are proud parents proud Parents proud and see that you passionate about it Parents will be happy about the award proud Proud Proud Proud proud proud Proud Proud Proud Proud Proud and proud of myself Proud of myself Proud of myself Proud of myself Proud of myself and Proud of myself and the school Proud of yourself and team mates Proud to wear the badges show that I am good at something not wasting my time playing Shows hard work pays off Shows that he has achieved something

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3

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Shows that our hard work paid off Shows we worked well together Shows your talent Sign o achievement and the learner makes the family members proud Sign of achievement the medals that we take home makes our parents proud The recognition is enough They parade us in front of the other learners at school assembly as winners Yes, Proud You are a winner performed well You are the best and achieved a price You can show your friends and family You deserve it You feel like you have achieved something You feel rewarded You feel that you have achieved something You get something out of your performance Motivated me to be the best at my sport Because one day I will end up representing South Africa Big tournament gives you recognition and motivates us to push at big tournaments.

Brighter future in sport confident enough to work hard and win more Encourage us to have power to play this game feel me motivated to participate in sport and motivated to get better at the games First time medal, kept motivated. give strength to continue participate in rugby and work harder I cannot read, so doing sports helps me forget that and gives me confidence in my talent & future It motivates them to go further in the sport that they are participating in Keeps me motivated to win an opportunity to get selected Make me believe and want to play more Make me want to be better Make the learner to enjoy school, schooling becomes attractive Makes me work hard.

Makes the learner enjoy games and encourages commitment Motivate me to work harder Motivated Motivated Motivated Motivates you to perform

3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 4 Hope, motivation and improvement 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4

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Motivates you to perform better motivates you to win motivation to compete more motivation to compete more motivation to compete more Motivation to stay in sport & work hard platform for building sporting career Pushes me to get more School becomes more nice The learner can be easily accepted/admitted to other schools.

The more medals you get the better I see myself doing at sport There are opportunities opened.

They attract other learners to start participating in sport They encourage the learner to be more committed in the area of sport.

Think of bursary which gives the learner financial support To become soccer stars Train more harder You see your performance improve.

Motivates to do better and be the best also to get milkshakes and feel like a champion feel like a champion feels good and know that I am better/ good at my sport feels good and know that I am better/ good at my sport I get to show off the models and toughness to my friends I got to show my talent It make me feel successful It shows one's talent.

Like a champion Like a champion like the best confident the medals and trophy that I will symbolise that I an good at what I do Believing in me Boosts self confidence Boosts self-esteem Build confidence Builds self confidence Confident and Feel special feels like I have achieved a part of my dream Gives me confidence that I won. confident I feel more interest and I feel talented I feel special

4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 5 Self-esteem/self confidence 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

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I feel talented enough Inspired to tell friends to stop everybody things and join sprots It shows that one has improved.

Know that I'm good in the sport Makes you feel good about yourself and confident and confident and confident and confident and confident confident Shows that you're good Blessed. and shy.

Honoured It shows appreciations was surprised to be called up to the stage, made me feel good , I'm grateful Celebrated Celebrated and was taken to Spur for a milkshake Celebrated and went to the mall and celebrates and celebrate Making want more trophies/medals.

She even receives present from her family members. happy Emotional and happy. excited excited excited excited Excited Excited Excited excited and happy Excited Excited, Excites me exited feel excited feel excited Feel good.

Feel Happy Feel happy when you get a medal and is an enjoyable moment feel proud

5 5 5 5 5 5 5 5 5 5 5 5 6 Fortunate/honoured 6 6 6 6 6 7 Celebration and rewards 7 7 7 7 7 7 8 Joy and excitement 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8

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feel excited Gives me high spirit. happy Happy Happy Happy about winning, because some are clever but make illegal moves & I won by not cheating happy Happy and emotionally Happy and excited Happy and excited Happy and excited. happy and nervous happy happy Happy Happy Happy Happy Happy, Happy, I like it.

It is nice It makes me and my parents happy It's a good feeling to see your team smiling and cheering.

Made me excited. make me happy Makes learner happy Makes learner happy Makes me happy Makes me happy Makes me happy Makes me happy Makes me happy Makes one happy and excited Nervous and excited. and excited and happy very happy very excited, Yes, and happy at the same time You feel good. emotional Emotional and teary eyes.

8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 8 9 Emotional 9 9

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Gives you courage to show off your talent Being recognised in the streets as a good player by people who have seen me in action Different countries.

It's nice that they call me Morabaraba girl. People know me now Good platform to socialize with different races and cultures Get injured at most times Takes my time Dangers of injuries are frightening You are away from home and can't see family and siblings.

Facility where you have to stay are further away from venue than home Injuries Takes away opportunities to spend time with family in festive season

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Challenge

None of the above None of the above None of the above Have not experienced any challenges None None None None None None None None None None of the above None of the above None not really having challenging opponents in preparations not encounted any problem Information was incorrect Insufficient details about kit.

None - However the school doesn't have equipment & facilities We don't have a pool at school.

Don't have a pool at school.

No pitch, no net. They give a soccer field for training. This is not good because its not a proper field Not sure as he hasn't participate in much competitions (was on tour) Need more practise time even if it means practising at night since never lights in stadiums Lack of practice There is enough practice.

Never practiced enough Never practiced enough. She doesn't know the basics Challenge is to compete for fun without the pressure of winning Players groupings causing divisions and gossiping in the same team of players from different districts Weather For example, stay far and he must walk Accommodation - Res was not ready or hygienic there was cockroaches and condoms lying around; even used ones.

Accommodation - Res was not ready, family of cockroaches and condoms everywhere.

Accommodation - Res wasn't ready, cockroaches and condoms everywhere.

Accommodation - Res not ready, cockroaches and condoms laying around Accommodation - Res not ready, cockroaches and condoms everywhere.

None of the above, however good coach is needed

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 3 3 3 3

Coding

4 4 4 4 4 4 5 6 7 7 8 8 8 8 8 9

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other competitions other competition are arranged during the same time competition are arranged during the same time as the National Championship Comment

Safety Not safe Give better information Give better information Team Players must be introduced in make to understand they are equal and that coaches should treat them fairly - No favours More camps They need better coaches to help them win and improve as well as more exposure for women football.

None Nothing Fitting day for provincial attire

1 1 2 2 3

Quality of food

8

Comment Very strict rules so no sports days School has very strict rules so they don't have many sport days.

More funding Communication between the province and the schools Outside coaches with more knowledge of the sport would increase interest More children are interested in joining us when we go to the gym. Our teachers need to reach out more Allow us to compete at school.

Need a pool.

Swimming pools at our school.

To have us play where more people can see us perform. That would be effective Focus more on the players already playing, using them to attract others by rewarding them more better equipment more facilities and equipment

10 10 10

Coding

4 3/5 6 6 7

1 1 2 3 4

Coding

5 6 7 8 9 10 7 7

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Suggestion More players from springbok club Sundown football club under 26 should come watch us play Pirates under 16 coach should come and select us More scouts at the games More scouts from PSL teams Celebrities coming to watch us and talk with us More scouts from soccer teams will motivate me more to give my best Bafana-bafana Coach and players to watch our games Opportunity to take pictures with Bafana-bafana players South Africa basketball coaches to come and watch us Celebrities to come watch us performance Scouts also come when they practice Kaizer chiefs football club must come Rugby celebrities Bring PSL players for support and encouragement professional sport stars can attend practices Banyana-banyana coach to come and select us Moore sport celebrities to watch us play will motivate us more Being able to train with more talented players (e.g. Sharks).

Have different people who come to identify the best players in GP. Invite international rugby players and let us visit others ourselves.

Use teams from TUKS cricket to come watch us or coaches.

Celebrities to come watch us play.

Celebrities to come watch us play.

Sundowns football club U16 team to come watch us play and take pictures with them.

Bring well known players for motivation. i.e. Teko Modise.

Important people to come watch us (celebrities).

Scouts to come attend More scouts should attend games Sport scouts placed in different schools early to benefit rural children. have Sundowns football club U 19 complete against us after the finals more scouts to select the best players for trails in their teams invite pirates players to watch us and get to take pictures with them Banyana-banyana players come coach us sometime i.e Tell us how to score basketball national come motivate us and watch us Banyana-banyana players to come watch us Banyana-banyana coaches to come and select us picture with celebrities

Coding 1 Celebrities/scouts/famous players 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1

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bring more scouts Enough practice is needed Time for enough practice needed Enough practice is needed Enough practice is needed Enough practice is needed Enough practice is needed Basketball where we could train after and before the games By practising during the weekends If we had more time in the training camp, at least spend a full week at the training camp More practice and try coach them properly.

More training, build confidence and be proud when they compete against other provinces.

More practice before games could start More practice to be more confident when competing Fun practice Enough practice time More practice, To have more training sessions, More training sessions More training sessions More training and Good referees who won't exercise favouritism are needed.

Get fair referees Better referees Better referees Better referees Fair referees Better referees for their games, Better referees Better referees and Better referees. good referees s who should not apply favouritism good referees because some practise favouritism More playing facilities Keep their promise regarding equipment more facilities are needed Support from the school sport communities in terms of facilities and equipment (clean water to swim) To supply the children (under privileged) with basic equipment.

Improve the facilities we participate on.

Have better facilities.

Fix facilities.

Help develop school facilities.

1 3 Practice/training time (more) 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 3 4 Referees (good, no favouritism) 4 4 4 4 4 4 4 4 4 4 4 5 Facilities and equipment (more, better, as promised) 5 5 5 5 5 5 5 5

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Better food and pools in schools since there are a few of us swimmers from different schools but we have no pools.

New equipment, transport for training purposes. get better equipment Equipment- Artist needed.

Mats and trampoline shoes are needed.

Good sport equipment and sponsorship More equipment to win, government need to give us money Municipality must help with getting funds for transport & grounds & food during training all equipment given as promised sport equipment more rugby clubs Encourage learners to participate in all schools More fun in sport More support from the school's sport and from our peers watch us when we compete Take good care of learners Motivate us better when playing Motivate children more No shouting at trainings. Chance to see other countries More support for the championships.

More support from outsiders.

More support.

Praise us so we can go to nationals and play well.

Motivation, More support from other learners when we play.

Parental support is needed.

Learners should know that parents are there to support them.

More people should support the championships Learners to receive more awards to encourage and motivate them. Transport Get motivation from all that are involved in grooming me. More motivation need to start encouraging athletes and supporters to come to the games and invite more people to come see and join us More encouragement and support from organisations and parents and entertainment More activities after the games More activities after the games (e.g. Going to the mall or visiting the place) More activities Visiting the City Visiting the Union Building

5 5 5 5 5 5 5 5 5 5 5 6 More encouragement (from school, peers, parents, spectators) 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 7 Entertainment (more outings, fun, activities, site seeing, socialising) 7 7 7 7 7

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More activities after the games Organise more fun things. Age appropriate fun activities Get transport that would take them around to explore Pretoria Visit malls and the zoo Have more fun exploring the place. Example go to the cinemas Make it more enjoyable Should give more time to socialise Make it more fun and make it possible to go to places More entertainment More activities Visit the zoo Take us out for entertainment. Better sporting ground ex stadiums More entertainment To make fun for the children Go to the mall Visit the city Have team building excursions (trips) to the mall More activities to do.

Organise a party for learners.

Visiting the Gauteng Province.

Go visit the city after the games.

Go out after games.

More activities of our tendencies after the games: exampleMovies or TV. More games to play.

To make it fun.

More fun, social cohesion to be more promoted, different culture to be welcomed.

More fun.

More fun More fun activities for children Having small activities for fun, more entertainment beside sport More entertainment More entertainment More activities More entertainment Come with own bus and go to malls Better timing & explore the area the games are hosted at (explore Pretoria) entertainment and activities more activities games visit malls to visit the malls more activities during free time transport to fields and to other places, malls also excess to our phone more activities

7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7

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more entertainment more activities g o to malls have transport to see around fun activities, more of them go site seeing Explore the area the games are held. Explore Pretoria exploring the are Pretoria More games at the games More competition to improve and see or learn from your mistakes By implementing more sport leagues Competitions should be more interesting, Having more teams to compete with instead of this few teams we compete against Play against more competitive teams.

Should be more competitions.

More competitions should be arranged. play more time playing more time more fun games aside more games areas Sponsors us with Wilson and trophies Rugby playing equipment ex rugby boots and more tops and trophies Get clothes as well as bursaries if they are good at the sport It would be great to appear on TV through these championships and if my parents could be allowed to come with me Give special prizes to boost self-esteem.

Give rewards for good performance.

Winning of games is something always good.

The winning of all games and to be awarded prizes.

To see the world and travelling opportunities.

Travel outside Gauteng, to the ocean/ other provinces- Cape Town.

Championship to be televised More attire, better attire. New shoes.

New equipment for the whole team so that we all look the same from shoes to cricket bat.

Sponsorship.

Give more brand name clothes If the competition on National level could be broadcast on TV everyday Better rewards from the lower levels.

Get school uniform

7 7 7 7 7 7 7 7 8 Games/matches (more, against better teams) 8 8 8 8 8 8 8 8 8 8 8 9 Incentives (sponsors, bursaries, being on TV, outfits, awards) 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9 9

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Winning to play better Winning get better clothing better clothing and food Make the event a bit longer (for a longer period) Better food Better clothing and food Efficient transport for exploring the place Accommodation /residence should be improved, sport equipment should be the right once because currently they sometimes get wrong ones and organise better transport Hotel room service Take children out at night to a restaurant Five star hotels Have good food/meal Comparative teams and more water Play at big stadiums ex Loftus Should be more time to rest Better places to stay, better food, free equipment to the home to practise.

Speed up the travelling Better accommodation Better food at the camp sites.

Food at residential places.

Better variety of food, especially more pasta.

Better food and more variety.

Better food at the res.

More time (games spread out throughout the tournament.)

Provide more food.

Better accommodation.

Make friends with our opponents before the game.

It must go to a different province.

Share opinions with other kids (team) after game, to help them develop.

Better food at competitions (KFC/Chicken Licken).

Better food (variety).

Opportunities to watch other teams and sports games.

More food.

Use a plane coming to JHB. One game at loftus stadium.

Fly to JHB. Hotel room service.

Everything to be prepared on time.

More time. Everything to be prepared on time.

Everything to be prepared on time.

Time to rest

9 9 9 9 10 Event-related aspects 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10

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Give better food Residential areas should be improved (TUT). TV should be included.

Residential areas should be improved (sleeping at the TUT) Better planning and stick to the plan. More time to relax. Time where players can know each other Give the people the choice either to stay at home or at the facility Food More and better organisation Lunch-time Safer places to sleep while camping It would be great if we were served healthier and fresh food.

Planning and stick to the time scheduled make tournament longer better transport better nice food better timing make event longer organising program better should supply more programmes to learners and coaches visit the city (Pretoria) should communicate with learners and coaches more give out more programmes so everyone knows what to expect more food nice food and more better time management would help including better planning for the programme it should be hosted by different provinces cook better food better transport should be provided better timing of games better timing improvement on time (punctuality better food Not just to give medals but also to get medals

More incentives and motivate children more Allow more kids to travel and play with other provinces Exposing more children to sporting code To include all students to travel all over the world, further skill development. and make people aware about sport Learners to deliver the message which talks about the importance of sport in South Africa and more exposure of the game To give others opportunities to play

10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 10 11 More opportunities (more kids to join, more exposure of sport, different sports, information) 11 11 11 11 11 11 11 11

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Selections should be more than one player per position (e.g.

Three goal keepers, three strikers etc.)

Give more kids the opportunity to come through.

Support other children involved in sports for their future and help them with achieving their dreams.

For GP to have more opportunity for rural school children.

To have a fun day (inter-school and other sport codes) to show that chess is fun.

More information about sports Promote championships more More school visits to inform them about the National School Sports Programme Bring more Chess to people Relevant people to come to schools to talk more about the importance of sport.

Advertise the sports & competition (exposure) To add more sporting codes would allow more of our friends who do not play baseball to share the experience with us To gain experience and skill development into other different sporting codes.

Finding more coaches Find better qualified coaches To listen more to coaches More coaches Discuss with managers how to run the programs and experienced person to come coach them.

More qualified coaches.

More qualified coaches.

More qualified coaches.

Experienced/good coaches are needed more qualified coaches More coaches Coaches to keep on coaching and gives training and gives more confidence and skills better coaches Add more qualified coaches.

Teach other learners how to play Teach others who come behind us so they can carry on representing our sport and school Teaching others some skills and learn more about school sport.

11 11 11 11 11 11 11 11 11 11 11 11 11 12 Coaches (more, better qualified) 12 12 12 12 12 12 12 12 12 12 12 12 12 13 Peer-learning (teach other players) 13 13

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APPENDIX C: ADULT RESPONSES TO THE OPEN ENDED QUESTIONS IN THE QUESTIONNAIRE

1. ADULT GROUP 1 Institutions represented

-

Central Tennis Academy Chumana Primary School Department of Culture, Sport and Recreation Diphalane Primary School Elizabeth Conradie School Filadelfia School High School Waterkloof Highveld Secondary School Hlangabeza Primary School Humansdorp Secondary School Kimberly Junior School Krugerlaan School L/S Van Dyk Primary School Laerskool Wonderboom Lingelihle Junior Secondary School Mamellong Comprehensive Secondary School Marabaraba Vance Vale Masinekane Special School Mmamarama Secondary School Mogalatladi Primary Moletsana School Montevideo Primary School Mpumalanga Chess Federation Rhandzekile Primary SARU Sasol Club Embalenhle Sasol Club(Emba) Sibuyile Tabola Primary School Vukuhambe Special Winnie Madikizela Mandela Zwelisha Primary school

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2. Districts represented Bohlabela Capricorn Central district D10 D16 Gauteng Dutywa(Amathole District) East London Ehlanzeni Frances Baard Gauteng East Gauteng West Gert Sibande Johannesburg Central Nkangala Nkanyana Sarah Baartman Sedibeng Sekhukhune Thabo Mofutsanyana Tshwane North Tshwane South Tshwane West Uitenhage Waterberg

3. Are the right people benefitting Adult group 1 (Non-government officials)

Benefits to learners: It is a learning experience for participants and the coach to better their performance Bursaries provided for best performers Learners give their best academically, knowing that the reason being they get to explore as they are from poor backgrounds. They enjoy the little they get If you have managed to reach the nationals All schools are treated equally We are all part of one big winning team Children/learners/athletes benefit out of it Some of the learners have been elected and sponsored by bursaries The teams that won on level one will make it to the top by winning each next level

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They enjoy hotel lifestyle. Attire from their province and transport They get their benefits like medals, attire and they get more skills to participate in their game Benefits to educators: It is up to the school to get involved in school sports Educators are being capacitated and learners are given opportunities to showcase their talents Educators No benefits: Limited participation allows for limited beneficiaries Others do not have facilities and equipment or coaches, they are already disadvantaged Only those who are given information properly Adult group 2 (government officials): Benefit to learners: Learners do get the opportunities they have come for Talent identification and bursary assistance This programme is covering all people irrespective of poor or rich Learners at schools in all districts in the province are given the opportunity to compete at higher level of competition All schools are given an opportunity to register and participate On yearly basis they do come for nationals.

Yes on clothing; no on equipment No benefits: Few elite schools do benefit. Most of the schools are being put aside due to the nature of tournament and the talent of individual learner. Learners miss the participation opportunity Talented athletes are mostly left out by the performance criteria

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4. Intra-school level 4.1 Implementation of intra-school processes

Adult group 1 (non-government officials) Selection of athletes Schools play in knockouts together Schools select best learners internally and then proceed to other levels Learners play against each other There is a competition among the kids randomly Keep sport competitions going between schools e.g. school leagues All learners are given the opportunity to display their skills Competition starts from school where selections are done Players have to qualify for school team via schools 'inter house' Not really happening As a coach you are able to select your team You choose learners in your school by playing against each other Learners compete in classes or inter-house Cluster schools are competing The athletes are identified at their own schools Circuit competitions The team is selected by school trials Adult group 2 (government officials) Participate in school class against class or house Learners from the same school to select the school team Within the school It takes place in some cases in some schools Schools are to prepare for their teams through sports organisers at school level This is damage is taking place as leagues are not taking place except at tournament - and selection of a winning team thereafter. No extensive training is taking place at this level.

4.2 Effectiveness of intra-school processes

Adult group 1 (non-government officials) Reluctant officials, schools The officials perform the relevant duties There is unfairness in these selections sometimes The biggest challenge is the lack of organising at this level Schools don't take it serious Most schools are reluctant to take part Selection of school team is effective It helps us to select the best players to represent the province For learners to be competitive with each school Learners are identified at class competition first Certain number of participants will be chosen to go further It is where a school can identify its best participants It maximises participation

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It is where you identify good performing learners at a school level It's important to have different types of competition They play seriously bearing in mind that they might represent the province Competition is tight We select from these to make the best team Intra-school sport allows children time to learn new skills Learners exchange knowledge and skills Each and every learner begins to understand that sport is for everybody. Mass participation Extra-curricular activities are more important Other learners with barriers are accommodated through extra-mural activities Educators who are coaches have a chance of closely imparting the skills to the learners School teams are too small Not enough players within same school Problem is our school has few learners They participate against other schools in their cluster Adult group 2 (government officials) Lack of funding To these areas that have facilities In some areas, but funding is still a problem at lower levels Lack of resources Intra-school leagues are not taking place due to lack of funding There is no budget for sporting schools (DBE is not supporting) and educators are not interested. Sport day is once a day- only 45 minutes in some schools The vastness of district versus resources(budget for transport) is the main cause why intra-school competition is not possible In my opinion intra-school sport activities need to be re-introduced at more schools Effective in schools Gives an opportunity for every learner to participate The best schools select the best athletes to proceed Winning school code team Schools are managing to present teams to inter-schools competition This is where talent is identified and selection of performing learners is done Classes and houses new. New comers games are very good to identify talent

5. Inter-school level 5.1 Implementation of inter-school processes Adult group 1 (non-government officials) School teams are selected

Best school/winning school goes to district Schools play against each other The selected learners compete together in school

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Kids who have ability are selected Schools compete to select the team that will be best to compete at the district level This helps them at cluster level As coaches you select the team School teams compete to form a school team When competing with other schools they strive to be the best Cluster competitions The team is selected by school trials Inter-school is not happening Not really happening Adult group 2 (government officials) Schools compete against each other Schools playing against each other in a league Schools participate in regular league with nearby schools Learners from different schools playing in leagues to get the winner Zone level Learners/teams have to compete at this level in order to qualify. Fixtures and results are also a requirement Schools affiliate to the circuit and complete participation form codes that are played at a particular school Not taking this seriously Teachers are just passing the ball without any seriousness on both training and league itself. School transport takes children home earlier

5.2 Effectiveness of inter-school level

Adult group 1 (non-government officials) Officials and organisation The officials perform the relevant duties Not really in a sense. Principals are hard when learners are to be released for participation Teachers do their favourite learners favours most of the time It's being implemented and needs strengthening More emphasis should be placed on the importance of such events Certain participants with ability are chosen All schools take part The intention of it gives the same results as inter-school sport Confirmation of intra-school outcomes They compete to go to district level Selection of athletes or players You are able to select your team They have a chance to participate against other schools in their district Improves self-confidence by being the best school It makes learners to improve their sports strategies so that they can stand for different challenges Development of skills Skills development Builds good sportsmanship It gives/ provides with exercise opportunities for growth They enjoy playing for fun and win at the end of the competition

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Not enough schools play chess in the same area Level of competition improves Provoke the sportsman spirit for talent identification Learners exchange knowledge and skills Not organised or badly attended Mostly not planned as funding is concentrated on district and provincial tournaments Adult group 2 (government officials) Skills development and effective selection Same as Intra-school sport level Learners are exposed to other learners to test their talent This is very hard not easy, but competition and leagues are taking place as leagues or tournaments Selection of the winning school In the Western Cape, inter-school sport leagues are taking place and assisting with mass participation Is working as base level of the circuit competition The best schools are selected to proceed to circuits To give every school a chance to participate Resource constraints No budget in schools, DBE does not support. Educators not interested in sport.

Scholar transport, fetches the kids early and there's limited time for practice District is vast, transportation is expensive. Not all schools have resources/budget to transport the teams to their respective venues Inter-school leagues are not taking place due to lack of funding Lack of resources

6. Circuit level 6.1 Implementation of circuit level

Adult group 1 (non-government officials) Selected learners from different schools compete(same district) Schools from different circuits come together and compete and the best circuit wins and moves on To some extent, this is where our competitions start They gauge themselves at circuit level Selection of a team Circuit schools compete to form circuit teams Schools in a circuit are competing to represent the circuit Circuit competitions The team is selected by school trials Adult group 2 (government officials) Circuit schools winners play against each other for district Only schools with budget participate to select a district team

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Winners from different circuits to get the winner Within a circuit Learners/teams have to compete at this level in order to qualify. Fixtures and results are also a requirement Headed by circuit committee and federations from local municipalities. Schools participate in the organised event and select teams to district Here there's no competition as such except schools interested in sport.

Remember DOE needs results and some schools do not even participate

6.2 Effectiveness of circuit level

Adult group 1 (non-government officials) Officials are effective The officials perform the relevant duties For schools to remain competitive amongst themselves We usually have strict rules in this competition Identification of talent and circuit Helps in physical structure Identify best athletes or players Learners learn more from other learners of different circuits Helps identify the circuit with the best sporting code participation This helps to identify learners who will be able to proceed to other levels To represent your circuit as a school is more encouraging It maximises participation Schools are competing at that level Teams participating come through the system Learners from different schools socialise and share their experiences Encourage others to participate You see from the teams that are at circuit level, that your team is performing well Program issues, clashes with other important dates They don't have a common day for sport and concentrate too much on academics We cannot participate since it clashes with year program and type of child Information should be timeous Not enough participation in the circuit But with challenges. Short notice is always given when competition should take place. A year plan should be in place for best planning Not all schools are demarcated like that Budgetary constraints Circuits to be sponsored It gives/ provides with exercise opportunities for growth Improves fitness of athletes Adult group 2 (government officials) Budgetary constraints Government intervention Budget available Circuit-school leagues are not taking place due to lack of funding Only schools with budget participate DOE doesn't support

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Team selection for districts are done Education start playing a role and it is more coordinated than lower levels This is where the start of the league begins To give a chance for inter-school winners to participate with other circuits There is no district team selection without the different circuit plays The best circuit teams are selected to proceed to district In the Western Cape, inter-schools leagues are taking place and assisting with mass participation For them to proceed to the district competitions Selection for winning school team

7. District level 7.1 Implementation at District level

Adult group 1 (non-government officials) District level competition You only progress after having played other circuits.

Districts play against each other Selected learners from the district compete for provincials Learners compete against District teams meet on a competition day to compete Schools compete against each other, the best team is selected to represent the district at the provincial level Different competition of schools in your district Some previously are not even involved at this level They gauge themselves at district level I can unfortunately only speak for the tennis which happens at this level to select the players involved Selection of a team District teams compete Circuits are competing to represent the district District competitions Adult group 2 (government officials) District level selection District schools winners play against each other for province The districts in a mega district play to get a winning school to play at the province Elimination from district winners to get the winner Within district Learners/teams have to compete at this level in order to qualify. Fixtures and results are also a requirement Organizational issues emerge Organised and coordinated by district Department of Education, District SAC, all teams that won at circuit participation there Lack of functional leagues and structures result selection at this level

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Here a series of challenges emerge. E.g. age cheating, non-documentation for athletes profile - no league/no tournament that has been played by the codes.

No proof of the leagues played at all at the local levels. Poor standards.

7.2 Effectiveness at District level

Adult group 1 (non-government officials) Good competition It gives/ provides with exercise opportunities for growth It attempts to select the best possible candidates Keeps the learners busy. They don't get chances to do drugs We participate there and see the performing teams It's where we get top schools All teams come from the district set-up All the schools in the district are taking their learners out from abuses Competition Enable us to select best athletes or players That's where schools fight for a place in districts To play at the district level with competent teams is good We usually make sure that the kids that are selected are fit for the following competition Even though the competitions are not strong enough It helps identify which district is the best at whichever sporting code To whatever is gained from inter-school is taken up to the district where learners are able to get medals Builds good sportsmanship Trained officials The officials perform the relevant duties Schedule and communication problems With challenges of short notice which leads to insufficient time for training Some learners are being forced in without qualifying Works in certain provinces, but start late. Rugby is a winter game and nobody plans before the 3rd term Never informed A few schools do their own thing without others. Such events are then called district finals There's a development and merit section for chess, which is necessary for development Districts do not play against each other, therefore talent for provincial teams are missed Adult group 2 (government officials) Government involved Government intervention Yes it does take place since there is no provincial team without district competition Bulk of the budget is set aside for provincial and national whilst there isn't enough budget for preparations at ground level.

Department of Sport, Art and Recreation and Education collaboration a must in the process Funding is allocated for this level of competition Budget available Provincial level participation is decided

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Learners who are eligible to represent the province are identified here To give a fair chance for circuit winners to test their strength and ability with other winners Best district teams selected to provincial competitions In the Western Cape, inter-schools leagues are taking place and assisting with mass participation. Also ensures that provincial play-offs take place in order to qualify to participate at the SANSC To come up with teams to participate at provincial games Selection for winning school team The concept of a winning school kills sport as it leaves out some good players

8. Provincial level 8.1 Implementation at provincial school sport level Adult group 1 (non-government officials) Experienced learners participating

They meet well experienced teams Learners compete for national selections All the best district athletes compete so that the best team can represent the province at nationals We combine the districts and become same province The winning districts meet to compete to form the provincial team per code Apparently not enough funds and planning to play on a more regular district league basis Selection of a team Provincial teams are selected for participation nationally District are competing to represent the province Adult group 2 (government officials) District level participation Provincial schools from different districts compete in provincial level Districts play at a provincial competition District winners eliminate each other to get the provincial winner Within province Learners/teams have to compete at this level in order to qualify. Fixtures and results are also a requirement Each district submits their teams to the province School teams note experienced Readiness of school teams not there. Poor organisation by both coached and DOE - poor, weak and non-credible teams is a product

8.2 Effectiveness of provincial level

Adult group 1 (non-government officials) Professional The officials perform the relevant duties Athletes or players can represent us internationally For provinces to move to continental level

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They are very much in order and professionalism is portrayed Our best athletes are delivering more due to the national competition pressure, so we get the best results there Some learners are scouted by other professional teams Once you win regional you compete on the provincial Athletes have benefitted out of the levels The winning districts compete there and you see your team perform So the provinces can compete and to be the best It is also catered for cultural diversity Schools benefit a lot from the provincial tournament Sportsmanship and development Learners get to know one another It is where a provincial team is formed, joining all districts together Learners start to see how important sport is Athletes are exposed to a higher level of competition Maximises participation All metros bring the best athletes to compete Organizational issues Works in certain provinces, but start late. Rugby is a winter game and nobody plans before the 3rd term.

There are two sections development and merit. They cannot participate in one section Quality of officiating and time controls are not up to standard The organisation is very poor, with rapid games (30 minutes) played, but the children play long games at the nationals More time should be given Trials are not done properly therefore a lot of potential players are missed Adult group 2 (government officials) Budgetary assistance Government assistance Provincial department funds the programme Yes less funding and an opportunity to play with other areas Budget available Funding is allocated for this level of competition

Importance of provincial level participation

Expose the athletes to different code competition and enhance mass participation That is the most important competition for we select provincial champions Learners get a chance to be selected to represent the province in the National Provincial team selected to represent the province at national Provincial play-offs/trials is a non-negotiable requirement in order to qualify to represent the Western Cape at the annual SANSC For the province to participate at national games Selection for winning school team

Not enabling

It's not a true reflection of what districts have since the collaboration framework isn't working. Thus it cripples the concept

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9. National level 9.1 Implementation at National level

Adult group 1 *(non-government officials)

The best teams are selected on the national level You only progress after having played other circuits.

The final four from each section competes on national level All provinces and their sporting codes come together to compete Everybody with different sport codes participate All the best athletes from different provinces compete for the gold They learn new skills from other provinces Winners are given their rewards All 9 provinces compete to show SA talent The teams are competing with other teams to be national champs Provinces send their provincial teams The same team that played through the year Adult group 2 (government officials) Management issues This is really a mass participation level instead of being the elite platform. Too big a tournament to manage Before registering teams, we rely on evidence of participation from intra-school competition to provincial competition Each province provides the data of the participating schools and register them at national level National colours are awarded Provincial winners eliminate each other to get the national champion Schools from different provinces compete for national colours

9.2 Effectiveness at National level

Adult group 1 (non-government officials) Managed effectively It excludes top players from non-qualifying schools Proper planning is done Athletes or players represent us internationally It makes level of competitiveness to be at high level Properly managed and attended It runs fairly well Great learner experience Children get the opportunity to perform at higher level Learners get a chance to socialise and get upper level of experience from different provinces That's where learners gauge their success/achievement Very much! Learners get motivated to continue with sports and do better in every aspect of their code Learners participate fairly It is where provinces come together and compete to show which province has

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great abilities in whichever sporting code and sport at large Learners from different provinces get together to compete with one another In soccer for example teams like Pirates and SuperSport select talented learners from the School Sports Championships All nine provinces bring their best athletes for different codes to compete Exposure and benefits Teams staring in cluster level working their way to the top is stronger emotionally and helps children to take care of each other All provinces must be represented in the panel of technical officials not a few It gives/ provides with exercise opportunities for growth You can see your performance at national level and you are able to correct all the mistakes in your team All learners from all 9 provinces are given equal opportunities to perform at the same stage Learners are gaining a lot and some of them receive bursaries in order to further their studies in sport Striving to be the best Encourages other learners to participate fully Adult group 2 (government officials) Enabling environment Government assistance Athletes compete to achieve medals and rewards and have room for improvement Yes for the last three years I attended and participants feel like champions Too many learners brought to national consume too much of the budget without any impact Talent is exposed here and the learners get to meet others from other provinces To have a chance of playing with other provinces It helps to scout best learners for academics It is reaching some of the objectives i.e. participation at a higher level and talent identification.

Learners are getting opportunity to showcase their talent at the highest level and afforded a chance to pursue their talents. Supported by the National Minister fund as bursary The competition creates opportunities and exposure for all athletes Budget available Not as expected - this is a platform where talent is to be identified, where agents could be selecting talent to nurture. But poor standard do not allow that

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10. Selection criteria Adult group 1 (non-government officials) Fair selection criteria The playing field is level Best performers are selected For best achieving learners to get exposure to compete further Fairness is practiced The system is transparent enough If followed well learners are motivated to put in more effort They might start with a few glitches but at the end everything comes together and our athletes do well Learners bring proof of identification It caters for all ages It's being done on merit As we are selecting, it works well Encourages the learners not to have learners which are under/ over the age criteria for the code Levels from intra produce quality teams and players It needs to be planned and coordinated well All learners are given opportunity to take part, only the champions are taken to national Athletes identified from different schools not by favouritism but through trials Perfect and qualified judges do correct selections But it differs according to sporting codes You have your knockout rounds to establish the winner Qualifying learners are the ones to participate Giving the learners better opportunity for scholarships and learning skills They have to win each level to go the next Problems with selection management The idea of a winning school proceeding leaves great talent behind, while others on the team can't really play Partially because favouritism is there There are problems of white schools doing their competitions separately Fairness doesn't always prevail It needs some monitoring by national Schools are not honest. They play over-aged players It would seem that the learners for each code is representing their province with the of those individual sports like tennis, that is losing their best players due to the TSA tournament held at the same time Adult group 2 (government officials) Problems with selection management The winning school system is leaving too talented learners behind I wish the selected teams or players should be considered at a provincial level to national Winning school doesn't mean all the players in a school team are good. Most schools don't participate due to non-availability

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Because the province selected the best team to represent them at national level to obtain better position Most of the talented athletes are left out cause their teams did not qualify for the next level of competition. Hence selecting teams per level would be of vital importance Equal opportunity to participate Categorisation of schools can create a platform of the most disadvantaged schools get a chance to participate at this level The qualified coaches do identify the learners through performance Every learner irrespective of gender, race, and physical challenges are given a chance. The documents should be fully completed in the zonal/district for participation not at national Federations are supposed to ensure that proper talent identification procedures are in place and followed. Consideration for inclusion of provincial representation in the LOC In the Western Cape the JPTT has endorses the criteria requiring teams/learners to qualify via competing at various levels

Documentation

Review age groups Ascertain the league system, documentation thereafter of the athletes. Cheating, bridging, charges to be laid for cheating

11. Implementation of planned fixtures Adult group 1 (non-government officials) Year planning But not enough fixture as per the ideas of the national sports plan The calendar is followed Some small changes but most of the time as planned The dates and information doesn't usually get changed Most of the times except if something happens that cannot be helped for Learners participate according to the fixtures as planned We usually follow it The tennis is always held in August and so far it works well Financial and time constraints Not all schools have funds to participate Time is a challenge Fixtures determine the time and the challenged opponents whether it is roundrobin We always start late The functionality of the fixtures are sabotaged and then the excuses are made at the time They must follow the hierarchical order school i.e. Circuit-District-National Sometimes fixtures are not followed Communication There are a lot of schools that can't participate due to the way information is taken to the schools The committee reminds other members even though they have the year plan Some of the information is not distributed to the relevant people Issued a day before participation Travelling creates problems

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Sometimes you will find that schools are far away from each other to have these leagues and schools don't have money for transportation Travelling at lower levels hampers the system The games are played according to the planned fixtures

12. Benefits of incentives Clothes medals and other tangible rewards In our case the kids got kitted out well Medals Having medals and trophies and to compete at nationals Trophies, medals and certificates They get medals and trophies Bursaries, sports attire and medals Intangible rewards It develops their skills and makes them stronger Medals and championship title Their hard work is rewarded and this motivates them Codes that perform well during the games can get sponsorships more easily Sight-seeing, clothing from their respective province Exposure and bursaries Interacting with peer group, growing as young sports persons The possibility to secure a bursary

13. INCENTIVES 13.1 A: Incentives at intra-school level

Adult group 1 (non-government officials) Participation certificate Recognition Trophies are presented to winners It motivates the learners Funding to schools such as these are evaded Medals are given to the learners They get their medals and trophies It would encourage them for the next level Participation certificates Medals Must be incentivized Some of the schools do motivate their participants with trophies

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Annual awards to learners who perform above the rest in sporting codes Only medals are given to teams which obtain position 1-3 Give athletes incentives to encourage them To the winning team Adult group 2 (government officials) For motivational purposes Awarded as to attract interest No, Improperly implemented For motivational purpose This level needs to be encouraged by getting a medal even though it is a low level Responsibility of schools For encouraging other learners to take part in sports No, budget

13.2 B: Incentives at inter-school school sport level

Adult group 1 To winners Support in terms of funding the sports organising committees No, Sometimes there is a short of medals and trophies No, schools are no longer contributing to circuit It encourages them Medals and cup. Medals for positions 1-3 Must be incentified No, sponsors are not interested Government should provide no, need to be budgeted for Medal should start at inter-schools Should be done for all codes and disabilities Adult group 2 For motivational purposes To motivate schools to participate Also needs to be considered with medals Provided by codes/schools in some instances To make learners to be proud of their school colours at all cost/levels No, budget Bursary of athletes, and teachers interested in sport

13.3 C: Incentives at Circuit school sport level Adult group 1

To winners The whole team Funding support is needed All learners get the deserved medals/trophies

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Lack of funds Participation or honour their school Must be incentified Organisers lack motivation and responsibility Government should provide Budget should include them At circuit levels there must be an incentive in order to motivate learners Circuit did not have trophies and medals Adult group 2 To motivate circuits Also needs to be considered with medals Provided by codes/schools in some instances To make learners to be proud of their school colours at all cost/levels

13.4 D: Incentives at District school sport level Adult group 1

It's fine To winners The district office is always supportive The whole team gets recognition Funds should be available All get medal/trophies Must be incentified Inclusion in the A-division Have been receiving them The district is giving learners medals but sometimes they are saying they don't have sufficient funds Obtained trophies Adult group 2 This stage needs this to encourage learners for his or her performance Medals for each learner who took part To motivate schools The winning schools and learners do receive trophies and medals Provided by codes/schools in some instances Encourages learners to participate Bursary of athletes, and teachers interested in sport

13.5 E: Incentives at Provincial school sport level Adult group 1

It's fine Trophy to winners All get awarded They do receive Subsidy in school fees for winning teams Adult group 2

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This stage also needs this as the provincial stage A bursary for an excelling learner/s To motivate districts They receive trophies and medals Goods and services are provided i.e. transport, accommodation, catering Motivates learners to participate Bursary of athletes, and teachers interested in sport

13.6 F: Incentives at National school sport level Adult group 1 (non-government officials) To those who did well If these are available they must be brought down to lower levels Learners who get awarded bursaries don't really get them We watch them on the media Players work hard for this Bursaries should be there for all including deaf Adult group 2 (government officials) Especially the bursaries so as to attract participation To motivate provincial winners Only those who performed well Recipients receive certificates and tablets in previous years Talented athletes to get support by the Minister fund and encourage them to continue with their studies Motivates and encourages athletes to perform and excell Bursary of athletes, and teachers interested in sport Athletes are being placed where their talents are nurtured. Bursaries are assisting them to further their studies.

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14. Learner benefits Skill development: They are exposed to different skill levels Time management and professionalism They are placed to advanced training Communication, tolerance and fair play is learnt The learners have become very good and disciplined athletes Whoever do well in that specific sport go further They understand the rules of how to play Learners/ players always learn something out of good competition Incentives: Trophies and medals They get bursaries Medals awarded to learners for good performance Children who did well will get bursaries from universities Bursaries: Those who did well are given bursaries They get to trial for bursaries at the championships Children are taken to schools Minister fulfils his promises

15. Learner progression Adult group 1 (non-government officials) Skills development We have not been part of this programme for so long The learners can receive scholarships and sport bursaries Bursaries provided to those learners who perform very well Can see the differences in skills of learners who attended it the previous year The progressed learners are the ones going to participate at nationals It teaches them to participate as a team independently from parents Skill, showed improvement after participating at the National Championships One of my development tennis players have captured our hearts by the way he has come into his own that I'd like him to be in my team next year. All because of the SA Schools Championships Career development in sport They take sport seriously and engage more Some of them are playing for our national teams They found themselves having to take sports as careers Some have been identified to perform at professional level Learners learnt to be coaches too They pass knowledge to other kids

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Others are playing for provincial and national teams Social benefit through bursaries They go under trials and go to academy Some teams have benefitted There are learners who have been taken from rural to urban and they are progressing well Others got bursaries and further their studies in academies Three hockey players were identified for possible bursaries Adult group 2 (government officials) Professional opportunities for talented learners Identified by federations Getting to expand on their career path in sport This programme has introduced international participants, athletes, rugby and football Some have gone through and are given the opportunity to participate internationally Some are included in provincial teams Skills development and change No athlete will progress to that level without national school championship programme Talent identification opportunities took place

16. NSSCP implementation Adult group 1 (non-government officials) Progress as planned It takes place yearly at venues identified The schedule is followed as planned All codes are participating We have all the training and preparations that we need and learners do well at all times All provinces are represented It was held according to the dates planned It goes according to communication given to us at our level Partially yes, there are some sponsored tournaments which schools play so the timing sometimes is a challenge They ensure that the matches take place during that day or week The tennis programme runs well and seems to be implemented correctly It is an annual event no disappointments We stick to the correct schedule Apart from registration, verification of documents, accommodation, and issuing of attire all things are in order. More monitoring and supervision of learners that's the core responsibility.

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The national tournament works but not the run-up. All codes differ and best practice should apply Teams start from bottom and move to the top Problems during implementation There are certain changes like kids being swapped It is improved since 2013, but communication still lacks The officials lack understanding in certain instances It happens every year as planned. Although it excludes secondary section in 2015 which is a major set back This year we know that both bands are coming to the National School Sport Championships at a later stage. FET Band was dumped by the department and that discourages learners Adult group 2 (government officials) Progress as planned Learners are participating very well Accreditation should take place as early as October or November, not during the competition The dates, times, venues are all adhered to Some ages were eliminated to compete at the last moment(High school ages) Because everything is well planned and arranged All priority codes except for boxing takes place Calendar is followed as is Stick to the plan

17. NSSCP implementation challenges Adult group 1 (non-government officials) Inexperienced coaches We experienced some issues with our provincial officials Most chosen coaches are not experienced Provincial departments try to cover all sports but does not have the knowhow, time or funds It's a combination of all. First the teachers must know how the sports work and the levels of participation Educating teachers to become a coach or referee for the team Logistical planning issues Lack of planning Lack of EMT support at school level Lack of committed educators Adult group 2(government officials) Capacitate educators The work of the school sport structures is not visible Capacitate educators in all aspects Lack of some stakeholders' involvement at some stages Seriousness from the DOE on sport activities - since its core function is teaching and learning

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18. NSSCP lessons learnt during implementation Administrative issues Efficiency in administration Lack of information to officiating officials Management of the logistics general as well as good management of learners. The number that the province is expected to bring is quite big and as a result it is not easy to deal with the issues. Integration of programmes with federations Importance of planning and integration of programme Logistical arrangements Technical officials need to be coordinated and supported more effectively. The process of appeals/protests should be re-looked at the cost of R1000 appeal (nonrefundable even if appeal is won) is a restricting factor The accommodation of teams per province. The provision of sufficient parking space Skills development Learners and participation of learners, continuously assisting schools The athletes are more committed and provinces are competing very serious Skills learned by beneficiaries.

Communication is important That consultation is vital for a programme to run Too many injuries - resulting from unfitness; challenges from many participants confined in one place

19. Stakeholder support Adult group 1 Communication Officials tend to look after their schools/districts Communication Financially and also giving resources to all schools Information is not shared but parents and department's support is with money and incentives On a good day we work closely together. There seems to be a problem of coordination between DBE and SRSA Financial and transport support Receive in terms of transport, National Service Provider Sasol Sponsored by Transnet in terms of equipment and competitions The department of sport should have a program of support to all schools participation I think more stakeholders should be approached and be told what we do Buy-in from Parents and teachers need to show interest Encourage principals to give support to the willing educator and learner instead of complaining about funds and learners and educators giving money out of their own pockets to get things done.

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Coach at the school are taking the children for coaching even if they cannot pay for coaching Not to the level best Education and department of sports SMT, SGB, parents and staff L/S Van Dyk Primary School At National level yes. Logistics and medical services. At Provincial level mostly no From CSA National coaches must come to school level Everyone is doing their own thing . There is no coordination A training session is arranged by me before the championships and are supported by SACR in terms of making it happen and helping to get the learners outside Bloemfontein to the training session They need to be in charge from top down Sometimes we lack transport to take athletes to the venues This year we have full support from the Department of Sport, Art and Recreation from our province We would appreciate if municipalities can also play an active role All sporting codes were issued with relevant attire and gear. DSAC and DOE Parents are giving us their learners so as to participate in sports There is a need of training camps, not just once We do not have correct facilities, we compromise Adult group 2 Sport federations Technical support from federations of codes Federations are not playing their part.

All stakeholders involved, starting from educators and federations should be involved at early stage Federations provide us with technical officials. School sport codes also gave more support Increase the budget and sponsorships Move the sport budget from education to sport department One support could be the provisioning of bursaries, opening the room for grading systems in the rural areas Communication between departments There are no liaison officials deployed to the teams No suggestions and back-up inputs from information submitted SRSA and DBE at briefing meetings and tournament documents Education- Learners given support and allowed to play. Department of SportsBudget and resources to the provincial up to the national events. Local Government- Support in terms of facilities provision Enforcement of adherence to the school sport movement Regular meetings

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20. Comments on the school sports manual Adult group 1 (non-government officials) It can serve as a guideline If it drives the programs and goals It should be aligned to the national rules used by department of sports, art, culture, and recreation It gives us the rules I think schools should get discs rather than filed papers because others can't implement it It is well written and organised If the manual is implemented correctly it could help all schools' participants and school sports to go as per the plan It serves as a good guideline on how to operate So that more knowledge can be gained Rules and regulations are important Support, fund and allow for best practice for the federations that has the know-how and skill As a coach for provincial chess and the district chair person I have written it so it is complete If we can stick to it The coach will be clear with the rules and the needs of the game If issued Just need to be understood by all who use it It helps learners and the coach to follow the rules and regulations of the specific game like Morabaraba There are many tips in the manual The rules of the game changes from time to time and the manual is not updated with the new rules Adult group 2 (government officials) Use as reference If only finalised on-time before intra-leagues.

This should be used as a bible for the national school championships It doesn't work for the rural areas It is a good guide but needs to be distributed a month before the games It is the correct guidelines for school sport It guides us when there is misunderstanding and when we form code committees Sufficient information is furnished It is a bible of all the stakeholders to adhere to It provides guidance for proper implementation, however some codes can also make it more user friendly by providing more information

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21. SUGGESTIONS TO ENSURE THAT CORRECT PEOPLE BENEFIT FROM THE PROGRAMME Suggestions to ensure that the correct people are benefitting from the programmes include four main 

If resources can be put in place, we will earn more results



The department should have structure rules when it comes to the athletes needs



As stated before include federations and school codes to determine, plan for and comanage the program

 Through programmes to fund sports in the lower levels  Improve information flow  Follow up on learners progression to national level  People from national must be involved at all levels  Have a forum where a compulsory policy could be made and implemented a monitoring agent

 Fairness and compensation for volunteering education  Educators involved to be compensated 

Move budget of sport to sport



Selected team from province would really get to the most talented players from all over the country



To bring select teams of talented players from different levels



Concentration should be on coaches training - technical - referees etc.

22. SUGGESTIONS ON THE SELECTION PROCESS



Much more schools to buy in

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More planning to be done prior

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It is difficult to change a person who has a corrupt character

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Correctly check the identification of learners

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Ensure proper structures are put in place at lower levels

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Involve the various coaches and managers in the selection process

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Facilities, coaching courses, admin courses



The relationship between codes and some federations need to be strengthened



Sponsored trials



To supply schools with the necessary equipment



All documents that needs to be completed should be handed out as soon as the sporting code starts for the season to be completed 23. SUGGESTIONS TO ENCOURAGE MORE PARTICIPATION IN SPORT Physical Education should be part of the syllabus and school sport should be part of



the school lessons year plan/programme. 

Coaches should attend refresher training courses.



There should be support from parents. For example parents coming at schools during school sport activities to cheer learners up, etc



There should be regular practice by participants.



More coaches are needed.

24. SUGGESTIONS

FOR

IMPROVEMENT

ON

DIFFERENT

LEVELS

OF

PARTICIPATION 24.1 A: INTRA-SCHOOL SPORT LEVEL  Financial support from parents 

There should be better facilities.



Coaches should motivate learners, visit schools and tell the learners about the benefit as a result of sport



Incentives



Make a sports day once a term



Learners to be involved in sport clubs

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For the Active You!

24.2 B: INTER-SCHOOL SCHOOL SPORT LEVEL More emphasis should be placed on the importance of such events (Inter-School sport competition because they promote the opportunity for the learners to gain skills. 

Inter-schools competition should be sponsored and monitored by the government.



The school principals and school coaches should be dedicated regarding the implementation of the Inter-school sport competition.



The Inter-school sport competition is taking place in schools however it needs to be strengthened.



There should be a compulsory sport day because schools cannot compete during school hours and it is impossible to play all the codes on a Saturday.

Inter-school level suggestions 

Qualified athletes should select



Plan with the federations and School Rugby Associations



More inter-schools competitions besides the NSSC programme



We need reserves



Inter-schools competition should be sponsored and monitored by government



Principals and school coaches should be dedicated



Compulsory sport day because schools cannot compete during school hours and it is impossible to play all the codes on a Saturday. Lack of manpower



Extrinsic motivation in the form of metals



Increase season length and increase the number of league games. (Players get exposed to more game time and skills)



Schools to be encouraged to participate

24.3 C: CIRCUIT SCHOOL SPORT LEVEL  It must be maintained and supported 

Coaching clinics and skill empowerment programs should be implemented



More sponsored competitions in the circuit



The municipal officials should try to work together with knowledge



We need reserves



Enough equipment and playing facilities, qualified coaches and dedicated ones' 197 Report on the Implementation Evaluation of the NSSCP

197

Departments of Basic Education and Sport & Recreation



Provide more resources



Monitoring tools to be used and read in principals meeting



Provinces where it is applicable, should continue with it

24.4 D: DISTRICT SCHOOL SPORT LEVEL  Experienced coaches need to do the job. Competitions are not fair 

The judges should be taken from each district



Implement camps for participants and their management



Plan with federations and school codes before the end of the previous year or at least before the 2nd term. That is how rugby does it.



To allow all the schools to participate at any league they want and not on condition, because there are big schools and small



More learners to compete/participate from school level



Such results must not be allowed to stand



We need reserves



As a coach I would appreciate it if coaches can be involved with the selection process, since not everyone is available that makes the team due to the TSA tournament held at the same time



More effort on teacher capacitation, facilities and technical management



HR managers or personnel be appointed to the programmes



Improve communication method



All schools should be involved in school sports



The league should be drawn up to make provision for districts to play away and home matches. The challenge is transport from and to destinations

24.5 E: PROVINCIAL SCHOOL SPORT LEVEL  Continental level and international to be considered 

Training camps and skill empowerment programmes be devised to make teams strong



Plan with federations and school codes before the end of the previous year or at least before the 2nd term. That is how rugby does it.



Make playing conditions at the provincial level as close as possible to the national event



We need reserves 198

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Report on the Implementation Evaluation of the NSSCP

For the Active You!



More resources be made available



Transport to arrive in time. District colours used



The coaches should identify potential talented players from their opponents to make selection easier for selectors

24.6 F: NATIONAL SCHOOL SPORT LEVEL  The national competitions should be made twice a month 

Teams (provinces) are a problem as this uneven number does not allow for a fair tournament. Consider the 10th team to round numbers up. This team could be either an 'invitational' or hosting provincial 'B' team.



Independent judges should be there to give points



Some officials are just there for a holiday. Organisers must ensure they bring the right people to assist in the proper running of the event



We need reserves



Maximum participation encourage



Any distances travelled further than 400km air travel should be considered. Stressful and tiring for participants



Best players should be selected from leagues and even district and provincial championships (by school code selectors). These selected and representative provincial teams should then compete at national level.



The organisation needs some improvements. The registration processes needs to be evaluated



It is run well enough



Representatives of provinces should engage more with the coaches



By having different structures at different levels



Maintain the standard



More workshops/seminars to be done



We just need to inform each other with planning



We need more structure leaders that know about sport and take it seriously



There must be more meetings and workshops



A task team should be assigned per district and region. It could make a difference



To compensate educators who stay behind with learners for practices



Federations should visit the provinces

Report on the Implementation Evaluation of the NSSCP

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Departments of Basic Education and Sport & Recreation



Good, planned, organising



Meetings of all managers of all provinces must be done



Funding and the facilitating the forming of structures



Let it start right at the bottom



Not sure



Evaluation must be done continuously i.e. quarterly



There should be enough equipment starting the games according to the programme



Registrations can be done on sites



Employ HR who will deal with the programme from all levels



In every code there must be people who are monitoring this programme



School visits by the academy



Establish a monitoring group to help with feedback to erase problem areas



Adhere to time frames



People should come from provinces to work on national programme



Available budget for monitoring- involve the provinces and districts



Provinces need to be capacitated to do their own monitoring



By employing monitoring and evaluation officers



By involving politicians and high government officials



Event/budget needs to be discussed with all stakeholders



Appointment of an independent monitoring and evaluation team that will provide an unbiased report More personnel



25. SUFFICIENT FUNDING ALLOCATION Adult group 1 (non-government officials)– budget sufficient Everything seems to be running smoothly The budget to meet the demands of the competition Don't know Mangers and organisers need to do proper planning for the budget We get everything that we need I wouldn't say "yes" or "no" because I'm not sure of how much money is being used to run this programme Some learners who qualified are cut out because of the budget A lot of necessary staff are left out because of insufficient funds every year It should be increased and well managed and be accountable

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For the Active You!

We have enough budget Attire and food up to standard Notable to answer as federations aren't responsible and included in decision making There can never be enough money to do development Not sufficient because we can't have training sessions and match practice due to financial constraints We really get spoiled. Communication of most things gets lost Food and accommodation are poor. No balanced diet food It does not seem to be reaching the relevant structures Don't know The championships looks professional and well planned and therefore seems to have a sufficient budget to maintain it at this level Everything is done by DOE in collaboration with DSRAE As I have said that FET was supposed to come to these games, but later the department said "no" FET Band is not coming Struggling to play with school B Circuit is struggling to perform their outmost best Food given to learners is insufficient, extra funds should be added The attire and the type of transport needs funds All the needs of players are covered Yes, however more funding is needed to help with the development of the participants Educators, coaches and managers to be compensated Adult group 2 (government officials)– provisional grant sufficient Logistics consume most funds, especially provinces far from Gauteng If only used for the intended purpose and shared according to province needs.

When the grant started at 2.2 million for schools, instead of going up it goes down Most of it is ring fenced for provincial and national competitions. XCO utilises all of it on items of poor quality which are very expensive It should cater for teams to fly to and from the game to eliminate accidents It caters for all the needs of the learner It needs to be increased especially at the rural provinces The Western Cape mostly has to travel the furthest distance. Thus not sufficient to cover extra transport costs Do not know exactly how it works Grant only provides adequate funds for the National Championships and lack of adequate funding at lower levels has a negative impact on the objective of the programme 75% of this funds is kept at provincial level and only 25% that is given to districts which leave a big gap

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Departments of Basic Education and Sport & Recreation

26. MONITORING OF THE NSSCP Adult group 1 Various sporting bodies are incorporated Not from ground level As departmental officials are part of the process Continuous meetings held and updating All relevant stakeholders are present We have rules that we have to follow It's being monitored by some people from the department All the needs of learners, teacher and coaches are met Only when it is time for district, provincial, and national competitions are monitored Not familiar with the system So much misunderstanding and lack of information Not sure We have seen the media present and conducting interviews with players, not sure if that is the answer for this question Officials want to roam around with government cars The Department of Sport, Art and Recreation monitor the games But not adequately Government officials and sport codes report after every activity There are groups of people from the district, province, and national who support these competitions Facilitator workshops to support workshops Because it gets better every year Regular meetings was held prior to the sports championships and during the duration of the tournament Adult group 2 Partly being monitored, only monthly meetings Not monitored at all. No serious commitment on what to achieve and look for.

There are no identifiable monitors It's poorly implemented due to inadequacy of budget for monitoring There is a national team that goes around the province doing monitoring Through the use of national school officers It is monitored well by all stakeholders and federations We have M&E officials attending the SANSC Age and result cheating as well as the impact of the program have not been monitored. No results or report presented to provinces on the impact made by the programme

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For the Active You!

27. IMPROVING OVERALL QUALITY IN THE NSSCP Adult group 1 Things seem to be running smoothly Move the tournament around South Africa Enough time in training camps e.g. 1 week or so Better planning from provincial management For all schools to take these programmes seriously and be involved It should start at the school levels with the principal knowing that "too much theory without sport makes John the dull boy"... Quote.

Suggestions should be allowed and feedback to be given. Everything should be transparent to improve quality Add more of the indigenous games and involve more partners Minimise cheating in our areas; Financial support is needed; Reflective meetings from all codes in order to develop common administration of sports.

This must be done also at sub-district levels; Communication of information programmes as early as possible The department should work on developing young technical officials and coaches in order to inspire the learners who would want to be part of the technical team one day The coaches should be able to do the specific sport and they must be active and enjoy the sport If all schools can appoint a permanent coach for each sporting code and be paid Most of the school managers they don't like sport and most educators are no longer interested in sport. You have to be a sport loving person first before we can improve Federations must run the games Organising of attire, receive clothes on last meeting None Create more leagues amongst communities to encourage learners To ensure that our provincial federation comply on what the mission and values of this championship are in order for them to take it in consideration Communication to all. Making sure all is involved and get info on what is to happen Hire and pay coaches professionally. Facilitate lower level structuring and provide equipment and facilities At the provinces like ours where you find that the knowledge is not there for running events. Federations should be given the opportunity to assist with proper implementation. This is the only way there can be any progress Professional photographers that take action photos of various players, which learners receive after the championships. I believe it adds value to the Games and is something learners can cherish for a lifetime Officials from national should be trained to improve their public relations skills.

Provincial officials should be monitored for accountability and responsibility Accredited coordinator for Kgati so that he/she can give skills to the new coaches to make them have more interest in this code Communication should be improved. Administrative strategies should also be improved Marketing part should be monitored. Both departments should own the programme for a South African child to benefit

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Departments of Basic Education and Sport & Recreation

Trophies should also be added to the winning teams not only the province Workshops and training for coaches. Monitoring of the implementation and statistics taken Bringing in of the sports federations Adult group 2 Accreditation process Time of activities- Days must be equal to number of games. Improved management to compete.

Strengthen school sport structures. Training of the coaches and management.

Involve more incentives from lower level Available budget for districts and do away with ring fencing bulk budget Reduce number of days planned for the programme. Improve on registration/verification process If the championships can be planned to be in two days and not to clash with school exams Capacity building of officers. Capacity building of educators. Inclusion of parents in decision making The two departments must plan to implement this programme effectively at school because some principals are not serious about this programme Halaal and Kosher meals need to be sorted out. All if not most verification should be completed in the provinces. Technical officials need to be coordinated/supported more effectively at the championship. Constant and unnecessary late changes should be avoided. High level communication/information should be sent timeously via the office of the Head of Department and/or Chief Director By ensuring that proper M&E systems are in place as well as enforcing full participation and contribution from all relevant stakeholders Prioritise codes More budget, building of sport facilities and coaches education

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For the Active You!

28. SUGGESTIONS TO IMPROVE THE PLANNING AND EXECUTION OF THE NSSCP Adult group 1 Involve teachers more. Maybe divide the competition throughout the year By ensuring that as much we can involve schools and compete at high standards So far the standard is at its best level. It is to maintain the standard Schools need to urge learners to participate in sports, sports are only done during games(selected) We can add sports as a subject Implement these games like chess in community games. There is also a need for more playing equipment to be available I wouldn't do anything more than what they already do because I personally appreciate what they are doing for our kids, and they get to learn more about sports every time Federations, teachers, and coaches must have meetings and suggestions so that each person's views are heard Schools registration system should be devised and a league be implemented to ensure full participation and clinics, and training be conducted monthly to monitor how it works At the end of the year all programmes should be in place before we kick-start the new year Federations should be running the games Clothing attire- Receive on last meeting All parties must agree to what and how implementation should look: Federation, School Code, DBE, SRSA Township schools should have more education on how to coach, plan and participate in leagues Remarks should be done on a daily basis Monitoring and ensuring committees are structured from the circuit level, cluster levels up to provincial level. Meeting on a regular basis to ensure procedures are followed It is pointless to have an event of this magnitude when it is not run properly at lower levels. So this comes across as a farce. More focus on lower level will be helpful Have the registration, verification and accreditation completed before the championships start to ensure that time can be spent more productively on preparing the learners for the games, then on what is mentioned The officials from national should be deployed at all competitions from school to provincial competitions If the government/ Department of Sport, Art and Recreation can budget very well maybe there will be no disappointments to the learners and coaches. We as coaches were so disappointed about other BAND not coming to the National School Sport Championships Registration is still chaotic and more information should be brought about To house proper school sport structure and coordinating communities in all provinces The department of education together with department of sport should work hand in hand in order to come up with the day in which will be determined as a sports day for example like Wednesdays Training more coaches and officials for all the codes in order to improve

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Departments of Basic Education and Sport & Recreation

and have more knowledge concerning rules and sportsmanship Calling all coaches of different sporting codes and supplied with the necessary equipment and annual workshops To ensure that provinces do what is expected and ensure that more learners get an opportunity to take part Verification should be done earlier to identify problem areas timeously Teams to play where they are accommodated Adult group 2 Divide the codes per season All stakeholders should be brought to the table when planning. Post mortem should also be attended by all. Regular meetings are important.

Do winter games in June and summer games in December Allow districts to plan and submit to the HO, then all the inputs are consolidated.

Allow districts to work and not have Head Office and National Office go down to try and do things. Review the collaboration framework Deploy the liaison officers to all the provinces by the host province to lead the teams to the playing venues Winter school codes- June; Summer school codes- December To stick to their plans especially not changing the planned playing venues and to equip the best learners with more advanced institutions We need to agree on the code disciplines/categories and age groups well before circuit/district/provincial play-offs take place Provision of adequate funding from league level This is junior Olympics - and as such of this serves such a status. Districts must be involved in the planning at lower levels and consequences thereof be known

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Report on the Implementation Evaluation of the NSSCP

opportunities

teachers or coach?

benefit

children

cause

–

we

Boys

and

girls

must

Keeps us off the streets. have

help develop skills, (cricket)

Benefits of this programme:

better (male)

equal

worked hard for it.”

from anywhere (female)

Important because potential comes

come from: rural, township or town…

“We feel proud, we really benefits. Doesn't matter where you

staying home”.

Mpumalanga plays Competition pushes you to become

wouldn't get something by

“We

goalball.

to Blind

Free State

with family. July is too cold. September

Longer training hours

otherwise.

Report on the Implementation Evaluation of the NSSCP

Healthy competition is always needed.

They think there isn't a circuit

207

Yes, you will push yourself more.

about the levels in competition. competition.

More competition in schools?

Children don't know anything

contribute anything)

Any improvements for program?

We want to recover, organize the question. They couldn't

(The kids didn't understand would be better.

provincial + following day School healthy participation…

We get too tired – we play The response includes their Timing: Dec not good, we want to be

Get noticed.

Make friends

perhaps championships.

Don't know who

Organization

organizes,

We want more info.

Making Province proud.

you Receive medals

Planning/

benefit?

Do

streets.

important?

us

socialize with other groups.

Gets children out the Gives

Gauteng

Why

Limpopo

TABLES SUMMARISING QUALITATIVE DATA FROM THE INTERVIEWS AND FOCUS GROUPS

APPENDIX D

For the Active You!

207

208

Report on the Implementation Evaluation of the NSSCP

know

from

parents,

No problems.

Medals and certificates not enough

It makes us very happy.

fine

equipment.

Very hot, mosquitoes!

Good

Lack of enough sports raw.

coaches,

for us.

208

everything Give us healthier food, chocolate is bad

boards, more pawns +kings.

Chess: Improves by giving more chess

are enough to encourage us.

Swimming: Bags with swim cap, clothes

and clothes.

we got bags. Bags filled with “presents”

Club cricket No certificates, no money,

parents. (Give us money Hahaha)

Certificates are only to show to your

(Chess)

better (swimming)

other teams.

when we compete against forever, qualifying for the next level is

We get medals and cups Getting medals will not keep me happy

Beds bad, showers broken, food Everything runs smoothly.

here.

Challenges

Happy with incentives.

gets When you win the league.

teachers and government.

support

then provincial.

then

Get

school,

me”

Interschool circuits, then districts and

in

selected

district, then province.

Compete

who

Chess

(swimming)

don't

improves my wanting to win. (male)

Start competing in school, then

Lack of money to come The accommodation is bad.

Incentives are good.

incentives

man

best performance. when chosen.

the

on Selection for provincial championships

Coaches choose the best team.

choose

chosen

We are all in the same school “I

they

were

players.

and

Competing against other school We

Problems/

Incentives

+ Best

competition. Not sure.

process

Support

Circuit/District

Selection

Departments of Basic Education and Sport & Recreation

more

of

Report on the Implementation Evaluation of the NSSCP

on TV.

qualified/better

effort into the sport.

Better coaching will help us to put more

skills.

to become better players with better

Cricket More good coaches will help us

The bus didn't have air conditioning.

Safe area to practice.

One coach for 43 people is enough.

country together (female)

Sport have an impact in bringing the

Meet interesting people.

So

sort it out there.

think

its Making SA unified.

white different sports. (female)

“I'm fine with what we have.

Coaches are qualified and we and

programme

better

209

209

academic to cricket club, but NOT more school.

It improves healthy lifestyle The programme helps me to want to go

one Indian.

with us, and then we just all sort it out and it's fine.”

swimming are more white people. Only

combining us together so that All races must benefit equally. In

I

with

brought someone else to come we can be one nation”

real coach isn't here, but we

Because our people.

here

Then we sit in room, and they friends

our teams also had the fight. “Some black people make Sport develops the country- viewing

Cultivates team spirit.

friends

School

(male)

More

Hopes for future to be seen coaches would help very much.

Goalball is not a large sport. Swimming

conflict White and Black become Forms relationships and friends.

you get to a good player” “You all sit in a room, because

like learning a little bit till

togetherness?

mention

growing to a big one, its between players

nation/ “It is like a little swan Some

donate

Contributes

One

money.

Please

For the Active You!

play against like a lot of schools�

performance.

210

Report on the Implementation Evaluation of the NSSCP

Soccer = Not enough girls

Swimming = Equal

210

Chess = More boys than girls

team.

Cricket = Boys one team and girls one

Gender participation

experience (male)

School: Taking of time was the best

Education first + then sports.(female)

It would help to prioritize your activities.

Gives more training opportunities.

kids to do sport.

Yes, it would help to encourage more

Wednesday sports day?

schoolwork. (swimming)

Participating make me less interested in

We train more than doing schoolwork.

Departments of Basic Education and Sport & Recreation

Programme

transport,

organized.

is

These

is

disadvanaged and logistics.

too many changes be

kids

so

ask

yourself

what

to one way and then wasn't for this programme? This is

commited towards the We decide and agree would these kids be doing if it

“N-Cape won the Premier programme.

got

very oppurtunities, which they would

.

programme

well important

the This

money in school sport, Things therefore don't happen as we have decided on.

that's why it is such a sucsess.

the better. There are schools SA needs this program!”

coming through that would

never have been involved”

211

Service Excellence Award in The minister of Sport the federation changes history in the life of a child.”

Mpumalanga has ploughed so much the other way.

“The bigger your talentpool, 2013, due to this program.

getting involved.

Logistically

Dep Dir Mpumalanga

communities have benefited That means the SRSA is done after meetings. “You

More and more schools are alot.

nation.

reasons

Dir Free State

are: Dedicated funds for programme

The

Dir Gauteng

is very Teachers and learners from accommodation, clothes Our complaint is that never ever had before.

important.

important, it adds to an active previously

This

logistics)

It's very

One of the key programmes Well!

Dir N-Cape

Being run very well. (Only the in the country.

its importance

implemented? Comment on

How well is the Programme

Dir W-Cape

ADULT INTERVIEWS

For the Active You!

Report on the Implementation Evaluation of the NSSCP

211

212

participate

,

seeing

played by them. Benefits

school sport.”

province to participate in

compel every learnerin the

Authority Act is going to

“Our Prov Sport + Receation

their

strategies each year.

change

Also the teachers, caoches and managers learn a lot.

They correct and -

exposure

is

actually

the

a

High

Report on the Implementation Evaluation of the NSSCP

So previous

province.

programme.

became part of

the

disadvantaged schools

many

rural

Free state is largely a

too.

schools are attracted Thatis the real benefit.

so the former model-C Program.

to

212

Performance

has Team Mpumalanga which exposes

the Even better is the preparation for

Black

increased there status them

but

forthe

competition

children,

largely

The first 2 years it was in the future.

and certificates are worthy to show

suppose to be the elite benefits. To win trophies, medals

at The championship is The

They get to improve their event of the year.

and Attendance of white groups times and skills.

other children +disabled.

sport that have never been is a problem, but...

provinces, competing

flying

experience for kids – the areas of our community – the highest level.

This program is a massive The programme touches all Athletes

Benefits/Benefeciaries

Departments of Basic Education and Sport & Recreation

of

We need the dates earlier.

must be ahead time.

January,

Dept

necessary resources.

adequate

or

that

shows

that

the make

culmination

of

school level.”

circuit

the

the sure

that

filters Dept

the Levels:

of

Educatiion,

-schoollevel,

by District

circuits

must camps- coaches train at regional national level.

we

championships – regional training

staff.

the

provincial

213

a through the SRSA to championships and then National.

process that starts at reach

the

but competitions.

we

meetings, or they must December tournament.

attend

either

so strong.

games in December are information

“...

the best athletes.

well,

April

for

provincialy they are not By Aug we come to regional

and

the provincial level produces So

District , regional level +

the responsibilaty.

inter-) are Education's

is second levels (intra- and the federation is alive In

have

Sport

doesn't

is

of

funding

reason

Education

The

involved.

only

have

preparing

on The process/program starts earlyin

Education isnot involved – school level The first and We find that nationally championships

the last minute. Planning start, because the Dept of national level, it starts at planning suggested:

A lot of the planning is left to Planning is crippled from the Planning doesn't start at Improvement

programme

Planning/Excecution

For the Active You!

Report on the Implementation Evaluation of the NSSCP

213

214

must

in

play other half has basicly used teams:

(a) They are

sorted out. The vision

leauge beendone correectly, but the are two ways to choose problems need to be

(intra-district

=6 drawn from the head.

a not happening in all

pupils codes.

–

with in large format. And itis

participate.

competition.

suppose

to

do

Report on the Implementation Evaluation of the NSSCP

very

difficult

to

but in rural areas it is

and inter- on all levels,

(c) So we try to intra-

levels.

spending a lot on these

Dept of Sport ad up

money. So now, the

but they don't have the

fundingon levels 1,2,3,

to Here is no intra- inter- is

They voleyball or table tennis. the Dept of Education

pushed

to

nutrition, also injury prone, we have

be

remunerated.

prepare the weaker players.

invites

codes

then

existent, because educators who are interested in (b) A big problem is that

*School sport structure isnon teacher

individual

province was not followed)

And

(b)

levels intra-inter district the

Skills, phychological support, want

Improvements: -

district.

teams that participate

gender by teachers + come through must be

districts, then come the inter- (It is a problem when the coaches.

province.

through the districts and then “lotto-numbers” – they were selected per age and on was that the team that

they

participating

systems,

be

The criteria is that they must In our province half has In school teams there (a) Institutional

Learner selection _

214

Departments of Basic Education and Sport & Recreation

sports very

good

Dept of Education.

School board manual

behaviour

andLifeskills

and school pride.

and

of

sure

stakeholders to run the

enabling environment for of the manual.

Report on the Implementation Evaluation of the NSSCP

NB We also need the

tournament.

that

we

the

must an stakeholders are aware

make

Sports properly, create

They

diffirences

cultural

all

Confederation”

Socialy a great benefit: learn accommodation rates.

like

forms

good relationship with Before we can use it

We only received discounted Gauteng

How does this benefit the very weak!

learners?

roadshows

and through

stakeholders

(Sponsors + bussinesses) – “We also have a very conferincing.

Indirect stakeholders

Sport...

can read a success story.

of

Dept

in the year plan and then you has been sufficiant.

the

working receivemust be taken

In Gauteng there is a The annual reviews we

soon. Reach the time frames confederation + Love Life) – relationship between the to

stick to it. Do not change too (academy,

Work with a 10 year plan and Direct stakeholders:

Stakeholders support

funding.

managewithout

_

215

For the Active You!

215

216

stakeholders:

bodies

as

(like

rugby

on *Teachers unions,

better.

willread

and We need their support.

understand councils.

seperate pages), then they *Learner representative

codes,

Break it down in different *School govering bodies,

not reader friendly.

Needs to be revised - it is following

216

Departments of Basic Education and Sport & Recreation

Report on the Implementation Evaluation of the NSSCP

should

children.

In that way we can grow our

plan.

survive grant”

adds

out

to

service

the

we

217

a implement and to direct it to where direction it is supposed to go.

have

toward mutal working

common

that

together to make sure It makes it very possible for us to

We plan together, work serviced.

together with National. necessary area that needs to be

It forces us to work worked

rather increase the grant.

with certain conditions and they are

do a lot of programs value, because it means it comes

grant

“We solely rely on the conditional

has made it possible to Conditional

The conditional grant

without it.”

won't

provincially.

changed

_

“We

Don't take the grant away,

athletes' lives.

speak to the 10 year school The impact

good time.

Grant

The Cond.

grant came at a

The

Extremely important.

Conditional Grant

For the Active You!

Report on the Implementation Evaluation of the NSSCP

217

218

discussion

we

have Monitoring should be done to This process must b a There

was

need

an

external Education, ouerselves Sport combined

need

and

that

tool

It should be a joint inisiative.

monitor.

implemented.”

Report on the Implementation Evaluation of the NSSCP

must

be

the

human

clear sure

the

documents the program.

are trained to make overseeing the implementation of

support. The officials (Education and Sport).They are

director of operational we call Joint Provincial Task Team

own internal M&Eand We've got a joint committee which

of

school sport.

measuring

of codes impliments the program and still needsimprovement.

218

impact of the program the joint task team is monitering.

The

about their objectives for are right implemented. But the federation and the school

They

what they want.

federations exacetly

Authority so that they can tell the

because

wants. The SRSA in resource.

a There is need for a the Free state has its

improvement.

team) short,

what it is that the M&E The system is okay, but running

collectors.

people. One head and 3 data

the The evaluation unit has got about 3

large The monitoring is also short staffed.

for provinces know exactly

There is always room for (monitoring

and SRSA "blue print"

got

Sports

we've

national NorthernCape

intra-provincial “Glad

together.

should act as an external Recreation

monitering

*We

(In the league system.)

in the districts.

monitoring

in

a

(Dept They should develop a programme.The

DBE. (Education)

monitering system, especialy + Love Life) must work monitoring purposes.

*We

players

All

been monitored before.”

role

level to provincial.

improvement – we haven't

rightnow, means that there is all role players from intra- joinedtask for SRSA and improvement

“This

Monitering system

Departments of Basic Education and Sport & Recreation

Positive constraints

allways:

Transport.

certinty

on complains about funds, of facilitiesand challenges

shool sport structures.

Report on the Implementation Evaluation of the NSSCP

SESSION ENDED

enhance team spirit.

be

push

programs.

imlementing

the

towards the structures

should

the

more responsibilities,

and

The communial clothing We give them more

provinces.

the

of

competitiveness amoung functionality

is their facilities. the

focus

(c) It brings an element of increasing

main

219

and everybody -

in the minds.

The

to request municipalities to offer

for learners, managers more with less”

when everything is still fresh a family of school sport.

Solutions for challenges would be

social cohesion element find new ways of doing,

directly after the tournament –

December games.

(b) It brings out a good “We always have to educators.

proper accommodation.

Need couching workshops to train

Secondly: Accommodation – can count on it. They to get more, chances participate.

(b) Debriefing must happen

for what they want it.

in the

Operational constraints are the lack

school sport. Everyone but funds are not going rural areas. These children can't

The brought

Everyone always

they would be able to use it there is not money to get can look forward to the are.

cricket/soccer/rugby.Then

Rather transfer the money to province is very vast.

through 'goods + services'

(a) Con. Grants must not work The first NB constraint is (a) The tournament

Operational constraints

For the Active You!

219

220

Report on the Implementation Evaluation of the NSSCP

learnt

and

Negative lessons learnt

creating

school

is take ownership.

not of the programmeneed to

pride and We need all the role players

It

through,

players.

coming

individual

are

(a)The winning school teams We realized every member

successes

Lessons _

Lessons learnt

and

this

competition

federations

we

have

learnt.

220

competition (Nurse, physiotherapist/doctor.)

that

this championships is one of the best seriously lessons

take

(a)Make sure that the Bringing medical personnel to the

Lessons learnt

Departments of Basic Education and Sport & Recreation

improvement

around

even clothes.

all

approuch

codes.

Report on the Implementation Evaluation of the NSSCP

ex-Model

in

possible

C

fully

teams - only

problem

integrated

The

is

more schools to play in the

We are getting more and

tournament.

particular

learners

career orientated.

motivator and they become

bursary. This is a good

is who received the ministerial

The Those

The focus is on rural areas.

Racial groups

positive.

professional

improved

experts that were created and Sucesses

For the federation there is the

Grown a love for sport.

they never had.

our

education.

with

professionally/good.

221

higher capturing of the results are done

things

who never had it before,

few

buiulding relationships The best practise is the fact that the

this particular program.

was good. I learnt a bursary

the

fascets of communities to

in

has been worked out Offering one or two learners a

accommodation participation of learners.

of

Bring all learners from all

the

lot

Kids get oppurtunities which Gives opportunities to kids

Sucsesses

is easier.

together and communications Positive

(b) The way in which A

Successes

regular meetings, we stay

must be able to award colours.

to contribute: the Dept of

(b) For mangement we have Education and SASCOC

community pride.

For the Active You!

221

222

before

going

to

Provincial:

high Trophies

had

and

medals don't get clothing, but

also

good

for

Report on the Implementation Evaluation of the NSSCP

them

to

further academics

where take

the certificates).

Sporting skills develop, but

love

to

get

district In terms of life skills they

colours. It motivates them to benefit, as well as in team

Kids

222

so important to them, school andboost their moral.

that they were given is Sport encourages them to come to

other competitions.

enough

contributetoward

and so even the attire life skills get improved.

teams.

were

program

important grow mentally, physically and their

they wear it even to

there

level, that can improve.

The

in the championships. an development of the child. – They

(b) Certificates to participating also academic performance

funds.

only

children to get bursaries, if level.

is

for

get Free state colours.

On national they just Learners progress due to sucsess

over – the SRSA runs the There is a need for Recognition

in national

is

medals (sometimes

Idealy we would like more program only to provincial resources on a lower athlete

school.

helps

this

their nationals.

development, because this But

is

is is is worth mentioning.

get medals, trophies, Very relevant, the ministers bursary

At provincial level they Fom district level they Incentives being relevant:

school from primary school. It motivates kids to work for they get colours and certificates.

incentives

(a) Children do receive

Outcomes

oppurtunities.

never

benefeciaries – those who

But we only reach the actual

schools.

Departments of Basic Education and Sport & Recreation

practising

and spirit.

back

the

and

helps

and Educators

and

is

school

to

push

more

Report on the Implementation Evaluation of the NSSCP

rural

areas

play

changer.

little/mini/modified seen as a strategic game

never played before.

party, ...� this school program

baseball + softball which they “If Education comes to the

Even

games.

play

- festivals onFriday so they resources into sport. Sport is

Try

learners can become active.

school priority.

in

education

active

(b)Physical

structured sport.

Friday sports at same school (c)

sportsday

Wednesday

environment.

protected

before

that 1994. They like to create a

as

Wed/Friday

against platform for youngsters to

seniors,

joining gangs. Schools are becom

definately

juniors

We create sport clubs for programmes

discipline.

with academics, but also with (a) They would like to bring

(d) This program not only help

courses)

upskilled. (Coaches go on

because the coaches are

(c) Their skills develop,

working hard.

continue

223

For the Active You!

223

224

The

the

courses.

coaches,

the

the

cohesion/SA

better

better

accredited

Report on the Implementation Evaluation of the NSSCP

we

see

it

in

program

on

definitely

national

but

our

White

do

not

actually contributes

toward

the

see

In development of SA – it is

Development SA

The reduction of crime for clear that during the time of

into.)

through to the children.

with

individual

those

grows

things.

in

An

224

positive They play together, eat together, things – sport is one of sleep together.

busy

role breaking the barriers here they are models and keep them just one team, Team Mpumalanga.

positive

We need to give our development of SA – they are

provinces.

compete against other colour, The racial division

The children like to Children

and the social cohesion filters has to be seriously looked

_

youth

counterparts are not part of

our cohesion,

contributes towards social

The

succeed

Different races work together the programme. (This issue

management team also.

kids,

It doesn't just do it for the

togetherness

Social

players.

on

training

Concentrate on coaching – level.

will

Departments of Basic Education and Sport & Recreation

Report on the Implementation Evaluation of the NSSCP

sort out.

main thing we have to

225

(People wil soon stop talking about colours. This is the obesity)

fact that we don't carry

the better lifestyle

money to help us.

is

main Advantage: Exercising means a disadvantage

and

There will never be enough

Disadvantages

Advantages

home.�

negative stuff hapening at

The

also phychologically.

at school, cause there is of robbery and attacks.

_

not just physically, but

“We find that kids rather stay that there is less complaints

_

more than one fascet:

year with the sport program,

kids has been reported.

For the Active You!

225

226

certficate hunters, they volume, because the tournament

Report on the Implementation Evaluation of the NSSCP

from

the

Cape.

aprimary

schools

with the funds.

tournament. That can help

of

an u/15 tournament instead

(c)Perhaps we can have just

this issue.

Something can be done to

way

staying after school

but we have to travel all the

payment

want

the same amount of money,

receives

travelling.Gauteng

for becomes too big

226

are summer codes and reduce the

Many

Too much money spent on

educators

volunteers as coaches. Begin toseperate winter codes and

more More qualified coaches

summer sport.

train

We should be allowed Effective Wednesday Sportday

carries

to

_

weight.

program

make sure that this

sports and next year the

Rotation. One year the winter _

Suggestions

from

involvement SASCOC, then we will

greater

need

We

Departments of Basic Education and Sport & Recreation

DEPT of Basic EDUCATION

Active nation

championship,

is

there.

give up.

228

Therefore until that is equalled in sport, we can never

They are not at all equal.

- independent schools

at the bottom, so we will get - ex-Model C schools,

culture of play has been started - non-paying schools from struggling areas,

needs a lot of attention. A Schools are divided into three categories:

need in SA)

well enough pool where we can identify talent (which we

The talent identification aspect

implemented.

the

lower levels, before they get into The program gives us assurance that we've got

get the children to play more at

it is a platform for making sure that all learners have

and important and must be implemented in the sense that

important?

goals

The intension of the program to an opportunity to participate in sport.

the

How

achieve objectives for school sport.

is developing skills�

implemented.

program

How well the “Sport is your nursery in school for The program really helps us to The relevance of this program is undoubtedly very

COO SRSA

For the Active You!

Report on the Implementation Evaluation of the NSSCP

227

228

Report on the Implementation Evaluation of the NSSCP

execution.

Planning

hobbies that will be useful in

for

caterers

and

for

develop

social

skills

when

the

championships

are

The challenges around Pretoria vs. supposed to be run. Structures

we need more time.

and To organize the program excellently Successfully wrote down how -

languages and races.

communities and provinces. Different

socializing with people of different

They

Reaching the intended beneficiaries:

all the teams.

6. Provision of services to offer attire to

tourism industry.

our economy

the Fans of sport can also help build

5. On secondary level you have the

Universities.

benefit

4. The hospitality industry. There is a future

educators.

provision of capacity development of Seeing sport as career /develop

3. At intra- structure you have the Active adults as role models

229

stakeholders were to come on board.

coaches.

Taking kids away from drugs

volumes are huge. Will be optimally executed if all

2. Then your technical officials and support)

Issues of obesity (psychological Execution is that the competition is growing. The

their self-esteem.

children and coaches.

health - very important.

learning skills on different levels. Helps

and 1. Firstly your athletes. They benefit by Physical activity is related to All strategies we have developed are there for the

beneficiaries.

Benefits

Departments of Basic Education and Sport & Recreation

problems

are

being

schools.”

The aim is to get the best athletes- selection.

bringing talented learners as provincial It just transpires at a national standards must be met, and is all published in the

criteria.

(various

levels)

Report on the Implementation Evaluation of the NSSCP

of

intra-

inters-

provincial end then nationals.

Process

school teams.

children to compete against younger children. In 2014

Levels

229

230

district, The intra-, inter-, circuit, district, there was a u/17 Gauteng Basketball team disqualified province, national Competition in this regard.

Important: It is not allowed for teachers to bring older

been done.

teams to the championships / and not level how the preparation has issued manual

age groups will be participating, what records and

learners that may be eligible for determines the qualification criteria for example: What

terms of being more inclusive of all the a good team, or a mixture of you qualify to be participating. The national federations

no excuse”

right now they have absolutely

the way they were supposed to,

were not really doing the work

now that those districts that

“I can safely say I am confident

that really needs attention.

The execution aspect is the one

looked at.

Code

Striving for a product of quality.

and also bettered along the way.

selection

planning

“We need to broaden the base in Dealing with top schools – either Focus is on winning teams participating - that makes

different

are ready to work with; it was

Learner

execution.

Completely

Bloemfontein were immense.

For the Active You!

230

very important.

for program

b)

Listen to good suggestions from other.

Report on the Implementation Evaluation of the NSSCP

Money

both

of Sport and Recreation

support

4

years

–

progress

on

the

one corporate and they are supporting only 4 code, which is Nestle SA.

School sport manual:

It is important to hand out manuals – to

231

Support – Will be great to have more. We have only

choose priority sports

corporate sponsor for school sport.

come on board and Milo is the biggest year, and request their support.”

4. The sponsors: The Lottery has implementation, on the previous

give

players where the schools have the resources to

Volley ball, football must also be a priority, not only

of school sport.

-

rugby, cricket and netball. We find majority white

stakeholders at the beginning of

3. Federations have to take ownership the year to unpack the program,

is needed.

2. Constant interaction with provinces “Every year we meet with the important it is to have sport in schools.

government bodies and teacher unions of how

annual There is a great understanding in terms of the school

functional

Government

stakeholder forum held.

1.The first stakeholders is Department Every

structures.

c)

for

together.

support.

work

Stakeholder

.

officials,

Education and Sport, needs to

District

are in place,

objective and very open in debriefing.

Partners have to be very honest, very a) Ensure functional structures

needs improvement:

Debriefing after the championships is There are 3 areas that seriously -

Improvement

talent.

educators, who have a good eye for

The selection is done by coaches or is run through these phases.

Departments of Basic Education and Sport & Recreation

program.

Monitoring

grant

Conditional

touching the base where is this program. The only challenge with a conditional

This is currently the best and only grant that support

and attend the workshops

does not need to be improved – People must read it

Improvement? School sport manual is actually good. It

real change and contribution for developing skills

We need more to develop teachers – that would be

National Lotteries give support but is not holistic.

lower levels in areas where the

equipment

and

capacity

Report on the Implementation Evaluation of the NSSCP

responsibility

for

a

both departments.

joint We don't have the capacity to go and monitor all the

the monitoring.

Department

of

Sport

231

232

and here – Sport and Recreation is left to do the

have sufficient capacity to go and do Department of Education and Department of Basic Education is supposed to help

monitoring and evaluation, but don't

is

should be addressed.

of They have a very good system for Monitoring

development.

Apparel,

broken down to:

50% goes towards school sport, then really do not have anything

the funding must be provided.

The grant is very clear in telling where supposed to be touching. The grant is that it comes to an end.

funding towards school sport.

The grant is the biggest allocation of It is a good thing, but it's not

to improve at this stage.

use for information purpose. No need

For the Active You!

232

Implementation

depends

monitor and share notes. on Important: The Department of Education with the

should

Report on the Implementation Evaluation of the NSSCP

Lessons learnt

healthy

lifestyles

is

Sport and Recreation SA across nationally and

day to ever plan this competition at any time.

problems

an were identified and solved.

where

3

were problem irrespective. There will never be enough time

has

school

in who are managing the program)

sport

place

like new codes coming in and more to

change

from

one

1. That there always are challenges, a) Recommendation was made -

be running optimally.

because its for their support, but they don't.

233

well coordinators from all districts Technical officials should be trained by federations

structures, will assist the program to

in

and

provinces

in

structures,

structures

organized

governed

Well

(The conference was for sport

technical knowledge and capacity.

they National federations are responsible for helping with

Solution:

what

good they should not be doing.

have to do.

of

a

sport program.

agree on the importance of the school understanding

educators and governing bodies must player

important issue to promote. Parents, It is important that every role provincially is taking to much of responsibilities that

leading

The importance of physical education, conference

a

addressed

at

These

constraints.

human resources.

by school sport committee.

constraints

done

Constraints will always be budget and Levels 1, 2, 3 have operational The timing of the camp is going to continue to be a

be

intra- school is implicated by the do the monitoring.

Operational

provincial MNE.

monitoring

accountability lies with SRSA OR the

Suggestion: The responsibility and which level it is done. E.g. The federations should be the implementers and they must

greater results.

They are looking for resources to get Recreation. They both should monitoring, which should actually not be the case.

Departments of Basic Education and Sport & Recreation

Successes

championship to decentralize

brings

permanency.

that

a

level

of

structure instead of a task team

c) Rather have a permanent

effective as possible.

on their own and make them as

they could run these programs

strengthen the structures so that

with

meals provided.

success

accommodation

grow

Report on the Implementation Evaluation of the NSSCP

issues.

gender,

and

race The program

disabled

like

the

program

reached

the

beneficiaries

program

intended

The

and extensively”

The best practice we had was the and

“We have been able to focus

-

yearn for optimizing it”

234

and white teams, teams for boys and girls – but we

“We are reaching learners with disabilities, black

Reaching intended beneficiaries is not optimal.

doing the same thing.

us.”

-

there is exponential growth in exposure

within school sport by various districts

government, is the biggest success for and areas, because they are

resources

They are exposed to many different sports. So

the

using

The increased number of learners that are participating in sport

-

ability to host major events after all, Growth in the management of

“The fact that we are able to have the The great growth is the success:

margin of error becomes greater.

risk of challenges is greater and your b) The second lesson was to

2. The lesson comes clear that your the championship in three tiers.

learners participating.

For the Active You!

233

234

medals

and

especially

incentives

is the

top level.

exposed

and

Report on the Implementation Evaluation of the NSSCP

cohesion.

“You can't sit and teach social cohesion, you need to have activities that will force and forge social cohesion.”

Sport provide a holistic development:

1.Academic,

2.Time management,

3.Team spirit,

4.Togetherness

“You'll have children from deep

instrument to achieve social

continue participating.

is good motivation for an athlete to Sport in general is seen as the

to top

experience

The incentives are relevant because it coaches, like in rugby

They were

exposure.

The ministerial bursary is great!

by

skills

and medals.

At Nationals they hand out trophies The learners get code specific

or gold medals.

of the Tournament”. Also bronze, silver levels has not happened at the

like “Most valuable player” and “Player The talent identification at lower

At provincials they even give awards incentive as the bursary.

out certificates, medals or trophies.

of

Each province differs, but they hand relevant to the children. The

type

outcomes

The

Types of incentives:

Intended

small schools are benefitted”

farm hostel program where the

“We even have adopted the

accommodates all.

235

Departments of Basic Education and Sport & Recreation

look opportunities.

beings,

To pay and earn respect,

To become role models for others

development

of SA

of program.

absence

of

forward

the the province.

Educators need to be trained and paid

Report on the Implementation Evaluation of the NSSCP

world.�

236

happening in international sporting codes across the

currently in terms of corporate governance that's

“This is the biggest question and the biggest problem

capable teachers.

trained the program that we have to fix, schools. Providing programs, time tables and enough

value, but the mechanics within taking up full responsibilities of organizing sport in

coaches, coaching is run by educators. is our priority.

properly.

to

children that come from different cultures, religions

government The program wills always ad No more challenges, but the solution is the education

Schools don't really have

structures.

Disadvantages The

drugs.

engage in criminal activities or taking

and then they will have no time to

Kids will be kept occupied and busy,

To encourage them to be good human sport.

Learners get exposure and they and backgrounds come together and become teams of

Rainbow Nation.

toward

very important instruments in ability so they contribute to social cohesion because

To teach the children to be part of the Nation building is one of the Cohesion: Teams are diverse in race, gender and

Contributing

happens a lot.�

especially in netball where that

learners from affluent schools,

rural areas having to play with

For the Active You!

235

236

unexpected problems happen. see

more

of

even

the

political

improve

structures

and

program in consideration.

timetables must take the sport

of the school program. The

The sport program must be part

School program:

Look at the issues of funding.

program.

leadership interacting about the

Let's

more.

Get your systems in place for when permanent

Develop

needed.

progress

improvement.

work

Successful communication is always between the DBE and SRSA.

the

for

Improve

Pay attention to detail.

Suggestions

237

Departments of Basic Education and Sport & Recreation

Report on the Implementation Evaluation of the NSSCP

For the Active You!

APPENDIX E: DATA COLLECTION TOOLS QUESTIONNAIRE FOR LEARNERS

QUESTIONNAIRE FOR LEARNERS National School Sport Championships Programme: This questionnaire is developed to collect data in order to evaluate the National School Sport Championships Programme.

You are kindly requested to participate fully and provide full information to the best of your ability. Your participation is voluntary. You may withdraw at any time. The results of the study will be made available on the website of SRSA and DBE. Read each question carefully and think about it how you feel or think about each statement or question before you answer. You will not be victimised for your answering the questionnaire by your coach, teacher, federation or any stakeholders, because your name will be treated as anonymous. The information you will be providing will only be used for this evaluation of National School Sport Championships Programme as a means to guide SRSA. NB: PLEASE ANSWER ALL QUESTIONS Tick the relevant box or boxes below with an X SECTION I: BIOGRAPHICAL DATA: 1. What is the name of your province 2. What is the name of your municipality 3. What is your age (Age in Years): 238 Report on the Implementation Evaluation of the NSSCP

237

Departments of Basic Education and Sport & Recreation

a. 11

e. 15

b. 12

f. 16

c. 13

g. 17

d. 14

h. 18

i. 19

4. What is your gender (Tick the relevant box below): a. Male b. Female 5. What is your race (Tick the relevant box below): a. African b. White c. Coloured d. Indian e. Other

please specify_______________________________________

6. What is the name of your school____________________________________ 7. What is the location of your school (Tick the relevant box below) a. Rural b. Urban c. Township d. Other

please specify________________________________________

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SECTION II: CONTENT DATA Main question: A. How well is the National School Sport Championships Programme being implemented and how can it be improved? Is the programme implemented as planned?

8. Do you think the national school sport championships programme is important?

(Tick the relevant box below): a. Yes

elaborate___________________________________________

___________________________________________________________ b. No

elaborate___________________________________________

___________________________________________________________

9. How do you think the national school sport championships could be planned better?

(Tick the relevant box or boxes below): a. Better timing b. Better information c. More opportunities to qualify d. Compete against better competitors e. More talent scouts should attend f. Hold it in different provinces g. Other

elaborate_________________________________________

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10. Since when have you started to participate in the National School Championships?

(Tick the relevant box below): a. 2012 b. 2013 c. 2014 d. 2015 e. Other,

please specify___________________________________

11. How were you selected to participate in the National School Sport Championships?

(Tick the relevant box or boxes below): a. I was asked to participate

Please elaborate_____________________

_________________________________________________________ b. I was identified from participating in competition against other schools Please elaborate_____________________________________________ ___________________________________________________________ c. I participated in trials

Please elaborate__________________________

___________________________________________________________ d. Other,

specify____________________________________________

___________________________________________________________

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12. At what level have you started to participate? (Tick the relevant box or boxes below): a. At Intra-school sport level b. At Inter-school sport level

c. At district-school sport level

d. At provincial-school sport level e. At national school sport level f. Other

please explain_____________________________________

___________________________________________________________ __________________________________________________________

Main question: B. What are the operational constraints of implementing the programme and how can they be addressed?

13. Do you experience any challenges regarding the national school championships?

(Tick the relevant box or boxes below): a. One does not get enough practice during the year to prepare for the national school sport championships b. Not everyone is given the opportunity to take part in the national school sport championships

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c. Lack of coaches d. Lack of sport facilities e. Lack of sport equipment f. Lack of transport g. Lack of funds h. Lack of safety i.

Other

elaborate__________________________________________

___________________________________________________________

14. In your opinion, what would make things better?(Tick the relevant box or boxes below): a. Good coach b. Enough practice c. Availability of sport facilities d. Provision of sport equipment e. Transport f. Funds/money g. More competitions exposure h. Other

elaborate________________________________________

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Main question: C. To what extent is the programme reaching the intended beneficiaries?

15. Is your school meant for the following categories of learners? ( Tick the box or boxes below): a. Learners with disability elaborate your answer__________________

b. Able-bodied learners c. Both learners with disability and able bodied learners d. School for males only e. School for females only f. Both females and males learners 16. In which sport code are you participating in at the National School Sport Championships? (Tick the relevant box or boxes below): a. Athletics b. Basketball c. Chess d. Cricket e. Football f. Netball g. Rugby h. Hockey

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i.

Goalball

j.

Gymnastics

k. Table Tennis l.

Tennis

m. Volleyball n. Swimming o. Softball p. Boxing q. Other,

please specify_____________________________________

___________________________________________________________ 17. In which Indigenous Games are you participating in with regard to the National School Sport Championships? Tick the relevant box or boxes below Morabaraba Juskei Khokho Kgati Dibeke Diketo Driestokies

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Lintonga Ncuva Other,

please specify_______________________________________

___________________________________________________________ 18. Are you representing your school in the sport as indicated? a. Yes b. No 19. If the answer is no, are you representing your province in the National School Sport Championship?

Yes No

20. Which learners should benefit from this national school sport championships programme? ?(Tick the relevant box or boxes below): a. All racial groups b. Learners from rural area c. Learners from urban area d. Learners with disability e. Able-bodied learners f. Female learners 246

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g. Male learners h. Other

elaborate_________________________________________

_________________________________________________________ 21. Are they benefiting? (Tick the relevant box or boxes below): a. Yes b. No c. If no, explain______________________________________________ _____________________________________________________________ 22. Do you think the Programme really identifies the best talent in schools? (Tick the relevant box or boxes below): a. Yes b. No c. If no, explain________________________________________________ _____________________________________________________________ Main question: D. To what extent are the intended outcomes of the programme being achieved?

23. What incentives does a learner receive when s/he performs well in all various levels (from Intra- school to national school competitions)? (Tick the relevant box or boxes below): a. Trophy/ medal at intra-school sport competition b. Trophy/ medal at inter-school sport competition c.

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d. Trophy/medal at district-school sport competition e. Trophy/medal at provincial-school sport competition f. Trophy /medal and ministerial bursaries at the national school sport competition

g. Other

elaborate_______________________________________

_________________________________________________________ 24. Are the incentives awarded to the learners make you happy? (Tick the relevant box or boxes below): Yes

elaborate___________________________________________

_________________________________________________________

No

elaborate____________________________________________ _________________________________________________________

25. Do you think enough is being done to encourage learners to participate in schools? a. Yes b. No c. If no, elaborate _______________________________________________ ___________________________________________________________

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26. What could be done better to encourage learners to participate in school sport?

(Tick the relevant box or boxes below): a. Physical education to be part of the syllabus (school curriculum) b. More coaches c. Coaches to attend refresher training courses d. Regular practice e. Financial support from parents f. Support from parents g. Other

elaborate___________________________________________

___________________________________________________________ 27. What do you benefit from participating in the national school sport championships?

Tick the relevant box or boxes below a. Schooling becomes attractive b. Sport becomes attractive c. Improved academic performance(e.g.Maths and English) d. Professional status achievement in future e. Healthy lifestyle f. Improve my self-confidence g. Making new friends h. Opportunity to travel 249 248

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i.

Other

please elaborate___________________________________

___________________________________________________________ 28. What are the disadvantages of participating in the national school sport championships? (Tick the relevant box or boxes below): a. Affects my academic Programmes b. Does not improve my health c. Encourages bad behaviour d. None of the above e. Other

elaborate___________________________________________

___________________________________________________________

Main question: E. What are likely beneficial impacts (intended and unintended) from the implementation of the Programme?

29. How has the Programme affected you personally? ?(Tick the relevant box or boxes below):

a. Made me more aware of the opportunities in sport b. Has allowed me to grow my sport skills c. Has exposed me to important people in sport d. Has helped me to identify role models in my life

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e. Has inspired me to reach my sport dream f. Other

elaborate_________________________________________

___________________________________________________________ 30. Tell us how effectively can this programme be facilitated in schools? a. Effective Wednesday sport day b. School sport leagues c. More competitions in same school d. More qualified coaches e. Other

elaborate_________________________________________

___________________________________________________________

31. What do you think could be done to make this whole Programme a better experience for school children? ____________________________________________________________ _____________________________________________________________ _____________________________________________________________

THANK YOU FOR SHARING YOUR VALUABLE INSIGHTS 251

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QUESTIONNAIRE FOR NON-GOVERNMENT OFFICIALS (ADULT GROUP 1)

QUESTIONNAIRES FOR Federations- School sport codes, Coaches, Technical Officials and Sport Managers National School Sport Championships Programme: This questionnaire is developed to collect data in order to evaluate the National School Sport Championships Programme.

You are kindly requested to participate fully and provide full information to the best of your ability. Your participation is voluntary. You may withdraw at any time. The results of the study may be made available on the website of SRSA and DBE. Read each question carefully and think about it how you feel or think about each statement or question before you answer. The information you will be providing will only be used for this evaluation of National School Sport Championships Programme as a means to guide SRSA. NB: PLEASE ANSWER ALL QUESTIONS Tick the relevant box or boxes below with an X SECTION I: BIOGRAPHICAL DATA: 1. What is your capacity/portfolio? Please select one. (Tick the relevant box below): a. Coach write the name of the province you are representing______________________________________________ b. Technical official write the name of the province you are representing______________________________________________

c. Sport manager write the name of the province you are representing______________________________________________

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d. Federation-school sport code write the name of the province you are representing______________________________________________

e. Other,

please specify_____________________________________

2. What is your gender? (Tick the relevant box below): a. Male b. Female

3. What is your race? (Tick the relevant box below): f. Black g. White h. Coloured i.

Indian

j.

Other

please specify____________________________________

4. What is the name of your institution_________________________________ 5. What is the name the location of your school? (Tick the relevant box below): e. Rural f. Township g. Urban h. Other

please specify________________________________________ 253

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6. Is your school catering for the following categories of learners? (Tick the relevant box below): g. Learners with disability

elaborate your answer_________________

___________________________________________________________ h. Able bodied learners 7. What is the name of your district____________________________________ 8. What is the name of your province__________________________________

SECTION II: CONTENT DATA Main question: C. How well is the National School Sport Championships Programme being implemented and how can it be improved? Is the programme implemented as planned?

9. Since when have you been involved in the national school sport championships programme? a. 2012 b. 2013 c. 2014 d. 2015 10. Do you think the national school sport championships programme is important?

(Tick the relevant box): Yes

elaborate_____________________________________________

_____________________________________________________________ No

elaborate_____________________________________________

_____________________________________________________________

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11. Do you think that the national school sport championships programme is of real benefit to the learners? (Tick the relevant box below): Yes

elaborate_______________________________________________

______________________________________________________________ No

elaborate_________________________________________________

__________________________________________________________________ 12. How is the learner being selected to participate in the national school sport championships? (Tick the relevant box or boxes below): a. Started at Intra-school sport competition b. Followed by Inter-school sport competition c. Followed by circuit school sport competition d. Followed by district school sport competition e. Followed by provincial school sport competition f. Followed by national school sport competition g. Selected without first taking part in competition please elaborate your answer________________________________________________ __________________________________________________________ h. Other

please specify_____________________________________

________________________________________________________ 13. In your experience, which of the following levels are followed to make the national school sport competition happen? (Tick the relevant box or boxes below): a. Intra-school sport competition

Elaborate______________________

___________________________________________________________ b. Inter-school sport competition

Elaborate_____________________ 255

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___________________________________________________________

c. Circuit school sport competition

Elaborate____________________

___________________________________________________________ d. District school sport competition

Elaborate___________________

___________________________________________________________ e. Provincial school sport competition

Elaborate_________________

___________________________________________________________ f.

National school sport competition

Elaborate___________________

___________________________________________________________ g. Other

please specify_____________________________________

______________________________________________________________

14. Is Intra-school sport competition working? (Tick the relevant box below): Yes

elaborate______________________________________________

_____________________________________________________________ No

elaborate______________________________________________

_____________________________________________________________ What do you suggest should be done? Elaborate______________________ _____________________________________________________________

15. Is Inter-school sport competition working? (Tick the relevant box below): 256 Report on the Implementation Evaluation of the NSSCP

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11. Do you think that the national school sport championships programme is of real benefit to the learners? (Tick the relevant box below): Yes

elaborate_______________________________________________

______________________________________________________________ No

elaborate_________________________________________________

__________________________________________________________________ 12. How is the learner being selected to participate in the national school sport championships? (Tick the relevant box or boxes below): a. Started at Intra-school sport competition b. Followed by Inter-school sport competition c. Followed by circuit school sport competition d. Followed by district school sport competition e. Followed by provincial school sport competition f. Followed by national school sport competition g. Selected without first taking part in competition please elaborate your answer________________________________________________ __________________________________________________________ h. Other

please specify_____________________________________

________________________________________________________ 13. In your experience, which of the following levels are followed to make the national school sport competition happen? (Tick the relevant box or boxes below): a. Intra-school sport competition

Elaborate______________________

___________________________________________________________ b. Inter-school sport competition

Elaborate_____________________ 255

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Yes

Elaborate______________________________________________

_____________________________________________________________ No

Elaborate______________________________________________

_____________________________________________________________ What do you suggest should be done? Elaborate______________________ _____________________________________________________________

19. Is national-school sport competition working? (Tick the relevant box below): Yes

Elaborate______________________________________________

_____________________________________________________________ No

Elaborate______________________________________________

_____________________________________________________________ What do you suggest should be done? Elaborate______________________ _____________________________________________________________

20. Are the criteria for identifying learners to participate in the national school sport championships working well? (Tick the relevant box below): Yes

Elaborate________________________________________________

_______________________________________________________________ No

Elaborate________________________________________________

_______________________________________________________________

What do you suggest should be done to bring in improvement?_____________ ______________________________________________________________

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21. Who develops the league fixtures in various codes? (Tick the relevant box or boxes below): a. Federations b. Teachers c. Learners d. Other

Please elaborate your answer _________________________

___________________________________________________________ 22. Are the fixtures held as planned? (Tick the relevant box below): Yes

Elaborate_______________________________________________

______________________________________________________________ No

Elaborate______________________________________________

______________________________________________________________ What should be done_____________________________________________ ______________________________________________________________ 23. Is the national school sport championships programme implemented as planned?

(Tick the relevant box below): Yes

Elaborate ______________________________________________

_______________________________________________________________

No

Elaborate ______________________________________________

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24. How would you improve the planning and execution of the school sport championships?_________________________________________________ ______________________________________________________________ ______________________________________________________________ _____________________________________________________________

25. Do you get sufficient support from relevant stakeholders in as far as implementing the national school sport championships? (Tick the relevant box below): Yes

If yes, what kind of support do you get, and specify from which

stakeholder____________________________________________________ ______________________________________________________________ No

If no what do you suggest should be done____________________

______________________________________________________________

26. Are you familiar with the school sport manual? (Tick the relevant box below): Yes

Elaborate______________________________________________

_____________________________________________________________ No

Elaborate_______________________________________________

____________________________________________________________ 27. Do you think the manual is a good guide to be used for the operations of the national school sport championships?

Yes Please elaborate_______________________________________ ______________________________________________________________

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No

Pease elaborate ________________________________________

________________________________________________________________ 28. Please explain how can the manual be improved______________________ ________________________________________________________________

29. What benefits the learner gets from taking part in school sport competitions? (Tick the relevant box or boxes below): a. Incentives

Explain_______________________________________

___________________________________________________________ b. Improved academic performance c. Sport becoming attractive d. Schooling becoming attractive

e. Team spirit cultivated f. Skill development

Explain___________________________________

___________________________________________________________ g. Fitness h. Other

Explain__________________________________________

_________________________________________________________

30. Is the budget sufficient to carry out the national school sport championships programme? Yes No 31. Elaborate your answer___________________________________________

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________________________________________________________________

32. Is the national school sport championships programme being monitored? a. Yes

Elaborate ____________________________________________

_______________________________________________________________ b. No

Elaborate ____________________________________________

_____________________________________________________________

33. How can the existing monitoring system be strengthened to ensure that the programme runs as planned? _____________________________________ ________________________________________________________________ Main question: D. What are the operational constraints of implementing the programme and how can they be addressed?

34. What are the challenges in as far as the implementation of the National School Championships is concerned? (Tick the relevant box or boxes below): a. Lack of coaches b. Lack of facilities c. Insufficient budget d. Insufficient sport equipment e. Insufficient sport attire f. Lack of parental support g. Other

Explain__________________________________________ 262 Report on the Implementation Evaluation of the NSSCP

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___________________________________________________________

35. How can the identified challenges be resolved going forward? (Tick the relevant box or boxes below): a. More coaches b. Availability of sport facilities c. Sufficient budget d. Provision of sport equipment e. Provision of sport attire f. Parental support g. Other

Explain________________________________________

__________________________________________________________

36. What are the lessons learnt during the implementation of the national school sport championships? _____________________________________________ _______________________________________________________________

Main question: E. To what extent is the programme reaching the intended beneficiaries?

37. Which sporting code(s) in your school, the learners are participating in, preparation for the National School Sport Championships? (Tick the relevant box or boxes below): 263 262

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a. Athletics b. Basketball c. Chess d. Cricket e. Football f. Netball g. Rugby h. Hockey i.

Goalball

j.

Gymnastics

k. Table Tennis l.

Tennis

m. Volleyball n. Swimming o. Softball p. Boxing q. Other

Please specify_____________________________________

r. Indigenous Games. Tick the box or boxes below Morabaraba

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Juskei Khokho Kgati Dibeke Diketo Driestokies Lintonga Ncuva Other

Please specify_____________________________________

38. Are people who are meant to benefit from the national school sport championships programme, benefiting? (Tick the relevant box below): Yes

Elaborate ______________________________________________

_____________________________________________________________ No

If no, who do you feel is not benefiting?______________________

______________________________________________________________

39. How can this be resolved?________________________________________ _____________________________________________________________

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40. Is the national school sport championships programme responsive to the following aspects of the learners? Tick x for those that you agree as being "yes, the programme is responsive." a. Disability

Explain_________________________________________

__________________________________________________________ b. Geographical location

Explain_____________________________

__________________________________________________________ c. Race

Explain___________________________________________

___________________________________________________________ d. Gender e. Other

Explain____________________________________________

__________________________________________________________

Main question: F. To what extent are the intended outcomes of the programme being achieved?

41. Are the following incentives awarded to the winner relevant? (Tick the relevant box below): a. Trophy/medal at intra-school sport competition Yes

Elaborate___________________________________________

___________________________________________________________ No

What do you suggest should be done_______________________

___________________________________________________________ b. Trophy/medal at inter-school sport competition Yes

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___________________________________________________________ No

What do you suggest should be done ____________________

___________________________________________________________ c. Trophy/medal at circuit-school sport competition Yes

Elaborate___________________________________________

___________________________________________________________ No

What do you suggest should be done _____________________

___________________________________________________________

d. Trophy/medal at district-school sport Yes

Elaborate___________________________________________

___________________________________________________________ No

What do you suggest should be done _____________________

___________________________________________________________

e. Trophy/medal at provincial-school sport competition Yes

Elaborate___________________________________________

___________________________________________________________ No

What do you suggest should be done ____________________

___________________________________________________________

f. Trophy/medal and the ministerial bursaries national-school sport competition elaborate Yes

Elaborate___________________________________________

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No

What do you suggest should be done _____________________

___________________________________________________________

g. Other

Explain____________________________________________

___________________________________________________________

42. Are there learners who have progressed (in terms of sport skills development), as a result of participated in the national school championships programme? (Tick the relevant box below): Yes

Elaborate _____________________________________________

_____________________________________________________________

No

Elaborate ______________________________________________

_____________________________________________________________ Main question: E. What are likely beneficial impacts (intended and unintended) from the implementation of the programme?

43. In what way is the national school sport championships programme contributing towards togetherness as one rainbow nation (social cohesion)? Tick the relevant box or boxes below): a. Racial integration b. Gender inclusion c. Disability inclusion d. Rural inclusion e. Township inclusion f. Other

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44. In what way is the national school sport championships programme contributing towards the development of South Africa? (Tick the relevant box or boxes below): a. Job creation b. Long and healthy lifestyle c. Other

Explain

45. The national school sport championships Programme does not add value to what we have been doing regarding the sport development in schools a. Agree b. Strongly agree

c. Disagree d. Strongly disagree

e. Not sure

46. Tell us how effectively can this Programme be facilitated in schools a. Effective Wednesday sport day b. School sport leagues c. More competitions in same school d. More qualified coaches e. Other

Elaborate_________________________________________ 269

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___________________________________________________________ 47. What other suggestion would you make to improve the quality of the National School Sport Championships? ____________________________________________________________ _____________________________________________________________ _____________________________________________________________

THANK YOU FOR SHARING YOUR VALUABLE INSIGHTS

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QUESTIONNAIRE FOR GOVERNMENT OFFICIALS (ADULT GROUP 2)

QUESTIONNAIRES FOR HODs, Chief Directors in provinces responsible for school sport, Directors: School sport, Provincial sport coordinators, DBE Provincial School sport Coordinators, Chef de Missions who are not Directors: School sport National School Sport Championships Programme: This questionnaire is developed to collect data in order to evaluate the National School Sport Championships Programme.

You are kindly requested to participate fully and provide full information.

You are kindly requested to participate fully and provide full information to the best of your ability. Your participation is voluntary. You may to withdraw at any time. The results of the study will be made available on the website of SRSA and DBE. Read each question carefully and think about it how you feel or think about each statement or question before you answer. The information you will be providing will only be used for this evaluation of National School Sport Championships Programme as a means to guide SRSA. NB: PLEASE ANSWER ALL QUESTIONS Tick the relevant box or boxes below with an X SECTION I: BIOGRAPHICAL DATA: 1. What is your designation/portfolio? Please chose one a. HOD ,

write the name of your province

b. Chief Director responsible for School sport in the province , write the name of your province _____________________________________

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c. Provincial Sport Coordinator write the name of your province______________________________________________ d. Provincial School sport Coordinator: DBE write the name of your province_______________________________________ e. Deputy Director: School sport

write the name of the province_____

__________________________________________________ f. Chef de Mission ( don't complete this questionnaire if you are a Director responsible for school sport) write the name of your province__________________________________________________

g. Other,

Please specify_________________________________

2. What is your gender? (Tick the relevant box below): c. Male d. Female

3. What is your race? (Tick the relevant box below): k. Black

l.

White

m. Coloured n. Indian o. Other

Please specify____________________________________

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SECTION II: CONTENT DATA Main question: A. How well is the National School Sport Championships Programme being implemented and how can it be improved? Is the programme implemented as planned?

4. Since when have you been involved in the national school sport championships programme? a. 2012 b. 2013 c. 2014 d. 2015 5. Do you think the national school sport championships are important? (Tick the relevant box): Yes

Elaborate_____________________________________________

_____________________________________________________________ No

Elaborate_____________________________________________

_____________________________________________________________ 6. Do you think that the national school sport championships programme is of real benefit to the learners? (Tick the relevant box below): Yes

Elaborate_______________________________________________

_____________________________________________________________ No

Elaborate________________________________________________

_____________________________________________________________ 7. How is the learner being selected to finally participate in the national school sport championships? (Tick the relevant box or boxes below): a. Participated at Intra-school sport competition b. Participated at Inter-school sport competition 273 272

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c. participated at circuit school sport competition d. Participated at district school sport competition e. Participated at provincial school sport competition f. Participated at national school sport competition g. Selected without first taking part in competition Please elaborate your answer________________________________________________ h. Other

Please specify__________________________________

8. In your experience, which of the following levels are followed to make the national school sport competition happen? (Tick the relevant box or boxes below): a. Intra-school sport competition

Elaborate______________________

___________________________________________________________ b. Inter-school sport competition

Elaborate_____________________

___________________________________________________________

c. Circuit school sport competition

Elaborate____________________

___________________________________________________________ d. District school sport competition

Elaborate___________________

___________________________________________________________ e. Provincial school sport competition

Elaborate_________________

___________________________________________________________ f.

National school sport competition

Elaborate___________________

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g. Other

Please specify_____________________________________

______________________________________________________________ h. What is the selection criterion within the same school for the competition to take place (intra-school sport competition)? Explain__________________________ _______________________________________________________________

i.

Is Intra-school sport competition working? (Tick the relevant box below):

Yes

Elaborate______________________________________________

______________________________________________________________ No

Elaborate______________________________________________

______________________________________________________________

j.

Is Inter-school sport competition working? (Tick the relevant box below):

Yes

Elaborate______________________________________________

______________________________________________________________ No

Elaborate______________________________________________

______________________________________________________________

k. Is circuit-school sport competition working? (Tick the relevant box below): Yes

Elaborate______________________________________________

______________________________________________________________ No

Elaborate______________________________________________

______________________________________________________________

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9. Is district-school sport competition working? (Tick the relevant box below): Yes

Elaborate______________________________________________

______________________________________________________________ No

Elaborate______________________________________________

______________________________________________________________

10. Is provincial-school sport competition working? (Tick the relevant box below): Yes

Elaborate______________________________________________

______________________________________________________________ No

Elaborate______________________________________________

______________________________________________________________ 11. Is national-school sport competition working? (Tick the relevant box below): Yes

Elaborate______________________________________________

______________________________________________________________ No

Elaborate______________________________________________

______________________________________________________________ 12. Are the criteria for identifying learners to participate in the national school sport championships working well? (Tick the relevant box below): Yes

Elaborate_________________________________________________

______________________________________________________________ No

What do you suggest should be done to bring in improvement?_______

___________________________________________________________________ ___________________________________________________________________

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13. Is the national school sport championships programme implemented as planned?

(Tick the relevant box below): Yes

Elaborate ______________________________________________

_______________________________________________________________

No

Elaborate ______________________________________________

_______________________________________________________________

What should be done to make improvement for the programme to be implemented as planned?_______________________________________________________ _____________________________________________________________ 14. How would you improve the planning and execution of the school sport championships? ______________________________________________________________ _____________________________________________________________ _____________________________________________________________

15. Do you get sufficient support from the relevant stakeholders in as far as implementing the national school sport championships? (Tick the relevant box below): Yes If yes, what kind of support do you get, and specify from which stakeholder____________________________________________________ ______________________________________________________________ No

If no what do you suggest should be done____________________

______________________________________________________________

16. Are you familiar with the school sport manual? (Tick the relevant box below): 277 276

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Yes

Elaborate_______________________________________________

______________________________________________________________ No

Elaborate_______________________________________________

______________________________________________________________

17. Do you think the manual is a good guide to be used for the operations of the national school sport championships? (Tick the relevant box below): Yes

Please elaborate____________________________________________ ______________________________________________________________

No

If the answer is no, please elaborate _____________________________

________________________________________________________________ 18. Please explain how the school sport manual can be improved______________ ________________________________________________________________ ___________________________________________________________________

19. Is the conditional grant sufficient to carry out the national school sport championships programme? (Tick the relevant box or boxes below): a. Not sufficient

Elaborate____________________________________

____________________________________________________________ b. Sufficient

Elaborate_______________________________________

____________________________________________________________ c. Other

Elaborate___________________________________________

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20. Is the national school sport championships programme being monitored? c. Yes

Elaborate ____________________________________________

_______________________________________________________________ d. No

Elaborate ____________________________________________

_____________________________________________________________ 21. How can the existing monitoring system be strengthened to ensure that the programme runs as planned? ____________________________________________________________ ________________________________________________________________

Main question: B. What are the operational constraints of implementing the programme and how can they be addressed?

22. Please explain what are the challenges in as far as the implementation of the National School Championships is concerned? (Tick the relevant box or boxes below): a. Lack of coaches b. Lack of facilities c. Insufficient budget d. Insufficient sport equipment e. Insufficient sport attire f. Lack of parental support g. Other

Explain__________________________________________ 279

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___________________________________________________________ 23. How can the identified challenges be resolved going forward? (Tick the relevant box below): a. More coaches b. Availability of sport facilities c. Sufficient budget d. Provision of sport equipment e. Provision of sport attire f. Parental support g. Other

Explain________________________________________

__________________________________________________________

h. What are the lessons learnt during the implementation of the national school sport championships? _____________________________________________________________ _____________________________________________________________

Main question: C. To what extent is the programme reaching the intended beneficiaries?

29. Are people who are meant to benefit from the national school sport championships programme, benefiting? (Tick the relevant box below): Yes

Elaborate ______________________________________________

_____________________________________________________________

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No

If no, who do you feel is not benefiting?______________________

______________________________________________________________

How can this be resolved?________________________________________ _____________________________________________________________

30. Is the national school sport championships programme responsive to gender, race, disability geographical location of the learners? (Tick the relevant box or boxes below): a. Disability

Explain_______________________________________

__________________________________________________________ b. Geographical location

Explain______________________________

___________________________________________________________ c. Race

Explain___________________________________________

__________________________________________________________ d. Gender e. Other

Explain____________________________________________

Main question: D. To what extent are the intended outcomes of the programme being achieved?

31. Are the following incentives awarded to the winner relevant? (Tick the relevant box below): a. Trophy/ medal at intra-school sport competition Yes

Elaborate___________________________________________

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___________________________________________________________ No

What do you suggest should be done_______________________

___________________________________________________________ b. Trophy/medal at inter-school sport competition Yes

Elaborate___________________________________________

___________________________________________________________ No

What do you suggest should be done ____________________

___________________________________________________________ c. Trophy/medal at circuit-school sport competition Yes

Elaborate___________________________________________

___________________________________________________________ No

What do you suggest should be done _____________________

___________________________________________________________

d. Trophy/medal at district-school sport Yes

Elaborate___________________________________________

___________________________________________________________ No

What do you suggest should be done _____________________

___________________________________________________________

e. Trophy/medal at provincial-school sport competition Yes

Elaborate___________________________________________

___________________________________________________________ No

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___________________________________________________________

32. Trophy/medal and the ministerial bursaries national-school sport competition elaborate Yes

Elaborate___________________________________________

___________________________________________________________ No

What do you suggest should be done _____________________

___________________________________________________________

33. There is no incentive received/awarded

_______________________

___________________________________________________________ 34. Other

Explain____________________________________________

___________________________________________________________

35. To what extent has the national school sport championships benefited the learners who participated in the programme since its inception? (Tick the relevant box below): a. Skill development b. Ministerial bursaries c. Sport becoming attractive d. Schooling becoming attractive e. Improved academic performance f. Team spirit cultivated g. Other

Explain__________________________________________

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36. Are there learners who have progressed in terms of sport skills development as a result of participated in the national school championships programme? (Tick the relevant box below): Yes

Elaborate________________________________________________

______________________________________________________________ No

Elaborate _______________________________________________

______________________________________________________________ Main question: E. What are likely beneficial impacts (intended and unintended) from the implementation of the programme?

37. In what way is the national school sport championships programme contributing towards togetherness as one rainbow nation (social cohesion)? (Tick the relevant box or boxes below): a. Racial integration b. Gender inclusion c. Disability inclusion d. Rural inclusion e. Township inclusion f. Other

Explain_______________________________________________

38. In what way is the national school sport championships programme contributing towards the development of South Africa? (Tick the relevant box or boxes below): a. Job creation b. Long and healthy lifestyle c. Other

Explain_____________________________________________

____________________________________________________________

39. The national school sport championships Programme does not add value to what we have been doing regarding the sport development in schools 284 Report on the Implementation Evaluation of the NSSCP

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a. Agree b. Strongly agree c. Disagree d. Strongly disagree e. Not sure f. Tell us how effectively can this Programme be facilitated in schools f. Effective Wednesday sport day g. School sport leagues h. More competitions in same school i.

More qualified coaches

j.

Other

Elaborate_________________________________________

___________________________________________________________

40. What other suggestion would you like to make to improve the quality of the National School Sport Championships? ____________________________________________________________ _____________________________________________________________ _____________________________________________________________ THANK YOU FOR SHARING YOUR VALUABLE INSIGHTS 285 284

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INTERVIEWS WITH KEY PERSONNEL/KEY FIGURES

INTERVIEWS WITH KEY FIGURES Namely; CD: Active Nation, Provincial Directors: School Sport, Director: Director: School Sport: DBE and COO: SRSA, etc National School Sport Championships Programme: This interview is developed to collect data in order to evaluate the National School Sport Championships Programme.

You are kindly requested to participate fully and provide full information to the best of your ability. One-on-one interviews will be conducted.

Your participation is voluntary. You may withdraw at any time. The results of the study may be made available on the website of SRSA and DBE. The information you will be providing will only be used for this evaluation of National School Sport Championships Programme as a means to guide SRSA and nothing else.Your name will not be used in the reporting of the information gathered.

NB: PLEASE ANSWER ALL QUESTIONS Tick the relevant box or boxes below with an X SECTION I: BIOGRAPHICAL DATA: 1. What is your designation/portfolio? (Tick the relevant box below): a. Chief Director: Active Nation b. Director: School Sport: DBE c. COO:SRSA 2. What is your gender? (Tick the relevant box below): a. Male b. Female 286 Report on the Implementation Evaluation of the NSSCP

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3. What is your race? (Tick the relevant box below): a. Black b. White c. Coloured d. Indian e. Other

Please specify____________________________________

SECTION II: CONTENT DATA 4. How well is the National School Sport Championships Programme being implemented and how can it be improved? Is the programme implemented as planned?

Probe in terms of: - purpose and importance of the programme - is the programme relevant - benefits and beneficiaries - the planning and execution - learner selection criteria, and your experience in this regard - competitions at various levels including circuit level (working or not, what can be done if not working) - Criteria for learner identification - What should be done to make improvement for the programme to be implemented as planned (role in the implementation) - stakeholder support - school sport manual - benefits to learners - conditional grant - monitoring of programme

5. What are the operational constraints of implementing the programme and how can they be addressed?

Probe in terms of: - challenges with implementation 287 286

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solutions to challenges lessons learnt(negative and positive) from previous years’ roll-out successes experienced best practice

6. To what extent is the programme reaching the intended beneficiaries?

Probe in terms of responsive to - gender - race - disability - geographical location 7. To what extent are the intended outcomes of the programme being achieved?

Probe in terms of: - Types of incentives - Relevance of incentives - Ability of programme to help learners progress - Benefits to learners - Contribution to skills development - Contribution to sport becoming attractive - Contribution to schooling becoming attractive - Contribution to improved academic performance - Contribution to team spirit cultivated

8. What are likely beneficial impacts (intended and unintended) from the implementation of the programme?

Probe in terms of: - contribution toward togetherness as one rainbow nation (social cohesion) - contribution toward the development of South Africa - disadvantage of the programme e.g the programme does not add value to what we have been doing regarding the sport development in schools - any suggestions for improvement 9. Tell us how effective can this program be facilitated in schools?

Probe in terms of: Effective Wednesday sport day; School sport leagues; More competitions in same school More qualified coaches, etc.

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10. Tell us how effective can this program be facilitated in schools?

Probe in terms of: Effective Wednesday sport day; Need for qualified coaches; School sport leagues; More competitions in same schools, etc

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FOCUS GROUP INTERVIEWS WITH LEARNERS

FOCUS GROUP INTERVIEWS WITH LEARNERS NATIONAL SCHOOL SPORT CHAMPIONSHIPS PROGRAMME The aim of this focus group is to evaluate the National School Sport Championships Programme. You are kindly requested to participate fully and provide full information to the best of your ability.

Your participation is voluntary. You may withdraw at any time. The results of the study may be made available on the website of SRSA and DBE. The biographical information required below ensures that a balanced response from all stakeholders is maintained. Please be assured that your response is confidential and that the final report will make no reference to participating individuals or organisations. The information you will be providing will only be used for this evaluation of National School Sport Championships Programme as a means to guide SRSA and nothing else. Your name will not be used in the reporting of the information gathered.

Your school__________________________________________ Your district_____________________________________________ Your province____________________________________________ Sporting code___________________________________________ We are going to talk about the programme around five issues. Please share the answers that come to mind first, there are no right or wrong answers. We want to hear YOUR THOUGHTS. 1. How well is the National School Sport Championships Programme being implemented and how can it be improved?

Probe in terms of: - Importance of the programme (why is there a schools programme?)

- Benefits (is it a good thing?)

- how the programme should be planned?

- learner selection(how were you chosen to participate?)

- competitions at various levels (at which levels did you compete? What was it like?)

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do we have circuit competition as well? learner identification (who chose you?) league fixtures (did you play different games? Who arranged these?) stakeholder support?

Benefits-incentives to learners (does/did being part of the programme have a good impact on your life? Why/why not?)

2. What are the operational constraints of implementing the programme and how can they be addressed?

Probe in terms of: - challenges with implementation (what made it easy or difficult for you to take part?

Probe in terms of lack of coaches, lack of funds, don’t get enough practice during the year to prepare for the championship, not everyone is given opportunity to participate, lack of sport facilities, lack of equipment and attire, playing in an unsafe area.

- solutions to challenges (how do you think things should be done differently like selection, practise, competitions, funds, good coaches, parental support, enough practice, availability of sport facilities, equipment?)

- Successes experienced (what is the best part of the experience you have had?)

- best practice (do you know of other schools where things are done differently/better than your own school? Explain) 3. To what extent is the programme reaching the intended beneficiaries?

Probe in terms of responsive to - gender (do boys and girls have equal chance to do sport?)

- race (do you think kids from different races get equal chance to do sport?)

- disability (do you think kids with disabilities are given chances to do sport?)

- geographical location (do kids from rural, township and cities get the same chances?)

4. To what extent are the intended outcomes of the programme being achieved?

Probe in terms of: - Types of incentives (did you receive any incentive to make you participate?)

- Relevance of incentives (did the things you receive make you excited / encouraged you to try harder/keep on participating?)

- Ability of programme to help learners progress (how do you think taking part in sport has a good influence on your life?)

- Benefits to learners (did the sport programme help you with your skills? Did it help you to get noticed? Did it help you to develop your dreams? Did it help you to become more interested in school? Did it help you bond with the other players?)

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5. What are likely beneficial impacts (intended and unintended) from the implementation of the programme?

Probe in terms of: - contribution toward togetherness as one rainbow nation (do you think sport can bring people together-social cohesion?)

- contribution toward the development of South Africa (do you think sport teaches kids about being healthy, having dreams, being active?)

- anysuggestions for improvement (if you could change anything about the school sport programme, what would you change?)

6. Tell us how effective can this program be facilitated in schools?

Probe in terms of: Effective Wednesday sport day; School sport leagues; More competitions in same school

More qualified coaches, etc.

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