Primary Action Plan KRSP December 2015

JUMPING THE GAP Primary Action Plan on Greater Participation of Young People With Ethnic Minority Background in Sport and Clubs in County Kerry

Kerry Recreation & Sports Partnership December 2015

Author: Tosin Omiyale

Table of Contents

FOREWORD AND ACKNOWLEDGEMENTS ........................................................ 3 GLOSSARY OF TERMS .................................................................................... 4 EXECUTIVE SUMMARY ................................................................................... 5 Introduction .................................................................................................. 5 Key Findings ................................................................................................. 6 Other Pointers ............................................................................................... 8 CHAPTER ONE: INTRODUCTION ..................................................................... 9 Context ........................................................................................................ 9 Past Initiatives on Sport and Inclusion of Young People with Diverse Ethnic Background in Co Kerry .................................................................................10 The Role of Sport in Integration of Young People with Ethnic Minority Background .11 Established Benefits of Playing Organised Sport ................................................12 CHAPTER TWO: POPULATION PROFILE OF YOUNG PEOPLE WITH ETHNIC MINORITY BACKGROUND IN CO KERRY ....................................................... 14 Population of Young People Aged 11 to 19 Years ...............................................14 Ethnic Background of Young People Between Ages 5 and 24 Years in Co Kerry ......15 CHAPTER THREE: METHODOLOGY ................................................................ 16 Overview of Method ......................................................................................16 Participatory Learning and Action Approach (PLA) .............................................17 Approach to Sampling and Method ..................................................................17 CHAPTER FOUR: FINDINGS AND ANALYSIS OF STUDY ................................. 20 Overview of Findings .....................................................................................20 Section 1: Findings and Analysis from Survey Questionnaire ..............................21 Section 2: Findings and Analysis from Focus Group Sessions ..............................29 Conclusion of Study ......................................................................................39

1

CHAPTER FIVE: JUMPING THE GAP – SPORT AND CLUB PARTICIPATION AMONG YOUNG PEOPLE WITH ETHNIC MINORITY BACKGROUND IN CO KERRY ......................................................................................................... 41 Primary Action Plan on Greater Participation of Young People with Ethnic Minority Background in Sport Clubs .............................................................................44 Primary Action Plan 2016 ...............................................................................47 APPENDICES ............................................................................................... 49 REFERENCES ............................................................................................... 57

2

FOREWORD AND ACKNOWLEDGEMENTS This study was made possible by the management team of Kerry Recreation & Sports Partnership (KRSP) through their commitment to inclusive participation in recreation and physical activities for all young people, despite limited resources and other constraints.

A worthy note of appreciation must go to Kerry Education and Training Board along with(KETB), the three schools, and all the young people that participated in this study.

The effort and time you spent during the process of the study are very commendable.

Our deepest gratitude to all the stakeholders, statutory bodies, sport clubs, and leisure centres that were present at the recommendations review meeting and to those that sent in their inputs. Thank you for sharing your expertise and for your support in completing this study.

Special thanks to the Coordinator of Kerry Recreation & Sports Partnership, C贸ra Carrigg, and to Andy Smith of the Community and Enterprise Section of Kerry County Council for their insight and support throughout the duration of the study.

Finally, a note of thanks to Ken McCue, Cultural Planner at Sport Against Racism Ireland (SARI), and to the other voluntary staff for their support.

Tosin Omiyale Project Manager and Researcher Sport Against Racism Ireland December, 2015

3

GLOSSARY OF TERMS Discrimination: Used to refer to all forms of discrimination that may lead to social exclusion.

Physical Activities: Used inclusively in this study to express any form of activity that leads to movement of the body.

Racism: Racism is a specific form of discrimination and exclusion faced by minority ethnic groups. It is based on the false belief that there are a number existing human races with some ‘races’ inherently superior to others because of different skin colour, nationality, ethnic or cultural background. The United Nations International Convention on the Elimination of All Forms of Racial Discrimination (CERD) defines racial discrimination as, “Any distinction, exclusion, restriction or preference based on colour, descent, or national or ethnic origin which has the purpose or effect of nullifying or impairing the recognition, enjoyment or exercise, on an equal footing, of human rights and fundamental freedoms in the political, economic, social, cultural or any other field of public life1.”

Social Inclusion: This term emphasises the aspect of social participation of people at risk of social alienation. It is a process that ensures sustainable social interaction and active participation of marginalised groups within mainstream society and its establishments.

Young People: Refers to the pupils that participated in the study. These are pupils in second level education, age ranged from 11 to 19 years.

Young People of Irish Natives: Refers to young people whose parents are identified to be indigenous to Ireland and part of the ethnic majority population.

Young People with Ethnic Minority Background: The term in this study is used to refer to young people with parents or a parent from an immigrant background. The young person may have been born in Ireland or outside of Ireland. The term IS used to identify those seen as different from the ethnic majority population. This includes those with ethnic background from European Union (EU) member states and from other countries outside the EU.

1

United Nations conventions: Article 1, paragraph 1, of the International Convention on the Elimination of All Forms of Discrimination

4

EXECUTIVE SUMMARY Introduction The core hypothesis that triggered this study is that young people with ethnic minority background participate freely in physical activities, in and out of sport clubs in County Kerry. In this context, the focus of the research is to explore the participation of young people with ethnic minority background in physical activities and sport clubs in the County.

The research was conducted in two phases, combining quantitative and qualitative research methods, through the use of survey questionnaires and participatory focus group sessions with young people. The study was carried out in three second-level schools in the County and involving mostly pupils with ethnic minority background.

Out of the 61 pupils that completed the survey questionnaire, 48 are with ethnic minority background, while 13 are Irish natives. In the focus group sessions, 16 participants are Irish native pupils, while the other 44 are with ethnic minority background.

In phase 1, 61 pupils participated in the survey questionnaire, while a total of 60 pupils participated in phase 2, i.e., the focus group session. The majority of the pupils that completed the questionnaire also took part in the focus group sessions: six pupils were absent in the focus group sessions. Also, five pupils that participated in the focus group sessions did not take part in the questionnaire.

Overall, 66 pupils from three schools in Tralee, Castleisland, and Killarney participated in both the survey questionnaire and focus group sessions. It is important to note that the 66 pupils that participated in the study included pupils with Irish background (Irish natives) along with those with ethnic minority background.

5

Key Findings Majority of pupils are physically active in school

In contrast to the notion that physical activity is decreasing among young people in Ireland, the pupils engaged in this study indicate active participation in some sort of physical activity in school and outside school. 95% of the survey participants (58 out of 61 pupils) currently engage in physical activities or team sport either in school or outside school. The level of physical activity varies among the 61 survey participants, but indicates consistency. 15 pupils participate in physical activity daily, 24 pupils participate in physical activity 3 times a week, and 17 pupils participate in physical activity at least once a week. Despite high levels of participation in physical activities, the study shows that participation in team sport or organised sport outside school is minimal.

Fewer than one third of pupils participate in sport clubs, despite engaging actively in school sport

The percentage of pupils participating in sport clubs is lower when compared with the number involved in school sport or physical activity in school. This means that most of the pupils that engage in school sport are not participating in sport clubs. As the findings from the focus group sessions suggest, 54 out of 60 pupils (90%) participate in physical activities or sport in school. A lower number of pupils (44 out of 60) engage in physical activity or sport outside school, which represents as 73% of pupils.

At the level of sport clubs, participation among pupils further reduced to 25%, revealing that only 15 out of 60 pupils participate in sport clubs.

Similar to the focus group, findings from the survey questionnaire show low participation in sport clubs among pupils with ethnic minority background. 46 out of 48 pupils with ethnic minority background are physically active in school, but only nine of them participate in sport clubs. An identified issue that emerged, therefore, is the lack of transfer of pupils from school sport participation to participation in sport clubs, which is common among the three sampled schools.

6

Above-average number of pupils have interest in participating in sport clubs but are faced by perceived barriers that prevent active participation

Low participation in sport clubs among young people is not solely due to low interest in the clubs, but can also be linked to perceived challenges that act as a deterrent. As indicated in this study, 39 out of 60 pupils (65%) in the focus group sessions are physically active in school and have interest in sport clubs, but currently do not participate in sport clubs due to perceived barriers.

Among 44 pupils with ethnic minority background that participated in the focus group, 33 of them indicated facing challenges that prevent sport club participation.

In the school in Tralee, 17 out of 33 pupils identified with the category of pupils faced by barriers preventing participation in sport clubs. Among these 17 pupils, 5 are indigenous Irish and the other 12 pupils are with ethnic minority background.

Eleven categories of perceived barriers preventing participation in sport clubs emerged from this study 65% of the pupils that took part in the focus group sessions identified several challenges that act as deterrents to participation in sport clubs. The challenges were analysed, then divided into 11 categories under two main themes: internal barriers and external barriers.

CATEGORISED CHALLENGES TO PARTICIPATION IN SPORT CLUBS Theme 1 - INTERNAL BARRIERS

Theme 2 - EXTERNAL BARRIERS

Perceived personal inhibitors

Insufficient money and high cost of participation in sport clubs Lack of access to transport

Lack of drive to participate in sport

Limited time due to study

Difficulty in finding a sports mate

Lack of choices in sport and facilities

Cultural difference and non-acceptance

Perceived issues in sport clubs

Domestic limitations

English language barrier

7

Other Pointers From Survey Questionnaire 

61% of the pupils were born outside Ireland.



Pupils were born in 19 different countries, including Ireland.



69% of the pupils are between the ages of 11 and 15 years, while 31% pupils are between ages 16 and 19 years.



The majority of the pupils (92%) engage in physical activities on a weekly basis.



Pupils with ethnic minority background participate mostly in association football (soccer), basketball, jogging, and gym exercise.

From Focus Group Session 

Racism, sexuality (i.e. homophobia), English language, and favouritism in clubs were mentioned as perceived barriers to participation in sport clubs.



Insufficient money, lack of time due to study, busy working parents, and difficulty finding a sports mate were mostly mentioned, and were common across the three areas in Tralee, Castleisland, and Killarney.

In order to increase the level of sport participation in sport clubs among young people (with ethnic minority background), the perceived barriers highlighted in this study need to be addressed. A joint effort involving the parents; schools; sport clubs, National Governing Bodies (NGBs) of sport; local sport partnerships; and voluntary organisations is necessary to address these perceived barriers to participation in sport clubs.

The primary action plan in this report is a short-term initiative and a starting point for ensuring that immediate actions are taken towards increasing the participation of young people in sport and clubs.

8

CHAPTER ONE: INTRODUCTION Context

County Kerry has experienced a significant demographic shift within the past two decades, considering the expansion of inward migration in Ireland since the mid– 1990s. According to Census 2011, non-Irish nationals accounted for 12.0% of the national population in Ireland and in Co Kerry 11.2% of its population identified as non-Irish nationals. A similar diverse trend can be seen among young people in the county. For instance, among the population of young people between ages 5 and 19 years, 13% reported to be of non-Irish ethnicity (excluding Irish Travellers). 2 Since the related increase in cultural diversity, Co Kerry has developed and adopted measures3 to facilitate the integration of migrants and young people with diverse ethnic background locally. In addition, Kerry Recreation & Sports Partnership has led diversity initiatives through the ‘Connecting Communities in Kerry Though Sport’ project (2006–2008)4 to actively target ethnic minority communities in the county to aid integration by bringing communities together through sport and by raising awareness about sport clubs.

This study takes into recognition the main objective of the KRSP project, begun in 2006, which was to promote interaction through sport and involve ethnic minority communities in recreational and competitive sports. Considering the outcomes from this initiative, the hypothesis of this study is that young people with ethnic minority background in Kerry participate in physical activities, and are active members of sport clubs.

It is important to note that the quantitative result from this study may not be generalised, due to the small population sample in the study, in terms of the post– primary schools engaged in the study. (The focus was on Educational Training Board schools.) However, the action plan (in this study) for greater inclusion of young people with diverse ethnic background in Kerry was developed based on the qualitative result

2

Central Statistics Office, 2011. Census of Population. Online at: http://www.cso.ie/en/statistics/population/

3

Kerry Development & County Board, 2010. Kerry Integration Strategy 2010–2014. County Kerry: Kerry County Council.

4

Kerry Recreation & Sports Partnership, 20062008. Final Report on Connecting Communities in Kerry through Sport. Co Kerry: Kerry Recreation & Sports Partnership.

9

from the study, which shows the experiences that deter the target group (young people with diverse ethnic background) from participating in sport clubs in the county.

As such, the reliability of the findings that informed the development of the action plan is centred on a high level of confidence in the target population that engaged in the participatory focus group sessions, and as an empirical study.

Past Initiatives on Sport and Inclusion of Young People with Diverse Ethnic Background in Co Kerry Kerry Recreation & Sports Partnership, with the support of the National Action Plan Against Racism (NAPAR), organised ‘Connecting Communities’ projects held in 6 local development areas across the county in 2005. The aim of the project was to raise awareness about sport activities and sport clubs in the county, while creating a platform to bring people together and connect ethnic minorities with the wider community through sport interaction. The project achieved its aim by implementing two main objectives: 1. Piloting diversity training for club officers.

2. Organising an intercultural sport festival.

The activities completed through the project include: 

Inviting and involving ethnic minorities in social and competitive sports



Directly connecting ethnic minorities with sport associations in the county



Public education, and raising awareness through the media promotion of the project and the intercultural sports festivals



Organising intercultural sport festivals in 6 local development areas in the county.

A complete evaluation of the Connecting Communities5 in Kerry Though Sport project can be found in Kerry Recreation & Sports Partnership’s archives.

5

ibid.

10

The Role of Sport in Integration of Young People with Ethnic Minority Background Sport as a social phenomenon is centred on the social and positive impact of sport in the society. Numerous empirical studies on sport and development have shown that participation in sport improves personal development, self-confidence, and social relations. Sport provides an opportunity for young people to make new friends, gives a sense of belonging, and builds social cohesion. Other sport practitioners embrace sport as a universal language and an arena where different cultures meet which provides a common platform for possible social interaction where relationships and cultural learning can materialise.

Considering the social potentials of sport, international bodies including UNESCO and not-for-profit non-governmental organisations argue that sport can also be used effectively, as a vehicle for integration and inclusion of young people with ethnic minority background. One of the key opportunities that sport provides is interaction.

Meaningful and positive interaction between the indigenous community and immigrants’ children can be achieved through sport activities to ensure social cohesion.

The findings of several studies have shown trends of immigrants and their children becoming marginalised in their host society. In this circumstance, sport participation is essential to prevent social exclusion of children with ethnic minority background.

According to The European Non-Governmental Sports Organisation (ENGSO)6, it is important that national governments have a policy framework to support ethnic minorities, Muslims, and asylum seekers/refugees in waiting to participate in mainstream society through sport programmes, and to ensure equal access to participation in sport.

Hertting and Karlefors 7 further explain the approach to sport and integration as experienced in Sweden. They emphasise that sport and integration is a two-way (mutual) cultural learning process for both indigenous and young people with ethnic minority background. In their opinion, in the process of integration through sport, 6

T. DĂłczi et al. (Eds) 2012. Creating a Level Playing Field: Social Inclusion of Migrants and Ethnic Minorities in Sport. The European

Non-Governmental Sports Organisation (ENGSO) (www.engso.com/files/Booklet.pdf) 7

K. Hertting and I. Karlefors 2013. Sport as a Context for Integration: Newly Arrived Immigrant Children in Sweden Drawing Sporting Experiences. In International Journal of Humanities and Social Science. Volume 3, number 18. (www.ijhssnet.com/journals/Vol_3_No_18_October_2013/4.pdf)

11

immigrant children’s experiences, culture, and existing competences should be foregrounded when utilising and developing sports programmes.

In sport programme development, practitioners and academics alike are convinced that sport clubs and sport organisations have key roles to play in the integration of young people with ethnic minority background. These social institutions should facilitate intercultural communication, cultural exchange, awareness of the added value of diversity, and understanding of different cultures as applicable to sporting processes and events In the case of Sweden, Hertting and Karlefors claim that sport clubs are seen as a target place for integration into society of young people with ethnic minority background. As such, programmes in sport clubs are managed in two ways. Firstly, ‘to enable the participants to maintain good health through physical activity, and to foster values such as democracy, respect, equity, and openness despite economic, social, ethnic, or religious backgrounds. The second aim is to discover, encourage and foster talented young individuals to become elite athletes’.8 Sport alone does not bring about integration: environment and contexts matter. For integration to take place through sport, sport programmes must be constructively planned and monitored to create positive effect, eradicate all forms discrimination, and foster cultural understanding, acceptance, and togetherness. Such welcoming programmes will make it easier to attract and retain young people with ethnic minority background.

Established Benefits of Playing Organised Sport In the Irish context, and in other documented results from around the globe, participation in sport is proven to have positive effects on the lives of young people.

Apart from community and social benefits, longitudinal studies have shown that young people, who participate in sport, when compared with peers who do not play sport, experienced and show: 

Stronger physical and mental health

8

K. Hertting and I. Karlefors 2013. Sport as a Context for Integration: Newly Arrived Immigrant Children in Sweden Drawing Sporting Experiences. In International Journal of Humanities and Social Science. Volume 3, number 18, p. 37. (www.ijhssnet.com/journals/Vol_3_No_18_October_2013/4.pdf)

12



Higher grades and improved performance in school



Increased self-confidence and discipline



Minimal chance of obesity and depression



Traces of certain leadership skills



Minimal chances of exclusion



More opportunities to have friends



Stronger peer relationships



Greater interest in voluntary work



Reduced exposure to anti-social, violent, and extremist behaviours.

13

CHAPTER TWO: POPULATION PROFILE OF YOUNG PEOPLE WITH ETHNIC MINORITY BACKGROUND IN CO KERRY Population of Young People Aged 11 to 19 Years 11.4% of the total population of persons in Co Kerry are between the ages 11 and 19 years.

Among the age range of 11 to 19 years, the highest population is of females of the age of 14 years.

According to Census 2011, the population of young people between the ages of 11 and 19 years is 16,629. This figure represents 11.4% of the total population of people in Co Kerry. In this age category (11 to 19 years) the males have a higher figure than the females, (8,424 and 8,205 respectively). Young people within this age range are mostly post–primary pupils, with a few in active employments.

Figure 2.1: Age population of young people from 11 to 19 years in Co Kerry (Census 2011).

2500 2000 1500

963

940

999

1008

946

978

1000 500

993

1001 1005

989

924

0

11 yrs 12 yrs

936

888

916

779

704

809

851

13 yrs 14 yrs 15 yrs 16 yrs 17 yrs 18 yrs 19 yrs

Male

Female

14

Ethnic Background of Young People Between Ages 5 and 24 Years in Co Kerry Among the population of young people between the ages of 5 and 24 years that stated their ethnicity, a share of 87.3% were of White Irish background.

8.3% of young people between the ages of 5 and 25 years identified with a White ethnic background that is other than White Irish.

In Kerry, the total population of young people between the ages of 5 and 24 years was 34,936, according to Census 2011. Among this population, the majority are of White Irish background (30,144 persons). Young people with other White ethnic background among this cohort numbered 2,852 persons, who mainly identified with Europe, United States, Australia, and Canada. The total number of young persons with Black ethnic background was stated as 320, while the number of those with Asian background was 437. Young people with Black background were mainly of Nigerian, South African, and Zimbabwean descent. Those with Asian background were mostly of countries such as Bangladesh, China/Hong Kong, The Philippines, Pakistan and Malaysia.

Table 2.1: Population of young people (ages 5–24 years) in Co Kerry classified by age and ethnic background (Census 2011).

Ethnic Background White Irish White Irish Traveller Any other White background Black or Black Irish – African Black or Black Irish – any other Black background Asian or Asian Irish – Chinese Asian or Asian Irish – any other Asian background Other, including mixed background Not stated All ethnic or cultural backgrounds

5–9 yrs

10–14 yrs

15–19 yrs

20–24 yrs

Total Per Ethnic Background

8,068 110 722 138 19

8,452 89 709 62 6

7,474 86 663 42 6

6,150 70 758 39 8

30,144 355 2,852 281 39

26 150

15 72

16 70

25 63

82 355

147 131 9,511

94 114 9,613

101 87 8,545

61 93 7,267

403 425 34,936

15

CHAPTER THREE: METHODOLOGY Overview of Method The scope of this study is 1. To explore the participation level of young people with ethnic minority background in physical activities and sport clubs in Kerry.

2. To develop an action plan with activities to support greater inclusion of young people with ethnic minority background in Kerry sport clubs, if needed.

The hypothesis of the study was that young people with ethnic minority background participate freely in physical activities and in sport clubs. However, the findings of the study show that majority of the young people with ethnic minority background participate in physical activities mostly in school, but are not necessarily participating in sport clubs. Based on the findings, a primary action plan was developed to support greater inclusion of young people (with ethnic minority background) in Kerry sport clubs.

Quantitative and qualitative methods were used in the study as a validation technique for the findings. From previous experience of working with young people, questionnaires are filled incorrectly and are often incomplete, which affects the data and result of any research. Focus groups with young people have proven to be more effective, particularly in gathering in-depth responses. The qualitative method was also used to build on the result from the survey questionnaire. From the questionnaire used in study, the result indicated a problem in sport club participation, and a participatory focus group was used to collect detailed data that provided reasons for the problems identified in the survey.

Using both the quantitative and qualitative research methods, the study was carried out in 3 phases: 

In phase 1, questionnaires were completed by 61 pupils from 3 schools.



In phase 2, participatory focus groups sessions were held with 60 pupils from 3 schools.



In phase 3, the recommendations from the participatory focus group sessions were reviewed by key stakeholders and service providers, and were developed

16

into primary actions towards the greater participation of young people (with ethnic minority background) in sport clubs in Co Kerry.

The qualitative method was carried out through a participatory learning and action (PLA) approach.

Participatory Learning and Action Approach (PLA) A participatory learning and action (PLA) approach was used for the focus group research with students, and the overall planning process for the project. PLA is one of a family of participatory and generative research and planning methodologies that seek to motivate participants into action while simultaneously drawing on their local knowledge and experience. This methodology was developed as a bottom–up approach to community development and planning in response to concerns about how research and planning was being done ‘on’ people rather than ‘with’ them. PLA is based on a very clear premise that local people and members of communities themselves are the real ‘experts’ in relation to their own sociocultural settings and issues of concern. It also endeavours to ensure that individuals and communities have a meaningful influence over decisions and processes that affect their lives. As a qualitative process, PLA also ensures that multiple perspectives are incorporated and taken into account in quite a free-flowing (but structured) way. It also ensures that community groups or participants take ownership of proposed actions and have a desire to become part of subsequent activities introduced for their benefit.

Approach to Sampling and Method Nonprobability purposive and convenience sampling techniques were used because the study was specifically targeted at young people with ethnic minority background in post–primary schools. Due to easy access, three second-level schools managed by Kerry Educational Training Board were approached to participate in the study. The schools that participated in the study had the highest population of pupils with ethnic minority background in Kerry. The sampling does not claim to represent the vast

17

majority of young people residing in Kerry, but targeted young people with a variety of ethnic backgrounds.

Method

Phase 1 – Design and completion of questionnaire Questionnaires were designed, and sent to three schools in Tralee, Castleisland, and Killarney. The teachers in the three participating schools gave out questionnaires to pupils with ethnic minority background to complete, except in Tralee. The pupils that participated in the questionnaire in Tralee were inclusive of Irish natives.

Phase 2 – Focus group session and analysis of result Focus group session

Three focus group sessions were organised with the same pupils that completed the questionnaire in the three schools. A participatory learning and action approach was used to facilitate the focus group sessions. Out of the 61 pupils that completed the questionnaire, six pupils were not available to participate in the focus group sessions.

However, five pupils that did not complete the questionnaire joined in the focus group sessions.

Area

Completed the questionnaire 30

Joined in the focus group sessions 33

Castleisland

10

12

Killarney

21

15

Total

61

60

Tralee

Total number of pupils engaged in the study = 66

The pupils were asked questions to rate their level of participation in physical activities and sport clubs. The response immediately showed low participation in sport clubs due

18

to certain barriers. The pupils were divided into smaller groups to come up with challenges that prevent them from participating in sport clubs and to suggest solutions to these challenges. (A copy of the questions asked in the focus group sessions is contained in Appendix Two.)

Collation and analysis of results

Data gathered from the completed questionnaires and focus group sessions were analysed separately and compared with one another. Some of the questions in the questionnaire were the same as the questions posed in the focus group sessions, in order to compare results. Collated results were analysed according to the scope of the study and in relation to the hypothesis.

In addition, the list of barriers to participation in sport clubs mentioned by pupils in the three focus group sessions were analysed into 11 categorises and two themes.

In a similar manner, the list of solutions to challenges preventing participation in sport clubs suggested by the pupils in the focus group sessions were collated, analysed, and grouped according to each category of challenge. The grouped solutions were compiled as recommendations from the study, and were later reviewed for the developed action plan for greater participation of young people with ethnic minority background in sport clubs and physical activities.

Phase 3 – Action review meeting with key stakeholders and service providers A one-day meeting was organised with service providers and stakeholders to review the recommendations from the study and select feasible actions for the developed action plan to improve the participation of young people with ethnic minority background in sport clubs and physical activities. The selected recommendations were further edited by service provides to a more practicable and achievable list of actions, with suggested strategic partners to implement each action.

The completed actions by service providers were further collated and grouped into an action plan grid, with a final brainstorming review session held with the staff of Kerry Recreation & Sports Partnership in another meeting.

19

CHAPTER FOUR: FINDINGS AND ANALYSIS OF STUDY Overview of Findings The findings of this study are summarised into 2 sections.

SECTION 1: SURVEY QUESTIONNAIRE This section of the study highlights the results from the survey questionnaires under the following categories 1. Birthplace and age profile.

2. Physical activity classification (type and place of physical activity).

3. Level of participation in physical activities.

SECTION 2: FOCUS GROUP SESSIONS This section highlights research results from the participatory focus group sessions carried out with the pupils. The findings are reported under the following categories 1. Participation in physical activities and sport clubs.

2. Challenges to participation in sport clubs.

3. Primary actions to support greater inclusion of young people with ethnic minority background in sport clubs.

As stated in the previous chapter, the participatory focus group was used in the study to elucidate the problem that emerged from the survey questionnaire. It was used to collect experiences of young people in relation to the problem of low participation in sport clubs.

20

Section 1: Findings and Analysis from Survey Questionnaire

BIRTHPLACE AND AGE PROFILE 61% of pupils that participated in the survey were born outside Ireland.

18% of pupils that completed the survey are of non-European background.

More than half of the pupils (37 pupils) that participated in the survey were born outside Ireland, and 24 pupils were born in Ireland. Out of those born in Ireland, 14 pupils are of Irish heritage, while 47 others are of immigrant background. 26 pupils were born in Europe (excluding Ireland), 7 pupils in Asia, 3 pupils in Africa, and 1 person was born in South America.

Figure 4.1: Share of pupils born outside Ireland and residing in Co Kerry (data based on 61 survey participants from 3 schools in Tralee, Castleisland, and Killarney).

Asia 11%

2% Africa 5%

Ireland 39%

Europe 43%

Ireland

Europe

Asia

Africa

South America

When considering the birthplace of their parents, change in percentage of certain groups is noticed among the pupils, which signifies that some pupils were not born in the same country as their parents or that the parents are of mixed ethnicity. Figure 4.2 illustrates the birthplace of the parents of pupils that participated in the survey. 7 pupils have parents of mixed ethnic backgrounds, while 4 pupils were born in Ireland with parents born outside Ireland.

21

Figure 4.2: Percentage share as per ethnic background of pupils’ parents (data based on 61 pupils that participated in survey from schools in Tralee, Castleisland, and Killarney).

5%

11%

23%

13%

48%

Irish

European

Asian

African

Mixed ethnicity

69% of pupils that participated in the survey are between the ages of 11 and 15 years, while 31% pupils are between ages 16 and 19 years.

42 pupils that took part in the survey are of the ages 11 to 15 years, and 19 pupils are between ages 16 and 19 years. There was no large gender disparity in the breakdown of survey participants because the survey was carried out in co-ed schools.

Figure 4.3: Age range of pupils that participated in the survey (data based on 61 survey participants from 3 schools in Tralee, Castleisland, and Killarney).

16 – 19 years 31%

11 – 15 years 69%

11 Yrs-15 Years

16 Yrs-19 Years

22

Pupils that participated in the survey were born in 19 diverse countries.

The country of birth of pupils that participated in the survey is represented in the top ten foreign nationalities residing in Co Kerry, which is documented in the 2011 Census.

A large number of the survey respondents were born in Ireland. This group numbers 24 pupils. Pupils born in Poland were the second highest population (10 pupils), followed by pupils with birthplaces in The Philippines and Spain. It is important to note that the schools in Killarney and Castleisland show a concentration of young people from similar ethnic backgrounds or country of birth.

Table 4.1: Country of birth of pupils (data based on 61 participants in survey from 3 schools in Tralee, Castleisland, and Killarney).

Pupils

EU Ireland Poland England Germany Czech Republic Lithuania Latvia Slovakia Spain Portugal

24 10 3 2 1 1 2 1 4 1

Non-EU

Pupils

Bangladesh Nigeria The Philippines Kosovo Malaysia Iraq Mauritius South Africa Brazil

1 1 4 1 1 1 1 1 1

Table 4.2: Top ten nationalities of people with ethnic minority background resident in Co Kerry (Census 2011).

Top 10 Nationalities of Migrants Residing in Co Kerry (Census 2011) Nationalities England and Wales Poland United States of America Lithuania Northern Ireland

Population (2011) 10,070 3,870

Nationalities Germany Czech Republic

Population (2011) 631 389

1,546 849 669

Slovakia Bangladesh Scotland

371 355 292

23

TYPES OF PHYSICAL ACTIVITIES PLAYED AND PLACES OF PARTICIPATION

Types of physical activities played Association football (soccer) and basketball emerged as the sports that are currently most played among pupils with ethnic minority background. Both sports’ codes were mentioned by 16 pupils out of 48 participants from the schools in Tralee, Castleisland, and Killarney.

Jogging and exercising in the gym have the second and third highest frequency of participation among pupils with ethnic minority background. Jogging was mentioned by 15 pupils, and the use of a gym came up 12 times.

Among the 48 pupils with ethnic minority background that participated in the survey, football and basketball were the most played sports. 16 pupils identified with playing association football (soccer) and basketball. Some of the pupils played soccer because it was easier to play at home with friends and neighbours. In addition, they were more familiar with Soccer as a sport played in their previous country before arriving in Ireland. On the other hand, basketball was commonly mentioned in the survey because the school in Castleisland concentrates on basketball and has won several competition awards.

Interestingly, jogging was the second most mentioned physical activity in the survey. More than a quarter of the respondents (15 pupils) participate in jogging exercise, which illustrates that jogging is not only common among adults in Ireland, but that young people are also taking an interest in jogging.

12 pupils exercise in the gym, including weightlifting. Most of the pupils that identified with exercising in the gym are of Polish background. This figure further confirms the anecdotal evidence that exercising in the gym is rather common among East European nationals in Ireland. Gym exercising emerged as the third most mentioned physical activity in the survey.

24

Figure 4.4: Current physical activities among pupils, and the frequency with which they were mentioned (data based on 48 pupils with ethnic minority background that participated in survey from 3 schools in Tralee, Castleisland, and Killarney).

18 16

16

16

15

14 12 12 10 8 8

7 6

6

5 4

3 1

1

1

1

1

1

1

Hurling

Jiujitsu

Karate

Horseriding

2 1

Yoga

1

Capoeira

1

Cricket

1

Netball

1

Cheerleading

1

Table tennis

2 2

Hiking

4

Taekwondo

Tennis

Dance

Rounders

Walking

Gym

Cycling

No sport

Athletics

Jogging

Basketball

Swimming

Football

GAA football

0

Places of participation Pupils with ethnic minority background are more inclined to participate in physical activities and sport in school. 25 pupils mentioned that they participate in physical activity and sport in school.

Among pupils with ethnic minority background, participating in physical activities outdoors and at home received the second- and third-highest frequency respectively. Outdoor activities were mentioned by 20 pupils, and participating in physical activities at home was mentioned by 19 pupils.

Physical activities within a sport club, leisure centre, or training centre received the lowest frequency.

9 pupils out of 48 with ethnic minority background indicated that they currently participate in physical activities in sport clubs.

Pupils in the survey with ethnic minority background were asked to identify the places where they currently participate in physical activity or sport. The result demonstrates that they participate in physical activities and sport mostly in schools and during

25

school hours, as the sampled schools do not have after–school sport programmes.

Other common places mentioned for playing sport activities include outdoors and at home.

However, a large group of the pupils that participate in sport and physical activities are not members of any sport clubs and do not play sport in clubs. Only nine out of 48 pupils indicate that they participate in sport clubs. Some of the reasons for this disparity, as highlighted by the pupils, are outlined in the Section 2 of this study.

Nonetheless, when the school is the place of assurance for pupils to participate in sport and physical activities it leads to other problems. One of the key problems is that continuation in sport after graduating from school is not guaranteed. Research has highlighted the possible decrease in organised sport among young people after leaving school (Irish Sport Council 2013, Rowe 2012, The Economic and Social Research Institute Dublin 2005).

The figure below shows a distribution of current places where sport is played by 48 of the survey participants.

Figure 4.5: Frequency of places for ongoing physical activities mentioned by pupils with ethnic minority background (data based on 48 participants in survey from 3 schools in Tralee, Castleisland, and Killarney).

30

25 25 20 20

19

15 12

10

9 5

6 4

0 School

Outdoors

Gym

Home

Leisure centre

Sport club

Training centre

26

LEVEL OF PARTICIPATION IN PHYSICAL ACTIVITIES AND SPORT BY PUPILS IN THE SURVEY QUESTIONNAIRE

Overall, 95% of pupils (58) engage in physical activities, while 3 pupils indicated to be inactive and not participating in any form of physical activity.

39% of pupils (24) that participated in the survey indicated participation in physical activity 3 days in a week.

A quarter (25%) of the pupils (15) participate in physical activity daily.

Overall, the survey results demonstrate that physical activities are performed by most of the pupils, but with varied levels of participation. 58 out of 61 pupils indicate that they currently participate is some sort of physical activities and sports, mostly in school, at home, and at least 3 times weekly. Out of this category, 46 pupils are with ethnic minority background.

The group of pupils that participate in physical activities every day (15 pupils) illustrate the category of pupils that are not dependent on the school as the only place for physical activities and sport. Pupils who participate in physical activities and sport three times a week or less (41 pupils) engage infrequently in sport outside school. The group that identified to be inactive in physical activities and sport (three pupils) do not participate due to health reasons and a preference for computer games. Two of them are with ethnic minority background.

27

Figure 4.6: Frequency of participation in physical activities indicated by pupils (data is based on 61 participants in survey from 3 schools in Tralee, Castleisland, and Killarney).

Very active – daily physical activity

15

Active – physical activity 3 times a week

24

Moderately active – physical activity on a weekly basis

17

Rarely active – physical activity not on a weekly basis

2

Inactive – no physical activity

3 0

5

10

15

20

25

30

46 pupils out of 48 with ethnic minority background are currently participating in some sort of physical activities.

Among pupils with ethnic minority background, 40% participate in physical activity three times a week.

27% of pupils with ethnic minority background participate in physical activity daily.

4% (two pupils with ethnic minority background) indicated nonparticipation in physical activities due to health reasons and lack of interest.

46 out of 48 pupils with ethnic minority background participate in physical activities and sport. However, most of them do not participate in sport or in physical activities in clubs but in schools, at home, and outdoors. Since soccer is mostly played outside school hours, this means that some of the pupils play that game at home or outside school time as a form of social interaction with friends or in the neighbourhood.

The findings demonstrate that 40% of young people with ethnic minority background participate in physical activities three times a week, while 27% participate in physical activity daily.

28

Figure 4.7: Percentage of pupils with ethnic minority background as per frequency of participation in physical activities (data based on 48 participants in survey from 3 schools in Tralee, Castleisland, and Killarney).

4%

4%

25%

Moderately active – physical activity on a weekly basis Active – physical activity 3 times a week

27%

Very active – daily physical activity

40%

Inactive – no physical activity Rarely active – physical activity not on a weekly basis

Section 2: Findings and Analysis from Focus Group Sessions PARTICIPATION IN PHYSICAL ACTIVITIES AND SPORT CLUBS All the pupils (60) that participated in the focus group session agreed that physical activity is good for physical and mental health.

44 out of 60 pupils participate in physical activities outside school but only 15 participate in sport clubs.

65% of pupils (39 out of 60) indicated that there are challenges preventing them from participating in sport clubs, even though they have an interest.

Majority of pupils in the focus group sessions participate in team sport and physical activities at school (54 out of 60 pupils).

29

All the participants in the focus group sessions are aware that physical activity is good for their physical and mental health. Similar to the results from the survey, the majority of the pupils in the focus group sessions participate in physical activity or team sport in school. 54 out of 60 pupils indicated that they participate in sport and physical activities in school. A smaller number of pupils engage in sport activities outside school (44 pupils), while fewer (15 pupils) play sport in clubs.

Certainly, pupils who participate in sport or physical activities in school and outside school have interest in physical or sporting activities. However, despite their interest in sport and physical activities, they do not engage in sport at club level. The low participation in sport clubs, despite showing interest in sporting activities, indicates that there are problems hindering their participation in sport clubs.

In fact, 65% of pupils (39 pupils) in the focus group affirmed an interest in participating in sport clubs, but could not, due to some challenges they experienced.

A few of the pupils interested in sport mentioned that they were former members of sport clubs, and had to cease their membership due to difficulties experienced.

Figure 4.8: Number of pupils indicating place of physical activity and sport participation (data based on 60 participants in focus group sessions from post–primary schools in Tralee, Castleisland, and Killarney).

Pupils with no interest in participating in sport clubs

60

6

Pupils believing that barriers prevent them from participation in sport clubs

60

39

Pupils participating in sport clubs

60

15

Pupils participating in physical activity outside school

60

44

Puplils participating in physical activity/team sport in school

60

54

Pupils believing that physical activity is good for the health of the body and mind

60

60 0

Pupils' level of participation

10

20

30

40

50

60

70

Number of pupils

30

Figure 4.9: Percentage of pupils indicating participation in sport clubs (data based on 60 participants in focus group sessions from post–primary schools in Tralee, Castleisland, and Killarney).

10% 25%

65%

Pupils participating in sport clubs

Pupils believing that barriers prevent them from participating in sport clubs Pupils with no interest in participating in sport & clubs

In Tralee, 17 out of 33 pupils are faced by challenges that prevent them from participating in sport clubs. Interestingly, 12 of them are pupils with ethnic minority background, while five pupils are Irish natives In Castleisland, 9 out of 12 pupils with ethnic minority background do not participate in sport clubs due to perceived barriers.

Out of 15 pupils in Killarney, two participate in sport clubs and the other 13 pupils experience challenges that prevent participation in sport clubs.

Participation in sport clubs is very low among young people with ethnic minority background. In Castleisland and Killarney, 27 pupils that took part in the focus group sessions are with ethnic minority background, and only three are currently in sport clubs. The other 22 pupils admitted to facing challenges that prevent them from participating in sport clubs.

The focus group session held in Tralee had a total of 33 pupils with diverse ethnic backgrounds. This group comprises of Irish natives (16 pupils), pupils with immigrant

31

background (10 pupils), and those with mixed ethnicity (7 pupils). The Tralee group gives an opportunity to compare club participation among young Irish natives to those with immigrant background.

Firstly, among 12 pupils that confirmed they currently participate in sport clubs, three are with ethnic minority background, while the other nine are Irish natives. This shows higher participation in sport clubs among Irish natives in comparison with pupils with ethnic minority background. Out of 17 pupils facing challenges that act as barriers to club participation, 12 of them are with ethnic minority background, while the other 5 are Irish natives.

Secondly, the same trend of lower participation in sport clubs among pupils with ethnic minority background is noticed when comparing club participation among Irish natives with that of pupils with ethnic minority background in the focus group session in Tralee. The tables below show the number of pupils that participate in sport clubs across the three areas.

Table 4.3: Aggregate number of pupils in Tralee as per ethnic background and participation in sport clubs (data based on 33 participants in Tralee).

Ethnic Background

Participate in sport clubs

Irish native pupils

9

Barriers preventing participation in sport clubs 5

Pupils with ethnic minority background

3

12

No interest in participating in sport & sport clubs 2

Total number of pupils 16

2

17

Table 4.4: Aggregate number of pupils indicating participation in sport clubs in Tralee, Castleisland, and Killarney (data based on 60 participants in focus group sessions).

Participate in sport clubs

Barriers preventing participation in sport clubs

No interest in participating in sport & sport clubs

Total number of pupils

12

17

4

33

Castleisland

1

9

2

12

Killarney

2

13

0

15

Area

Tralee (inclusive of Irish natives)

32

“My parents are fussy when I talk about wanting to play sports in sport club”…

33

CHALLENGES PREVENTING PUPILS FROM PARTICIPATING IN SPORT CLUBS AS MENTIONED IN FOCUS GROUP SESSIONS

11 categories emerged as challenges preventing 39 pupils from participating in sport clubs. This number represents 68% of the total number of pupils in the focus group sessions.

Racism and homophobia were mentioned as perceived barriers.

English language and favouritism came up as barriers only in the focus group session in Killarney.

Insufficient money; lack of time due to study; busy working parents; lack of choices in sport facilities, and difficulty finding a sports mate were mostly mentioned and were common across the three areas (Tralee, Castleisland, and Killarney).

39 pupils interested in sport and club participation mentioned that they are faced with barriers preventing them from participating. The pupils mentioned that there are limited sport varieties and facilities in their areas. Sport facilities in Kerry are not evenly distributed across the municipal areas and pupils may need to travel across Kerry to make use of certain sport facilities. Where transportation is an issue, it becomes difficult for pupils to participate in their sport of choice if it is not available in their area.

Some of the pupils suggested that they need company to attend sport clubs or team sport for support, safety, and motivation. Where self-confidence is an issue, young people would prefer to be in the company of friends or mates to attend sport clubs and training.

Despite interest in participating in sport clubs, some of the young people indicated that they are easily put off by the highly competitive attitudes in sport clubs, and would prefer participating for recreation purposes alone. Other pupils with ethnic minority background highlighted paying visits to sport clubs, but stopped participating due to their experience of perceived discrimination, favouritism, and unfriendly attitudes from club members.

34

Table 4.5: Challenges to sport club participation categorised in two main themes (data based on 39 pupils from schools in Tralee, Castleisland, and Killarney).

CATEGORY OF CHALLENGES TO PARTICIPATION IN SPORT CLUBS Theme 1: INTERNAL BARRIERS

Theme 2: EXTERNAL BARRIERS

Domestic limitations

Insufficient money and high cost of participation in sport clubs

Perceived personal inhibitors

Lack of access to transport

Lack of drive to participate in sport

Limited time due to study

Difficulty in finding a sports mate

Lack of choices in sport and facilities

Cultural difference and non-acceptance

Perceived issues in sport clubs

English language barrier

35

Table 4.6: List of perceived barriers to participation in sport clubs as mentioned by 39 pupils across the schools.

CATEGORY OF CHALLENGES

Insufficient money and high cost of participation in sport clubs

SCHOOL A

SCHOOL B

SCHOOL C

Money

No money for sport clubs

Sport is too expensive

Not enough money

Lack of money

No job

No money

Some facilities cost a lot of money

Money

Can’t afford fee

No membership money

Broke due to job loss

Access to transport

Limited time due to study

No lift

Stopped swimming due to distance

Far distance

Lack of transport

Distance to travel for training and matches Study

Junior Cert, exams, and test are priorities

School homework

No time

School homework takes time

No time due to study

Homework

Lack of time

No time

Junior Cert

Due to study

School homework Homework is priority Parents don’t do sport

Parents working

No time due to house chores

Busy working parents

Help is needed at home

I mind siblings at home

Working parents

Domestic limitations

36

Mum wants one sport and dad wants another sport Parents working

My dad doesn't like sport

Not enough sport equipment

Lack of internet connection

There is no Olympic handball game

Different sport not in town

No basketball facilities

Some sport are not available in Ireland

No swimming facilities No indoor sport facilities or games

There is no badminton [court] that I know to play A small variety of sport clubs

Can’t walk on my own due to safety

No friends to come along

Lack of choices in sport and facilities

No friends Difficulty finding a sports mate

No support

No support and no friends People too serious and competitive and can discourage you

Club is about winning

I don’t like being competitive

If the manager doesn’t know your parents, you won’t start a match

Sport is taken too seriously in clubs

Irish children are favoured by coaches to play in football matches Sometimes club people exclude people from different cultures

Perceived issues in sport clubs

I was insulted in a club Irish boys didn’t accept me in their team as their friend

Cultural difference and non-acceptance

Racism

Differences between 2 countries

Fear of not being accepted

37

Different nationalities

People don’t let us play because we are first year

Scared due to culture

Cultural difference

Ball won’t be passed to you if you are from a different country

If you don’t speak good English you will feel unaccepted

English language barrier

Parents don’t speak English well and do not communicate with coaches

Perceived personal inhibitors

Embarrassed

Introvert

Bad at sport

Sexuality

Embarrassed to join new sport

Embarrassment due to past experience

Starting in sport club at late age

Enjoy my own company

Scared

Lack of confidence I hate socialising You think you are not good enough Bad health

Lack of drive or interest in sport

I don’t have interest

Not interested in sport

I prefer video games

No drive

We have different interest than sport

Other interests

38

Conclusion of Study The Irish Sports Monitor shows an increasing trend in sport participation in Ireland, and suggests a decline in sport club membership9. Another study conducted by Sport Against Racism Ireland established that most young people participating in school athletics are not members of athletics clubs10.

Similarly, this study demonstrates a low level of participation in sport clubs among young people in County Kerry, particularly young people with ethnic minority background.

The completed study was carried out with 66 pupils (mainly pupils with ethnic minority background) across 3 schools in Tralee, Castleisland, and Killarney. Of these 66 pupils, 48 are with ethnic minority background, while the others are Irish natives.

In summary, the findings from the exploratory study show that while young people with ethnic minority background engage in physical activities and team sport in school, club participation is very low among this group.

It became apparent from this study that low level participation in sport club is not only as a result of lack of interest. 68% of participants from the study indicated to have interest in club participation, but there are perceived barriers preventing them from participating in sport clubs. These perceived barriers are not only experienced among young people with ethnic minority background, but also among Irish natives.

Another pattern that emerged from this study is the overarching issue of transfer from school sport participation to club participation. Most young people are physically active in school and participate in team sport but there is an unequal representation of school sport participants in sport clubs. As highlighted in this study, the majority of the pupils who are active in school sport do not participate in club sport. Therefore, there is an urgent need for links between the schools and sport clubs to boost club participation among young people.

Introducing young people to a culture of sport outside school will benefit the community and ensure that young people remain physically active after leaving school. In some contemporary societies in Western Europe sport clubs are targeted as agents of sustainable social inclusion of young people with ethnic minority 9

Irish Sports Monitor Annual Report 2013. www.irishsportscouncil.ie/.../Irish-Sports-Monitor-Annual-Report-2013/.

10

Participation of Migrant Children in Athletics Clubs in Ireland; Sport Against Racism Ireland, 2014.

39

background. The schooling process cannot fully address social integration through sport. On the other hand, sport clubs play a key role in ensuring sustainable sport participation of young people and the social inclusion of young people with ethnic minority background, especially newly-arrived children. A welcoming and diversity sensitive sport club is the ultimate vehicle for driving social inclusion and cultural integration through sport.

In order to increase the level of sport participation in sport clubs among young people (with ethnic minority background), the perceived barriers highlighted in this study need to be addressed. A joint effort involving the parents; schools; sport clubs, National Governing Bodies (NGBs) of sport; local sport partnerships; and voluntary organisations is necessary to address these perceived barriers to participation in sport clubs.

While this study does not cover a large sample size of the population of young people in Kerry for generalisation, the intention at the outset was that the study would contribute to documenting evidence on sport participation among young people with ethnic minority background in Ireland, and provide a snapshot of issues preventing the participation of young people in sport clubs.

It is hoped that this report, with its recommendations, will incite further research studies and initiatives to actively engage young people in sport clubs.

40

CHAPTER FIVE: JUMPING THE GAP – SPORT AND CLUB PARTICIPATION AMONG YOUNG PEOPLE WITH ETHNIC MINORITY BACKGROUND IN CO KERRY The practice of sport is generally accepted as an instrument of cultural integration and social inclusion. Sport also has a reputation for positively influencing an individual, which goes beyond the physical and health benefits of sport.

Sport clubs are the nucleus of sustainable participation in sport and provide a social arena where the benefits of sport can be experienced by young people and communities alike. Having a culture of sport external to the school environs engages young people outside of study hours, which may keep them away from anti–social behaviours.

Disturbingly, despite the importance of sport clubs in the community, this study shows that 39 out of 54 pupils (72%) interested in sport and club sport face difficulties and barriers to participating in clubs.

In the context of County Kerry, this study has highlighted three core pathways that are fundamental to increasing sport participation in sport clubs for the purpose of social integration of young people with ethnic minority background. The essential pathways are the family, school, and sport club. These three units are inextricably linked for greater social and cultural integration through sport and sport clubs.

Furthermore, in order to address the barriers faced by young people with ethnic minority background in club sport participation, parents, schools, and sport clubs need to work together constructively to promote this aim in favour of the young people.

Social inclusion of young people with ethnic minority background is only possible outside the home but the support of the parents is necessary for the process of integration to take place. Any initiative developed to encourage sport participation and integration of young people needs the full commitment of parents.

As for the school, the majority of young people attend school daily, which makes this learning environment a vital contact for sport, especially for newly arrived immigrants’ children. It also provides opportunity for social interaction and participation in physical activities and different sports. However, inclusion through sport is a long-term process that goes beyond the school boundary and its programmes. This means there has to 41

be a transfer of young people from school sport to sport club participation and organised sports. Without support from schools, increasing sport participation beyond the walls of the school is almost impossible. Schools need to facilitate this transfer process to support young people to continue in organised sports and sport clubs outside of school.

The importance of sport clubs in social inclusion cannot be overemphasised. Indeed, sport clubs are vehicles of continued sport participation and social integration of young people with ethnic minority background. Participation in sport clubs ensures that young people do not drop out of active sport after graduating from school and it provides vast opportunities for young people to build social relations across different levels. Unlike the school, sport club offers a relaxed arena for playing sport, for recreational activities, and for socialising. Some young people with ethnic minority background may attend sport clubs with the hope of making new friends and socialising. However, any unwelcoming experience can hinder them and their parents from continued participation.

Social inclusion and cultural integration through the medium of sport is only sustainable with the active participation and support of sport clubs. Sports clubs need to be a catalyst for ensuring that young people with ethnic minority background are enrolling and participating in clubs, or else these young people face the risk of exclusion.

Referring back to this study, the majority of the young people concerned have an interest in sport and physical activities. Most of them participate in school sport and would like to participate in sport clubs, provided they are not faced with challenges and barriers preventing them from participating.

To encourage increased participation in sport clubs among young people with ethnic minority background, there is a need for a partnership approach to initiatives involving the family, school, sport clubs, and other key stakeholders that work with migrants and young people. The diagram below shows a possible partnership model with the key stakeholders.

42

Figure 5.1: Core pathways toward promoting greater participation in Kerry sport clubs

FAMILY (parents)

SPORT CLUBS & NATIONAL GOVERNING BODIES OF SPORT

SPORT/CLUB PARTICIPATION & SOCIAL INCLUSION

SCHOOLS

KRSP, VOLUNTARY SECTOR

43

Primary Action Plan on Greater Participation of Young People With Ethnic Minority Background in Sport Clubs Overview of primary action plan

The action plan is developed as a short-term initiative and a starting point for ensuring that immediate actions are taken towards increasing the participation of young people with ethnic minority background in sport and sport clubs.

The action plan emerged from a pool of recommendations derived from the conducted study in relation to issue–based experiences of young people that participated in the study. (A copy of the recommendations can be seen in Appendix Three.)

Following several review sessions of the proposed actions from the recommendation schedule, a short-term action plan was developed. This step was taken in consideration of the limited resources available to the Kerry Recreation & Sports Partnership as well as other external constraints. However, the decision to develop a short-term action plan is essential to commencing the process of promoting greater inclusion and participation of young people with ethnic minority background in sport clubs.

It is worth mentioning that the initiatives contained in the action plan are beyond cultural boundaries. In other words, it is an inclusive initiative and the benefits are for all young people residing in Co Kerry. However, there is an urgent need for these initiatives to target young people with ethnic minority background, due to the experience of lower participation in sport clubs and the danger of exclusion and alienation among this group.

It is hoped that this primary action plan will bring about long-term initiatives within Kerry County Council, NGBs of sport, and sport clubs in Kerry to establish a culture of sport among young people and to use the potential of sport clubs in driving the social inclusion of young people with ethnic minority background in Kerry.

44

Implementation method of primary action plan

Triangle partnership approach

The primary aim of this action plan is to promote greater participation of young people with ethnic minority background in sport clubs, and social inclusion through the medium of sport, in a short-term approach.

As such, the implementation method used in developing the action plan is focused on bringing together key stakeholders to work constructively, through a triangle partnership approach, in achieving the goal of the action plan.

The key element of the plan is ‘awareness-raising’, and it is recommended that it carried out by three fundamental units – family, school, and sport clubs – and other key partners that are needed to increase sport participation in sport clubs and to support greater social inclusion.

The primary action plan will be implemented through two main pathway models, using the triangle partnership approach and involving schools along with Kerry Recreation & Sports Partnership as the catalyst for leading the actions. Figures 5.1 and 5.2 illustrate the two pathway models for implementing the primary action plan.

The first pathway model, seen in figure 5.1, is aimed at raising awareness to address the challenges indicated as internal barriers to participation in sport clubs. The implementing partners are Kerry Recreation & Sports Partnership, sport clubs, and Sport Against Racism Ireland. The actions to be implemented through this pathway are targeted at young people, coaches, and other sport administrators.

The second pathway, shown in figure 5.2, is a partnership approach adapted to address the external barriers to participation in sport clubs, which emerged from the study. The core implementation partners are the schools, sport clubs, and parents.

The key beneficiary of the actions to be carried out through this pathway is the young people themselves.

45

Figure 5.1: First pathway: Triangle partnership approach to address internal barriers to sport and club participation (see Theme 1 of the Primary Action Plan 2016).

Figure 5.2: Second pathway: Triangle partnership approach to address external barriers to sport and club participation (see Theme 2 of the Primary Action Plan 2016).

46

Primary Action Plan 2016

THEME ONE: PERCEIVED INTERNAL BARRIERS TO SPORT AND CLUB PARTICIPATION NOTE: Acknowledging that there is a low level of participation in sport clubs among young people with ethnic minority background, the aim of the actions below is to encourage an increase in club participation.

Actions 1.1 AWARENESS To organise a cultural awareness information seminar and to raise awareness about the perceived issues preventing young people with ethnic minority background from engaging in sport clubs and/or organised sport

1.2 MENTORS To raise awareness among sport clubs of the need to designate a contact person, separate from the coach, to mentor new members and address sport– related issues

Aims To address the lack of interest among young people with ethnic minority background in sport club participation

To promote greater intercultural understanding in sport clubs To encourage maximum participation and retention of young people with ethnic minority background in sport clubs

Expected Outcomes

Lead Organisation(s)

Possible Strategic Partners

Increased number of young people with ethnic minority background participating in sport clubs

 KERRY RECREATION & SPORTS PARTNERSHIP

 SPORT CLUBS

 NATIONAL GOVERNING BODIES OF SPORT

 SPORT AGAINST RACISM IRELAND

Improved intercultural understanding within sport clubs resulting in reduction of prejudice

 KERRY EDUCATION AND TRAINING BOARD

 NGOs

Access to support for new club members, including young people with ethnic minority background

 NATIONAL GOVERNING BODIES OF SPORT

 SPORT CLUBS

 KERRY RECREATION & SPORTS PARTNERSHIP

 SPORT AGAINST RACISM IRELAND

47

THEME TWO: PERCEIVED EXTERNAL BARRIERS TO SPORT AND CLUB PARTICIPATION NOTE: Acknowledging that there is a higher level of participation in sports in schools than in sport clubs, the aim of the actions below is to link sport participation in school to sport clubs.

Actions

Aims

Expected Outcomes

2.1 COST To explore the possibility of Kerry County Council Tourism Unit and the public leisure centres reducing the cost of sport facilities for young people

To reduce the cost of sport facilities for young people with financial difficulties, to encourage greater participation in sport outside school

Recommended action or decision to reduce the cost of sport facilities for young people with financial difficulties, to support participation in sport clubs

2.2 TRANSPORT To create awareness within sport clubs of the need for safe transportation for young people, and how the lack of such transport impacts participation rates

To facilitate transportation options and safe movement to training and sport clubs for young people

New transportation initiatives in sport clubs to support the safe movement of young people

2.3 STUDY TIME To raise awareness amongst parents about the importance and health benefits of sport participation, its aid to study and to consider the issue of limited time to participate in sport due to study commitments

To create more opportunities for young people to participate in team sport or sport clubs outside school

Increased number of young people with ethnic minority background participating in sport clubs and organised sport

2.4 LACK OF CHOICE To organise information sessions in schools about local sport facilities and activities, and to invite sport clubs to host taster sessions within the school during ‘Active School Week’

To create awareness about the variety of sport facilities and clubs present in the community, to increase choices in sporting activities among young people

Lead Organisation(s)

Possible Strategic Partners

 KERRY COUNTY COUNCIL TOURISM UNIT

 PUBLIC LEISURE CENTRES

 NATIONAL GOVERNING BODIES OF SPORT

 PARENTS  COACHES

 LOCAL SPORT CLUBS

 KERRY RECREATION & SPORTS PARTNERSHIP

 TEACHERS  STUDENTS  PARENTS  HSE PROMOTION

Increased awareness about different sporting facilities and activities available within the county; and young people signing up for sporting activities outside the school

 KERRY EDUCATION AND TRAINING BOARD  SCHOOLS  SPORT CLUBS

 PUBLIC LEISURE CENTRES  NATIONAL GOVERNING BODIES OF SPORT

48

APPENDICES Appendix One: Questionnaire for Survey

Social Inclusion Physical Activity Programme

Q1.

What is your age?

Tick Age Range 11-15 Years

Q2.

Where is your place of birth?

Q3.

Where is the birthplace of your parents?

Q4.

How long have you lived in Ireland?

Q5.

Are you happy living in Ireland?

16-19 Years

____________

____________

____________

YES/NO ________

Please state why:

Q6.

Would you consider yourself part of (involved, included) OR not a part of (excluded) the Irish society? Please explain your answer giving examples: 49

Q7.

Please rate your level of physical activity from 1 to 5 (1 inactive - No physical activity; 2 rarely active - Occasional physical activity not on weekly basis; 3 moderately active engages in physical activity on a weekly basis; 4 active - Engages in physical activity at least three times a week; 5 very active - Daily physical activity)

1

2

3

4

5

Q8.

What physical related activities or sport are you doing, if any? Please list (e.g. GAA, jogging, weight training, athletics etc.)

Q9.

Where do you participate in physical activity (e.g. school, sports club, gym, outdoors, home etc.)?

Q10.

Do you participate in team activities?

YES/NO _________

If no, did you participate in team sports in the country of your parents prior to coming to Ireland?

YES/NO _________ 50

Q11.

If you previously participated in team sport but are no longer doing so, what would be the reasons for this change?

Q12.

Would you like to participate in team sports and if so, which sports would most appeal to you?

Q13.

Do you feel there are barriers to participating in team sports? YES/NO _________ If yes please give examples of them:

Thank you for completing this questionnaire, all answers will be treated in strictest confidentially.

51

Appendix Two: Questions for Focus Group Sessions

Focus group session on participation in Kerry sport clubs

1. ICE-BREAKER Considering all things perfect, what would be your preferred physical activity or sport?

2. YES or NO GROUP QUESTIONS (Note the numbers and record on Dictaphone) 

Are physical activity and sport good for our physical and mental health?



Do you currently participate in physical activity or team sport in school?



Do you currently participate in physical activity or team sport outside school?

(ASK WHY FROM THE “NO” GROUP.)



Do you currently participate in sport in a sport club?



Do you have interest in participating in sport clubs, but there are reasons why you currently can’t participate? (yes, no, I have no interest)

o

Out of the YES group (find out why using post it, flip chart and Dictaphone)

3. ENERGISER (balloon burst)

4. DIVIDE INTO GROUPS (flip chart and post-it) 

Identify pupils who have indicated interest in sport participation, but are not participating in sport clubs due to different reasons.



QUESTION 1: what are the challenges that prevent you from participating in sport clubs?



QUESTION 2: what do you think can be done to address the problems you have stated to support you to participate in sport clubs?

52

Appendix Three: Combined Recommendations to Support Greater Inclusion of Young People with Ethnic Minority Background in Sport Clubs11

CHALLENGES

Insufficient money and high cost of participation in sport clubs

RECOMMENDATION 

Develop a student card for young people to get discounted entry to sport facilities in the county.



Make sport facilities free for young people of a certain age in the county.



Increase the wages of parents or encourage parents to work for less hours.



Reduce the cost of sport facilities in the county for people of a certain age (i.e. young people).



Introduce a no-fee policy for sport facilities to increase access for young people in the county.



Explore possibilities for free transportation to sport clubs for young people.



Explore the use of local community buses, school buses, and Garda community buses for transportation to sport clubs or other group game activities.



Develop connections with parents, schools, and sport clubs to organise car-pooling or car sharing to transport young people to sport clubs and other planned community games.



Partner with schools to explore and develop recognition, award, or credit for young people participating in sport outside school.



Encourage young people (particularly those with ethnic minority background) to participate in sport or physical activities on Fridays or at weekends.



Organise sport activities in clubs during summer and encourage young people to participate and sign up. (Target young people with ethnic minority background.)



Organise free community team games/physical activities at weekends.



Plan with schools to organise meetings with parents to educate them on the importance of

Access to transport

Limited time due to study

Domestic limitations 11

Some of the recommendations were suggested by the pupils that participated in the study, while a few others came from Sport Against Racism Ireland

53

physical activities for children. (Target schools with a high concentration of pupils with ethnic minority background.) 

Encourage parents to become more flexible to accept their children’s choice of sport.



Involve parents in sport and physical activities, and plan joint sporting activities involving parents and their children. Parents should be involved in the planning of sporting activities.



Develop an inclusive information leaflet on support available in the county for young people to participate in physical activities outside school and in sport clubs. (Leaflets should be given out to schools, clubs, and parents.)



Develop and coordinate diverse peer groups of young people with interest in similar sports, to build friendship, trust, and confidence in participation.



Encourage young people to take up summer jobs in sport centres.



Encourage parents to get young people (with ethnic minority background) actively involved in HSE Community Games in the County.



Partner with schools to organise inspirational talks for pupils on sport and participation, in a relaxed environment.



Develop and pilot a ‘recreational sport day’ to encourage beginners and attract young people to try sport and games in a non-competitive environment, to enhance confidence.



Increase advertisement of sport clubs in schools; sign-up forms should be given out in schools.



Organise fun introductory training for beginners in sport clubs.



Develop a non-competitive approach for newly signed young people in sport clubs.



Organise sport activities in clubs during summer and encourage young people with ethnic minority background to participate in new sports and sport clubs.



Encourage beginners to sign up to different available sport and sport clubs in the area.



Make internet connection available in sport clubs.



Develop partnership with and lobby charities, government bodies, and local businesses to provide more sport facilities in the county.

Perceived personal inhibitors

Lack of interest in sport

Lack of choices in sport and facilities

54

Difficulty in finding a sports mate



Develop partnership with UNESCO Physical Education department in Tralee IT, ETB Tralee, and Tralee IT, and explore opportunities for use of sport facilities and student volunteers to facilitate sport development of young people in the county.



Make school facilities available for pupils in the community after school hours or during weekends.



Apply for EU Erasmus sport funding and identify other sport funding opportunities to develop inclusive sport projects in the county.



Establish Tralee, Castleisland, and Killarney ‘Triple Town Sports Initiative’ centres to concentrate training, facilities, and resources on each sport centre.



Provide mentors for new members in the sport clubs, especially for young people with ethnic minority background.



Introduce a ‘double-up scheme’ for young people that are organised based on school, residential area, or same interest in games and sport clubs.



Develop and coordinate diverse peer groups of young people with interest in sport, to build friendship, trust, and confidence in sport participation.



Re-educate coaches in sport clubs on a ‘no-win culture’, to make sport less competitive and enjoyable for young people.



Develop and pilot a ‘recreational sport day’, to encourage beginners and attract young people to try sport and games in a non-competitive environment, to prevent early drop-out from sport.



Run a series of bespoke diversity training and intercultural communication information seminars for coaches and trainers.



Develop a common code of conduct that includes a diversity clause, and encourage sport clubs to sign up in agreement to it.



Prepare an official agreement statement for signup and membership forms for all sport members, agreeing to include them in matches and competition for equal and maximum participation despite their ethnic background.



Introduce an anti–discrimination or diversity clause in the constitution or charter of sport clubs, and provide support to sport

Perceived issues in sport clubs

55

administrators to urge club members to embrace diversity. (Can be included in the developed common code of conduct.) 

Make available non-team sport and facilities in the county, such as table tennis.



Review the ‘EU Town Twinning’ initiative for Co Kerry, and develop a plan on how to include sport as a beneficiary of the EU Town Twinning grant for best practice.



Motivate ‘first timers’ and new club members to encourage continuity in sport and sport clubs.

(Target females, Muslims, and young people with disabilities and those with ethnic minority background.)



Educate young people in sport clubs (particularly Irish natives) on anti–discrimination and diversity in clubs, to have good team spirit, and to be nice to people from other ethnic background.



Develop and pilot a quarterly ‘Agora’ or sport marketplace for the county where sport clubs and other physical activity centres can market their sport to parents and young people.

(Recruitment must target parents and young people with ethnic minority background.)



Work with intercultural sport organisations to promote the European Week of Sport and FARE’s (Football Against Racism in Europe) Football People anti–discrimination action weeks.



Make available a point of contact (a person) in sport clubs where members can freely complain of any form of discrimination. All future cases should be documented and dealt with, and club members should be aware of this support.



Identify and prepare contact people who are bilingual foreign language speakers and, where possible, have a voluntary agreement with them to permit phone contact when there is need for interpretation or cultural mediation.

Cultural difference and nonacceptance

English language barrier

56

REFERENCES

Central Statistics Office, 2011. Census of Population. [Online] Available at: http://www.cso.ie/en/statistics/population/ [Accessed November 2015].

Eurofound, 2015. Social inclusion f Young People, Luxembourg: Publications Office of the European Union.

Hertting, K. & Karlefors, I., 2013. Sport as a Context for Integration: Newly Arrived Immigrant Children in Sweden Drawing Sporting Experiences. International Journal of Humanities and Social Science, 3(18), pp. 35-44.

Irish Sports Council and Eonomic and Social Research Institute, 2013. Keep Them in the Game:Taking Up and Dropping Out of Sport nd Exercise in Ireland, Dublin: The Eonomic and Social Research Institute.

Kerry Development & County Board, 2010. Kerry Integration Strategy 2010-2014, County Kerry: Kerry County Council.

Kerry Recreation & Sports Partnership, 2008. Final Report on Connecting Communities in Kerry through Sport, Co Kerry: Kerry Recreation & Sports Partnership.

National Consultative Committee on Racism and Interculturalism, 2001. Guidelines to AntiRacism and Interculturalism, Dublin: NCCRI. National Consultative Committee on Racism and Interculturalism, 2007. [Online] Available at: http://www.mie.ie/getdoc/18f6a113-f193-4d25-9dd8becbebdfde48/KeyConsiderations.aspx [Accessed November 2015].

Participation of Migrants in Athletics clubs in Ireland (2014) Sport Against Racism Ireland and the Athletics Association Ireland .

Rowe, N., 2012. Review of the Research evidence on Young People and Sport, England: Sport England Research.

The Eonomic and Social Research Institute, 2005. Shool Children and Sport in Ireland, Dublin: The Eonomic and Social Research Institute.

The European Non-Governmental Sports Organisation, 2012. Creating a Level Playing Field: Social Inclusion of Migrants and Ethnic Minorities in Sport, Brussels: Drifosett Printing.

The Irish Sports Council , 2013. Irish Sports Monitor Annual Report, Dublin: The Irish Sports Council .

United Nations Conventions, 1966. The International Convention on the Elimination of All Forms of Discrimination. New York, The United Nations.

UNESCO, 1950. The Race Question. Paris UNESCO Walseth K. & Fasting, K. , 2004. Sport as a Means of Integrating Minority Women. Sport in Society: Cultures, Commerce, Media and Politics, 7(1), pp. 109-129.

57