DOCSLIB.ORG

Keeping Them in the Game 2013

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Keeping Them in the Game 2013 Keeping Them in the Game: Taking Up and Dropping Out of Sport and Exercise in Ireland Pete Lunn Elish Kelly Nick Fitzpatrick RESEARCH SERIES NUMBER 33 September 2013 Keeping Them in the Game: Taking Up and Dropping Out of Sport and Exercise in Ireland Pete Lunn Elish Kelly Nick Fitzpatrick RESEARCH SERIES NUMBER 33 September 2013 Available to download from www.esri.ie © The Economic and Social Research Institute Whitaker Square, Sir John Rogerson’s Quay, Dublin 2 ISBN 978 0 7070 0 3580 The ESRI The Economic Research Institute was founded in Dublin in 1960, with the assistance of a grant from the Ford Foundation of New York. In 1966 the remit of the Institute was expanded to include social research, resulting in the Institute being renamed The Economic and Social Research Institute (ESRI). In 2010 the Institute entered into a strategic research alliance with Trinity College Dublin, while retaining its status as an independent research institute. The ESRI is governed by an independent Council which acts as the board of the Institute with responsibility for guaranteeing its independence and integrity. The Institute’s research strategy is determined by the Council in association with the Director and staff. The research agenda seeks to contribute to three overarching and interconnected goals, namely, economic growth, social progress and environmental sustainability. The Institute’s research is disseminated through international and national peer reviewed journals and books, in reports and books published directly by the Institute itself and in the Institute’s working paper series. Researchers are responsible for the accuracy of their research. All ESRI books and reports are peer reviewed and these publications and the ESRI’s working papers can be downloaded from the ESRI website at www.esri.ie The Institute’s research is funded from a variety of sources including: an annual grant-in-aid from the Irish Government; competitive research grants (both Irish and international); support for agreed programmes from government departments/agencies and commissioned research projects from public sector bodies. Sponsorship of the Institute’s activities by Irish business and membership subscriptions provide a minor source of additional income. The Authors Pete Lunn is a Senior Research Officer and Elish Kelly is a Research Analyst, both at the Economic and Social Research Institute (ESRI). Nick Fitzpatrick was an intern at the ESRI when the research was undertaken. The paper has been accepted for publication by the Institute, which does not itself take institutional policy positions. The authors are solely responsible for the content and the views expressed. Acknowledgements The authors are grateful to the Irish Sports Council for its support and for feedback on initial results and early drafts. In particular, Peter Smyth provided useful comments and observations throughout the project. We thank Catherine Woods for assistance with the CSPPA data and Selina McCoy for help with the SLS data. We also thank Emer Smyth, Frances Ruane and an anonymous referee for insightful comments on earlier drafts. The audience at two ESRI seminars also provided useful input and Seamus McGuinness offered a number of helpful suggestions in relation to the statistical methods, for which we are grateful. Thanks are also due to Regina Moore, Deidre Whitaker, Clare O’Neill and Gillian Davidson for their work in preparing the report for publication. Any mistakes or omissions are our own. Table of Contents | i Table of Contents List of Figures ......................................................................................................................................... iii List of Tables ........................................................................................................................................... v Overview ............................................................................................................................................... vii Executive Summary ................................................................................................................................ ix CHAPTER 1 INTRODUCTION .............................................................................................................. 1 1.1 Background ................................................................................................................................ 1 1.2. Why Does Sport Matter? ........................................................................................................... 2 1.3 International Tracking Studies ................................................................................................... 5 1.4 International Research on Determinants of Change ................................................................. 7 1.5 Sports Participation in Ireland ................................................................................................... 9 1.6 Aims of the Present Study........................................................................................................ 11 CHAPTER 2 DATA, METHODS AND RESEARCH QUESTIONS ..................................................................... 13 2.1 Three Data Sources .................................................................................................................. 13 2.2 Children’s Sport Participation and Physical Activity (CSPPA) Study ........................................ 13 2.3 School Leavers’ Survey (SLS) .................................................................................................... 16 2.4 Irish Sports Monitor (ISM) ....................................................................................................... 17 2.5 Statistical Methods .................................................................................................................. 18 2.6 Research Questions ................................................................................................................. 19 CHAPTER 3 PRIMARY TO SECOND-LEVEL SCHOOL ................................................................................ 23 3.1 Introduction ............................................................................................................................. 23 3.2 Sport in Fifth and Sixth Class ................................................................................................... 23 3.3 Transition to First Year at Second Level .................................................................................. 29 3.4 Summary and Discussion ......................................................................................................... 34 CHAPTER 4 SECOND-LEVEL PATHWAYS ............................................................................................. 37 4.1 Introduction ............................................................................................................................. 37 4.2 Comparing Data-Sets ............................................................................................................... 37 4.3 Variation by Gender, Social Class and Type of Activity ........................................................... 41 4.4 The Influence of Other Activities ............................................................................................. 47 4.5 Sports Participation and Scholastic Performance ................................................................... 49 4.6 Post-School Drop-Out .............................................................................................................. 53 4.7 Summary and Discussion ......................................................................................................... 57 CHAPTER 5 BELIEFS, PERCEPTIONS AND ADULT PARTICIPATION .............................................................. 59 5.1 Introduction ............................................................................................................................. 59 5.2 The Adult Cross-Section ........................................................................................................... 59 ii | Keeping Them in the Game 5.3 Beliefs About Participation and Health ................................................................................... 63 5.4 The Theory of Planned Behaviour ........................................................................................... 64 5.5 Summary and Discussion ......................................................................................................... 70 CHAPTER 6 TRANSITIONS INTO ACTIVITY: TAKE-UP ............................................................................. 73 6.1 Introduction ............................................................................................................................. 73 6.2 When Do Adults Take Up Activities? ....................................................................................... 74 6.3 What Activities Are Taken Up? ................................................................................................ 75 6.4 Initial Involvement ................................................................................................................... 78 6.5 Determinants of Take-Up ........................................................................................................ 82 6.6 Continuing Involvement .......................................................................................................... 85 6.7 Summary and
Load more

Recommended publications
  • Klipsun Magazine, 1998, Volume 29, Issue 01 - December
    Western Washington University Western CEDAR Klipsun Magazine Western Student Publications 12-1998 Klipsun Magazine, 1998, Volume 29, Issue 01 - December Annmarie Coe Western Washington University Follow this and additional works at: https://cedar.wwu.edu/klipsun_magazine Part of the Higher Education Commons, and the Journalism Studies Commons Recommended Citation Coe, Annmarie, "Klipsun Magazine, 1998, Volume 29, Issue 01 - December" (1998). Klipsun Magazine. 194. https://cedar.wwu.edu/klipsun_magazine/194 This Issue is brought to you for free and open access by the Western Student Publications at Western CEDAR. It has been accepted for inclusion in Klipsun Magazine by an authorized administrator of Western CEDAR. For more information, please contact [email protected]. Wilson Library Archivss Editorial staff t a f f writer annmarie coeeditor Jenni Long Erin Armstrong sarah erlebach s t o r y editors Dana Luthy Biil Bennion tina potterf Sara Magnuson Addy Bittner amy vandall Chris Mueiienbach Chris Biake Jenni Odekirk Dave Chesson Stuart martin d e s i g n director Jennae Philiippe Caroline Deck tim kleind e s i g n e r s Tim Reid Mark Dewar voula margaritis Matt Renschier Wendy Giroux jbarney benedictson p h o t o g r a p h y edit Heather Romano Julie Graham Anna Shaffer Colin Howser jim morrell lllonline editor Greg Tyson Katie Johnson Steven Uhies ann yowa d v i s e r Nadja Kookesh Norah West Steve Leslie Kevin Westrick Corey Lewis 53S BsaWfe 00 ^ 00 p IIPI l[ piiiyw ^ ^ m It fashionably late Jenni Long swing dancers Sara Magnuson cerebral strength Chris Blake radio takeover Jim Morrell III sacred roots Jenni Odekirk ariel born legend Greg Tyson Sullivan’s web Anna Shaffer his own world Erin Armstrong Klipsun is a student publication^ of Western Washington University, distributed twice per quarter.
    [Show full text]
  • A History of the GAA from Cú Chulainn to Shefflin Education Department, GAA Museum, Croke Park How to Use This Pack Contents
    Primary School Teachers Resource Pack A History of The GAA From Cú Chulainn to Shefflin Education Department, GAA Museum, Croke Park How to use this Pack Contents The GAA Museum is committed to creating a learning 1 The GAA Museum for Primary Schools environment and providing lifelong learning experiences which are meaningful, accessible, engaging and stimulating. 2 The Legend of Cú Chulainn – Teacher’s Notes The museum’s Education Department offers a range of learning 3 The Legend of Cú Chulainn – In the Classroom resources and activities which link directly to the Irish National Primary SESE History, SESE Geography, English, Visual Arts and 4 Seven Men in Thurles – Teacher’s Notes Physical Education Curricula. 5 Seven Men in Thurles – In the Classroom This resource pack is designed to help primary school teachers 6 Famous Matches: Bloody Sunday 1920 – plan an educational visit to the GAA Museum in Croke Park. The Teacher’s Notes pack includes information on the GAA Museum primary school education programme, along with ten different curriculum 7 Famous Matches: Bloody Sunday 1920 – linked GAA topics. Each topic includes teacher’s notes and In the Classroom classroom resources that have been chosen for its cross 8 Famous Matches: Thunder and Lightning Final curricular value. This resource pack contains everything you 1939 – Teacher’s Notes need to plan a successful, engaging and meaningful visit for your class to the GAA Museum. 9 Famous Matches: Thunder and Lightning Final 1939 – In the Classroom Teacher’s Notes 10 Famous Matches: New York Final 1947 – Teacher’s Notes provide background information on an Teacher’s Notes assortment of GAA topics which can be used when devising a lesson plan.
    [Show full text]
  • Irish Symbols – Transcription Lisa – Paddy
    Langues en pratiquess DocsDo authentiques ANGLAIS Irish symbols – Transcription Lisa – Paddy Lisa: Hey Paddy, you’ve got some Irish blood in you, right? Paddy: Yeah! Lisa: Maybe you can help me! I’m gonna have a Saint Patrick’s Day party at my apartment and I wanted to partie decorate it in an Irish theme. Do you have any ideas? re 1 Paddy: That sounds cool! You could use the traditional symbols of Ireland, that would be good! Lisa: What are the symbols of Ireland? Paddy: There’s quite a few! The harp is the official symbol of Ireland, which shows how important music is in its culture and traditions. It’s actually the only country in the world which has a musical instrument as its symbol. And legend has it it represents the harp of the old kings of Ireland. I’ve actually got a euro coin here. You can see it, it’s on there, it’s on the coins. Lisa: Oh yeah, that’s right! I hadn’t noticed! Paddy: So you could use that! Another symbol you could use is the shamrock, the three-leaf clover. Legend has it that Saint Patrick used that to explain the Holy Trinity, so the Father, the Son and the Holy Spirit. Lisa: Ok, why do I always hear people talking about four-leaf clovers? Paddy: Well, there’s the phrase ‘the luck of the Irish’ because four-leaf clovers are very rare and hard to find so if you find one it’s supposed to be good luck! Lisa: Oh, I get it, ok! I also wanted to hang up an Irish flag and decorate my apartment in like the colours of the flag but what does it look like? Paddy: It’s a vertical tricolor, green, white and orange.
    [Show full text]
  • Irish Sports Monitor 2019
    IRISH SPORTS MONITOR Annual Report 2019 www.spor�reland.ie contents IRISH SPORTS MONITOR 2019 INTRODUCTION...............................................................................................................5 EXECUTIVE SUMMARY.....................................................................................................7 1. PARTICIPATION IN SPORT.....................................................................................11 2. BROADER PHYSICAL ACTIVITY...............................................................................23 3. SOCIAL PARTICIPATION IN SPORT.........................................................................39 4. A SPOTLIGHT ON GENDER.....................................................................................53 5. A SPOTLIGHT ON DISABILITY.................................................................................63 6. MOTIVATIONS & HABITUAL NATURE OF SPORTS PARTICIPATION....................75 7. SPORTS & MENTAL WELLBEING............................................................................85 8. POLICY CONSIDERATIONS......................................................................................91 APPENDICES..................................................................................................................97 introduction The Irish Sports Monitor (ISM) is a large population study undertaken biennially in order to provide trends in participation in sport and physical activity in Ireland. It sets a broad definition of sport and measures participation
    [Show full text]
  • Ballpark Figures
    Key Research For Irish Sports Policy Ballpark Figures Key Research For Irish Sports Policy x BALLPARK FIGURES KEY RESEARCH FOR IRISH SPORTS POLICY 1 Introduction 3 Sources 4 Sport Matters 5 The Benefits Of Sport 6 How Much Sport Is Played? 7 Who’s Likely To Play Sport? 8 Player Profiles 9 What Sports Do People Play? 10 A Lifetime Of Sport 11 School Sport: Perception And Reality 12 Primary School Sport 13 Second-Level School Sport 14 Getting More People To Play Sport 15 It’s Not All Play 16 The Importance Of Volunteers 17 Sports Club Members 18 Spectators 19 Current Policy 20 Policy Challenges 21 References 23 2 INTRODUCTION The Irish Sports Council believes passionately in the value of sport and its potential to make a contribution to an enhanced quality of life of all citizens. The Council’s investment in research is based on our belief that the development of sports policy and programmes should be evidence based. Our research programme seeks to understand how the sports sector operates in Ireland and assess its impact and importance to our society. It also raises important policy questions for the future development of sport. As well as providing us with a deeper understanding of the workings of sport the research programme provides us with the tools to measure the impact of sports programmes. We are committed to measuring the value of the investments in sport we make on behalf of the Irish people. I want to thank the Economic and Social Research Institute for their outstanding work on our behalf since 2003.
    [Show full text]
  • Irish Sports Monitor 2017 Annual Report (Draft 6).Pdf 1 09/05/2018 09:49:33
    IRISH SPORTS MONITOR Annual Report 2017 Ipsos MRBI www.sportireland.com 16-088225-Irish Sports Monitor 2017 Annual Report (Draft 6).pdf 1 09/05/2018 09:49:33 CONTENTS FOREWORD ................................................................................... 1 1. EXECUTIVE SUMMARY ........................................................... 3 2. INTRODUCTION ..................................................................... 8 3. PARTICIPATION IN SPORT .................................................... 11 4. BROADER PHYSICAL ACTIVITY .............................................. 25 5. SOCIAL PARTICIPATION IN SPORT ........................................ 40 6. INVESTMENT IN SPORT ........................................................ 54 7. COACHING/TRAINING .......................................................... 64 8. WEARABLE TECHNOLOGY .................................................... 71 9. POLICY CONSIDERATIONS .................................................... 82 APPENDICES Foreword & Executive Summary FOREWORD On behalf of Sport Ireland, I am pleased to welcome the publication of the 2017 Irish Sports Monitor (ISM) Report. It is 10 years since Sport Ireland1 initiated the ISM to monitor and track adult participation in sport in Ireland. Seven annual reports have been produced during that decade, all of which have provided invaluable insights into the sporting habits of Irish adults. The findings have been instrumental in shaping the development of national and local, policies and plans around participation. Ireland
    [Show full text]
  • Sport Matters 2017
    IRISH SPORT DOES MATTER The Federation of Irish Sport is the representative body for Ireland’s National Sporting Organisations and the country’s 28 Local Sports Partnerships (LSP’s). The Federation works on behalf of its members to create a greater awareness of the importance of sport across a wide number of areas including health, business, tourism, community, diversity and the economy. Membership is comprised of : NGB’s LSP’s • Angling Council of Ireland • Irish Rugby Football Union • Carlow Sports Partnership • Archery Ireland • Irish Sailing Association • Cavan Sports Partnership • Athletics Ireland • Irish Squash • Clare Sports Partnership • Australian Rules Football League of Ireland • Irish Surfing • Cork Sports Partnership • Badminton Ireland • Irish Taekwondo Union • Donegal Sports Partnership • Basketball Ireland • Irish Ten Pin Bowling Association • Dublin City Sport and Wellbeing Partnership • Baton Twirling Association of Ireland • Irish Tug of War Association • Dun Laoghaire-Rathdown Sports Partnership • Bol Chumann na hEireann • Irish Underwater Council • Fingal Sports Partnership • Bowling League of Ireland • Irish Water Safety • Kerry Recreation and Sports Partnership • Canoeing Ireland • Irish Waterski and Wakeboard Federation • Kildare Sports Partnership • Comhairle Liathróid Láimhe na hÉireann • Irish Wheelchair Association • Kilkenny Recreation and Sports Partnership • Cricket Ireland • Ladies Gaelic Football Association • Laois Sports Partnership • Croquet Association of Ireland • Motor Cycling Ireland • Leitrim
    [Show full text]
  • Irish Masculinity, Violence, and the Cultural Politics of Sports in a Portrait of the Artist As a Young Man and Ulysses
    “Building Up a Nation Once Again―: Irish Masculinity, Violence, and the Cultural Politics of Sports in A Portrait of the Artist as a Young Man and Ulysses Peter C.L. Nohrnberg Joyce Studies Annual, Volume 2010, pp. 99-152 (Article) Published by Fordham University Press DOI: 10.1353/joy.2011.0005 For additional information about this article http://muse.jhu.edu/journals/joy/summary/v2010/2010.nohrnberg.html Access Provided by UFMG-Universidade Federal de Minas Gerais at 11/07/12 11:50AM GMT ‘‘Building Up a Nation Once Again’’ Irish Masculinity, Violence, and the Cultural Politics of Sports in A Portrait of the Artist as a Young Man and Ulysses PETER C.L. NOHRNBERG It is true that advanced capitalist orders need to ward off alienation and anomie with some kind of collective symbolism and ritual, complete with group solidarity, virile competition, a pantheon of legendary heroes and a carnivalesque release of repressed energies. But this is provided by sport, which conveniently combines the aesthetic aspect of Culture with the corporate dimension of culture, becoming for its devotees both an artistic experience and a whole way of life. It is interesting to speculate what the political effects of a society without sport would be.1 In Terry Eagleton’s account of the role played by sports in contemporary society, athletics offers a collective ritual that can give meaning to the dreadful banalities of life under the sign of late-stage capitalism while avoiding the violence that religion in its most sectarian aspect cultivates. This description invites us to consider the relationship between the rise of organized sports as a collective cultural practice in the West and both the gradual fading of religious belief and the ascendancy of nationalism as a political ideology.
    [Show full text]
  • At Mt. Washington Bank You've Got Choices
    July 2012 Boston’s hometown VOL. 23 #7 journal of Irish culture. $1.50 Worldwide at All contents copyright © 2012 Boston Neighborhood News, Inc. bostonirish.com A hAndshAke for the Ages sinn fein’s Mcguinness meets, greets Queen elizabeth in Belfast AssociAted Press The IRA formally aban- BELFAST — Queen doned its campaign to Elizabeth II and a former force Northern Ireland Irish Republican Army out of the United Kingdom commander offered each and disarmed in 2005. other the hand of peace Two years later, McGuin- on Wed., June 27, in a ness became the senior long-awaited encounter Catholic politician in a symbolizing Northern Ire- new unity government, land’s progress in achiev- the central objective of ing reconciliation after Northern Ireland’s 1998 decades of violence. peace accord. His coalition The monarch and Mar- with Robinson has gov- tin McGuinness, now the erned Northern Ireland in senior Catholic in the cooperation with Britain North’s power-sharing in surprising harmony government, met pri- since. vately inside Belfast’s McGuinness’s Irish na- riverside Lyric Theatre tionalist party, Sinn Fein, during a cross-community had refused all contact arts event featuring many with British royals until of Northern Ireland’s top this meeting with the musicians, poets and art- queen. ists. Media were barred The queen came to Bel- from seeing their first fast as part of U.K.-wide handshake, but the two celebrations of her 60th shook hands again a half- year on the throne. Later hour later for a TV camera in the day, she visited and two photographers.
    [Show full text]
  • Social and Economic Value of Sport in Ireland
    SOCIAL AND ECONOMIC VALUE OF SPORT IN IRELAND LIAM DELANEY TONY FAHEY 1. INTRODUCTION 1.1 Public policy on sports participation in Ireland is concerned mainly The Social with sport as physical activity. The central aims are to increase Significance of participation and raise standards of performance in sport. However, Sport sport is also a social activity and its social significance spreads well beyond those who play. The role of sport as a social outlet can take many forms, ranging from the extensive voluntary service that is provided to amateur sports club by committee members, coaches, team organisers and fundraisers, through to attendance at sports fixtures by members of the general public. Such activities are important in narrow sporting terms: many sports could not exist in their present form if there were no clubs to organise them or spectators to support them. But they also have a wider social significance. They bring people together, help build communities, and provide a focus for collective identity and belonging. The collectivities affected by sport in this way can range from the small community that supports a local club team to an entire society following the fortunes of an individual or national team in major international competition. These social dimensions of sport have attracted growing attention over the past decade in the context of a new interest in ‘social capital’. The concept of social capital refers to the social networks, norms, values and understandings that facilitate co- operation within or among groups (OECD, 2001, p. 41). Some see it simply as a new term for ‘community’.
    [Show full text]
  • The History of Gaelic Football and the Gaelic Athletic Association Jaime Orejan, Phd, Elon University
    The History of Gaelic Football and the Gaelic Athletic Association Jaime Orejan, PhD, Elon University INTRODUCTION Towards the end of the nineteenth century some people feared that the Irish games could face extinction. There was concern that the English games would take over Ireland and the native games would fade away. The establishment of the Gaelic Athletic Association (GAA) in 1884 was the defining moment in the history of Ireland’s native games. Today the GAA regulates four distinctive games. The most popular are Gaelic football and hurling; the others are camogie and handball. Camogie is a field game played by women while handball is like squash without the rackets. The state of health of the GAA and the level of support for the games is a stunning endorsement of the vision of its founders, and the games are enjoyed by millions of people – players and spectators – every year (Healy, 1998). The Gaelic games of football, hurling, camogie, and handball are far removed from the glittering ranks of global sport. In fact, large figure endorsement deals and international stardom do not entice Gaelic players. In a world focused on millionaire sports professionals, these Gaelic games provide a remarkable example of thriving amateur sports. Amateur in their character, Gaelic games exist through the bonds of identity they forge among participants and devotees. Founded out of national pride, sustained through the lean times with that same emotion, few things run so deeply through the core of Irish society than the connection with place and home which the games provide. In a sporting world where players change allegiances for the price of a shoe and satellite television holds fans to ransom, there remains in Gaelic games vital proof of a purer ideal - amateurism, and love of the game (Prior, 1997).
    [Show full text]
  • Assessing the Influence of Neutral Grounds on Match Outcomes
    INTERNATIONAL JOURNAL OF PERFORMANCE ANALYSIS IN SPORT 2018, VOL. 18, NO. 6, 892–905 https://doi.org/10.1080/24748668.2018.1525678 Assessing the influence of neutral grounds on match outcomes Liam Kneafsey and Stefan Müller Department of Political Science, Trinity College Dublin, Republic of Ireland ABSTRACT ARTICLE HISTORY The home advantage in various sports has been well documented. Received 26 June 2018 So far, we lack knowledge whether playing in neutral venues Accepted 16 September 2018 indeed removes many, if not all, theoretically assumed advantages KEYWORDS of playing at home. Analysing over 3,500 senior men’s Gaelic Home advantage; neutral football and hurling matches – field games with the highest grounds; team ability; participation rates in Ireland – between 2009 and 2018, we test hurling; Gaelic football the potential moderating influence of neutral venues. In hurling and Gaelic football, a considerable share of matches is played at neutral venues. We test the influence of neutral venues based on descriptive statistics, and multilevel logistic and multinomial regressions controlling for team strength, the importance of the match, the year, and the sport. With predicted probabilities ran- ging between 0.8 and 0.9, the favourite team is very likely to win home matches. The predicted probability drops below 0.6 for away matches. At neutral venues, the favourite team has a pre- dicted probability of winning of 0.7. A Coarsened Exact Matching (CEM) approach also reveals very substantive and significant effects for the “treatment” of neutral venues. Overall, neutral venues appear to be an under-utilised option for creating fairer and less predictable competition, especially in single-game knock- out matches.
    [Show full text]