Abstract
This thesis presents a qualitative evaluation of the Transformative Power of Sports (TPS) prevention program, a gender-based violence (GBV) prevention initiative targeting first-year undergraduate students in physical education at two higher education institutions in Belgium.Recognising the disproportionate prevalence of GBV among women and LGBTQIA+ individuals and the significant role that hierarchical, male-dominated environments such as sports and academia play in sustaining harmful norms, the TPS program sought to equip these future educators and coaches with skills and knowledge to act as both positive proactive and reactive bystanders. To do so, the TPS program theoretically grounded in Latané and Darley’s Bystander Intervention Model (1968), Ajzen’s Theory of Planned Behaviour (1991) and the Window of Tolerance framework
(Corrigan et al., 2011). In this context, the program aimed not only to foster a comprehensive understanding of gender-based violence but also to equip students with the practical and emotional competencies necessary for effective and context-sensitive intervention. To evaluate the effectiveness of the TPS program, this qualitative study employed a reflexive thematic analysis, based on nine semi-structured interviews.
The findings indicate that the experiential design of the program, incorporating guided discussions, role-play and trauma-informed pedagogy, significantly strengthened participants’ knowledge, attitudes, subjective norms and perceived behavioural control related to gender-based violence prevention. Participants also reported improved emotional self-regulation and increased procedural competence in intervening in gender-based violence situations. As a result, students demonstrated greater readiness to act in the face of gender-based violence and increasingly viewed themselves as potential cultural change agents within both educational and sports environments. However, the results also highlighted some enduring barriers to intervention. In light of these findings, several avenues for future research were proposed.
In conclusion, the findings suggest that the TPS prevention program was an effective initiative for fostering gender-based violence prevention, equipping students with both the awareness and practical skills needed for positive proactive and reactive bystander intervention.
| Date of Award | 2025 |
|---|---|
| Original language | English |
| Supervisor | Hebe Schaillée (Promotor) & Tiphaine Clerincx (Advisor) |