Gaining An Understanding On The Inner Workings Of Sport For Employability Programmes Through The experiences Of Former Participants

1. Aim and research questions
There is a large and growing interest in the use of sport as a tool to increase employability among youth who are not in employment, education, or training (NEET). However, this potential of sport is not unconditional and little is known about how and why such developmental outcomes occur. Therefore, the present study aims to gain more insight into how and when Sport for Employability (SfE) initiatives can be a promising vehicle in developing people’s employability.
2. Theoretical Background and Literature Review
Recent statistics show that one out of six young people in Europe are currently not in employment, education, or training (NEET) (Eurostat, 2023). According to both policy makers and practitioners, sport might alleviate this situation as it is considered a tool to raise people’s level of employability. This claim relies on the premise that (a) soft skills constitute a central component of the concept of employability and (b) soft skills are expected to improve by participating in sport. However, caution is needed as sports’ developmental potential is dependent on how sport activities are designed, delivered, and integrated within structured SfE initiatives. An understanding of the critical success factors of such structured initiatives is missing, since research within SfE, and the broader field of Sport for Development, is predominantly interested in specific intervention outcomes (Whitley et al., 2018). Accordingly, there is limited information on how and when SfE programmes can be a promising vehicle in developing people’s employability.
3. Research Design, Methodology and Data Analysis
This study adopted a multiple case study design, covering six SfE programmes located in five countries. All programmes are considered good practices, which target NEETs, use sport as key learning medium, and work towards employability. To address the need for a better understanding of how such programmes work, Jones et al. (2017) proposed to ask (ex- )participants about the working elements of the programme. As such, in-depth interviews were conducted with 24 former participants (13 females, 11 males). The interviews included open- ended questions related to (1) prior expectations regarding the programme, (2) factors which were perceived to be most useful in terms of development and why, (3) importance of sport within the programme, and (4) the possible contribution of the programme to participants’ current (professional) situation. Inductive reflexive thematic analysis (Braun & Clarke, 2020) was used as a method to identify, analyse and report themes within the data.
4. Results/Findings and Discussion
Findings revealed six overarching themes relating to how these SfE programmes were experienced by the participants and how they affected their employability. First, participants commonly referred to specific coach qualities (i.e., approachable, non-judgemental, supportive, empowering) and the strong bond that was developed between the coaches and the participants. Second, participants experienced a welcoming, inclusive, safe, easy-going, and fun atmosphere. As a result, it was believed that this environment enabled them to relax and forget about the difficulties they encountered in their everyday life. Third, interviewees reported that the programme provided them the opportunity to meet and connect with new people, gain insights from them, and eventually act as mentors for others. Fourth, the interviews revealed that the programmes were characterised by a facilitative learning approach which is focused on a strength-based approach, encourages participants to step out of their comfort zone, and combines learning-by-doing with reflection. Fifth, the participants indicated that the interventions contained specific elements to prepare them to enter the labour market (e.g., support in applying for a job). Mock interviews in particular ensured participants felt more confident to conduct a job interview. Finally, interviews revealed that the enhancement of healthy and active lifestyle was perceived as a key aspect of the programme to facilitate participants’ entry into the labour market. The results of this study highlight the importance of social relationships. In line with a large body of research (e.g., Coalter et al., 2020), participants highlighted the importance of the qualities of and the relationship with their coach. However, relationships with fellow participants were also mentioned as crucial program factors. In this regard, some programmes even fostered peer mentoring or support. Additionally, this multiple case study shows the importance of balancing a warm and supportive environment with offering experiences which encourage participants to step out of their comfort zone. Finally, sport was considered as aiming towards goals outside of sport by putting a specific emphasis on incorporating and learning soft skills. It is argued that the link with life outside sport became evident through the practice of reflection.
5. Conclusion, Contribution, and Implication
In sum, this study provides insight into some of the potential critical success factors of SfE programmes. As it is important to adopt an intential and theory-based approach in the design and implementation of SfE programmes (Hartmann, 2003), this study can inform both new and existing initiatives to foster employability through sport.