The community network: an Aboriginal community football club bringing people together. Who or what is making the assists to score social goals?

Providing pragmatic interventions (through sport) to tackle social issues in hard-to-reach communities, including those in Aboriginal and black minority ethnic (BME) communities, this study highlights how a community football club was able to deliver positive outcomes for racism, discrimination and health. The article compares findings geographically originating from Australia with those in the UK. The program highlighted herein does not have the so-called 'power' and backing of a brand (of a professional football club) to rely on, and the appealing factor is football alone; football in its purest sense: the activity. We call upon those strategically placed in funding and commissioning roles to draw on the evidence base to support non-professional football (and sport and recreation) clubs to deliver on the health agenda. Adding further conclusions that this mechanism and context of delivery can support positive social and health changes, but requires further examination.

Reaching older people with PA delivered in football clubs: the reach, adoption and implementation characteristics of the Extra Time Programme.

BACKGROUND: Older adults (OA) represent a core priority group for physical activity and Public Health policy. As a result, significant interest is placed on how to optimise adherence to interventions promoting these approaches. Extra Time (ET) is an example of a national programme of physical activity interventions delivered in professional football clubs for OA aged 55+ years. This paper aims to examine the outcomes from ET, and unpick the processes by which these outcomes were achieved. METHODS: This paper represents a secondary analysis of data collected during the evaluation of ET. From the 985 OA reached by ET, n=486 adopted the programme and completed post-intervention surveys (typically 12 weeks). We also draw on interview data with 18 ET participants, and 7 staff who delivered the programme. Data were subject to thematic analysis to generate overarching and sub themes. RESULTS: Of the 486 participants, the majority 95%, (n= 462) were White British and 59.7% (n=290) were female. Most adopters (65.4%/n=318) had not participated in previous interventions in the host clubs. Social interaction was the most frequently reported benefit of participation (77.2%, n=375). While the reach of the club badge was important in letting people know about the programme, further work enhanced adoption and satisfaction. These factors included (i) listening to participants, (ii) delivering a flexible age-appropriate programme of diverse physical and social activities, (iii) offering activities which satisfy energy drives and needs for learning and (iv) extensive opportunities for social engagement. CONCLUSIONS: Findings emerging from this study indicate that physical activity and health interventions delivered through professional football clubs can be effective for engaging OA.

Learning from the experts: exploring playground experience and activities using a write and draw technique.

BACKGROUND: Qualitative research into the effect of school recess on children's physical activity is currently limited. This study used a write and draw technique to explore children's perceptions of physical activity opportunities during recess. METHODS: 299 children age 7-11 years from 3 primary schools were enlisted. Children were grouped into Years 3 & 4 and Years 5 & 6 and completed a write and draw task focusing on likes and dislikes. Pen profiles were used to analyze the data. RESULTS: Results indicated 'likes' focused on play, positive social interaction, and games across both age groups but showed an increasing dominance of games with an appreciation for being outdoors with age. 'Dislikes' focused on dysfunctional interactions linked with bullying, membership, equipment, and conflict for playground space. Football was a dominant feature across both age groups and 'likes/dislikes' that caused conflict and dominated the physically active games undertaken. CONCLUSION: Recess was important for the development of conflict management and social skills and contributed to physical activity engagement. The findings contradict suggestions that time spent in recess should be reduced because of behavioral issues.