Dr Dean Ravizza The Uses Of Sport For Children In Armed Conflict
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Sport for Children and Youth in Armed Conflict Settings (SCYACS) Sport for Children and Youth in Armed Conflict Settings (SCYACS) Findings From The SCYACS Research Project The Uses of Sport for Children in Armed Conflict Dean M. Ravizza, Ph.D. Dept. of Health & Human Performance Salisbury University, Maryland USA Power of Sport Summit Center for Sport in Society Northeastern University June 10-12, 2010
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Transcript of Dr Dean Ravizza The Uses Of Sport For Children In Armed Conflict
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Findings From The SCYACS Research Project
The Uses of Sport for Children in Armed Conflict
Dean M. Ravizza, Ph.D.Dept. of Health & Human Performance
Salisbury University, Maryland USAPower of Sport Summit
Center for Sport in Society Northeastern University June 10-12, 2010
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What is SCYACS?• Long-term research project in conflict-
affected region of northern Uganda.
• Use both mid-scale surveys and in-depth interviews and ethnographic data.
• Dedicated to bringing new data, tools, and analysis to the SDP field.
• Utilizes local, trained research team to gather quantitative and qualitative data.
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The Conflict in Northern Uganda
• Nearly twenty-three years of conflict between the Lord’s Resistance Army (LRA) and the Ugandan Government Forces (UPDF).
• An estimated 66,000 children and youth were abducted for various periods of time1.
• Approximately 2 million were placed in Internally Displaced Persons (IDP) camps.
• The region is in transition from conflict to a focus on peace and stability.
1SWAY(2006). Survey of War-Affected Youth. Retrieved from www.sway-uganda.org, October 15, 2009.
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Source: Google maps
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Why do we do this?[SCYACS Research Objectives]
The purpose of the research is to:
• determine the participatory levels of children and youth in sport activities,
• understand the role of sport in the development2 of children affected by armed conflict, and
• identify factors related to sport that impact the social inclusion of marginalized groups.
• identify factors of sport participation that affect the reintegration process of former abductees (children formerly associated with the LRA).
2As outline by the Task Force on Sport for Development and Peace. U.N. (2003). This includes physical, emotional, social, and economic development.
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What Did We Do/How Did We Do It?[Methodology]
Data Collection
Phase One: Observational research intermittently over 18 month period.
Phase Two: Pilot survey (n=109) in Gulu and Kitgum districts.
Phase Three: Survey instrument implemented (n=411) in Gulu and Kitgum districts.
Phase Four: Follow up interviews and further qualitative waves.
Phase Five: In-depth longitudinal case studies of selected survey participants.
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What Did the Children and Youth Say?[Results]
The results are framed around four major
categories reflective of the research objectives:
1. Participation in/Access to sport programs.
2. Sport and aspects of development (physical, social, and economic).
3. Sport and social inclusion (females, individuals with disabilities).
4. Sport and the reintegration of children and youth formerly associated with the LRA.
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Footb
all
Volleyb
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Netball
Basketb
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Athletics
Traditional
Games
Other
020406080
100120140160180
Participation by Sport
MaleFemale
No.
of P
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What is it about football that lends itself to such high rates of participation?
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Participation in/Access to Sport
No access to sport activities
14%
family obligations/chores12%
no equipment 22%
must work/make money10%
married18%
injured/sick12%
other14%
Reason for Non-Participation
No access to sport activitiesfamily obligations/choresno equipment must work/make moneymarriedinjured/sickother
Number of non-participants n=51
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Sport and Aspects of Development
Respondents who participated in sport programs sponsored by NGO’s, UN, and Community-based programs agreed the programs educated them about:
Respondents disagreed that sports educated them about:
Early sexual activity
Drug abuse
HIV/AIDS
Malaria
Peace &Conflict
ResolutionGender balance
Child Rights
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Sport and Aspects of Development
Mean Std. Deviation N
I can learn important work-place values such as teamwork and effort from playing sport
1.46 .998 347
I can learn important leadership skills by playing sport
1.47 .926 347
Playing sport will improve my employability .95 1.281 347
Playing sport allows me learn how to accept others different from me
1.59 .745 347
Sport and Economic Development Sub-Scale
M=1.37, Chronbach’s Alpha (α)=.822
Strongly agree (+2), Agree (+1), Disagree (-1), Strongly Disagree (+2)
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Sport and Aspects of Development
• “Sport can do a lot of things for my generation if well-developed. If sports in Uganda is developed…it would help create employment and it can also lead to infrastructural development such as building of hotels and stadiums….” -Male, 16 (080K)
• “Work-place values can only manifest in sport when there is good cooperation and understanding in the team.” –Male, 20 (018G).
• “I do not value sports much since I know that sport will not help me have a living in the future.” Male, 20 (087K).
• “Sporting programs help me in the way that during sporting hours in the evening, I don’t find access of going to boys and men hence helping me from acquiring HIV/AIDS.” -Female, 15 (106G)
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Sport and Social InclusionSII34. Participants agreed (M=1.36) that individuals
with disabilities should be allowed to participate in sport.
SII35. Participants agreed (M=1.77) that females should be allowed to participate in sport activities.
SII36. Both former (M=-1.52) and non-abductees (M=-1.42) felt it was not acceptable to exclude former abductees from playing sport.
+2=strongly agree, =1=agree, -1=disagree, -2=strongly disagree
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Sport and Social Inclusion• “In school, we are mixed up with pupils from different regions and
tribes. So, sports has educated me to accept those tribes because we play together.” -Female, 14 (030G)
• “I strongly disagree that people with disability should participate in sport, especially those with no legs and arms since they cannot manage to run and kick or catch the ball.” –Male, 14 (131G).
• “[The] disabled are human beings like us, they have been created by God. Jesus said you should love your neighbor as you love yourself.” -Male, 14 (111G).
• “Girls should be allowed to play [sports] so that they [adults] can learn that gender disparities is an issue to be tackled in the schools for a positive environment for the girl-child education.” -Female, 14 (014G).
• “Sports makes girls prostitutes and they will not be able to help their parents.” - Male, 16 (009G).
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List of ReferencesBetancourt, T.S., & Khan, K.T. (2008). The mental health of children affected by armed conflict: Protective
processes and pathways to resilience. International Review of Psychiatry, 20 (3), 317-328.Bronfenbrenner, U. (1986). Ecology of the family as a context for human development research perspectives.
Developmental Psychology, 22, 723-742. Ennis, C.D., Solmon, M.A., Satina, B., Loftus, S.J., Mensch, J., & McCauley, M.T. (1999). Creating a sense of family in
urban schools using the “sport for peace” curriculum. Research Quarterly for Exercise and Sport, 70 (3), 273-299.
Larsen, R. (2000). Toward a psychology of positive youth development. American Psychologist, 55(1), 170-183.Machel, G. (2001). The impact of war on children. New York: Palgrave.McEvoy-Levy, S. (2006). Troublemakers or peacemakers? Youth and post-accord peace building. Notre Dame, IN:
University of Notre Dame Press.McEvoy-Levy, S. (2006). Silenced voices? Youth and peer relationships in armed conflict and its aftermath. In N.
Boothby, A. Strang, & M. Wessells, A world turned upside down: Social ecological approaches to children in war zones. Bloomfield, CT: Kumarian Press.
Singer, P.W. (2005). Children at war. New York: Pantheon. Sommers, M. (2005). Youth and conflict: A toolkit for intervention. Washington, DC: USAID.SWAY (2006). Survey of War-Affected Youth. Retrieved from www.sway-uganda.org, September 26, 2009.United Nations Inter-Agency Task Force on Sport for Development and Peace (2003). SWAY (2006). Survey of War-
Affected Youth. Retrieved from www.sway-uganda.org, September 26, 2009.Sport for development and peace: Towards achieving the millennium development Goals. New York: United Nations, p. 2-3.
UNICEF (2007). The Paris principles: Principles and guidelines on children associated with armed forces or armed groups. New York: United Nations, pp.37-40.
Wessells (2006). Child Soldiers: From violence to protection. Harvard University Press: Cambridge, MA.
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Thank You!
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Findings From The SCYACS Research Project
The Uses of Sport for Children in Armed Conflict
Dean M. Ravizza, Ph.D.Dept. of Health & Human Performance
Salisbury University, Maryland USA
