The Double Club evaluation (Playing for Success)
Client: DCFS | NFER Contact: Caroline Sharp
The Double Club (DC) project is an in-school extension of the Playing for Success programme, working with underachieving pupils in key stage 3 to improve attainment, particularly in literacy and numeracy. It provides an innovative ‘double experience’ programme that combines classroom education with coaching in football or another sport. Students attend at least twice a week in groups of approximately 15. Double Club currently consists of 14 sports clubs, with 48 schools and about 3000 secondary students participating in 2007-8.
Informal feedback has indicated that DCs have been successful in increasing pupil motivation, and that it has had a positive impact on educational outcomes. The Department for Children, Schools and Families (DCSF) now requires independent and robust research to determine the effectiveness of DCs.
Research questions
The aim of the research is to determine the effectiveness of the DC scheme, to identify good practice and provide evidence on how best to operationalise DCs in a wider roll out. The evaluation aims to address the following questions.
- How is the DC initiative being implemented in different schools?
- Does the DC achieve its objectives and how is this achieved?
- What is the impact of DCs on pupil motivation and self esteem, and what are pupils’ and teachers’ perceptions of the programme?
- What is the impact of DCs on pupil attainment?
- Are some models of the DC scheme more effective than others?
Impact and outcomes
The study provides information on the effects of DC participation on pupils’ attainment. The report will identify examples of best practice and particularly effective features of DC, and make recommendations about its future development. Findings from the evaluation will be used to help policy makers and practitioners improve and develop the DC programme.
The DCSF received an interim report on findings from strand 1 (see research design and methods). A final report incorporating findings from strand 2 was submitted in September 2009. Participating centres and schools will receive their survey results.
Research design and methods
The evaluation design combines large-scale analysis of outcome data with an analysis of qualitative data to illustrate key processes for centres and schools. There are two strands to the methodology. Strand 1 focuses on the implementation of DC, its impact on pupil motivation and self-esteem, and perceptions of the programme. Strand 2 establishes the impact of DC on pupil attainment.
Strand 1 comprises five case studies of centres and five of their associated schools (one per centre). Centres will be selected to reflect the different models of DC in operation. The methodology will involve an interactive survey with pupils, using an Audience Response System (ARS). With ARS, groups of pupils will be able to respond to a set of standard questions using a personal touchpad. Their responses will then be collated and displayed instantly on a screen. More in-depth responses will be obtained from paired interviews with pupils, interviews with two key members of school staff, and telephone interviews with centre managers and DC teachers.
Strand 2 has three main stages: identifying the cohort of pupils to be included, obtaining relevant information about participating pupils from centres and matching it to the National Pupil Database, and analysis and reporting. The progress of DC students in key stage 3 will be compared with the progress of similar students who have not attended the programme.
Audience
DCSF, participating centres and schools.
Time scale: March 2008 - January 2010
NFER reference: ADD
Reports/findings