Transforming a municipal school sports programme through a critical communicative methodology: The role of the of advisory committee |
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| Institution: | 1. Faculty of Education of Segovia, University of Valladolid, Spain;2. Participatory Research at McGill (PRAM), Department of Family Medicine, McGill University, Montreal, Canada;1. The Evaluation Centre for Complex Health Interventions, St. Michael’s Hospital and University of Toronto;2. University of Pittsburgh School of Medicine;3. Independent Consultant;4. The Evaluation Centre for Complex Health Interventions, St. Michael’s Hospital;1. Centre for Research and Action in Public Health, University of Canberra, Bruce, ACT 2617, Australia;2. Faculty of Health, University of Canberra, Bruce, ACT 2617, Australia;1. Department of Education, National Taipei University of Education, Taiwan;2. Higher Education Evaluation and Accreditation Council of Taiwan, Taiwan;1. Department of Cardiology, Erasmus Medical Center, Rotterdam, the Netherlands;2. Department of Cardiology, Leiden University Medical Centre, Leiden, the Netherlands;3. Department of Cardiology, Medical Centre Alkmaar, Alkmaar, the Netherlands;4. Department of Cardiology, VU University Medical Centre, Amsterdam, the Netherlands;5. Department of Cardiology, Isala Klinieken, Zwolle, the Netherlands;6. Department of Cardiology, Amphia Hospital, Breda, the Netherlands;7. Department of Cardiology, Medisch Spect Twente, Enschede, the Netherlands;8. Department of Cardiology, University Medical Centre, Utrecht, the Netherlands |
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| Abstract: | This research applies a communicative methodology (CM) to the transformation and improvement of the Municipal Comprehensive School Sports Programme in Segovia, Spain (MCSSP), using egalitarian dialogue, based on validity rather than power claims to achieve intersubjectivity and arrive at consensus between all of the Programme’s stakeholders through the intervention of an advisory committee (AC). The AC is a body comprising representatives of all stakeholder groups involved in the programme. During the 2013–2014 academic year the programme’s AC met four times, operating as a communicative focus group (CFG). The meetings focused on: (1) excluding dimensions (barriers preventing transformation) and transforming dimensions (ways of overcoming barriers), (2) the programme’s strengths, (3) the programme’s weaknesses and specific actions to remedy them, and (4) the resulting conclusions which were then incorporated into the subsequent programme contract signed between the University and the Segovia Local Authority for 2014–2018. The key conclusions were: (1) the recommendations of the AC widen the range of perspectives and help the research team to make key decisions and (2) the use of CM to fully evaluate the programme and to reach a consensus on how to improve it proved very valuable. |
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| Keywords: | After school program Programme evaluation Communicative methodology Advisory committee Egalitarian dialogue Communicative focus group |
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