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SPORT DEVELOPMENT

THE MOD PROGRAMME

POLICY AND RESEARCH REPORT

2011/2012

Report prepared by:

Directorate of Sport Development

Department of Cultural Affairs and Sport

Western Cape Government

Ben Sanders

Research and Policy: Sport Development

Email: [email protected]

Tel: +27 21 483 8885 fax: +27 21 483 9661

TABLE OF CONTENTS

EXECUTIVE SUMMARY

CHAPTER 1 - STRATEGIC ENVIRONMENT

Vision statement

Mission Statement

Sport and Recreation

CHAPTER 2 - LEGISLATIVE MANDATE

Guiding Documents

Visit of the Premier

MEC Ivan Meyer – Budget Speech

CHAPTER 3 - RESEARCH OBJECTIVES

3.1 Research Objectives

3.2 Research Methods

3.3 Rationale for the MOD Programme

CHAPTER 4 - PROGRAMME EVALUATION

4.1 Background

4.2 Types of MOD Centres 4.2.1 MOD Sport Centres 4.2.2 MOD Recreation Centres 4.2.3 Focus Centres 4.2.4 Farm Centres 4.2.5 Community Centres 4.2.6 Rural Challenges

4.3 Overview of MOD Programme

4.4 Activity Content 4.4.1 Winter Codes 4.4.2 Summer Codes 4.4.3 Focus Centres

4.4.4 Recreation Centres

4.5 Benefits of the MOD System

4.6 Tournaments and Events

CHAPTER 5 – ACHIEVEMENTS

5.1 RECREATION: Siyadlala Community Mass Participation Programme (SCMPP)

5.2 SCHOOL SPORT: School Sport Mass Participation Programme (SSMPP)

5.3 Optimising School Sport and Physical Activity

5.4 New Sporting Codes

5.5 Talent Identification

5.6 Club Support and Formation

5.7 Music and Dance

5.8 Feeding Programme

5.9 Employment and Skills Development

5.10 Safe Community Space

5.11 Learners

5.12 Improved Attendance and Academic Performance

5.13 Social Inclusion

5.14 Deviant Behaviour

5.15 Partnerships

5.16 Knowledge Management Information System (KMIS)

CHAPTER 6 - CASE STUDY: HOUT BAY HIGH SCHOOL

6.1 Total amount of learners involved

6.2 Attendance at the Centres

6.3 Gratification of Centre

6.4 Reasons for Participation in Centre

6.5 Food Packs

CHAPTER 7 - CHALLENGES AND OPPORTUNITIES

7.1 Communication

7.2 Reporting Mechanisms

7.3 Information

7.3.1 Information Development and Collection

7.3.2 Safeguarding of Information

7.4 Red Tape - Organizational challenges

7.5 Monitoring and Evaluation

7.5.1 Outputs, Outcomes and Impacts

7.5.2 Working with other Stakeholders

7.5.3 Limitations of Monitoring and Evaluation

7.5.4 Shortcomings

7.6 Relationship between DCAS and Schools

7.6.1 Educator Involvement

7.6.2 Parental Involvement

7.7 Programme Delivery

7.7.1 Operating Times

7.7.2 Holiday Programme

7.7.3 Operating Space

7.7.4 Competition

7.7.5 Selection of Codes

7.7.6 People with Disabilities

7.8 Collaboration with WCED

7.9 Equipment

7.9.1 Procurement Process

7.10 MOD Staff

7.10.1 Capacity of coaches and coordinators

7.10.2 Job security

7.10.3 Conflict between coaches and educators


7.12 Ideological Differences

7.13 Environmental Challenges

7.13.1 Crime and Safety

7.14 Talent Identification/SHARP Centres

CHAPTER 8 – CONCLUSION

EXECUTIVE SUMMARY

This annual report seeks to provide an overview of the Mass Participation, Opportunity and Access,

Development and Growth (MOD) programme throughout the 2012 Tax Year. As the first report of its kind,

it is important to provide background on the programme and the reasons for its emergence. Furthermore,

this report seeks to outline the various forms of MOD Centres and their rationale, as well as provide a

summary of the achievements of the programme since its inception. No report would be complete without

examining the range of challenges facing the MOD programme and of course providing policy

recommendations and guidelines to improve its overall efficiency and effectiveness.

Chapter 1 provides a strategic overview of the MOD Programme, locating it within the broader framework

of the Department of Cultural Affairs and Sport (DCAS) in the Western Cape Government. In addition, the

programme needs to be conceptualised in terms of the newly formulated National Sport and Recreation

Plan (2012), and the Long Term Coach & Participant Development Framework (2011), as well as the School

Sport Policy and Memorandum of Understanding between the Department of Sport and Recreation South

Africa (SRSA) and the Department of Basic Education (DBE) in this regard.

Chapter 2 outlines the legislative mandate and guiding documents for the MOD programme, showing how

it reinforces the values and rights enshrined in the national Constitution and other important acts. Sport is

recognised as a universal human right, enshrined by the United Nations and other international

organisations and the MOD programme enables South Africans to exercise their ‘right to play’.

Chapter 3 outlines the objectives of this report and the methods used in the data collection process, as well

as any limitations or challenges. In addition, the rationale for the programme is provided, taking into

account the specific history of South Africa and the Western Cape in particular as it seeks to address sport

inequities, contribute to transformation and create a level playing field for all.

Chapter 4 details the background and history of the MOD programme since its inception in 2010. It is

important to examine the way in which the programme has diversified and developed over this time as we

plot the way forward. An overview of the current programme and its training content is provided.

Chapter 5 lists some of the short-term achievements and long-term benefits resulting from the initiative.

The contribution of the MOD programme to the Annual Performance Plan Indicators is detailed as well as

less tangible outcomes and impacts of the programme on communities and the province at large.

Chapter 6 provides a case study of Hout Bay High School, one of the first MOD Recreation Centres, and

provides a model from which to interrogate the programme’s achievements, challenges and processes.

Chapter 7 describes the many challenges facing the MOD programme, whether they are of a conceptual,

organisational or technical nature. It is vital to interrogate these challenges and build models of best

practice for the operation of the centres. In this regard, a separate document on Standard Operating

Procedures has been formulated and distributed to district managers across the Western Cape.

Chapter 8 shall provide a summary of the research findings and recommendations for the programme.

CHAPTER 1 - STRATEGIC ENVIRONMENT

The directorate of Sport Development is responsible for the introduction and management of the MOD

programme. This directorate is located within the Department of Cultural Affairs and Sport, under the Chief

Director of Sport and Recreation for the Western Cape. DCAS encourages excellence and inclusivity in order

to unite people through sport and culture and to ensure a creative and active Western Cape. We bind our

communities as a strong and unified nation and create opportunities, through funding and collaboration,

for participating in most areas of human endeavour. In the process, we are creating conditions for access

and mass participation, talent identification and skills development.

In terms of the Strategic Plan of DCAS the purpose of Programme 4 is “To promote sport and recreation

that will contribute towards the reconciliation and development of the Western Cape community through

the provision of equitable, assessable and affordable facilities, programmes and services. Part of these

initiatives will include interventions to promote a healthy lifestyle and develop school sport by ensuring

mass participation, development of talent and the proper administration of school sport” (DCAS; Strategic

Plan:p.68). To this end the School Sport Component developed the MOD Centres.

It is important to note that, as the MOD programme takes place largely at schools, a major role player is

the Western Cape Education Department (WCED) as all public schools in the province fall under their

jurisdiction. School sport and the operation of the MOD Centres is thus a collaborative process between

DCAS and WCED, as well as other government departments (e.g. Social Development) and stakeholders.

At a national level, the directorate is guided by the Ministry of Sport and Recreation and seeks to fulfil its

mandate at a provincial, regional and local level across the Western Cape. This mandate is governed by the

National Sport and Recreation Plan (NSRP), a newly formulated eight-year plan that lays the basis to create

an enabling environment for ‘an active and winning sporting nation’. The MOD programme does exactly

this by maximising access to participation in sport and recreation in disadvantaged communities across the

province, and has been instrumental in the revival of sport and recreation at schools.

Vision statement (NSRP)

A ‘rallying cry’ that is lived on a daily basis across the total sport system everywhere and in every way

across the country: “An Active and Winning Sporting Nation”

Mission Statement (NSRP)

Maximising access, development and excellence at all levels of participation in sport and recreation in

order to improve social inclusion, nation building and the quality of life of all South Africans.

Sport and Recreation

As the MOD programme promotes both sport and recreation activities, it is perhaps pertinent to reiterate

what is meant when referring to the terms “sport” and “recreation”, as well as “play”. Prominent sport

sociologist Coakley (1994: 21) has defined sport as “institutionalised competitive activities that involve

vigorous physical exertion or the use of relatively complex physical skills by individuals whose participation

is motivated by a combination of intrinsic and extrinsic factors.”

Play is more spontaneous and unstructured, a voluntary type of activity which is essentially non-utilitarian.

Play involves complete freedom and spontaneity and is motivated by intrinsic factors, a desire to play!

Sport, however, is motivated by both intrinsic and extrinsic factors. Participants play sport because they

enjoy the game but also since there are extrinsic rewards (e.g. money, medals).

Recreation is regarded as a way to ‘take a break’ from everyday stresses, by engaging in voluntary leisure

pursuits to refresh one’s body and mind. Recreation activities such as signing or dancing are often regarded

as different from sport. It does not necessarily involve physical and corresponds closely to play though it is

usually more structured and planned as an after-work pursuit (Coakley, 1994: 16).

Having said that, it is not only organised sport that can promote development. Since mass participation or

sport-for-all is a major objective for many organisations and communities, one needs to realise that sport

can, and should, assume a greater scope in development efforts. In fact, the sport programmes of many

development organisations modify the traditional use of sport by combining the exercise itself with life

skills or other interventions (e.g. Sport and HIV/AIDS education). It is thus hardly surprising that many

organisations adopt the UN’s broad definition of sport as “all forms of physical activity that contribute to

physical fitness, mental well-being and social interaction. These include play; recreation; organized, casual

or competitive sport; and indigenous sports or games” (United Nations, 2003).

CHAPTER 2 - LEGISLATIVE MANDATE

Guiding Documents

The following guiding documents were instrumental in the formation of the MOD programme.

• Constitution of the Republic of South Africa, 1996

• National Sport and Recreation Act, 1998

• South African Institute for Drug-Free Sport Act, 1997

• Intergovernmental Relations Framework Act, 2005

• School Sport Act

• Public Finance Management Act, 1999

• National Sport and Recreation Plan 2012

• Transformation Charter for South African Sport

• Long Term Participant Development and Coaching Framework

The MOD Programme not only takes its legal framework from the SA Constitution but also promotes sport

as a fundamental human right, as espoused by many international organisations. In 1959, the United

Nations Declaration on the Rights of the Child (UNICEF, 1959) emphasised the importance of sport as a

universal human right saying: “the child shall have full opportunity for play and recreation, which should be

directed to the same purposes as education.” UNESCO (1978), the Educational, Scientific and Cultural arm

of the United Nations, took this further in 1978, issuing the International Charter of Physical Education and

Sport, raising the profile of physical exercise. It stated “every human being has a fundamental right of

access to physical education and sport, which are essential for the full development of his personality.” In

1990, the Convention on the Rights of the Child declared “the practice of physical education and sport is a

fundamental right for all” (United Nations, 1990).

Further affirmation came from the Olympic Charter, adopted by the IOC, which sets forth the guidelines for

the Olympic Games and states unequivocally that “The practice of sport is a human right” (Olympic Review,

1998). Even the Geneva Conventions (1949), which were adopted over 60 years ago and cover the rights of

war victims, make special mention of sport, stating that prisoners of war are entitled to “physical exercise,

sports and games”. Clearly sport and recreation is a fundamental human right.

Visit of the Premier

The success of the MOD programme has also attracted much interest from the Department of the Premier.

The Premier visited flagship MOD Recreation Centres in Lavender Hill on March 12 and was impressed with

the programme. Provincial Treasury is committed to funding a number of new MOD centres for the 2013

financial year as the Western Cape Government lends its support to the initiative. Traditionally funding for

the programme has come from a national conditional grant but it is clear that provincial government views

the MOD centres as crucial to the goal of an active and socially inclusive Western Cape allowing for access

and mass participation, talent identification and skills development.

Below is an excerpt from the Premier’s State of the Province Speech on 17 February 2012:

Mr. Speaker, another key social inclusion intervention is the introduction of 174 MOD centres across the

province. For those not in the know, "MOD" stands for Mass Participation, Opportunity and Development!

These centres have been set up primarily in poorer communities and at schools that have few, if any,

sports facilities. The idea is to give children opportunities for development after school hours and so reduce

the risks of them becoming involved in destructive activities that compromise their futures.

Currently, over 12 500 learners participate in the MOD centre programme on a daily basis. Of the 174

currently in operation, eight have been selected as pilot sites (four in primary schools and four in high

schools) where a much broader set of after-school activities are offered. They are in Delft, Khayelitsha,

Hangberg and Lavender Hill. We are carefully monitoring the impact of these centres on learner outcomes

and social dysfunction and hope to expand the offer to more in future.

Mr. Speaker, our MOD centres have already produced a few jewels who started as rough diamonds. They

are now being polished at our SHARP centre for excellence in sport. For example, Chevonne Mentoor, a

Grade 7 learner who participated in the Hillwood Primary School MOD Centre in Lavender Hill has been

identified for her skills in softball and has been chosen to play for the Battswood Softball Club's Super

League team, which is the highest league in the Western Province Softball Federation. She is also currently

being registered to attend the Western Cape Sports School (WCSS).

Another young sportsman discovered through the MOD Centre programme is Siyasanga Zenani, who joined

the Sakumlandela Primary School MOD Centre programme last year. Soon after, he was chosen to attend

the District East SHARP Centre for football and was successfully registered at the Sports School from 1

January 2012. Both of these learners would not have been discovered or been given the opportunity to

develop their skills under good coaches at top sports facilities if it hadn't been for our government's MOD

Centre programme. Mr. Speaker, these MOD Centres are central to our social development philosophy,

which holds that citizens must be active partners in shaping their future.

MEC Ivan Meyer – Budget Speech

The Minister for Cultural Affairs and Sport, Dr. Ivan Meyer, made much mention of the MOD programme

and its myriad achievements during his budget speech on 26 March, 2012. The excerpt is listed below:

Speaker, the strategic mandate of the Department of Cultural Affairs and Sport is to build and promote a

socially inclusive Western Cape. Our endeavours to do so, however, are currently under severe attack from

the National Government. The proposed Use of Official Languages Bill as well as the proposed Protection of

State Information Bill pose a serious threat to the strides that we have made towards building an open,

transparent, inclusive society in which diversity and multilingualism are nurtured and valued as national

assets. The Western Cape Government and I, as the responsible minister, have responded to these threats

by informing the relevant authorities that we will act decisively to ensure that the rights of all the citizens

of not only the Western Cape, but also South Africa, are protected as enshrined in the Constitution and the

Bill of Rights.

The key mandates of this department, which include amongst others, language and archives, are captured

in Schedules 4 and 5 of the Constitution and we will not allow the competencies that have been allocated

to our province to be eroded away by the national government and in the process diminish the rights of

citizens. Today's budget is therefore also aimed at mitigating attempts to undermine the provincial

competencies accorded to provinces by the Constitution and to enhance our resolve to build a socially

inclusive Western Cape.

During her State of the Province Address, Premier Helen Zille outlined plans of the Western Cape

Government to reduce poverty and underdevelopment. On 1 March 2012, Minister Winde tabled the

Provincial Budget and indicated how this government, through its budget of R40 billion, will reduce poverty

and promote conditions for social inclusion. During 2011/2012, the Western Cape Cabinet approved the

comprehensive after-school programme. This programme is based on our Social Policy Framework and our

Strategic Objective: Promoting Social Inclusion. Social problems are multi-faceted and complex, requiring a

comprehensive and holistic approach. Our analysis indicates that social dysfunction and disintegration are

primary drivers of anti-social behaviour.

The Western Cape Government is targeting the youth, especially primary and high school learners, through

the comprehensive after-school programme. Our research also indicates that school-going children are

most vulnerable for anti-social behaviour between the hours of 14:00 and 18:00. This is expected, since in

poorer communities children are often without supervision and are primary targets for anti-social

behaviour such as crime, drug abuse and teenage pregnancies. It is for this reason that the Western Cape

Government has, through a transversal public management model, brought all the key role players

together in designing the comprehensive after-school programme at our MOD centres.

The after-school programme, known as MOD centres, are firstly placed in poor communities with high

levels of social dysfunction to give learners an opportunity and an alternative to break the cycle of social

disintegration. The Department of Cultural Affairs and Sport together with our partners, departments of

Education, Social Development and Community Safety, offer an after-school sport and cultural programme

between 14:00 and 18:00. With the assistance of coaches and coordinators, learners are engaged in

constructive activities after school, thereby reducing the risk of anti-social behaviour.

These MODS centres have four primary objectives:

Firstly, to give children an opportunity to have fun. Having fun is part of the make-up of any child. Secondly,

the facilitators and coaches identify talent (talent identification). Thirdly, to reduce the risks of anti-social

behaviour. Fourthly, to improve discipline and learning outcomes of learners.

What became evident in the short space of time is that MOD centres work extremely well when:

• We have competent and energetic coordinators and coaches.

• We create an atmosphere of fun and excitement.

• We have a sustainable (every day) programme.

• We have a dedicated and committed principal and supporting teachers.

• We have volunteers offering help under supervision of the coordinators.

• We set weekly targets and monitor the progress systematically.

• We link nutrition to the programme.

Since many of our MOD centres are in the infant phase, we are modifying and adapting during the

experiences as no one has the full understanding of how best to do things. It is our intention to achieve the

following outcomes, over time:

(a) Improved school discipline (Education).

(b) Improved learning outcomes (Education).

(c) Increased school attendance (Education).

(d) Reduced crime and youth at risk (Police).

(e) Reduced teenage pregnancy (Social Development).

(f) Increased mass participation (Sport and Culture).

(g) Improved healthy lifestyles (Health).

(h) Reduced substance abuse (Social Development).

By using a multi-disciplinary approach, the Western Cape Government is now slowly changing the social

discourse by offering practical solutions to real social problems, using evidence-based practice, creativity

and innovation. This is fascinating stuff and by no way complete; it is just the beginning en route to a new

trajectory. Over time, we will see the difference in more places as a result of our comprehensive after-

school programme.

Today, we have in the House the principals of Lavender Hill High School, Mr Manie, Mrs Classen from

Hillwood Primary School, Ms Qomoyi from isiKhokela Primary School from Makaza in Khayelitsha and Mr

Tim, acting principal of De Tuynen Primary School in Worcester. All of these principals are actively

encouraging the learners to participate in the activities at the MOD centres and therefore act as a positive

catalyst and as motivators of social change. Today, I want to thank you and scores of other educators for

your positive and inspirational leadership to make the MOD centres a success. We are proud of you and

your staff, because we firmly believe that we are better together. During our recent visit to Lavender Hill

both the principals informed the Premier of the success of the MOD centres. Her immediate response was:

how do we sustain this project and how do we monitor the success? My department is in the process of

developing a comprehensive monitoring and evaluation system, which will be launched in the near future.

Our next phase is to get the parents more involved in the educational and sporting activities of their

children. Minister Grant has recently made proposals at the Human Development Sector Committee of

Cabinet (HDSC) on how to achieve this and we will collaborate with Education to create and optimise

opportunities at the MOD centres for increased parent involvement.

Speaker, 14-year-old Chevonne Mentoor of Lavender Hill lives with her unemployed parents and five

siblings in Montague Village. She started with the sport skills development programme at the Hillwood

Primary School MOD Centre as a Grade 7 learner in 2011. Her potential was quickly recognised and she was

invited to attend the SHARP Centre for Softball in 2011. During September 2011, she was identified to join

the Battswood Softball Club, which is linked to the Hillwood Primary School and Lavender Hill High School

MOD centres. As a Grade 8 learner and U/15 player for the Lavender Hill High School MOD Centre, she was

identified and promoted to play in the Battswood Softball Club's Super League team, which is the highest

league in the Western Province Softball Federation. She is currently in the process of being registered as a

learner at the Western Cape Sport School.

Likewise, Siyasanga Zenani of Khayelitsha lives in Site B, Khayelitsha, with his unemployed mother Babalwa

Zenani and little sister. He started with the sport skills development programme at the Sakumlandela

Primary School MOD Centre in 2011. Through the talent identification process, he was invited to attend the

District East SHARP Centre for football in 2011. His talent and potential has resulted in him being selected

for and registered at the Western Cape Sport School from 1 January 2012.

Mr Speaker, I recently had the honour of having dinner with Gary Kasparov the grandmaster, who shot to

international fame on becoming the youngest ever undisputed world chess champion at age 22 in 1985.

When recently asked about the impact that chess has on education and youth development, he stated that

"it's about the sense of responsibility: they know that it's entirely up to them to make all the difference and

learn how to operate within a legal framework, because the rules are there and you cannot play the games

unless you follow the rules".

The above quotation highlights this government's view that progress is only sustainable if one takes

personal responsibility to make a move. Progress comes from embracing the opportunity. This budget is

the opportunity; now let's join hands and make the move. Honourable Speaker, we have today in the

House, as my special guest, Daniel Barrish, the 11-year-old boy who played against grandmaster Garry

Kasparov. This young boy played very well and the match ended in a draw. We are truly inspired by this boy

and the WP Chess. I am glad to both his parents and the President of WP Chess, Mr Eldo Smart. A chess

revolution has just started in the Western Cape and I have discussed my initial ideas with the WP Chess

President. Thanks Daniel.

I am pleased to note that the Western Cape Sport School continues to do well in sport. At the recent

Western Province Athletics Championships, the school won eight gold, six silver and ten bronze medals.

One of the gold medal winners includes top ten world-ranked 100 metres athlete, Bradley Britz. Six

learners have also been taken up in the U/19 Netball team which will be competing in the national

championships in April, while four learners will be representing Western Province Baseball next week.

Mr Speaker, the school is, however, also steadily improving as an academic institution as demonstrated by

the pass rate of 94.7% in the 2011 Senior Certificate Exams with 36 of the 38 learners doing well enough to

proceed to further their studies at a tertiary institution of their choice. Ten of these learners qualified to

read towards a bachelor's degree. As a result of the increase in the number and quality of passes at the

Western Cape Sport School, the Western Cape Education Department recently presented the school with

an academic award to the value of R35,000. The principal, Mr Sean Friedenthal, who is present here today,

and his staff need to be commended for their dedication and commitment to assisting talented young

people to reach self-actualisation. As a further incentive, an amount of R5.2 million is allocated to the Sport

School for the 2012/2013 financial year.

CHAPTER 3 - RESEARCH OBJECTIVES

3.1 Research Objectives

The objectives of this research are manifold:

- Provide an overview of the MOD programme since its inception

- Detail the achievements and impact of the MOD programme in 2011/12

- Contribute to a coherent policy framework for the MOD programme

- Assist with the Monitoring and Evaluation of the MOD programme

- Identify challenges facing the MOD programme and provide recommendations

- Build models of best practice for the operation of the MOD centres

- Demonstrate how the MOD programme contributes to national objectives

- Provide a rationale for the programme to be exported to other provinces, where necessary

3.2 Research Methods

This research was conducted over a 6-month period from December 2011 to May 2012, though much of

the information has been within the department for some time, though not officially recorded. The lack of

a blueprint for such a report was a challenge, but it is hoped that this report can be used in the future as a

guiding policy document. Like any research it has its limitations. The study area itself is clearly limited

and there were also a number of difficulties in the research process. Access to information was not

always easy or forthcoming, even from officials in the same directorate or department.

In-depth Interviews were conducted with DCAS staff, including the Director of Sport Development and

Assistant Directors of School Sport and Recreation, the various District Managers and MOD coaches and

coordinators. Learners were interviewed as part of focus groups as were educators and school staff.

Document review was another method used to obtain information relating to the MOD Programme. These

included internal documents, PowerPoint presentations, reporting templates, Annual Performance Plans,

monthly reports and an Internal Audit conducted by the Department of the Premier.

Participant Observation took the form of site visits to the various centres to experience first-hand how they

operate. Most of these visits took place unannounced so MOD staff did not prepare any differently. These

observations provided insight into the participants’ experience of the programmes. A number of

observation sessions occurred so common practices were recorded, as opposed to a once-off viewing. Data

analysis accompanied data collection, as the two processes tend to occur simultaneously in qualitative

research. It was no different during this research process, where data was analysed in a non-linear and fluid

pattern, with no clear distinction between the collection and analysis of information.

3.3 Rationale for the MOD Programme

Actors within the sports industry in South Africa would agree that the system of apartheid resulted in gross

inequities in sport, along racial lines. Whites (comprising 8% of the population) were privileged with

superior sports facilities and opportunities while people of colour (especially black Africans) were

systematically discriminated against in this unjust process. The majority of South Africans did not have

adequate access to sport, and though policy has changed in the new democratic dispensation, sporting

inequities continue to exist across the country. As a result, there is an urgent need to address these issues

and transform the way sport is organised to ensure a level playing field for all South Africans.

In order to show the distorted levels of sports participation in South Africa, a BMI Sport Info Survey (2007)

discovered that 66% of adult Whites play sport, as compared to 35% of Blacks, 33% of Coloureds and 47%

of Asians. While the number of youth participating outside of school has increased, largely due to the

growth of sports such as horse riding and cycling which are not usually available at school, the majority of

youth (51%) still play sport at school. This confirms the importance of providing a sporting chance for

school youth and illustrates the great sporting divide that continues to plague South Africa.

It is in this context that the MOD Programme was started – to provide sporting opportunities to those

disadvantaged communities in the Western Cape. Not only does the programme contribute to ensuring

equal access to sporting opportunities, but it also helps to broaden the sporting base of the province and

accordingly the country. This is not only the ‘right thing to do’ but fundamentally necessary if South Africa

is to improve the outputs of its sports teams and excel internationally. With a larger percentage of the

population involved in sport, the likelihood of talented individuals being developed is far greater.

With school sport under threat across South Africa, especially following the withdrawal of Physical

Education from the curriculum, the MOD Programme seeks to reposition sport as an important part of the

school day. Given conflicting priorities of the Department of Education (with an increased focus on literacy

and numeracy), DCAS has taken the lead role in ensuring sport is provided as an extra-mural activity at

underprivileged schools. The success of this provincial programme has attracted the attention of national

government and there is a possibility that it may be rolled out across all nine provinces. Working in schools

is fundamentally important since it is accepted that sport and physical education at schools remain the

main societal institution for the development of physical skills and the provision of physical activity in

children and young people. While clubs and community organisations are vital support structures, school

sport does allow the majority of youth to access their sporting chance.

Furthermore, a wide ranging sports participation survey in South Africa demonstrated that involvement in

sports was largely due to playing sport at school (SRSA, 2009). An estimated 25% of South Africans play

sport and ‘Exposure to Sport at School’ was cited as the biggest reason among respondents (33%) for

becoming involved in sport. Reasons for non-participation included ‘No interest’ (24%) and ‘Lack of

Facilities and Opportunities’ (SRSA, 2009) – again illustrating the importance of the MOD programme.

Having access to a sports club or equipment was not generally regarded as an obstacle to participation,

though access to good coaches, competitive sport and physical education at schools was regarded as vital,

again showing that the education system remains an invaluable site for sport and physical activity.

CHAPTER 4 - PROGRAMME EVALUATION

4.1 Background

The MOD programme has expanded significantly since being introduced in 2010 and there are a total of

181 Centres across the province, with over 500 staff running the program (coaches and office staff). The

programme was first conceived in April 2010 and introduced in disadvantaged communities, using

community centres to provide sporting opportunities. However, the numbers were reasonably low and did

not reflect the desire of communities to engage in sport or the need for sporting opportunities. DCAS

realized that there were structural limitations to working in community centres and so moved the MOD

programme in August 2010 to willing schools within the communities. Before long attendance had

doubled, allowing learners to exercise their ‘right to play’ through the mainstream education system.

MOD Centres were established first at primary schools with a target of 2 primary schools per circuit within

each district. This formed part of the School Sport Mass Participation Programme (SSMPP). Following the

establishment in primary schools, a relevant high school was identified in each circuit as part of the

Siyadlala Community Mass Participation Programme (SCMPP). Learners could thus continue with the

programme into their secondary schooling. Together, the primary and high schools aligned with a relevant

club(s) in the community or kick started the process of club creation with the federations.

Initially only MOD Sport Centres were set up to provide generalized sport and movement. Exceptional

youth were sent to monthly SHARP Centres for talent identification. However, there was clearly a need for

more code-specific coaching for talented athletes, hence the introduction of the FOCUS Centres, following

the pilot project using softball as a focus code from August 2011. From January 2012, baseball, basketball

and cross country were added, resulting in four focus codes for the remainder of the tax year.

56 MOD Sport Centres were converted into Focus Centres through the hiring of an additional two

specialized staff. Furthermore, 8 Recreation Centres were created in the Metro Region, which serve as

both MOD Sport Centres, Focus Centres and provide arts and cultural activities for aspiring learners. The

MOD Sport Centres, Focus Centres and Recreation Centres target learners at primary and high schools.

Farm Sport Centres provide sporting opportunities for learners and workers living on farms and are thus

not located at either primary or high schools but on farms themselves. The Community Sport Centres are

located in community spaces and provide opportunities for youth, the disabled and the elderly, who are

often excluded from sports and physical activity. Both farm and community centres thus target a wide

range of participants and are meant to offer adults and their children a chance to be active.

SHARP (Sport Higher Performance and Advancement through Recreation Programmes) Centres provide

code specific coaching for talented learners from the MOD Centres. The most talented individuals from the

Focus Centres are selected for a provincial SHARP event at the Western Cape Sport School (WCSS) every

quarter. The most talented learners are eligible for selection for the school which was founded by DCAS in

2007 and serves to provide sporting opportunities for the ‘poor with potential’. A separate report has been

compiled on the sport school and its achievements over the past five years.

The MOD Centre philosophy:

- Mass participation in sport and recreation - functioning and flourishing in a controlled environment;

- Putting in place relevant infrastructure, as well as institutional systems;

- Introducing a MOD Sport and/or Recreation Programme that will function at the various Centres

- The MOD Programme embraces the principles of “Long Term Participant Development”.

The MOD Sport and MOD Recreation Programmes provide:

- Access to a structured, recreation and sport skills development curriculum;

- Access to the development of life skills;

- Access to healthy lifestyle initiatives;

- Access to a community-based facility;

- Opportunities to function within a safe environment;

- Access to talent identification opportunities that can lead to high performance exposure at the SHARP

Centres, and career opportunities for further development at places like the Western Cape Sport

School and a Dance Focus School;

- Assistance with the holistic development of the participant;

- Employment opportunities for coaches, coordinators and administrators; and

- Access to capacity building and accredited training opportunities for coaches, coordinators and

administrators, which in turn leads to further and higher employment opportunities for individuals.

What is a MOD Centre?

- It is where, on a daily basis, the child’s academic-based facility is transformed into a recreation and/or

sport-based facility, after the child has completed his/her academic day;

- It provides the child with a facility where he/she can develop him/herself holistically. This holistic

development takes place through the psychological stimulation he/she experiences during school

contact hours (generally, from 08h00 to 14h00) and the physiological and spiritual stimulation he/she

experiences during after school contact hours (generally, from 14h00 to 18h00);

- Like the school is the academic centre of the community, the MOD Centre is the recreation and/or

sport development centre of the community;

- Forms the basis for the co-ordination of recreation and sport programmes;

- Acts as an Experiential and Action Research Centre, for the development of the participant through

recreation and/or sport, and contributes to human and social development of the community;

- Increases the rate of recreation and sport development and the further promotion thereof in

conjunction with recreation-based organisations and sport federations;

- Offers participants a safe and supervised environment;

- Offers participants a positive place to “hangout”, a healthy alternative to negative places; and

- Provides potential role-players and/or stakeholders with an institutional infrastructure and system

that lays the foundation for the effective and efficient delivery of their relevant product(s).

4.2 Types of MOD Centres

From the diagram below, one can ascertain that there are five different types of MOD centres. Sport

Centres form the base for the entire programme, employing two staff – a coach and coordinator. These

two staff provide all sports coaching to participants and record all necessary data on their centre (e.g.

learner data, attendance, weekly reports etc.) which are sent to their district manager. The Focus Centres

have a complement of four staff – two staff doing general sport and two staff providing specialised

coaching in one of the four focus codes – baseball, basketball, softball and cross country. The Recreation

Centres have the same four staff as a Focus Centre, but also include 2 staff for general music and dance and

2 additional staff for specialised music and dance. The Farm and Community Centres have the same

approach as the Sport Centres, with a coach and coordinator overseeing all activity.

Type of Centre Mandate Staff Region

MOD Sport Centre Basic Skills, Modified

Sport & General Sport

Coordinator and coach

(general sport) – 2 staff

All eight districts

MOD Focus Centre General Sport and

Specialised Sport

Coordinator & coach (general)

+ specialized Coordinator &

coach - 4 staff

All eight districts

MOD Recreation Centre General Sport and

Specialised Sport

General Movement &

Dance and Specialised

Movement & Dance

Coordinator & coach (general)

+ Coordinator and coach

(specialized sport)

Movement Coordinator and

coach (general) + specialized

coordinator & coach – 8 staff

Metropole only

Farm MOD Sport Centres Basic Skills, Modified




Rural areas only

Community MOD

Sport Centres

Basic Skills, Modified




Rural areas only

4.2.1 MOD Sport Centres

MOD Sport centres were first established in communities in April 2010 before being moved to primary

schools to attract a greater number of participants. This transfer was a great success with attendance

doubling as schools became community hubs, attracting their own learners and community participants.

High school sport centres were started in June 2011 following the success of the primary school model.

One high school was established for every two primary schools within a circuit in a district. Starting a new

project in the middle of the school year was challenging and made it difficult for coaches and coordinators

to make an impact at schools. Furthermore, youth at secondary school face a different set of problems to

those in primary schooling with substance abuse, crime and gangsterism prevalent. Many high school

learners did not play sport at primary school and are not interested in sport, or not equipped to specialise

in sport at secondary school level. There are no SHARP centres for high schools, though it is anticipated the

creation of Focus Centres will assist with the talent identification process.

4.2.2 MOD Recreation Centres

The flagship MOD Recreation Centres began as a pilot project initiated by DCAS, in partnership with the

District South School Sport Organisation (DSSSO) and District Central School Sport Organisation (DCSSO),

and was initially facilitated by service provider Eject Marketing. The pilot project was called Valisikhewu –

Filling the Gap – and was designed to extend the school day, providing learners with the opportunity to be

engaged and productive after hours and away from the social ills that plague their communities.

The pilot phase was started in November 2010 and originally four schools participated in the project:

Hillwood Primary School (Lavender Hill)

Fairmount High School (Grassy Park)

Sentinel Primary School (Hout Bay)

Hout Bay High School (Hout Bay)

In February 2011, Lavender Hill High School joined the project, ensuring that learners in Hout Bay and

Lavender Hill could continue with the programme when moving from primary to secondary schooling.

The pilot phase was successful and included the production of a musical called ‘Freedom’ which aired at the

Artscape Theatre with participating learners from Lavender Hill and Hout Bay as well as a number of

holiday festivals, not to mention the regular involvement of learners in sport and recreation activities.

As a result, DCAS mainstreamed the programme into the directorate of Sport Development from April

2011, committing funding and support for the project. The directorate then opened new Recreation

Centres in the 2011/12 year in Delft and Khayelitsha at the following schools:

Athletics

Futsal

Indigenous Games

Netball

Tag Rugby

Volleyball Chess

Archaeology

Languages

Library

Vocals

Dance

RECREATION CENTRE ACTIVITIES

Isiphiwo Primary School (Khayelitsha)

Kwamfundo High School (Khayelitsha)

Kairos Primary School (Delft)

Leiden High School (Delft)

This allowed the department to have a foothold in all four education districts, expanding its scope in the

Metropole. The initiative has been endorsed by the Premier (as shown above) and the directorate hopes to

open more MOD Recreation Centres in the future, ideally exporting the concept to the rural areas.

As the Recreation Centres do not only offer sport, they present unique challenges and opportunities. It is

important to map the organisations involved in this field, especially in terms of music and dance. This will

ensure the optimal identification of centres and help link existing centres with relevant partners.

4.2.3 Focus Centres

The directorate introduced Focus Centres as a pilot project in Lavender Hill using softball from August

2011. From January 2012, baseball, basketball and cross country were added, resulting in four focus codes

for the remainder of the financial year. The same focus codes will be retained for 2012/13 with plans to

introduce an extra four codes every year as indicated in the table below.

A. 2012 – 2013 Baseball, Softball Basketball, Cross Country

B. 2013 – 2014 Gymnastics, Chess Table Tennis, Volleyball

C. 2014 – 2015 Aquatics, Tennis Hockey, Netball

D. 2015 – 2016 Athletics, Cricket Football, Rugby

SUMMER WINTER

As of April 2012, 64 Focus Centres are in operation through the hiring of an additional two specialized staff.

8 of these Focus Centres are labelled Recreation Centres, as they offer dance and music classes. DSD has

provided its school feeding scheme to all 64 centres, ensuring youth receive adequate nutrition. However,

there are difficulties in implementing the Focus Centres. It is difficult to know which code should be offered

in certain communities, whether to work with an established club or rather assist with the creation of a

club. The directorate has taken a deliberate decision to start with minnow codes rather than established

codes (e.g. football, rugby) so as to fulfil its mandate of mass participation and access.

The Focus Centres are designed to interface with other local schools in the community to participate in,

and/or create structured school leagues. Two educators from each of the neighbouring schools will be

given the opportunity to attend training at a Focus Centre and use these skills to coach their learners.

4.2.4 Farm Centres

This project started in 2010 to provide sporting opportunities for workers and youth based on farms.

Instead of merely organizing events, the aim was to organise regular sports training through the MOD

system. However despite a good start, the programme is currently in limbo due to logistical challenges.

This project presents particular problems as logistics can vary greatly. Some learners go to school on the

farms while some attend school further afield (in town) and the distances and transport required pose

problems. As a result, most Farm Centre programmes start later to accommodate the time required for

learners to return to the farms. Furthermore, many of the farm workers also only return late from work

hence the need to start later and the introduction of training sessions on Saturdays, so all can attend.

Secondly, the coaches and coordinators require transport to and from the various centres. This was initially

planned but was not implemented due to the costs involved. As such the Farm Centres were put on hold –

not only does this mean farm communities are missing out on sport but they are upset since the promised

project never materialised. Since transport is such a major challenge for the Farm Centres, it is advised that

coaches and coordinators are selected from people living on the farms. This will ensure that MOD staff can

run programmes after hours and on weekends when farm workers are available.

“The kids have to travel home every evening so transport is a problem for them and the coaches. If we want to keep

them here we need to give them something to eat. If kids are going to stay till 6 we need to feed them.” (Principal)

MOD staff are still being paid for the Farm Centres, despite many not being functional – some staff are

assisting other MOD centres in the region. Most coaches were not resident on the farms so there were

problems with security and access to the farms. The introduction of the High School MOD Centres

complicated matters as high school youth living on farms could not stay for an after school programme.

According to the chair of the Western Cape Farm Worker Sport Committee, it has been challenging working

with DCAS as the department has continually changed operation of the farm programme. Furthermore, the

programme was first under Sport Promotion before moving to Sport Development and the committee is

unsure of which DCAS officials to interact with due to constant restructuring.

“First the farmworkers programme was under Bennett Bailey (Sport Promotion) and then it moved to Sport

Development. We were not even informed about this by DCAS head office and suddenly we had to report to Jo-Anne

(Lewis). The last time we heard from them was last year and they said they were busy restructuring again. We haven’t

heard anything back.” (Chairman of the Western Cape Farm Worker Sport Committee)

Agri-Sport run a range of sports development programme on farms but are unwilling to cooperate with the

Western Cape Farm Worker Sport Committee, according to their chairman. In addition, Department of

Social Development runs farm worker programmes. It appears there is little coordination between these

parties when a partnership approach could help DCAS optimise its farm centres programme.

4.2.5 Community Centres

Community Centres were inherited as part of the Siyadlala Community Mass Participation Programme

(SCMPP), identified as ‘hubs’ in which communities could play sport and be active. These hubs targeted the

state’s five focus groups: youth, women, the elderly, people with disabilities and rural communities.

However, the department has since advocated that these centres should cater only for adults and pre-

school children. This change in direction from Head Office has also disrupted the programme.

As one coach put it: “We started this (community) centre and now the kids come here every day. Now they

tell us that the centre is only for adults but we cannot stop now. What do we tell the children?”

Since Farm and Community Centres target a wide range of participants, of differing ages and abilities, it is

difficult to coordinate a programme for all participants, especially with only one coordinator and coach.

Furthermore, coaches and coordinators are meant to work with the disabled but many do not have the

necessary training or expertise to do so, while many disabled people cannot access the centres.

4.2.6 Rural Challenges

It is clear that certain challenges, especially transport, are exacerbated in the rural areas where vast

distances make it difficult for learners to attend sport and travel for league matches, not to mention the

transport difficulties faced by MOD staff! In addition, communication is difficult with staff at farms and

community centres hampered by a lack of equipment for reporting (e.g. fax machine). Staff, including

district managers, feels both isolated and marginalised from the directorate and claim they are merely told

to implement programmes in a set manner, when the realities on the ground may not allow for this.

4.3 Overview of MOD Programme

The MOD Programme has expanded significantly since its introduction and pilot phase. Using the initial

MOD sport centre concept, 2011/12 saw the incorporation of Focus and Recreation Centres to include

code-specific training as well as skills development in movement (music and dance). All these centres

operate from primary and secondary schools and service community youth, while the Farm and

Community Centres are not located in schools and serve the youth, as well as workers and the elderly.

This is an afterschool programme which is meant to provide mass participation and access, as it is open to

learners and participants from the community (and not just a specific school or affiliation), as well as talent

identification and skills development. MOD centres are not intended to interfere with the school

curriculum or teaching time, and this has been made clear in discussions between DCAS and Education.

The table below shows the type of MOD Centre and the different activities associated with that centre.

Detailed activity content for each centre is provided in more detail, with different seasonal schedules.

Type of Centre Schedule Grades Curriculum

PS MOD Sport Centre

(Monday to Friday)

13:30 – 14:30

14:30 – 15:30

15:30 – 17:30

R; 1 & 2

3; 4 & 5

6; & 7

Ball skills & life skills

Modified sport & life skills

Specific sport & life skills

HS MOD Sport Centre

(Monday to Friday)

15:00 – 18:00 8 - 12 Specialised sport & life skills

PS MOD Focus Centre

(Monday to Friday, with

league matches on Sat)

13:30 – 18:00

3 - 7 Modified sport & life skills


Focus code training

HS MOD Focus Centre



15:00 – 18:00 8 - 12 Ball skills & life skills



Focus code training

PS MOD Recreation

Centre



13:30 – 18:00

R - 7




Focus code training

General Movement

Specialised Movement

HS MOD Recreation

Centre



15:00 – 18:00 8 - 12 Ball skills & life skills



Focus code training

General Movement

Specialised Movement

Farm MOD Sport Centres

(Monday to Saturday)

15:00 – 18:00

(And Saturdays)

Aimed at youth

and workers




Community MOD

Sport Centres

(Monday to Friday)

Morning (10-12)

Afternoon (3-5)

(split into 2 sessions)

Aimed at adults

elderly, youth

and disabled




SHARP Centres

(Provincial)

Held at the WCSS

quarterly for select

athletes from each

district. Talented

youth identified for

province and WCSS.

Talented youth

from Focus

Centres

Code-specific training for youth

from the FOCUS centres

Talent identification

4.4 Activity Content

The content for each type of MOD Centre does differ but all centres include the general sport coaching

outlined below. This may be supplemented with focus code coaching and performing arts (music and dance

etc.) but the core of the programme remains the activity content below, which deliberately includes play,

recreation, modified sport and organised sport. The programme runs from Monday to Friday, though the

Focus and Recreation centres also operate on Saturdays when federation leagues are running.

Furthermore, Farm and Community Centres operate on weekends when adults are available.

Basic Timetable

13:15 – 14:15 Grades R; 1; & 2: Ball Skills & Life Skills

14:30 – 15:30 Grades 3; 4; & 5: Modified Sport & Life Skills

15:45 – 16:45 Grades 6; 7; 8; & 9: Specific Sport & Life Skills

Code 1 (Coach 1) / Code 2 (Coach 2)

17:00 – 18:00 Grades 6; 7; 8; & 9: Specific Sport & Life Skills

Code 3 (Coach 1) / Code 4 (Coach 2)

The programme alternates on a weekly basis with the same activities being coordinated in Weeks 1 & 3

with different activities in Weeks 2 & 4, to ensure learners are motivated and exposed to a range of codes.

Initially the MOD programme followed the normal winter and summer sport seasons, but it has been

decided that summer codes will be offered in winter, and winter codes will be offered in summer. This is to

ensure that the MOD centres do not conflict with school leagues and the work of federations but maintain

their focus on skills development while preparing learners for the upcoming season.

Outside the school terms, holiday programmes are held regularly at the MOD Centres. These usually run

from 10am – 2pm and may need to be at another venue as schools are often closed during the holidays.

The same coaching and content is provided as the term programme and community members are free to

join. The December holiday is the only period when the programme does not run as this is annual leave for

the coaches and coordinators. The holiday programme needs to be properly organised and then

communicated to learners, their parents and community members with sufficient notice.

The MOD programme envisages a broad role for sport by running organised and mainstream sport (e.g.

football, netball, cricket) but it also involves recreation activities (e.g. singing and dancing, creative arts). In

addition, the programme contains an element of play, especially for younger learners and includes

modified sports (e.g. futsal and TAG rugby) which may be more effective for sporting youth. The table

below shows the range of sport and recreation activities that lie at the heart of the programme.

The detailed programme shown below only caters for Grade R-9. A similarly detailed and structured

programme is in the process of being compiled for High School learners and another for adults.

4.4.1 Winter Codes (01 April – 30 September) - Weeks 1 & 3

DAY TIME GRADES ACTIVITY

Monday 13h15 – 14h15 14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2 3; 4 & 5 6; 7; 8 & 9 6; 7; 8 & 9

Super Start Play Sport Gymnastics I (B & G) Netball (G) / Rugby (B)

Tuesday 13h15 – 14h15 14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2 3; 4 & 5 6; 7; 8 & 9 6; 7; 8 & 9

Super Start Play Sport Gymnastics II (B & G) Cross Country (B & G)

Wednesday 13h15 – 14h15 14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2 3; 4 & 5 6; 7; 8 & 9 6; 7; 8 & 9

Super Start Play Sport Gymnastics I (B & G) Netball (G) / Rugby (B)

Thursday 13h15 – 14h15 14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2 3; 4 & 5 6; 7; 8 & 9 6; 7; 8 & 9

Super Start Play Sport Gymnastics II (B & G) Cross Country (B & G)

Friday 13h15 – 14h15 14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2 3; 4 & 5 6; 7; 8 & 9 6; 7; 8 & 9

HP: Super Start HP: Play Sport HP: Gym (B&G) / X-Country (B&G) HP: Netball (G) / Rugby (B)

Winter Codes - Weeks 2 & 4


Monday 13h15 – 14h15

14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2

3; 4 & 5

6; 7; 8 & 9

6; 7; 8 & 9

Super Start Play Sport Boys Volleyball / Girls Hockey Girls Volleyball / Boys Hockey

Tuesday 13h15 – 14h15

14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2

3; 4 & 5

6; 7; 8 & 9

6; 7; 8 & 9

Super Start Play Sport Boys Table Tennis / Girls Football Girls Table Tennis / Boys Football

Wednesday 13h15 – 14h15

14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2

3; 4 & 5

6; 7; 8 & 9

6; 7; 8 & 9

Super Start Play Sport Boys Volleyball / Girls Hockey Girls Volleyball / Boys Hockey

Thursday 13h15 – 14h15

14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2

3; 4 & 5

6; 7; 8 & 9

6; 7; 8 & 9

Super Start Play Sport Boys Table Tennis / Girls Football Girls Table Tennis / Boys Football

Friday 13h15 – 14h15

14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2

3; 4 & 5

6; 7; 8 & 9

6; 7; 8 & 9

HP: Super Start HP: Play Sport HP: Hockey (B&G) / Volleyball (B&G) HP: T/Tennis (B&G) / Football (B&G)

4.4.2 Summer Codes (01 October – 31 March) - Weeks 1 & 3



14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2

3; 4 & 5

6; 7; 8 & 9

6; 7; 8 & 9

Super Start Play Sport Track & Field I (B & G) Basketball (B) / Softball (G)


14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2

3; 4 & 5

6; 7; 8 & 9

6; 7; 8 & 9

Super Start Play Sport Track & Field II (B & G) Baseball (B) / Basketball (G)


14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2

3; 4 & 5

6; 7; 8 & 9

6; 7; 8 & 9

Super Start Play Sport Track & Field I (B & G) Basketball (B) / Softball (G)


14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2

3; 4 & 5

6; 7; 8 & 9

6; 7; 8 & 9

Super Start Play Sport Track & Field II (B & G) Baseball (B) / Basketball (G)


14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2

3; 4 & 5

6; 7; 8 & 9

6; 7; 8 & 9

HP: Super Start HP: Play Sport HP: Basketball (B) / Softball (G) HP: Baseball (B) / Basketball (G)

Summer Codes – Weeks 2 & 4



14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2

3; 4 & 5

6; 7; 8 & 9

6; 7; 8 & 9

Super Start Play Sport Track & Field III (B&G) Cricket (B&G)


14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2

3; 4 & 5

6; 7; 8 & 9

6; 7; 8 & 9

Super Start Play Sport Track & Field IV (B&G) Chess (B&G)


14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2

3; 4 & 5

6; 7; 8 & 9

6; 7; 8 & 9

Super Start Play Sport Track & Field III (B&G) Cricket (B&G)


14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2

3; 4 & 5

6; 7; 8 & 9

6; 7; 8 & 9

Super Start Play Sport Track & Field IV (B&G) Chess (B&G)


14h30 – 15h30 15h45 – 16h45 17h00 – 18h00

R; 1 & 2

3; 4 & 5

6; 7; 8 & 9

6; 7; 8 & 9

HP: Super Start HP: Play Sport HP: Track & Field I; II; III; & IV (B&G) HP: Cricket (B&G) / Chess (B&G)

4.4.3 Focus Centres

The Focus Centres offer a general sport timetable (summer and winter) as below, but the additional two

specialised coaches provide code-specific training in baseball, basketball, softball or cross country.

General Sport Timetable (Primary School Baseball Centre)

GRADES TIMES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Grades: R, 1 & 2

13h00 – 14h00

Super Start Pee Wee, T/Ball & PHR

Super Start Pee Wee, T/Ball & PHR

Team Activities

Grades: 3, 4 & 5

14h00 – 15h00

Playsport Coach Pitch Playsport Coach Pitch Team Activities

Grades: 6 & 7

15h00 – 16h00

Modified Sport (Futsal – Boys

& Girls)

Pitch, Catch & Base Running

Modified Sport (Futsal – Boys &

Girls)

Pitch, Catch & Base Running

Team Activities

Grades: 6 & 7

16h00 – 17h00

Modified Sport (Netball – Girls)

(7’s Rugby – Boys)

Hand-hit Ball / Rounders

Modified Sport (Netball – Girls)

(7’s Rugby – Boys)

Hand-hit Ball / Rounders

Team Activities

In addition to the general sport timetable above, learners choosing a specific code will receive specialised

training in that code every day, culminating in their federation match on the weekend.

Specialised Sport Timetable (Primary School Baseball Centre)

GRADES ACTIVITY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY

Grades: 3, 4, 5, 6 & 7

15h00 – 16h15

Pitching &

Catching

Field Catching

& Base

Running

Pitching &

Catching

Field Catching

& Base

Running

Team Activities

Baseball Match Day

Break 16h15 – 16h45

Grades: 3, 4, 5, 6 & 7

16h45 – 18h00

Pitching &

Catching

Field Catching

& Base

Running

Pitching &

Catching

Field Catching

& Base

Running

Team Activities

Seasonal Timetable

Like the General Sport timetable, the Focus Centres adopt a different timetable in summer and winter,

depending on the codes of sport offered. A conscious decision has been taken to offer summer codes

during winter (and vice-versa) so that learners can focus on skills development for the upcoming season,

while coaches can identify talent and educators can be trained in the relevant codes. During the season

itself, the learners will play in school and federation leagues, in line with national directives. Similarly

SHARP Centres will take place out of season so that federation coaches are available and athletes are not

preventing from playing for their clubs on the weekend. Each Focus Centre shall also contribute to the

formation of leagues and educators and coaches alike will be capacitated with training and skills.

1. Winter Period April to September

Skills Development – Summer Codes

Talent Identification – Summer Codes

Educator Training – Summer Codes

School Leagues – Winter Codes

Federation Leagues – Winter Codes

Talent Identification – Winter Codes

2. Summer Period October to March

Skills Development – Winter Codes


Educator Training – Winter Codes

School Leagues – Summer Codes

Federation Leagues – Summer Codes


4.4.4 Recreation Centres

The Recreation Centres employ 8 coaches and an overall co-ordinator. These centres offer the General

Sport Timetable (as shown in 4.4.1 and 4.4.2 above) and the Specialised Sport Timetable (as in 4.4.3). In

addition to this, they offer a range of cultural activities, including music (vocals) and movement (dance),

with library services, drama, archaeology and languages to be added to the offering. In this regard, Cultural

Services within DCAS have become involved in the MOD programme and will provide funding and

resources to ensure that the Recreation Centres offer a broad range of cultural and arts activities.

Recreation Centre Timetable

Contact

Times Relevant Grades

After-School

Activities

14h00 –

14h30 Nutrition (DSD)

Modified

Skills;

and/or

Modified

Information;

and/or

Modified

Activities.

14h30 –

17h30

Co-ordinator: DCAS ( x 1 Person)

VEN

UE 1

VEN

UE 2

VEN

UE 3

VEN

UE 4

VEN

UE 5

VEN

UE 6

VEN

UE 7

VEN

UE 8

DC

AS

Mo

dified

Spo

rt

DC

AS

Specia

lised Sp

ort

DC

AS

Gen

eral D

an

ce

DC

AS

Specia

lised D

an

ce

DC

AS

Mu

sic/Vo

cals

DC

AS

Libra

ries/Rea

din

g

DC

AS

Arch

aeo

log

y

DC

AS

Lan

gu

ag

es

17h30 –

18h00 Nutrition (DSD)

4.5 Benefits of the MOD System

The MOD programme has resulted in a range of benefits, from short-term achievements to long-term

impacts. The importance of such a programme has never been clearer given that non-communicable

diseases (e.g. diabetes, hypertension, heart disease) now account for 63% of deaths worldwide. In South

Africa, they also result in the majority of deaths, more so than HIV/AIDS. The four main factors causing

NCDs are lack of exercise, poor diet, smoking and alcohol! The MOD programme combats these causes by

providing regular exercise and nutrition and encouraging children to adopt healthy lifestyle habits.

Other benefits of the MOD programme include:

Improving health, well-being and reducing the likelihood of diseases,

Social mobilisation, bridging divides and bringing communities together,

Playing a major role in the education system and instilling core values,

Adding economic value through providing employment and improving productivity,

Increasing awareness of the human body and respect for the environment,

Offering healthy alternatives and contributing to holistic development of youth,

Promoting sustainable peace and helping to resolve conflicts in communities,

Offering an accessible form of communication for sensitive issues (e.g. HIV/AIDS),

Subverting gender stereotypes and empowering women and girls,

Uplifting people with disabilities and other marginalised groups,

Providing volunteer opportunities and increased employability.

Improving academic performance - research shows that youth who spent five hours doing exercise per

week performed better academically than those who were active for less than an hour (United Nations,

2003: 10) as they could retain information better. This dispels the myth that sport detracts from academic

performance and in addition, it improves attendance and empowers female learners.

We must remember that sport does not automatically produce positive results and may have harmful

effects (e.g. violence, doping etc.). Sport is not a magic box but an empty box which functions in a specific

context with specific people and with specific results. It is not inherently positive or negative; it needs to be

implemented with care to ensure benefit and not harm. MOD Programmes need to follow certain policies

and processes (e.g. Standard Operating Procedures) in order to create positive change.

4.6 Tournaments and Events

In addition to the regular MOD programmes, events and tournaments are organised to bring learners

together, enhance talent identification, create social inclusion and involve the greater community.

Festivals and events are organised by MOD staff for the various centres. These events are well attended by

learners who are often incentivized to take part in regional events for winners. In an example of good

practice, these events are often supported by local municipal volunteers and the City of Cape Town.

In many districts, especially the rural regions, there is good collaboration between primary school and high

school staff in organising said events. This is essential since both functions must work hand in hand.

CHAPTER 5 - ACHIEVEMENTS

While there have been teething problems with the MOD programme, it has not only resulted in skills

development for learners but has capacitated coaches and coordinators, and revitalized school sport. It has

served as an important talent identification process and provided a pathway for learners to excel.

Such is the success of the MOD programme that it has attracted the attention of the Western Cape

Government and Premier as well as SRSA, and may be expanded nationally to the other regions.

5.1 RECREATION: Siyadlala Community Mass Participation Programme (SCMPP)

Recreation is being structured in such a way that it provides a programmatic approach that embraces the

concepts of: provision of access; creation of opportunity; as well as sustainability and sustainable pull

through. It is therefore, towards this end, that the introduction of the MOD Programme has taken place

within Recreation. MOD Centres have been introduced throughout the province, so as to provide

recreation opportunities that at this stage focus mainly on: school-going children; farm workers; and senior

citizens.

The recreation programmes offered at the MOD centres are driven via modified activities that culminate in

various, relevant, annual festivals, namely:

The Farm Worker Festival (April 2011);

The Freedom Day Festival (April 2011);

The Golden Games (September 2011); and

The Indigenous Games (March 2012).

To promote effective and efficient delivery, sustainability and success in and through recreation, DCAS

employs activity co-ordinators on a contract basis. Apart from assisting with implementation and growth of

recreation, the activity co-ordinators are being provided with access to employment, as well as capacity

building opportunities. To this end, the activity co-ordinators, along with the permanent staff, have

undergone courses in management, event management, life skills and first aid.

The afore-mentioned not only supports the education and growth of the employees, but it also supports

the further development of recreation. The drivers of recreation in the department now have the capacity

to ensure that recreation becomes the catalyst of a “healthy living” and “lifelong activity” philosophy, as

well as forms the foundation on which School Sport and Sport is built.

In delivering its mass participation programme, Recreation has established 70 MOD Centres throughout the

province, for skills development through modified activities. They are collectively are made up of:

49 High School MOD Centres;

8 Community MOD Centres;

5 Farm Worker MOD Centres; and

8 MOD Recreation Centres.

SCMPP: Performance indicators and targets As indicated in the Annual Performance Plan Indicators (APPIs) below, the programme has met most requirements, and often exceeded targets, especially in terms of training and upskilling coordinators!

Performance Indicator Baseline (Actual

Output) 2010/11

Actual Performance against Target

Reason for Variance

Target (2011/12)

Actual (2011/12)

12.1 Number of participating centres

New indicator 70 70

12.2 Number of participating hubs/circuits/wards

New indicator 50 49

12.3 Number of coordinators trained as coaches

New indicator 200 292

12.4 Number of coordinators trained in office and/or sport

administration


12.5 Number of coordinators trained as technical officials


12.6 Number of coordinators trained in life-skills


12.7 Number of coordinators trained in event management


12.8 Number of festivals and events held

New indicator 80 82

12.9 Number of coordinators appointed


12.10 Number of coordinators for whom clothing has been

procured

21 200 167

12.11 Number of centres supplied with sport and recreation

equipment

New indicator 70 70

5.2 SCHOOL SPORT: School Sport Mass Participation Programme (SSMPP)

School Sport, through the MOD Programme, provides a structured, organized, daily, after-school hours,

skills development programme, for school-going children. In addition, it hosts a number of district and

provincial talent identification camps for learners that have the potential to perform at a higher level.

Where possible through the talent identification process, successful athletes are registered at the WCSS.

The MOD Programme has created the opportunity for stronger inter- and intra-departmental relations.

Various provincial departmental units are now working together within the programme. Of particular

significance is the feeding that the Department of Social Development is offering at a number of MOD

Centres. This has proven to be extremely effective and has added value to community development.

As a consequence of the MOD Programme, School Sport has introduced a “Focus Code” system as

explained earlier. Here the focus is on a specific code of sport at a MOD Centre. The specific code is

promoted through a system that speaks to: the development of a broad-based pool of potential athletes in

the said, selected code; talent identification; and thereafter, code specialization for the selected athlete. In

initiating the afore-mentioned system, School Sport is developing good working relationships with the

various sport councils and relevant federations. In turn, this assists with linking the school sport codes with

their custodians, namely, the federations and the sport councils. It is also through this system that School

Sport has given effect to the National Sport and Recreation Plan (NSRP) by, as a pilot project, introducing a

train-the-trainer system in Softball. In addition, DCAS is giving effect to the NSRP at the WCSS, by bringing

their structures and implementation strategies in line with the national plan.

The WCSS, in collaboration with the department, continues with its development and striving for

excellence programme. The focus of the school is: the provision of access; the creation of opportunity;

talent identification; excellence in sport; and further research. The school has had a myriad of success

stories and these successes have taken place in almost all of the 14 codes of sport that it offers.

To promote effective and efficient delivery, sustainability and success in and through school sport, DCAS

employs activity co-ordinators on a contract basis. Apart from assisting with the implementation and

growth of school sport, the activity co-ordinators are being provided with access to employment, as well as

capacity building opportunities. To this end, the activity co-ordinators, along with the permanent staff,

have undergone courses in management, event management, life skills and first aid.

In delivering its mass participation programme, School Sport has established MOD Centres, for skills

development through modified, sport specific and sport specialisation activities. Currently, there are 106

MOD Centres placed throughout the province and they collectively are made up of:

98 Primary School MOD Centres; and

8 SHARP Centres The coaches that execute the skills development programmes at the MOD Centres are given the opportunity to complete various accredited courses, so that they are qualified with at least a Level “O” qualification in the relevant codes practiced by the athletes at the MOD Centres. Hereafter, through its talent identification system and processes, athletes with potential will be selected for further training at the district-based SHARP Centres. Here they will be exposed to training with coaches that are accredited with at least a Level 1 certificate in the specific code(s) being offered.

SSMPP Performance indicators and targets:

Performance Indicator Baseline (Actual Output) 2010/11

Actual Performance against Target Reason for Variance

Target (2011/12) Actual (2011/12)

1.1 Number of participating

schools/centres

106 155 106 The intended roll out could not take place due to the budget review at a national level

1.2 Number of participating circuits 49 49 49

1.3 Number of sport assistants/ educators trained

204 294 294

1.4 Number of district-based talent

identification festivals held

16 32 32

1.5 Number of province-based talent

identification festivals held

2 2 2

1.6 Number of sport assistants for whom

equipment and/or clothing has been

procured

204 294 196 The intended number of sport assistants appointed was limited by the number of centres that was reduced due to the budget review at a national level

1.7 Number of sport assistants/educators

trained as Level “O” and/or Level 1

Coaches in at least 6 codes of sport

204 294 566

ATTENDANCE STATISTICS 2011/12

The attendance at MOD Centres has increased notably during the 2011/12 year and it is estimated that

over 30,000 participants are involved in the programme, receiving skills development from over 400

coaches. The graphs below illustrate levels of attendance (based on daily figures recorded by coaches) at

each of the different types of MOD Centres. More detailed attendance figures for each district, and each

individual centre, are recorded in the Appendices. It is important to note that Primary School Centres fall

under the SSMPP unit while High School, Farm and Community Centres fall under the SCMPP unit.

5.3 Optimising School Sport and Physical Activity

One of the major benefits of the programme is the provision of sports coaching at schools which have been

previously disadvantaged and unable to offer such opportunities to their learners and community. The

MOD Centres have allowed schools to broaden the range of sports they offer, provide quality coaching,

talent identification processes and further opportunities for gifted learners. The programme has also

assisted educators who no longer have to shoulder all the responsibility for delivering sport.

“Before the (MOD) project started we had sport but as educators we were stretched. We had too much to do. Now

with the coaches, we can let them do their sports and we can manage this all and do other sports as well. I check on

them every day and they are helping very much.” (Sports Coordinator, De Tuinen Primary School)

Many coaches run Life Orientation (LO) and PE classes, helping the school to provide physical education for

learners. Coaches do this in their own capacity as the MOD programme is an afterschool initiative, but it is

nonetheless commendable as they are not usually remunerated for this additional work.

“We are lucky to have these two guys (coaches) here. If we are short of staff during the day then they come to help.

We have an agreement with them to do Life Orientation and Physical Education during the day.” (Principal)

5.4 New Sporting Codes

There is no doubt that the programme has introduced new sporting codes and activities to communities. In

a country dominated by football, rugby, cricket, and to a lesser extent, netball and athletics, minnow codes

are often sidelined. The MOD programme gives learners a chance to try their hand at 16 codes!

“Growing up, we could only play certain sports. Now we have the opportunity to introduce today’s kids to new sports. I

could not play TAG Rugby at school but now these kids can. They have new opportunities.” (Coach)

5.5 Talent Identification

The MOD programme contributes greatly to talent identification and the process of creating sporting

excellence. The programme gives talented learners the chance to showcase their skills and receive quality

coaching. The most gifted athletes are then selected for a regional or provincial SHARP centre, where they

compete against other talented learners. The Western Cape Sport School provides elite coaching and

support for the most promising athletes, giving them the opportunity to forge a career in sport. Currently

120 learners at the school have made the journey through a MOD or Sharp Centre.

5.6 Club Support and Formation

The programme has contributed to the support of sport and recreation clubs by supplying these clubs with

athletes and providing further employment for many coaches at these clubs. This is an actualisation of the

national department’s directive for Sport and Recreation departments to support the work of all

federations. The Focus Centres in particular have accelerated this process by identifying talented

individuals and ensuring they compete at both school and federation level. Perhaps even more crucially,

the programme assists with club creation when no club exists in the community, thus providing

opportunities for learners to play, and excel in, sports which they previously could not access.

5.7 Music and Dance

There is no doubt that the MOD Recreation Centres have had an unprecedented impact at schools, offering

children the chance to engage in music, dance and the performing arts, as well as sport.

“I just want to sing. Singing can make your dreams come true.” (Learner, Hout Bay)

The production Freedom, involving high school learners from Hangberg and Lavender Hill, was an

incredible achievement for these disadvantaged communities. It aired at the Artscape Theatre on Freedom

Day, 27 April 2011, and was received with critical acclaim. A similar event was hosted by DCAS on 27 April

2012, bringing primary and high school learners from all the MOD Recreation Centres in the Metro region

together for a sports tournament and cultural showcase in Hangberg, Hout Bay.

“The effect of the production (Freedom) is out of this world. We always had talent here but now we had the chance to

expose it. DCAS gave us that chance and we could show everyone else.” (Community Leader, Hangberg)

“The play (Freedom) was fantastic. You need to remember that this area is sick. That helped a lot.” (Principal)


The DSD feeding programme has been successfully initiated at 64 Focus Centres across the provinces after

being initially piloted at 8 schools in the Metropole. All learners participating at these schools receive a

nutrition pack with four slices of bread and two pieces of fruit. Often these packs are divided in two should

the number of participants exceed the number of food packs. If this happens regularly, then DSD will

increase the supply of food packs accordingly. Attendance has increased notably since the introduction of

the food packs as it provides participants with the fuel to be physically active. Furthermore, in certain

communities it is the only proper meal that learners receive on a daily basis.

5.9 Employment and Skills Development

The programme provides employment for over 450 community workers across the Western Cape, thus

contributing to job creation and economic development. In addition, coaches are provided with training in

the form of coaching courses (code-specific) as well as First Aid and Event Management, among other

qualifications. This increases their capacity and future employability, with many leaving the programme for

permanent employment. Many coaches feel they have gained confidence from the programme.

“I joined the MOD Centre cos school sport was dying. My childhood experience involved sport. And I felt that if I could

give sport back to the kids and the community so they could have the same memories as me.” (Coach)

“This project is great for us. It’s my passion being here with the kids. It gives me achievement.” (Coordinator)

Most coaches appear motivated in the MOD programme and have a deeper desire than merely just doing a

job. The responsibility has clearly helped to improve the self-esteem and confidence of coaches.

“It gives you a sense of achievement in yourself as a coach.” (Coach)

“I am proud. My cricket team play against the club from Brackenfell. They each have kit and clothing. We have one

bag of equipment between us and my kids are barefoot. But every time we demolish them! We take our kids out of the

ghettos and we put them in a sporting environment and they are competitive.” (Coach)

Coaches and coordinators often recruit volunteers from their communities to assist with the activities. This

provides these volunteers with a chance to be occupied and learn the skills and competencies required for

the programme should a post become available. In addition, it allows coaches to deliver the programme

more effectively with an extra pair of hands and ensures the programme will continue should a coach be

unavailable (e.g. due to sickness or a training course etc.). Furthermore, it helps the project to be

sustainable since a ready-made replacement is available should a staff member leave.

5.10 Safe Community Space

The coaches also provide a safe space for learners to play and be active and certain learners feel more

comfortable speaking to their coach than their parents. In this regard, DSD may provide counselling

services through the MOD programme as many of the learners face severe social problems.

“Some of them (learners) come to my house – they come to speak to me. I help them.” (Coach)

“They (the coaches) talk to us about dangerous stuff. They tell us to listen and have respect, to focus and get the job

done. They teach us things we never know.” (Learner, Hout Bay)

5.11 Learners

There is no doubt that many learners are inspired by the programme and afforded a chance to play and be

active when there were no previous opportunities available. Many participants emphasised their

enjoyment of the programme, whether it was for the sport, recreation, music and dance, food pack or just

the ability to play in a safe space, connect with the coaches and be among their friends and peers.

“I come to play sport. I come to play cricket and rugby. I come to play here every day.” (Learner, Winelands)

“It’s fun. It keeps us off the streets…It keeps you fit. It keeps you healthy” (Learners, Hout Bay)

Learners agreed that before the programme started they were bored after school and had little to do.

“Before we did nothing. We just played TV games or stayed in the street.” (Learner, Hout Bay)

“This (programme) takes us out sometimes. It keeps us out of trouble.” (Learner, Hout Bay)

5.12 Improved Attendance and Academic Performance

Certain schools have reported an increase in attendance and improved academic results since inception of

the MOD programme. Gamka-Oos Primary School, a farm school just outside Calitzdorp, reported an

increase in attendance and a 6% increase in the pass rate. Hout Bay High School reported an increase in

attendance among learners who frequented the MOD programme, as well as an increase in academic

achievement and a marked improvement in discipline. In addition, school management felt that the

learners’ ability to handle difficult situations had improved greatly due to skills learnt in the programme.

“Now the learners are interested in being in class, they are interested in being successful…more learners are moving

onto the next grade, not staying in the same grade for two or three years.” (Principal)

5.13 Social Inclusion

The programme has certainly helped with social inclusion and the integration of communities inundated

with social problems. The MOD programme is not only a resource for learners but for the community.

“This is what the community needs. People sit around and drink, they are busy with sex, drugs, abuse, negative

influences. Here they have a golden opportunity – become a sportsman, a dancer, earn a living.” (Principal)

“We never had this opportunity before because of circumstances like apartheid. Now it (the programme) has changed

the lives of many. In the last 20 years our community collapsed. Now I would like to believe that with these

programmes, we are coming up again. ” (SGB Head and Community Leader in Hangberg)

5.14 Deviant Behaviour

The programme has helped keep youth engaged and productive after hours and away from social ills such

as gangsterism, drug and alcohol abuse, crime, violence and difficult home environments.

“A few years ago, 50% of one Grade 9 class tested positive for dagga. It was in the newspaper. Now we have saved 15

kids that were doing drugs. They are in the programme.” (Community Leader)

5.15 Partnerships

The partnership with DSD has been hugely successful in ensuring that 64 schools receive nutrition packs on

a daily basis, as explained above. This may expand to more schools over time and there is scope for the

department to provide counselling services to the programme for learners with social problems.

DCAS launched a successful partnership with TAG Rugby as the department launched school sport in the

Western Cape. As per the agreement, TAG Rugby provided training for all coaches and coordinators at 64

Focus Centres across the province, so they would be equipped to run the Tackle Safely programme at their

schools. In addition, TAG Rugby supplied all of these centres with the necessary equipment. TAG has also

committed to monitor and evaluate the project, in conjunction with the directorate.

In turn, TAG benefited from the exposure afforded by DCAS and was able to attach their brand to the MOD

Centre programme. This is an excellent example of a productive partnership where both parties pooled

resources in order to provide a sporting service to learners and deserving communities.

The department works closely with LoveLife, contracting the organisation to run HIV/AIDS and Life Skills

workshops for participants as well as coaches. LoveLife is usually an integral part of the SHARP Centres.

DCAs has also partnered with Virgin Active who will provide the facilities for 12 gyms at identified MOD

Centres, giving learners and the greater community the chance to access these gyms free of charge.

The department collaborates with tertiary institutions such as University of the Western Cape (UWC).

These institutions may assist with training courses for staff as well as research and monitoring of the

programme. There is an opportunity to partner with universities to gain expert, external evaluations.

5.16 Knowledge Management Information System (KMIS)

Another major benefit arising from the project has been the development of a Knowledge Management

Information System to track, manage and integrate the activities related to the Mass Participation Program

of the Department in a coordinated manner. This will assist Sport and Recreation management with staff

activities versus planned activities, school visitations, training activities, official traveling activities, collating

data of clubs and other sporting bodies in at district level and project management.

As a second objective, this project proposes to integrate/synchronize other systems by creating a data mart

of this information and distributing the information in an integrated format to the users within Sport and

Recreation as well as external departments or other stakeholders. This requires a database that will store

information from the various systems, as well as a front end to present this information in an easily

accessible and user friendly format. This project requires the expertise and focused input to migrate the

system to a production system, with greater reliability and expert support.

This KMIS system will allow the department to make the following progress: - Tracking of staff’s planned activities

- Address deviations from initial commitment dates

- Address lack of controls and ensure accurate data capturing of schools, clubs and organisations

- Monitoring of club, organization and individual participants activities

- Provide a governance model to Internal and External Audit

- Provide relevant monitoring data to Monitoring and Evaluation in real-time.

The system will provide detailed information on each MOD Centre, including participants, attendance, staff and achievements. It will allow the department and other stakeholders to view this information timeously and it will standardize information collection and provide greater integrity of information.

CHAPTER 6 - CASE STUDY: HOUT BAY HIGH SCHOOL

Hout Bay High School was one of the first MOD Recreation Centres established as part of a pilot project

named Valisikhewu – Filling the Gap. Following the success of this pilot project, MOD Recreation centres

were mainstreamed into the directorate and became an essential part of the overall MOD programme. In

this regard, a case study was conducted of Hout Bay High School in 2011, in order to ascertain the impact

of the MOD Recreation Centre and the various reasons for participation in the programme.

6.1 Total amount of learners involved

Figure 1 Sports Codes

Based on the above graph the most popular sport played in the Hout Bay region are football and netball

with cross country a distant third. Mass participation in football and netball can be based on the

environment and space available for learners as well as their individual sporting preferences.

Figure 2 Recreational Codes

The above graph demonstrates that the most popular recreational activities are singing and hip hop dance

classes. Many learners join these classes as they culminate in a production where they are able to

0

2

4

6

8

10

12

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ics

Ath

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Bas

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all

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Series1

19%

25%

6%

31%

19% Bboy

Hip Hop Dance

Capoira

Singing

Music

showcase their talents. The dance and singing classes are always well attended. Efforts are underway to

determine why learners are not attending the other recreational codes in such great numbers.

6.2 Attendance at the Centres

Figure 3 Attendance Register

As depicted above most learners at Hout Bay High School attend the centre 4 or 5 times a week. This

provides a clear indication that the programme at the centre is popular and that learners are engaged.

6.3 Gratification of Centre

Figure 4 Gratification of Centre

The above graph depicts the feelings of learners towards the MOD Recreation centre in Hout Bay. 85% of

the learners are happy with the programme whereas 15% are unsatisfied with the centre.

The attendees who did enjoy the centre based their decision on the following factors:

0

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- 20% enjoyed the centre because of the singing classes offered;

- 24% enjoyed the MOD-Recreation centre as they learnt new things every day;

- 15% enjoyed the dance classes;

- 41% were happy due to their enjoyment of the special movement activities

-7% felt united when attending the centre as no one is labelled by race.

- 10% enjoyed the centre because of the food packs that are handed out every day.

6.4 Reasons for Participation in Centre

Figure 5 Reasons for Participation

The above graph reveals why learners participate at the MOD-Recreation centre at Hout Bay:

- 98% felt the activities offered at the centre gave them an opportunity to develop their talents.

- 29% participated in the centre activities to compete against other learners of other centres.

- 59% of attendees participate because they want to be fit and healthy.

- 49% felt that the reason for them participating was to have fun with their friends.

- 68% participate to learn discipline and good behaviour from the coaches who teach them.

- 49% attended as they felt that they needed space and time away from home.

- 32% attended so they could get recognition for participating in the centre activities.

- 10% of the learners attended the centre just to receive a meal.

- 24% attend because their parents encourage them to attend the centre.

- 10% were referred by their educators to attend the centre.

As illustrated above, learners attend the MOD centre for many reasons, including the opportunity to

engage in sport and recreational activities. Certain learners enjoy spending time with their coaches and

their friends, while others are looking for recognition or the chance to be away from their home.

05

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6.5 Food Packs

Figure 6 Food Packs

The above graph provides an indication of how learners experience the food packs provided by the

Department of Social Development (DSD). While conducting the evaluation it was discovered on many

occasions that the fruit in the food packs was rotten and staff then had to dispose of the food packs.

14% of the group were not happy with what they received and felt that something more substantial will be

more sufficient. Learners identified bread as important to them as this would sustain them for longer

periods as opposed to fruit. 13% of the learners felt that the current food packs do not completely satisfy

their hunger. In this vein, the food packs were enlarged to include sandwiches as well as fruit.

Further research will include obtaining crime statistics from the South African Police Services (SAPS), to

determine whether adolescent crime has changed since the introduction of the MOD Centres. Social

workers from DSD could provide inputs as to whether the incidence of social problems has changed.

8%

23%

14%

2%

11%

10%

3%

13%

5%

11%

I love the food packs

Food packs are okay

They make us healthy

Better than getting nothing

Want more

Good

food packs are nice cause youthen work towards something

Dont make us full

Unhappy about food packs

Same food everyday

CHAPTER 7 - CHALLENGES AND OPPORTUNITIES

The programme has expanded significantly and rapidly over the last two years and faces a range

of challenges which need to be examined and overcome to ensure sustainable outcomes.

7.1 Communication

Communication is a major challenge within the directorate, not to mention the overall department.

Many staff members seem unaware of their colleagues’ roles within the directorate. As such staff are often

working on similar projects but in silos. Furthermore, many staff members seem focused only on

immediate tasks and ensuring their contracts get renewed, rather than genuinely sharing information. This

can lead to conflict and a duplication of activities as clear communication is not forthcoming.

Lack of clear and consistent communication is a problem within head office but is even more of an issue in

the rural areas where district staff appear isolated from head office. Rural staff claim they receive less

benefits than staff in the Metropole (e.g. accommodation and stipends etc.) and their offices are often

neglected. In essence, they claim that the rural regions are seen as less of a priority than the Metropole.

“Why are pilot projects always in the Metro? They try it there first and if it doesn’t work, then it is scrapped. Why don’t

they give us in the rural areas a chance and try a project somewhere else?” (District Manager)

In addition, many district staff feel marginalised and dictated to by management, even though they feel

that management based at head office in the Metropole have little idea of the realities on the ground. Staff

claim they are not involved in planning or strategy but merely told what to do and expected to implement,

rather than being included in the decision-making process and given real responsibility. As a result, many

staff are disillusioned with management and claim the top-down approach is not working.

Regional managers in the rural districts share similar sentiments as they too feel excluded from the

directorate. They work closely with Sport Promotion but have little contact with Sport Development as the

directorate’s staff report directly to head office rather than the regional manager. As such, regional

managers are often unaware of what is happening within their own districts even though they are

responsible in this regard. This makes it difficult to represent the district with one coordinated voice.

Communication with other government departments, especially Education which is discussed in detail

below, is another obstacle. Other organs of the state may not be aware, or have not been adequately

informed about the MOD programme, when in fact there could be opportunity for them to be involved.

Communication to the outside world, including business, the private sector and civil society is often

inadequate. Many non-profit organisations work in schools delivering sport and other activities, but few

are aware of the MOD programme. Furthermore, the programme primarily serves disadvantaged schools

but how many schools outside the programme are even aware that such an opportunity exists?

In this regard, the marketing of the MOD Centres is almost non-existent. The directorate needs to show the

benefits of the system to other state organs, both provincially and nationally, in order to secure their

support. In addition, businesses and civil society can be involved in the programme, through sponsorship or

partnership agreements (e.g. TAG Rugby), while schools need to be informed about the programme.

7.2 Reporting Mechanisms

Reporting mechanisms within the directorate have contributed to the problem with communication. As

explained above, regional managers in the rural areas complain they are kept in the dark since district

managers report directly to their superiors at head office, thus creating a parallel reporting structure.

This is a common problem within the directorate, with the Operational Unit often circumnavigating the

prescribed reporting structures and liaising directly with management, rather than through the relevant

line functions. As a result, certain staff may feel marginalised and unable to do their job optimally as they

are excluded from the decision-making process while Operational Unit staff may be overworked due to

fulfilling multiple roles. The role of the Operational Unit needs to be clarified to prevent this.

An example of good reporting practice is the School Sport unit. The Assistant Director (ASD) developed a

framework for managers aligning Annual Performance Plan Indicators (APPIs) with Key Result Areas (KRAs).

DMs are provided with guidelines as to what they need to deliver and how this will be measured.

Managers are then expected to plan for the first semester and second semester ahead of time. In addition,

all planning needs to be included in a monthly programme report for the whole quarter. Furthermore, any

non-fulfilment of responsibilities results in managers signing a non-compliance form. Three transgressions

will result in disciplinary action, meaning that offenders are punished accordingly.

7.3 Information

7.3.1 Information Development and Collection

There are gaps in the information collection process but much information is located within the

directorate. However it has not been adequately recorded or translated into document format.

There is a need for staff members to record their findings and collate data in a coordinated manner. And

most importantly, this information needs to be circulated to relevant staff, so everyone is kept updated.

As a pilot project, information is constantly being updated and this increases the need for a centralized

server system (or even Dropbox/Google Docs). Instead of staff saving information on their personal drives,

all documents on the server will be available to relevant staff members and seen in real time.

7.3.2 Safeguarding of Information

Electronic records are protected by user-ID, but this information should be stored on the network and be

accessible to all relevant employees, rather than located on the hard drives of personal computers.

In this way, documents can be continuously updated and accessed by all staff. It is not surprising that the

Internal Audit Report by the Department of the Premier recommended that the directorate procure an

Information Technology Server. Documents can be backed up on the network and online (e.g. Google Docs)

in case the system collapses. Certain staff have backed up docs but this is an ad-hoc process. Hard copy

records must be filed properly with a clear process to control the movement of documents. A designated

person (e.g. Director’s assistant) can oversee the signing out and return of documents.

The directorate is in the process of implementing an online Knowledge Management System which will

record information on each MOD Centre, including location, staff, attendance, and detailed information on

each participant. As such, a high school coach can access information from a primary school database and

track progress of the individual. This will assist talent identification and the Long Term Participant

Development Framework, while allowing the directorate to measure the impact of the programme.

Furthermore, external stakeholders will be able to access information on the centres in the programme.

7.4 Red Tape - Organizational challenges

There is no doubt that a huge amount of red tape slows down implementation in the directorate. Due

process and bureaucratic procedures (e.g. receiving persal numbers, government motor clearance,

individual log-ins) are time consuming, making it difficult for staff members to effectively do their work.

While staff need to work within the framework of DCAS and the provincial government, there may be

scope for streamlining the process, especially in terms of protocol being followed and forms being signed.

In this regard, planning is essential. Staff members must be aware of the long time periods necessary to

obtain authorisation while management can ensure said authorisation more timeously.

7.5 Monitoring and Evaluation

A common problem with development programs is that they meet targets, rather than achieve actual

development goals, not that the two are unrelated, but the development process is a complicated one!

Often, the targets become more important than the actual impact itself, otherwise funding will cease.

For example, the Annual Performance Plan Indicators (APPIs) speak to the number of MOD Centres

established, rather than the numbers at each centre. There is little emphasis on Monitoring and Evaluation

(M&E) at each centre with mainly statistics being collected and little qualitative research conducted. The

focus on reporting rather than genuine evaluation results in a lack of quality control.

7.5.1 Outputs, Outcomes and Impacts

Currently, the M&E being conducted measures outputs (number of learners attending, number of coaches

trained etc.), focusing on short-term statistics. It is important to interrogate the statistics (e.g. number of

boys vs girls, average turnout across districts, per day) to ascertain trends and patterns at the MOD

centres. For example, initial research at the case study in Hout Bay indicated that attendance improved

when the food packs were introduced. While the programme has only been in operation for a 2-year

period, it is important to consider outcomes and ultimately the impact over a 3-10 year period.

In the APP, there is a need to include an outcome column rather than simply compliance reporting. This is

in line with a new directive from the Presidency which stresses the need to move from output-based

reporting to results-based monitoring. Multi-year programmes (and budgets) should be designed so that

outcomes and impacts can be measured, and funding is guaranteed for the programme to continue.

Essentially attendance is recorded rather than the number of participants. This can be misleading as

different learners may attend on different days. It would be useful to monitor participant numbers and

record code-specific participation and separate participants into grades and gender. Again, this would allow

management to make informed decisions as to which centres are working and attracting new learners,

which ones are saturated, which codes are most popular and which attract boys or girls.

Further research is required into the actual impact of the programme, beyond the actual delivery of sport

and recreation programmes and the fact that participants are attending. Some key questions are:

* Has school attendance changed since the inception of the programme?

* Are learners healthier since the inception of the programme?

* Have academic marks changed since the inception of the programme?

* Have adolescent crime statistics changed since the inception of the programme?

If MOD centres show an improvement in these areas, then there is a real case for the programme. It will be

easier to leverage support from other sectors (e.g. Education, Health, Social Development etc.) since the

benefits of the programme are not solely linked to sport and physical activity. This is crucial.

7.5.2 Working with other Stakeholders

In this regard, the Premier of the Western Cape is keen for the MOD Programme to incorporate other

spheres of the government and for the centres to become Community Hubs. Thus DCAS can work with

other departments to strengthen and diversify the programme and bring all relevant actors on board.

For example, DSD has already come on board to provide food for learners and could provide counselling

too as many of the learners come from difficult family environments and often face social problems.

Health – could assist with nutrition for learners and in evaluating the health benefits of the system.

Community Safety – could help with security and evaluating whether centres contribute to safe schools!

Arts & Culture – could offer a greater range of extra-murals (arts, crafts, photography etc.). Within DCAS

there is a unit dedicated to Arts and Culture, and there is great scope for this unit to become involved with

the Recreation Centres, and offer a wide range of activities. This process is currently underway.

7.5.3 Limitations of Monitoring and Evaluation

Given the realities faced by the directorate and the emphasis on programme delivery, there is a lack of

resources designated for M&E. Only one staff member within the directorate focuses solely on M&E,

having to collate data from 8 districts and 181 centres across the province. Thus it is hardly surprising there

is little time to look deeper into these statistics. There is a real need to involve more staff in the M&E

process. District Managers do report to head office but ideally one person per district would be solely

responsible for monitoring progress within that region and not just recording their outputs.

Given the number of centres in each district and the vast distances between them (specifically in the rural

areas), it is exceptionally difficult for district managers to keep tabs on each and every centre. Coaches and

coordinators may not be doing the requisite work but often this may go unnoticed. Even more worryingly,

there is a danger of doctoring of numbers by coaches and co-coordinators and perhaps even district

managers who may be happy to over exaggerate the progress in their region. This once again shows the

value of an objective observer, such as an educator, within the M&E process!

In certain centres, educators do assist with M&E, ensuring that coaching happens daily. MOD staff are

required to sign in upon arrival, and educators may also verify the daily attendance. However, this does not

happen uniformly as many educators are overwhelmed and simply do not have the time, or are not

motivated, to be included in the programme. Principals can also assist with M&E by sharing their views on

the effectiveness of the MOD programme - a reporting template is being developed in this regard.

7.5.4 Shortcomings

The following shortcomings in regards to M&E were noted in the Internal Audit Report:

No monthly reports for 3/7 Districts

No site visit reports for 30 centres

No minutes for monthly head office meetings in July/August

No monthly consolidated reports in July/August – responsibility of ASD School Sport

Attendance Registers – 2/30 not completed

To prevent a recurrence, the following steps must be enforced:

* A site visit schedule must be drawn annually with site visit reports to be filed on a monthly basis

* Monthly reports are non-negotiable and district managers must visit each site bi-weekly

* Monthly meetings on management of MOD Centres at each district – minutes must be kept!

* ASDs must collate information and send Deputy Directors the monthly consolidated report

* District managers must ensure coaches record outputs and that figures are accurate

* Weekly meetings between coaches/co-ordinators must be properly enforced

* ASD/Operational Support must visit MOD Centres quarterly and formulate a site visit report

* Monthly meeting between District managers and MOD staff – minutes taken and monthly report

* Monthly meeting at School Sport Development Units – minutes to be taken

* Performance report from Director to Chief Director must be done quarterly

Site visits must be random and unannounced (i.e. not at the same time each month or week) so that

coaches do not prepare specially for this. The aim is to see how the centres operate on a regular basis.

7.6 Relationship between DCAS and Schools

DCAS has established relationships with many schools across the Western Cape in order to deliver the MOD

programme. Clearly the directorate has achieved much success in this regard, creating conditions for mass

participation and access to sport and recreation for these schools, the surrounding schools and community,

while helping these schools to improve their sporting output and enter structured leagues.

An agreement has been reached between the department and each school it serves, though the Service

Level Agreement (SLA) has yet to be finalised. This has been an obstacle as schools have yet to receive the

monthly stipend promised in the SLA and complain that the programme is draining their resources.

“Schools don’t want these programmes anymore. They are fed up and want their money from the SLA. Principals say

this to us: ‘You come here with your nice ideas and then you leave us again.’” (District Manager)

Schools do receive a quality coaching service from the directorate and many of the coaches do serve the

school during classroom time by teaching LO and/or PE. However, the programme does certainly require

resources (e.g. water, toilet paper, fax machine, storage) and some level of investment from the school. As

such, it is imperative that the SLA is implemented as soon as possible to ensure schools remain in the

programme, especially since having created a sporting expectation among learners and the community.

DCAS must be careful not to create unrealistic expectations among school staff and learners. DCAS is not

expected to provide equipment or transport, but skills development through coaches and coordinators.

There is often a sense of entitlement among schools, who expect government to provide all and sundry,

but the programme can only succeed with support of school staff, from the principal to the caretaker.

7.6.1 Educator Involvement

It is imperative to involve educators in the MOD programme. Not only can they lend a hand with the

monitoring and evaluation, they can ensure that coaches and coordinators are held accountable. In

addition, educators can work with coaches to improve sporting outputs. Educators should be motivated to

be involved, even if it is first in a supervisory capacity. Educators can provide guidance to coaches and skills

transferral and may learn valuable skills themselves, which can be used to deliver physical activity in LO

and/or PE classes. The coaches can help reduce the sporting load on educators, many of whom feel

overburdened when adding sports supervision to their teaching duties. Educators must be included as

learners cannot be transported to league matches without an educator, even if a coach is present.

On the other hand, providing coaches may further encourage teachers, many of whom have little interest

(or are unwilling to invest the time) in sport, to remain distanced from sport and physical activity.

Maintaining a dialogue with school staff is essential since educators must not be threatened by the

presence of coaches, and must be made aware that these personnel are intended to help the school.

“The most important people at the school for us are the principal, the secretary and the caretaker.” (Coach)

7.6.2 Parental Involvement

It is important to involve parents. They should be made aware of the MOD programme and the benefits it

may bring to their children, as parents may be concerned about their children staying after school.

Principals need to send a letter to all parents detailing the programme and the opportunities for their

children. Furthermore, parents can assist coaches and co-coordinators, especially if school sport is

formalized. District managers should engage with parents at parent-teacher meetings and School

Governing Body (SGB) meetings to explain the rationale for the programme and allay any fears.

7.7 Programme Delivery

With a total of 181 centres across eight districts and huge geographical expanses, programme delivery is a

mammoth task. It is hardly surprising that the quality of delivery varies greatly from centre to centre. This is

partly due to difference in qualifications and competence among staff as well as the individual constraints

at each centre – hence the formalization of training providers and qualifications is important.

Standard Operating Procedures are essential in this regard to ensure proper delivery and quality control. A

standard operating manual has been drafted and distributed to district managers as a blueprint.

7.7.1 Operating Times

The programme is dubbed the after-school or 2-6 programme and is meant to run accordingly from 2pm-

6pm. It is essential that sport is delivered in the afternoon – this is non-negotiable! Coaches can work at

schools during classroom hours in their own time, but this does not count as work. If a principal has

requested a coach to work during school hours, the coach must get a letter detailing the request. DCAS is

not meant to interrupt classroom hours and conflict with the work of WCED, therefore any coach and

coordinator who is doing this must do so in his/her own capacity, not that of the department.

However, there is a need to be flexible with operating times as different schools end at different times.

Weather (especially the heat) may mean starting later. Farm and community centres may need to start

later (once children have returned from school and adults are available) and run on weekends when

workers are available. Similarly, the focus centres also include federation matches on Saturdays. Different

age groups are meant to be coached at different times as per the activity schedule but this is difficult as

grades 3-9 are dismissed at the same time, and there may be too many learners to work with.

Another challenge is that many caretakers tend to close schools around 4pm, meaning coaches have to cut

their sessions short or start earlier. The SLA would be essential to resolving this impasse with schools

committing to open their facilities for a set period of time daily, ensuring caretakers do not leave early. Play

sessions are meant to take place on Fridays but this rarely happens as attendance is low on Fridays.

“Sometimes the caretakers chase us and the kids away…or they lock the gate at 4pm and go home.” (Coach)

7.7.2 Holiday Programme

A daily programme must be in operation for all school holidays, except the December holiday period. Again

four hours of sport must be delivered (usually from 10am – 2pm), at the same level as in the normal MOD

centres. Managers, coaches and coordinators must take the holiday programme seriously.

The directorate understands that it is important for coaches and coordinators to take a break and for

children to spend time with their families over the festive season, but it is equally important for youth to be

engaged and active during this period. As such, there is a possibility of running a reduced version of the

programme over part of the summer holidays, but this possibility needs to be explored in detail.

7.7.3 Operating Space

The majority of MOD Centres are located at schools with a minority of farm and community centres. The

requirements for a centre are basic since the programme is meant to serve those most in need. The centre

must have some sort of activity space for sport and recreation, storage space for equipment,

administration space for coaches to do reports, and ablution facilities for learners. Chosen schools need to

be centrally located and close to neighbouring schools so that the school can be a community hub.

Unfortunately certain principals are reluctant to open their school but most centres cater for the public.

Often schools do not make classrooms or an indoor hall available to coaches, meaning they can do little

with learners in adverse weather. If an indoor facility is available then coaches can at least do life skills.

A focus group of coaches maintained that while most schools were open to the community, they were

largely frequented only by that school’s learners. Gangsterism, violence and other such ills may hinder

learners coming from one school to another. Coaches felt schools and communities were excessively

‘territorial’ in their approaches and this prevents the school from becoming a community hub. Lastly

coaches also complained that primary and high school centres were too far away from one another,

meaning that learners moving into secondary schooling may not be able to continue the programme.

“We go to the other schools and tell them about the programme but the teachers don’t want to bring their kids across

(to another school). There is conflict in these areas and the people don’t like to mix!” (Coach)

7.7.4 Competition

The MOD Centres provide opportunities for learners to be active and develop their skills but not to

participate in structured school sport (intra and inter-school leagues). MOD centres may prepare learners

for school leagues, but many schools are not enrolled in leagues and it appears that learners

want to play matches and test themselves against the best rather than focusing on skills development.

“The learners are getting bored with the programme, doing the same training every day. They play games against

each other on Fridays but they want to play against other schools. They are excited at the beginning of the year but

attendance drops because the programme is always the same.” (District Manager)

Furthermore, organised, competitive matches are essential as part of the talent identification process.

Coaches would like to observe their learners in games and identify their strengths and shortcomings.

“I train the learners every day and I want to go with them when they play a game so I can see how they are doing, how

I can improve them. But we are not allowed to! Why can one coach not go and the other coach stay?” (Coach)

7.7.5 Selection of Codes

Certain coaches felt they were burdened with too many codes (8 in summer and 8 in winter), making it

difficult to specialise and provide quality coaching in each code. In addition, many coaches complained

certain codes were not popular despite them being instructed to coach these sports. This is especially

relevant at the Focus Centres where the focus sports selected must be appropriate for the community.

“There is no interest for basketball and volleyball at my MOD Centre. No interest at all.” (Coach)

7.7.6 People with Disabilities

Only one centre caters specifically for people with disabilities. There is an urgent need to ensure that

disabled people can access more centres and are made aware of the programme. Community centres are

intended to cater for the elderly and disabled and coaches often make visits to old age homes. This is

important as the elderly and disabled may be unable to make their own way to centres and may need to be

visited separately. In addition, coaches need training on how to work with the elderly and disabled

7.8 Collaboration with WCED

As outlined earlier, it is imperative that DCAS works with other government departments and external

stakeholders to optimise the MOD programme. The most important role player in this regard is WCED since

all public schools in the Western Cape fall under their jurisdiction. As the majority of MOD centres are

located at such schools, it is vital that DCAS has the support of WCED throughout the province.

However, there are conflicting tendencies. The main focus of WCED is ensuring schools meet norms and

standards and excel academically with an emphasis on literacy and numeracy and improving pass rates.

Sport does fall under the School Enrichment programme which itself is located under Institutional

Management and Governance (IMG) within the Education Department. However, sport is not a major

priority for WCED unlike for DCAS which seeks to promote mass participation and access in sport.

Education is technically responsible for school sport at all levels, except where it involves composite

selected teams at district, provincial and national level. At national level, DBE and SRSA have developed a

joint School Sport Policy and signed an agreement, governed by the Intergovernmental Relations

Framework Act. But at provincial level this agreement does not seem to be adequately implemented.

Firstly the Western Cape remains the only province in South Africa where the Education Department has

not clearly set aside funds for sport, and this makes it difficult for WCED to play a major role in school

sport. Secondly, it appears that WCED are hesitant to work with DCAS and their staff do not regularly

attend meetings concerning school sport and the MOD programme. Thus while an agreement has been

reached at national level this pact does not appear to have filtered down to the Western Cape.

At a local level, certain district managers are collaborating with the municipal education office and do

receive adequate support. These managers work with the relevant IMG manager to identify the most

suitable schools in their district. However, many district managers are not working with WCED and operate

in isolation. WCED could help DCAS identify relevant schools as potential MOD Centres and assist with the

mapping of these centres. Providing learner data would also help DCAS monitor the progress of learners at

centres and identify trends and patterns within the programme. Furthermore, WCED could publicise the

MOD programme to schools and help DCAS create relationships with schools.

Another challenge is that MOD staff are not under jurisdiction of the school, as they are not employed by

the school or WCED. This is a major problem as staff have no authority and cannot transport kids etc.

Despite building relationships with learners, they have little power and have been chased off school

grounds before – in some instances coaches are not allowed to arrive there during classroom hours. It is

recommended that WCED endorse the MOD programme and notify schools that they must assist these

staff in whatever way possible. This will help to reduce conflict between educators and coaches.

7.9 Equipment

Coaches and coordinators are continuously complaining about a lack of equipment, and that damaged

equipment has not been replaced. District managers must keep close tabs on all equipment and request

replacement items where necessary. Coaches also need to show initiative and be creative with activities.

“Without equipment we cannot develop the children. We got equipment 2 years ago. Now we don’t even have balls!”

(Coach)

Uniform is another challenge. Coaches have yet to receive clothing despite some of them being in the

programme for over two years. Coaches not only look unprofessional and many cannot afford new clothes

or sporting gear. Furthermore, it is difficult to identify them at the centres without uniform.

“This DCAS, they promise you (uniform). You will get it after two years, when your contract is done.” (Coach)

7.9.1 Procurement Process

The procurement process takes up to a month and has to move through varying levels of the department.

District staff often submit their orders too late or complete forms incorrectly, meaning that equipment and

services are not secured in time, leaving MOD staff and learners empty-handed.

Different suppliers supply for different codes and deliver the equipment at different times, making it

difficult to coordinate receipt and delivery to the districts. There are also varying standards of quality.

Suppliers are often late with delivery of equipment and certain services are below what is promised. In this

regard the directorate should create a list of trusted suppliers and blacklist those that are unreliable.

7.10 MOD Staff

The MOD programme currently provides employment for over 450 community workers across the Western

Cape. These staff are appointed on a contract basis which runs for the duration of the financial year. They

are expected to work a minimum of 20 hours a week – at certain centres, the coaches work longer hours

(e.g. Focus Centres, as matches may take place on Saturdays). Essentially the coordinator is responsible for

managing the centre and reporting to the relevant district manager, while the coach is responsible for the

programme delivery, though the two are expected to work hand in hand. In addition, there are SHARP

Centre co-ordinators and Recreation Centre coordinators who oversee these centres.

Coaches felt the interview process was fair but agreed that a practical exercise (e.g. a short coaching

session) would help coaches to prove themselves ‘on the field’ and the panel to make a better informed

choice. Most coaches did not have any orientation prior to beginning work and felt that a compulsory

orientation period would be beneficial. Furthermore, coaches wanted to be more prominently involved in

the recruitment process, especially any orientation, as they will be working with the new appointee!

Coaches are required to provide a month’s notice should they decide to leave the programme but this does

not seem to be properly enforced. As a result, coaches leave immediately, leaving a vacuum at MOD

Centres. District managers rush to appoint new coaches rather than finding the best candidates and these

new coaches do not have an orientation period before they start work. It is recommended that coaches

must serve a notice period and likewise DCAS must provide a month’s notice to coaches upon terminating

their contracts. This is imperative for the sustainability of the programme.

7.10.1 Capacity of coaches and coordinators

While many staff are doing their utmost to make the programme succeed, even volunteering their own

time to assist schools with PE classes, certain coaches and coordinators are not fulfilling their duties. For

example, coaches may be absent without a valid reason or even notifying their district manager as it is

impossible for managers to visit each centre daily. This again shows the importance of an objective

observer such as an educator to ensure the coaches report to work on time and carry out their tasks.

Coaches are meant to be at MOD centres from 2-6pm but they often leave early. Even if no participants are

present, coaches must remain at their respective centre as it is meant to act as a community hub. There is a

sense of entitlement among certain coaches, who expect DCAS to provide for all their needs. While the

department does provide training and equipment, it cannot continuously replace equipment which has

gone missing or been damaged. Coaches do need to show initiative and take responsibility.

District managers claim that many MOD staff are young and naïve and lack the experience necessary to

successfully run a centre. Coaches often lack implementation skills and coordinators lack management

skills. And staff may know how to coach basic skills but may not know how to identify talent properly.

Certain learners voiced dissatisfaction with their coaches and there have been a few instances where

coaches have behaved inappropriately and even got physical with learners, which is unacceptable. It is

important that coaches understand the code of conduct and any offenders are disciplined accordingly.

“He (the coach) never wants to listen. We don’t like him because he shouts at us. He takes the stress out on you and

blames you for everything. He wants us to call him names like Alpha Omega.” (Learner Focus Group)

“Some coaches listen but the others tell us to leave our stories at the door.” (Learner)

Others argue that coaches are expected to coach too many codes, with eight codes set aside for summer

and eight codes for winter. While it is important to offer a wide range of activities for youth, it is difficult

for coaches to be proficient in so many sports. In this vein, the directorate has decided not to increase the

number of codes for the 2012/13 year, instead focusing on training coaches in the selected codes.

District managers have voiced dissatisfaction with coaches for not fulfilling their duties, especially in terms

of reporting. On the other hand, many coaches feel they are not adequately supported by their district

manager. Many complained about a lack of equipment and felt that managers were not sympathetic to the

difficulties they faced. They felt that the demands placed on them were unrealistic.

“They (the managers) are failing us but they expect more! They say we do not deliver our reports but I do not have an

office so how can I send the information? To print and fax the information, I have to use my own money. Now I have to

go to a disciplinary hearing and I am worried about my job.” (Coach, Community Centre)

Coaches appreciated the opportunity to learn skills and receive qualifications with the training courses but

complained that they never received their certificates or that accreditation took far too long!

7.10.2 Job security

Coaches generally enjoyed their work but based on the low stipend, the part-time nature of the work and

the fact that they are all contract workers, many felt they lacked job security. Ideally coaches would like to

be permanent employees with benefits but they did realise that DCAS had limited resources.

“We love this job, but it’s difficult if you are not permanent. You have no benefits, no medical aid…and we have to pay

the rent you know. We love this job but maybe we have to leave if something better comes up.” (Coach)

“If it (another job) offers me better financial security, then I will leave.” (Coach)

“Where do we go from here? We do our coaching and get our levels but we want to grow from here.” (Coach)

7.10.3 Conflict between coaches and educators

Certain principals voiced dissatisfaction with coaches for merely doing a job and not delivering the

programme properly. Lack of reliability and discipline among coaches was a common complaint.

“Some people are serious about what they are doing and come here regularly and on time. But others are not. They

come late, they leave early and we are going to have problems with that. They get a salary. They decided on the job

and must pull their weight. They know when the school closes and have no excuse to be here late.” (Principal)

Principals also felt that coaches did not act as role models and give learners enough individual attention.

“These children need more than a plate of food, they need more than the adult present, they need more than the

coaching. They need someone to listen. They need the coaches to be excited about the programme.” (Principal)

Even more worryingly, educators claimed that NGO staff were often more reliable and motivated than their

DCAS counterparts, showing greater commitment and flexibility in delivering extra-mural activities.

Coaches are often discriminated against by school staff, seen as young, inexperienced and incompetent.

Educators may feel undermined and threatened by these coaches and are often critical of their work.

However, educators must be made aware that coaches are meant to help, not replace, them. Educators

can be involved with the programme and should be encouraged to share their expertise with coaches.

In certain districts, learners are attending MOD centre activities rather than representing their school in the

respective school league. This has led to conflict between sports co-ordinators and MOD coaches.

Caretakers are often uncooperative regarding access to the school and leaving the school open late enough

for activities to reach their conclusion. This needs to be clearly defined in the service agreement between

schools and the department, ensuring that school facilities are available for the required time.

MOD staff do not have the authority to transport learners to matches therefore the involvement of an

educator (as a manager) is imperative. While one coach accompanies a school team to matches, the other

coach should ensure the programme is run as normal. It is also important that a nominated educator

(usually sports master) oversees the work of MOD staff, ensures that they arrive and sign in on time,

deliver the programme accordingly and record data truthfully (e.g. attendance register). The presence of an

educator will ensure greater integrity of information presented by the MOD staff.


While the feeding programme has had an unprecedented success with learner attendance and nutrition

improving, and the involvement of another government department, it has had its challenges. Coaches

have reported teachers helping themselves to food reserved for the learners. In addition, the food has to

be shared often as numbers have increased since the initial outlay was made. Food, especially fruit, is

rotten at times and there have been reports of gangs and older children taking the food from others.

“Some kids go home to eat. Some come back late, others don’t come back. We must give everyone food.” (Coach)

7.12 Ideological Differences

Political tensions and ideological differences can hamper the programme. There is no doubt that certain

structures see the MOD programme as a threat to their interests and the established way of organising

sport. A clash of personalities and conflicting viewpoints do challenge the programme occasionally.

The directorate of sport development has to fulfil its mandate from SRSA but it must also work within the

framework of the Western Cape government. Given the specific history and context of the Western Cape,

and since it is the only province not governed by the majority party, the department is often caught

between conflicting tendencies. Furthermore, the Western Cape is the only province where the

department of Education has not set aside funding for school sport. While this does empower DCAS to take

control of school sport and introduce innovative concepts such as the MOD programme, it may add extra

responsibility and create confusion when responding to national directives. WCED, a major partner of

DCAS, is clearly affected by this exception to the rule.

Racism was not generally seen as an obstacle, though one principal mentioned that race dynamics did

affect learner involvement. There is still some degree of tension between historically black, coloured and

white communities in the Western Cape and this may impact the delivery of the programme.

“I hate to say but there is racism among learners. If we change to a black coach, black kids will come.” (Principal)

“We need the right coaches for communities. The language and demographics is important. There are times when

coaches are speaking in Afrikaans to African (black) learners. The kids complain to us about this.” (Coach)

7.13 Environmental Challenges

As the MOD programme targets schools most in need, there are many environmental and logistical

obstacles worth noting. Most schools have poor sporting facilities, making it difficult to provide a quality

service. The state of the playing field is often poor and learners often have to make do with tarmac, sand or

uneven surfaces. The large number of learners attending is a success but it does make it difficult for

coaches to control learners of different ages, genders and often even different schools. Additionally,

schools are not always forthcoming, or able to assist, with an administration space and allowing coaches to

access technology (e.g. fax machine, computer, printer, stationery) for their reporting purposes.

As mentioned earlier, the lack of equipment is a problem and equipment does not last long on poor playing

surfaces. High schools in particular appeared to only possess equipment for modified sport rather than

specific codes. Certain schools do not provide coaches with the necessary storage space meaning they have

to carry equipment to and from the centre, putting them at risk of robbery.

Weather conditions can hamper the delivery of the activity. Gale-force winds wreak havoc with coaches'

plans. Heat in certain districts (e.g. Winelands and Karoo) can be disruptive as learners are not meant to

play sport if the temperature is over 40°C, according to WCED. In such heat, sport is often cancelled or

starts later. Winter presents problems as many schools and farms do not have an indoor hall in which to

conduct activities so sport and recreation activities are often rained out. Coaches need to be flexible in this

regard, by running activities in classrooms and being creative with their sport and recreation plans.

Attendance is affected by the school timetable and factors beyond the coaches’ control. Numbers drop

during school holidays though a holiday programme is available. Exam preparation and examinations

themselves make it difficult for learners to attend. Special events or periods may conflict with the

programme, such as the athletics championships, during which many schools stop doing other sports.

Furthermore, numbers are low on Friday afternoons and too few Grade 7s attend in general. It is vital to

incentivise older learners and ensure that fun activities (e.g. intra-school matches) occur on Fridays.

7.13.1 Crime and Safety

Crime and safety is a major concern and it is expected that by keeping learners and youth off the streets

and away from social ills and deviant behaviour, the programme will help to create safer communities.

Further research is required into the relationship between adolescent crime statistics and social problems

and incidents in communities and the establishment of MOD centres in these same communities, working

with the South African Police Services (SAPS) and other relevant authorities.

As indicated earlier, there is an opportunity to involve the Department of Community Safety in the

programme to ensure that all centres are safe havens for learners and the community to participate.

While coaches provide some level of security as an adult and community figure, there are safety issues with

learners remaining after school and then having to head home later in the evening. Learners may be out of

harm’s way at a MOD centre but may not be safe on their way home, especially in gang-ruled

neighbourhoods. Vandalism of property is another problem. As a school opens up and becomes a

community hub, allowing other youth to participate, it may become exposed to crime and vandalism.

7.14 Talent Identification & SHARP Centres

SHARP Centres are usually held over a weekend and involve coaches and their selected learners staying at

the Western Cape Sport School, where the learners receive specialised coaching. The coaches usually

receive training at the same time, though the programme will adjust accordingly so that MOD coaches can

work alongside the high performance coaches and learn techniques and best practices from them.

Certain coaches objected to having to spend a weekend at the school. Others insisted they were only

informed late of the centres and were obliged to attend, irrespective of their prior commitments. It is

important that all training and weekend commitments are attended, within reason, by coaches.

“It (the centre) keeps you away from your family. I would like the option of going home and coming back.” (Coach)

The most talented learners at the SHARP Centres may be selected for the WCSS. Coaches feel they are

training learners and giving them false hope as so few make it into WCSS. Coaches are unaware of the

entry requirements for the school and have no feedback on how their learners have fared at the SHARP

Centres. In this regard, coaches would like scouts and coaches from federations, academies and other

bodies to attend the SHARP Centres so that their learners have a better chance of progressing in sport.

“I have boys who are good enough for Ajax but are not good enough for the sport school. It’s a problem.” (Coach)

“District manager has too much to handle. He needs people to help him…our district manager is doing a good job of

communicating to us…but it needs to come from head office to the district manager and down to us.” (Coach)

CHAPTER 8 - CONCLUSION

It is clear that the MOD centres are a flagship programme of DCAS and of the province, having been

endorsed by the Premier. The programme has attracted the support and attention of national government

and the fact that it may be adopted by SRSA is merely testament to the good work done.

The achievements of the programme are impressive since its inception in 2010. 181 MOD centres have

been established in underprivileged communities and over 12,000 learners have partaken in sport and

recreation activities. Over 450 community workers are employed as coaches and coordinators, not only

receiving an income but being capacitated through skills development and training programmes. 120

learners have been selected for the Western Cape Sport School and given an opportunity to excel at sport

while receiving top quality coaching, medical attention, education, nutrition and accommodation. The

programme has contributed to talent identification processes and the transformation of sport by ensuring

that youth from disadvantaged communities are given every chance to represent their region, province and

country. A separate report on the sport school illustrates the level of excellence attained.

The programme has contributed to improved school sport structures, complementing the reintroduction of

Physical Education as well as the formation of school sport leagues. The programme, especially the newly

introduced Focus centres have assisted with both the support and formation of club structures.

Beyond the playing field, the programme has contributed to the overall education system, resulting in

improved attendance and discipline as well as better academic performance at certain schools. Deviant

behaviour appears to have decreased with learners less likely to engage in drug abuse, sex, gangsterism

and other social ills. The programme has improved social inclusion and created a safe community space,

while clearly helping learners to boost their self-esteem, physical health and cognitive capabilities.

The Recreation Centres, piloted in 2010 in Hout Bay and Lavender Hill, have expanded to Khayelitsha and

Delft, and have been hugely successful. The introduction of music and dance classes has stimulated

learners and educators alike, and resulted in a number of showpiece performances by the schools. The

provision of food packs at 72 schools has ensured that learners do not exercise on an empty stomach and

there is potential for this feeding service to be expanded across the entire programme in time.

These are great achievements and should assist DCAS with leveraging support from other stakeholders.

There is certainly scope for Education and Social Development to become more prominently involved in

the programme. The relationship between DCAS and WCED with regard to the MOD centres needs to be

firmly established as both departments should support one another more closely. Social Development can

lend greater support, especially with counselling services. Other government departments may also

become involved. Health could certainly lend expertise in terms of nutrition and the effect of sports

programmes on the health and well-being of learners, while Community Safety could assist with the

security and safety at schools after hours. Within DCAS, the Arts and Culture section could figure more

prominently, especially with MOD Recreation Centres that boast libraries and promote music and dance.

The department should make a concerted effort to involve external stakeholders, including the private

sector and potential sponsors, civil society and NGOs that may already be working in these communities.

The marketing of the MOD programme needs to be elevated to ensure greater support and exposure.

While the achievements are impressive, there are a range of challenges facing the initiative. Greater

intersectoral collaboration, with other state departments and external stakeholders, is recommended.

Communication processes within the directorate are problematic and there is a need to streamline

reporting mechanisms across the province. In this regard a new Knowledge Management Information

System (KMIS) has been formulated to improve collection, safeguarding and sharing of information.

More effective monitoring and evaluation is necessary to ensure the programme does not only report

outputs but is able to show significant outcomes and impacts. This will allow management to make better

informed decisions regarding the allocation of resources and future of the programme. It is important that

relevant staff are genuinely included and respected in the decision-making process and updated as to the

directorate’s strategy as many officials feel marginalised within the current set-up.

The relationship with schools needs to be cemented with the signing of a Service Level Agreement and it is

important that school management and staff are adequately informed of the programme. It is clear that

the programme cannot succeed without educator support and their inputs must be taken on board. In

addition, district managers would do well to encourage parental and community involvement.

Bureaucracy clearly hampers the programme delivery as do a range of environmental challenges such as

the weather, a lack of facilities and equipment, crime and gangsterism. Furthermore, the capacity and

commitment of many coaches and coordinators is questionable and there is a need to ensure that the best

people are present at each MOD centre. There can be no excuses for failing to serve the public.

Different regions and centres follow different procedures and report varied results. While no two MOD

centres are the same, it is important to ensure due processes are followed for optimal delivery of the

programme. In this regard, a set of Standard Operating Procedures have been drafted to ensure best

practice, a unified approach and clear lines of accountability for all centres in the Western Cape.

There is pressure to open more MOD Centres and serve a greater number of schools and communities in

the Western Cape, which is ultimately the aim of the directorate. But there is a need to consolidate the

existing centres and ensure they are functioning while building models of best practice for the future.

As the programme has only been operational for two years and many facets of the programme remain

new, such as the Focus Centres, further research is warranted into the real impacts of the intervention.

There is a genuine need to move from output reporting to a results based monitoring framework.

In conclusion, it is clear that the MOD programme has made tremendous progress in ensuring access and

opportunity, mass participation, talent identification and skills development since its inception in 2010. The

programme has expanded significantly and faces a range of challenges which need to be investigated in

order for the programme to move forward. The directorate commits to further the growth and expansion

of the programme to ensure a creative, active and inclusive Western Cape.

REFERENCES

Internal Documents:

1. National Sport and Recreation Plan (2012)

2. Long Term Coach & Participant Development Framework (2011)

3. Draft School Sport Policy (2011)

4. School Sport SRSA-DBE MOU (2011)

5. SA Sport for LIFE Framework

6. DCAS Strategic Plan: 2010/11-2014/15

External References:

Coakley, J.J. (1994). Sport in Society: Issues and Controversies. (5th Ed). Mosby: London

United Nations (2003). Sport for Development and Peace: Towards Achieving the Millennium

Development Goals, New York: United Nations.

Department of the Premier (2012), State of the Province Address, accessed on 5 March 2012, available at:

http://www.westerncape.gov.za/eng/your_gov/3150/speeches/2012/feb/242106

Interviews:

Focus Group of Coaches (2012), Metro North Education District, 22 March 2012

Focus Group of Learners (2012), Hout Bay, 19 March 2012

Principal, Hout Bay High School, (2012), Hout Bay, 19 March 2012

District Managers, South-Western Districts, Oudtshoorn, 22 February 2012

Principal, Gamka-Oos Primary School, Calitzdorp, 22 February 2012

Learners, De Tuinen Primary School, Montagu, 22 February 2012

District Manager, Cape Winelands, Paarl, 24 February 2012

Coaches, Groenheuwel Primary School, 24 February 2012

Learners, Groenheuwel Primary School, 24 February 2012

Coaches, Lavender Hill High School, 1 February 2012

http://www.westerncape.gov.za/eng/your_gov/3150/speeches/2012/feb/242106