Youth, Transferability, and Sport-Based Interventions: Reopening and Rethinking the Debate on the “What” and the “How”

Abstract

Sport and physical activity is often utilized as a tool for engagement within interventions designed to support wider social and personal change for marginalized young people. The implicit discourse that underpins such interventions is the assumed transference of skills, qualities, and attributes acquired and developed through sport to broader societal contexts. However, there is a scarcity of studies that have critically examined this relationship. By way of correction, the purpose of this article is to examine the concept of transferability and explore how sport-based interventions might enable marginalized young people to thrive in other life domains. More precisely, the article calls for a rethink on what skills, attributes, and qualities might need to be transferred from sport-based interventions, while also outlining suggestions for how transfer might be facilitated. As a context for this discussion, the article draws upon empirical insights derived from a study of a youth-focused, golf-based intervention delivered in the south–west of England. Specifically, the article examines how providing opportunities for its youth participants to accumulate various forms of capital (rather than specific skills or qualifications) supported transfer, in combination with a pedagogical approach that resonated with notions of critical pedagogy.