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This paper will evaluate the longitudinal effects of a basketball based intervention programme that targeted ten disengaged male secondary school students at a school in the Kent, England. The programme aimed to improve the behaviour and academic performance of the participants through a weekly intervention carried out by an external basketball player and coach providing academic support, mentoring and specially designed basketball sessions. Sports interventions have been deemed to provide a positive short-term impact on young people. However, researchers have identified the need for a longitudinal approach in order to examine the effects of such interventions post involvement as supported. This study involved five former Basketball Learning Intervention Programme (BLIP) members (with a mean age of 16.4 SD± 0.55 years) that were interviewed using semi-structured interview approach, 12 months after completing the intervention. Interpretative Phenomenological Analysis (IPA) revealed four superordinate and eleven subordinate themes. The four supeordinate themes were; ‘baseline behaviours pre-intervention’, ‘immediate outcomes of the BLIP’, ‘impact of the coach’ and ‘long standing transferable outcomes’. The results revealed an immediate impact in comparison to the baseline behaviours of the participants pre-intervention. The data suggested that one of the most effective aspects of the programme was the positive impact of the coach on the participants. More importantly, this is the only study to report long-term improvements amongst the participants in terms of behaviour and academics as a result of engagement in a sports based intervention.

international journal of disabilities sports and health sciences :

A Qualitative Investigation Into the Impact of the Basketball Learning Intervention Programme (BLIP) on Disengaged Secondary School Students in the United Kingdom