Dr Janine Partington

This study investigates participation patterns and player retention in adult male club rugby in England at Level 8 and below. It aims to quantify the scale of participation and identify annual dropout rates across clubs at these levels. The research further explores the demographic and playing profiles of lapsed players to understand who is most likely to leave the game. Finally, it examines the key reasons underpinning player lapse, offering insights to inform strategies that enhance player retention and sustain community rugby participation.

Executive summary Purpose: Investigate adult male player drop-out trends in rugby union through interviews (n=24) and registration data to inform retention strategies. Key Findings: Player Lifecycle Drop-Offs: Drop-outs occur at key life stages: post-school, university transition, early career/family, and veteran phase (35+). Barriers Identified: Time pressures, lack of flexible formats, unclear pathways from junior to senior rugby, intimidating club environments, and limited non-playing roles. Segmented Player Profiles: The Transitional Player (18–24): Needs smoother club-university links and flexible, social formats. The Committed but Compressed (25–34): Seeks flexible play options with reduced pressure. The Evolving Veteran (35–45+): Needs injury-conscious options and non-playing pathways. The Community Loyalist & Disconnected Drop-In: Desire inclusive, social roles and better club culture/digital access. Strategic Recommendations: Bridge Transitions: Create formal pathways between school, university, and community clubs. Modernise the Offer: Expand flexi-formats (e.g., tag, pay-and-play), align schedules, and launch “Try Rugby” events. Revamp Club Culture: Promote inclusive environments, improve facilities, and celebrate all contributors. Enhance Access: Upgrade digital tools and club visibility to welcome returning/lapsed players.

These thoughts of a Sport England professional, in the wake of the announcement of the most far-reaching public sector cuts in a generation, spell out what sport and recreation development professionals have known for many years, namely that working in isolation is not an option. Since the onset of County Sports Partnerships, a more formal recognition has existed that it is unrealistic to expect resource-strapped sport development organisations to achieve all of their goals without a considerable amount of their work being undertaken collaboratively. This compulsion to pool resources is confirmed by Slack and Parent (2006: 164):

This book’s stated commitment to inclusive sport development is consummated in this and the following chapter as we consider the strategic implications of developing truly inclusive sport. What, if anything, is intrinsically different about the strategic development of sport compared to development through sport? How does this impact upon strategic decision-making and implementation? This chapter argues that assumptions of an irreconcilable division between community sport development (CSD) and sport-specifi c development (SSD) are conceptually fl awed, and that attempting to work in either of these settings in isolation from the other impairs progress. We will examine the common weaknesses of the two approaches and consider how greater collaboration may lead to improved strategic outcomes.

This thesis analyses how the role and remit of local government sport development has changed since the emergence of sport development as a service area under the Conservative administration of the 1980’s. The research is distinctive as it focuses explicitly on sport development services in local authorities, an under-researched area of public policy. The methodology utilised desktop research to identify changes to structural arrangements for sport development services across 75 local authorities in the North of England. This informed the development of a Typology of Local Government Sport Development which identified the different structural models used to these services. The implications of each model on sport development policy and practice are considered, acknowledging tensions in service delivery, and identifying key drivers of provision. In addition, six local authority case studies were undertaken representing different structural arrangements and delivery models.Analysis is underpinned by a theoretical framework which combines insights from discipline areas including political science, policy studies and organisational theory. The framework predominantly draws upon theories of new institutionalism to demonstrate that local government sport development policy and practice is shaped by a combination of macro institutional pressures and agentic influences within each authority. Sport development provision is identified as ‘decentred’ due to increasing agentification of services. Public health is identified as a key driver of provision, with sport development services being strategically ‘repositioned’ to reflect this. Shifts in national sport policy combined with ongoing impacts from austerity measures has led to the ‘invisibility’ of sport development in many authorities with services marginalised into other departments or renamed to better reflect synergies with the health agenda. Changing resource dependencies and asymmetrical power relations are acknowledged within the organisation field, affecting the position of local authorities in the wider sporting landscape.The thesis encourages readers to re-think sport development – it challenges traditional notions of local government sport development and highlights the changing professionalism of sport development practitioners.

The field of sports development is becoming ever more professional, with the levels of expertise in planning and efficiency required of those working in private or national sports institutions higher than they have ever been. In response to this, strategic sports development has emerged as a means of applying business strategies to the context of sports development. Strategic Sports Development is the first book to directly address this important new field. The book comprehensively explains the strategic concepts and techniques that sports students and practitioners across the UK and internationally need to understand. It includes: national and local case studies that appraise existing strategic management practice in sports development separate full introductions to sports development and business strategy a range of tasks and resources that encourage the reader to develop knowledge, skills and competencies through the application of theory to practical examples the application of strategic management principles to the development of sport and development through sport everything the reader needs to engage meaningfully with the relevant National Occupational Standards for the sport development profession. Strategic Sports Development is designed to help students develop the practical skills needed to contribute to development strategy in a vocational context, and give practitioners the confidence and know-how to improve the strategic development of their sports organization. This book is essential reading for all students and practitioners of strategic sports development, and a valuable resource for students of sports management or development in general.

Local authorities in the United Kingdom are key providers of sport and recreation opportunities and therefore important contributors to the implementation of sport policy. However, these services are non-statutory (not required by law), in addition to which the policy landscape is constantly changing according to the preferences of the current national government. As a result, individual local authorities have had to move with the times, adapting their delivery models in order to maintain the provision of sport and recreation at a local level. This chapter thus explores how local authority provision has changed in recent decades, focusing on how sport policy and other external influences such as austerity measures and the Covid-19 pandemic have shaped and reshaped service provision. The impacts of successive governments are considered, illustrating the often stark differences in attitude and approach as well as the similarities. The chapter closes by considering the challenges facing local authorities as implementers of sport policy in an uncertain future.

The COVID-19 pandemic had profound implications for our social and leisure lives. This chapter illustrates the important role that outdoor recreation, in this case Walking for Health groups, can play in creating and supporting community resilience during unprecedented social catastrophes. The research draws upon the community capitals framework to illustrate how physical activity can be developed and delivered with sustainability and community-resilience in mind. The research demonstrates how access to community capitals-as-resources enabled continued social and sporting participation even during COVID-19 lockdowns. Findings provide insight into the lived experience of participants’ negotiation of health and social catastrophes, whilst also indicating how future place-based physical activity provision could be developed ways that are conducive to community resilience.

Structuration theory appears to have been overlooked or neglected by sport sociologists, perhaps to the detriment of our ability to grasp the complex and myriad factors at play in sport policy, process and practice. This chapter provides an introduction and overview of the central tenets and concepts of structuration theory, which will be especially useful for those exploring theoretical frameworks for researching sport and class. In doing so the chapter provides a primer, detailing the conceptual utility and empirical applications in the context of community sport research. The chapter will be of particular interest to researchers who have minimal understanding of structuration theory, but who would like an accessible introduction with ample examples of potential application and indicative future research lines of enquiry to help ground otherwise abstract ideas. For those with an existing grasp of structuration theory, the chapter provides a useful reminder of the nuance of structuration theory as well as the breadth and ambition of Giddens’ wider works.

How can community empowerment be most effectively achieved through the use of sport? In a case study of a bespoke voluntary sector project, an action research approach revealed insights into effective community empowerment. Although focused on a comparatively small project within a provincial UK town, the issues addressed and lessons learned can be generalised and transferred much more universally to community-based sports delivery. Detached from mainstream providers, and more agile and responsive to local needs, the project succeeded in achieving a very local degree of ownership and control. The study revealed the limitations of much mainstream provision and some of the sustainability vulnerabilities of small-scale projects, with funding dependencies in delivering broader structural change. The project challenged many of the values and approaches of its larger statutory neighbours and signified exemplary good practice. It demonstrated how to achieve sustainable community development despite its own funding being in jeopardy. And it further challenged its statutory neighbours to consider adopting its practices, investing in the project's long-term future or presiding over its eventual demise.

The COVID-19 pandemic had profound implications for our social and leisure lives. This chapter illustrates the important role that outdoor recreation, in this case Walking for Health groups, can play in creating and supporting community resilience during unprecedented social catastrophes. The research draws upon the community capitals framework to illustrate how physical activity can be developed and delivered with sustainability and community-resilience in mind. The research demonstrates how access to community capitals-as-resources enabled continued social and sporting participation even during COVID-19 lockdowns. Findings provide insight into the lived experience of participants’ negotiation of health and social catastrophes, whilst also indicating how future place-based physical activity provision could be developed ways that are conducive to community resilience.

Structuration theory appears to have been overlooked or neglected by sport sociologists, perhaps to the detriment of our ability to grasp the complex and myriad factors at play in sport policy, process and practice. This chapter provides an introduction and overview of the central tenets and concepts of structuration theory, which will be especially useful for those exploring theoretical frameworks for researching sport and class. In doing so the chapter provides a primer, detailing the conceptual utility and empirical applications in the context of community sport research. The chapter will be of particular interest to researchers who have minimal understanding of structuration theory, but who would like an accessible introduction with ample examples of potential application and indicative future research lines of enquiry to help ground otherwise abstract ideas. For those with an existing grasp of structuration theory, the chapter provides a useful reminder of the nuance of structuration theory as well as the breadth and ambition of Giddens’ wider works.

Once described as the ‘cutting edge’ of sport development practice, community sport development (CSD) reflects concern for how conventional club and facility-focused development often failed to realise the ambition of ‘Sport for All’. Community models are central to CSD, born from the realisation that top-down sport policies often fail to address sporting and social exclusion in diverse communities. Current efforts to address inequalities in sport are at risk of reinventing the wheel. Recent policy and initiatives claim newness but may be more accurately identified as a case of ‘old wine in new bottles’ or ‘inititivitis’. As a result, CSD practice has become almost ahistorical. Existing literature provides a thorough account of government intervention and interest in sport development. However, a comprehensive account of CSD as a distinct policy area remains absent. This chapter will address this omission. It will conceptualise CSD as a distinct area of sport development and chart its evolution over the past 40 years. It will address key principles and processes central to future policymaking. Recognising and learning from past CSD efforts and incorporating lessons into future policy will be essential in alleviating persistent sporting and social inequalities.

This chapter explores the relationship between sports development and social justice, focusing on community sports development policy and practice within the UK. Social justice is conceptualised as the equitable distribution of resources and opportunities, while sports development is framed in the chapter as the intentional use of sport to address societal inequalities and injustices. Despite persistent systemic barriers, sport is often heralded as a tool for promoting inclusion, reducing inequalities, and empowering communities. The chapter critiques these assumptions and highlights the complexities of achieving social justice through sport. Using StreetGames as a case study, four best-practice principles are proposed: emphasising place-based strategies, prioritising community development approaches, adopting holistic, joined-up methods to understand and tackle social inequalities, and prioritising robust monitoring and evaluation. These principles challenge traditional top-down methodologies, advocating for sustainable, community sports development programmes that address root causes of injustice. While sport holds potential as a catalyst for systemic change, achieving genuine social justice requires the sector to work holistically to align sports development with broader societal reforms.

The England and Wales Cricket Board (ECB) are keen to increase the participation of British Asian groups, including those of British Pakistani Muslim (BPM) backgrounds, at mainstream levels of the game in order to meet their twin strategic aims of raising participation levels and fostering elite development. We argue that the potential to include BPM men in and through cricket is achievable, but strategies to engage them must address their social needs and circumstances rather than be superficial and tokenistic. Cricket agencies and bodies must be willing to adapt and change to become more inclusive, and indeed supportive of real meritocracy. Using research testimonies garnered from interviews with BPM men who play cricket at amateur mainstream and/or alternative formats of the game, we identify and forward strategies that can be activated by cricket development officers in order to create new possibilities for the social inclusion of BPM men.

The final phase of Sport England’s consultation on their new 10-year strategy, due early 2021, is coming to a close. Their purpose to “transform the nation’s relationship with movement, physical activity and sport” got us thinking about what we would like to see in the new document, especially in relation to our shared interest in inclusive community sport practice.

There is an increasing demand for sport and leisure programmes to demonstrate their contribution to broader social outcomes. However, demonstrating social impact is a challenging endeavour in both theory and practice. There is a need for measures that sufficiently capture the complexity of participant experience whilst being practicable for those engaged in the delivery and management of sport and leisure activities. Through the adaptation of a Sense of Community (SoC) scale, this research note presents one such measure in the context of a community Walking for Health group. With further validation, the measure presented here may provide a reliable social impact assessment instrument to capture participants’ relationship to, and strength of feelings about, being part of a community. This exploration will be of interest to those seeking to understand and rigourise the social value of sport and physical activity provision.

This is the first book to explore in breadth and in depth the complex intersections between sport, leisure, and social justice. This book examines the relations of power that produce social inequalities and considers how sport and leisure spaces can perpetuate those relations, or act as sites of resistance, and makes a powerful call for an activist scholarship in sport and leisure studies. Presenting original theoretical and empirical work by leading international researchers and practitioners in sport and leisure, this book addresses the central social issues that lie at the heart of critical social science - including racism, sexism, homophobia, transphobia, ableism, religious persecution, socio-economic deprivation, and the climate crisis - and asks how these issues are expressed or mediated in the context of sport and leisure practices. Covering an incredibly diverse range of topics and cases - including sex testing in sport; sport for refugees; pedagogical practices in physical education; community sport development; events and human rights; and athlete activism - this book also surveys the history of sport and social justice research, as well as outlining theoretical and methodological foundations for this field of enquiry. The Routledge Handbook of Sport, Leisure and Social Justice is an indispensable resource for any advanced student, researcher, policymaker, practitioner, or activist with an interest in the sociology, culture, politics, history, development, governance, media and marketing, and business and management of sport and leisure.

Aim and Research Questions This presentation will provide a summary of the findings of an ongoing research project undertaken on behalf of the Rugby Football Union (RFU) which aims to analyse the key factors causing dropout of adult male players from the community game in England. It will share findings from a qualitative study undertaken in year two of the project with adult male players who had either reduced their playing time or stopped playing which aimed to: 1. Identify the main reasons for dropout 2. Understand how playing experiences impacted on player decisions to reduce or stop playing 3. Generate recommendations for the RFU to reduce dropout Theoretical Background and Literature Review The research draws upon the leisure constraints model developed by Crawford and Godby (1987) which identified structural (environmental), interpersonal and intrapersonal constraints. The model attempts to articulate how leisure activities fit into an individual’s life, with ‘constraints’ identified as reasons why an individual may not engage in a particular behaviour (Jackson, 1988) or decide to disengage (Samdahl and Jekubovich, 1997). Intrapersonal factors focus on the individual and their personal circumstances. Previous studies of adult dropout from sport identify enjoyment and interest, and family and time commitments as key factors particularly as participants age. Other studies (cf. Perry, 2013; Monteiro et al., 2017) identify perceptions of ongoing competency and ability as particularly significant. Interpersonal factors focus on the interactions and relationships between individuals (Samdahl and Jekubovich, 1997); in this study, the relationship between the player and teammates or others within the club environment. Research in this area highlights the importance of team dynamics and club culture with these factors linked to the sense of belonging a player may feel (cf. Jenkins et al., 2018). Finally, structural factors are taken to refer to the broader rugby environment. Within this category, studies highlight the influence of training and game demands (Larson et al., 2018) and appropriate levels of competition (Lim et al., 2011), whilst specific research into rugby union by Oliver et al. (2022) suggest that fears around concussion are increasingly influential on decisions to dropout. Research Design, Methodology and Data Analysis 25 qualitative semi-structured interviews were undertaken with adult male players aged between 23 and 65 years from within the community game in England. All players had played at Level 8 or below on the RFU’s community game structure (these are the lowest levels of competitive rugby union). Data from the interviews was thematically coded using the leisure constraints model as an initial framework, applying a template analysis (King, 2012) approach to thematic analysis. Sub-themes were developed within each main category. Each researcher individually coded their own interviews according to this framework. Following the initial coding, the team met to discuss and review each theme collaboratively, to sense-check interpretations of the data and ensure consistency across the coding process. Results/Findings and Discussion Findings were structured against the three categories within the leisure constraints model. Inline with Crawford, Jackson and Godbey’s (1991) revision of the leisure constraints model as a single integrated model rather than three discrete categories, the research identified that factors across the three categories were often interlinked and thus a combination of reasons served to trigger dropout. For example, some participants cited multiple factors such as injury, perceived reductions in competency and shifting club cultures as pre-empting their decisions to stop playing. The data also strongly highlighted the importance of player development – with this being central to enjoyment and playing longevity – many participants cited that they felt unable to improve their playing ability further – this becoming a source of frustration and ultimately a reason to stop playing. Finally, in relation to the broader rugby environment, the competition structure was identified as a key barrier particularly at Level 8 and below. Frequent match cancellations, long-travelling times to away games, and unpredictable levels of competition were highlighted as significant influences on decisions to dropout or be more selective about which matches to play in (this reducing their playing time). Conclusion, Contribution, and Implication Key recommendations for the RFU included creating welcoming club environments that focus equally on all teams and have a strong social offer, the provision of more position-specific coaching for players, and finding ways to fit rugby more flexibly into players lives for example by considering ‘pay and play’ offers. The popularity of activities like Hyrox, Padel, CrossFit, and Parkrun shows a growing demand for accessible, time-efficient sporting experiences — a trend rugby need to learn from and adapt to. Findings will be used by the RFU to inform future interventions within the community game. They will also inform year three of the broader research project – helping to focus additional research and evidence gathering. The findings are also relevant to other sport federations whose ambitions are to strengthen their participation base and improve player retention.

This presentation will provide a summary of the findings of a research project undertaken on behalf of the Rugby Football Union (RFU) in England between May-July 2024. The project focused on developing an enhanced understanding of the factors that influence university to club transition for female rugby union players. Anecdotal evidence from the RFU suggests that less than 50% of players within university programmes continue playing rugby union post-graduation. Therefore, the study specifically aimed to analyse the motivations for participation in university programmes, the desire to continue playing post-university and the key influences on this, and to better understand the rugby union ‘offer’ within universities. The findings from the study will be utilised by the Rugby Football Union to inform the implementation of their Legacy 2025 strategy. This focuses on harnessing the impact of the Women’s Rugby World Cup due to be held in England in 2025, with club transition one element of the playing and volunteering strand of the strategy. Research highlights that ‘tracking’ of participation in sport is a challenge for governing bodies, yet this data remains crucial to their ability to understand key transition points such as from age group into adult categories, from university into community provision, and from adult into masters’ opportunities. van Houten et al. (2019) highlight five major life-events that are significant on sport participation with the transition out of full-time education into employment recognised as a key event. These ‘transition events’ change an individual’s roles and responsibilities therefore impacting upon their leisure time and preferences (Bell & Lee, 2005; Wolman & Fraser-Thomas, 2017). Steveson and Clegg (2011) recognised that engagement in extra-curricular activities such as sport whilst at university can be a way of students orientating themselves towards their future imagined selves – therefore a key focus of this research was to develop a better understanding of the motivations behind student engagement with rugby programmes. And whilst the study does not seek to compare the experiences of male and female students, it was cognisant of the different motivations female students may have for playing sport at university compared to male students, and the different experiences they may have whilst doing so with recognition that this may impact on sporting transitions after graduation (Rintaugu & Ngetich, 2012; Phipps, 2021; Sáez, Solabarrieta & Rubio, 2021). At present, much of the research on the experiences of athletes within university sport settings tends to focus on elite athletes – those who are engaged with performance pathways, not necessarily those playing at lower competitive levels or who are participating in social or recreational programmes (see; Brown et al, 2015; Mateu et al, 2020). Research by Mateu at al. (2020) on elite athletes within university sport settings identified tensions between training and study time. Although many students playing rugby at university are not on elite pathways, they are still likely to experience competing demands on their time, particularly if they are also engaged in part time work, something that has become a necessity recently for many students in the UK due to cost of living increases (ONS, 2023). This combination of pressures may result in dropout from sport whilst studying – this being an important consideration for those responsible for rugby programmes within universities and for governing bodies hoping to foster lifelong participation and connections with their sport. Furthermore, whilst Wolman and Fraser-Thomas (2017) identified strategies used by community clubs to support players to transition from age group programmes into senior teams such as gradual introduction to the senior (adult) level, a focus on skill development, fitness, and health, flexibility in programming, and providing opportunities for leadership roles, very little is known about how attending university disrupts or impacts upon these strategies. Research on career transition for student athletes also offer useful insights for this study. Many of these studies tend to be based within North America and/or focus on elite athlete career transitions (see: Knights, Sherry & Ruddock-Hudson, 2016; Stokowski, Paule-Koba & Kaunert, 2019; Stambulova, Ryba & Henriksen, 2021) with limited studies focusing on transitions from university into broader physical activity or community sport (see: Bjornsen-Ramig et al., 2020; Smith & Hardin, 2020). Smith and Hardin’s (2020) study identify different phases within an athlete’s journey through university namely, moving in - compatibility, moving through - identity directly tied to sport, and moving out - redefining oneself. Using this framework, key considerations in this research involve exploring; how and why female students decide to participate in rugby whilst at university, how this connects to their self-identity, and what influences their decision to either continue playing post-graduation or reach what Park, Lavallee and Todd (2013) describe as a ‘retirement point’. Other studies also emphasise the psychological aspects of transition such as the emotional preparedness of students to ‘move on’ (Bjornsen-Ramig et al., 2020; Mateu et al., 2020). Findings suggest that those students who planned for or attained career-related experiences were more likely to maintain a physically active lifestyle once they had graduated. Meanwhile, broader studies on university-career transitions (see for example: Donald, Ashleigh & Baruch, 2018) suggest that career advice received whilst studying is influential on graduate destinations. There are clear parallels here with sporting transitions, particularly the importance of students receiving social support and mentoring from lecturers, coaches, and sporting administrators to support university-club transitions (particularly to support the ‘moving out-redefining oneself’ phase) (Stokowski, Paule-Koba & Kaunert, 2019; Bjornsen-Ramig et al., 2020; Smith & Hardin, 2020; Stambulova, Ryba & Henriksen, 2021). Therefore, a further aspect of this research involved exploring how universities support sporting transitions. The study used a two-phase survey-based approach to generate insights into the factors that influence university-club transition. This involved capturing data from female players currently studying and playing rugby at English Universities plus recent graduates, and secondly from club or university administrators responsible for managing rugby union programmes within universities. The survey targeting female players was distributed via university rugby clubs/programmes, relevant social media sites, personal networks of the research team and RFU staff, and networks connected to other relevant sport organisations such as British Universities and College Sport (BUCS). There are currently 6 women’s leagues for full contact 15-a-side rugby union within the British Universities and Colleges competitions with many universities also offering opportunities for female students to play sevens rugby or engage with social/recreational opportunities such as Touch Rugby. The research aimed to achieve 500 survey responses from current and past students representing a range of playing abilities and levels – with the RFU particularly interested in exploring the experiences of non-elite players. The survey targeting university administrators was distributed directly to relevant personnel within universities (a total sample of 139 universities across England) via existing professional connections. Both surveys went ‘live’ at the end of May 2024 with a four-week window for completion. The surveys used predominantly closed questions with a limited number of open questions used to seek additional explanations/detail. Data from female players was analysed using cluster and latent profile analysis to develop different player profiles based on their desire to play, motivations and playing history. Analysis was also conducted to identify reasons for drop-out or ‘retirement’ and to explore how career transition impacted on continued participation in rugby. Data from the university clubs was analysed to highlight key characteristics of rugby programmes – specifically focusing on how players were recruited, supported, and enabled to transition into community rugby opportunities. As the research is currently ‘live’ – findings from the study were not available at the point of abstract submission but will be available and presented at the conference. The findings of the study will be used by the RFU to develop strategies to enhance player recruitment and retention within university rugby clubs, support players to transition into community clubs (thus maintaining their participation in the sport) and to provide improved support to university sport administrators responsible for delivery of sport provision for students. The insight generated from the research is also likely to be of interest to other governing bodies of sport seeking to maintain and support their ‘core market’ (existing players) as well as grow their sport. It will also add value to the existing knowledge base around sporting transitions, and contribute to an gap in knowledge around transitions from university into community sport.