• Intented/expected and unintended/unexpected results of a school-based sport programme in context of poverty in South Africa.
• The NGO-funded running programme requires learners to run one kilometres per week to earn incentives, and to learn life skills such as goal setting (weekly distance run), resilience and teamwork.
• Collaboration between teachers and NGOs; Involvement of parents in sport activities.

South Africa- 15 schools from rural and township impoverished communities in the Western Cape and Eastern Cape Province

175 Children (learners) and 75 teachers

• Sponsors design programme and teachers deliver the programme in the schools.
• Donor-driven programme and indicators do not address many local needs and interests.
• Decision making between donors (the giver) and the local (the receiver) is not equally shared – where does the ownership lie?
• Social development cannot entirely be planned through logic frameworks and set indicators.
• Social development is the result of several and complex dynamics involving the individual, the
  family/household, the school, the community and the broader society.

• Intended results on school (meso-level of impact):
  • Increased recognition of the schools at local level as active schools
  • Better school attendance
  • Better sport performances
  • Decrease of anti-social behaviours
  • Parents empowerment and improved recognition of children achievements
• Unintended results on school:
  • Not adequate attention of teachers toward relational dynamics among children (episodes of bullying)
  • Collapsing Muslim children during fasting
• Intended results on children (micro-level of impact):
  • Everybody can be a winner during running (empowerment of children)
  • Perceived physical and psychological benefits/ behavioural changes at school (more discipline)
  • The impact on girls is higher compared to boys
• Unintended results on children:
  • Episode of bullying during running sessions/ episodes of violent revenge after running sessions

• The environment influences personal changes in behaviours, attitudes and values.
• Positive unintended consequences like leadership development and negative ones (lack of commitment) should be utilised for change in implementation and design of programme.

• Which are the unintended/unexpected and negative results of your programme? How can you use them to improve your practice? What role can incentives play in your programme?
• What external events or relationships influence your participants and can be hardly changed by your programme activities?