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TRIALS TO TRAILS:
ENGAGING AT-RISK YOUNG PEOPLE
THROUGH MOUNTAIN BIKING
Evaluation of a Mountain Biking Program in Midland
May 2018
Nuala E. Chapple, Jake W. N. Smith, Nicholas J. R. Wood,
Shannen R. Vallesi and Lisa J. Wood
School of Population and Global Health, The University of Western Australia
Authorship
This project was undertaken by researchers from the School of Population and Global Health at the
University of Western Australia, and was commissioned by the Department of Local Government,
Sport and Cultural Industries (DLGSC).
Acknowledgements
We would like to acknowledge Dr May Carter from DLGSC for the opportunity to undertake this
project, and for the advice and expertise she provided throughout.
We would also like to thank Chrystie Flint and Graham Cox from Swan City Youth Service for their
assistance throughout the project, as well as the Dismantle BikeRescue team, and Jenny Wardle and
her staff at Rock ‘n’ Roll Mountain Biking for welcoming us to the trails!
Finally, we would like to thank all of the participants in the Midland Mountain Biking Program for
sharing with us their insights and experiences of the program.
Disclaimer
Photos depicting individuals were incorporated with permission from Swan City Youth Service.
The opinions in this report reflect the views of the authors and do not necessarily reflect those of
DLGSC. No responsibility is accepted by DLGSC for the accuracy or omission of any statement, opinion,
advice or information in this publication.
Suggested Citation
Chapple N, Smith J, Wood N, Vallesi S and Wood L. (2018). Trials to Trails: Engaging At-Risk Young
People Through Mountain Biking. School of Population and Global Health, The University of Western
Australia. Perth, Western Australia.
Copyright
Copyright © 2018 by the School of Population and Global Health, UWA
All rights reserved.
Final version for distribution: 17 July 2018
CONTENTS
List of Figures ....................................................................................................................................... i
List of Tables ........................................................................................................................................ i
List of Boxes ......................................................................................................................................... i
Executive Summary ................................................................................................................................. ii
Background ......................................................................................................................................... ii
Methods .............................................................................................................................................. ii
Key Findings ........................................................................................................................................ ii
Conclusion .......................................................................................................................................... iii
1. Introduction .................................................................................................................................... 1
1.1 Background ............................................................................................................................. 1
1.2 The Midland Mountain Biking Program .................................................................................. 2
1.2.1 Background to Target Group and Setting ....................................................................... 2
1.2.2 Mountain Biking Project Scope and Aims ....................................................................... 2
1.3 Evaluation and Objectives ....................................................................................................... 3
2. Methods .......................................................................................................................................... 4
2.1 Surveys .................................................................................................................................... 4
2.2 Interviews ................................................................................................................................ 4
2.3 Observation ............................................................................................................................. 5
3. Results ............................................................................................................................................. 6
3.1 Demographics ......................................................................................................................... 6
3.2 Attendance .............................................................................................................................. 7
3.3 Physical Activity....................................................................................................................... 7
3.4 Self reported health ................................................................................................................ 8
3.5 Life Skills .................................................................................................................................. 8
3.6 Community Involvement ...................................................................................................... 10
3.6.1 Prior Involvement in Sport and Recreational Activities ................................................ 10
3.6.2 Barriers to Involvement ................................................................................................ 10
3.6.3 Strategies to Increase Engagement and Community Connection ................................ 11
3.6.4 Reasons for Participating in the Mountain Biking Program .......................................... 11
3.6.5 Involvement in Leadership or Volunteering ................................................................. 12
3.7 Community Belonging ........................................................................................................... 13
3.8 Wellbeing .............................................................................................................................. 14
3.9 Program Satisfaction ............................................................................................................. 16
4. Discussion ...................................................................................................................................... 17
4.1 Participation and Engagement .............................................................................................. 18
4.2 Physical Activity..................................................................................................................... 18
4.3 Life Skills ................................................................................................................................ 19
4.4 Leadership and Mentoring .................................................................................................... 19
4.5 Wellbeing and Belonging ...................................................................................................... 20
4.6 Limitations............................................................................................................................. 21
5. Conclusion ..................................................................................................................................... 23
6. References .................................................................................................................................... 24
Appendix 1: Outcomes from Previous Research .................................................................................. 26
Appendix 2: Attendance Figures ........................................................................................................... 27
Appendix 3: Recruitment Posters ......................................................................................................... 28
Appendix 4: Pre-program survey .......................................................................................................... 29
Appendix 5: Post-program survey......................................................................................................... 31
Appendix 6: YES Post-Program Survey .................................................................................................. 34
Appendix 7: Discussion Guides ............................................................................................................. 37
i
LIST OF FIGURES
Figure 1: Number of Respondents for Pre-program and Post-program Surveys ................................... 4
Figure 2: Pre-program and Post-program Survey Responses Regarding Self-Reported Health ............. 8
Figure 3: Pre-program Survey Responses Regarding Reasons for Not Participating in a Club/Group . 11
Figure 4: Pre-program Survey Responses Regarding Participants Motivations for Joining Program ... 12
Figure 5: Post-program Survey Responses Regarding Likelihood Participants Will Continue Mountain
Biking ..................................................................................................................................................... 13
Figure 6: Impact On Motivation To Engage In Other Recreational Activity .......................................... 13
FIGURE 7: PRE VERSUS POST-SURVEY RESPONSES REGARDING COMMUNITY BELONGING ................................... 14
Figure 8: Pre-Program Versus Post-Program Survey Responses Regarding Self Esteem ..................... 15
Figure 9: Key Outcome Domains ........................................................................................................... 17
LIST OF TABLES
Table 1: Program Attributes.................................................................................................................... 3
Table 2: Participant Demographics ......................................................................................................... 6
Table 3: Key Life Skills Facilitated By Program ........................................................................................ 9
Table 4: Weekly Attendance At Each Program ..................................................................................... 27
Table 5: Attendance Rates per Person at each Program ...................................................................... 27
LIST OF BOXES
Box 1: Case Study - Above and Beyond .................................................................................................. 6
Box 2: Case Study – Never Give Up! ..................................................................................................... 10
Box 3: Case Study - Linking In With Other Support Services ................................................................ 11
Box 4: Mountain Biking as a Social Conduit .......................................................................................... 21
EXECUTIVE SUMMARY
BACKGROUND
The Midland Mountain Biking Program was a pilot
project to foster recreational activity engagement
and pro-social skills in at-risk young people.
Young people in disadvantaged areas have less
opportunity and resources for recreational
activity, and proactive strategies to address this
are warranted. This pilot program was
undertaken in the Perth suburb of Midland which
ranks in the lowest quintile of socio-economic
disadvantage in WA and experiences high rates of
youth unemployment.
The pilot program was funded by the Department
of Local Government, Sport and Cultural
Industries, and undertaken in partnership with
Swan City Youth Service (SCYS). The program ran
for six weeks and consisted of two weekly
components: a ‘BikeRescue’ maintenance and
bike rebuild program run by Dismantle at SCYS in
Midland, and a mountain biking skills session at
Rock ‘n’ Roll Mountain Biking in Kalamunda.
RATIONALE
A review of evidence undertaken recently by the
UWA research team found that non-traditional
recreational activities resonate with individuals
who are socially at-risk, and that participation in
mountain biking and other outdoor recreation
programs can facilitate the development of
interpersonal and life skills, and improved risk
assessment, problem solving and decision making
skills.
Outdoor recreation activities for at-risk young
people have been linked to improved mental
health and wellbeing outcomes, including sense
of belonging, self-esteem, resilience, and better
physical health.
The Midland Mountain Biking Program was
instigated as an opportunity to trial the potential
of mountain biking as a conduit for these
outcomes.
This report summarises the evaluation of the pilot
program and its impact on participants, and
provides evidence to support the continuation
and expansion of the program in the future.
RESEARCH OBJECTIVES
The main aim of this evaluation was to assess the
social and developmental benefits of mountain
biking as a way of engaging young people in
recreational activity. The impact of the program
across six domains was considered; these
included the development of life skills; leadership
and mentoring skills; and bike maintenance
knowledge and skills; along with impacts on
physical activity; health and wellbeing; and
connection to community.
METHODS
This evaluation was conducted by researchers
from the University of Western Australia. It was a
mixed methods evaluation, comprising
interviews with participants and facilitators, pre
and post-program participant surveys, and
researcher observations.
KEY FINDINGS
PARTICIPANT DEMOGRAPHICS
There were 19 individual participants across the
two program components, of which, two-thirds
(68%) were male. The average age of participants
was 19 years old (range 14-25). A third (32%) of
participants were of Aboriginal or Torres Strait
Islander descent.
PARTICIPANT ENGAGEMENT AND ATTENDANCE
“… It’s just outstanding, the commitment that
some of these young people have made
consistently for the past five to six weeks.”
The young people participating in this pilot
program have complex lives, and regular
commitment to attend programs can be
challenging. Whilst continuity of attendance was
variable, staff at the Swan City Youth Service
commended the program on the high level of
interest and attendance it engendered from this
group of at-risk young people. The flexibility of
the program to accommodate participants who
iii
may not be able to attend both sessions every
week was an important positive.
PHYSICAL ACTIVITY AND HEALTH
Among this cohort physical activity is not typically
a regular or structured venture, with many
unaware of or unable to access programs in their
area. The mountain biking skills sessions exposed
participants to such a program, with a number
expressing their desire to continue with mountain
biking or explore other similar programs. An
underlying aim of the program was to encourage
participants to ‘have a go’ at something they
might not have tried before, and it is hoped that
this has a positive ripple effect on the uptake of
other sport and recreational activities in the
future.
LIFE SKILLS
“It helped build my resilience because mountain
biking is very challenging and really scary. But
once you’ve done it you know you can achieve.”
Interviews with participants and program
facilitators highlighted the strong impact of the
program on development and facilitation of a
range of life skills including resilience and
perseverance, teamwork, leadership and
mentoring, and risk management.
COMMUNITY INVOLVEMENT & CONNECTION
There was an increase in self-reported
community involvement from pre- to post-
survey. In addition, participant interviews
indicated increased feelings of belonging and
acceptance within community over the course of
the program.
SELF- CONFIDENCE AND WELLBEING
“It was rewarding making a bike. I’ll have
completed something.”
Positive shifts were observed in the survey
questions relating to wellbeing and self-esteem.
The impacts on confidence, self-belief and sense
of achievement derived from both the mountain
biking rides and the bike assembly components of
the program were also recurring themes in the
interviews of participants and program
facilitators.
PROGRAM SATISFACTION
“I'd do this program all over again. Without
hesitation… I had a good time. It gave me
something to look forward to. Something to do,
something to learn”
Participant feedback about the program was
overwhelmingly positive, with all participants
stating that they would recommend the program
to a friend. Feelings of friendship, acceptance and
togetherness were among social benefits cited.
SCYS staff noted that high level of enthusiastic
engagement in the program.
CONCLUSION
The findings of this evaluation support the merits
of continuing and expanding this type of program
as a means of engaging young people with less
access or receptiveness to mainstream sporting
and recreational opportunities. As reflected in
the feedback from participants and program
facilitators, a raft of beneficial outcomes emerged
as an important byproduct of the hands on bike
maintenance and mountain bike riding activities.
The pilot is commendable given the short
duration of the program and is a testament to the
potential to make a difference in the lives of at-
risk individuals.
The mental health of young people is a high
priority nationally and within WA, and it is
pertinent to note that many of the life-skills
fostered through this program are protective
factors for mental health including resilience,
social interaction and sense of belong. Broader
life skills such as risk assessment, critical thinking
and problem solving are vital for young people
making their way into adulthood in an
increasingly complex and unpredictable world.
In light of these understandings, there is
considerable need to continue the program, and
great scope for the program to be expanded to
reach further cohorts across Western Australia.
1
1. INTRODUCTION
“It’s funny what a big hill can do to people”
– Rock ‘n’ Roll Coach
1.1 BACKGROUND
The Midland Mountain Biking Program was initiated as a pilot project to provide marginalised and
socially at-risk young people with an opportunity to develop mountain biking skills and to participate
in a bike maintenance and rebuild program. This evaluation was commissioned by DLGSC to gauge the
level of engagement and the impact of the program.
Over the past decade mountain biking has become increasingly popular as a recreational activity and
form of exercise, and mountain biking programs are subsequently becoming more common in schools
and youth programs.1 While mountain biking has typically been viewed through a physical activity lens,
there are wider developmental and social benefits that arise through participation in the activity.2
Many of these benefits align with those discussed in literature as applicable to outdoor recreation
programs more generally. In particular, the concepts of ‘safe danger’3 and ‘controlled risk’ (common
to outdoor recreational programs) are often touted as desirable aspects of childhood development,
helping to deliver positive outcomes and improve participant wellbeing.4-6 Improved leadership and
teamwork skills are consistently noted outcomes of activities involving safe danger, as individuals are
given the opportunity to develop their communication, problem solving, resilience, risk assessment
and decision making skills in a semi-regulated group environment.3,7-9 Outdoor adventure programs
have also been found to have a positive influence on interpersonal skills, self-regulation and identity
development, as participants overcome challenges and develop new skills in natural environments.10-
12
Although research specifically into the benefits of mountain biking programs is still in its infancy, this
is a growing area of interest. A study of UK teenagers found that a mountain biking program imparted
a sense of belonging among participants, with participants stating they experienced newfound feelings
of freedom and control when taken out of their comfort zones and away from urban settings.13 An
Australian study also found that participation in ‘green’ exercise such as mountain biking was
associated with significant reductions in short-medium term anxiety, as well as improved mental
health and self-esteem.14 Mountain biking programs have also been found to provide opportunities
for children with disciplinary issues to engage in an exciting yet constructive activity, building positive
connections with staff and peers in a manner not afforded through conventional learning methods.15
Building on this idea, previous exploratory research conducted by this UWA research team in 2017
found that for young people who are socially ‘at-risk’, participation in mountain biking programs can
lead to benefits across multiple domains such as; interpersonal and life skills, individual wellbeing,
improved health and learning outcomes, as well as wider benefits to schools and the community.2
Further description of these outcomes may be found in Appendix 1, and it was with these findings in
mind that the Midland Mountain Biking Program was conceived, with the additional bike rebuild
component.
2
1.2 THE MIDLAND MOUNTAIN BIKING PROGRAM
1.2.1 BACKGROUND TO TARGET GROUP AND SETTING
Based at the bottom of the Darling Scarp and the outskirts of the Perth metropolitan area itself,
Midland sits around 20 kilometres east from the Perth CBD. Whilst it boasts a growing mix of
infrastructure and good public transport, it is in the lowest quintile of socio-economic disadvantage in
WA,16 and a recent report by the Brotherhood of St Lawrence described the suburbs in Perth’s east as
one of the national hotspots for youth unemployment.17 Unfortunately Midland also carries a
reputation laden with social issues, with the most recent community consultation by the City of Swan
Council (which encompasses Midland) reporting that there was “ongoing, and in some areas growing
problem of young people who are engaged in a range of anti-social activities”.18 The report also cited
an increase in at-risk children as a result of increasing city-wide financial pressure.18 Furthermore, WA
Police data between 2007 – 2017 shows Midland ranking 6th for most criminal offences committed.19
There is also evidence that there are children in Midland struggling developmentally, with a report
released in April 2018 indicating that there are around 100 families in Midland with young children
who are lagging in developmental readiness for school, and gaps in services and support for such
families identified.20
Working in this context is the Swan City Youth Services (SCYS). The youth centre exists for young people
aged 12-25, and sees around 1,000 individuals annually.21 Many of the young people who access SCYS
are marginalised or “at risk” from low-socioeconomic families, often typified by low literacy, long-term
unemployment, involvement in the justice system, varying types of abuse, substance misuse and
complex mental health profiles.21 With this complexity of underlying issues, SCYS aims to be a no cost
‘one stop shop’ for services and engagement in a youth-friendly environment. On any given day the
centre will see 30 individuals, amassing close to 6,000 visits in a year.22
1.2.2 MOUNTAIN BIKING PROJECT SCOPE AND AIMS
The Midland Mountain Biking pilot project was funded by the Department of Local Government, Sport
and Cultural Industries (DLGSC), and had two primary components that ran concurrently:
1. A six-week mountain bike skills development program at the Kalamunda Mountain Bike
Circuit, conducted by Rock ‘n’ Roll Mountain Biking, and;
2. A five-week ‘BikeRescue’ program at SCYS conducted by Dismantle.
Photo 1 & 2: Entrance to Rock ‘n’ Roll Mountain Biking and Bike Rescue Staff Assembling Bike
3
TABLE 1: PROGRAM ATTRIBUTES
Program
Facilitated By
Key Components
Mountain Bike
Skills
Development
Program
Rock ‘n’ Roll
The Mountain Bike Skills Development Program provides
opportunities for young people to pursue mountain biking as a
recreational opportunity. Rock ‘n’ Roll has experience working
closely with young people, often from disadvantaged
backgrounds, school groups and children in care.
Free transport to and from Rock ‘n’ Roll was facilitated by SCYS
for participants.
BikeRescue
Dismantle
BikeRescue is a unique program that integrates hands-on skill
building and informal mentoring and counselling. The program
is designed to engage and guide young people towards the
next step in their lives.
During the five-week period, participants fully stripped and
rebuilt a bike, which was donated to SCYS upon completion.
Each of the components ran for 1-2 hours, once a week and was supported and supervised by staff at
SCYS as well as from Dismantle and Rock ‘n’ Roll. Due to the complex nature of the cohort, uptake
was encouraged at any time and participants were subsequently able to enter and exit the program
as was convenient.
1.3 EVALUATION AND OBJECTIVES
This evaluation seeks to strengthen the limited body of literature examining mountain biking,
expanding on the potential developmental and social benefits of the mountain biking, as well as its
capacity to engage young people in physical activity. Evaluation questions were based on key outcome
objectives sought by DLGSC and were modified and expanded where appropriate.
The research questions were as follows:
1. Do young people’s levels of physical activity increase through their participation in the Midland
Mountain Biking Program?
2. Does the Midland Mountain Biking Program facilitate the development of leadership and
mentoring skills in program participants?
3. Does program participation encourage the development of life skills?
4. How does participation in the program influence participant health and wellbeing, and
connection to their community?
5. Does the Midland MTB program facilitate the development of bike maintenance knowledge
and skills, and program promote the sustained use of mountain bikes as a form of active
transport beyond program completion.
“Before we talk about youth apprenticeships and employments we have to first find out
where a young person is, where they want to go, and what’s going to get them there.
We do this using bikes.”
- BikeRescue 23
4
2. METHODS
This project used a mixed methods approach consisting of three main components: quantitative
surveys, qualitative interviews with participants and program facilitators, and observations. Whilst the
sample size for the pilot was small, this combination of evaluation methods provides rich insights.
2.1 SURVEYS
A survey instrument that was recently developed for the DLGSC YES evaluation was used (with minor
modifications) to collect pre and post-program responses from participants (see Appendix 4 and 5 for
MMTB surveys, and Appendix 6 for original YES survey). Participants completed a survey at the first
session they attended, and then at program completion. The post-program survey included additional
questions around participant satisfaction.
The survey was designed to be completed independently by participants, with assistance from the
research team and SCYS staff available if there were challenges relating to literacy or comprehension.
The pre-program survey consisted of 15 questions, while the post-program survey consisted of 20.
In addition to general demographic information, survey questions sought to assess participant self-
esteem, health and wellbeing, engagement with community, past and present participation in other
sport or recreation programs and self-reported physical activity levels. Questions were repeated in the
post-program survey to assess whether there had been any changes. Questions assessing participant
satisfaction with the program were also included in the post-program survey. Overall, 19 individuals
participated in the program, with 17 completing the pre-program survey and 15 completing the post-
program survey; 13 participants answered both surveys (Figure 1).
FIGURE 1: NUMBER OF RESPONDENTS FOR PRE-PROGRAM AND POST-PROGRAM SURVEYS
2.2 INTERVIEWS
Brief, semi-informal interviews were undertaken with six program participants who indicated they
were happy to discuss the program and their involvement in it. Interviews were also undertaken with
four of the program facilitators (one staff of SCYS, one from Dismantle, two coaches from Rock ‘n’ Roll).
The discussion guides used for the interviews are included in Appendix 7. Interviews were undertaken
in the final two weeks of the program and focused on assessing outcomes related to the project
objectives. On average, the participant interviews lasted for five minutes, and the stakeholder
interviews for 15 minutes.
5
2.3 OBSERVATION
The final component of the research was observation, with members of the research team attending
both the first and final session of the Dismantle BikeRescue program and the first and second-last
Mountain Bike Skills Development Program with Rock ‘n’ Roll Mountain Biking. Notes were taken by
each researcher independently and written up at the end of each attended session, recording informal
conversations with participants and staff, and examining participant interactions with both their peers
and program co-ordinators.
Photo 3A: Participants in BikeRescue at SCYS
Photo 3B: Participants on Mountain Bike Track
6
3. RESULTS
3.1 DEMOGRAPHICS
There were 19 participants across the programs two components. Of these, 13 were male, five were
female and one participant did not specify. The average participant age was 19 years old, with ages
ranging between 14-25 years old (see Table 2). A third of participants (32%) were of Aboriginal or
Torres Strait Islander descent, while three participants were born outside of Australia (two from New
Zealand and one from England). Two participants reported that they spoke a language other than
English at home. Five participants disclosed to having a life affecting disability (26%). As noted in Box
1 however, this did not prevent participation, and the program facilitators were very supportive and
flexible in accommodating participant abilities and needs.
BOX 1: CASE STUDY - ABOVE AND BEYOND
Of the 19 participants, just over half (53%) were not currently attending school or a training institution.
Whilst in part this can be explained by the average age of 19, at least one of the older participants
observed that he had not completed school. At program completion, one participant who had been
attending school/training was no longer doing so.
TABLE 2: PARTICIPANT DEMOGRAPHICS
Participants (n=19)
n
%
Average age (range 14-25)
19
Age groups
<17 years
6
31.6
18-19 years
5
26.3
20-21 years
3
15.8
>22 years
5
26.3
Gender
Male
13
68.4
Female
5
26.3
No response
1
5.3
Aboriginal and/or Torres Strait Islander
6
31.6
Born outside of Australia
3
15.8
Speak language other than English at home
2
10.5
Attending School/Training program
9
47.4
One participant had a severe disability that affected his physical mobility, preventing him from
being able to balance on a two-wheeled bike. However, he was still an active participant in the
BikeRescue program, attending every session. The program leader was able to modify the bike
this participant was repairing into a tricycle, giving him access to cycling for the first time in his
life. The SCYS Centre Manager commented, “Their [BikeRescue’s] acceptance of people with
disabilities, people that's down and stuff like that, is absolutely great. There's nothing too hard.”
7
3.2 ATTENDANCE
“To look out there tonight and see how many young people are participating in this program and
over the period of it. Mate, it’s just outstanding, the commitment that some of these young people
have made consistently for the past five to six weeks.” – SCYS Centre Manager
Attendance was recorded at every session for both the Tuesday BikeRescue session (five weeks) and
the Wednesday Rock ‘n’ Mountain Biking session (six weeks). For the BikeRescue program, there was
an average of eight people attended each week (range 6-10) and for the Rock ‘n’ Roll program there
was an average attendance of seven people per week attend (range 5-9). Rock ‘n’ Roll participants had
an attendance rate of 58%, attending an average of four out of six sessions. BikeRescue had an
attendance rate of 68%, with participants attending an average of three sessions out of five. Full
breakdown of program attendance can be found in Appendix 2.
3.3 PHYSICAL ACTIVITY
In Australia, physical activity guidelines for 13 to 17 year olds advise at least 60 minutes of moderate
to vigorous physical activity per day, with several hours preferable.24 For people over 18, the guideline
recommends people accumulate 2.5 – 5 hours of moderate physical activity/week. As the survey tool
used was developed for the broader YES program run by DLGSC which targets adolescents, the physical
activity question asked participants to self-report how many days in the previous week they had
participated in physical activity for at least one hour. In the pre-program survey (n=17), only three
participants met this guideline, with an average of 3.5 days per week across the group. In the post-
program survey (n=15), the average was 2.5 days a week of at least 60 minutes of physical activity.
Whilst the proportion reaching the recommended guidelines was low, it is pertinent to note that in
general population data, only 8% of people in the 13 - 17 age group meet this guideline.25 It was also
noted by the CEO for SCYS that there is a fair amount of incidental physical activity among this group,
as walking is often their only form of transport. The instability which characterises the lives of much of
the cohort with regard to factors such as housing status and transport also means their lifestyles can
shift dramatically week to week, hence the amount of physical activity in any one week could vary
considerably.
More positive indicators of program impact on physical activity was seen in the participant interviews,
as reflected in the quotes below. Some referred to the positive influence of participation on their
physical activity, while others noted they wished to continue participating in mountain biking, or
similar programs.
“The program makes me more motivated to try mountain biking as a leisure activity” – Female
participant, aged 25
“Yes, would love to continue biking and find similar programs” – Female participant, aged 25
“I’m a pretty active person – just not regularly. I did recently get a bike though.” – Female participant,
aged 25
8
3.4 SELF REPORTED HEALTH
When participants were asked if they were healthy, participants were more likely to strongly agree
with this statement after program completion (shifting from 0% to 8%). The statement, “I am an active
person” saw a decrease in both people disagreeing (from 23% to 15%) and agreeing (54% to 46%) with
the statement, with a substantial proportion (38.5%) stating they neither agreed or disagreed with this
statement.
FIGURE 2: PRE-PROGRAM AND POST-PROGRAM SURVEY RESPONSES REGARDING SELF-REPORTED HEALTH
3.5 LIFE SKILLS
In addition to the development of hands-on, technical skills through the mountain biking sessions and
BikeRescue component, four key types of life skills emerged from the interviews with the program
facilitators and participants. These related to: resilience and perseverance, leadership, and mentoring
(covered in section 3.6.5), teamwork, and risk assessment and management. Table 3 provides some
illustrative quotes. While these areas do not constitute an exhaustive list, they demonstrate the
potential for the program to have impact within even a short period. Moreover, these skills have wider
life application and benefits.
0.0% 8.3%
23.1% 23.1%
50.0% 41.7%
30.8% 23.1%
33.3% 33.3% 23.1% 38.5%
8.3% 8.3%
7.7%
7.7%
8.3% 8.3% 15.4% 7.7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
PRE POST PRE POST
I am a healthy person I am an active person
Strongly Agree Agree NEITHER agree nor disagree Disagree Strongly Disagree
9
TABLE 3: KEY LIFE SKILLS FACILITATED BY PROGRAM
Skill
Supporting Quotes
Resilience
“It helped build my resilience because mountain biking is very challenging and really scary. But once
you’ve done it you know you can achieve.” – Female participant, aged 25
“I can just see them becoming resilient, whether they like it or not because of the fact that they’ve
come back and that they’re trying it” Rock ‘n’ Roll Mountain Biking Coach.
“When they come back from there they’re sore, but they love it. The looks on their faces, unreal” -
SCYS Centre Manager
“Everyone talks about that, I don’t want to go up that hill. But to get that thrill and that adrenaline,
you need to get up that hill” - Rock ‘n’ Roll Mountain Biking Coach.
“Not to give up straight away, especially those who found it difficult in the beginning” - Rock ‘n’ Roll
Mountain Biking Coach.
Teamwork
“A lot of these kids are solo travellers out there, but in here they all work together” - SCYS Centre
Manager
“If there's one bloke that succeeded in doing it, then he'll go and show the other bloke. That's
them… working as a team. They - like there's no one better than anyone else out there - you're
doing what I'm doing and we're doing it together. I'll take over that and I'll offer to do that. You
know, I love seeing that.” - SCYS Centre Manager
“[Participants] really started looking out for each other, starting to wait patiently and motivate them”
- Rock ‘n’ Roll Mountain Biking Coach.
“I think team work is one of the biggest builders out there for them” SCYS Centre Manager
“They really started looking out for each other” - Rock ‘n’ Roll Mountain Biking Instructor
“A couple of times we had one that maybe was quite a bit weaker say going up the hill, and the
other ones were actually really starting to wait patiently, even motivate them.” - Rock ‘n’ Roll
Mountain Biking Instructor
Risk assessment and
management
“They’ve got to make assessments on the spot. So, again whether they like it or not, they are forced
into making decisions when they’re mountain biking. Do I go over that rock? Around that rock? Or do
I stop and get off? There’s consequences for that” - Rock ‘n’ Roll Mountain Biking Coach.
“If you stack it, okay, it does hurt. But most of the time you're just really responsible for yourself and
you can get that adrenaline without putting anybody else in danger or anything I think.” – Rock ‘n’
Roll Mountain Biking Coach
“I used to not think and just do” – Male participant, aged 23
The resilience that some participants gained over the six-week period was noticed by the research
team and to the facilitators interviewed. Box 2 below tells the story recounted by facilitators of one
participant that persevered no matter how many times she fell down.
10
BOX 2: CASE STUDY – NEVER GIVE UP!
One participant directly cited that they felt themselves becoming more resilient to adversity over the
course of the sessions as they experienced the falls that accompany the thrill of descending the trails.
Another participant explained how the element of danger, and the risk and reward that accompanied
it, helped him develop his risk assessment and management. He described to the researchers how he
“used to not think and just do”, but now considers the outcomes of his actions and the potential
impacts they may have on himself and the people around him.
3.6 COMMUNITY INVOLVEMENT
3.6.1 PRIOR INVOLVEMENT IN SPORT AND RECREATIONAL ACTIVITIES
In the pre-program survey responses, only four (23%) out the 17 respondents were currently involved
with a sport or recreation club or group outside of the Midland Mountain Biking program, leaving 13
participants (77%) not engaged. Those who were involved were members of a club or group (n=2),
volunteers (n=1) and program participants (n=1). By the end of the program, an additional person had
become engaged in another community program.
3.6.2 BARRIERS TO INVOLVEMENT
When asked why they weren’t involved in a sport of recreation club or group, 55% of respondents
(n=11) said they weren’t interested, 18% said it was too expensive and 27% said they used to be but
are no longer involved (note these were response categories in the survey) (See Figure 3).
One female participant had never ridden a mountain bike before, much less fallen off one. On her
first day at Rock ‘n’ Roll she toppled several times. Whilst her peers mostly left unscathed, she left
with dirty bleeding legs. For the next five weeks her experience was falling off, crying, getting up,
and going again, her perseverance earning the respect and admiration of her instructors. By her
account, it was the one-on-one mentoring by the staff at Rock ‘n’ Roll that helped support her to
tackle the challenge of mountain biking and build resilience. The participant reflected on her coach
who was patient with her and supportive even when she was in tears. The Rock ‘n’ Roll coach
describes:
“Tears, breakdowns, I can’t, I won’t, and I thought I would potentially not see her again…
When she walked around the corner [the second week], my jaw dropped.”
“Today [week 5] - huge difference in her. I don’t think I even heard the word I can’t, she just
did. Where she had her really big stack, she was trying to do a bit that she has failed at
every time. I never once said to her let’s go do it. She said to me can we go try it? I was like
what - are you serious? Then when she did it, she hit her chin very hard. I thought that’s it.
I would be tempted to call it. If she’d called it then, I still would have been super proud of
her. I said we’ve got two options - we can go back or we can go and she's like, no, let’s go”
The positive experience also makes her want to keep riding. While she does not have a bike of her
own, she’s interested in hiring one for now, or finding a similar program to join to continue on this
journey.
11
FIGURE 3: PRE-PROGRAM SURVEY RESPONSES REGARDING REASONS FOR NOT PARTICIPATING IN A CLUB/GROUP
3.6.3 STRATEGIES TO INCREASE ENGAGEMENT AND COMMUNITY CONNECTION
Limited involvement in the community and a lack of things to do were reoccurring themes in both the
participant and facilitator interviews. The SCYS tries to address this void by providing programs that
give individuals something to look forward to, provide an outlet to prevent boredom and to reduce
isolation. One participant discussed in his interview how he signed up for the program to help with
boredom, as he had finished school and was currently doing the Work for the Dole program. Another
participant noted:
“The program gets me out of the house” – Male participant, aged 18
Dismantle also places a strong emphasis on the importance of helping to connect young people with
activities and their community. The Program Leader for BikeRescue commented on this importance
during his interview.
“All of them, if they're not involved in a good leisure outlet, boredom becomes a
massive issue” - BikeRescue Program Leader
During the five-week period, the BikeRescue Program leader engaged in one-on-one sessions to link
participants with other services they are interested in (Box 3).
BOX 3: CASE STUDY - LINKING IN WITH OTHER SUPPORT SERVICES
3.6.4 REASONS FOR PARTICIPATING IN THE MOUNTAIN BIKING PROGRAM
The Mountain Biking program was entirely voluntary and had been promoted via flyers at the SCYS
and by SCYS staff to the local Police and Community Youth Centre and other services that engage with
young people in the area. Understanding participants’ motivations for joining this program was
accessed in the pre-program survey (n=16), with participants asked how much they agreed with
18%
27%
55%
Too expensive Used to be involved,
but not now
I wasn't interested
0%
10%
20%
30%
40%
50%
60%
A female participant in her early twenties suffers from mental health issues. She has been
estranged from her parents for approximately five years and has a limited social network, leaving
her very socially isolated. During the one-on-one BikeRescue counselling sessions, the program
leader recognised “she has not spoken to anyone about her issues for a long time…Up to then she
hadn't identified herself that that was a beneficial thing to do”. He was able to link her with a
mentor from another Youth Centre she regularly attends. It was also identified that the participant
enjoys AFL, and her counsellor was able to link her to a local club.
12
various statements (See Figure 4). 69% of program participants indicated that they had joined the
program to “feel better about myself”, and only 38% felt they had joined to “keep out of trouble”. The
majority (88%) either agreed or strongly agreed it was to “try something new” and “improve my
physical fitness”, while 77% cited a desire to “develop new skills” (see Figure 4).
Interestingly, when the same question was asked in the post-program survey, 100% of respondents
agreed that they joined to “try something new”, 94% to “develop new skills” and 86% to “feel better
about myself”. The upwards shifts in these categories may indicate that these were the outcomes
participants felt were influenced the most through program participation. The second most common
response pre-program, “Improve my physical fitness”, fell from 88% to 71% in the post-program
survey.
FIGURE 4: PRE-PROGRAM SURVEY RESPONSES REGARDING PARTICIPANTS MOTIVATIONS FOR JOINING PROGRAM
3.6.5 INVOLVEMENT IN LEADERSHIP OR VOLUNTEERING
In the pre-program survey responses (n=17), five participants (29%) indicated they were involved in
either a leadership or volunteer role within their community in the past year, while the majority (71%)
were not. When asked whether they were interested in a leadership or volunteer role in the future,
one quarter said yes (24%), with nearly two thirds indicating that they were unsure (59%). While
participants reported an overall lack of interest in leadership in the future, the interviews reflected
that they were already taking on these roles.
“He took on that kind of like come on - if I can do it, you can do it, kind of attitude... When he got
tired and he couldn’t keep up with them, he didn’t give up.” - Rock ‘n’ Roll Mountain Biking Coach.
“Going at others’ pace, not rushing through” – Male participant, aged 23
“[Participants] who had been there for a while mentored the newer people” - Rock ‘n’ Roll Mountain
Biking Coach.
“[program has made me] more confident and willing to help and assist others” – Participant
“Help others if they need help” – Male participant, aged 23
There was also an increase in motivation to attend and be involved by the program’s completion.
37.5%
87.5%
68.8%
50.0%
76.5%
87.5%
50.0%
6.3%
25.0%
25.0%
23.5%
12.5%
12.5%
6.3%
6.3%
25.0%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
Keep out of trouble
Improve my physical fitness
Feel better about myself
Meet new people
Develop new skills
Try something new/ interesting
Agree/Strongly Agree Neither agree nor disagree Disagree/Strongly disagree
13
“The ones we had through most of the program, you definitely could see how they changed during
that time.” - Rock ‘n’ Roll Mountain Biking Coach.
In the post-program survey (n=15), participants were asked how likely they were to continue
participating in mountain biking once the program was complete (see Figure 5). No participants
selected the option of unlikely or very unlikely, with the majority (53%) indicating that they were
‘likely’ or ‘very likely’.
FIGURE 5: POST-PROGRAM SURVEY RESPONSES REGARDING LIKELIHOOD PARTICIPANTS WILL CONTINUE MOUNTAIN
BIKING
In the post-program survey participants were also asked if the program had motivated them to become
involved in any sport or recreation groups. Overall, the majority were unsure (53%). However, 40% of
participants had been motivated to join another sport or recreation group, and only one respondent
(7%) indicated no motivation (see Figure 6).
FIGURE 6: IMPACT ON MOTIVATION TO ENGAGE IN OTHER RECREATIONAL ACTIVITY
3.7 COMMUNITY BELONGING
“Just being there, talking to these young people and giving them… another person to
listen to. I think that means a lot to them as well.” – SCYS Centre Manager
The survey included two questions relating to sense of belonging in the community. For the
participants that answered both surveys (n=13), responses were compared to determine if there were
46.7%
26.7%
26.7% Unsure
Likely
Very Likely
40.0%
6.7%
53.3%
Yes
No
Unsure
14
changes in participants perception of their community. In both the pre- and post-program survey,
more than two thirds agreed that they felt if they had someone to turn to for help in their community.
“Gives me the comfort of doing something with others – I’m not alone and I’m not
scared.” – Female participant, aged 16
FIGURE 7: PRE VERSUS POST-SURVEY RESPONSES REGARDING COMMUNITY BELONGING
Although there was a slight decrease in agreeance to the statement “If I have problems, there are
people in my community who can help me” (75% to 66.7%), the number that strongly disagreed with
the statement fell from 8.3% to 0%. Positively, the number of respondents who strongly agreed with
the statement “I enjoy living in my community” increased from 0% to 16.7%, while the number that
strongly disagreed with the statement fell from 16.7% to 8.3%.
3.8 WELLBEING
Responses to survey questions relating to goal setting and self-esteem are shown graphically in Figure
8, with positive shifts observed for all three questions. An increase in confidence was also noted by
facilitators in their interviews.
“They're actually building something with their hands, they've never done
something like this before”. – SCYS Manager
The statements “I feel that I have a number of good qualities” and “I take a positive attitude towards
myself” are adapted from the validated Rosenberg Self-Esteem Scale.26 When pre- and post-program
responses were compared, both questions showed increases in agreeance.
16.7% 16.7%
0.0%
16.7%
58.3% 50.0%
58.3%
41.7%
16.7% 25.0%
25.0% 25.0%
0.0% 8.3%
0.0% 8.3%
8.3% 0.0%
16.7% 8.3%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
PRE POST PRE POST
If I have problems, there are people in my community who
can help me
I enjoy living in my community
Strongly Agree Agree NEITHER agree nor disagree Disagree Strongly Disagree
15
FIGURE 8: PRE-PROGRAM VERSUS POST-PROGRAM SURVEY RESPONSES REGARDING SELF ESTEEM
Relatedly, the BikeRescue program leader observed that the very act of completing a project and
seeing something through is beneficial to young people who have often experienced a lot of disruption
and sense of failure.
“So, just being a general increase in their perceived ability of themselves to achieve
something… it's not something they're familiar with. So, getting something
done… That's going to be a massive thing I think, just in terms of their ability to say
yep, I know I'm able to complete something.” - Program Leader, BikeRescue
Several participants noted in their interviews how it felt to complete something.
“It’s boosted my confidence and made me feel relaxed.” – Female participant, aged 16
“It was rewarding making a bike. I’ll have completed something.” – Female participant,
aged 16
“Once you’ve done it you know you can achieve” – Female participant, aged 25
PHOTO 4: SCYS CENTRE MANAGER WORKING WITH PARTICIPANT DURING THE BIKERESCUE PROGRAM
50.0% 58.3% 58.3% 66.7%
41.7% 50.0%
33.3% 25.0% 16.7%
16.7%
16.7%
33.3%
16.7% 16.7% 25.0% 16.7%
41.7%
16.7%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
PRE POST PRE POST PRE POST
I am confident I can achieve my
goals
I feel that I have a number of
good qualities
I take a positive attitude towards
myself
Agree or Strongly Agree NEITHER agree nor disagree Disagree or Strongly Disagree
16
3.9 PROGRAM SATISFACTION
“I'd do this program all over again. Without hesitation. Even though they all
probably think I slacked off or didn't do anything. I had a good time. It gave me
something to look forward to. Something to do, something to learn” – Female
participant, aged 18
Various questions in the post-program survey and participant interviews sought to gauge participant
satisfaction with the program overall, with respondents given the option to describe the components
they liked the most, those they liked the least and areas they felt could be improved.
For those who engaged with the Rock ‘n’ Roll component, the ability to go mountain biking out on the
Kalamunda trails was consistently cited as the most enjoyable program aspect. One participant who
completed the Rock ‘n’ Roll sessions cited their favourite aspect of the program was the fact they:
“Overcame my fears and boosted my confidence bit by bit” – Female participant, aged 25
While a BikeRescue participant enjoyed how they were:
“Learning and creating new friendships and skills” – Female participant, aged 16
Other positives mentioned by participants included the “banter” and social aspects of the program,
enjoying the way that people “told stories, shared things and worked out together”, contributing to a
sense of community that made them feel “part of something”. Multiple participants simply stated
“everything”, while another heaped praise on the Rock ‘n’ Roll staff for their “friendly” and “helpful”
support.
When asked what they liked least about the program, most program participants (40%) simply cited
“nothing” or left the section blank. Some of the responses couched as ‘least liked’ reflected the
challenging nature of the program and that it took people beyond their comfort zone. For example,
two participants indicated that the BikeRescue component made them frustrated or impatient, while
another didn’t enjoy getting greasy when fixing the bikes. A few participants didn’t enjoy “falling
down”, while another found the trails too difficult and felt they were expected to progress with their
skills too quickly.
Importantly, when asked whether they would recommend the program to a friend, 100% of
respondents (n=15) indicated “yes”.
17
4. DISCUSSION
“[this program is] one piece in the puzzle, but it’s such a big piece… this
could be the stepping stone to who knows what” – SCYS Centre Manager
Midland is a suburb afflicted with higher levels of socio-economic disadvantage, and life for many
families and young people living here is tough. Initiatives such as the Midland Mountain Biking Program
provide young people who are vulnerable and at-risk to participate in a project that has the potential
to develop them both as individuals and as members of their community.
The Centre Manager for SCYS, who has worked there for over 20 years, described the social climate in
Midland and the types of problems he regularly sees these young people facing:
“A lot of these young fellows will go to jail and nobody goes and sees them. We'll go
down and have a yarn and make sure they're keeping on track.”
“With the young people in Midland, they seem to fluctuate because they're very
transient and they go where the drugs are and the money is. Where they can find
accommodation, where they could couch surf.”
It is worth noting this context as it highlights the importance of bringing programs into this community
that can provide positive counter-experiences and opportunities to develop resilience, a sense of self-
worth and achievement, and other life skills. Synthesising the findings described in the preceding
section of the report, this program evaluation identifies several key outcome domains of the Midland
Mountain Biking Program: engagement with community (through program participation), participant
wellbeing and sense of belonging, development of leadership and life skills, and participation in
physical activity (Figure 9).
Midland
Mountain
Biking
Program
Midland
Mountain
Biking
Program
Community
Engagement
Community
Engagement
Physical
Activity
Physical
Activity
Leadership
and Life
Skills
Leadership
and Life
Skills
Wellbeing
and
Belonging
Wellbeing
and
Belonging
FIGURE 9: KEY OUTCOME DOMAINS
18
4.1 PARTICIPATION AND ENGAGEMENT
A central component of this program was to encourage participation among a group that is at risk of
disengagement from society. The pre-program survey responses highlighted this, particularly in areas
of sports and community, with just under half of the participants indicating they are not involved in
any sport or recreation group, nor any education or training programs. Half of participants also
indicated they joined the program to meet new people. This theme of disengagement and boredom
was a key component of many of the facilitator and participant interviews. Many studies have found
links between ‘leisure boredom’ and anti-social behaviour, including substance abuse and crime,
particularly for young people.27,28 Furthermore, boredom has been associated with depression and
loneliness.29
Although the attendance rates shown in Appendix 2 appear quite low, the Centre Manager at SCYS
explained that they are large in comparison to other programs at the centre, while survey results and
interviews demonstrated that the program was effective at eliciting sustained engagement from this
demographic. The likelihood of continued involvement in mountain biking or the uptake of other sport
or recreation club/ group appears positive. One indication that the program had a positive impact was
that all post-program survey respondents indicated that they would recommend the program to a
friend.
4.2 PHYSICAL ACTIVITY
The Midland Mountain Biking Program aimed to increase participation in physical activity by providing
an inclusive option for the disengaged youth to be involved in exercise. It was hypothesised that the
Rock ‘n’ Roll sessions would encourage participation in mountain biking, whilst the BikeRescue sessions
would give SCYS sustainable access to bikes. Physical activity was assessed based on the Australian
physical activity guidelines for 13 to 17 year olds, which advise at least 60 minutes of moderate physical
activity per day, with several hours preferable.
i
24According to Lindberg et al,25 only 8% of Australian
children within this age group meet the recommendation. In post program responses, no participant
had met this guideline for the week prior to completing the survey, and two participants did not
complete 60 minutes on any day. This is consistent with literature which suggests that adolescents
living in socioeconomically disadvantaged neighbourhoods are at greater risk of not meeting physical
activity guidelines, due to factors such as decreased access to parks and safe spaces for activity,
household crowding and densification, increased sedentary screen time and lower education levels.30-
32
While a number of comments from participants and program facilitators indicated a positive impact
on physical activity, the survey data was not considered reliable and the sample size small. Given the
program only ran for 6 weeks, the impact on physical activity (and attitudes towards physical activity)
longer term is potentially a stronger indicator, and it was pleasing to see several participants expressing
a desire to continue cycling, or to take up another form of activity. Due to survey question
inconsistency (see section 4.6 Limitations), no conclusions can be drawn from the data regarding
whether program participation changed physical activity levels among the cohort. In future research,
a follow-up survey could be administered three or six months post-program completion to fully capture
any changes in participants physical activity levels.
i
Upon commencement of the program it became apparent that there was a greater age range within the
cohort than had been anticipated. As the physical activity guidelines for 18-64 year olds are considerably
different (2.5-5 hours of moderate intensity physical activity per week24), separate survey questions should
have been administered to older participants.
19
4.3 LIFE SKILLS
One of the domains this evaluation sought to assess was whether the Midland Mountain Biking
Program facilitated the development of life skills among program participants. The key themes that
emerged from the participant and facilitator interviews with regard to this domain identified
resilience, teamwork and risk management and assessment as the key skills promoted over the six
weeks.
Numerous studies have established that exposure to ‘safe danger’ through activities such as mountain
biking is a fundamental aspect of childhood development and the facilitation of life skills such as risk
assessment and management, resilience and teamwork. 3-7,33 This was corroborated by the facilitator
and participant interviews, many of which discussed the risk and reward aspect of Rock ‘n’ Roll sessions
and how this facilitated these skills. In terms of risk management, several studies examining outdoor
programs suggest it is likely that group and instructor support play a role in encouraging managed
engagement with risks.10,11,34 These critical thinking and risk assessment skills that were promoted
among participants through the mountain biking skills sessions can be applied elsewhere in their lives,
as marginalised youth are exposed to a greater number of stressors which have been shown to increase
the likelihood of risk behaviours.35,36
The building of resilience is particularly relevant to young people who are socially disadvantaged, as
they are at greater risk of encountering adverse events and life stressors.37 Increasing their capacity to
cope with and address such challenges leaves them better equipped to deal with problems that may
arise in their wider life.
Whilst mountain biking is often viewed as an individual activity, it was evident to the researchers and
facilitators that both the skills sessions and BikeRescue components of the program directly developed
and encouraged teamwork and a team mentality among participants. Participants who excelled in the
bike rebuild program became increasingly willing to assist their peers who were finding the task more
difficult, passing on tips and skills with growing confidence. This was reflected in the Rock ‘n’ Roll skills
sessions, where the initial eagerness to be the first to the finish line was replaced with a more team
driven outlook in later sessions: participants would wait for one another and advise their peers when
presented with difficult sections of trail. These feelings of acceptance and being “a part of something”
are foreign to many of the young people who engaged with the program and are a positive indication
of the overall impacts of participation. Feelings of connectedness and belonging that are fostered
through team exercises are often lacking in the wider lives of participants from such cohorts, and the
networks and opportunities for emotional attachment facilitated through such programs positively
influence participants social and emotional wellbeing.37 As one participant noted, the program taught
him of the benefits of “going at others pace, not rushing through”, illustrating the comradery that was
facilitated over the course of the program encouraged patience and respect within the group.
Furthermore, both program components encouraged patience, as a rushed job at the BikeRescue
sessions resulting in an unusable end product, while a lack of patience on the trails invariably led to a
fall.
4.4 LEADERSHIP AND MENTORING
Both the BikeRescue and Mountain Biking components of the program contributed to the
development of leadership and mentoring skills among participants. Despite the post-program survey
data suggesting a lack of increased interest in engaging with leadership roles, leadership and
mentoring was a consistent theme in the participant and stakeholder interviews. Further, it cannot be
assumed that the development of leadership skills in individuals will directly translate to a willingness
to engage in leadership positions. Multiple participants spoke of how their confidence and willingness
20
to engage with their peers increased over the program, accompanied by a desire to “help others if they
need help”. This was particularly apparent at the BikeRescue sessions, where participants who had
completed certain components would assist others who were having greater difficulty. During the skills
sessions at Rock ‘n’ Roll Mountain Biking, participants also became increasingly willing to guide their
peers through difficult sections, wait patiently for them to catch up and provide constructive advice to
less skilled participants. Our findings are consistent with multiple studies which have demonstrated
that outdoor adventure or education programs have resulted in improved leadership skills. 7,9 33
4.5 WELLBEING AND BELONGING
“They’re not engaging in meaningful occupations. They're not doing things that are
satisfying to them. Things like work or study because there are… mental health…
physical health, and social barriers” - BikeRescue Program Leader
A key element of this evaluation was to examine the ways that the program influenced participants’
wellbeing and connection to their community. As discussed in the facilitator interviews, many of these
‘at-risk’ young people have grown up lacking stable role model figures and have been prevented from
engaging in meaningful work and study options due to a range of barriers such as financial constraints,
mental health concerns and difficult home environments. In comparing the pre- and post-program
survey responses, there was little change in the responses relating to the community. However,
improvements were observed in questions concerning participants’ confidence and attitude towards
themselves.
Focussing on the BikeRescue component, it was noted in multiple interviews that the simple act of
successfully completing a project is beneficial to these young people and something that many of them
have not experienced before. Furthermore, as the bikes were being built for the SCYS, the participants
were able to feel like they had given back to their community in a tangible fashion. As one participant
noted: “I get a lot of satisfaction from knowing the bikes will be used by others”. The one-on-one
sessions allowed the Program Leader to work with individuals and find solutions that would help the
participants achieve targets such as “quitting smoking goals, getting work goals, leisure occupations”.
One example of this was facilitating the linkage of two participants with youth centre employees to
enable them to have a "long-term mentor to talk to”, as well as linking them to psychology services for
mental health issues. Where participants demonstrated interest in volunteering, opportunities were
sought to provide these to them.
“Just being able to have a conversation with someone is a good thing. But beyond
that the outcomes have been, for some people, linking them up with new services
they've never had access to before. So, for whatever reason there's a barrier to
them actually accessing it because they don't know about it or they're not confident
enough to do that.” - Program Leader, BikeRescue
The Rock ‘n’ Roll mountain biking component also played a role in the participants’ wellbeing and
community belonging. Studies have found that participating in activities in natural environments
imparts feelings of freedom and belonging in participants13, and that “greenness” during exercise can
result in short-medium term anxiety reduction.38 Another study has also suggested that engaging with
challenges in outdoor education programs can lower social walls amongst participants.39 This is
particularly relevant for this cohort, as the facilitator and participant interviews indicated a number of
the participants were socially isolated. Social isolation is associated with increased risk for experiencing
21
depressive symptoms, suicide attempts and low self-esteem.40 Alternatively, social inclusion results in
heightened feelings of belonging and control, self-esteem and confidence.41
4.6 LIMITATIONS
Several limitations emerged over the course of the project. As our evaluation targeted a disengaged
population, securing consistent attendance was difficult. The data would have been considerably
richer were we able to follow a set cohort who participated from start to finish in both the BikeRescue
and Rock ‘n’ Roll component, however this was an unrealistic expectation given our target group. Only
two of the 19 participants attended every session of both the BikeRescue and Rock ‘n’ Roll
components. With participants cycling in and out of the programs, the ability of each to elicit and
record the desired outcomes was reduced. This fluctuating nature of the cohort further impacted the
data collection. Four participants completed only the pre-program surveys and were then lost to drop
out, while two participants completed post-program surveys only – impacting the ability of the
researchers to match the data and look for changes in outcomes over program duration. Post-program
surveys were also distributed in weeks four and five of BikeRescue and five and six of Rock ‘n’ Roll to
try and capture as many responses as possible: this means that participants who joined the program
late were completing pre and post-program surveys as little as one week apart. This clearly limits the
likelihood of seeing response shifts in the target domains.
At the commencement of the project, the researchers were of the impression that all participants were
taking part in both the BikeRescue and Rock ‘n’ Roll component, and as such did not ask participants
to specify which program they were undertaking in the surveys. This would have been beneficial in
order to compare the different ways each program addressed the identified outcome domains.
As noted in section 4.2, inconsistencies in the options for the question assessing physical activity
greatly impacted the ability of the researchers to compare pre/post levels. The pre-program version
of the survey did not include an option for respondents to indicate that they were not active on any of
the previous seven days (i.e. 0). This response option was included in the post-program version. As a
result, it may be that responses were skewed towards higher physical activity levels in the pre-program
survey, contrasting what was hoped would occur – that participation in the program would increase
reported levels of physical activity. This question was also devised in line with the Australian physical
activity guidelines for 13-17 year olds, however the average age of participants (19 years) was higher
than anticipated. The physical activity guidelines for individuals aged 18-64 years are considerably
different than those for younger people, and in future it may be useful to consider how this question
is asked across the broader 13-25 year old age group.
One participant joined the Midland Mountain Biking Program because she was at SCYS on the first
day of BikeRescue and she “had nothing else to do”. She didn’t particularly enjoy constructing the
bike, but she attended every session because of the social aspect; “It was cool like to banter with
everyone. I think it was more the social aspect for me. I just had a good time getting to know new
people”. She expanded by explaining
“Usually I'm not really that social. I don't really talk to people, but I’ve talked to everyone… I'm
one of those people that if I have an image of you chances are it's not going to change, but I
have to open up a bit, and I have to get to know people in order for this to work, and I did. I
think that changed a lot of how I view people and how I view myself interacting.”
BOX 4: MOUNTAIN BIKING AS A SOCIAL CONDUIT
22
Participant comprehension of question wording was also an issue that compromised the integrity of
the data, with participant demographic information changing pre/post. For example, one participant
indicated Aboriginality in one version of the survey and not in the other, and another indicated that
they had a disability in the pre-program survey and not in the post.
The small and specific nature of this particular cohort also limits the generalisability of the findings and
their application to other mountain biking programs.
PHOTO 5: MIDLAND MOUNTAIN BIKING PROGRAM PARTICIPANTS
23
5. CONCLUSION
The Midland Mountain Biking Program was developed to provide a socially at-risk cohort of
marginalised young people with the opportunity to develop skills in mountain biking, as well as bike
maintenance and rebuilding. This was achieved through two concurrent weekly programs: a mountain
biking skills session at Rock ‘n’ Roll Mountain Biking and a ‘BikeRescue’ maintenance and rebuild
program run by Dismantle at the Swan City Youth Service in Midland.
Each component of the program facilitated the development of unique outcomes among participants,
resulting in positive shifts in measured domains that included:
• Leadership and mentoring skills;
• Life skills such as teamwork, critical thinking, resilience, risk assessment and management;
• Community involvement and belonging; and
• Self-esteem and wellbeing.
To see such positive impacts on program participants is noteworthy given the short duration of the
program, and there is clearly great potential for the continuation of the program at SCYS. Preliminary
findings indicate that there is considerable merit to expand the program to other locations. DLGSC
may be commended for initiating this program with Swan City Youth Service as it facilitates the
development of life skills and social and emotional wellbeing, while simultaneously promoting physical
activity in a disadvantaged cohort.
PHOTO 6: MIDLAND MOUNTAIN BIKING PROGRAM PARTICIPANTS
24
6. REFERENCES
1. WestCycle Incorporated. Western Australian Mountain Bike Strategy 2015-2020: Unlocking the
Potential. Incorporated W; 2014.
2. Wood N, Smith J, Wood L. Breaking the Cycle: Mountain Biking as a Way of Engaging Disengaged
and At-Risk Youth. Perth: Sport and Recreation; 2017 [cited 8/5/95]. Available from:
https://www.researchgate.net/publication/320484223_Breaking_the_Cycle_Mountain_biking_as_a_
way_of_engaging_at-risk_and_disengaged_youth/references
3. Martínková I, Parry J. Safe Danger – On the Experience of Challenge, Adventure and Risk in
Education. Sport, Ethics and Philosophy. 2017;11(1):75-91.
4. Prouty D. Introduction to adventure education. In. Leeds: Human Kinetics; 2007.
5. Priest S. Effective leadership in adventure programming. Champaign, IL: Human Kinetics; 2005.
6. Deane KL, Harré N. Journal of Research on Adolescence [In: The Youth Adventure Programming
Model. 2014
7. Ungar M, Dumond C, Mcdonald W. Risk, Resilience and Outdoor Programmes for At-risk Children.
Journal of Social Work. 2005;5(3):319-338.
8. Fletcher TB, Hinkle JS. Adventure Based Counseling: An Innovation in Counseling. Journal of
Counseling & Development. 2002;80(3):277-285.
9. Shrader L. A grounded theory investigation of at-risk youth who participate in outdoor adventure
programs. [ProQuest Dissertations Publishing]; 2012.
10. Hattie J, Marsh HW, Neill JT, Richards GE. Adventure education and Outward Bound: Out-of-class
experiences that make a lasting difference. Review of educational research. 1997;67(1):43-87.
11. Duerden MD, Taniguchi S, Widmer M. Antecedents of Identity Development in a Structured
Recreation Setting. Journal of Adolescent Research. 2012;27(2):183-202.
12. Duerden MD, Widmer MA, Taniguchi ST, McCoy JK. Adventures in Identity Development: The
Impact of Adventure Recreation on Adolescent Identity Development. Identity. 2009;9(4):341-359.
13. King K. Lifestyles, identity and young people's experiences of mountain biking. Forest Research;
2010.
14. Mackay GJ, Neill JT. The effect of “green exercise” on state anxiety and the role of exercise
duration, intensity, and greenness: A quasi-experimental study. Psychology of Sport and Exercise.
2010;11(3):238-245.
15. Chillingworth M. Riding high. The Times Educational Supplement. 2007 (4742):M8-M10.
16. Australian Bureau of Statistics. Census of Population and Housing: Socio-Economic Indexes for
Areas (SEIFA), Australia, 2016. Canberra; 2018 [cited 21 May 2018]. Available from:
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atures~IRSAD%20Interactive%20Map~16
17. Brotherhood of St Laurence. An Unfair Australia? Mapping Youth Unemployment Hotspots.
Fitzroy; 2018 [cited 21 May 2018]. Available from:
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yment_hotspots_Mar2018.pdf
18. City of Swan. Community Safety Plan 2014-2018. Perth: Swan Co; 2014. Available from:
file://uniwa.uwa.edu.au/userhome/Staff7/00096577/My%20Documents/Community_Safety_Plan.p
df
19. Phillips L, Turner R, Scott N. Perth's homocide hotspot: Data reveals the crime profile of every
suburb2018 09/05/18]: Available from: http://www.abc.net.au/news/2018-02-17/crime-data-for-
every-perth-suburb-revealed-by-wa-police/9447642.
20. Telethon Kids Institute’s Collaboration for Kids. Supporting Children and their Families in the
Midland Region. 2018 [cited 21 May 2018]. Available from:
https://colab.telethonkids.org.au/siteassets/media-docs---colab/supporting-children-and-their-
families-in-the-midland-region-11-april-2018.pdf
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21. Swan City Youth Service. About Swan City Youth Service. n.d. [cited 2018 21 May 2018]. Available
from: https://www.scys.com.au/about/
22. In: Youth Engagement Scheme Grant. Issue Complete, 2018. Midland and Kalamunda:
Department of Local Government, Sport and Cultural Industries.
23. Dismantle. BIKERESCUE. https://www.dismantle.org.au/bikerescue/: Dismantle; 2018 [cited 2018
09/05/18]. Available from: https://www.dismantle.org.au/bikerescue/
24. In: Australia's physical activity and sedentary behaviour guidelines 13-17 years. 2014. Canberra:
Department of Health,.
25. Lindberg R, Fetherston H, Calder R, McNamara K, Knight A, Livingston M, et al. In: Getting
Australia’s Health on Track: Priority policy actions for a healthier Australia. 2016. Victoria: Australian
Health Policy Collaboration,.
26. Rosenberg M. Rosenberg self-esteem scale (RSE). Acceptance and commitment therapy.
Measures package. 1965;61:52.
27. Caldwell LL, Smith EA. Leisure as a Context for Youth Development and Delinquency Prevention.
Australian & New Zealand Journal of Criminology. 2006;39(3):398-418.
28. Caldwell LL, Smith EA. Health behaviors of leisure alienated youth. Loisir et Société/Society and
Leisure. 1995;18(1):143-156.
29. Coalter F, Allison M, Taylor J. The role of sport in regenerating deprived urban areas. Her
Majesty's Stationery Office (HMSO); 2000.
30. Babey SH, Hastert TA, Brown ER. Teens living in disadvantaged neighborhoods lack access to
parks and get less physical activity. 2007.
31. Ridgers ND, Timperio A, Brown H, Ball K, Macfarlane S, Lai SK, et al. A cluster-randomised
controlled trial to promote physical activity in adolescents: the Raising Awareness of Physical Activity
(RAW-PA) Study. BMC public health. 2017;17(1):6.
32. Brodersen NH, Steptoe A, Boniface DR, Wardle J. Trends in physical activity and sedentary
behaviour in adolescence: ethnic and socioeconomic differences. British journal of sports medicine.
2007;41(3):140-144.
33. Goveas A. Positive youth development and the Alternative Character Education Students
(A.C.E.S.) program. . [ProQuest Dissertations Publishing]: York University; 2008.
34. Deane KL, Harré N. The Youth Adventure Programming Model. Journal of Research on
Adolescence. 2014;24(2):293-308.
35. Garbarino J, Kostelny K, Barry F. Value transmission in an ecological context: The high-risk
neighborhood. In: Parenting and children's internalization of values: A handbook of contemporary
theory. Hoboken, NJ, US: John Wiley & Sons Inc; 1997.
36. Currie C, Regional Office for Europe World Health O. Health and health behaviour among young
people: health behaviour in school-aged children: a WHO cross-national study (HBSC), international
report. WHO; 2000.
37. Sanders J, Munford R, Thimasarn-Anwar T, Liebenberg L, Ungar M. The role of positive youth
development practices in building resilience and enhancing wellbeing for at-risk youth. Child abuse &
neglect. 2015;42:40-53.
38. Mackay GJ, Neill JT. The effect of "green exercise" on state anxiety and the role of exercise
duration, intensity, and greenness: A quasi-experimental study. Psychology of Sport & Exercise.
2010;11(3):238-245.
39. Taniguchi ST. Outdoor education and meaningful learning: Finding the attributes of meaningful
learning experiences in an outdoor education program. 2004.
40. Hall-Lande JA, Eisenberg ME, Christenson SL, Neumark-Sztainer D. Social isolation, psychological
health, and protective factors in adolescence. Adolescence. 2007;42(166):265.
41. Bailey R. Evaluating the relationship between physical education, sport and social inclusion.
Educational review. 2005;57(1):71-90.
26
APPENDIX 1: OUTCOMES FROM PREVIOUS RESEARCH
Benefits to Individuals
Participant Interpersonal skills
• Relationship building: promotes increased compassion, group mentality and awareness of others
• Co-operation
• Teamwork and team building
• Instructors can provide a stable role model figure that some children may not have
• Leadership development
Participant Wellbeing outcomes
• Increased confidence and self-belief
• Independence, self-reliance and self-sufficiency
• Heightened sense of purpose and self-worth
• Tangible sense of achievement and improvement over the course of a program
• Heightened resilience
• Personal responsibility
• Ownership of experiences and outcomes
• Increased desire to ‘push’ oneself and step out of comfort zones
• ‘Wholesome’ exposure to natural environments: creates a safe space away from the pressures of urban areas
Participant Learning outcomes
• Opportunity to experiment, fail and develop in controlled settings
• Better understanding of actions and consequences
• Greater capacity to overcome adversity and deal with challenges
• Empowering decision making
• Capacity to deal with problems
• Risk-reward: facilitates development of risk-awareness, management and assessment
Participant Health outcomes
• Increased physical activity, during and outside of the programs
• Health and nutrition education: food for fuel
• Key component in mental health management
Participant Life Skills
• Greater awareness and concern for safety and safe practice
• Translation for driving – better awareness of/ appreciation for road rules and road safety
Other Observations
Benefits to Schools
• Reduced truancy among previously truant individuals (particularly among DCP residential care children)
• Less disruptive behaviour in classroom settings
• Improved confidence in relations with teachers and other students
• Greater engagement with school learning
• Every participatory group has come back: has been successful
Benefits to Mountain Bike Community
• Addition of new members into the sport
• Maintenance of Perth mountain bike tracks
• Support and involvement in mountain bike events
Participants Characteristics
• More male orientated across most groups
• Appealing to children who struggle in traditional learning settings, or are disengaged with their education or wider life
27
Appendix 2: Attendance Figures
TABLE 4: WEEKLY ATTENDANCE AT EACH PROGRAM
TABLE 5: ATTENDANCE RATES PER PERSON AT EACH PROGRAM
Participant #
Gender (age)
Dismantle
BikeRescue
Rock & Roll
Mountain Biking
1
Female (24)
5
6
2
Male (22)
5
6
3
Female (18)
5
3
4
Female (17)
4
3
5
Male (18)
3
3
6
Male (16)
2
3
7
Male (22)
5
8
Male (22)
5
9
Female (16)
3
10
Male (18)
2
11
Male (20)
1
12
Male (20)
1
13
Male (17)
1
14
Female (21)
4
15
Male (19)
2
16
Male (14)
3
17
Male (23)
3
18
Male (18)
2
19
Unspecified (14)
1
Average number of sessions attended
3.2/5
3.3/6
Program Attendance
Week
Dismantle
BikeRescue
Rock ‘n’ Roll
Mountain Biking
1.
10
6
2.
10
7
3.
10
9
4.
6
7
5.
6
5
6.
5
Total
42
39
Average
8.4
6.5
28
APPENDIX 3: RECRUITMENT POSTERS
29
APPENDIX 4: PRE-PROGRAM SURVEY
1. What is your gender?
☐ Male
☐ Female
☐ Other
2. How old are you?
Age: _____________ Date of birth: _________________________
3. Were you born in Australia?
☐ Yes
☐ No
If you answered NO, where were you born? ____________________________________________
4. Do you or your family members speak a language other than English at home?
☐ Yes
☐ No
5. Are you of Aboriginal or Torres Strait Islander descent?
☐ Yes
☐ No
6. Do you have a disability that affects your day to day life?
☐ Yes
☐ No
7. Are you currently attending school or other education or training?
☐ Yes
☐ No
8. Outside of this program, are you currently involved with any other sport or recreation club/group
(i.e. playing or volunteering)?
☐ Yes (go to question 9)
☐ No (go to question 10 )
9. If you answered YES to Q8, how are you involved?
☐ Member of a club or group
☐ Participant in a program
☐ Volunteer
10. If you answered NO to Q8, can you please tell us why? Please tick all relevant responses.
☐ Too expensive
☐ I don’t know of any in my area
☐ Too far away or I can’t get there
☐ I wasn’t interested
☐ Used to be involved, but not now
☐ Other: _____________________________
30
☐ Haven’t had an opportunity
11. In the last year, have you had a leadership role or volunteered with any group in your community
(e.g. at school, or at a sport or recreation club/group, or other community organisation)?
☐ Yes
☐ No
12. Are you interested in taking on a leadership role or volunteering at a local sports or recreation
club/group in the future?
☐ Yes
☐ No
☐ Unsure
13. How much do you agree with the following statements?
Please circle ONE response for each statement.
I joined this program to:
STRONGLY
DISAGREE
DISAGREE
NEITHER
agree or
disagree
AGREE
STRONGLY
AGREE
a) Keep out of trouble
1
2
3
4
5
b) Improve my physical fitness
1
2
3
4
5
c) Feel better about myself
1
2
3
4
5
d) Meet new people
1
2
3
4
5
e) Develop new skills
1
2
3
4
5
f) Try something new / interesting
1
2
3
4
5
14. How much do you agree with the following statements?
Please circle ONE response for each statement.
STRONGLY
DISAGREE
DISAGREE
NEITHER
agree or
disagree
AGREE
STRONGLY
AGREE
a) If I have problems, there are people in my
community who can help me
1
2
3
4
5
b) I enjoy living in my community
1
2
3
4
5
c) I feel happy most of the time
1
2
3
4
5
d) I am a healthy person
1
2
3
4
5
e) I am an active person
1
2
3
4
5
f) I am confident I can achieve my goals
1
2
3
4
5
g) I feel that I have a number of good qualities
1
2
3
4
5
h) I take a positive attitude towards myself
1
2
3
4
5
15. Over the past week, on how many days did you participate in physical activity for at least ONE
HOUR? Please include any activity that made you huff and puff or breathe harder than normal.
☐ 1
☐ 2
☐ 3
☐ 4
☐ 5
☐ 6
☐ 7
31
APPENDIX 5: POST-PROGRAM SURVEY
1. What is your gender?
☐ Male
☐ Female
☐ Other
2. How old are you?
Age: _____________ Date of birth: _________________________
3. Were you born in Australia?
☐ Yes
☐ No
If you answered NO, where were you born? ____________________________________________
4. Do you or your family members speak a language other than English at home?
☐ Yes
☐ No
5. Are you of Aboriginal or Torres Strait Islander descent?
☐ Yes
☐ No
6. Do you have a disability that affects your day to day life?
☐ Yes
☐ No
7. Are you currently attending school or other education or training?
☐ Yes
☐ No
8. Outside of this program, are you currently involved with any other sport or recreation club/group
(i.e. playing or volunteering)?
☐ Yes (go to question 9)
☐ No (go to question 10 )
9. If you answered YES to Q8, how are you involved?
☐ Member of a club or group
☐ Participant in a program
☐ Volunteer
10. If you answered NO to Q8, can you please tell us why? Please tick all relevant responses.
☐ Too expensive
☐ I don’t know of any in my area
32
☐ Too far away or I can’t get there
☐ I wasn’t interested
☐ Used to be involved, but not now
(please let us know why in ‘other’)
☐ Other: _____________________________
☐ Haven’t had an opportunity
11. In the last year, have you had a leadership role or volunteered with any group in your community
(e.g. at school, or at a sport or recreation club/group, or other community organisation)?
☐ Yes
☐ No
12. Are you interested in taking on a leadership role or volunteering at a local sports or recreation
club/group in the future?
☐ Yes
☐ No
☐ Unsure
13. How much do you agree with the following statements?
Please circle ONE response for each statement.
I joined this program to:
STRONGLY
DISAGREE
DISAGREE
NEITHER
agree or
disagree
AGREE
STRONGLY
AGREE
g) Keep out of trouble
1
2
3
4
5
h) Improve my physical fitness
1
2
3
4
5
i) Feel better about myself
1
2
3
4
5
j) Meet new people
1
2
3
4
5
k) Develop new skills
1
2
3
4
5
l) Try something new / interesting
1
2
3
4
5
14. How much do you agree with the following statements?
Please circle ONE response for each statement.
STRONGLY
DISAGREE
DISAGREE
NEITHER
agree or
disagree
AGREE
STRONGLY
AGREE
i) If I have problems, there are people in my
community who can help me
1
2
3
4
5
j) I enjoy living in my community
1
2
3
4
5
k) I feel happy most of the time
1
2
3
4
5
l) I am a healthy person
1
2
3
4
5
m) I am an active person
1
2
3
4
5
n) I am confident I can achieve my goals
1
2
3
4
5
o) I feel that I have a number of good qualities
1
2
3
4
5
p) I take a positive attitude towards myself
1
2
3
4
5
33
15. Over the past week, on how many days did you participate in physical activity for at least ONE
HOUR? Please include any activity that made you huff and puff or breathe harder than normal.
16. How likely are you to continue participation in this sport or activity once the program is
complete?
Please circle ONE response.
Very Unlikely
Unlikely
Unsure
Likely
Very Likely
1
2
3
4
5
17. Has participation in this program motivated you to join another sport or recreation club/group or
start doing any other recreational activity?
☐ Yes
☐ No
☐ Unsure
18. What are the things you liked most about the program?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
19. What are the things you liked least about the program, or you feel could be improved?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
20. Would you recommend this program to a friend?
☐ Yes
☐ No
☐ 0
☐ 1
☐ 2
☐ 3
☐ 4
☐ 5
☐ 6
☐ 7
34
APPENDIX 6: YES POST-PROGRAM SURVEY
1. What is the name of the program you were involved in?
___________________________________________________________________________________
2. Outside of this program, are you currently involved with any other sport or recreation club/group
(i.e. playing or volunteering)?
☐ Yes (go to question 3)
☐ No (go to question 4)
3. If you answered YES to Q2, how are you involved?
☐ Member of a club or group
☐ Participant in a program
☐ Volunteer
4. If you answered NO to Q2, can you please tell us why? Please tick all relevant responses.
☐ Too expensive
☐ I don’t know of any in my area
☐ Too far away or I can’t get there
☐ I wasn’t interested
☐ Used to be involved, but not now
☐ Other
________________________________________
5. Are you interested in taking on a leadership role or volunteering with any group in your
community (e.g. at school, or at a sport or recreation club/group, or other community
organisation)?
☐ Yes
☐ No
☐ Unsure
6. How much do you agree with the following statements?
Please circle ONE response for each statement.
Through participating in this program, I have
…
STRONGLY
DISAGREE
DISAGREE
NEITHER
agree or
disagree
AGREE
STRONGLY
AGREE
m) Met new people
1
2
3
4
5
n) Developed new skills
1
2
3
4
5
o) Kept out of trouble
1
2
3
4
5
p) Improved my physical fitness
1
2
3
4
5
q) Felt better about myself
1
2
3
4
5
r) Tried something new
1
2
3
4
5
7. How much do you agree with the following statements?
Please circle ONE response for each statement.
STRONGLY
DISAGREE
DISAGREE
NEITHER
agree or
disagree
AGREE
STRONGLY
AGREE
q) If I have problems, there are people in my
community who can help me
1
2
3
4
5
35
r) I enjoy living in my community
1
2
3
4
5
s) I feel happy most of the time
1
2
3
4
5
t) I am a healthy person
1
2
3
4
5
u) I am an active person
1
2
3
4
5
v) I am confident I can achieve my goals
1
2
3
4
5
8. Over the past week, on how many days did you participate in physical activity for at least ONE
HOUR? Please include any activity that made you huff and puff or breathe harder than normal.
9. How likely are you to continue participation in this sport or activity once the program is complete?
Please circle ONE response.
Very Unlikely
Unlikely
Unsure
Likely
Very Likely
1
2
3
4
5
10. Has participation in this program motivated you to join another sport or recreation club/group or
start doing any other recreational activity?
☐ Yes
☐ No
☐ Unsure
11. What are the things you liked most about the program?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_______________
12. What are the things you liked least about the program, or you feel could be improved?
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
_______________
13. Would you recommend this program to a friend?
☐ Yes
☐ No
14. What is your gender?
☐ Female
☐ Male
☐ Other ____________________
15. How old are you? __________________________
16. Are you of Aboriginal or Torres Strait Islander descent?
☐ 1
☐ 2
☐ 3
☐ 4
☐ 5
☐ 6
☐ 7
36
☐ Yes
☐ No
17. Do you have a disability that affects your day to day life?
☐ Yes
☐ No
18. Are you currently attending school or other education or training?
☐ Yes
☐ No
19. Were you born in Australia?
☐ Yes
☐ No
If you answered NO, where were you born? ____________________________________________
20. Do you or your family members speak a language other than English at home?
☐ Yes
☐ No
37
APPENDIX 7: DISCUSSION GUIDES
Stakeholder Discussion Guide:
Section 1: Let’s start by talking about your involvement in [Swan City Youth Service/Bike rescue/Rock
and Roll Mountain Biking]…
I. Can you tell me when you began involvement with the program?
II. What (if anything) encouraged your involvement in the program?
III. What is your involvement with the program now?
Section 2: Let’s talk now about the program generally…
I. What have participants been doing over the past 4 weeks?
II. What do you think are the aims of this program have been?
III. What types of participants have been involved? (Age/gender, sporty/outdoorsy, truant/at-
risk/low socio-economic etc.)
Section 3: The program exists for the benefits of the participants, so…
I. What benefits have you observed from this program for the participants? (Cues if needed:
Behaviour, motivation, attitude, relationships, health, whole-person, identity etc.)
a. Which of these stand out as the main benefits?
b. What aspects of the program do you think help to achieve this?
II. Would you say participation in the program has led to any of the following outcomes?
a. Personal development of life skills?
b. Improved character traits?
c. Development of leadership and mentoring skills?
d. Increased desire for physical activity?
e. An interest in mountain biking as a sport?
III. Do you think the program has been a successful example service collaboration? (Between
SCYS, R&R etc.) Are there any ways such collaboration may be improved for future
programs?
Section 4: Areas for improvement or expansion
I. Overall, do you think this program was beneficial?
a. If yes, what specifically about this program made it so?
b. If no, are there parts of this program that are lacking, could be improved, could be
added or could be left out altogether
38
Participant Discussion Guide:
1. Before taking part in this program, had you ever been involved in mountain biking or bike
repair? If so, what was your involvement?
2. Why did you sign up for this program? Has it met your expectations?
3. Have you enjoyed the program?
4. What aspects of the program were challenging or rewarding?
5. Has the program made you want to be more active, and do you feel like you have been doing
more physical activity generally since you started the program?
6. Has the program taught you skills that are useful for other parts of your life? What sort of
things?
7. Do you feel the program has developed your character – or who you are as a person? How?
8. Has the program had an impact on how you feel about yourself? How?
9. Do you think aspects of the program make you a better leader or mentor to your friends?
How?
10. Would you like to continue being involved in mountain biking going forward? Just riding, or
fixing bikes and maintenance as well?
11. If you would like to stay involved in mountain biking, is there you anything you need to make
that possible?
