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What about sport and physical exercise
in substance use disorder recovery?
Research report
Perceptions of individuals under SUD
recovery
2022
Life Skills Development
Research Team Structure
Principal Investigator
Panagiotounis Fotis, KETHEA, Greece
Research Associates
Angeliki Koutsoukou, KETHEA, Greece
Hassandra Mary, University of Thessaly, Greece
Goudas Marios, University of Thessaly, Greece
Theodorakis Ioannis, University of Thessaly, Greece
Irini Ifanti, KETHEA, Greece
Research Assistants
Trond Stalsberg Mydland, ALARM, Norway
Jan Ivar Ekberg, ALARM, Norway
Jana Johannessen Valkova, ALARM, Norway
Javier De Las Heras, Coolmine, Ireland
David McPhillips, Coolmine, Ireland
Andrea Ascari, Centro di Solidarietà di Reggio Emilia, Italy
Giulia Notari, Centro di Solidarietà di Reggio Emilia, Italy
Eduardo Torras Híjar, Association Sport to live, Spain
Maria Rovira Font, Association Sport to live, Spain
Jan Kolar, Czekobanda, Czech Republic
Edita Florianova, Czekobanda, Czech Republic
Agnieszka Grzelka, MONAR, Poland
Maria Banaszak, MONAR, Poland
Giulia Giusti, Asociación Experientia, Spain
Natalia Ruiz de Cortázar Gracia, Asociación Experientia, Spain
02
03
Aims and Objectives
05
Methodology
06
15
06
37 Appendixes
07
Abstract
Life skills develpement through sport participation
Life skills develpement through sport participation
Qualitative results
09 Results
33
Quantitative results
04
The study was addressed to individuals under SUD recovery (clients). The initial purpose of the
study was to capture clients’ perceptions regarding the connection between sport and physical
exercise (PE) participation and their SUD recovery outcomes. In this framework, using a multi-
method research approach, the study evaluated clients' perceptions of life skills through
participation in sport.
05
Aims and Objectives
It is well established that sport is a learning environment that provides favorable conditions for
positive psychosocial development. The purpose of the study was to describe clients’
perceptions regarding the connection between sport and physical exercise (PE) participation
and positive life skills development. In this mixed-method research approach study, 774 clients
from a total of twenty-nine organizations, from nine European countries, completed self-report
tools, nineteen interviews, and five focus groups (31 participants) were conducted. Data
collection took place from September 2020 to May 2021. Quantitative and qualitative analysis
revealed that skills of communication, time management, teamwork, and leadership were
among the most frequent life skills identified by clients. Additionally, goal-setting skills are
considered an important life skill to practice during sport practice, because it supports clients’
commitment to their therapeutic goals and their increased sense of control over the personal
progress that is made based on their goals (sport and therapy-related). The results of the
current study are promising, as they can contribute to the appropriate planning and promotion
of sport and PE interventions, adapted to the development of life skills of individuals undergoing
SUD treatment, contributing to their sustainable recovery.
06
Abstract
07
Following the Back Translation process, the assessment tools were translated into eight
languages (Greek, English, Spanish, Italian, Norwegian, Czech, Polish, and French).
Assessment Tools
Demographics
Quantitative research
Methodology
Gender and age
Participants' previous experience with substance use. The variable measured how many
years in total clients had previous involvement with substance use
Participants' current engagement in SUD recovery. The variable measured the number of
days of current participation in SUD recovery
Service Settings
Therapy Approach
Participants' educational background
Attendance at previous SUD recovery by participants. The variable recorded the individuals'
past failed attempts to complete SUD recovery
Participants' beliefs of their SUD severity
Participants' beliefs on the need for immediate participation in SUD recovery. The variable
measured how vital it was for the clients to participate in SUD recovery right now
Previous and current sport experience
Sports preferences
The 47-item Life Skills Scale for Sport (LSSS)* was used to assess the extent to which clients
perceived they were developing positive life skills through their sport and physical exercise
participation. The scale asks participants to “rate how much your sport has taught you to perform
the skills listed below”. The participants responded on a five-point scale ranging from 1 (not at all)
to 5 (very much).
Life skills development
*Cronin, L. D., & Allen, J. (2017). Development and initial validation of the Life Skills Scale for Sport. Psychology of Sport and Exercise, 28, 105–119.
https://doi.org/10.1016/j.psychsport.2016.11.001
08
Teamwork skills: (7 items, e.g., “Accept suggestions for improvement from others”, “Help build
team/group spirit”, “Work well within a team/group”, etc.).
Goal-setting skills: (7 items, e.g., “Set goals so that I can stay focused on improving”, “Set
challenging goals”, “Set specific goals”, etc.).
Time management skills: (4 items, e.g., “Manage your time well”, “Set goals so that you use your
time effectively”, “Control how to use your time”, etc.).
Emotional skills: (8 items, e.g., “Know how to deal with my emotions”, “Notice how you feel”, “Use
your emotions to stay focused”, etc.).
Communication skills: (4 items, e.g., “Speak clearly to others”, “Pay attention to peoples' body
language”, “Communicate well with others”, etc.).
Social skills: (5 items, e.g., “Interact in various social settings”, “Maintain close friendships”,
“Start a conversation”, etc.).
Leadership skills: (8 items, e.g., “Set high standards for the team/group”, “Know how to motivate
others”, “Help others solve their performance problems”, etc.).
Problem-solving and decision-making skills: (4 items, e.g., “Think carefully about a problem”,
“Evaluate a solution to a problem”, “Compare each possible solution to find the best one”, etc.)
Individuals undergoing SUD recovery were interviewed and focus groups were conducted to
capture their perspectives. For the purposes of quantitative research, an interview protocol was
developed (Appendix 1). In addition, a Practical Quick Guide was produced to assist in the
implementation of the interview protocol and act as a checklist and brief guide to assist
organize, implement, analyze, and report the results of the focus groups and interviews. For data
analysis, thematic analysis was used.
Qualitative research
09
The research included 774 clients from a total of 29 SUD recovery agencies in nine European
countries: Greece, Norway, the Czech Republic, Ireland, Spain, Belgium, Poland, Italy, and
France. Data collection took place from September 2020 to May 2021.
The majority of respondents (80.1%) were men. The responders’ average age was 36.5 years,
while the average time of substance abuse was estimated at 16.7 years. In the sample, we
examined, the average length of stay in treatment corresponded to about 9 months. It is worth
mentioning here that the length of stay in treatment varies depending on the therapeutic
approach. For example, in substitution programs, the residence time increases significantly. 58.3
% of the respondents were on non-substituted therapy models, whereas 11.6 % were on
substituted treatment models. The majority of respondents, 61.9%, received inpatient treatment
services, while 33.3% attended outpatient treatment services. The majority of respondents were
high school graduates 45%, 14.1% were postgraduate graduates, 5.4% were university graduates,
and 3.4% had a master's degree. 46.5% of respondents mentioned that they had made up to 2
previous attempts at SUD recovery programs. While 19.3% had made more than 4 previous
attempts. 94.4% of the respondents stated that they have participated in some type of sports
activity in the past. According to the results, it appears that football is the first choice of
participants in sports activities, with a rate of 53.5%. It is followed by running with 37.6%,
gym/weights with 37.2%, basketball with 33.2%, swimming with 25.7%, volleyball with 25.2%,
and so on. From the Graphs, it also can be seen the list of all the sports in which the clients are
active, as they had the option of multiple choices in this question. Notice that the majority of
participants stated that they participate in six or more sports.
Results
Sample
80,1%
Gender Male
10
Residential treatment
61.9%
Outpatient treatment
33.3%
Other
4.8%
Service Settings
Therapy Approach
Substitution
61.9%
Not Substitution
33.3%
12-Step Therapy
4.8%
11
Secondary Education
45%
Primary education
26.6%
Post-secondary non tertiary education
14.1%
Bachelor
5.4%
Other
5.2%
Master
3.4%
Educational background
How many times until now have you been in a drug treatment program?
Never 1 time 2 time 3 time 4 or more times
25
20
15
10
5
0
20.8% 24.4% 22.1%
13.4%
19.3%
12
Extremely
51%
Considerably
31.6%
Moderately
11.1%
Not at all
3.8%
How serious do you think your SUD problems are?
Extremely
59.6%
Considerably
22.4%
Not at all
7.5%
Moderately
6.5%
Slightly
4%
How important is it for you to get SUD treatment now?
13
Table 1. Participants' characteristics
14
94,4 %
Participation in sports and exercise
Sport activities per person
Participation per sport activity
0% 10% 20% 30%
More than six
Six
Five
Four
Three
Two
One
None
0% 20% 40% 60%
Football/Soccer
Basketball
Volleyball
Handball
Sailing
Rugby
Mountain Biking
Kayaking /Canoeing
Running
Archery
Judo
Surfing
Gym_Weightlifting
Skiing/ Snowboarding
Martial Arts
Wrestling
Gymnastics
Table Tennis
Cycling
Swimming
Athletics/Track and Field
Tennis
Cricket
Rowing
Hiking
15
Life skills develpement through sport participation
Quantitative results
Respondents were asked with evaluating a set of questions concerning life skills they might
have developed from participating in sports. The results were generally positive for all life skills,
as shown in the graphs below.
Overall, we observe that clients rated these life skills-related factors quite high scores as a
result of their involvement in sports, leaving room for improvement in the future.
Some
37.5%
A lot
26.4%
Very much
16.4% A little
15.2%
Not at all
4.5%
16
Accept suggestions for improvement from others
Some
31.9%
A lot
28.2%
A little
15.6%
Very much
15.5%
Not at all
8.8%
Change the way you perform for the benefit of the team
Some
37.5%
A lot
26.4%
Very much
16.4% A little
15.2%
Not at all
4.5%
Help another team member perform a task
Teamwork skills
In terms of teamwork skills, collaborating within the team, working for the benefit of the team,
and offering help when needed in the accomplishment of task all receive a moderate to high
ranking.
A lot
32.9%
Some
29.3%
Very much
20.1% A little
11%
Not at all
6.7%
17
Help build team spirit
Some
32%
A lot
30.7%
A little
15.6%
Very much
13.3%
Not at all
8.4%
Suggest to team members how they can improve
their performance
A lot
34.1%
Some
29%
Very much
22.6%
A little
8.8%
Not at all
5.5%
Work well within a team/group
A lot
33.5%
Very much
28.3%
Some
26.6%
A little
6.8%
Not at all
4.9%
18
Work with others for the good of the team
A lot
31.8% Some
31%
Very much
17.6%
A little
13.3%
Not at all
6.4%
Remain committed to your goals
A lot
35.1%
Some
27.8%
Very much
22.9%
A little
10.8%
Not at all
3.5%
Check progress towards your goals
Goal-setting skills
Goal-setting skills were the focus of the survey's following section. The following graphs make
clear that most respondents believed they had developed skills such as setting demanding goals
for practice, commitment to the goals, and control of the progress accomplished in relation to
the goals that have been set, e.t.c.
A lot
32.2%
Some
27.9%
Very much
20.7% A little
13.5%
Not at all
5.6%
A lot
32.5% Some
27.3%
Very much
17.6%
A little
16.5%
Not at all
6.1%
A lot
34.3%
Some
29.5%
Very much
19.2% A little
13.1%
Not at all
4%
19
Set challenging goals
Set goals so that you can stay focused on improving
Set goals for practice
A lot
33.3% Some
28.8%
Very much
16.8%
A little
14.5%
Not at all
6.7%
A lot
37%
Some
26.1%
Very much
20.1% A little
11.6%
Not at all
5.2%
20
Set specific goals
Set short-term goals in order to achieve long-term
goals
A lot
34.8% Some
29.1%
Very much
16.3%
A little
13.3%
Not at all
6.5%
Some
36.3%
A little
23.4%
A lot
20.1%
Very much
10.5%
Not at all
9.8%
Some
33.4%
A lot
27.4%
A little
17.7%
Very much
16%
Not at all
5.5%
21
Set goals so that you use time effectively
Control how you use your time
Assess how much time you spend on various activities
Time management skills
The graphs below show that the skills to manage time effectively, which is connected to the
greater organization, control, and utilization of time, were similarly ranked moderate to high.
Some
34.5%
A lot
28.6%
A little
16.4%
Very much
13.7%
Not at all
6.8%
Some
34.5%
A lot
28.7%
A little
15.7%
Very much
14.2%
Not at all
6.9%
Some
32.8%
A lot
32%
Very much
19.4% A little
10.7%
Not at all
5.2%
22
Manage your time well
Help others use their emotions to stay focused
Help other people control their emotions when
something bad happens
Emotional skills
The majority of respondents reported that their involvement in sports had helped them develop
their emotional abilities, including their capacity to control their own emotions as well as those
of others.
Some
35.8%
A lot
25.2%
A little
16.3%
Very much
15.9%
Not at all
6.8%
Some
34.1%
A lot
32%
Very much
15%
A little
13.4%
Not at all
5.5%
A lot
34.1%
Some
29.2%
Very much
21.4%
A little
11.6%
Not at all
3.7%
23
Know how to deal with my emotions
Notice how other people feel
Notice how I feel
A lot
33.9%
Some
29.1%
Very much
19.9% A little
11.7%
Not at all
5.4%
Some
33.9%
A lot
29.5%
A little
14.6%
Very much
14.3%
Not at all
7.7%
A lot
33.3%
Very much
28.3%
Some
23.7%
A little
9.5%
Not at all
5.2%
24
Understand other peoples' emotions
Use your emotions to stay focused
Realize that you behave differently when emotional
A lot
32.9%
Some
32.1%
Very much
19.6%
A little
10%
Not at all
5.3%
A lot
32%
Some
28.1%
Very much
25.3%
A little
8.7%
Not at all
6%
A lot
36.7%
Some
29.7%
Very much
20.3%
A little
8.5%
Not at all
4.8%
25
Communicate well with others
Speak clearly to others
Pay attention to what someone is saying
Communication skills
The majority of respondents believed that their capacity to communicate with others, pay
attention to others' body language and verbal signals, listen intently to what others are saying,
speak clearly, and maintain emotional control in adverse circumstances had significantly
increased through their sport involvement
A lot
30.7%
Some
30.2%
Very much
19.7%
A little
10.9%
Not at all
8.5%
A lot
32.5%
Some
26.1%
Very much
19.7%
A little
12.8%
Not at all
8.8%
26
Pay attention to peoples' body language
Get involved in group activities
Social skills
Some
30.1%
A lot
28.7%
Very much
18.7%
A little
15.5%
Not at all
6.9%
Help others without them asking for help
Some
29.7%
A lot
26.9%
A little
20.3%
Very much
15.1%
Not at all
7.9%
Some
28.1%
A lot
27.7%
A little
18.5%
Very much
16.6%
Not at all
9.1%
27
Interact in various social settings
Start a conversation
A lot
30.5%
Some
30.3%
Very much
22.3%
A little
11.3%
Not at all
5.6%
Maintain close friendships
Some
31.7%
A lot
23.6%
A little
18.7%
Very much
15%
Not at all
11%
Some
30.4%
A lot
29.6%
Very much
16.7%
A little
16.3%
Not at all
6.9%
28
Be a good role model for others
Help others solve their performance problems
Some
34.3%
A lot
30.1%
Very much
17% A little
13.1%
Not at all
5.4%
Consider the individual opinions of each team member
Leadership skills
A lot
32.3%
Some
31.7%
A little
15.8%
Very much
15.8%
Not at all
4.4%
Some
31.1%
A lot
29.3%
A little
16.6%
Very much
16.6%
Not at all
6.4%
29
Know how to motivate others
Organize team members to work together
A lot
32.8%
Some
29.7%
A little
15.6%
Very much
12.8%
Not at all
9.1%
Know how to positively infuence a team
A lot
38%
Some
26.3%
Very much
22.2%
A little
9.8%
Not at all
3.6%
Some
32%
A lot
28%
A little
15.4%
Very much
14.7%
Not at all
9.9%
30
Recognize other peoples' achievement
Set high standards for the team
A lot
32.3%
Some
32%
Very much
17.7% A little
11.3%
Not at all
6.6%
Some
34.7%
A lot
30.3%
Very much
17% A little
12.5%
Not at all
5.6%
31
Compare each possible solution to and the best one
Create as many possible solutions to a problem as possible
Problem-solving and decision-making skills
A lot
32.9% Some
32.1%
Very much
16.8% A little
12.5%
Not at all
5.7%
Evaluate a solution to a problem
Some
33.3%
A lot
32.2%
Very much
17.6% A little
11.2%
Not at all
5.7%
32
Think carefully about a probleme
33
Life skills develpement through sport participation
Qualitative results
34
35
36
Appendixes
Appendix 1: Clients' interview questions
37
38
rtsportproject@gmail.com
www.rtsport.eu
www.facebook.com/ketheasport/
Co-funded by the Erasmus+Sport program of the European Commission, the Reintegration
Through Sport PLUS project is of a duration of three years (2020 – 2022).
The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the
views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
