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Over the last two decades, the sport for development (SFD) sector has grown significantly, and there has been a concurrent increase in research and educational activities to support the field. In particular, academic institutions are taking a more significant role, contributing to a growing body of literature and developing numerous SFD-specific courses. Despite these initiatives and the important role assigned to academia, academic activities related to SFD have remained fragmented along geographic or disciplinary lines, and our knowledge of academic activities and collaborations is limited and focused on actors in the Global North. This study seeks to address these gaps and, through an international survey of academic institutions, aims to (1) establish the teaching, research and partnership activities within and between academic institutions around the globe; and (2) identify challenges and inform solutions for greater cooperation within and between academic institutions in the SFD context. Overall, our results show that the SFD is a highly multidisciplinary field involving institutions from a perhaps wider-than-expected range of countries. However, funding, support and recognition of SFD and associated academic actors, especially in the Global South, remains limited. To conclude, we propose potential ways forward to address some of these issues.

In Botswana, sport is positioned as a potential driver of economic and social development. In particular, there are numerous discussions about increasing the socio-economic impact of sport and the need to professionalise Botswana sport. Knowledge Management (KM) can play a critical role in achieving this greater professionalisation and impact. Despite this importance, there have only been a small number of studies on KM in sports, and none of this literature explores the topic in sub-Saharan Africa. Against this background, the goals of our paper are two-fold. Firstly, we wish to map out the current knowledge management landscape in the Botswana sport sector. Secondly, we aim to propose concrete, evidence-based avenues to improve KM within the sector. This paper relies on findings generated through semi-structured qualitative interviews with individuals connected to Botswana sport. To allow for triangulation, these interviews are further supported by other, previous qualitative research as well as relevant academic and policy literature. The Knowledge Management framework from Sunassee and Sewry (2002) is used to analyse and structure the results. Overall, we see that KM in Botswana sport is somewhat present at the individual, organisational level, but numerous obstacles and inefficiencies exist in creating and sharing knowledge at the sectoral level. To support the growth of KM in the sector, numerous concrete recommendations are presented. In particular, we highlight a need to communicate the value of KM better and obtain the necessary buy-in.

Over the last 20 years, sport for development (SFD) has become an increasingly used tool to tackle education-related challenges around the world and has even become recognized by major international institutions such as the United Nations and the Commonwealth. In spite of this, evidence on the effectiveness of SFD programs on educational outcomes is limited. Through a Rapid Evidence Assessment (REA), this paper seeks to begin addressing this gap. Literature is included if it quantitatively examines the relationship between participation in a SFD program and educational outcomes, namely academic performance, school attendance, or attitudes and behaviors related to school. Results are then organized and presented according to these aforementioned areas. The identified literature paints a mixed picture of SFD’s impact on educational outcomes related to academic performance and school attendance, though the data related to improved attitude and behavior is more positive. Overall, the lack of research on this topic and the deficiencies in some of the identified studies do not allow for the conclusion that SFD generates positive education-related outcomes. This paper concludes by proposing potential solutions to address this gap in research.