This article reports on the ‘uptake’ dynamics and resultant manifestations of a school-based, incentive-driven, sport-for-development programme in the South African context of poverty. The ecological systems theory of Brofenbrenner, the theory of complexity and a neoliberal framework underpin the social constructions of local meanings associated with programme participation and involvement. Thirty-nine primary schools in the Western Cape Province and four schools in the Eastern Cape Province deliver the programme in partnership with a local foundation. A representative sample of 15 schools, from rural and urban (township) impoverished communities, were selected for a baseline study. A mixed-method approach of the Sport-in Development Impact Assessment Tool was adapted to collect comparative data through 57 interviews, 35 focus group sessions (with 75 teachers and 176 learners) and 159 questionnaires completed by learners and 29 by school and cluster coordinators. Various models of implementation render nuanced findings at meso-, exo- and micro-levels, where interrelated systems, demographic and developmental influences translate into culturally informed sense-making, pro- and anti-social associative behaviours, praxis, institutional empowerment and status-conferring identity constructions. All partners promote a neoliberal approach that limits changes to the underlying social systems, and mostly promote individual and group attributes within the institutional and social world settings of participants.
