Edmonton (Alta.) - 1980 - Community recreation needs study manual (1980-01)

SD L BRARY

5585

1111 111

R040/2027/1980

COMMUNITY RECREAT ON-NEDS EDMONTON.-PARKS-S-RE

Planning Deparimont

LIBRARY of Edmonton The City,

COMMUNITY RECREATION NEEDS STUDY MANUAL

A MOM11 THE CITY OF

3200.1a .E3 E377 1980

PARKS AND RECREATION

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COMMUNITY RECREATION NEEDS STUDY MANUAL

Prepared Research Planning Edmonton January,

by: and Planning Section & Development Branch Parks and Recreation 1980

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COMMUNITY RECREATION NEEDS STUDY MANUAL

The purpose of this Community Recreation Needs Study Manual is to help community groups and District Recreation Co-ordinators (D.R.C.) carry out their own studies on community and recreational issues of concern to them. A needs study is an evaluation of the recreational requirements, wants The and desires of the community. manual provides the procedures required to decide upon, condflrt and analyze a needs study with a minimal amount of aid. Four basic ways of determining needs will be examined: 1. demand analysis for existing programmes or facilities, 2. least cost studies, 3. public meetings, 4. community recreation surveys.

City wide groups such as service clubs, cultural and ethnic clubs and sports clubs wishing to conduct needs studies should contact. the Central Recreation Services section of the Edmonton Parks and Recreation Department, or their D.R.C. for information. 'Although city wide groups will be using the techniques described in this manual, the procedures required for conducting these studies differ from those If use of described in the, manual. this manual is inappropriate, the group will be referred to the Research and Planning section.

Two pilot studies preceded this manual. The main study arose from the Federation of Community Leagues' Leadership Development programme, and involved the Federation, five of Edmonton's community leagues, Grant MacEwan Applied Research Centre, and the Edmonton Parks and Recreation The study was conducted Department. between April and September, 1979. The purpose of the pilot study was to develop a standard set of questions that could be included in a survey on

community needs. The study helped in preparing the section of this manual that is devoted to conducting surveys.

The second pilot study involved public. participation methods and was carried Out by the Research and Plarning section of Edmonton Parks and Recreation between January and June 1979. The purpose of this study ws to develop the framework for a public participation programme.

When a needs study is undertaken by a community group, the responsibility for conducting the study through all the stages of the process rests with the community group. The D.R.C. for the area will provide help whenever required. However, when a needs study is initiated by the D.R.C., the responsibility for conducting the 3tudy rests with the D.R.C. All surveys must be approved, before they are conducted, by the Research and Planning section of the Parks and Recreation Department.

Review and a recommendation for accepting or rejecting a needs 3tudy submitted with a grant application will be done by the Research and Plalning Reasons and solutions are section. given when a study is rejected. The section Planning and Research recommendation will be forwarded to the District offices and to the Grants section.

Appendix I contains the telephone numbers and addresses of Central Recreation Services and the District If a community Recreation offices. group wishes to contact their D.R.C., we suggest you phone the District office closest to you.

This manual will be revised as the need for changes becomes evident. The manual will be reviewed every year after input is received from community users, the D.R.C.s and the Research and Planning section.

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Contents

Page

Chapter I

What is a Needs Study and Why is it Required

1

Chapter 2

DefinirF the Problem Areas A.. Defining the Problems B. Hypotheses C. Objectives

2

Chapter 3

Community Evaluation A. Population Data B. Inventory of Supply C. Other Studies

4

Chapter 4

Choosirs ,-s.eds Study Techniques A. An Overview B. Why More Than One Type of Needs Study is Required C. Suitability of Study Types to Problem Areas

6

Chapter 5

Demand Analysis for Existing Programmes/Facilities A. Demand Analysis B. Report C. An Example of Demand Analysis Statistics

Chapter 6

. Least Cost Studies A. Least Cost Studies B. Report C. An Example of Least Cost Information

12

16

Chapter 7

Public Meetings A. Public Meetings B. Report

18

Chapter 8

Surveys A. An Overview B. Survey Design C. Questionnaire Construction D. Survey Administration E. Processing Survey Forms F. Constructing Tables G. Interpretation H. Report Writing

21

Chapter 9

Grant Guidelines

35

Appendix I

Contact Telephone Numbers and Addresses

Appendix 2

Sample Selection for Sample Surveys

A2.1

Appendix 3A

Survey Questions

A3.1

Appendix 3B

Coding, Tabulating and Constructing Tables

A3. 30

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THE NEEDS STUDY PROCESS

STEP 1 (Chapter 2)

Defining the Problem Areas

STEP 2 (Chapter 3)

Community Evaluation

STEP 3 (Chapter 4)

STEP 4 (Chapter 5)

(Chapter 6)

(Chapter 7)

Choosing the Techniques

Demand Analysis

Least Cost Studies

Public Meetings

(Chapter 8)

STEP 5 (Chapter 9)

Grant Guidelines

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CHAPTER I

WHAT IS A NEEDS STUDY AND WHY IS IT REQUIRED

A community recreation needs study is an information gathering tool on It community and recreation needs. provides information upon which to base your decisions. A needs study will not give you the answer to your problem, but gives you a way to find the answer. A needs study can: 1. help you to use present resourcesl in a more efficient way; 2. help you to make sure your services meet the needs of all members of the community and do not reflect. the desires of just a It allows few members. participation and input into decisions.

The demand for leisure services has been increasing throughout the past The resources required to decade. satisfy this growing demand have but are not adequate to increased, satisfy all the demands for leisure services. Thus, your resources should be channelled into the areas where they are most needed. Needs are evaluated so we can relate the demand for recreation services to the supply of resources in a way which will provide the. greatest level â&#x20AC;˘of satisfaction.

Needs studies provide direction by indicating where resources should be For . example, what channelled. programmes are most desired in the community; what times should these programmes be offered to maximize participation in them; should money be spent on renovation to the community hall or on a new playground?

Needs studies can identify the problems and concerns of citizens. Information gathered from a needs assessment study can help you to understand the problems faced in community recreation (for example, what is required to encourage people to participate; why is community Information league membership low). obtained from these studies can be used to develop greater appeal for outsiders to join the group by indicating such things as what type of people the group is serving and what type it is not serving, and why it is not serving these people.

Another reason for interest in needs assessment studies is that they are the first step in obtaining provincial grant money for a project. Before the Alberta Government approves a Major Facility Cultural/Recreation Development Program or Project the application, Co-operation signatures of the Mayor, the Municipal Secretary and the Edmonton Parks and Recreation Advisory Board Chairman must These be on the grant application. signatures indicate that the City approves the application, and the application agrees with the 1979-83 Edmonton Parks and Recreation Master The Edmonton Parks and Plan.

Recreation Department requires a study be done to ensure the grant request satisfies the community's needs and that plans are based on the needs assessment.

1. A resource is a mans of satisfying a want and includes haman assets (time,effort,work), financial assets (funds) and material assets (concrete blocks, paint, etc.)

1

CHAPTER 2 NEEDS STUDY PROCESS, STEP 1 - DEFINING PROBLEM AREAS -

This is the first stage in any needs assessment study and must be completed by all groups conducting such a study.

The procedure for this step is to define problem areas, develop hypotheses and review the objectives and' goals of the organization (these terms will be explained below.) There is no formula to be followed; rather, this step requires thought and discussion among those people who are undertaking the study.

After problem areas have been adequately defined, the problem or issues should be rated according to priority. It is strongly recommended that problem statements be put into writing.

This allows others (e.g. community executive, D.R.C.) the opportunity to examine the problem and the focus of the study. A study is less likely to go in the wrong direction if problem areas are documented.

A. Defining the Problems B.Hypotheses Problems occur when things are not as they should be. If the results of a needs assessment study are to provide valuable information, the problems of concern must first be defined as clearly as possible. Time must be spent in discussing and analyzing the problem. One way of doing this is to compare the situation now existing to the ideal situation.' For example: 1. the situation now may be programmes in the area are poorly attended.

The ideal situation would be offering programmes that are most desired in the community and are therefore well attended; 2,

the situation now is that complaints have been received that the area requires tennis courts and a playground. The ideal situation would be knowing the needs of the community as a whole, having a priority rating among the needs, and constructing the needed facilities in their order of priority.

Try not to define a symptom as a problem area.

For example, 'no one will help with bingo' is a symptom of the more general problem of how to raise funds.

A hypothesis is a theory about a problem - it is a guess about results.

In this phase we construct hypotheses for each problem area. The guess can be a statement of a possible cause-effect relationship; for example, are people not participating in programmes because they are too involved with other activities, or because there is no facility in the area. Other guesses describe possible connections between two areas of concern; for example, are older people less likely to want to participate in any activity. Each problem area can have many of these guesses.

Thus, hypotheses transfer problem areas into a set of questions by asking about each problem: Who, Where, when, why.

C.Objectives The final phase in defining problem areas is to examine how the needs study fits in with the overall objectives and goals of the community organization.

Are the problem areas and thus the purpose of the study compatible with the group's goals and objectives?

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The length of time required to complete step definition problem the If help is required in varies. completing this step, the D.R.C. will help.

Once the above tasks have been completed, preconceived ideas and vested interests in the study outcome must be set aside and we must allow the study to reveal what it will.

NEEDS STUDY PROCESS, STEP 1 - DEFINING THE PROBLEM AREAS -

[-DEFINE THE PROBLEMS

- compare the situation now to the ideal situation.

- rate according to priority.

- put into writing.

- guesses about cause-effect relationships and other connections: who, where, when, why.

- compare problem areas to overall group objectives to check if they agree.

ESTIMATED TIME REQUIRED TO COMPLETE THIS STEP: 1 DAY

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CHAPTER 3 NEEDS STUDY PROCESS, STEP 2 - COMMUNITY EVALUATION -

The community evaluation is the second step in all need studies. It consists of obtaining information in three areas:

7. proportion of population who have lived in the area for 12 months or less (an indication of the stability of the community).

1.population data, 2.inventory of supply, 3. other studies.

A map showing neighbourhood boundaries and the schools, parks and recreation facilities within these boundaries can be compiled at this time.

A. Population Data Population data2 can be obtained from the annual Civic census conducted in Edmonton.

This data is collected by small 'enumeration areas'.

Usually data for a community will require the summing up of information for all the 'enumeration areas' in the community's. boundaries. The following information from the Civic census should be included: 1. total population of the area; age - sex distribution3, for males and females within the following age groupings: 0-9 years old, 10-19 years old, 20-39 years, 40-59 years, and 60 years and over. You may also be interested in examining the age-sex distribution for 5 year age groupings (0-4,5-9, etc); 3. number of households; 4, renter-owner distribution; 5.marital status distribution; 6.occupational distribution; 9.

2.Population data are statistics illustrating conditions in the community. An example is statistics on the nuMber of males and females in an age group.

3.Distribution mans the percentages of the total within Bach. category.

For example, mqles 10-19 years old make up a certain percentage of the total population. To find this percentage, we divide the number

The population information described above should be obtained for the City as a whole, as well as the community.

Compare how the community differs from, and is similar to the City average.

For example, is there a high percentage of senior Citizens relative sto the City average; is there a low percentage of How young children in the area? stable, in terms of residency, is your community compared to the City average?

Are a high percentage of people employed full time? What percentage of all community households are presently members of your organization?

An examination of this population data may help your understanding of the Many of the above problem areas. the population (i.e. factors components) influence the demand for leisure services. This population data will be put into the needs study report and will be required for other uses in some of the studies.

within the category by the total number in all categories. We then multiply by 100.

Number in Category Total of all Categories

x100

or, in our example: Number of Males aged 10-19 yrs x100 Total Population

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Civic census information is kept at the District offices of the Parks and Recreation Department, and can be obtained through the D.R.C. The compiling of the statistics for the community will take about one day of work. This should be completed before deciding on the needs study techniques (Chapter 4).

B.

Inventory of Supply

An inventory, or complete listing, of supply is undertaken where appropriate.

If programme attendance is an area of concern, inventory all the programmes available in your area, or serving your area. This should include programmes offered by your group and by all other agencies in your area.

If 'lack of facilities is a problem area, list existing facilities in the area, and major surrounding facilities. If equipment or furnishings are problem areas list the equipment/furnishings the group is now using, and describe

their state of repair. The D.R.C. can help obtain information on the activities and facilities of outside agencies.

C. Other Studies The final phase of the community evaluation step is to review studies that have been done on your community and on problem areas similar to yours.

Studies on the projected growth (decline) of the area and other studies on the community may have been undertaken.

These could provide a better understanding of the problem.

The community may have conducted a needs study in the past, or other organizations in the community (e.g. schools, daycare), or City Departments, may have undertaken a study of your area.

The D.R.C. can provide information on what studies have been done and help you obtain them. About 2 weeks are required for completion of this phase.

NEEDS STUDY PROCESS, STEP 2 - COMMUNITY EVALUATION -

POPULATION DATA7-1

[- INVENTORY OF SUPPLY

- gather civic census information for community and City as a Whole. Compare the distributions for the two.

- obtain map of neighbourhood.

- listing of what is offered and available in the community to satisfy the areas of concern. Include what is offered by outside agencies.

- review studies that have been done on the community and on the problem areas.

OTHER STUDIES

ESTIMATED TIME REQUIRED TO COMPLETE THIS STEP: 2 WEEKS 5

CHAPTER 4

NEEDS STUDY PROCESS, STEP 3 - CHOOSING NEEDS STUDY TECHNIQUES -

A. . An Overview To repeat, a needs study is a tool used to gather information. The information will help you make a sound decision concerning a problem area.

Preconceived ideas and vested interests. must be set aside in order that the study can evolve unbiasedly.

Four types of needs assessment techniques will be looked at along with their advantages and disadvantages: 1. demand analysis for existing programmes or facilities, 9. least cost studies, 3. public meetings, 4. surveys.

1. Demand Analysis for Existing Programmes/Facilities This method uses information on attendance or use of programmes or facilities. AS well, information on estimates of people attempting to use or attend but unable to because of overcrowding is used.

When possible attendance figures for a number of years are examined to show the trends of use. This method relates the demand (attendance or use) to the supply (or capacity) of programmes / facilities. Increased resources are recommended where demand is greater than supply.

- inexpensive to conduct.

Disadvantages: - attendance/use statistics may not This may result in an exist. unfair bias in favour of those organization who have kept records; - may not be a high priority need as use rather than need is measured. This would result in a long run trend to provide more of the existing programmes or facilities, rather than desired, new ones.

2. Least Cost Studies This method shows the least cost solution to the problem area, and a comparison of the costs and level of services provided by all reasonable alternatives.

Advantages: - a quick, simple needs technique; - inexpensive to conduct.

Disadvantages: - not applicable to all problems; - no real indicator of priority of need or existence of need.

Advantages: - one of the quickest, simplest needs techniques;

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3. Public

Meeting

A public meeting is a well advertised and properly conducted meeting. This meeting is open to all affected by the issue.

The public meeting allows those who attend to obtain information on the problems, discuss them and reach an agreement.

Public meetings should also include meetings with special interest groups and groups who are not well represented at the public meetings (e.g. seniors, teens, children).

Advantages: 4 - information exchange is made 'easier: information can be provided to those who attend the meeting, their questions and concerns can be brought .into the open and dealt with, new ideas can be brought up and discussed; - the results of a course of action can be traced and discussed; - agreement can be reached as opinions can be changed and formed.

Disadvantages: - usually not a representative selection of people as those with a lot to gain or lose will tend to be over-represented.

Attendance at public meetings is usually low, except where a threat is perceived; - long time period involved in trying to develop interest in the meeting (e.g. in publicity and promotion of a meeting).

4. Advantages and disadvantages are based on information obtained from the Calgary Plan Review, Public Participation Program.

4.

Surveys 'A survey of all or a proportion of asking a the population predesigned set of questions. The survey covers such areas as and involvement present participation, activities people would like to participate in and what will get them to participate.

Attitudes, opinions and feelings with regards to leisure services can also be covered.

Advantages: - information is representative of the overall community, if the survey is properly conducted. Thus it can provide the most valid information.

Disadvantages: - costly in terms of time, effort and, to an extent, money; - if handled improperly it will tell nothing of use; what - differences between respondents say they do (or would like to do) and what they in fact do (or will do).

B. Why More Than One Type of Needs Study is Required We recommend in the next section that in all cases of needs assessment, more than one study technique be used. The purposes, advantages and disadvantages of the techniques above vary. Use of one technique adds to the information obtained from another technique, providing a more balanced viewpoint.

If demand analysis indicated a need for more photography equipment, a least cost study would indicate the best type of equipment to purchase.

A least cost study may determine the best kiln to purchase, but there may be

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a declining demand for pottery courses.

The agreemet reached at a public meeting may be in favour of a community pub, but a survey may show the community residents are opposed to the idea.

Use of more than one needs technique also provides . the flexibility for dealing with differences in Communities, while still providing standards to ensure an objective needs evaluation. The Centralâ&#x20AC;&#x201D;McDougall and Mill Woods communities concentrated their needs studies on public meetings, with surveys supplementing this input.

McKernan community focused on the survey, complementing this with a public meeting.

The relationship of what the problem is to what information you get may require the use of more than one study method.

For example, a problem is defined and the information produced in attempting to solve the problem has instead revealed another problem. This results in the need for more and different information.

So, again the need for more than one type of needs study is indicated.

C.

Suitability of Study Types to Problem Areas The types of needs studies yield varying degrees of information at varying levels of cost. In deciding which needs assessment technique to concentate on, two things must be taken into account: the type of information required; money spent on a study should be proportional to total funds requested or to be spent on the problem solution.5 The type of information required, and hence the best type of needs study to

use is related to the problem areas the community group has defined. Typical problem areas fall into four categories: 1. obtaining information on needs and opinions of actual and potential members on activity preferences, facility needs and involvement; 9. facility construction, addition or renovations; 3. equipment and furnishings; 4. park development, redevelopment.6

Category 1 may or may not result in money being spent.

It does require information representative of the overall cothrianity.

Information is required from both those people who are, and those who are not involved.

Category I also requires that a variety of topics be treated.

For these reasons, surveys are the most suitable type of needs .study.

Surveys can provide an objective overview . of the community's leisure needs.

They can provide reasons, explanations and details on problem areas that other techniques cannot.

5. It is realized this last statement is paradoxical: on the one hand you are to put aside preconceived biases and on the other hand to anticipate the Lebults of the needs study in so far as to estimate the funds required in satisfying Whatever is needed. In same cases the solution to a' problem is obvious (e.g. snow -removing equipment) and falls within a cost range that is easy to determine.

If after reading this section there is no clear notion of which assessment technique to use, consult the D.R.C. 6, The Park development/redevelopment study techniques are covered in the Neighbourhood Parks Planning Process Manual.

Contact your D.R.C. for information.

TABLE 1. Required

Needs Assessment Techniques by Amount of Grant Requested

AMOUNT OF GRANT REQUEST

NEEDS ASSESSMENT TECHNIQUES REQUIRED

less than $1,000

- community league (group) meeting approving project - least cost study

- minor repairs to building; snowblowers; equipment

$1,000 to $9,999

- community league (group) meeting approving project - least cost study - demand analysis for existing programme or facility

- specialized equipment; skating rink tot lot; paving the rink; garage; minor renovations to building; lighting for rink; security locks; air conditioning

$10,000 to $19,999

- formal public meeting providing agreement on the project - least cost study - demand analysis for existing programme or facility

- design and renovations to facility; paved parking lot; change facilities and lighting

$20,000 to $29,999

- formal public meeting providing agreement on the project - telephone survey - least cost study - demand analysis for existing programme or facility

$30,000 and over

- formal public meeting approving project - drop-off,pick-up survey - least cost study - demand analysis for existing programme or facility

EXAMPLE PROJECTS

- addition and renovations to buildings

- addition, renovations, or construction of community building; change facilities; development and construction of park; tennis courts; playground

Categories 2 to 4 normally result in the spending of money and grant requests. The choice of a needs technique for these categories assumes that funds spent on the needs study should be related to the total cost of the project.

Table 1 relates the amount of grant requested 7 (normally one-half of the project cost) to the needs techniques required for grant purposes.

Some examples of the types of projects are given for each 'amount of grant' category 8.

If less than $1,000 of grant money is being requested, a community league (group) meeting approving the project and a least cost study are required.

The report submitted along with the grant application should document this.

If the grant request is between $1,000 and $9,999 the following are required: a community group (e.g. a league) meeting approving the project, a least cost study and demand analysis for the existing programme/facility.

If the last component is not available, a public meeting for the area residents can be substituted 9.

7. Edmonton Parks and Recreation cannot require these needs techniques be used if grants are not being sought, but they do reco iu tnd them.

8. Ihe cost range for these examples may have Changed. They are based on 1978 grant requests.

See, however, the section on de analysis (Chapter 5). Requirements for these studies will be f/exibe until the 1983 grant Lequests, in order to provide the time required for all groups to collect the infotwation.

For grant requests between $10,000 and $19,000, a formal community public meeting (see Chapter 7) and least cost study must be conducted. Attendance or use statistics aid the documentation and processing of the request.

Note this formal public meeting is for all community residents, whether or not they are part of the league or group.

For grant requests of $9,999 or less, a community group (i.e. members) meeting is required.

For grant requests between $20,000 to $29,999, a formal public meeting resulting in approval of the project, a least cost study, demand analysis documenting past use or attendance (where applicable), and a telephone survey are required.

When grant requests are $30,000 or greater, a formal public meeting, least cost study, and demand analysis study are required. As well, the results of a properly conducted drop-off and pick-up survey documenting the need for the project is required. The community's plans must reflect these needs.

Development should proceed according to the priorities established from the studies.

Although grant requests have been used as a criteria for determining the type of needs techniques to use, it must be stressed that obtaining grant funding should not be the main reason for conducting a needs study. Rather, these studies are information gathering tools to help make a sound, objective decision regarding your problem areas.

It is further emphasized that objective decision makin re uires that vested interests be set aside and the study be allowed to reveal that what it will.

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required in the community, and attitudes and opinions on leisure services.

In summary, survey should be used when the purpose of the study is an overall assessment of the needs of the whole Surveys can provide community. information on present participatin, activities people would like to participate in and what may get them to participate, what facilities are

Study techniques for other problem areas depend on the amount of grant requested (or on the project cost), as summarized in Table I.

NEEDS STUDY PROCESS, STEP 3 — CHOOSING THE TECHNIQUES —

CHOOSING THE STUDY TECHNIQUES

LEVEL OF INFORMATION REQUIRED

[ OVERALL ASSESSMENT OF COMMUNITY NEEDS

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IDENTIFIED AREA OF CONCERN

-

choice of techniques depends on amour : of information required to solve probler-.

may or may not result in money spent on solution. surveys are done.

money will be spent on solution.

Table I relates solution costs to stuy techniques.

ESTIMATED TIME REQUIRED TO COMPLETE THIS STEP: 1 DAY

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CHAPTER 5

NEEDS STUDY PROCESS, STEP 4 - DEMAND ANALYSIS FOR EXISTING PROGRAMMES/FACILITIES -

A. Demand Analysis Demand analysis, for our purposes, is based on measurements of attendance at or use of a programme, facility or even equipment.

It should also include estimates of unsatisfied demand; for example, the number of people who had to be turned away from a programme because not enough equipment was available; the number of bookings that could not be accommodated as the facility was fully booked. An example is provided at the end of this chapter.

Community groups have not had adequate notice on the importance of recording attendance and use statistics. In the interests of fairness to those who have not collected this information, the requirements for grant applications using this technique and received by the Edmonton Parks and Recreation Department before December 1982 will be flexible.

A thorough, descriptive argument of needs, documented where possible, will be accepted.

If attendance and use statistics have been kept for a period of time, they can be plotted on a use-time graph to show the growing demand (see example at Or, the percentage end of chapter). increase in use or attendance per year can be calculated.

A description of what the community now has available (facilities, programmes) to satisty this need must be given.

Also include a description of how the shortfall in supply is a problem to the group.

A compromise must be achieved between the 'peak' use and 'non-peak' use in some cases. For example, tennis court use reaches a peak during the evenings and weekends, but it would not be reasonable to provide so many tennis courts that none of the users have to Often, some crowding must be wait. accepted. The decision must weigh the trade-offs and examine all the options to determine the best course of action. For example, would the community group be willing to pay the thousands of dollars required to construct an additional tennis court rather than have users wait in line for 20 minutes? Can some peak hour users be encouraged to use the courts at non-peak times?

B. Report Writing Reports on demand analysis studies following the should contain information: 1.-an introduction briefly explaining why the study was undertaken; 2.-document Step 1 of the needs study process, , discussing the problem areas defined, and hypotheses (if applicable);.

3.-provide tables on all the population data collected in Step 2 of the Discuss how the needs process. community population is similar to and differs from the population distributions of the City as a whole;

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-if a supply inventory is appropriate to the subject area, or if there have been other studies in the community that affect the problem or solution, provide accounts of these; 4.-a thorough, reasonable argument of the need, documented by attendance and use statistics; 5.-documentation of the additional needs techniques used.

C. An Example of Demand Analysis Statistics The statistics used here are for example purposes only. Suppose the community group feels an additional ice rink is needed. Their demand analysis would proceed as follows:

1. Demand or Use Statistics - Attendance or use statistics of the programme, facility or equipment; for example, your records show the use of the ice rink during prime tine the hours. This use is shown in Table 2.

TABLE 2. Prime Time Hours

Booked at Ice Rink

Minor Hockey

Public Skating

1976-77

210

191

95

15

511

1977-78

190

165

135

16

506

1978-79

197

193

119

20

529

1979-80

185

190

131

25

531

Year

Adult Hockey

Other

Total

- Attendance or use estimates on unsatisfied demand: for example, Table 3 records bookings that were turned away as a result of insufficient ice time.

TABLE 3. Requests Turned Away for Ice Time

Year

No. of Groups

Hours Requested

1976-77

2

10

1977-78

12

95

1978-79

9

171

1979-80

9

168

- Total demand for ice time (includes actual use plus the turned away requests for for use); in our example, this would be the addition of the hours booked (Table 2) and hours turned away (Table 3). Total demand is shown in Table 4.

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TABLE 4.

Year

Total Hours Regnested for Ice Rink Use Hours Requested_

1976-77

521

1977-78

601

1978-79

700

1979-80

699

Illustrate and describe the demand for ice rink use. Because in our example we have attendance and use statistics for a number of years we can plot a use - time graph to show the growing demand.

Hours 700

x

X

650 X

600

550 X

500 ___IL____ Time _L 76-77 77-78 78-79 79-80

2. Estimate of Supply or Capacity Describe what is now available to satisfy the need; for example, an outdoor ice rink measuring 90 feet by 180 feet, with wooden rinkboards, open when the Wheather permits between the hours of 1:00 p.m. to 10:00 p.m. on weekdays and 9:00 a.m. to 11:00 p.m. weekends. The existing rink is in good condition.

3. Discussion of Demand and Supply .

shortfall in supply to meet the demand, and a discussion of how the shortfall in supply is a problem for the community group. Provide a written argument on the need for an additional ice rink.

4, When the written argument for an

additional ice rink has been prepared, the community group must make a decision.

Is the group willing to pay For the construction of an additional ice arena rather than have turned away demand as presented in Table 3?

Provide a description of the

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NEEDS STUDY PROCESS, STEP 4 - DEMAND ANALYSIS FOR EXISTING PROGRAMMES/FACILITIES -

DEMAND STATISTICS

- attendance and use of programme, facil zy or equipment. attendance and use requested that had to be turned away.

- what is availabe now to satisfy demand.

SUPPLY DESCRIPTION

DISCUSS DEMAND & SUPPLY

- description of existing shortfL.l.

- argument on how existing shortfall is a problem for the group.

ESTIMATED TIME REQUIRED TO COMPLETE THIS STEP: 1 WEEK

15

CHAPTER 6

NEEDS STUDY PROCESS, STEP 4 - LEAST COST STUDIES -

A. Least Cost Studies Least cost studies examine all the alternative solution to a problem in terms of the capital costs (e.g. purchase price, construction cost) and operating costs. Information provided on each potential solution must include a statement on: 1. the solution advantages and disadvantages; 2. how well it solves the problem; 3. additional furnishings or equipment that may be required later; and 4.. expected life of the equipment or facility.

Normally the least cost method that does an adequate job of solving the problem is chosen. An example is given in Section C. Where relevant, the state of repair of the existing equipment or facility is described.

B. Report Reports on least cost studies must -contain the following information: 1.-a brief description of why the study was undertaken; 2.- documentation of Step 1 of, the needs study process describing the problem areas defined at the onset of the study; 3.- tables on all the population data collected in Step 2 of the study.

A discussion of haw the community data compares to the City population distribution; - a supply inventory, if applicable; - description of previous studies done in the community, if they are relevant; 4.- for each different solution considered, provide capital and operating costs, as well as the

information described in Section A above.

5 -documentation of additional techniques used.

C. An Example of Least Cost Information 1. Document the State of Repair of the Existing Equipment or Facility.

- Describe the present state of repair and the problems with using the equipment or facility in its present state of repair; for example, our concern may be with a parking lot of dirt, with some gravel, that is too messy for use during spring and early winter.

The lot is 9600 square feet which is large enough to accommodate the users.

2.-List all possible solutions to problem; for example, gravel the lot, pave it with concrete, pave it with asphalt.

3.-Examine capital costs and operating costs associated with each solution; in our example, the capital costs are the costs of material supplied and installed.

Operating costs are the costs for preventative maintenance, snow clearing costs, repair costs, etc.

- Obtain additional information on all the solutions. i) - advantages and disadvantages of each solution and how they relate to the problem; for example, if the parking lot is near the playground, a gravel lot may be unsuitable . and may result in more problems;

16

and furnishings additional (ii) equipment required; in our example, we would look at things such as whether new snow removal equipment is required and the cost of this equipment; (iii)expected life of equipment or facility; for example, how does

the life expectancy of the th7e solutions vary, in years.

4.-A decision, based on the cu7ts associated with each alternative the additional information obtained, selecting the best solution most be made.

NEEDS STUDY PROCESS, STEP 4 - LEAST COST STUDIES

- describe state of repair.

EXISTING EQUIPMENT

EXAMINE ALTERNATE SOLUTIONS

-

-

capital and operating costs. advantages and disadvantages. how well does solution solve problem. additional equipment or furnishings required. expected life.

17

CHAPTER 7 NEEDS STUDY PROCESS, STEP 4 - PUBLIC MEETINGS A. Public Meetings The most direct form of participation occurs through public meetings. There is a tendancy for special interest groups (e.g. people strongly against a proposal) to be over-represented at public meetings, and other groups (teens, children, seniors) to be under-represented. Effort must be put into obtaining a good cross-section of the population's views.

-check if proposed meeting dates interfere with other events.

3. Location of the meeting -choose location considering how easy it is to get to, parking, visibility, distance, suitability of building for the form of the meeting (above); -book the hall.

4. Advertising

The details for planning and holding a public meeting are described in, the Neighbourhood Parks Planning Process Manual. The D.R.C. has a copy.

The following are guidelines for conducting a public meeting 10.

1.

Background information -specify the purpose and objectives of the â&#x20AC;˘ meeting clearly and realistically beforehand; -define who the meeting is directed to and involve all these people that you have defined as the 'public', including the supporters and critics of the actions; -make sure people are aware and understand the issues before the meetings; -examine the available budget.

2.

Determine the best form for the meeting (e.g. open house, lecture, workshop, etc.)

-set up special informal meetings (e.g. at schools and senior citizen clubs) to obtain input from groups likely to be under-represented at public meetings;

-a publicity campaign using several media should be launched one month before the meeting. Continue with publicity for the whole month and give some direct, last minute The notice to the public. .following are reliable publicity sources and as many of these sources as possible should be used: i) newspaper - the neighbourhood section of the Journal, District papers (e.g. West Edmonton Edmonton South Examiner, Examiner), community newsletters; ii) posters in the area, fliers delivered to homes; iii )radio announcements; iv) personal contact and special invitations; for schedule -establish advertising.

5. Chairman -must be unbiased . and able to control discussion.

6. Special notifications -contact key community residents or groups in the area (eg. PTA, churches).

10. Edmonton Parks and Recreation Depaumea., Neighbourhood Parks Planning Process Manual.

18

7. Agenda -must be well organized and specific; -schedule time for speakers and be prepared to enforce it; -arrange for meeting to be recorded.

8. Display materials -make use of visuals, such as slides, films, photographs and drawings related to the issues; -check equipment available on site arrange for other and equipment as audio-visual required; -test equipment well before meeting (for a night meeting, test equipment in the morning).

9. Physical arrangements on site -P.A. system (if required), chairs, tables, easels, etc; -special rules and regulations of the building (e.g. smoking, capacity).

-put up signs about the meeting and directions to the meeting place, inside and outside of the building; -back up support for equipment (someone who knows how to run it); -refreshments'.

10. Briefing of participants -tell them of their roles, times for speaking, arrival times and the meeting place; -have a rehearsal if necessary; -review probable questions from the audience.

11.Provide feedback to the public on the importance of their contribution.

Let them know how the results of the meeting and their contributions were used.

12.Maintain a proper perspective of the meeting results. You must alo take into account the financial, p1/4 Litical and environmental aspects of tb- issues being discussed.

The D.R.C. can provide help in all aspects of setting up a, public meeting. As well, the Neighbourhood Parks Planning Process Manual of Edmonton Parks and Recreation (the D.R.C. has a copy) is a valuable guide for planning a public meeting.

B. REPORT Reports on public meetings should include the following information: 1.-a brief description of why the needs study was undertaken: 2.-documentation of Step 1 of the needs study process: the problem areas defined, and hypotheses of these problem areas; 3.-tables of all the population .data collected in Step 2 of the nee-As study process, along with a discpsion of how the community population data compares to the City data; -a supply inventory, if applicab'a; -description of previous studies done on the community, if they are relevant; 4. a discussion of the public meeting should include: - the objectives of the meetings; - documenting meetings with special interest groups: attendance, Who the meeting was with, when and where the meeting was, outcome of meetng; - date and place of public meeting; - attendance at meeting; - agenda of the public meeting: for each issue what was the outcome of the discussion, what was resolved; 5. -documentation of additional needs techniques used; 6. -decision for the solving of problem areas, taking into account all information sources, iAcluding additional needs techniques.

19

STEP 4 NEEDS STUDY PROCESS: PUBLIC MEETING

BACKGROUND INFORMATION

MEETING FORM

MEETING LOCATION

ADVERTISING

CHAIRMAN

SPECIAL NOTIFICATIONS

AGENDA

DISPLAY MATERIALS

SITE ARRANGEMENTS

PARTICIPANT IEFING

FEEDBACK TO PARTICIPANTS

ESTIMATED TIME REQUIRED TO COMPLETE THIS STEP: 6 WEEKS

20

CHAPTER 8 NEEDS STUDY PROCESS, STEP 4 - SURVEYS -

A. An Overview Although surveys can provide a great deal of informAtion on a problem area, the information obtained does not tell you directly what to do.

Information obtained from a survey points out directions and implies courses of action. Your analysis and interpretation of the results tells you what to do.

Surveys require a large commitment of time and effort. Using shortcuts and procedures failing to follow the given here can result in a survey that provides unreliable, useless information.

The types of problems that could result in a useless survey, but over which you have some control, are: a sample that does not reflect a valid cross-section (i.e. is not representative) of the population, a proportion of the people small obtaining the survey respond to it (a low response rate), question wording that provokes biased responses, and errors in processing the survey results.

This chapter will provide you with the information and procedures required to conduct a useful and reliable survey: 1.the survey design is first discussed: -how to collect the information (i.e. choosing the type of survey); -from who to collect the information (i.e. drawing the sample of the population who will receive the survey); -publicity of the survey;

the survey construct 2.how to questionnaire. The manual includes a broad selection of questions for inclusion in the survey, and normally there should not be a need neck for additional questions. with your D.R.C. to see if there is an update to the survey questions; 3.administration; 4.processing the results of the survey forms; from the tables 5.constructing results; 6.interpreting the results; 7.writing the report.

B. Survey Design 1. Choosing the Appropriate Type of Surveys The choice of a method for collecting the survey data that is most suitable. to the needs study aims and reasonable in cost, is between two types of survys: telephone interviews and dro-off and pick-up questionnaries 11.

11. Primary as a result of the expense of conducting personal interviews,and the need for intensive training of the interviewers, it is felt that the personal interview method should only be used for major city wide surveys, and not f,,r community recreation surveys.

21

i) Telephone Surveys In telephone surveys, trained interviewers ask respondents a set of questions over the telephone and record their responses.

Advantages: - a high percentage of those asked to participate do respond to the survey (e.g. response rate is â&#x20AC;˘ high); - less expensive than drop-off and pick-up method; - interviewers can be supervised.

Disadvantages: be short or - survey must respondents will not reply to the survey. Should be kept between 5 to 10 minutes long;.

- questions must be kept short; it is difficult to include multiple choice questions; - the telephone subscriber may have moved out of the area yet keep the same telephone number.

The telephone survey should be used when all the problem areas and' hypotheses can be addressed in a few brief questions.

he is to answer for them.

Disadvantages: - lower response rate than with telephone survey; - cannot be certain that the person having the best information on activities the household's responds to the questionnaire.

The major disadvantage in drop-off and pick-up surveys is This the low response rate. disadvantage has been reduced by Callbacks, using callbacks. where the tardy respondents are reminded of surveys not yet returned, increase the response rate.

Drop-off and pick-up surveys should be undertaken when a more complex problem definition exists and a variety of questions must It is expected be addressed. from the past year's experience that the majority of surveys will be drop-off and pick-up surveys rather than telephone surveys.

If there are doubts about the best survey method to use, contact the Research and Planning section through the D.R.C.

ii) Drop-off and Pick-up Surveys

2. Drawing the Sample Drop off and pick-up surveys are surveys that provide a respondent with a questionnaire which he fills out by himself.

Advantages: - because the respondent stays anonymous, there may be greater honesty: personal questions are answered better; - no interviewer bias of the responses; - wider range of topics and more questions can be handled; - respondent has time to consult other members of the household if

This portion of the chapter examines the procedure for determining from who the survey information will be collected.

The first step in drawing the sample is to define the population about which we are interested in obtaining information. The population is the sum of persons having some like characteristic. Usually in our case this is all people within a The survey community boundary. questions given in the manual are designed for the household.

22

Decisions on which households of the group to survey must be made next.

Before this is done, the difference between an census and a sample survey will be discussed, as this is important to the decision. i) Census versus Sample Survey A census is a survey taken of all the households in a population; for example, all households within the community boundaries.

A sample survey is a survey of a proportion of the population that is undertaken insuch a manner that the results of the survey can be accurately applied to the entire population.

A sample survey rather than census, is undertaken for the following reasons: -the information is just as reliable as census information, but is cheaper to collect; -it is quicker to obtain information about a large population from a survey than from a census (would be faster for collecting and processing the data); -a sample may provide better information than a census when the population is large, as more types of errors can be controlled.

The decision on whether to sample or census a population depends on such factors as the population size, expected response rates, and trade-offs between the costs of drawing the sample and the costs of

processing the results 12.

Table 5 and 6 show the "adjuted sampling procedures" for telephone and drop-off and pick-up surveys.

In both these survey methods, if the number of households in the population (this information has been collected in Step 2, Community Evaluation, of the needs s-udy stages above) is less than 75E, a census will always be undertakcen.

If the number of households it the population is between 750 and 1,000 and a drop-off and pick-up survey is being done, a census is done.

In al/ other cases, sample surveys are done. For example, when the number of households is 1789 and a telephone survey is being done, 3 Out of every 10 households would be surveyed. When the number of households is 1789, a drop-off and pick-up survey would survey 5 out of every 10 households ;i.e. one-half of the households). Note that not all surveys sent out will be completed. The expected number of returned surveys is shown in Table 5 and 6.

Thus, to determine whether to census or sample: -Use Table 5 for telephone surwys, and Table 6 for drop-off and pick-up surveys;

12. Sampling theory states that the larger the population is, the lower the proportion of all units we need to survey for a given confidence level. In cur determination of sample size we anticipate a response rate of 40% for drop-off and pick-up surveys and 60% for the telephone surveys. The confidence coefficient is 95% and the error bound is 5%.

23

TABLE 5. Telephone Survey Sample Size Number of Households 0 - 749 750 - 999 1000 - 1249 1250 - 1749 1750 - 2999 3000 - 5999 6000+

' Adjusted Sampling Procedures census sait&tle 6 out of sample 5 out of sample 4 out of sample 3 out of sample 2 out of sample 1 out of

10 10 10 10 10 10

Expected Number of Completed Surveys 0 260 280 300 320 350 370+

450 360 380 420 540 700

TABLE 6. Drop-off and Pick-up Survey Sample Size Number of Households 0 - 999 1000 - 1400 1500 - 1999 2000 - 2999 3000 - 4499 4500 - 7999 8000+

Adjusted Sampling Procedure census sample sample sample sample sample sample

.

6 5 4 3 2 1

out out out out out out

of of of of of of

10 10 10 10 10 10

Expected Number of Returned Surveys 0 300 310 330 350 370 380+

400 360 400 480 540 640

24

-locate the household range within which the estimated number of households in your area (from Step 2, Community evaluation) falls: -Read across to determine the sampling procedure. ii) Census Survey Procedure For drop-off and pick-up surveys, if you are doing a census, use the neighbourhood map (Step 2,Community Evaluations) to deliver surveys to all households, including apartments, duplexes, townhouses, and mobile homes, within the area For telephone census boundaries. surveys, all listed telephone numbers within the area boundary can be obtained from the Edmonton Street Address Numerical Directory. This is kept at the District Recreation offices (see Appendix 1). Appendix 2 provides information on how to obtain these telephone numbers from the Directory. It should take you about four hours to compile these telephone listings.

iii)Sample Survey Procedure When the appropriate procedure is sampling a proportion of the total households, a sample survey is done.

The basic sampling method that will be used is called a random sample.

A random sample means that each unit of the population (in our case each household) has an equal chance of being selected to respond to the survey. This 'randomness' is ,important, for without a random sample the survey results cannot be generalized to the entire population.

Street Address Numerical Directory. The steps for drawing the random sample are explained in detail in Appeadix 2.

3. Publicity Publicity increases interest and It involvement in the project. leads to a good response rate for the survey. A variety of publir.ity devices should be used, starting about 3 weeks in advance of the survey and continuing through to the time the survey is to be conducted. neighboulhood i)newspapers: section of the Edmonton Jounal, District newspapers such the Exalhiner, Edmonton South community newsletters; ii)posters and fliers descrThing the project; iii)radio announcements; iv)contacts with groups in the area (eg. P.T.A., Schools).

All publicity should contain- why the survey is being conducted haw the results will be used ar--i how the decisions will affect the community and the individual. You should also express appreciation for their help.

It is important you use as many publicity forms as possible.

Validation of the survey can be accomplished through meetings describing the project witb key groups in the area, and registration with the -'- ,etter Business Bureau.

C. Questionnaire Construction

Drawing a random sample of the right size is a simple procedure and takes a maximum of 2 full days work. The work will have to be done at the District office, using the Edmonton

Appendix 3 provides a broad selection of questions, covering a variety of recreation related topics, to be used in the survey questionnaire construction. The Appendix provic72es 25

questions for both telephone and drop—off and pick—up surveys. Check - Tith your DRC to obtain the most recent edition of the survey questions.

The telephone survey questions given in the appendix may not focus on the problems you have defined.

If the telephone survey questions are not relevant to your concerns, contact the Research and Planning section through I- Dur D.R.C. Survey questions will be specially designed for you.

iii) You must limit yourself to seven typed pages of questions in the drop—off and pick—up survey. This should not be more than fifteen questions.

The longer the survey is, the fewer people will answer it. iv) The telephone survey should take about five minutes to complete. Test if this is the case by trying it out on 3 or 4 of your group first.

2. Organizing the Questionnaire

relating the given questions to the hypotheses and problem areas defined in 5tep 1 above, a first selection of survey questions is obtained. If the survey results are to provide the information desired, only those survey questions related to the problem areas and hypotheses should be selected.

There are few questions in Appendix 3 :elated to the need for facilities.

The need for facilities is obtained from activity demand (what activities people do, and what activities they would like to do). It is more valid to show the need for tennis courts by showing the demand for playing tennis than to ask whether or not people would like tennis courts. The former also gives an indication of how many courts would be required. .

Choosing the Questions to be Included Please note the following principles in questionnaire construction: i)don't gather more information than you need; ii)you must include a question asking for the age and sex of all the household members and whether the household rents or owns the dwelling unit (See Appendix 3);

To organize your survey questionnaire after final selection of the questions has been made: i) do not forget the instructions to the respondent — they should appear On the covering page; ii) start with simple, easy to answer questions that arouse the respondent's interest; iii)go .from the general to the specific, from the easy to the difficult; iv) cover one topic at a time — don't jump around; v) put the questions asking for the age and sex of household members, and rent/own status at the end of the questionnaire.

3. Approval of Questionnaire When the questionnaire has been designed, a copy of the problem definitions, hypotheses and the questionnaire should be sent, through the D.R.C., to the Research and Planning section of Parks and Recreation. This is a preliminary step in getting a needs assessment study approved and will take two weeks.

If the survey is not approved by the Research and Planning section at this stage, and

26

later the standards for grants approval have not been met, the effort spent on the survey is in vain. Review of the survey by the Research and Planning section is required.

It will point out potential problems and provide help and solutions for problems before the survey is undertaken.

D. Survey Administration 1. Printing the Questionnaires After the questionnaire has been approved, and the sample selection completed, printing of the qustionnaires commences. Choose the paper, type and copying method for the questionnaire carefully for the drop—off and pick—up survey.

The questionnaire should look neat and easy to answer (i.e. leave lots of white space). Do not use brightly coloured paper for the questionnaire — the questionnaire is supposed to look professional.

A survey that looks good is likely to get a higher response rate than a survey that looks poor. A professional looking questionnaire fulfills the advertising function of surveys.

It provides respondents with a good first impression of the community group and its services.

If money is available, you may want to get the survey printed by a professional printing firm. Also, the Edmonton Federation of Community Leagues offers a printing service and can be contacted for an estimate.

Approximately 10% — 15% more surveys than required should be printed for callback purposes.

A . covering page contai-ing information on the purpose of the survey and the importance of participation in the survey should, as well, be printed at this in for the drop—off and pick—up survey (See Appendix 3 for example).

The telephone survey questionnaire can be photocopied and should be typed so it is easy to read. A few copies should be made for eaCI of the interviewers. Responses tc the telephone survey will be pu on tabulating sheets.

2. Training of Survey Personnel Training of the people for the drop—off and pick—up survey questionnaires should provide them with information on the background of the survey. Set up a meeting for this purpose. They should know the purpose of the survey ane the problem areas on which the sirvey focuses.

They should als be provided . with background information on the community g7oup.

When these people drop off the survey, they make an appointment with the respondent for a tire to pick up the survey.

When recruiting teleohone interviewers, look for a persciable telephone manner. You should talk to the interviewers on the telephone. The interviewers should be able to convey the purposes of the survey and be willing to listen to the respondent, as well as being politely persistent.

You may decide to use community volunteers as they know about the counirinity and may have more commitment to the project.

27

Training of telephone interviewers usually takes place in a meeting.

Tell the interviewers about the purpose of the survey, for what end the results will be used, and why it is very important to get a large number of respondents. You can give them an explanation of the overall study, including how the sample was selected.

Tell them how long each survey should take and how many callbacks are required.

Interviewers must understand the questionnaire and coding sheets.

Co through each question on the survey and answer their questions about it. Also, practise interviews should take place.

3.

ii)two callbacks will be made to non-respondents of the drop-off and pick-up survey and three callbacks to non-respondents of the telephone survey: iii)records should be kept of the number of households included in the sample, callback procedures (eg. whether or not a household has completed the survey and the number of callbacks to non-respondents), and completed surveys. .Most of the work associated with surveying occurs after the questionnaires have been returned.

Leave yourself enough time to complete the needs study.

Coding and Tabulating Sheets E. Coding sheets for recording responses to the telephone survey should be prepared before starting the telephone survey.

Then responses can be coded directly onto these sheets (See Appendix 3B for instructions).

when. all callbacks have been completed and the last of the survey forms has straggled in, the data from the surveys must be coded, tabulated and summarized into tables.

1.

The coding and tabulating sheets for the drop-off and pick-up survey method need not be started until the surveys have been sent out.

Instructions for preparing these are in Appendix 3B. 4.

Additional Procedures Surveys should not be conducted during the summer (mid-June to September 1) or Christmas holiday period, as this could badly affect the response rate.

The following should be done: 1) drop-off and pick-up surveys should be dropped off (with a brief explanation of the survey to the respondent) and picked up from the household surveyed:

Processing Survey Forms

Response Rate Usable survey forms should be separated from the non-usable questionnaires. Unusable surveys are forms that have no valuable information; for example, the respondents may have checked off each and every one of the choices, or left the form completely blank.

All the usable questionnaires are then numbered with an identification number, starting with '1', '2', and so on, in numerical order.

The survey response rate is calculated by dividing the number of usable returned survey questionnaires by the total number of households in the sample that were contacted.

28

This is multiplied by 100 to obtain a percentage: Thus, the response rate to a survey is calculated as follows:

Total usable surveys Total households contacted x 100

A response rate of greater than 70% is considered good in a telephone survey, while a response rate of less than 50% is cause for concern. In drop-off and pick-up surveys a good response rate is 40%. When a telephone survey response rate is less than 50% or a drop-off and pick-up survey response is less than 30%, contact the Research and Planning section through the D.R.C. before beginning to write the report.

4. Use of Computers The procedures have been set v_.? mainly for manual processing of the survey results, but with minimum effort they are adaptable to computerizing. It is not recommended that these survey be computerized unless cross-tabulations (explained below) are required.

Contact the Research and ?lanning section if you wish to corn ,uterize.

When no cross-tabulatic-s are required, it is Cheaper to orocess the results manually.

F. Constructing Tables 1, Answer Distributions Tables are made up of answer Recall that distributions. distribution means the perce,ttage of the total within each category.

Answer distributions show IHW often each of the possible answeTs to the question occurs.

2. Coding Instructions for coding the individual questions used on the questionnaire are included in Appendix 3B. Be sure to include the identification number in the space provided.

3. Tabulating Tabulating the data means adding all the numbers in each of the columns (or for each answer) for a question.

The resulting numbers indicate how many of the respondents chose that particular response to the question.

The total number of respondents (those who answered the question) for each question should also be added up.

This may differ from the number of usable surveys.

Answer distributions are expressed as a percentage of all responses (or all answers) to the question.

For example, if a survey question asks how long the household has lived in the community, the tabulated respcmses for the question could be as foll(ws: less 6 to 1 to 2 to more

than 6 months 12 months 2 years 5 years than 5 years (total respondents)

59 101 152 133 86 531

The distribution of the answer 'less than 6 months' is (59/531) x 100 = 11.1% or 11% of the total rEsponses.

The distribution of the answer '6 to 12 months' is (101/531) x 1J= 19%.

After this process is competed for all the possible answers to the question, the following answer distribution is obtained:

29

less 6 to 1 to 2 to more

than 6 months 12 months 2 years 5 years than 5 years Total

11% 19% 29% 25% 16% 100%

Thus, the answer distribution for a survey question is calculated in the following manner:

renters indicating adequate emphasis 195 on children's programs owners indicating adequate emphasis 165 on children's programs renters indicating inadequate emphasis on children's programs.

60

owners indicating inadequate â&#x20AC;˘ emphasis on children's programs

93

(total response to both questions) 513 Responses in Category Total Responses to Question x 100

The percentage base depends on the primary focus of interest:

Note the bottom (or base) number for the percentage is the number of responses to the question. â&#x20AC;˘ This may not necessarily be the number of responses to the survey.

i) If interest focuses on how programme of indications adequacy vary between renters and owners, the percentage bases would be the total number of respondents renting and the total . number owning their The answer residence. owners of distribution indicating adequate program emphasis is (165/258)x 100 = 64%; the answer distribution of owners indicating inadequate emphasis on programs is The (93/258) x 100 = 36%. percentage base is owners and the percentage total is (64% + 36%) = 100%.

2. Cross Tabulations Cross tabulations are not required in a needs study. integrate the Cross-tabulations responses to two or more questions.

For example, in a survey, 527 respondents answered a question on dwelling ownership (268 own their dwelling unit while 259 rent).

Another question in the survey revealed that 360 respondents felt adequate emphasis was placed on children's programmes and 153 felt there was inadequate emphasis (total responses to the question was 513).

To derive the answer distributions for a cross tabulation, tabulated information on the overlap between the two questions is required:

ii)On the other hand, if the primary focus of interest is how an indication of programme adequacy varies between renters and owners, the percentage base is (95 + 165) = 360 responses.

The proportion of respondents that indicate adequate emphasis is being placed on programmes, and that are owners is (165/360) x 100 = 45%, the renters proportion is (195/360) x 100 = 54%.

30

Because of the work involved for in tabulating cross-tabulations, they should not be attempted without a computer.

Cross-tabulations will not normally be done in your need study and they are not required.

When answer distributions are put following tables, the into guidelines should be observed: i) label the table clearly with a (often number table corresponds to the question number) and a title that describes the contents; ii) use headings for the columns and rows; iii)add up the percentages to make sure they come close to 100%; iv) state the percentage base in the table.

Table formats are shown in Appendix 3B. EXAMPLE: Table 15. Respondents' Length of Residence in Londonderry Community Length of Residence % of Respondents than 6 months 12 months 2 years 5 years more years

(% base)

Interpretation of the tables means explaining or telling the meaning of the tables. Under some of the Loding guides provided in Appendix 33, suggestions for interpretation of the . results are given. Use this suggested interpretation to described the results of the survey question.

After you have discussed the meanfng of each of the tables, the results ,hould be put into areas of concerns:

3. Constructing Tables

Less 6 to 1 to 2 to 5 or

Interpretation

11 19 29 25 16 100% (531)

1. programmes - look at the demand factors included in the survey, programme as present such participation; what people would like to participate in but are not presently participating in; the ratings on how the community emphasizes various activties.

These will indicate the ty-ils of programmes that the con'ainity List these should focus on.

I.:Jok at activities in priority. the data on age groups most interested in attending these programmes and at the time slots most suitable for them to attend.

Use the information on reason for not participating in programmes if it has been collected.

2. facilities - examine the actifities in which people have indicatei they want to participate ari do participate; do the facilities required for high priority activities exist. Maximize the use of those facilities needed by incorporating multi-use featuras in them (e.g. tennis court surfaces can be used for volleyball and basketball).

If renovation or construction of a buildir; is needed, plan the space and equipment requirements of high priority activities into the building (is a large banquei: hall required or are small rooms

31

required, how much space does each the take, should activity atmosphere for this room be mainly comfortable or should floors and Pl.an walls be mainly durable). what is needed in the facility by examining the sorts of activities people want to participate in and the appropriate atmosphere and the space required for these activities.

3. involvement - how many households belong to the league, what are the reasons the others don't belong (are they too busy, have they not been in the community for long, has no one approached them to join, etc.),on what basis are they willing to offer time, money, or help to the community groups.

Classifying the information collected into areas of concern can help you look at the problem from different views.

Do not devise strategies for solving the problem until all this information Accept the has been examined. usefulness of negative information perhaps people don't want to become involved no matter what you do, or , they would rather attend programmes offered by outside agencies.

H. Report Writing

Report writing requires you to analyze and interprete the findings of your survey and to realize the implications of the data that has been collected.

Through the report the survey findings can be shared with a large audience, thereby increasing the impact of the survey. The report expresses the course of action the group will undertake for the solution of the problems they have defined.

The report is made up of five sections: Method, Background, Introduction, and Conclusions and Results, Recommendations.

1. Introduction The introduction should tell why the survey was undertaken and describe briefly the focus of the study.

2. Background Documentation of Step 1 in the need assessment study process discussing the problem areas and hypotheses on provides the study which information. A description of the information obtained in Step 2, community evaluation, is given.

There should be a brief discussion population the comparing Characteristics of the community to those of the City as a whole for each of the seven population data The areas listed in Step 2. inventory of supply should be attached and a brief description of any previous studies on your community is included in this section.

3. Method The method section describes the procedures and details of the This survey administration. section should give a brief statement on each of the following areas: - the population (give the community name and enclose a map of the community); (number of - sample size â&#x20AC;˘ households you had in your original sample); - dates the survey was conducted (when the survey was sent out and returned); - number of callbacks (i.e. 2 for drop-off and pick-up and 3 for 32

telephone surveys); - response rate (see formula in Section E, page 29); - any special problems you had in conducting the survey (e.g. poor interviewers).

A copy of the survey questionnaire is attached to the back of the report.

distribution from the sun,ey is compared to that of the community.

When the survey population data does not differ from the community data by more than 10% in any of the categories of the age/sex data or of the rent/own data, the In sample is representative. other words, all the sirvey results can be said to app y to the community as a whole.

4. Results 5. Conclusion and Recommendations For each question included in the survey, the results of the question The are presented in a table. table results are verbally described in the report and the implications of the results are reviewed.

When two questions deal with the same subject matter and have similar implications, describe how the information obtained from one question adds to the information obtained from the other (Section G., page 31 and 32).

Relate the results of each question to the problem areas described in the Background section of the report. Describe the insights the survey gives on the problem solution.

Checking for the representativeness of the survey results is also done in this section. A table comparing the age/sex distribution from the survey to the age/sex distribution of the community (from Step 2) is necessary.

The rent/own

All the significant findings of section are Results the summarized.

The results and implications the survey from obtained information- are translated into a course of action for solvi7g the These are major problem areas. the recommendations of your report.

Objectives are set up to measure the success of the problem solution you have recommended. The objectives should be specific and obtainable. Objectives that. are too high result in frustration. If, for examplc, the problem area is poor pro;ramme attendance, the recommend-tions specify the type of programmes that should be offered, te age groups they should be geared towards and the time slots they should be offered. The objective may be to increase programme attendance in the next year by 10%.

33

NEEDS STUDY PROCESS: STEP 4 - SURVEYS -

SURVEY DESIGN

-

telephone or drop-off and pick-up survey. drawing the sample. publicity.

-

questions to be included. organizing the questionnaire. approval of questionnaire.

-

printing. training of survey personnel. coding and tabulating sheets. additional procedures.

-

calculate response rate. code questionnaires. tabulate the coding sheets.

QUESTIONNAIRE CONSTRUCTION

, SURVEY ADMINISTRATION

PROCESSING SURVEY FORMS

- calculate answer distribution.

- make tables.

CONSTRUCTION OF TABLES

INTERPRETATION

-

programmes, facilities, involvement.

-

introduction, background, method, results, conclusion and recommendations.

Ili

REPORT

ESTIMATED TIME REQUIRED TO COMPLETE THIS STEP: 9 WEEKS

34

CHAPTER 9

GRANT GUIDELINES

For grant application purposes:

Guidelines with respect to surveys:

-

submit the needs study report to the Research and Planning section, through the D.R.C., for review;

-

the results of a properly can, ucted survey will be accepted for grant funding purposes for 3 year from the time it is conducted;

-

the needs study report should be submitted with a photocopy of the grant application, not with the application original;

-

one submitted and approved needs study will cover the entire project funding (e.g. if a community centre is approved and will requl.re 3 years of grant funding to construct, only one approved needs study is required);

-

the needs study report should be submitted to the Research and Planning section no later than Since approval of December 1st. the study is a requirement for grant funding consideration, you are advised to submit the study and photocopy of the application earlier than December 1st if possible. This would allow you to make changes to yourstudy if it is not approved; it will take two weeks for the Research and Planning section to A letter review the study. signifying whether or not the sutdy is approved will be sent to the Grants Section, the District office and to the community group.

The D.R.C. will act as a liaison between the community group and the Research and Planning section.

normally grant funding reuests should satisfy needs accord-ng to priorities established frum the Some tradeâ&#x20AC;&#x201D;offs will be survey. allowed, if the reasons for them For example, if the are given. first and second priority projects established from the survey are too expensive for the group to afford, they can request funding for the third priority project;

If an outside agency wishes o aid the community group by providing funding for a project with a low priority this application would be rejected.

For example, if the outside group offered to prpvide funding for a project with seventh priority rating, and the prcjects with priority ratings of one six had not been constructed, the application would be turned drwn.

35

_ ^ ^-^

-

---

_ -

MN En ME 11110 OM MI IMO INIP

ME IIMI ME OM MI SIM MO SIM MO OM MIN

...tppendix 1. Contact Telephone Numbers and Addresses Contacts

Telephone Number

Address

Central Recreation Services

428-35'43

10 Fl. C.N. Tower 10004 - 104 Avenue

North District Office

428-5817

12304 - 107 Street

Central District Office

428-5119

112 Avenue - 74 Street

West District Office

484-2257

15625 - Stony Plain Road

Southeast District Office

432-0244

9914 - 76 Avenue

Southwest District Office

435-8906

11507 - 74 Avenue

Edmonton Federation of Community League

434-7112

7103 - 105 Street

A1.1

Appendix 2. Sample Selection for Sample Surveys 1. Identify neighbourhood boundary (map collected in Step 2 - Community Evaluation). Most boundaries cut through the middle of streets and avenues, including the households on one side of the street and not on the other.

EXAMPLE: 70 Avenue

104 Street

109 Street

61 Avenue

L-7=

boundary

70 Avenue 110 St. 69 Avenue

I

2. List all streets, avenues and named roads lying within the area, along with all possible house numbers an these streets.

Address numbers on streets, avenues and roads follow the pattern below. Only those addresses falling within the neighbourhood boundary should be listed.

even odd even AVENUE odd

A2.1

Example: Streets: 105 Street - between 6100 and 6999 106 Street - between 6100 and 6999 etc.

Avenue: 69 Avenue - between 10400 and 10899 68 Avenue - between 10400 and 10899 etc.

Boundaries:

70 61 104 109

Avenue Avenue Street Street

-

between between between between

10401 and 10899 (odd only) 10401 and 10898 (even only) 6100 and 6998 (even only) 6101 and 6999 (odd only)

3. Photocopy, from the Edmonton Street Address Numerical Directory all pages This directory is containing any of the addresses listed above. organized by street address and avenue address, rather than 13:: subscriber's name. The Edmonton Street Address Numerical Directory is kept at the District Offices of the Parks and Recreation Department.

Contact your D.R.C. if you are going to use this book and if you need help.

4. We will now eliminate all entries we don't need. (i) Cross out all listings that are not household listings, e.g. businesses, schools. (ii)Cross out duplicate household listings - those where name and address are the same. For those listings where addresses are the same, but names differ, keep both listings in, as this could be all apartment or duplex. (iii)Also cross out the odd and even house numbers lying outside the boundary.'

5. Count off and draw a line under every tenth remaining household listing.

This divides your overall listing into blocks of 10 households.

6.

(i) Put the numbers 1 through to 10, on separate slips of paper and put

them into a bag. Shake the bag. (ii)From Tables 5 and 6, you have obtained your 'adjusted sampling procedure', for example, 4 out of 10 households. (iii)Put out of the bag, the required proportion of households you must survey. In the above example this proportion is 4. Let's say yo" pull out the following numbers: 5, 8, 2, 3.

7. You will select sample units according to the numbers you have pulled out of the bag. This will be done for each segment of 10 households. In our example in every segment of 10 households, you would select the 2,3,5, and 8 household. Mark off or note these households so you don't forget which ones will be surveyed.

KEEP A COPY OF THE ADDRESSES OF THOSE HOUSEHOLDS YOU ARE GOING TO SURVEY.

A2. 2

Appendix 3A Survey Questions SECTION 1: DROPâ&#x20AC;&#x201D;OFF AND PICKâ&#x20AC;&#x201D;UP SURVEY Constructing your survey questionnaire is probably the most important part of a survey. You should put a great deal of effort into making sure the questionnaire asks exactly what you want to know.

SEE YOUR D.R.C. FOR THE LATEST COPY OF SURVEY QUESTIONS. The survey questions are revised on an ongoing basis. Make sure you have the Latest copy.

Relate the survey questions given below to the hypotheses and problem areas you defined in Step 1. If the survey results are to provide you with the information you want, make sure all the problem areas and hypotheses you defined are covered by the questions you selected.

You can change most of the survey questions given below, when you feel these changes will make the question better suited to your situation. In some questions, revisions are necessary. For example, if you lived in North Edmonton, you would not. want a question asking about use of Tipton Arena. PLEASE, HOWEVER, 'DO NOT GRANGE QUESTIONS MARKED WITH **.

You can also write up your own questions to include in the survey. There may be problems or issues you want to include in the survey but suitable questions are not given below. The questions that you write up will be reviewed by the Research and Planning section when you submit your questionnaire.

Pages 25 and 26 above describe how to choose the questions to include in your survey. These pages also tell you how to organize your questionnaire.

HAT YOUR QUESTIONNAIRE APPROVED AND REVISED, IF NECESSARY, BY THE RESEARCH AND PLANNING SECTION BEFORE IT IS PRINTED. Covering Page or Letter The primary purpose of a covering page is to encourage the respondent to reply to the questionnaire and to provide instructions on who answers the questionnaire, and for whom he answers it. The surveys derived from this manual are meant to be answered by an adult member of the household. This member responds to the questionnaire as a representative of the entire household.

A brief description of the purpose of the survey is given. For example, the survey allows the respondent the opportunity to help decide the types of community opportunities to bp offered.

The example covering page that follows states that the information the respondent provides will be held confidential. This means that although you may be able to identify a given household's response, you promise the respondent that you will keep the information confidential.

Use soft, muted colour tones (for example, buff) for the covering page. Make sure it lc- ks neat and appealing. The covering page provides the respondent with a first im)ression of your survey.

SURVEY CONTROL INFORMATION Date Delivered: Date to be Picked-Up: Surveyors: Sample Number:

ALBERTA AVENUE COMMUNITY SURVEY

INSTRUCTIONS .

1) This survey should be answered by an adult member of the household.

2) As a resident of ALBERTA AVENUE, this survey gives you an opportunity to help decide the type of community opportunities that you would like to see offered by the Alberta Avenue Community League. Please help us to serve you better by filling in this questionnaire accurately.

3) Please answer the questions as â&#x20AC;¢a representative of your entire household.

The household consists of all people in your dwelling unit.

All information,you provide will be confidential.

THANK YOU FOR YOUR HELP.

A3.2

THESE TWO QUESTIONS MUST BE INCLUDED IN ALL SURVEYS. THEY ENABLE US TO CHECK HOW WELL THE SURVEY RESPONDENTS REPRESENT THE CHARACTERISTICS OF THE OVERALL COMMUNITY.

THESE TWO QUESTIONS SHOULD BE POSITIONED AT THE END OF THE SURVEY.

**1, Please fill in the ages and sexes of all members of your present household, including yourself. Please list oldest to youngest.

Age Member Member Member Member Member Member Member Member

Sex Male Female

#1 #2 #3 #4 #5 #6 #7 #8

**2, Do you rent or own your dwelling unit? (check only one) Rent

Own

** Do not change these questions A3. 3

PROGRAMME AND ACTIVITY QUESTIONS:

Programme and activity demand is made up of present participation and potential participation (programmes and activities people would like to participate in, but do not presently).

Programme and activity demand tells us what activities we should offer to maximize participation, and from this we can deduce the equipment .nd facilities the group requires.

3. Indicate which three of the following reasons for participation in recreation activities are the most important to your household. Place the number "1' beside the most important reason, '2' beside the next most important reason and the number '3' beside the next reason.

To socialize or meet other people To learn more about myself and others To achieve personal success or satisfaction To lead or direct others To physically improve myself To relieve tension or anxiety To be creative To feel important Other (please specify)

4. Which of the following functions do you think your Community League emphasizes the most these days? Rank the functions from 1 to 7 with the function most emphasized being ranked 1.

Then please rank the functions in the way you would like to see your League emphasizing them. Again, rank the functions from 1 to 7 with the funccion you would like to see emphasized most being ranked 1.

The Way it Is Now

Rank

The Way I Would Like To See It Rank

Art/Crafts/Cultural Programs Team Sports Individual Sports Social Activities.

Fund Raising Activities (eg. bingo) Acting as a voice for community concerns Identifying community needs

4

5. Please rate the following activities according to how you think your community league emphasizes them. For each activity, please place a check mark (v) under the degree of emphasis you feel describes the league's operation at this time.

Check one degree of emphasis (or column) for each activity.

ACTIVITY:

Don't Adequate Too Much Too Little Emphasis Emphasis Emphasis Know

Instructional activities for children Instructional activities for teens Instructional activities for adults Team sports for Children Team sports for teens Team sports for adults Individual sports for Children Individual sports for teens Individual sports for adults Social accivities for teens Social activities for adults Activities for families Fund raising activities (e.g.bingo) Acting as a voice for community concerns Identifying community needs Other (specify)

A3.5

** 6. Please review the listing of major recreational areas given below. Give the name or a brief description of activities or programmes your household has taken part in during the past year.

0

Indicate the number of household members that participated in the activity and how often they participated. A detailed listing of activities is given at the end of the questionaire. It may help you remember the activities . you have done in the past year.

EXAMPLE:

ACTIVITIES: Recreational Activities and Sports

MAJOR AREA:

No. of participating Members

Golf

1

Bicycling

4

Fitness Classes

1

Toboganning

2

ACTIVITIES:

at least at least a few times 1/month per year 1/week ,V V/

to."../..

No. of participating at least at least few times 1/month per year 1/week Members

Performing Arts

Arts, Crafts, Hobbies

A3.6

6. Cont'd

MAAT AREAS:

ACTIVITIES:

No. of participating at least at least a few times 1/week 1/month per year Members

Competitive Sports

Recreational Activities and Sports

Social Activities

Other

A3.7

**7. The following question is intended to find out in which activities you do not participate now, but in which you would like to participate in the near future.

For the following major areas, please indicate which programmes or activities your household would be interested in taking part in and have not participated in during the past year. A detailed listing is given at the end of this questionnaire. Also indicate the number of household members in each age group that would be interested in the activity. The 'How Often' column should be ignored for the present.

No. of interested members

EXAMPLE: ACTIVITIES:

Recreational Activities and Sports

5& under 6-15

Racquetball Bicycling Cross Country Skiing Exercising

1

6l& How Often 16-25 26- 60 Over 1

2

1

2

1 1

No. of interested members •••••••

Major Area:

Activities

How 61& 5 & under 6-15 16-25 26-60 Over Often

Performing Arts

Arts, Crafts, Hobbies

hwy.

A3.8

7. Cont'd MAJOR AREAS

ACTIVITIES:

No. of interested members 61& How' 5& under 6-15 16-25 26-60 Over Often

Competitive Sports

Reoreational Activities ard Sports

Social Activities

Other

** Do not change the column headings.

A3.9

ACTIVITY LIST

PERFORMING ARTS

Ballet Baton Belly Dancing Creative Movement Choir Drama Productions Folk Singing Folk Dancing Folk Guitar

Instrumental Music Jazz/Modern Dance Orchestra/Band Modelling Poise Rhythmics Social Dance Square Dance Stagecraft Others

ARTS,CRAFTS,HOBBIES

Basketry Batik Canoe Construction Bottle Cutting Cake Decorating Candle Making Ceramics Cooking Copper Enamelling Crocheting Decoupage Drawing/Sketching Dressmaking Embroidery Ethnic Crafts Flower Crafts Furniture Finishing Gardening/Landscaping Jewellery Making Lapidary Knitting

Leathercraft Macrame Metal Craft Model Building Needlecraft Painting Paper Crafts Photography Pottery Puppetry Quilting Resin Craft Sculpture Sewing Silk Screening Stitchery Tye Dying Weaving Wood Crafts Others

Al. 10

ACTIVITY LIST

COMPETITIVE SPORTS Archery Badminton Baseball Basketball Boating Bowling Boxing Broomball Curling Fencing Field Hockey Figure Skating Floor Hockey Football Gymnastics Ice Hockey Lacrosse

Lawnbowling Martial arts Ringette Racquetball/Handball Rugby Scuba/Snorkel Diving Soccer Softball Springboard Diving Squash Swimming Team Handball Tennis Track and Field Volleyball Wrestling Weightlifting

RECREATIONAL ACTIVITIES AND SPORTS

Backpacking Bicycling Boating Canoeing Camping Cross Country Skiing Down Hill Skiing Fishing Fitness Activities Golf Gymnastics Hiking Hunting Horseback Riding

Jogging Orienterring Picnicing Playground Sailing Shooting Skating Snow Shoeing Swimming Toboganning Water Skiing Walking Yoga

SOCIAL ACTIVITIES Banquets Bingo

Cards Dancing Other

OTHER Motorcycling Skateboarding

Snowmobiling Other

A3.11

8. For each activity listed in question 7 please indicate how often members of your household would like to participate. Use the codes listed below and place yoir answer under the column titled "How Often' in question 7.

Code

How Often at least once per week at least once per month a few times per year

EXAMPLE:

No. of Interested members ACTIVITIES

Recreational Activities and Sports

61& How 5& under 6-15 16-25 26-60 Over Often

Swimming Bicycling Cross Country Skiing Exercising

1

1

2

Y1

1

2

W F

1 1

W

A3.12

9. If all members of your household are now participating in all of the activities they want to, please go on to question 10.

If members of your household wish to participate in activities that they are not now participating in, please indicate the reasons for not participating.

Give reasons for each age group.

Choose the most important reason from those listed below, and write the number of the reason in the box beside each age group.

Age Group

Reason Number (from below)

5 & under 6 - 15 16 - 25 26 - 60 61 & over

REASONS FOR NOT PARTICIPATING: Number 1 3 4 5 6 7 8 9

Reason No time Can't afford the activity No recreation facilities near enough Activity offered at unsuitable time of day Not interested enough Require babysitting to participate .

Don't know where programme is offered Programme is overcrowded Other (specify)

A3.13

10. Please check off (%6 those times most suitable for members of your household to attend programs of interest to them. Age group categories for household members are provided.

AGE GROUPS 5 & under 6-15 16-25

26-60

61 & over

We kdays: before 9:00 a.m.

9:00 - 11:30 a.m.

11:30 - 1:30 p.m.

1:30 - 3:30 p.m.

3:30 - 5:30 p.m.

6:00 - 7:30 p.m.

7:30 - 9:00 p.m.

9:00 - 10:30 p.m.

Weeâ&#x20AC;š.ends Not interested at any tim a

A3.14

FACILITY RELATED QUESTIONS: Facilities and projects can be changed to meet your study's focus.

11. Please rank the following projects in your order of preference. Rank as 1 the project you support most, 2 is the project you would prefer next, and so on to 6. Also, please check off (V) those projects you would donate your time and effort to help obtain, and check off (/) those projects for which you would contribute help in fund raising.

Project:

Priority

Contribute Time & Effort

Help with 6/) fund raising

'Tennis Courts 10.novations - Expansion of Community Hall Renovation to Skating Rink New Playground Paid Caretaking Service ither (please list)

[

12. Do you feel a community owned facility should be used 1'or the following?

Please check off 64 yes or no for each use.

Yes

No

Teen Drop-in Social Events (dances, banquets, etc).

Senior Citizen Drop-ins Bingo Rental to non-community group Other activities (specify)

A3.15

13. Please rate the facilities and programs in your community according to whether you feel more emphasis is required, enough or adequate emphasis is given now, or too much emphasis is given now. Check off (,/) one response for each program or facility.

CATEGORY:

needs too more enough much don't emphasis emphasis emphasis know

Parks Recreation Facilities Children's Programs Teen Programs Adult Programs Seniors Programs

14. Po you feel that the financial resources of the community league should be directed mainly toward (check one): activities facilities and equipment equally to both of the above other (please specify)

15. Would you be willing to contribute toward the financial resources of the. community league by: membership dues direct contribution of funds help in fund raising none of the above

A3.36

16, How often have members of your household used or visited the facilities listed below?

South Side Arena: Social Skating Hockey

/month /month

Tipton Arena: Social Skating Hockey Queen Alexandra Outdoor Rink

/month /month /month

Strathcona Tennis Courts

/month

School Gymnasium

/month

Track/Playing Field

/month

Other (please specify)

/month

17. Would you like to see some kind of liquor serving premise or activity in our neighbourhood?

Yes

No

Don't really care/ or know

If yes: How often do you think this liquor serving premise should be open: special events less than 1/month 1-3 times/month 1/week more than 1/week .

18. Has the community newsletter been useful in informing you of events and programs in your community? very useful somewhat useful not particularly useful I've never seen it

A3.17

19. Do you feel that you have skills and interests that could be of use to your community league?

Yes No

20. On what basis would you be willing to offer some time to your league? (Pick more than one if you wish) On an occasional basis only for a short project To assist with a regular program once a week To assist with a regular program more than once a week To serve on the executive To serve as a committee member Not at all Other (specify)

9 1. Are you a member of Londonderry Community League?

Yes - Please answer question 22 next No - Please answer question 23 next

29.

If yes, how long have you been a member? less than one year one to two years two to three years three to five years more than five years please go to question 25.

A3.18

28. How long have you been living in Evansdale? less than 6 months 6 months to one year one to two years two to five years more than five years

29. Were did you live last before your move to Evansdale?

In Edmonton. Which Community League?

Outside of Edmonton

30. How may times have you moved in the last five years? not at all once twice three to four times more than four times

31. Do you plan on remaining in this community for the next 12 months?

Yes

No

32. :if you would like us to contact you and provide more information about the community league and its activities, please provide your name, address and telephone number.

NAME (Please Print) Address Telephone Number

A3:21

33.

General Comments regarding the Survey or Recreation Opportunities.

(Use back of page if necessary)

•

Thank you for your help

If you have any further questions or wish to receive further information, please call:

Watch for results of this survey in the Queen Alexandra Newsletter.

•

Thank you for your help. This questionnaire will be picked up at the time pre-arranged with your surveyor.

If you have any further questions and wish to receive further information, please call:

•

Thank you for your help. This form will be picked up at the time pre-arranged with your surveyors. If this should become inconvenience please mail the questionnaire to:

OR CALL:

for pick-up.

A3.22

rppendix 3A. Survey Questions (con't) SECTION 2:

TELFPHONE SURVEY

THE TELEPHONE SURVEY QUESTIONS GIVEN BELOW MAY NOT FOCUS ON THE PROBLEMS YOU HAVE DEFINED. IF THESE QUESTIONS ARE NOT RELEVANT TO YOUR CONCERNS, CONTACT THE RESEARCH AND PLANNING SECTION THROUGH YOUR D.R.C. SURVEY QUESTIONS WILL RE SPECIALLY DESIGNED FJ)11 YOU. Constructing your survey questionnaire is probably the most important part of a urvey. You should put a great deal of effort into making sure the questionnaire -.:sks exactly what you want to know.

SEE YOUR D.R.C. FOR THE LATEST COPY OF SURVEY QUESTIONS. The survey questions are revised on an ongoing basis. Make sure you have the latest copy.

Relate the survey questions given below to the hypotheses and problem areas you defined in Step 1. If the survey results are to provide you with the information you want, make sure all the problem areas and hypotheses you defined are covered by the vestions you selected. can change most of the survey questions given below, when you feel these changes Till make the question better suited to your situation. Ir some questions, revisions Ire necessary. For example, if you lived in North Edmoni:on, you would not want a .iliestion asking about use of Tipton Arena. PLEASE, HOWEVER, DO NOT CHANGE QUESTIONS AARKED WITH **.

Pages 25 and 26 above describe how to Choose the questions to include in your survey. These pages also tell you how to organize yoUr questionnaire.

HAVE YOUR QUESTIONNAIRE APPROVED AND REVISED, IF NECESSARY, BY THE RESEARCH AND PANNING SECTION BEFORE IT IS FIVEN TO THE INTERVIEWERS, AND BEFORE YOU MAKE UP THE CODING SHEETS FOR THE QUESTIONNAIRE.

A3.23

and I am working on a Hello. My name is survey for the Allendale Community. We are trying to obtain information on the types of things you would like to do in the community and how the community could better serve you. The survey will take about 5 to 10 minutes of your time and we would appreciate hearing your opinions.

and I am working on a survey Hello. My name is for the Eastwood School & surrounding community. We are trying to obtain information on the types of things your family would like to do on the Eastwood School grounds. The survey will take 5 to 10 minutes of your time and we would appreciate hearing your opinions.

A3.24

3). How often do you, or members of your family, go to the Eastwood School grounds for recreational activities, outside of school hours. daily at least 1/week at least 1/month less than 1/month never

4G. Why do you not go more often? not interested too far away not enough time not enough facilities/nothing to do other:

41. Do your children have to cross any of the following busy streets to get the Eastwood School grounds? (Check off the streets Children have to cross, read off all the streets below).

82nd Street 118th Avenue 120th Avenue Fort Road Not Applicable (no Children 15 years & Under)

4?.. Some people feel the playground on the Eastwood School Crounds meets the

children's needs and others do not think this is the case. What is you opinion? meets needs of children does not meet needs don't know

A3.27

43. Would you be willing to donate any of the following in helping to build a playground on the Eastwood School grounds (Only check what people will donatâ&#x201A;Ź to or help with). materials (such as tires, culverts, chains, etc) time & effort in building the playground help in raising funds other (please specify)

If people will donate any of above, ask for: NAME: ADDRESS: TELEPHONE # 44. What was the approximate date of the last community newsletter that you received: (Code length of time since last received newsletter) less than 1 month 1 month 2 months 3 months more than 3 months have never seen or read it

(don't read)

45. Would you say that the community newsletter has been: very useful somewhat useful not very useful in providing you with information about events and programs in your communLI. have never seen or read it

46.. Some community groups (leagues) have recently started having a weekly pub in their community facility. Would you like to see some kind of liquor serving premise or activity in our neighbourhood?

Yes

No

Don't really care/or know

If yes: How often do you think this liquor serving premise should be open: special events less than 1/month (don't 1-3 times/month read) 1/week more than 1/week

A3.28

4. How long have you been living here in Allendale? (don't read)

less than 6 months 6 months to 1 year 1-2 years 2-5 years more than 5 years

YCJ MUST INCLUDE THESE TWO QUESTIONS: Tc ensure that we achieve a representative sample of community residents we would like to know a little about you and your household. ** 48. Would you please tell me the age and sex of members of your household, starting with yourself?

** 49. Do you rent or own your dwelling unit? rent

own

** D. not change these questions.

-. Thank you for your help in this survey. The results of the survey will be published in the Eastwood Community Newsletter and Eastwood School Newsletter.

- Thank you for your participation. The result of this survey will be published in the Community newsletter, and will, be discussed at the community league meeting on

Appendix 3B.

Coding, Tabulating and Constructing Tables

A. Coding Coding transfers the answers to each question on the survey onto a coding sheet. It classifies the different answers to the question.

In this Appendix, there is a coding scheme to use for coding each of the survey questions given in Appendix 3A. THE NUMBER TO THE LEFT OF THE CODING SCHEME CORRESPONDS TO THE SURVEY QUESTION NUMBER IN APPENDIX 3A. For example, survey question 26 in Appendix 3A is coded according to coding scheme 26 below.

For each coding scheme you are provided with an 'Abbreviation Guide' that explains the abbreviations on the coding scheme. This 'Abbreviation Guide' will help you understand how the answers to the survey question will be put into the coding scheme. Instructions for coding are given where necessary.

1. Coding Sheets - Obtain large sheets of paper from a stationary store. It is recommended that you purchase paper with quarter inch squares as this cuts down the number of lines you have to draw.

- Using the coding scheme given in this Appendix, write the abbreviations for the different answers to the questions in your survey on the coding sheets.

- When the coding scheme is complicated, draw in heavy lines after every few columns. This will make coding easier and result in less column mix-ups.

2. Coding Rules - If a question is answered improperly, ignore the response. For example, if a respondent was asked to check off one response, and he checked off more than one response, we do not code anything. Or, if a respondent was asked to rate the answers according to priority and he checked off the responses without giving any indication of their priority, we would not code any response.

3. Coding of a Questionnaire - You will notice that the 1st column in all of the coding schemes says "I.D. No.", which is the abbreviation for the identification number of survey questionnaire. All usable questionnaires are numbered with an identification number, starting with questionnaire '1', questionnaire '2', and so on in numerical order (page 28).

- Each questionnaire response is put on a line running across the page.

- Put a 'I' for each checked off response to a question and a '0' for each unchecked response. Failure to put the zeros ('0') in has resulted in tabulating problems.

- If you are required to put a number other than '1' on the coding sheet, you will be told this in the 'INSTRUCTIONS' placed under the coding scheme.

A3.30

4. An Example We wish to code the following question on survey questionnaire number 146: 8. How long have you been living in Evansdale? less than 6 months 6 months to 1 year 1 to 2 years 2 to 5 years more than 5 years i) Find the proper coding scheme for this question. The coding scheme is numbered 28 (ie. the same as the question number), and is shown below.

I.D. No.

L 6 1 2 M

Abbreviation Guide: I.D. No. = identification number of survey questionnaire.

L = less than 6 months.

1 = 1 to 2 years.

2 = 2 to 5 years.

M = more than 5 years.

ii) Put the I.D. number assigned to the questionnaire on the coding sheet.

In our example the I.D. number is 146. vii) Examine the questionnaire for the respondent's answer to the question.

In our example the response is '2 to 5 years'. Looking at the Abbreviation Guide, we see this answer is abbreviated to '2° in the coding scheme. Therefore, we place a '1' under the column heading '2' and place a '0' under all other columns.

I.D. L 6 1 2 M No. 146

0 0

II B.Tabulating Tabulating is the process of adding up the number of responses in each class.

This gives us the total number of responses for an answer to the question. In out example we add up the total number of l's under the 'L' column; the total number of l's under the column marked '6', and so on. This gives us the total number of respondents answering 'less than 6 months', the total answering '6 months to 1 year', and so on.

C.Constructing Tables A2Jng with the coding schemes, Appendix 3B gives table headings and layout to hrlp you construct your tables. Tables are constructed from the tabulated rtsponses to the question. THE TABLE NUMBER CORRESPONDS TO THE SURVEY QUESTION NUMBER IN APPENDIX 3A, AND TO THE CODING SCHEME NUMBER. A3.31

1. Constructing the Tables - Use the answer frequency formula given on page 30 to calculate the answer frequencies for the table.

- Fill in all blanks in the table, including the percentage base. The table layout tells you whether to percentage across a row or down ,7 column.

- See page 29 and 30 for more information.

2. Interpretating the Tables - No notes on interpretation are given when the tables are easy to understand.

- If it will be difficult to interprete the table, notes are given under the table layout.

SEE YOUR D.R.C. IF YOU HAVE ANY PROBLEMS.

A3.32

1

3.

Reason for Participating SLADPTCIO

I.D. No.

Abbreviation Guide: I.D. No. = identification number of survey questionnaire S = to socialize or meet people L = to learn more about myself A = to achieve personal success or satisfaction D = to lead or direct others P = to physically improve myself T = to relieve tension or anxiety C = to be creative I = to feel important 0 = other INSTRUCTIONS: We will call those reasons rated '1', '2', or '3' important reasons and ignore the difference in ratings of importance.

Place a '1' under the column heading for each reason rated as '1', '2' or '3'.

Table 3.

Reasons

Importance of Reasons For Participating In Recreation Activities % of Respondents

To socialize To learn about myself Personal success or satisfaction To lead or direct others To physically improve myself To relieve tension or anxiety To be creative To feel important Other 100%

(% base is

respondents)

A3.35

f

Abbreviation Guide!

4.

I. D. No.

Way it is Would like it ATISFVNATISFVN

lir INN

I.D. No. = identification number of survey questionna: A = Arts/Crafts/Cultural Programmes T = Team Sports I = Individual Sports S = Social Activities F = Fund Raising V = Acting as a voice for community concerns N = Identifying community needs

INSTRUCTIONS! We will focus on what the respondents see as high priority activities (i.e. ratings of '1' or '2'). Coding for the 'way it is' category: when a function has received a ranking of '1' of '2' on the survey questionnaire (i.e. it is a high priority function), place a '1' in the appropriate function space under the 'way it is' heading on the coding sheet. Place a '0' in the columns corresponding to all functions that were rated 3 to 7 (i.e. the law priority items).

Do the same for the 'would like it' category - place a '1' in the appropriate space on the coding sheet if the function has been rated '1' or '2' in priority. Otherwise, place a '0' in the function space on the coding sheet.

A3.36

Table 4. Respondent Rating of What Is a High Priority League Function Now and What Should Be A High Priority League Function.

What is High Priority Now

What Should Be High Priority

Art/Crafts/Cultural Programs Team Sports Individual Sports Social Activities Fund Raising Activities Voice For Community Concerns Identifying Community Needs 100% (% base is Note:

100%

ratings of high priority)

the % base is the total number of high priority (i.e. ranking of '1' or '2') ratings. How well do the respondents' ranking of functions that are high priority now correspond to the League executive's ranking of what is being emphasized the most these days? Compare how respondents rate what is high priority now to how they rate what should be high priority.

5.

Ind iv.

Indiv.

Indiv.

Team Team Team Instruc.

Instruc.

Instruc.

Teens Adults - Adults - Child - Child - Teens - Adults - Child - Teens LAMDLAMDLAMDLAMDLAMDLAMDLAMDLAMDLAMD â&#x20AC;&#x201D;t-

D. No.

Social No.

L

Social

AMDLAMDL

Ident.

Fund Other Needs Voice Raise , AMDL AMDL AMDLAMDLAMD

Abbreviation Guide: I.D. No. = identification number of survey questionnaire L = too little emphasis A = adequate emphasis M = too much emphasis D = don't know The abbreviations for the activities (e.g. Instruc.-Child is the abbreviation for instructional activities for children) are given above the abbreviations for the degree of emphasis (ie. L, A, M and D).

1

Table 5. Rate the following activities according to how you think your community league emphasizes them.

Activity (from survey question)

Too Little Emphasis

Adequate Emphasis

Too Much Emphasis

Don't Know

Total

No. of Respondents

100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% Note: % base for each activity is number of respondents giving a rating for the particular activity. You can expect the 'too much emphasis' category to be low for all activities. A high proportion of 'don't know' responses implies the group should increase their emphasis on publicity and marketing. Which activities receive the highest proportion of 'too little emphasis' ratings?

Overall, how well served are children, teen and adult groups?

6.

I.D. No.

Performing Arts: Ballet Choir WMYWMY etc.

Abbreviation Guide: I.D. No. = identification number of survey questionnaire W = at least once per week M = at least once per month Y = a few times per year

INSTRUCTIONS: A complete coding scheme is not shown as it will vary among surveys. We will code the activities listed in each of the completed questionnaires. Use separate coding sheets for each major area given in the question.

When an activity appears on a questionnaire, print the name of the activity as a heading on the coding sheet (eg.

Ballet in coding scheme above). Under this heading, print column headings of '14', 'M' and 'Y'.

Place the 'No, of participating members' under either the 'W', 'M', or 'Y', depending on how often the participation occured. For example questionnaire number I could have the following information: No. of few times at least at least participating per year 1/week 1/month Members 4

Ballet

This would be coded in the following manner: Ballet I.D. No. W M Y

1

0

When an activity, which has already been coded before, appears on another questionnaire, we code the response in the initial activity columns. For example, questionnaire number 23 might also note .tallet as an activity: No. of few times at least participating at least ner year 1/morth Members I/week IBallet

1 A3.40

6 Cont'd.

This would be coded as follows: I.D. No. W 1,1 Y 1

4

0

23

0

0

Tabulating is done as always - add up the numbers in each of the columns.

Table 6. Activities, by Percentage of all Household Members Who Have Taken Part in the Activity During the Past Year, and Frequency of Participation.

Activity (see your coding scheme for activities participated in during the past' year)

Weekly Participation

100% (% base for all 3 columns are

Month Participation

100%

Participate Few Times per Year

100%

total household members covered by the survey)

Note: Obtain the percentage base by adding up the household members from the age/sex question (eg.

Question 1 in Appendix 3A). Compare how frequency of participation varies among the activities.

A3.41

1

7 & 8.

No.

Recreation Activities: Swimming 5 6 16 26 61 W M F 5

Racquetball 6 1 . 26 61 W

Abbreviation Guide: M

F

â&#x20AC;&#x201D;

etc.

I.D.No. = identification number of survey questionnaire 5 = 5 and under 6 = 6 - 15 years 16 = 16 - 25 years 26 = 26 - 60 years 61 = 61 and over W = at least once per week M = at least once per month F = few times per year

INSTRUCTIONS: A complete coding scheme is not shown as it will vary among surveys. We will code all of the activities listed in each of the completed questionnaires. Use separate coding sheetsfor each major area given in the question.

When an activity appears on a questionnaire,print name of the activity as a heading on the coding sheet (eg. swimming in coding scheme above). Under this heading, print column headings 1 5','6',1 16 1 ,'26','61','W','W, and 'F'.

Place the 'No. of interested members' under the appropriate age headings, as given on the survey questionnaire. Also place a '1' under 'W', 'M', or 'F', depending upon which is indicated in the 'How Often' column.

For example, questionnaire number could have the following information: 5& under

6-15

Swimming

16-25

26-60

1

2

61& Over

How Often M

This would be coded in the following manner: I.D. Swimming No. 5 6 16 26 61 W M F 1

2 tO

0 1 0

When an activity which has already been coded appears or Another questionnaire, We code the response in the p:tivity column we have aiLe-uy established 1_cr the parLicular ac'Livity.

To tabulate, add up the numbers in each of the columns.

A3.42

Table 7.

Activities, by Percentage of all Household Members Within Age Groups Who Would Like to take Part in Activity.

Age Groups

Activities

5& under

6-15

16-25

26-60

100%

100%

100%

100%

61& Over

(see your coding sheets for activities in which people wish to participate)

(% base)

(

)

(

)

(

)

(

)

100% (

)

(% base is total number of household members in each age group).

Note: Obtain the percentage bases by adding up the household members in each age group from the age/sex question (eg.

Question 1 in Appendix 3). Which are the most popular activities for each age group, and the most popular activities overall?

Table 8.

Activity

Activities that Household Members would like to take Part in, by Frequency of Participation.

Participate Few Times Monthly Weekly Per Year Participation Participation

(see your coding sheets for activities in which people wish to participate) 100%

100%

100%

(% base) (% base is number of responses to each of the categories).

A3-43

9.

I.D. No.

I.D. No.

1

1

5 & Under 2 3 4 5 6 7 8 9 1

6 - 15 2 3 4 5 6 7 8 9 1

16 - 25 2 3 4 5 6 7 8 9 1

26 - 60 2 3 4 5 6.7 8 9

61 & Over 2 3 4 5 6 7 8 9

III

111

111111 111111

Abbreviation Guide: I.D. No. = identification number of survey questionnaire 1 = no time 2 = can't afford activity 3 = no recreation facilities near enough 4 = activity offered at unsuitable time of day 5 = not interested enough 6 = require babysitting to participate 7 = don't know where programme is offered 8 = programme is overcrowded 9 = other Ages are given above the reason codes.

A3.44

1

1

1

Table 9. Reasons for Not Participating in Desired Activities, by Age Groups

Reason Number

5 & under

6 - 15 years

16 - â&#x20AC;˘25 years

26 - 60 years

61 & older

No time Can't afford activity No facilities nearby Offered at unsuitable time Not interested enough Require babysitting Don't know where program offered Programthe is overcrowded Other (total) (No. of Respondents)

100%

100%

100%

100%

100%

)

Which reason numbers are most important for each of the age groups? Which reason numbers are most important overall? Can you remedy these reasons for non-participation (eg. provide babysitters at programmes, provide better publicity or rent equipment cheaply so people can afford the activity)?

10.

I.D. No.

I.D. No.

B

B

911

5 & Under 3 6 7

10

W

N

B

6 - 15 Years 9 11 1 3 6 7 10

26 - 60 Years 1 3 6 7 10

W

N

B

911

9 11 1

61 & Over 1 3 6 7 10

W

W

N

B

9 11

16 - 25 Years 1 3 6 7 10

W

N

N

Abbreviation Guide: I.D No. = identification number of survey questionnaire B = before to 9:00 a.m.

9 = 9:00 - 11:30 a.m.

11 = 11:30 1:30 p.m.

1 = 1:30 - 3:30 p.m.

3 = 3:30 - 5:30 p.m.

6 = 6:00 - 7:30 p.m, 7 = 7:30 - 9:00 p.m.

10 = 9:00 - 10:30 p.m.

W = weekends N = not interested at any time Age grous are given above the time codes.

A3.46

Table 10.

Suitable Times For Household Members to Attend Programmes and Activities,

By Age Group

Times

5 and under

6-15

16-25

26-60

61 & Over

Weekdays: Before 9:00 a.m.

9:00 - 11:30 a.m.

11:30 - 1:30 p.m.

1:30 - 3:30 p.m.

3:30 - 5:30 p.m.

6:00 - 7:30 p.m.

7:30 - 9:00 p.m.

9:00 -10:30 p.m.

Weekends Not Interested 100%

100%

100%

100%

100%

(No. of Responses) Note: % base is number of responses in each age category.

Look down each column to see which time slots are preferred for each of the age groups.

Compare how the most popular time slots very among the age groups.

f

I.D.

No.

T. C.

R. E.

R. S.

P. P.

P. C.

0.

Abbreviation Guide:

PTEPT--EPTEPTEPTEPTF

III

op â&#x20AC;˘ ...

q

ill

imil ...

I.D. No. = identification number of survey questionnaire TC = tennis courts RE = renovations - expansion of community hall RS = renovations to skating rink PP = playground PC = paid caretaking service 0 = other P = priority rank T = contribute time and effort F = help with fund raising

INSTRUCTIONS: We will code only high priority projects. If a project received a priority rating of '1' or '2', place a '1' under the "P" column. Otherwise, place a '0' under the "P" column. If 'contribute time and effort' has been Checked, put a '1' under the 'F' column. under the "T" column; if 'help with fund raising' has been checked, put a Table 11. Projects, by Percentage of Households Rating Project as High Priority and Percentage of Households Willing to Donate Time and Effort or Help with Fund Raising.

Project

No. of Respondents Rating Project

% of Respondents Rating Project as High Priority

% of Respondents Willing to Contribute Time & Effort

% of Respondents Willing to Help With Fund Raising

tennis courts renovation/expansion of hall renovations to skating ring playground paid caretaking service other

A3.48

Abbreviation Guide: 12.

I.D. No.

Table 12.

SE SC Y--N Y--N Y--H Y â&#x20AC;&#x201D;1\I

I.D. No. = identification number of survey questionnaire TD = teen drop-ins SE = social events SC = senior citizen drop-ins B = bingo R = rentals to non-community groups 01 = other activities, first choice 02 = other activities, second choice Y = yes N = no

How Do You Feel A Community Owned Facility Should be Used?

No of Yes No Total Respondents

Use Teen Drop-In Social Events Seniors Drop-In Bingo Rentals to Non-Community Groups Other Note:

02 Y --li Y--N Y--N 01

100% 100% 100% 100% 100% 100%

the % base is number of respondents for each use and the table is percentaged across (the % of respondents who say 'yes' to teen drop-ins and who say 'no' to teen drop-ins should equal 100%) Compare how the percentage who say 'yes' to a use varies among the different uses.

13.

I. D. No.

Seniors Adult Child Teen Recr.

Pro ram Program or Pro cram Parks Facilities Pro NEMDNEMDNEMDNEMDNEMDNEMD

Abbreviation Guide: I.D.No. = identification number of survey questionnaire N = needs more emphasis E = enough emphasis M = too much emphasis D = don't know

Table 13.

Rating of Programmes and Facilities According to Degree of Emphasis Given Now.

Category

Parks Recreation Facilities Children's Programmes Teen Programmes Adult Programmes Seniors Programmes

Needs More Emphasis

Enough Emphasis

Too Much Emphasis

Don't Know

Total

No. of Respondents

100% 100% 100% 100% 100% 100%

Note: % base is number of respondents to each category and the table is percentaged across.

Compare the numbers down the columns to see how the degrees of emphasis vary among the categories.

Overall, what needs more emphasis and what is receiving too much emphasis?

A3.50

14.

I.D. No.

1

1

1

A F B 0

Abbreviation Guide: I.D. No. = identification number of survey questionnaire A = activities F = facilities and equipment B = equally to both of the above 0 = other

Table 14. Where Should the League's Financial Resources be Directed? % of Respondents

Activities Facilities & Equipment Equally to Both Other

(% base is

respondents)

A3.51

15.

I.D. No.

MDMN

Abbreviation Guide: I.D. No. = identification number of survey questionnaire M = membership dues D = direct contribution of funds H = help in fund raising N = none of the above

Table 15.

- How Would You be Willing to Contribute to the Financial Resources Of The League? % of Respondents Membership Dues Direct Contribution Help in Fund Raising None of the above 100%

(% base is

respondents)

A3.52

16.

I.D. No.

Tipton Tipton Arena Q.A. S.S. Arena S.S. Arena Arena Soc. Tennis Soc. Hoc. Rink Hoc. N 1 2 5N 2 5N1 2 5N 2 5N1 2 5N 2 5 N

5 N

Track Other 1 2 5 N 1 2 5

Abbreviation Guide: I.D. NO. = identification number of survey questionnaire S.S. Arena Soc. = South Side Arena,social skating S.S. Arena Hoc. = South Side Arena, hockey Tipton Arena Soc. = Tipton Arena, social skating Tipton Arena Hoc. = Tipton Arena, hockey Q.A. Rink = Queen Alexandra outdoor rink Tennis = Strathcona tennis courts Gym = school gymnasium Track = track/playing field N = never (0 times per month) 1 = once per month 2 = 2 to 4 times per month 5 = 5 or more times per month INSTRUCTIONS: For each facility listed, if the respondent has listed a frequency of use, code this frequency according to the categories above: N, 1, 2, or 5. If the respondent has not indicated a frequency of use for the facility put a '0' under all the four categories.

A1.53

Abbreviation Guide:

17.

No.

YNDSL1 4 M I.D. No. = identification number of survey questionnaire Y = yes N = no D = don't really care/or know S = special events L = less than 1/month 1 = 1 - 3 times/month 4 = 1/week M = more than 1 /week

Table 17. Would you Like to See a Liquor Serving Premise or Activity in the Neighbourhood? % of Respondents Yes No Don't Know 100%

(% base is

respondents)

Table 17a. If You Would Like to see a Liquor Serving Premise, How Often do You Think it Should be Open? % of Respondents special events less than 1/month 1 - 3 times/month 1/week more than 1/week 100%

(% base is

respondents) A3.54

1

18.

I.D. No.

Abbreviation Guide: V SNI I.D. No. = identification number of survey questionnaire V = very useful S = somewhat useful N = not particularly useful I = I've never seen it

Table 18. Has the Community Newsletter been Useful In Informing You Of Events and Programmes? % of Respondents very useful somewhat useful not particularly useful never seen it

100%

(% base is

respondents)

t,

I.D. No,

19.

Y N

Abbreviation Guide: I.D No. = identification number of survey questionnaire Y = Yes N = No

Table 19. Do You Feel You Have Skills and Interests That Could Be Of Use To the League? % of Respondents Yes No

(% base is

respondents)

A3.56

20.

1.D. No. â&#x20AC;˘

Abbreviation Guide: CO

1

2ECMN0 I.D. No. = identification number of survey questionnaire C = as a one shot consultant 0 = on an occasional basis only for a short project 1 = to assist with a regular program once a week 2 = to assist with a regular program more than once a week E = to serve on the executive C = to serve as a committee chairperson M = to serve as a committee member N = not at all 0 = other

Table 20. On What Basis Would You Be Willing To Offer Some Time to Your League? % of Respondents as a one short consultant occasional basis for short project assist with programme 1/week assist with programmes more than 1/week serve on executive serve as committee member not at all other 100% (% base is

responses)

Note: % base is responses as more than 1 response can be checked.

A3.57

I.D. No.

21.

Abbreviation Guide:

Y N

I. D. No = identification number of survey questionnaire Y = Yes N = No

Table 21. Are You a member of the Community League?

Yes No

% of Respondents

100%

(% base is

respondents)

A3.58

I.D. No.

22.

L 1 2 3 M

Abbreviation 'Guide: I. D. No = identification number of survey questionnaire L = less than one year 1 = one to two years 2 = two to three years 3 = three to five years M = more than five years

Table 22. If You Are a League Member, How Long Have You Been a Member? % of Respondents less 1 to 2 to 3 to more

than 1 year 2 years 3 years 5 years than 5 years 100%

(% base is

respondents)

A3.59

(

23.

I.D. No.

Abbreviation Guide: AKTICNUO I.D A = K = T = I = C = N = U =

No. = identification number of survey questionnaire have never been approached to join don't really know anything about the league have no time to get involved there's nothing of interest offered to costly I have nothing to offer the league have had an unpleasant or unsatisfactory experience in the past 0 = other reason

Table 23. If You Are Not a League Member, What Are Your Reasons For Not Joining? % of Respondents have never been approached to join don't know anything about league have no time to get involved there is nothing of interest offered too costly have nothing to offer the league unpleasant experience in past other 100%

(% base is

respondents)

A3.60

24.

24a.

I.D. No.

Y N

I.D. No.

Abbreviation Guide: L 1 3 5 I.D. No. = identification number of survey questionnaire Y = yes N = no L = less than one year ago 1 = one to two years ago 3 = three to four years ago 5 = five or more years ago

INSTRUCTIONS:

Code responses to question 28a according to the codes above: L, 1, 3 or 5.

Table 24. If You Are Not a Member of the League, Have You Ever Been a Member of This or Another League In the Past? % of Respondents Yes No

100%

(% base is

respondents)

Table 24a. How Long Ago Were You A Member Of a Community League? % of Respondents less 1 to 3 to 5 or

than 1 year ago 2 years ago 4 years ago more years ago 100%

(% base is

respondents)

A3.61

24.b

I.D. No.

L 1 3 5 10

Abbreviation Guide: I.D. No. = identification number of survey questionnaire L = less than one year 1 = one to two years 3 = three to five years 5 = five to nine years 10 = ten or more years

INSTRUCTIONS: Code responses to question 28b according to the codes above: L, 1, 3, 5 or 10 Table 24b. For How Many Years Were You Involved? % of Respondents less than 1 year 1 to 2 years 3 to 5 years 5 to 9 years 10 or more years 100%

(% base is

respondents)

A3.62

25.

I.D. No.

NSCMEO

Abbreviation Guide: I.D. No. = identification number of survey questionnaire 'N = none S = sports coach C = chairperson of committee M = member of committee E = executive 0 = other

Table 25. What Roles Or Position Have You Filled With Your League? % of Respondents none sports coach chairperson of committee member of committee executive other 100%

(% base is

respondents)

A3.63

1

Abbreviation Guide: 26.

I. D. No.

0 1

3 5 I 0 0 4 8 12

INSTRUCTIONS:

I.D. No. = identification number of survey questionnaire 0 = none 1 = 1 to 2 organizations 3 = 3 to 5 organizations 5 = 5 or more organizations I = in community 0 = out of community 0 = 0 to 3 times per month 4 = 4 to 7 times per month 8 = 8 to 11 times per month 12 = 12 or more times per month

Count up number of organizations under the 'Name of Organization' column and the code this number according to the categories above: 0, 1, 3, or 5. Count the number of organizations located within the community and place this number under "I" column. Count the number of organizations located outside of the community and place this number under the "0" column.

Add up the numbers in the 'Times per Month' category and code this according to the following codes: 0, 4, 8, and 12.

Table 26a. Number of Organizations Household Members Participated in During the Past Year.

No. of Organizations

% of Households

0 1 to 2 3 to 5 5 or more 100% (% base is

households)

Note: % base is total number of households answering survey.

Table 26b. Location of Organizations % of Organizations In Conn-t.1!4Out of Community 100% A3.64 (% base is

organizations)

Table 26c. Number of Times per Month Household Members Attend Activities or Meetings of Organizations to Which They Belong.

No. of Meetings/Month

% Households Belonging to Organizations

less than 4 4 to 7 8 to 11 12 or more 100%

(% base is

households belonging to organizations)

A3.65

Abbreviation Guide: I.D. No.

27.

I.D. No. 0 = none 1 = 1 to 3 = 3 to 5 = 5 or

1 3 5

= identification number of survey questionnaire 2 5 more

INSTRUCTIONS: Add up the total number of organizations indicated by the respondent and code this total according to the categories above: 0, 1, 3, or 5.

Table 27.

No. of Organizations

Number of Organizations that Household Members Participated in During the Past Year

% of Households

0 1 to 2 3 to 5 5 or more

100%

(% base is

households responding to survey)

A3.66

Abbreviation Guide: 28.

I.D. No.

L 6 1 2 M

I.D. No. = identification number of survey questionnaire L = less than 6 months 6 = 6 months to 1 year 1 = 1 to 2 years 2 = 2 to 5 years M = more than 5 years

Table 28. How Long Have You Been Living in Evansdale? % of Respondents less than 6 months 6 months to 1 year 1 to 2 years 2 to 5 years more than 5 years

100%

(% base is

respondents)

k3.67

1

29.

I.D. No.

I 0

Abbreviation Guide: I.D. No. = identification number of survey questionnaire I = in Edmonton 0 = outside of Edmonton

Table 29. Where Did You Live Before Your Move To Evansdale? % of Respondents In Edmonton Outside Edmonton

100%

(% base is

respondents)

1

I.D. 30.

No.

f

Abbreviatin Guide: N

1

2 3 4 M I.D. No. = identification number of survey questionnaire N = not at all 1 = once 2 = twice 3 = three times 4 = four times M = more than four times

Table 30. How Many Times Have You Moved In The Past Five Years % of Respondents not at all once twice three times four times more than 4 times

100% (% base is

respondents)

A3.69

31.

I.D. No.

Abbreviation Guide: Y N I.D. No. = identification number of survey questionnaire Yes = yes N = no

Table 31. Do You Plan On Remaining In This Community For The Next 12 Months? % of Respondents Yes No

100%

(% base is

respondents)

A3.70

34.

I.D. No.

Abbreviation Guide: SPFL I.D. No. = identification number of survey questionnaire S = to socialize P = personal satisfaction F = physical fitness L = to learn

Table 34. Which Is The Most Important Reason To You For Participating In Recreational Activities? % of Respondents to socialize personal satisfaction physical fitness to learn 100%

(% base is

respondents)

A3.71

35.

I'D. No.

Summer Athl.

Winter Fitness Sports Arts Crafts Sports Perf. Arts WMFNIOWMFNIOWMFNIOWMFNIOWMFNIO

No.

Other Social WMFNIOWMFNIO

Abbreviation Guide: I.D. No = identification number of survey questionnaire W = at least once per week M = at least once per month F = a few times per year N = never I = in comunity 0 = out of community

Table 35a. Frequency of Participation by Household Members in Activity Groupings.

Activity Group Performing Arts Arts, Crafts and Hobbies Winter Sports Summer Sports Athletic and Fitness Social Activities Other

at least 1/week

at least 1/month

few times per year

Never

Total

No. of Respondents

100%

100% 100% 100% 100% 100% 100%

A3.72

Table 35b. Place of Participation by Activity Group Activity Group Performing Arts Arts, Crafts and Hobbies Winter Sports Summer Sports Athletic and Fitness Social Activities Other

In Community

Out of Community

Total 100% 100% 100% 100% 100% 100% 100%

A3.73

Perf.

Arts

36.

No.

I

1

1

f

Arts, Winter Summer Athl. Social Crafts Snorts Snorts Fitness Activ. Other

WMFWMFWMFWMFWMFWMFWMF

Abbreviation Guide: I.D. No. = identification number of survey questionnaire W = at least once per week M = at least once per month F = a few times per year

Table 36. Percentage of Households Who Would Like to Participate in Activities if Facilities and Programmes were available in the Community, by Frequency and Activity Group.

Activity Group Performing Arts Arts Crafts and Hobbies Winter Sports Summer Sports Athletic and Fitness Social Activities Other

at least 1/week

at least 1/month

few times per year

Never

Total

No. of Respondents

100% 100% 100% 100% 100% 100% 100%

A3.74

37.

I.D. No.

Child Adults Teens GFPDGFPDGFPD

Abbreviation Guide: I.D. No. = identification number of survey questionnaire G = good F = fair P = poor D = don't know

_

Table 37. How Would You Rate The Opportunities In Our Neighbourhood For Participating In Recreational Activities?

Rating

For Children

For Teens

For Adults

good fair poor don't know

(No. of responses)

100% ( )

100% ( )

100% ( )

Note: percentages are calculated separately for each group (children, teens and adults) and are based on the number of respondents giving a rating for each group.

Compare how the ratings vary among the three groups.

A3.75

I.D. 38.a

No.

Fac. Child F P D C

G

Fac. Teens F P D

G

Fac. Adults F P I)

Abbreviation Guide: I.D. No = identification number of survey questionnaire G = good F = fair P = poor D = don't know Fac. = facilities

Table 38.a How Would You Rate The Recreational Facilities In Our Neighbourhood?

For For For Adults Teens Rating Children Good Fair Poor Don't know 100% (No. of respondents)

(

100%

100%

)

Note: percentages are calculated separately for each group (children, teens and adults) and are based on the number or respondents giving a rating for each group.

Compare how the ratings (good, fair and poor) vary among the three groups.

A3.7(

38.b

T.D. No.

Pr'. Child Pr. Teens Pr. Adults GFPDGFPDGFPD

Abbreviation Guide: I.D. No. = identification number of survey questionnaire G = good F = fair P = poor D = don't know Pr. = Programmes

Table 38.b How Would You Rate The Recreational Programs In Our Neighbourhood?

Rating

For Children

For Teens

For Adults

good fair poor don't know

(No. of responses)

100% ( )

100% ( )

100% ( )

Note: percentages are calculated separately for each group (children, teens and adults) and are based on the number of respondents giving a rating for each group.

Compare how the ratings (good, fair and poor) vary among the groups.

A3.77

(

39.

I.D. No.

Abbreviation Guide: DWMLN I.D. No = identification number of survey questionnaire D = daily W = at least 1/week M = at least 1/month L = less than 1/month N = never

Table 39, How Often Does Your Family Go To The Eastwood School Grounds For Recreational Activities, Outside of School Hours? % of Respondents daily at least 1/week at least 1/month less than 1/month never 100%

(% base is

respondents)

A3.78

40.

I.D. No.

Abbreviation Guide: NF

TEO

-

I.D. No = identification number of survey questionnaire N = not interested F = too far away T = not enough time E = not enough facilities/nothing to do 0 = other

Table 40. Why Do You Not Go More Often?

% of Respondents not interested too far away not enough time not enough facilities/nothing to do other 100%

(% base is

respondents)

A3.79

41.

I.D. No.

Abbreviation Guide: 8 1 2 NI I.D. No. = identification number of survey questionnaire 8 = 82 Street 1 = 118 Avenue 2 = 120 Avenue N = not applicable

Table 41. Do Your Children Have To Cross Any Of The Following Busy Streets To Get To The Eastwood School Grounds? % of Respondents 82 Street 118 Avenue 120 Avenue Not Applicable

100%

(% base is

respondents)

A3.80

42.

I.D. No.

Abbreviation Guide: M

N

D I.D. No. =Identification number of survey questionnaire M = meets needs of Children N = does not net needs D = don't know

Table 42. Does The Playground On The Eastwood School Grounds Meet The Children's Needs?

% of Respondents meets needs of children does not meet needs don't know

100% (% base is

respondents)

A3.81

(

43.

I.D. No.

Abbreviation Guide:

MT

F 0 I.D. No. = identification number of survey questionnaire M = materials T = time and effort in building the playground F =help in raising funds 0 = other

Table 43. What Would You Be Willing To Donate To Help Build A Playground On The Eastwood School Grounds? % of Respondents materials time and effort help in fund raising other

100% (% base is

respondents)

A3.82

44.

I.D. No.

Abbreviation Guide: L 1 2 3 M H I.D. No. = identification number of survey questionnaire L = less than 1 month 1 = 1 month 2 = 2 months 3 = 3 months M = more than 3 months H = have never seen or read it

Table 44. What Was the Approximate date of the Last Community Newsletter That You Received? % of Respondents less than 1 month 1 month 2 months 3 months more than 3 months have never seen/read it

100% (% base is

respondents)

A3.83

Abbreviation Guide: 45.

V

N H I.D. No. = identification number of survey questionnaire V = very useful S = somewhat useful N = not very useful H = have never seen or read it

Table 45. How Useful Is the Community Newsletter For Informing You of Events and Programs In the Community? % of Respondents very useful somewhat useful not very useful have never seen/read it

100%

(% base is

respondents)

A3.84

46.

I.D. No.

Abbreviation Guide: YNDSLIWM I.D. No = identification number of survey questionnaire Y = yes N = no D = don't know S = special events L = less than 1/month I = 1 to 3 times per month W = once per week M = more than 1/week

Table 46. Would You Like To See a Liquor Serving Premise or Activity in the Neighbourhood? % of Respondents Yes No Don't Care/know

100% (% base is

respondents)

Table 46a. If You Would Like To See a Liquor Serving Premise, How Often Do You Think It Should Be Open? % of Respondents special events less than 1/month 1 - 3 times/month 1/week more than 1/week

100% ba6e is

responds,

A3.85

47.

I.D. No.

Abbreviation Guide: L 6 1 2 M I.D. No. = identification number of survey questionnaire L = less than 6 months 6 = 6 months to 1 year 1 = 1 to 2 years 2 = 2 to 5 years M = more than 5 years

LH

Table 47. How Long Have You Been Living in Allendale? % of Respondents less than 6 months 6 months to 1 year 1 - 2 years 2 - 5 years more than 5 years

100% (% base is

respondents)

A3.86

I

I,

1

I

1

1

I

Abbreviation Guide: I. D. No.

48.

0 - 9 10-19 60+ 20-39 40-59 MFMFMFMFMF

I.D. No. = identification number of survey questionnaire 0 - 9 =0 to 9 years old 10 = 19 = 10 to 19 years old 20 - 39 = 20 to 39 years old 40 - 59 = 40 to 59 years old 60+ = 60 years and older M = male F = female

Table 48. Age - Sex Distribution of Responding Households Age

Males

Females

Total

0 - 9 10 - 19 20 - 39 40 - 59 60+

100%

(% base is

respondents)

Note: the % base is total number of household members covered by the survey, not the number of respondents.

A3.87

1

Abbreviation Guide: 49.

I. D. No.

R

0

I.D. No. = identification number of survey questionnaire R = rent 0 = own

Table 49. Rent-Own Distribution of Responding Households % of Respondents Rent Own

100%

(% base is

respondents)

A3.88

BIBLIOGRAPHY

Bahbie, ER., Survey Research Methods; Wadsworth Publishing Company Inc.; Belmont, California; 1973 Bannon, J.J.; Problem Solving in Recreation and Parks; Prentice Hail; New Jersey; 1972 Cit7 of Calgary, Planning Department; Calgary Plan Review, Public Participation Program; 1976 Cit7 of Edmonton, Parks and Recreation Department: Neighbourhood Paks Planning Process; 1979 Gold, S.M.; Urban Recreation Planning; Lea and Febiger, Philadelphia; 1973 Neter, J., Wasserman, W., Whitmore, G.A.; Fundemental Statistics for Business and Economics; Allyn and Bacon, Inc.; Boston; 1973 PopIllation Research Laboratory, University of Alberta; The Sample Sursey, Proceedings; University of Alberta; Edmonton; 1978