Majesticks GC Little Sticks 2024/25 evaluation 

Executive Summary

This comprehensive impact report evaluates the 'Majesticks GC Little Sticks' programme for the academic year 2024-25, covering its reach, engagement, key outcomes, and the estimated social value that the programme can help generate. The programme, an initiative by Majesticks GC, is dedicated to engaging young people with golf to foster their holistic development, focusing on education, engagement, and empowerment. It aims to develop transferable life skills, improve well-being, and enhance a sense of belonging among children and young people, as evidenced by its substantial reach to 24,344 unique participants across 227 schools in the UK in 2024-25.

The analysis herein is based on a comprehensive data modelling methodology, necessitated by the aggregation of programme data rather than individual-level tracking. This involved leveraging aggregated unique participant counts, census-derived demographic data, and engagement statistics adjusted for seasonal trends. Participant geolocations were estimated to their respective administrative wards, allowing for contextualisation with open government data like the Indices of Multiple Deprivation. It is important to note that, given this modelled approach, the presented outcome correlations and social value estimations should be understood within the inherent limitations of aggregated data rather than precise individual measurements.

Key findings from the data modelling and impact evaluation highlight the programme's extensive reach and strong engagement. Participant demographics show a near-equal gender split and a dedicated focus on youth. Furthermore, the programme effectively reaches diverse socioeconomic areas, demonstrating a significant presence in more deprived communities (IMD deciles 1-3). Engagement trends reveal consistent participation, with 292,128 total engagements between September 2024 and July 2025, peaking in May and June, underscoring sustained interest. Popular activities and programmes, primarily "Summer Sessions" at various schools, indicate successful localised programme delivery.

The 'Majesticks GC Little Sticks' programme can generate an estimated lifetime social value of £22,513,764.80, if the programmes outcomes are realised. This value is overwhelmingly driven by positive outcome correlations in the "Mental Health" and "Education & Human Capital" domains. Specifically, "Life Satisfaction (Subjective Wellbeing) Improvement" and "Depression Risk Reduction" are key contributors to mental health value, while "Employability" and "Educational Attainment Improvement" are significant in human capital. These impactful outcomes are robustly validated by extensive academic research on the benefits of sport and physical activity for youth development, confirming the programme's effectiveness in fostering well-being, academic aspirations, and future life chances.

Methodology used for data modelling and impact evaluation

Given the nature of broad-scale programme evaluation, individual-level data on participants was not directly available for this analysis. Consequently, the insights presented herein are derived from a robust data modelling approach, integrating various aggregated data sources to provide a holistic and evidence-based impact assessment.

The core data for this analysis was constructed using a combination of:

• Aggregated Unique Participant Counts: The unique participants that engaged regularly (minimum of 6 sessions) per school in which the programme was delivered was utilised.
• Census-Derived Demographics: Participant demographic breakdowns, such as age and gender, were modelled using school census data (captured for the 2024/25 academic year) to represent the typical profiles within the geographical areas of programme delivery.
• Geolocation and Open Government Data: For contextualising programme reach within the broader community context, we estimated locations of residence for participants within their schools administrative wards, or the neighbouring 3-4 administrative wards. This further allowed for the integration of open government data, such as the Indices of Multiple Deprivation (IMD), to understand the socioeconomic context of the communities served.
• Engagement Based on Seasonal Trends: Engagement levels were modelled by analysing ‘term-wise’ activity participation patterns reported by schools, which helped us account for seasonal variations and engagement frequencies over a typical academic year.

Building upon this modelled data, the outcome correlations and social value estimations were performed using the SportFin platform:

• Outcome Correlation: The SportFin platform identifies and correlates specific outcomes to participant engagement based on a scientific, evidence-based approach. This involves a rigorous process that links programme activities and participant characteristics to a validated evidence base of social impact. By analysing the duration, intensity, and type of activities, alongside participant demographics, the platform determines the likelihood and strength of correlation to a predefined set of impact outcomes, such as "Life Satisfaction (Subjective Wellbeing) Improvement" or "Educational Attainment Improvement". This ensures that reported outcomes are grounded in research demonstrating causal links between participation in sport and physical activity and positive societal impacts. (S1)
• Social Value Estimation: Once outcomes are correlated to participants, the estimated social value is calculated using the Sport England 2023 Social Value Model. This model assigns a monetary proxy value to each unit of a correlated outcome. These proxy values are derived from comprehensive economic studies that quantify the societal cost savings or benefits associated with achieving specific positive outcomes (e.g., reduced healthcare costs due to improved mental health, increased earning potential from enhanced employability skills). The total social value is then determined by aggregating these proxy values across all correlated outcomes, providing a quantifiable economic representation of the programme's wider societal benefits. This model is applied as a 'maximum value' estimation, assuming consistent year-round participation where applicable. (S2)

Assumptions and Limitations

This impact evaluation is based on modelled data derived from aggregated programme information rather than individual participant tracking. While this approach enables comprehensive analysis of programme reach and potential impact, readers should interpret findings with the following assumptions and limitations in mind:

Data Modelling Assumptions:

• Engagement Calculation: Total engagements (292,128) are calculated as: number of participating schools × unique children per school × average attendance frequency over the academic year. This assumes consistent attendance patterns across all schools and terms, though actual participation may vary.
• Geographic Assignment: Participant locations are estimated by assigning each pupil to the nearest administrative ward to their school. This assumes children attend schools close to their home address, which may not apply to all participants, particularly those attending schools with wider catchment areas.
• Demographic Attribution: Gender and age demographics are derived from school-level census data and applied proportionally to each school. Individual participant characteristics may differ from these school-wide averages.
• Socioeconomic Indicators: IMD deciles and Free School Meals data are assigned at ward level, representing area-level deprivation rather than individual family circumstances.

Impact Correlation Methodology: Outcome correlations are generated using the SportFin analytics algorithm, which analyses participant characteristics against a corpus of academic research on sport and youth development. These correlations represent evidence-based potential outcomes rather than directly measured changes in individual participants. The model accounts for 25 organisational, activity, and individual variables to generate outcome probability assessments.

Social Value Estimation: The estimated social value of £22,513,764.80 represents the maximum potential lifetime value, specifically:

• Full realisation of all correlated outcomes for every participant
• Sustained, consistent year-round engagement
• Long-term persistence of positive outcomes throughout participants' lifetimes

This figure should be understood as an upper-bound potential rather than a guaranteed return. Actual social value realised will depend on factors including participant engagement duration, outcome achievement rates, and long-term outcome persistence, which cannot be precisely determined from aggregated programme data.

Validation: Where possible, modelled outcomes have been contextualised against direct measurements from the programme's previous year (e.g., 59.4% of children showing meaningful wellbeing improvement; read more) and findings from comparable youth golf programmes. However, this evaluation does not include individual-level outcome measurement or longitudinal tracking of participants.

Programme Overview

The 'Majesticks GC Little Sticks' programme is a community impact initiative designed to engage young people with golf, fostering their development and well-being. Its core mission is to create a more inclusive and enjoyable environment for children and young people to unleash their potential through golf. 

The programme operates with a long-term vision, focusing on three main pillars: Education, Engagement, and Empowerment, with the aim of developing transferable life skills, improving well-being, and increasing a sense of belonging. 

The target audience includes children and young people in local communities, with activities ranging from golf clinics led by Majesticks GC stars to weekly school sessions and an online community. 

The programme has seen significant growth since its first year, engaging 24,344 unique participants across 227 schools in the UK in 2024-25.

Programme Reach Across the UK

Data Modelling

From information available on unique participants that engaged in each school, we were able to model demographics and locations of deprivation based on school census data, and further model locations by estimating that each pupil from a primary school must reside within the closest administrative ward areas of that school.

Participant Demographics Modelled

Based on the schools that were engaged and their school census information, an overall near-even distribution across genders was found.

Counts participants grouped by gender

However, there were variances within specific schools. Below is a table highlighting the top 10 schools where there was an uneven split of genders modelled based on census data. 

The data indicates that Queensway Little Sticks has the most uneven gender breakdown, with only 8.33% female participants compared to 91.67% male participants, resulting in an unevenness percentage of 83.33%. This is followed by Marjorie Kinnon School Little Sticks and Springwell Primary School Little Sticks, which also show significant disparities in gender participation.

Ethnicity data was not available for all participants.

The top 10 administrative wards with the highest number of unique participants are presented below:

Deprivation Context

An analysis of participant locations against the Indices of Multiple Deprivation (IMD) revealed the programme's reach into communities across various deprivation levels. The IMD deciles range from 1 (most deprived 10%) to 10 (least deprived 10%). The distribution of participants spans all deciles, with a notable concentration in the more deprived areas (deciles 1-3).

The mean IMD decile for participant areas is approximately 5.04, with a median of 5.0, indicating a fairly even spread across deprivation levels, but with a significant presence in areas falling within the more deprived half of the spectrum. This suggests the programme is effectively reaching disadvantaged communities, aligning with its goal of creating an inclusive environment for young people.

Unique LSOA codes of participants to compare with deprivation data.

Free School Meals (FSM) Context

FSM eligibility is a key indicator of socioeconomic deprivation, providing valuable context for understanding the potential needs and backgrounds of the children engaged in the programme. The analysis of FSM data at the administrative ward level reveals a varied socioeconomic landscape among the participant base. The percentage of Free School Meals across the administrative wards where participants live ranges from 3.55%. to 65.25%, with an average of approximately 26.58% and a median of 24.45%.

The top 10 administrative wards with the highest average FSM percentages are:

Conversely, some areas show very low FSM percentages, indicating programme reach across a broad spectrum of socioeconomic backgrounds. The lowest average FSM percentages are around 3% in several administrative wards, as can be seen in the graph below.

Unique administrative ward codes of participants to compare with Free School Meals data.

This data indicates that the 'Majesticks GC Little Sticks' programme is effectively reaching communities with varying levels of socioeconomic deprivation, including those with a high proportion of children eligible for Free School Meals. This highlights the programme's potential to provide valuable opportunities and support to children from less affluent backgrounds, aligning with its mission of inclusivity and empowerment. The geographical distribution of participants in relation to FSM percentages, as shown in the map visualization, further reinforces this broad reach across diverse areas.

Engagement Modelled

A total of 292,128 engagements were modelled from September 2024 to July 2025, with a total of 24,344 unique participants engaged. We analysed activity participation data reported by schools for each term to fully account for seasonal fluctuations and track engagement frequencies across the academic year. The programme has demonstrated strong engagement patterns, with consistent participation throughout the academic year and peaks in the Summer. 

Unique participants engaged

Engagement started with over 12,000 participants in September 2024, experiencing a dip in December 2024 to just over 9000 participants, which is typical for academic programmes due to holiday periods. A significant surge in participation is observed from January 2025, peaking in May and June 2025, indicating strong engagement potential in the Summer months.

Engagement count by month

High Engagement Activities and Programmes

The programme offers a diverse range of activities, with specific "Summer Sessions" being particularly popular. The top 10 activities by engagement count are:

Term-wise activities by engagement count

The schools associated with these popular activities also show high engagement, indicating successful implementation at specific school locations. The top 10 programmes by engagement count are:

Schools by engagement count

Key Outcome Correlations Found

The 'Majesticks GC Little Sticks' programme was correlated to significant outcome correlations, primarily within the domains of "Education & Human Capital" and "Mental Health". 

Outcome correlations grouped by outcome type

The outcome correlations identified in the impact report strongly align with the core aims of the 'Little Sticks' programme, particularly in fostering holistic development and well-being among young participants. The programme explicitly aims to improve well-being, and this is reflected in the high correlations to "Life Satisfaction (Subjective Wellbeing) Improvement" and "Depression Risk Reduction (Participation)". 

This is in line with the findings from the year before - based on detailed feedback and Warwick Edinburgh Mental Well-being assessment, it was found that 59.4% of children had a meaningful positive change in their well-being. 78% of children had a moderate-to-high well-being score pre-programme, and that jumped to 97% of children having a moderate-to-high well-being score after they attended the programme (S3).

Further, school-based golf programmes are proving to be highly effective in bolstering the mental wellbeing of young participants, particularly those who may be more susceptible to mental health challenges due to socio-economic factors. Initiatives like the Golf Foundation's "Unleash Your Drive" have demonstrated significant improvements in pupils' mental toughness, resilience, focus, and confidence within school environments (S4)(S5). 

Participants in these programs show a measurable increase in their understanding of mental toughness tools and an overall rise in mental wellbeing, with notable gains in determination and emotional control (S6). For children from disadvantaged backgrounds, who are statistically more likely to experience mental health issues, these school programmes provide an essential support system (S7)(S8). 

The focus and discipline inherent in golf, combined with its natural environments, offer a "mental escape" from daily pressures, providing a therapeutic experience that contributes to overall mental wellbeing and reduces stress. Research also suggests that structured golf training can positively influence children's resilience, with intervention groups showing greater improvement than control groups engaged in other sports (S9).

Outcome correlations by outcome group and name

Beyond well-being, the programme's emphasis on "Education", "Engagement", and "Empowerment" is evident through correlations such as "Academic Aspirations Improvement", "Confidence Improvement", "Employability", "Educational Attainment Improvement", "Social skills/Teamwork Improvement", and "Vocational Skills Development". 

Research further indicates a positive correlation between sports participation, including golf, and improved academic outcomes. Skills such as focus, discipline, strategic thinking, and time management, honed in sports, are transferable to academic settings. Sport plays a crucial role in building self-esteem and self-confidence through skill development, goal achievement, and positive peer interactions (S10)(S11). 

These outcomes highlight the programme's success in developing critical life skills, boosting self-belief, and improving prospects for future academic and professional success, thereby empowering participants and contributing to their broader human capital development.

Social Value Estimation

SportFin's social value model estimates the maximum lifetime value, based on consistent year-round, week-on-week participation and the full realisation of correlated outcomes. It is important to note that this is an estimated value, contingent on the achievement of the underlying outcomes. The data used for this analysis is modelled data, based on aggregated information collected from all programme schools. 

The 'Majesticks GC Little Sticks' programme can generate a substantial social value, estimated at £22,513,764.80. The social value is primarily driven by outcomes in Mental Health and Education & Human Capital domains.

Social Value by Outcome Group

Within these groups, specific outcomes contribute to the overall value:

Mental Health Outcomes:

• Depression Risk Reduction (Participation): Correlated to 1,630 participants, contributing £149,145.
• Life Satisfaction (Subjective Wellbeing) Improvement: Correlated to 24,313 participants, contributing £20,550,870.

Education & Human Capital Outcomes:

• Educational Attainment Improvement: Correlated to 24,313 participants, contributing £336,735.
• Employability: Correlated to 24,313 participants, contributing £1,477,014.

The data indicates a particularly strong correlation with "Life Satisfaction (Subjective Wellbeing) Improvement" within the Mental Health outcome group, which accounts for the vast majority of the total estimated social value. This suggests that the programmes are highly effective in fostering positive mental wellbeing among participants.

Conclusion

The 'Majesticks GC Little Sticks' programme is a highly impactful initiative that successfully engages a diverse youth population across various communities, including those in more deprived areas. The programme demonstrates strong and sustained engagement, leading to significant positive correlations in both educational and mental health outcomes. The substantial social value generated underscores its profound contribution to individual well-being and societal development. These findings validate the programme's mission to empower young people through golf and provide a strong evidence base for continued investment and expansion.