Quantitative research enjoys heightened esteem among policy-makers, media and the general public. Whereas qualitative research is frequently dismissed as subjective and impressionistic, statistics are often assumed to be objective and factual. We argue that these distinctions are wholly false; quantitative data is no less socially constructed than any other form of research material. The first part of the paper presents a conceptual critique of the field with empirical examples that expose and challenge hidden assumptions that frequently encode racist perspectives beneath the façade of supposed quantitative objectivity. The second part of the paper draws on the tenets of Critical Race Theory (CRT) to set out some principles to guide the future use and analysis of quantitative data. These 'QuantCrit' ideas concern (1) the centrality of racism as a complex and deeply-rooted aspect of society that is not readily amenable to quantification; (2) numbers are not neutral and should be interrogated for their role in promoting deficit analyses that serve White racial interests; (3) categories are neither 'natural' nor given and so the units and forms of analysis must be critically evaluated; (4) voice and insight are vital: data cannot 'speak for itself' and critical analyses should be informed by the experiential knowledge of marginalized groups; (5) statistical analyses have no inherent value but can play a role in struggles for social justice.

It is a cherished belief within physical education and sport communities that participation in sport/physical activity has the potential to offer young people a range of physical, psychological and social benefits. More recently in the UK, this belief has become prominent in government policies that, among other things, are seeking to re‐engage disaffected young people in order to increase their life chances and minimise the impact of anti‐social behaviours upon others. Yet, the link between physical activity interventions and developing pro‐social behaviours is not straightforward, and there is a lack of credible research evidence to support many of the claims made for physical activity to or to inform decisions about effective intervention design. This paper reviews key literature, focusing particularly on disaffected young people and physical activity interventions in the school context, and identifies six key issues that, we would argue, warrant consideration when planning physical activity programmes to re‐engage disaffected young people. In particular, it is argued that the unprecedented levels of public and private funding available for physical activity related programmes in the UK, and the high expectations placed upon them to deliver specific measurable outcomes, mean that the need for credible monitoring and evaluation is pressing.

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