SPORT&NFE Handbook on the empowering use of sport in non-formal education

Sport & Non formal education - Pathway to community development

ON THE EMPOWERING USE OF SPORT IN NON FORMAL EDUCATION 622152-EPP-1-2020-1-BG-SPO-SCP

Erasmus+ SPORT / COLLABORATIVE Partnership Sport & Non formal education – Pathway to community development 622152-EPP-1-2020-1-BG-SPO-SCP https://sportandnfe.eu Chief editors: Denitsa Andonova, Lili Kalibatseva This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License 2022

The European Commission’s support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

M A I N PRO J E CT C OOR DI NATOR Association Mundus BULGARIA

PRO J E CT PA RT N ER S Mine Vaganti NGO ITALY

Bulgarian Sports Development Association BULGARIA

SPin Sport Innovation GMBH & CO KG GERMANY

Regional Volunteer Center of Kielce POLAND

Associacao desportiva cultural e social de Carvalhais PORTUGAL

Fundacion red deporte y cooperation SPAIN

CONTENTS The rationale behind this publication The history of non formal learning concept The concept Differences between different types of learning NFE definition Principles of Non-Formal Education Importance of Non-Formal Education Objectives of Non-Formal Education Advantages of Non-Formal Education Disadvantages of Non-Formal Education Key characteristics of non-formal learning A holistic approach What is the connection between NFE and Sport?

Best practices Section Advocacy and dissemination Practical part Exercises about strategic thinking, physical activity and teamwork KUBB Petanque Treasure Hunt – Olympic Games

6 7 8 11 12 14 15 16 17 18 19 20 22 26 28 37 38 38 42 45

Excercises about discrimination, adaptivity, ETS Colored Handball Sports Values Excercises about communication, decision making, problem solving, leadership Toxic Waste Pulse Relay No Rules - What’s the sport?

Magic Carpet Volleyball Blindfold Battle Basketball Bounce in Time Dodge Ball Excercises about ethnical problem, respect, inclusion Where do I stand? Ethics of sport Inclusive Sport Excercises about creative thinking, presentation skills, planning Sport Pitches Excercises connection of non-formal education and sport Street Football for Tolerance Goal Ball Excercises about learning by doing, strategic thinking, decision making Learn to Play Conclusion

49 49 51 53 53 56 59 62 64 67 69 72 72 75 78 78 81 81 83 85 85 87

BEHIND THIS PUBLICATION techniques and ETS methods, to be used within formal, non-formal education and sport contexts of work. This handbook aims also at allowing sport and educational sector professionals to benefit and use fully their experience in a sustainable and lasting way.

The main rationale behind this publication is related at the provision of new methods and practical ETS exercises with clear guidelines for the target groups on how to use them. This booklet will be containing exercises, examples of best practices, proven

THE FOLLOWING OBJECTIVES HAVE BEEN SET UP FOR THE CURRENT HANDBOOK PUBLICATION:

To provide clarifications on the use of non formal education in sport context and vise-versa, as for ensuring continuous professional development of various educational and sport sector professionals, coaches, PE teachers, etc.

To document new methods and ETS practical examples, to be used while working with different target groups, in order to achieve educational outcomes through sport and work towards social changes in terms of better active civic participation, social inclusion, etc.

To document any best practices related to already tested and implemented ETS solutions which could be proposed for fostering the use of sport for educational purposes within any non formal and formal educational contexts or in sport environment.

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OF NON FORMAL LEARNING CONCEPT Before discussing the concept of non-formal learning, a clarification of the terms ‘education’ and ‘learning’ is needed here first. Coombs and Ahmed1 were the first to use the term ‘non-formal education’. They had a conviction that education can no longer be confined to time-bound and place-bound school settings or quantified by years of exposure, and concluded that education could be equated with learning, “regardless of where, how or when the learning occurs”. As a result, they used the term ‘education’ instead of ‘learning’ 1 2

in their discussions, in which they also referred to learning, but as something with a slightly different meaning from education. Similar situations have been found where scholars have blurred the boundary between ‘education’ and ‘learning’. Rogers2 explains that the term ‘non-formal learning’, rather than non-formal education, is often used under the influence of the discourse of lifelong learning. According to him, “the area of discussion is exactly the same”. NFE is now a well-established term which is used frequently in the literature.

Coombs, P. H. & Ahmed, M. (1974). Attacking rural poverty: How nonformal education can help. Baltimore: John Hopkins University Press Rogers, A. (2004). Non-formal education: Flexible schooling or participatory education? Hong Kong: Comparative Education Research Centre, The University of Hong Kong

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Firstly, ‘non-formal’ learning is not a new concept. Coombs and Ahmed defined non-formal education as: any organized, systematic, educational activity carried on outside the framework of the formal system to provide selected types of learning to particular subgroups in the population, adults as well as children. Therefore, the learning includes both learners (recipients) and a/some transmitter(s) and their activities were held outside the formal system, which can be understood as ‘school’.

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However, it is not clear what is meant by ‘selected types of learning’, or exactly who can be included in the ‘particular subgroups in the population’. In addition to the context of this type of learning, which is outside the formal system, the autonomous nature of non-formal learning has also been referred to. According to Reddy3, non-formal learning consists of “activities outside the formal learning setting, characterized by voluntary as opposed to mandatory participation”.

Two points are made here: non-formal learning takes place outside of a formal learning setting, and it is engaged in voluntarily.

Morgan4 defines the concept of non-formal learning. as: a form of learning that takes place outside the parameters of the traditional learning structures or institutions. One could argue that ‘all’ learning that takes place outside organizations is, in fact, non-formal in character because it is not constrained by rules, ceremony or conventions.

Reddy, R. S. (2003). Recent trends in non-formal education: Some forays. New Delhi: Rajat Publications Morgan, A. (2000). An investigation into the learning environments associated with the band and music service worlds in Northern Ireland: A qualitative comparison of formal with non-formal learning. Unpublished PhD thesis, University of Ulster, Northern Ireland.

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His idea is similar to those of the scholars referred to above, who also considered non-formal learning to take place outside a formal institution. All the above scholars appear to emphasize the fact that non-formal learning is an out of institution, voluntary type of learning. However, voluntary learning can also occur within a school setting as extra-curricular activities. Instead, non-formal learning should not be seen as being bound by where the learning takes place. Following in the footsteps of Coombs and

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Ahmed, LaBella5 further developed the concept and characteristics and states that nonformal learning can take place in schools in the form of extra-curricular activities. In contrast to the views of the scholars mentioned above, he goes on to say that the non-formal mode of learning can take place in formal, non-formal and informal educational settings. Concerning the autonomous nature of non-formal learning, La Bella confirms the view of other scholars that it is non-mandatory

in nature, yet both teacher and learner have the intention to work towards a pre-planned goal.

Taking into account the above views on non-formal learning and its applicability to many kinds of learning scenarios, the following operational definition was developed. Non-formal learning is relatively systematic and (but not necessarily) pre-planned with an explicit intention on the part of both learner and mentor to accomplish a/some specific learning task(s).

LaBella, T. J. (1982). Formal, non-formal and informal education: A holistic perspective on lifelong learning. International Review of Education, 28(2), 159-175

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It is clear that non-formal learning involves some kind of guidance from a mentor. As this type of learning is voluntary, it is not like the compulsory education which is given at school, but this does not mean that the learning cannot take place in a school.

In fact, non-formal learning can occur in any learning context. Many extra-curricular activities in schools

can be regarded as non-formal learning. It should be noted that modes of assessment and intended learning outcomes have not been clearly outlined in non-formal learning. This indicates that measurable learning outcomes are not the main concern of non-formal learning, as they are in formal learning and formal education.

INFORMAL Informal

Learning that occurs in daily life, in the family, in the workplace, in communities and through interests and activities of individuals

NON-FORMAL Non-formal

Formal

Learnings acquired in addition or alternative to formal learning.

In some cases, it can also be structured according to educational or training arrangements, but more flexible. It usually takes place in community-based setting.

FORMAL In education and training institutions, is recognized by national authorities. Structured according to educational arrangements such as curricula, qualifications and teaching-learning requirements.

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BETWEEN DIFFERENT TYPES OF LEARNING Learning is the main goal for every step in formal education; non-formal education strives for better understanding despite any guided set of assessments. Some people ordinarily master proficiency in

various activities and undergo checks to evaluate themselves in the skills they acquired. Tabulated below are some of the differences between formal, non-formal and informal education.

LEARNING FORMAL

NON-FORMAL

INFORMAL

Full-time educational pathway

Complementary learning activities

Deliberate, self-directed learning

Structures, planned, facilitated Schools. Colleges, universities

Structures, planned, facilitated Courses, workshops, seminars, training

Unstructured, selfmotivated, spontaneous Anywhere

Diplomas & degrees

Skills & capabilities 11

Personal development and self-fulfillment

Based on UNESCO ISCED 20116 definition for Non-formal education is: ‘Education that is institutionalized, intentional and planned by an education provider. The defining characteristic of non-formal education is that it is an addition, alternative and/or a complement to formal education within the process of the lifelong learning of individuals. It is often provided to guarantee the right of access to education for all. It caters for people of all ages, but does not necessarily apply a continuous pathway-structure; it may be short in duration and/or low intensity, and it is typically

provided in the form of short courses, workshops or seminars. Non-formal education mostly leads to qualifications that are not recognized as formal qualifications by the relevant national educational authorities or to no qualifications at all. Non-formal education can cover programmes contributing to adult and youth literacy and education for out-of-school children, as well as programmes on life skills, work skills, and social or cultural development.’

Non-formal education explains the various educational activities conducted for better and reformed growth. It only focuses on learning outside the traditional school system. Non-formal education is achieved from the learner's intentional effort to master any activity beyond a set of rules described as informal education. It encompasses various learning methods through recreational tools to multiple sub-groups in the population.

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http://uis.unesco.org/en/glossary-term/non-formal-education

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Non-formal education may or may not be carried inside the educational institutions, and it has no age restrictions. It may cater to various learning programs like adult literacy, fundamental education for non-school-going children, life skills or culture, and diversity. It promotes the need for education to all, generating national income and more adaptable employment opportunities. It also assists in the transfer of proper educational equipment to more need-based areas. Non-formal education develops a wide range of learning and productive skills with substantial gains.

As per the Council of Europe7, ‘Non-formal education refers to planned, structured programmes and processes of personal and social education for young people designed to improve a range of skills and competences, outside the formal educational curriculum. Non-formal education is what happens in places such as youth organisations, sports clubs and drama and community groups where young people meet, for example, to undertake projects together, play games, discuss, go camping, or make music and drama.

Non-formal education achievements are usually difficult to certify, even if their social recognition is increasing.

Non-formal education should also be: Based on involving both individual and group Voluntary learning with a collective approach Accessible to everyone (ideally) Holistic and process-oriented An organised process with educational objectives Based on experience and action participatory Organised on the basis of the needs of the Learner-centred participants About learning life skills and preparing for active citizenship Formal, non-formal and informal education are complementary and mutually reinforcing elements of a lifelong learning process.’

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https://www.coe.int/en/web/european-youth-foundation/definitions#:~:text=Non%2Dformal%20education%20refers%20to,ou tside%20the%20formal%20educational%20curriculum.&text=Non%2Dformal%20education%20should%20also,accessible% 20to%20everyone%20(ideally)

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OF NON-FORMAL EDUCATION Non-formal education establishes the power of knowledge by learning outside the confined zones of education.

It is a holistic approach towards learning and developing the strategies to provide education to all the sections in some or another way.

NON-FORMAL EDUCATION HAS FOUR PRINCIPLES There should be adequate relevance to the needs of disadvantaged groups A valid concern with particular categories of persons Unambiguous focus on clearly defined purposes Enormous flexibility in organization and method

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OF NON-FORMAL EDUCATION Education is a comprehensive approach to learning. Learning happens at every step, and there are no limitations to knowledge. And every individual experiences a process in some of the other work which strikes the mind.

Learning with fun makes every individual build a keen interest in achieving. Below are the importance of non-formal education.

Learners acquire emotional, cognitive, and other various inclusions of practices for skills. It provides a platform for developing new skills and generates opportunities for people who are beyond the reach of traditional education.

It is a fundamental approach for building confidence among individuals, and people start trusting their instincts by learning different methods in any field.

Brainstorming, exercises, presentations, interactive lectures, etc., help develop various skills to undergo any situation in life.

Beyond the rational approaches of textbook learning, non-formal education incorporates unique learning processes via practical strategies making the learner smarter and brighter.

It generates values for the areas it is conducted, a sense of belongingness, and motivates others to join the workforce and enhance the skills or places they want to pursue.

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OF NON-FORMAL EDUCATION The motive is to assure the outstanding quality of training and resources to non-formal educational sectors. People involved in any form of activity should have access to all the tools required. The youth should be endowed with life-long learning strategies.

Objectives of non-formal education are: To encourage learners who never had the chance to participate in any primary school or are dropouts to enhance their learning and cross the non-formal learning threshold

All learners should adapt to the culture, different traditions and points of view, to develop a sense of belongingness and self-confidence To enable the learners to speak and write fluently and be able to express their ideas, skills and showcase their talents

To develop fundamental habits, manners, etiquettes to manifest healthy and safe living standards

To stimulate personal goal and help achieve their objectives, to make themselves sufficient

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OF NON-FORMAL EDUCATION Experienced facilitators with appropriate knowledge who give practical advise and coach personal growth Programs designed with interactive and practical approaches to make them accessible and easy to understand by various types of participants It provides each learner adequate space and time to learn skills and respect each individual associated Consider personal growth, and even the delicate issues are handled with the utmost care with proactive approaches Gracefulness and capability to adapt to an individual's needs and profession to a personal level

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OF NON-FORMAL EDUCATION No regular examinations are conducted to evaluate the skill development High possibility of fake certifications through different institutions If you are learning it just as a hobby, you don't require a professional or a trained teacher to impart non-formal education No standardized criteria which can evaluate the skills or knowledge acquired

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OF NON-FORMAL EDUCATION

8

Coexistence and balanced interaction between the cognitive, affective and practical dimensions of learning

Priority to the transmission and practice of the values and skills inherent in democratic life8

Linking individual and social learning, teaching/learning relationships oriented to partnership, solidarity and symmetry

Real-life concerns, experiential and learning-by-doing oriented teaching, promoting intercultural exchange and encounters as learning tools

Participatory and learner-centered learning

Voluntary and (preferably) free access

https://rm.coe.int/2012-compendium-non-formal-education/168077c10b

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OF NON-FORMAL EDUCATION9 COMMUNICATION-BASED METHODS

ACTIVITY-BASED METHODS

METHODS WHICH FOCUS ON SOCIAL ISSUES

SELF-MANAGED METHODS

Interaction Mediation Dialogue

Experience Practice Experimentation

Partnership Teamwork Networking

Creativity Exploration Responsibility

A HOLISTIC APPROACH Non-formal education follows a holistic approach. The figure below shows that in non-formal learning, a balance is needed between body, mind and feelings.

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Non-formal learning combines learning at the individual and group levels. Participants support and inspire each other in their learning process through group dynamics: cooperation instead of competition.

https://rm.coe.int/2012-compendium-non-formal-education/168077c10b

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Non-formal learning focuses on the input of participants in the learning process but does not exclude theory and expert input. It is important to leave space for participants' own exploration to find commonly accepted definitions.

For example, there are many definitions of entrepreneurship.

Nevertheless, your mentees will better internalize the concepts if they define them for themselves first, as concepts applicable to their own environment and the real situations they face.

This allows participants to make direct connections through learning that is closer to the reality and real life of the participants.

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WHAT IS THE CONNECTION BETWEEN NFE AND SPORT? The approach of Education Through Sport (ETS) is fully part of the lifelong learning process and can be used as a powerful tool for non-formal education. According to the MOVE And LEARN manual10, ETS is a non-formal educational approach that works with sport and physical activities and which refers to the development of key competences of individuals and groups in order to contribute to personal development and sustainable social transformation.

United Nations states that, “By its very nature sport is about participation. It is about inclusion and citizenship.

Sport brings individuals and communities together, highlighting commonalities and bridging cultural or ethnic divides. Sport provides a forum to learn skills such as discipline, confidence, and leadership and teaches core principles such as tolerance, cooperation, and respect. Sport teaches the value of effort and how to manage victory as well as defeat.

When these positive aspects of sport are emphasized, 10 11

sport becomes a powerful vehicle through which the United Nations can work towards achieving its goals”11 The approach of ETS itself consists of the integration and implementation of sport elements to be used for an educational purpose to address a social issue, develop social competences and provoke a lasting social transformation. The whole educational process is planned and prepared, and clear, realistic and measurable outcomes are expected after it happens.

MOVE And LEARN, International Sport and Culture Association, www.isca-web.org United Nations Inter-Agency,Hartmann, D.; Kwauk, C. (2011). Sport and Development: An Overview, Critique, and Reconstruction.

Journal of Sport and Social Issues, 35(3) 284-305

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ETS a lasting social change is supposed to happen. It aims to enable empowerment and provoke a sustainable social transformation. ETS requires many elements which go from using sport and physical exercise in order to provoke a strong lifelong learning outcome such as improving tolerance, solidarity or trust among nations. ETS should be seen more as a plan for reflection than for a field action.

From a methodological perspective, ETS consists of adapting sport and physical activity exercises to the objectives of the planned educational project. It is a matter and a process of adaptation of sport and physical activity, both in terms of their expression and their representation, which characterizes specifically the ETS approach. It does not propose any actions where sport becomes a central objective as/for a carrier solution.

In order to better understand the ETS process, link between ETS and Kolb’s experiential learning cycle (Kolb, David (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs) can be made. In ETS the concrete experience is the sport (or physical) activity that is adapted to the learning objectives of the programme.

The participants of the experience reflect together in a guided debriefing process, after which they go through the change themselves and are able to use the new competencies they have learnt.

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The first stage is the “Concrete Experience” (doing something or having the experience) provoking an experience using sport for learning – a new situation is encountered.

In the second stage, the “Reflective Observation” (reviewing/reflecting on the experience) – debriefing the sport and physical activity practice in a non-formal educational context, of main importance are any inconsistencies between experience and understanding.

“Abstract Conceptualization” (concluding/ learning from the experience), the third stage is when achieving understanding on what was meant/realizing the learning points. Reflection gives rise to a new idea, or a modification of an existing abstract concept or attitude.

The final forth stage, “Active Experimentation” (planning, trying out what has been learned) – the implementation of the learning outcomes – the learner applies them in order to achieve change.

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The education act must be continuous in time. This continuity aims to construct and implement reflections enabling the achievement of the main educational goal. This is the second and third stage of the Kolb’s learning cycle. The specific objectives of each stage must serve the main aim of the planned learning process and be realistic to evaluate. It is the coherence of the different stages or phases of this process and their

relationship with its overall aim, which will ensure the continuity of the educational aspect in it. On the other hand, the continuity and also sustainability of the educational process using sport and physical activity, consists also in time, in order to observe changes in the behavior and the attitude of people. This aspect/approach takes into account the entire dimension of the human being and its environment.

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NATIONAL BEST PRACTICES ON EDUCATION THROUGH SPORT Project / Programme Title AETS - ADULT EDUCATION THROUGH SPORT

Scale and territory ERASMUS+ INTERNATIONAL PROJECT : POLAND, BULGARIA, ITALY, UNITED KINGDOM

Coordinating Entity REGIONALNE CENTRUM WOLONTARIATU W KIELCACH

Objectives (general and specific) Project seeked to support adult educators, extending and developing the competencies of educators and other personnel who support adult learners and well as to promote open education and innovative practices in a digital era. The project pursued the following specific objectives: To build up competencies of non formal adult education practitioners for using Education through sport (ETS) methodology

To develop relevant innovative outputs referring to the ETS Methodology and enrich the range of already existing ones

To explore ETS methodology in terms of practical examples, promote and improve its use in adult education all around Europe

To share best practices of using sport in adult education

To enable the participants of the project, to act as multipliers of ETS approach within their local communities and thus foster its use around Europe and the world

To create long term cross – a sectorial collaboration among diverse entities with the aim of working for support policy reforms in the field of adult education and sport at the local level 26

Beneficiaries Adult educators and adult education institutions directly reached in Poland, Italy, Bulgaria, and the UK. Adult educators and adult education institutions reached online via Erasmus+ Project Platform, SALTO and EPALE.

Detailed description The project consisted of two international project meetings and a video set where VR content was created. Apart from the due to COVID-19 restrictions in 2020 and 2021 most of the work was done remotely – including preparing the web platform and the booklet.

At the end of the project Multiplier Event were held and almost 300 educators were reached directly.

Specific impact Providing educators with tailor-designed tools in adult Education Through Sport tool including Virtual Reality videos presenting certain workshops as well as a toolkit.

Quantitative and Qualitative Results 1. VR manual created (9 videos) 2. ETS Toolbox – 12 new practical methods/exercises, using sport for educational purposes, out of the whole project 3. OER on ETS - smartphone app and online platform, gathering the outputs Contacts Regionalne Centrum Wolontariatu w Kielcach partnership@centrumwolontariatu.eu www.centrumwolontariatu.eu

Web page address https://aets.myerasmus.net/

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AND DISSEMINATION H O W T O A C T A S M U LT I P L I E R S ?

Erasmus+ projects affect not only partner organization and participants od the mobilities.

Projects always aim to make a real impact in local communities, affect decisionmakers and encourage more and more people to get to know the Programme. Planning the impact of the project, it is crucial to think about multiplier effect. Word “multiplier” comes from mathematics and means a “quantity by which a given number (the multiplicand)

is to be multiplied”. Organizations and people – coordinators as well as beneficiaries – should act as multipliers. That means: act to make the impact of the project as high as possible, reaching out to as many people as possible. Work of multipliers is the vital part of the Dissemination and Communication Process. Dissemination is the process of promotion and awareness raising that should occur throughout the project.

The Programme Guide of the Erasmus+ states that: Communicating projects and their results is crucial to ensure impact at different levels. Depending on the action, applicants for funding under Erasmus+ are required to plan their communication activities to share information about their project and results during and beyond the project life cycle. (…) The level and intensity of communication and dissemination activities should be proportional to the objectives, the scope and the targets of the different actions of Erasmus+. Multiplying the effect of the project can happen in formal, non-form as well as in informal way.

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Formal Formal multiplication happens in school – during regular activities

Non-formal Non-formal multiplication can be organized in various activities out of school curricula

Informal Informal multiplication is happen in an unorganized way, during informal meeting, personal talk during a coffee break

To reach the objective of project multipliers need to act according a Plan prepared and agreed by the project partner consortium.

To succeed as a multipliers one need not only to know what is the Dissemination Plan and what are the products of the project but also need to understand aims of the project and the importance of its implementation.

CREATING A MULTIPLIER STRATEGY Multiplies strategy is a manual for all those who act as multipliers. There are various model of planning the reach-out to various stakeholders, but most of them base on a five parts: WHO?

WHAT?

WHEN?

HOW?

DID IT WORK?

(Task delegation, structure creation, group management)

(Objectives of the multiplier process and tasks/activities list)

(Timeline of activities)

(Implementation of planned activities)

(Evaluation – checking if actions)

The Programme Guide on Erasmus+ suggests that in order to design a good communication and dissemination plan, applicants need to take into consideration the following: 29

The communication objectives: hey identify what you would like to achieve with your communication activity i.e. to raise awareness, promote societal values, develop new partnerships for the future or influence policies and practices

The project results (outputs and outcomes) such as good practice guide, a practical tool or product, research report of studies, what knowledge and skills were gained and so on. Results should also be shared or promoted via the Erasmus+ Project Result Platform

The audience or target group: these are the people you would like to reach out to and that could make use of results. Be as specific as you can. It can be the general public, stakeholders, experts and other interested parties, decision-makers, media etc.

The timing: ou need to effectively plan when different activities take place (linking it to work plan/ milestones), agree on realistic target and ensure flexibility depending on the project progress, the change in needs of the target audience or group as well as development in policy and procedure

The channels and activities to reach the target audience: applicants need to choose the channels and activities that are the most effective and appropriate to meet the needs of their chosen targets, such as social media, events, publications

Key performance indicators (KPIs): performance indicators are a valuable management tool to monitor progress (and allow adjustments if needed) during the implementation of the communication and dissemination activities and to evaluate the degree of success in achieving its objectives.12

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Erasmus+ Programme Guide 2022

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Dissemination planning template You may use that table to plan certain activities: Activity (material/ event)

Audience(s)

Deadlines (also consider a separate timeline with main deadlines)

Responsible partners/ people

Necessary funding

Possible risks and ways to mitigate them

Targets for later evaluation

Notes (e.g. location, key messages, ethical issues)

...

...

...

...

...

...

...

...

Dissemination report table template You may use that table throughout the project where the partners will insert information about the dissemination activities Partner

Activity

Date

Description

Number of people

Country

Link

...

...

...

...

...

...

...

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TOOLS OF MULTIPLIERS Multipliers can use various tools to reach out to as many people as possible. Usage of certain tool should be coordinated according to the Dissemination Strategy.

In most of the Strategic Project specific Multiplier Events are planned. Such activities in a form of a conference or a seminar are important milestone of the project but not the online one. Planning your multiplier activities it worth considering tools such as: Infopackages sent by post to selected audience (e.g. booklets etc sent to the decisionmakers) Presenting program results to local community groups and other local stakeholders Discussing project activities on the local radio Publishing information in the local newspaper Issuing a press release Flyers, hand-outs Policy briefings Podcasts Videos Posters Blogs

Project website Erasmus+ Project Results Platform Websites of the project partners Social networks (Facebook, LinkedIN and others) Articles published in journals and magazines in the sphere of teacher education and VET Informational publications in the universities’ resources (newspapers, journals) Websites of partners and potential partners Mailing the newsletters to the target groups Presentation at conferences, round tables Newsletters Targeted Emails Direct meeting with stakeholders

REMEMBER: Results of the project should be open to everyone!

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ERASMUS+ OPEN ACCESS REQUIREMENT FOR EDUCATIONAL MATERIALS Erasmus+ promotes the open access of project outputs to support learning, teaching, training, and youth work. In particular, Erasmus+ beneficiaries are committed to make any educational resources and tools which are produced in the context of projects supported by the Programme – documents, media, software or other materials freely available for the public under an open license. The materials should be easily accessible and retrievable without cost or limitations, and the open license must allow the public to use, reuse, adapt and share the resource. Such materials are known as ‘Open Educational Resources’ (OER). To achieve this aim, the resources should be uploaded in an editable digital form, on a suitable and openly accessible platform.

While Erasmus+ encourages beneficiaries to apply the most open licenses,10 beneficiaries may choose licenses that impose some limitations, e.g. restrict commercial use by others, or commit others to apply the same license on derivative works, if this is appropriate to the nature of the project and to the type of material, and if it still allows the public to use, reuse, adapt and share the resource. The open access requirement is obligatory and is without prejudice to the intellectual property rights of the grant beneficiaries.13

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Erasmus+ Programme Guide 2022

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ADVOCACY AS A TOOL FOR MAKING YOUR IMPACT GROW Apart of multiplying results of the project (e.g. Intellectual Output, testimonies of the participants etc) many projects imply advocacy action. Such act not only presents what has been done but seeks to impact decisionmakers, policymakers in order to make a lasting change on a systemic level.

Advocacy is “the encompassing term for all actions and activities carried out by civil society, business or other stakeholders, influencing those who have the power to make decisions about developing, changing and implementing policies. This can include for example advocating for a new budget line for an action programme, passing or preventing a new law, a change in governance of a certain institution, or a specific policy action programme.14

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Erasmus+ Projects consortia often some to conclusion that in order to make lasting changes decisions on a policy level have to be taken. For example such decision is needed for: a need to create a youth information centre, funds for international mobilities support or better promotion of international mobilities in the local community.

Advocacy campaign can be also run in much smaller scale: for example student could advocate for better recognition for international mobilities by the teachers or for more active role in VET funding search.

https://www.youthforum.org/news/advocacy-handbook

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European Youth Forum in an Advocacy Manual presents a 10 step process of a successful advocacy strategy.15

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DEFINE YOUR VISION AND YOUR GOALS What needs to change?

GET YOUR MESSAGE OUT THERE Working with the media.

FROM PROBLEMS TO SOLUTIONS Models, models and more models!

BUILD, ENGAGE AND ACTIVATE YOUR COMMUNITY Power to the people!

DO YOUR RESEARCH Facts and data.

PLAN YOUR ACTIONS.

MAP YOUR ECOSYSTEM Stakeholder power mapping.

MONITOR AND EVALUATE Measure the change you created.

CRAFT YOUR MESSAGE Framing, storytelling and narratives.

UPGRADE YOUR SKILLS Competences for advocates.

https://www.youthforum.org/news/advocacy-handbook

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ADVICE FROM EXPERIENCED PROJECT ORGANISERS project partners. Urge project partners to make decisions and complete tasks. Incorporate a time buffer to provide flexibility in order to be able to respond to target group requirements and sudden developments in policymaking and practice. Be aware of specific national characteristics – countries have different political priorities. Adapt your dissemination and exploitation plan to changed underlying conditions. Consider what can be adopted by practice at all times and advise your users. Engage in active dissemination work within the project too. Keep your project partners up-to-date at all times as intermediate results and feedback contribute to the success.”

“Agree on realistic targets and time frames.

Organise dissemination and exploitation activities in line with the project phases. Select the right partner for the respective phase (is somebody able to make a specific contribution?). Involve individuals with access to political institutions. Consult experts who can help you with formulating political statements appropriate for the target group. Make sure your project focus is linked to the political agenda and check the policy-making priorities. Focus on relevant political decisions and develop a joint idea on what you are actively able/seeking to influence. Prepare the dissemination and exploitation plan in line with the project life cycle and in close collaboration with

Handbook Successfully disseminating and exploiting project results and products of strategic partnerships www.na-bibb.de National Agency Education for Europe at BIBB Multiplier activities on various levels: In schools In sport clubs

In NGOs and educational institutions 36

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ABOUT STRATEGIC THINKING, PHYSICAL ACTIVITY AND TEAMWORK KUBB Introduction: As for this part 2 simple but interesting activities were chosen in order to stimulate adults for practicing physical activity while they gather between each other, instead of leading sedentary lifestyle as mostly observed.

Both proposed examples reveal activities out of which various learning outcomes could be observed but mostly aim at bringing people in active age to pay more attention on their involvement in physical activity and movements.

Very popular in Sweden, the game of Kubb is a very old outdoor game. Combining precision and strategy, Kubb is sometimes referred to as the "Viking chess game". The object of the game is to knock over wooden blocks with the help of sticks.

Learning Outcomes To Stimulate active aging

Bringing adults something new

To Stimulate strategic thinking and precision while playing

together

for

discovering

To introduce adults in the concept of education by sport, its benefits and why it is important

To improve teamwork skills among the players 38

Timeframe About 45 min to 60 min depending on the group involvement

Preparation and description To play kubb, you need to have space. Grass should be favored to avoid damaging the wooden parts. It is also possible to play on the sand.

To start a game, you have to form two teams of players. The ground must be demarcated by the four stakes. It is generally 5 meters in width and 8 meters in length.

The king, a room common to both teams, is placed in the middle of the playing area. The players stand on either side of the field. We place 5 kubbs on each side, just in front of the camp line of each team.

Materials To form two teams (from two to twelve people) Ten Kubbs (Rectangular Pieces of Wood) A King (wooden block larger than the Kubbs) Six sticks (cylindrical in shape) Four stakes or markers to delimit the ground How to place the kubbs on the ground Red squares: these are the 10 kubbs (5 per team) The star: it's the king, a piece common to both teams The pink pentagons: they represent the players

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To determine which team to start the game, one player from each team must throw a stick as close as possible to the king, without touching him. The successful player starts the game first.

The object of the Kubb game is to overthrow the king first. But before you can overthrow the king, you have to bring down his soldiers, represented by the kubbs

Kubbs knocked down by Team A are then thrown

by Team B towards Team A's half of the field. Team A relieve the kubbs which then become "field kubbs". If a thrown kubb leaves the playing area, the player has a second chance to throw it into the opposing court. If they fail again, Team A can land the kubb where they want on their part of the field.

Team A begins the game by throwing all six sticks from their starting line with the aim of knocking down the opposing kubbs. The throwing of sticks must be done in a bell. Throwing them like a Frisbee is prohibited.

The game changes hands and it's up to Team B to throw their 6 sticks. If there are "field kubbs," Team B is forced to knock them down first before they can knock down the base kubbs on the opposing line. When a "field kubb" is knocked over it is taken out of play. After all the sticks have been thrown by Team B, Team A throws their knocked down kubbs into Team B’s camp.

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If a base kubb (located at a team's start line) is knocked down by a stick while a "field kubb" is still standing, the base kubb is lifted. If a kubb knocks down a "field kubb" we combine the two into a "tower" and it is thus easier to knock them down later.

Play continues and so on until a team successfully knocked out all of the opponent's kubbs (base kubbs and "field kubbs"). Once done, the team can finally tackle the king with the remaining staves.

Finally, the first team to overthrow the king wins the game of kubb. Note that the king must never be overthrown before. If the king is knocked out by a team while there are kubbs left on the pitch, the team is out and the game is over.

Debriefing and evaluation How did the players feel about the game?

What they have learned in terms of?

Was it difficult to play?

Physical activeness

Did they decide any strategy or just played for fun?

Teamwork and cooperation

If any, how their strategy was decided and by whom?

Long term benefits of playing such games while together

Do they think it was worthy to play and why? (why yes and why no?)

Could they apply what they have learned in their lives and how?

Do they think they learned something out of this experience?

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P E TA N Q U E Introduction: This game is a simple but interesting activities were chosen in order to stimulate adults for practicing physical activity while they gather between each other, instead of leading sedentary lifestyle as mostly observed. Both proposed examples reveal activities out of which various learning outcomes

could be observed but mostly aim at bringing people in active age to pay more attention on their involvement in physical activity and movements.

Pétanque is the benchmark summer activity in South of France. The rules of pétanque are simple which makes this game

accessible to everyone. Can be played on multiple surfaces, pétanque allows you to have a good time with family or friends.

The object of the game is to throw the ball closest to the "goal". The “goal” is more commonly referred to as a jack or cub.

Learning Outcomes To Stimulate active aging

To Stimulate precision while playing

To introduce adults in the concept of education by sport, its benefits and why it is important

Bringing adults something new

To improve teamwork skills among the players Timeframe About 45 min to 60 min depending on the group involvement 42

together

for

discovering

Materials Draw a circle on the ground (starting point of the game)

To form two teams. Two against two (3 balls each) or three against three (2 balls each). Note that you can, of course, play one against one (3 boules each)

Of course Pétanque balls ( or a set of metal balls) and a small little colourful ball which is the jack.

A pitch, preferably flat (about 13 to 15 meters long) 43

Preparation and description To start a game of pétanque, one of the players draws a circle on the ground and stands inside.

From there he throws the jack. The small one should be visible and be between 6 and 10 meters from the circle.

The player who threw the jack throws the first ball so as to be as close as possible to the “goal”.

Then the opposing player in his turn tries to get as close as possible to the little one by shooting or pointing the ball of the preceding player.

To shoot means to move the opposing ball away from the jack and take the point.

To point means to place the ball closer to the "goal" than the ball of his opponent.

The team with the boule closest to the small wins the point. The other team must then play their boules to regain the advantage. When one team has no more boules in hand the other team must play all of theirs.

Once all the balls have been thrown, you have to count the points. The winning team scores one point for each ball better placed (close to the jack) than the better ball of the opposing team.

The team that scores one or more points takes the small one and raises it to play a new round. A game of pétanque is generally played in 13 winning points.

Debriefing and evaluation How did the players feel about the game?

Was it difficult to play?

What they have learned in terms of?

Physical activeness

Did they decide any strategy or just played for fun?

Teamwork and cooperation

If any, how their strategy was decided and by whom?

Long term benefits of playing such games while together Could they apply what they have learned in their lives and how?

Do they think it was worthy to play and why? (why yes and why no?)

Do they think they learned something out of this experience?

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T R E A S U R E H U N T – O LY M P I C G A M E S Introduction: This is a treasure hunt with a twist. The participants will be in groups and have to complete 5 main activities (same as olympic rings) and solve mini tasks during the way.

The 5 main activities are set up in advance and then marked on a map of the area that the facilitator will provide to each group. At certain points on the map the groups will have to solve mini

tasks that are in envelopes handed to the groups before they set off. If you don’t have an outdoor space, you can use the building you are in or even the same room (depending on size).

Materials 15+ participants. There are 5 activities within this framework and at one time each mini activity should have no more than 10 participants

Learning Outcomes The objective of this activity is to get to know each other, build the team and to explore motivations of the participants. It also builds up team work, leadership, inclusion and communication between the participants. This activity is smaller activities linked together in a way like the olympics (hence the name and each activity has a colour - to symbolise the coloured olympic rings).

A safe space to be able to move around freely for the group, balls, memory cards, balloons, tape, bamboo sticks, chalk, flipchart paper, colored paper and pens, ball bins (or goals), envelopes, maps of the area. This list can be different depending on the types of activities you choose.

Timeframe 1-1.5 hours for the whole activity, each Olympic activity needing 10-15 minutes. If you wanted to extend you could even spread out over a longer period (half a day/day activity) 45

Preparation and description Call up in turn: a. All the team leaders: explain the objectives and the challenges as above b. All the map readers: explain that each team should start at no.1 on their map, and then go to each number in order. The map reader must find the locations and help look for the objects along the way. (Each team should have set path so don’t run into other teams at the same activity) c. All the task masters: give them the Challenge cards. They must not look at the cards until they reach the relevant location.

So e.g. when they get to location 5, they should open card 5 etc. There may not be cards for every location. They should read the card to the team and follow the instructions d. Tell the teams the time they should be back at the training room (1/1.5 hour from the start)

Get participants into their teams (around 5/6 depending on size of group)

Ask each team to choose a. Team leader – responsible for keeping the team on time and ensuring that the instructions are followed properly b. Map reader – guides the team around and finds the correct locations c. Task master – keeps the Mini task cards and opens them at the relevant locations

Olympic Ring Activities: (At each of these you would need an assistant to explain how each activity works and keep score) These can be a mix of activities - problem solving, mental, physical, creative, it depends on the situation and the group needs. For example: 46

BLUE

GREEN

Build a Balloon tower as high as you can that is free standing using the materials provided (each team has a set time limit that is monitored by assistant) Highest tower freestanding is the winner.

Hop, Skip and Jump. On the floor in chalk draw out the Hop, skip and jump map and all members of the team have to complete it and try to jump as far as they can. The assistant will measure and mark the distance and then the collective distance will be totalled. Furthest group wins the points.

YELLOW Memory Cards. They are set out on the floor and the team have to take it in turns (one by one) to find all the matches (2 cards of the same). Fastest team wins the points.

RED Creative Teams. At this activity the teams have to produce a creative piece of art that represents their team, the individual members and the qualities and values they have. This could be in the form of a coat of arms or something they decide.

They can use the creative art supples that are provided. The assistant will pick the winner on creativeness, teamwork, including everyone and originality.

BLACK Ball toss. There are several balls of all different sizes, and corresponding buckets or goals that each team will have to throw or kick into. They will have a time limit, and each person in the team has to take a turn one after the other. If they miss the goal they can bring the ball back to the starting line and try again. Most goals scored wins the points.

The random mini tasks that have to be opened during the day can focus on something related to the aims and objectives for example: Film challenge - introduce your team on camera (Smart phone) in a creative and fun way

Find out the history of the area or venue you are at 47

Scenarios - inside the task envelopes are sport related scenarios that have gone wrong or something has happened. What are the best ways to solve it?

How can you use your skills to manage the situation?

Hopes and Fears - the participants have to answer what they want out of the activity and how it relates to the wider project

All these mini tasks have bonus points and can be checked when the whole group comes together. At the end of the activity a winning team is announced after everyone returns to the main room. You can end the activity with a ‘Medal presentation’ for the winning team.

Debriefing and evaluation This is a fun activity that allows the group to have some fun while getting to know each other and improve their team dynamics. This also is a way to explore the importance of participation over winning - how this can have an impact on some members of the group. During this activity you will also pull out the hopes and expectations of the group so that can be used in the debrief to talk about how their needs can be met.

What happened during the activity?

How could they improve their performance?

What skills did they need?

How did you feel during the activity?

How did you communicate? Did you have a strategy?

How did it feel to win? How did it feel to lose? Was there a leader? How did they decide?

Did you manage to work together? (what were the methods? - How did they make a good team?)

What challenges/problems were there during the activity?

Was your aim to get to know the team or just win?

How can this help improve the dynamics in a team?

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ABOUT DISCRIMINATION, ADAPTIVITY, ETS COLORED HANDBALL Introduction: This game is similar to a standard handball but the participant need to follow the rules based on the colorful pieces of papers they receive. The idea is to get them to think about discrimination and raise discussions about real life situations.

Timeframe 25 minutes

Learning Outcomes To give different rules to the different teams

Materials 24 players in 3 teams of 8 1 handball ball and a handball field 24 paper with different colors on them 8 for team 1: 8 white with one written goalkeeper on it 8 for team 2: 4 red, 3 blue, 1 red and 1 blue written goalkeeper on it 8 for team 3: 3 black, 3 green, 1 green and black with 1 green and 1black written goalkeeper on it

To play the games To discuss how it felt and how to connect it to real life situation To get the players to discuss about discrimination between communities

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Preparation and description Each team will play against each other in this order: team 2 vs. team 3 team 3 vs. team 1 team 1 vs. team 2 Each game will last 5 minutes The general rules a regular handball rules except you can’t dribble with the ball, only make two steps before passing it

All the participants have to randomly pick a paper that will divide them into teams. Attach the paper to their arms.

The rules for each team are like this: Team 1: play normal Team 2: - red color can only pass the ball to people with red - blue can only pass to blue Team 3: - black can pass to black and also to green and black - green can to green and also to green and black - green and black can play with everyone During every game, the non-playing team has to watch the match and try to understand what are the other teams’ rules and why.

Debriefing and evaluation

What about you don’t get to choose your role in the team (goal keeper)?

How did it felt for the game not to be able to play with persons with the same aim as yours? (Different colors but same aims) What about the moderator in team three? (green and black color)

Talk about the lack of communication between communities (here the colors) What about the score of the games?

What about the fact that you don’t get to choose your community (color)?

What does it bring to be united? (team 1) 50

SPORTS VALUES Introduction: This is a game for improving emotional intelligence, presenting ones ideas and communication skills. The participants will have a chance to discuss different points of view and reaching an agreement.

Materials

Learning Outcomes

A safe space to be able to move around freely for the group, 1 piece of A4 paper for each participant (they can fold it as shown). Coloured pens or pencils, and a flip-chart to record the final group values at the end.

This activity is used to promote Education through sport and its methods through shared and common values. To raise awareness of values within sport and develop dialogue and discussion regarding these sports values.

Timeframe Around 60 mins (depending on the group size) Preparation and description

Give each participant a piece of A4 paper along with coloured pens. Ask each participant to fold their piece of paper into 6 squares (as seen in the diagram). Firstly each participant starts off this activity individually and is asked to use the 6 squares and creatively (As best they can within their abilities) depict the top 6 values within sporting activities and then give them a rating between 1-6 (with 1 being the most important).

After the participants have finished this (10-15 mins should be adequate) ask them to find a partner (maybe someone they haven’t spent too much time with) and then give them the task to discuss their values that they have put down, see if they have similar ones, do their values rank the same? Do they have anything in common or totally different?

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After around 10 mins then get the pairs to join another pair to make a 4 to discuss, and so on (until the group is back together as a whole) The first rounds starts as the basis for the final discussion which involves all participants, where everyone will explain their view (note not all have to speak if they don’t really want to but its good to try to encourage participation). The participants should try to reach a common list of values putting them in order of importance and giving a definition for each one of them and explain why they are important in sports and the wider world.

Debriefing and evaluation Disagreements may occur about the importance given to the various values and participants might find it difficult to find a common point of view to decide what the order of importance of the values is, even if generally they agreed on which ones are the most relevant.

This activity starts to explore the values that not only we need in sport activities but in life generally, it starts to provoke discussion and learn that there is more to sport than just the active part.

Can sport exist without these values? Would sport be the same without these values? Would it be as successful? Did your own values match up with the wider group? If not why?

What do you do if someone doesn’t think your values are relevant? How does that make you feel? What challenges/problems were there during the activity?

Where do we get these values?

How can these values be useful in the real world?

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ABOUT COMMUNICATION, DECISION MAKING, PROBLEM SOLVING, LEADERSHIP TOXIC WASTE Introduction: Equipped with just 2 ropes, the group must work out how to transport a bucket of ‘Toxic Waste’ and return it back to the safe zone without tipping over the contents. This fun team building challenge can also be known as ‘Bomb Removal’.

Timeframe 35-55 minutes 5 minutes to brief and setup 5 minutes for group discussion and planning 15-30 minutes for task completion 10 minutes for reviewing and challenge debrief

Learning Outcomes This is an excellent team challenge for highlighting the importance of teamwork, problem solving and leadership.

Materials 8-12 (Can be used with as little as 6 team members) 1 x toxic waste bucket (1 large bucket) 1 x rope for the radiation zone 2 x ropes of the same length to use to transport the waste bucket 1 x raised platform (can use a stool seat to place the waste bucket)

6 x tennis balls or you can use water (to represent toxic waste) Blindfolds (optional) Space Required: Medium. Indoors or outdoors (outdoor allows for water to be used as ‘toxic waste’ rather than tennis balls).

Collaboration and importance of teamwork 53

Preparation and description Challenge Instructions Explain that the challenge is for the group to work out how to transport the toxic waste bucket in the radiation zone to the safe zone using only the equipment provided. The team have just 20 minutes to complete the challenge, if they are unsuccessful, the waste will blow up and destroy the world.

Anyone who enters into the radiation zone will suffer a fatal injury and possibly death. Therefore, the group should aim to remove the toxic waste and do so without injury to any group members.

The rope circle represents the radiation zone.

Emphasise that everyone must maintain a safe distance from the toxic waste wherever it goes, and stay out of the radiation zone.

Allow the team 5 minutes to discuss and plan for the challenge. During this period, no one is allowed to attempt to retrieve the toxic waste.

Create the toxic waste radiation zone by using the rope to create a circle of around 8-10ft in diameter on the ground. The bigger the radiation zone, the more challenging the activity becomes.

Place your platform in the middle of the circle you have created.

Fill the bucket with water or tennis balls and place on top of the platform in the centre of the radiation zone.

Put the 2 ropes on the outside of the radiation zone, ready to use.

Useful tips: There is more than one way to complete this challenge, the best solution involves getting the 2 ropes, with 2 people standing across from each other (opposite sides of the circle), they keep overlapping the ropes to tighten the slack in the middle and eventually lift the toxic waste from the radiation zone.

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If someone enters the radiation zone, then initiate a penalty for the rest of the challenge, such as loss of limbs (hand behind back) or sense (blindfold the participant or they cannot speak). If you want to be super strict, then you can say they have died and must sit out the challenge.

If the team fails and spills the content of the waste, tell them they have failed in their task and everyone is dead.

Ask them to discuss the challenge, what worked, what didn’t? Refill the bucket and begin the challenge again.

Debriefing and evaluation How would you rate your team out of 10 for completion of the challenge?

What did you learn about yourself as a team member?

How did you respond to the challenge?

Was everyone involved?

How did you generate ideas for completing the task? Who’s idea did you choose?

What lessons did you learn from the challenge?

How is this relevant and when would it be used in future situations?

Did you have a leader? How important was leadership?

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P U L S E R E L AY Introduction: Game-based experience for learning and reflecting on how sport can be used in non-formal education. The players are split in team and they need to work together and fast.

Learning Outcomes

Timeframe

This exercise can be used to talk about communication, leadership, Cooperation, discrimination, trust and competitor behaviour.

‘Pulse relay’ is a great exercise to use to start to showcase the concept of Education through sport, as up front its just a relay race (which ever is the fastest team wins), but behind it lies many themes that can be explored. The facilitator can add in changes and adapt the exercise to fulfill their needs.

45 mins (depending on the size of the group and the amount of debriefing needed) Materials A safe space to be able to move around freely for the group, a ball (or something to grab), a coin (or something to flip to decide when to go) Could be any number of participants (the more you have the more teams you can split them into)

Preparation and description Place a ball or other object in between the two teams.

Participants are split into teams of equal size.

Instruct each team’s members to line up side-by-side and the entire team lines up directly across from the other team, facing the opposite direction.

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This will cause a chain reaction and each person should squeeze the next person’s hand after they feel their first hand being squeezed.

Everyone on each team holds hands with the person next to them and closes their eyes. The first person in each line will be the only person that can have their eyes open.

The last person in line will then retrieve the ball.

The first one from either team who retrieves the ball is declared the winner and they are given the points for that round.

The line leaders will watch the facilitator who will flip a coin (or something that can be easily distinguished).

After a winner is declared, the person from the end will go to the beginning and the round is repeated. The team with the most points after everyone has gone through the rotation is declared to be the game winner.

When the coin lands on HEADS (or pre-determined choice), the first person in line is to squeeze the next person’s hand.

After you have played through a few rounds you can add in small twists to emphasis the learning outcome that you are trying to explore. For example, you could make the teams un-even with more in one than the other (so the team with less people have less pulses to reach the end), you can add in communication challenges (all eyes open, no speaking etc), move the ball to another place in the room or take out one of the members from the middle of the ‘human chain’ (what happens when one person in the team is removed?)

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Guidelines for debriefing Debriefing is a very important part of ETS and is what distinguishes it from just a fun activity. Ask your participants to describe the activity, their feelings, and what they learned. Questions for this activity could be: What happened during the game?

Did you manage to work together? (what were the methods? - How did they make a good team?)

What challenges/problems were there during the activity?

How did you feel during the exercise?

Did you learn anything new about yourself?

How could they improve their performance?

What skills did they need? Responsibility? How did it feel to win? How did it feel to lose?

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N O R U L E S - W H AT ’S T H E S P O RT ?

Introduction: This activity is great to start to discover the relationships between different approaches to communication and the impact of these. To be aware of how our feelings, focus, performance and cooperation are affected by how we communicate.

Learning Outcomes

Materials A safe space to be able to move around freely for the group, a ball, 2 nets (or something that you can use for the goals. You would arrange the playing area like a football pitch (but in delivering this activity you wouldn’t say to the participants that they will be playing football).

The activity is a great activity to explore leadership and teamwork, and how leaders can affect the outcome in different circumstances.

This activity also gives grounds to start thinking about the importance of rules and their values.

Participants are split into 2 teams of equal number. This can work with a group around 10-20.

For groups 20+ you can run 2 parallel activities or have a third ‘observer’ group.

Timeframe 45 - 60 mins depending on the group size and types of discussion Preparation and description

There are many different variants to this activity and you can add and adapt these to your specific needs and groups.

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Announce to the group that we are going to play a game. Two teams against each other. In the group select two people to be ‘team captains’ and then get them to pick their teams by picking one person at a time (alternate picks). Once the teams are selected, show them the ‘playing area’, give them a ball and say the first team that gets to 10 points wins, and that the game starts in 10 seconds. The facilitator will then give them a 10 second countdown and start the game. It is very important, to trigger the discussion later, not to give any more instructions: the less rules, the better the discussion. Also, don’t give the participants time to think about possible rules: announce the game, explain the rule, and 1,2,3, go!

(If you notice the facilitator hasn’t actually said what game they should be playing).

Now once the small discussion has finished inform the two ‘team captains’ that they have to introduce 2 rules each. They can be any rule (within reason) and that rule can benefit just their own team and/or both teams. Restart the game again with both teams adhering to these new rules. Play for a few minutes (until there has been some points scored) and then again stop the game. Now is the time to get the team captains together and they can agree to keep the 4 rules or change to 4 new rules that is fair for both teams and they have to agree on them. Here as well we will appoint a referee to enforce the rules (This can be the facilitator or a member of the group)

The group will start to ‘play their game’ and let them do so with their idea of what and how they should be playing for at least a few minutes (until there has been some points scored). Then stop the game. Ask them what they thought they were playing? How they score? How a team would win?

How did they know what to play? Who decided what they would play?

Restart the game again with both teams adhering to these new rules. Play for a few minutes (until a team reaches the 10 points needed to win or when you see that the group is getting tired) and then again stop the game to debrief and end the activity.

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Guidelines for debriefing What were the rules of the game?

We purposely gave very limited rules (Did the participants even ask what the rules of the game were other than to score more?) If people asked more about the rules before starting this is an opportunity to discuss why they asked. Was it to make the game fair for everyone? To level the playing field? This can lead to further discussions on how this relates to sport in general. Imagine if sport had no rules. Would it be fun? Would people be interested in playing? Sport is fun because we all play by the same rules and no one has an unfair advantage.

This activity also is great to start discussions of leadership and communication.

What did we learn?

How did you feel at first? How did you feel as the rules were introduced? What was better for you and your team - rules or no rules? Why?

How can this knowledge be applied in practice and everyday life? What benefits can we get out of this?

What is the next step for us to become good communicators/leaders? Was there any strategies? Was there any structure?

How did you communicate? Did you become a leader? Did you just follow instructions?

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MAGIC CARPET VOLLEYBALL Introduction: Great activity to show how sport and learning are connected. The participant will compete in teams and will have to use their communication and leadership skills in order to succeed.

Materials

Learning Outcomes

A safe space to be able to move around freely for the group, blankets or pieces of cloth (Same sizes if possible, one per two people), one soft ball (beach ball or foam ball. If you want to add extra fun try water balloons instead)

This activity is used to focus the group to work on teamwork, leadership, communication and problem solving. It can also be used as a team building exercise to break the ice.

Timeframe

Between 8 -20 ideally (There is possibilities with a even larger group)

Can be anywhere from 15-60 mins depending on the group size and how long the participants want to play for.

Preparation and description Version 1: The facilitator divides the group into pairs and gives each pair a blanket. In the game, each pair must use their blanket to catch and throw the ball (Maybe give the pairs a little practice time).

to spread out on their side of the net. Throw the ball to a random pair to start the game.

The starting pair uses their blanket to throw the ball into the air to get it onto the other side of the net. They can throw it directly over the net, or to another pair on their team. Once it's thrown over the net, the other team must use their blankets to catch the ball before it hits the ground. If the ball hits the ground, the team on the other side gets a point. If a pair throws the ball out of the playing area, the other team gets a point.

Mark out the playing area into two halves (as a volleyball court) If possible, you can use a barrier (Volley ball net) or a rope, to create the “net". Once this is done then organise the players into two teams and get the pairs to hold their blankets together and 62

on the same team before they throw it to the other side or adding in a circle on the floor which gives the opposite team bonus points if the ball lands in it.

You can add in extra rules to make it more challenging depending on the group and the situation for example try setting a limit of passes between pairs

Version 2: Get each team of pairs to form a line, with the pairs spread out across the playing area. Ensure there is at least a couple meters gap in between each pair. Place a ball in the blanket of the first pair for each team (Assign a helper to each team to gather the ball when it hits the ground during the race). successfully passed it along the line. Once the ball reaches the last pair in the line, they run to the start and all the pairs shuffle down and they start again until all pairs in a team have rotated through the line and the order has returned to what it was initially this is the winning team.

Once the race starts, pairs must use their blankets to throw the ball into the blanket of the next pair in their team. Pairs cannot move from their spot and if the ball is dropped and hits the ground, they must wait for the helper to return the ball to their blanket and they start again. The play continues until each pair has Guidelines for debriefing What happened during the game?

How did you communicate? Did you have a strategy?

How did you feel during the exercise?

How could they improve their performance?

What skills did they need?

Did you manage to work together? (what were the methods? - How did they make a good team?)

What challenges/problems were there during the activity?

How did it feel to win? How did it feel to lose? Was there a leader? How did they decide?

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B L I N D F O L D B AT T L E Introduction: This activity is an effective team building activity involving leadership and building trust, as blindfolded participants must rely on instructions given to them in order to avoid various obstacles.

Learning Outcomes This activity helps with building trust, communication and how you communicate to become successful to complete a certain goal/objective. Also this looks at the principles of Sport for all and how we can make activities inclusive and the importance of clear instructions to ensure all enjoy an activity.

Timeframe 60-90 mins with both parts and debrief Materials Note: Blindfold games activities should take place where there are no hazards such as hard objects or sharp corners. Blindfold games activities should take place on grass or other soft level surfaces. During blindfold games activities no one should move quicker than walking pace. A facilitator should be in attendance at all times to ensure that rules are followed and that there are no hazards.

A safe space to be able to move around freely for the group, blindfolds for half of the group, rope, paper, newspaper, chalk, items to use for the obstacles on the ‘Trust Walk’ This can be used with any number of participants ideally 10 - 30 (but it can be split into smaller parallel sessions for larger groups)

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Preparation and description This activity is in two parts, firstly a ‘Trust Walk’ which brings the participants to the ‘Battle Ground’.

Split the group in to pairs and then one person is blindfolded and their partner is sighted. The sighted person takes the other for a walk by holding their hand or arm and talking to them as they go. This walk will take them from the start point to the ‘Battle ground’ through a series of obstacles that you have pre set up. This can made more challenging by changing the contact allowed with the partners (for example contact only with one finger or perhaps verbal communication only) The sighted partner is there to provide safety and support for the person ensuring that they follow a safe route.

When they arrive at the ‘Battle ground’ the blindfolded people enter a marked activity area (Square in shape - the size depends on the size of the group) where on the floor is around 20-30 randomly spread out paper balls (you can use newspaper or scrap paper).

Here the roles are that the blindfolded part of the team is the ‘Robot’ (in the Battle ground’ and the sighted person is the Director and stands just outside the battle ground. You could have up to 5 Robots in the zone at any one time though it works well with just 2/3

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To score points the Director directs the Robot to the balls of paper (walking only, no running). They pick these up and then are directed to throw them (underarm only) at the other Robots. If they hit then the pair gets a point.

The Facilitator or another participant is the referee to ensure that it is scored properly and that safety measures are followed.

Each game can last 5/10 minutes. One a game has finished then the pairs can swap roles and the blindfolded person becomes the guide and director and the sighted person becomes the blindfolded robot. The pair at the end with the most points wins Guidelines for debriefing What was it like to be the ‘guide’ being fully responsible for the safety of your partner?

Did you have any difficulty trusting your partner while blindfolded? Why or why not? Why is trusting your teammates important?

What was it like to be the ‘blindfolded’ person? Did you feel safe? How did you feel having things thrown at you? What do you think was the purpose of this team building activity?

Afterwards, how did it feel when you and your teammate successfully trusted each other to accomplish something challenging? How does this relate to sports? How can you relate this to the real world?

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BASKETBALL BOUNCE IN TIME Introduction: This is an activity that demands concentration, teamwork and good cooperation. It helps to develop coordination, numerical skills and rhythm and is a good activity to foster teamwork and team building.

Learning Outcomes

Materials

Collaboration skills Coordination and speed

A safe space to be able to move around freely for the group, and bouncing balls (for example basketballs) Ideally 15 - 20 Set up the participants as seen in the diagram.

Timeframe 45 mins with explanations and practice.

Preparation and description This activity is about creating a rhythm and being a coordinated team. Get the group to stand in lines of equal number (so if there is 20 people 5 lines of 4; see diagram below). Everyone must face the same direction for the start of the activity. The first line of people need to all have a ball (that can bounce) in their hands.

5 they will turn around and bounce the ball to the people in the next line next to them. Then the 2nd line will bounce the ball while counting 1, 2, 3 and on number 4 they will also turn around and bounce the ball to the people in the next line. Then the 3rd line will bounce the ball while counting 1, 2 and on number 3 they will turn around and bounce the ball to the people in the next line. Then the 4th line will bounce the ball while counting 1 and on number 2 they will turn around and bounce the ball to the people in the next line.

As there are 5 lines we will start the counting from 5 down to 1. So the first line on the shout of ‘START’ will bounce the ball while counting 1, 2, 3, 4 and on number

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This is where it gets tricky as now the last line will have to receive the ball on 1 and then bounce the ball back when counting to 1 also. The balls then makes their way back to the first line in the same way just in a backwards order. A successful activity is one that the participants don’t make a mistake in counting, and all the lines are synchronised and count and bounce the ball at the same time.

This will need to be repeated a few times before the group will be able to do it successfully.

Guidelines for debriefing This activity could be sometimes frustrating at first if they can’t complete it after the first few tries, but can be also really rewarding once the group manage it successfully. It's up to the facilitator to manage the expectations and the mood of the group.

What happened during the game?

Did you manage to work together? (what were the methods? - How did they make a good team?)

What challenges/problems were there during the activity?

How did you feel during the exercise?

Did you learn anything new about yourself?

How did it feel to complete it? How did it feel to not complete it?

How could they improve their performance?

What skills did they need? Responsibility? How did it feel to win? How did it feel to lose?

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DODGE BALL Introduction: A great activity to show how sport can be used to better communication, leadership and collaboration skills.

Materials

Learning Outcomes To raise awareness and teach leadership To discuss matters of different leadership styles

A Sport hall or a pitch Ball for volleyball or some other not very heavy 2 Equal teams of people not more than 10 in each

Timeframe 60-70 minutes Preparation and description

4. If the person from the team B catches the ball he has the right to throw.

5. If team A didn’t manage to touch anyone or ball has been caught by someone from team B, then person who threw goes behind the back line of the team A. People from both teams standing behind the backline have the right to catch and throw the ball on the opposite team.

6. Persons behind the line can be saved and come back inside the field in case if someone from their team catches the ball

10 – 15 min: Usually a ETS session start with short warm up, then trainer can explain to the participants the following rules: 1.

The group is split in 2 equal teams who play against each other ( A and B) 2. The aim is by throwing the ball to touch a person from the other team without that he/she catches the ball 3. If team A throws the ball and a person from opposite team B is touched by the ball, he/she goes behind the line of the team A 69

This are the basic rules of the game called Ball of the prisoner or Matar in Spanish (in order to be clearer for you if I missed something in the explanation) 10 – 15 min: Part two Next last part of the game everybody from each team receive and assignment on a little paper which should not be shown to others when they play. The assignments are: • try to include everyone in the game • be not interested in the game • coach / lead the team • be super enthusiastic and involved in the game • play as normal You can write the assignments several times according to number of participants so that everyone received one. It is ok to have several people in the same role

10 – 15 min: Part One Explain the rules to participants and let them play 10 – 15 min. Then introduce that second round there is one more new rule. Each team should chose a representative (captain). When they choose him, tell that the rule is that only this person from both teams is allowed to speak. If somebody else speaks is same, as the ball has hit him so goes behind the line of the opposite team.

Let play 10 – 15 min

Then let a new play for 10 – 15 min Debriefing and evaluation This exercise raise awareness about leadership and how we act as leaders and how this is helping us to coordinate volunteers. Sport is the best way to see those effects and connect them to reality.

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Regarding the 3rd part how easy/difficult was to play in the given role ( usually this is the strongest part because for some people it is hard to not be interested if they like to play, and for some it is hard to be super involved especially if they are shy and so on. A hint might be that you give the assignments to people according to their personalities and not let them choose randomly in order to make it even more powerful). So ask to speak about the roles and how was each role.

How was the game? How do the participants feel after it?

What happened? ( 1st/2nd /3rd part) Were there any differences between the different parts and what were they?

How easy/ difficult was to play in the different parts of the game?

Ask did participants learn something out of the game and what they have learned?

Which one they like most and why?

Regarding the 2nd part – how was to play as a leader and how was to play without speak? What was more easy/ difficult and why?

Can they connect this game to a real life situation and which one? How usually we could connect such play to reality?

Can they reuse the results of this exercise in their real life and how?

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ABOUT ETHNICAL PROBLEM, RESPECT, INCLUSION WHERE DO I STAND, INCLUSIVE SPORT W H E R E D O I S TA N D ? E T H I C S O F S P O RT Introduction: This activity focuses on the ethical problems in sports and should promote the debate between participants. The values involved include honesty, respect, ethics, discipline, communication and understanding.

Timeframe

Learning Outcomes The objectives of this activity are to start the discussions of larger themes and to get the group to think about what are their own opinions on these themes and how they view their opinion in regards to differing views. Also this serves as an activity to rasie awareness towards common/uncommon unethical situations.

This activity can be as long or short as you need it to, depending on how many topics you want to address and what the participants want to debate. It is important however to manage time and the discussion to give people who want to talk an opportunity but also not to make the whole activity about one topic.

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Materials A safe space to be able to move around freely for the group, statements and pre prepared topics to debate, ‘AGREE’ and ‘DISAGREE’ signs in 2 defined areas of the space.

This can be used in any size group (Smaller groups you would more in-depth intimate discussions, and larger groups more a facilitated view of opinions that can be time managed)

Preparation and description participants to explain their position and why they stand where they do (Agree or Disagree). Let the participants have some time to debate between themselves about their responses and see if people want to change their positions as a result of the discussion. Once you feel that the participants have discussed all they want to, introduce the next topic and repeat until you have run out of topics or the time is over. This activity can be emotive and sometimes garner strong opinions so as the facilitator you need to monitor the group and manage the debate to keep it on topic and within the realms of the learning objectives.

This activity is in the format of ‘’where do I stand’’. The group is in a space all together and the facilitator introduces that the activity is in form of a walking debate. You should define clear areas for ‘AGREE’ and “DISAGREE’ (Usually opposite sides of the room- this gives the participants to really make a clear decision on what they believe by where they stand).

Once everyone is clear on where they need to move to depending on their opinion, you can start to introduce one problem at a time to the participants.

Once you have introduced the idea and people have chosen where to stand, open the floor to ask the

Suggested Topics to discuss: Gender equality - Diversity issues - Protecting the health of athletes - Respect of opponents - Unfair Advantages (Doping, Cheating, deliberate injuries) Disrespecting authority (referees etc) - Win at all costs mentality - Financial disparity and money in sport 73

Guidelines for debriefing This activity can lead to lots of opinions and emotions so its important to debrief properly and end the debate in a proper manner so that the participants don’t leave feeling frustrated and still in ‘debate mode’ Emphasise that there are no “right” or “wrong” responses to each statement...or there is no “right” or “wrong” place to stand.

Sport can be used as a tool to bring people together and you can talk about how even with difficult circumstances sport has been a common factor for harmony and togetherness and this is how we can use this activity - although we might not always agree doesn’t mean that we can’t still be together.

Did you feel like you were listened to?

Did you learn something from another participant? Or from yourself? Do you believe that you are ethically responsible?

Was your opinion valued?

How did you feel during the exercise?

Were there any challenges/frustrations for you during the activity?

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INCLUSIVE SPORT Introduction: This activity showcases the right to enjoyment of physical and mental health for everyoneequality in dignity and rights.

Materials

Learning Outcomes The objectives are to raise awareness about social and political exclusion from sporting activities, to develop group-work and co-operative skills and creativity and to inspire respect and inclusion, especially of disabled people

A safe space to be able to move around freely for the group, hat, role cards, bandages, rope, a block of wood, blindfolds, then you will need one set of equipment for each small group for example: Large buckets or containers, ball of string or rope, balls (different sizes), cones, newspaper, chalk, scissors, tape, pens, bibs, frisbees, other sports equipment Any size (split into small groups 6-10)

Timeframe 100 - 120 minutes (maybe longer) depending on the group size and complexities of the activities created Preparation and description To prepare this activity firstly decide which disabilities you wish to have represented in the activity and prepare the role cards.

The task of the activity is to invent a new game/sport activity in the true spirit of Sport for All. The only instruction is that the activity must be one that involves some form of physical activity.

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Ask people to get into small groups of around equal number (try to ensure the groups are mixed and representative of the whole group). Ask each group to select a role card from the hat (they are folded up and hidden from view so what ever they pick is random and unknown to them before). Give those people who have a disability card a few minutes to get into role, for instance to put on a blindfold or tie an arm behind their back.

Once each group has at least one role card in their team the activity starts and they have 30-45 minutes to devise an activity in the spirit of Sport for All, that is, a game that everyone can participate in. They may use some or all of the equipment provided. It is up to each group to decide the aims of the new game and the rules.

Everyone in the group must participate in the planning and decision making.

Once all the groups have completed the task and the time has run out (you can give more time if needed and its worth it to get productive results) it is time for each group to present their activity that they have created and then all the other members of the other groups will try and play their activity.

Depending on the group, you may need to begin the session with a quick brainstorming activity about the features of games in general. For example, games need to have clear aims or objectives and rules. You may also need to set limits, for example, that the game must be played within a certain location or not last longer than a total of 20 minutes.

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Guidelines for debriefing This is a big energy activity and also with role playing involved its important that this activity is debriefed properly so that it allows the participants to come out of their role.You can start with a review of how people in the different groups interacted with each other and whether they enjoyed the activity. Then go on to discuss the games themselves, inclusion and disability How did people react to having someone with a disability in the group? How were they accommodated? Did you have issues coming up with a game? What was the main issues?

How did you go about designing the game?

How did the groups work? Was it a group decision or was there leaders?

What factors did you take into consideration? Did it make a difference that you had disabled people in the group? The people who had roles: Was it hard to play that role? How did you feel in the group?

What do you think it must be like to be young and disabled in your country? How does it make you feel now? Do you think that the rights of disabled people are fully respected? Is sport fully inclusive? What can be done? How did the groups differ to dealing with different circumstances?

Were you happy with your contribution to the final activity?

Is there any sports that you think are not inclusive for other reasons? Wealth? Status? Ability?

Were you satisfied with the end result?

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ABOUT CREATIVE THINKING, PRESENTATION SKILLS, PLANNING SPORT PITCHES Introduction: In this activity, people have to be inventive to talk on the relationship between sports and human rights. The objectives of this activity are creative thinking, time management, presentations skills, cooperation, planning and delegation and to relate sports and sports value to human rights.

Materials

Learning Outcomes

A safe space to be able to move around freely for the group, pens (markers and felt tips), paper (Flip chart), scissors, glue, craft items , chairs for ‘Dragons’, Dragons Den music (youtube) to set the atmosphere, prepared topic cards in a hat and sports equipment (for use in the presentations)

Collaboration Presentation and leadership skills Timeframe 90 mins (5 minutes to brief and set up, 50 minutes planning and preparation time, 20 minutes for presentations, 15 minutes to review). This could be made shorter or longer depending on the group size and the warm up activity used

Any size (either individual or in small groups)

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Preparation and description Tell the group that they will need to design a campaign pitch and deliver a final presentation to the dragons to try and get them to ‘support’. Everyone must be involved in the presentation. Introduce the Dragons, explain that they have only 50 minutes to plan their presentation. The teams can use any style of presentation that they like (creative, artistic, sports drills, media based) as long as they include some of the following themes:

The groups task is to produce a campaign pitch and presentation about Sport and Human Rights to present to the Dragons Den. The Dragons (trainers/ leaders) will ask questions about their presentation, its quality, and knowledge and after the presentation will decide which groups presentation they wish to ‘support’. (Based on the television show, Dragons Den https://www.bbc.co.uk/programmes/b006vq92) Warm up to prepare the group to address an audience you can use the activity ‘Just a minute’where participants must speak on a given subject for 60 seconds with no hesitation, repetition or deviation. (can be reduced to ‘half a mo’ 30 seconds). Prepared topics are placed in a hat and the participants pull out one at random and talk about this topic.

Sport and human rights - sport as vehicle for political sports washing - sports as a tool for integration (migration, disability awareness, gender) - sport and globalisation - sport and the environment - sport and the media (all these themes can be talked about and explained with a particular view or argument that the teams can take a position on)

Once this is done split the group into smaller teams (3-5 people). Then get these teams to come up with a team name.

Once the time is up, bring them back and get them to present their campaign pitches to the dragons, once the pitches are finished the dragons will have the chance to ask questions, and critique or praise the presentation.

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Guidelines for debriefing For this activity the feedback by the ‘Dragons’ will act as some some of the debrief as all participants will receive some feedback on their presentations, the content, the style and delivery.

To go deeper you can ask questions like: Was it difficult to talk non-stop on the topics for one minute? (Warm up activity) Which were the toughest topics to talk about and why? (Main activity)

Which human rights were most talked about? Is there a higher priority of human rights? Are human rights correct to be connected with sport?

Which of the statements was the most controversial and why? What was the most surprising piece of information people heard?

Does everyone in your community have access to sporting activities of their choice? If not, why not?

How can this be solved?

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CONNECTION OF NON-FORMAL EDUCATION AND SPORT STREET FOOTBALL FOR TOLERANCE Introduction: In this activity, people have to be inventive to talk on the relationship between sports and human rights. The objectives of this activity are creative thinking, time management, presentations skills, cooperation, planning and delegation and to relate sports and sports value to human rights.

Materials

Learning Outcomes Trust, respect, honesty, tolerance To promote street football and sports in general as accessible for all To practice conflict management, tolerance, teamwork and civil courage

An open space to have the football matches, doesn’t need to be too big. The goals should be approximately the same size as ice hockey goals.

Each team is made up of 4 players (at least one must be female) and one substitute.

Timeframe You can experiment with the length of time per match depending on the age of the players. A guideline could be 2 x 10-minutes of play.

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Preparation and description Each team consists of four players (at least one must be girl) and one substitute. The substitute may switch with players on the court as often as desired but the substitution rule is always “first one off, then next one on”. The game is played without any goalkeepers (players on defence may not touch the ball with their hands). In the case of a “hand ball”, the opposite team is awarded an unobstructed penalty shot on goal.

The game starts and ends in the “dialogue zone”. Both teams meet in the zone approximately 3 minutes before the start of the game in order to agree on additional fair-play rules. (For example, any goal scored by a girl counts for two points; if a player commits a foul against another player, that team loses one point, etc.) There is no referee in street football – the young people must enforce the agreed rules themselves. At the end of the game, both teams meet together in the dialogue zone to evaluate the game.

At the conclusion of the match, the teams can also win other points as follows: For fair play. An additional maximum of 3 points (one point per category) may be granted for: - Active participation of all players during the evaluation in the dialogue zone and the observation of the additional rules - Engagement of a female player for the entire duration of the match - Observation of the agreed Fair Play rules (as agreed at the start of the match)

Guidelines for debriefing How did the groups work? Was it a group decision or was there leaders?

What factors did you take into consideration? Did people have different roles: Was it hard to play that role? How did you feel in the group?

Were you happy with your contribution to the final activity?

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GOAL BALL Introduction: This was originally designed in 1946 by Austrian Hans Lorenzen and German Sepp Reindle as a means of assisting the rehabilitation of visually impaired World War II veterans. It became a Paralympic Games sport in 1976. It can be adapted a ETS activity and is a good best practice activity.

Goal ball was originally designed for visually impaired people but sighted people can also play as everyone is required to wear blindfolds so no one can see. Because of this, as well as developing fundamental physical skills that are transferrable to/from other sports (e.g. agility, balance, co-ordination, speed, etc.) excellent teamwork, communication and spatial awareness skills are required. Goal Ball offers a new and very different learning experience. Goal ball empowers visually impaired young people whilst developing empathy skills within sighted young people as they are required to play using sound and touch rather than sight.

Materials

Learning Outcomes

An open space to have the Goal Ball game, blindfolds, stopwatch, whistle, mats or blankets for the players to be on, string/tape and a ball with noise (bell inside)

Empathy - helps to develop understanding of disability and inclusion, communication, honesty, respect and teamwork.

Goal ball is a 3 v 3 sport. There are also vital non-playing roles required in goal ball including goal judges, officials, timekeepers, and scorekeepers. You can adapt the game to have more players on the pitch.

Timeframe 60 mins with intro, practice, playing and debrief

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Preparation and description 1. Goal (ball crosses opponent’s goal line) game restarted by the team who conceded the goal.

2. Out (ball rolls over the side line) – game restarted by the other team.

3. Blocked (defending team stops the ball/prevents a goal) – game continues with the defending team becoming the attacking team.

4. Blocked Out (the defending team pushes the ball out) - game restarted by the team which blocked the ball.

There are three players in a goal ball team.

Substitutions are permitted but as games are short they are not always necessary.

Goal ball is played in mixed gender teams The game is non-invasive so players must stay in their own third (Team Area).

All players wear eyeshades so a bell ball and tactile lines (or mats) are used.

The aim of the game is to score a goal by rolling the ball across the opponent’s goal line.

When the ball is rolled there are four possible outcomes:

The opposition receive the ball if players do not keep to these rules: Players must stay in their own Team Area.

Players must roll the ball (underarm only) – no kicking.

When the ball is rolled, it must reach the opposition’s Team Area. Players only have 10 seconds to return the ball to the other team. Players must keep their eyeshades on for the duration of the game.

Guidelines for debriefing What did you learn from this activity?

What was the most difficult part?

How could you use the new knowledge in your everyday life or work?

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ABOUT LEARNING BY DOING, STRATEGIC THINKING, DECISION MAKING L E A R N T O P L AY Introduction: The hawk is a game that combines sport and fun. The game involves crossing the entire field without getting hit by the hawk. The last free player wins the game.

Materials A big pitch where to play A Whistle (optional, the start order of each wave may be given by voice) A chalk to mark out the plot Be a minimum of players (minimum 5, a hawk and four players)

Learning Outcomes To reflect on learning by playing To address learning in a funny manner To get acquainted with strategic thinking To be able to take decisions Timeframe About 45 min to 60 min depending on the group size.

Preparation and description Mark out a plot of about 20 meters long using chalk or objects. The ground must be wide enough to be able to avoid the hawk. Obviously, the size of the playing surface depends on the number of players.

To start a game, you must designate a hawk. You can also let chance decide by drawing lots. Once chosen, the hawk is placed in the middle of the field.

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The other players stand at one end of the field, behind the line.

Variant of the hawk game: The basic rules are the same except that to harden the game the affected players become hawks in their turn. Thus, there are several hawks on the ground and their number only increases the further the game goes. It will therefore be necessary to be malicious to pass without being touched.

When the signal to start is given the players must cross the field without being caught by the hawk.

Players affected by the hawk are taken prisoner and no longer participate in the game.

Then, a new wave is launched and the players try to cross the field. And so on until there is only one free player left or the last player is hit by the hawk. That player is declared the winner and becomes the hawk for the next game.

Hint on how to win at the hawk: To win, you have to be the last free player on the field or the last player hit by the hawk.

Debriefing and evaluation How did the participants feel about the game?

Was it easy or not?

Did they decide any strategy or just played?

Was it difficult to take the decisions on how to play?

If any, how their strategy was decided?

What they think they learned?

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Through the realisation of such NFE and ETS Handbook, providing guidelines and practical examples of new ETS exercises and methods, the partners standing behind this strategic cooperation have planned the following results to be achieved: Correspondence between the competences of their staff members and related associated stakeholders staff and the actual needs of target group they work with and thus match also with the needs for local community development

Thanks to the documented practices the ability of the specific target groups to achieve long-term vision for the use of ETS is expected. As a result, they will be able to put the sport practices in a more structured educational framework and set up long term goals for their professional future as educators using the methodology

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Better peer support by the promotion of the ETS methodology among other sport sector professionals and staff involved in the educational sector all across Europe

Through the realization of this output, partners have considered that the process of working with local target groups will become more efficient for the organizations, as the needs of their projects will be better matched with those of local communities. In addition, the present booklet disposes of free and open access for all interested users, it is reusable, possesses high degree of sustainability and is likely to remain in time and continue to produce positive effects in the future. If used on a regular basis, in a long-term future the present handbook shall increase the commitment towards the use of sport and engagement in non formal educational activities in general across Europe.

The handbook provides its users with information on how to act as multipliers of the shared knowledge within their organizations and their local realities. The creation of such a guide is helpful for fostering the working capacity of many educational and non profit organizations, sport clubs or various institutions, operating in the sport sector. By using the present handbook their staff members could develop their knowledge and competences, as well their capacities for helping the target groups they work with, to increase their activeness in society and to stimulate healthy way of life and behavior among them. Thus, the organizations using the present output will achieve a stronger impact in terms of strengthening the community life and the local development of the sport and educational sectors within their realities will be highly fostered.

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ON THE EMPOWERING USE OF SPORT IN NON FORMAL EDUCATION

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