Booklet 2: Guideline for physical activities

Guideline fo r Physical Act ivi

ties

1. Introduction In addition to cultural activities, we focus on physical activities. Why are they so important for youth? They are an opportunity for youth to develop healthy lifestyle competencies. Moreover, they also contribute to positive individual growth. In this context, we focus mainly on four skills: flexibility, initiative, social skills and leadership.

Active exercising started at an earlier age creates a basis for longer-term physical activity and a healthy lifestyle and can help develop a more active social life. All forms of physical activities positively impact young people’s growth, development, health, school success, and general well-being and can prevent exclusion. In addition, physical activity serves as a source of healthy self-esteem for young people.

Young people’s physical activity has decreased considerably over the past two decades and has been replaced by the entertainment sector and social media. Consequently, young people’s leisure time has become increasingly

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sedentary, and the time spent on computers, mobile, and console games has increased significantly. This dramatic trend in the use of electronic media may – paradoxically – increase young people’s sense of social isolation as the physical connection is lost.

Lack of physical activity is a risk factor for developing many diseases in adulthood.

Therefore, it is crucial to offer young people a chance to try to remain active and reap the benefits gained from physical activities.

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2. 21st Century Skills related to the physical activities Contrary to the guideline in the field of Art, we have not specifically linked the activities to 1 specific skill. All our described physical activities are group oriented.

Therefore it goes without saying that flexibility, initiative, social skills and leadership are simultaneously called upon. However they are connected to all four sectors and interact with the four C’s that focus on the artistic activities.

3. How can physical activities help?

Physical activity positively impacts adolescent life regarding general management, concentration, and emotional and academic performance.

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Apart from obvious health benefits, physical activities offer many chances for young people to gain experiences and develop competencies which can be used in daily activities. For example, communicating and playing with other people, improved endurance, and physical coordinating skills can influence the selfperception of socially vulnerable youth.

A sense of belonging to a group improves social integration by developing social networks, civic pride, and community cohesion. In addition, young people’s engagement in physical activities contributes to the outcomes of a healthy lifestyle. Physical activity is also frequently associated with a decreased likelihood of depression. On average, those who do physical exercise were found to be less anxious, depressed, and neurotic.

Moreover, participating in physical activity could have many positive effects for vulnerable people, such as improved physical and mental health, gaining social contacts and reduced social isolation. It can also help young people deal with stressors related to the physical (feeling fatigued, lacking personal space) or emotional (feelings of incompetence, anxiety) environment. Facing these

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stressors in a safe environment and dealing with them may also help to deal with them in other settings.

4. What limits young people?

Research has shown that factors influencing physical activity can be divided into five categories: 1. demographic/biological factors; 2. psychological, cognitive, and emotional factors; 3. behavioural attributes/skills; 4. social/cultural factors; 5. physical environment factors.

The first three can be broadly defined as personal factors. It is commonly a combination of personal, social, and environmental factors that determines physical activity behaviour. Environmental barriers are related to costs, accessibility of facilities, opportunities, aesthetic attributes, and safety of environments. Personal barriers relate to lacking confidence and competence in core skills and possible self-image problems. Social barriers relate to lack of time, other priorities, family commitments, and lack of exercise partners.

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Young people’s access to physical activity can be limited by a lack of money in the family. Taking part in activities organised by sports clubs might be too expensive. Many sports require significant expenses for equipment, travel costs and insurance. There is also a skill-based barrier in many sports. There is an apparent lack of low-threshold sports groups for young people with more inadequate physical skills, and the existing ones might not be appropriately communicated.

A sports setting can be difficult based on social factors: youngsters must interact and present themselves in a busy social environment where they don’t necessarily know other people. It can be tough for people who feel anxiety in such situations.

One more reason for some young people’s lack of physical activity is their poor experience of physical education classes in schools. Young people who have difficulties with sports performing in classes are often bullied. This experience can also enormously decrease the motivation level of many young people to do physical exercise at an older age.

Such experiences can also weaken the general acceptance of the own body of a youngster, as, during adolescence, the individual’s perception and self-image take shape. If a young person has physiological problems with coordination, motor skills, or vision, the experiences of failure can be enormous. It may lead to feelings of shame, anxiety, and insecurity.

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A study by Katja Rajala in 2021 revealed a strong connection between selfperceived social status in school and physical activity. Those young people who viewed themselves with high social status and with a large circle of friends were much more active than those with a smaller circle of friends and low views on their social status.

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5. How to encourage youngsters?

The most important thing is to have fun! So often, physical activity is related to competitiveness, leading to exclusion and feelings of inferiority. Reducing the competitive atmosphere and focusing on enjoyment is vital in helping young people be physically active. It is crucial for those young people who have had prior negative experiences regarding sports.

The results from various studies indicated that physical activities focusing on joy instead of performance and adjusting the activity level to individuals could reduce barriers like insecurity, lack of skills, a particular impairment, and energy shortage. Therefore, activities in a sports-based program should not be about achievement or performance but about feeling better and enjoying yourself.

The role of the trainer cannot be overstated in achieving a safe and positive atmosphere. A positive, supportive, and active relationship between the participant and the trainer is very important for youth engagement in activities.

The trainer can lower the barriers that prevent participating in physical activities.

It can be done by guidance. The trainer can make people feel comfortable and safe, which contributes to reducing personal barriers such as fear and insecurity

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and social obstacles like interacting with others. A trainer can make vulnerable people feel at ease and make them feel safe by, amongst others, taking them seriously, talking and listening to them, and giving them confidence (which could reduce feelings of insecurity). Making people feel safe and at ease may also help youngsters interact with others. The trainer needs to build a relationship of trust with each participant.

In addition to the role of the trainer, multiple psychological and social barriers could be reduced by a safe environment. A safe physical activity climate should be free of obligation and sanctions. It is important to ensure that participants can be themselves, everybody is equal, expectations are not too high, and people are not pushed into things they cannot do.

6. The key elements 6.1 Performing a needs assessment Everyone is different and has their own story, obstacles, interests and wishes. In addition, the types of activities people enjoy can vary greatly, and it is important to ask the participants about their interests. Therefore, a needs assessment is recommended before implementing a physical activity-based programme.

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6.2 The role of the trainer The trainer plays a significant role in physical activity-based programmes for vulnerable people, reducing barriers and creating positive participant experiences.

The trainer can create a different kind of energy appealing to vulnerable people.

An intensive, in-depth relationship with the staff is a critical success factor in such programmes.

6.3 Supportive groups Multiple personal and social barriers to physical participation for the vulnerable could be reduced when they feel they are amongst people to be trusted and feel at ease. Earlier research on vulnerable groups and the general population has shown that having a companion is positively associated with engaging in physical activity. Using the methods described in this guide helps build this kind of atmosphere.

6.4 Low-level activities It is recommended to offer low-level activities and adjust the level of the activities in consultation with the participants. Low-level activities give young people confidence that they can do it. Adjusting the level in consultation ensures everyone (including people lacking skills, having an impairment, or energy shortage) can do something at their level and pace. It is essential to create a climate in which participants have a high chance to experience feelings of success and to plan the activities together. Active participation is a must,

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increasing the sense of ownership towards the action.

6.5 Performing a needs assessment It is recommended that participants in physical activity-based programs are divided into small sports groups (maximum 10–12 people). Small groups may reduce multiple barriers for vulnerable people and make it easier to ensure people get the attention they need.

7. Some examples In this booklet, we present several activities from the handbook. For more details on the activities described below, please refer to the website of MOVE BEYOND. There you will also find more examples of possible activities.

7.1 Warm-up Physical activities such as icebreakers and warm-up exercises significantly help to explore one’s body as a tool to build a relationship with space and people, extend the use of one’s senses and explore their possibilities.

It is beneficial to practice cooperation with other people

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without using verbal communication. These activities develop social skills, communication, and collaboration. The warm-up starts by creating a circle with the youth. One young person is selected to be in the centre, and the rest must repeat all movements that youngster performs. The whole body is explored from the bottom to the head. After five minutes, another young person replaces the first one.

7.2 The tree of light Participants lie down with their backs to the ground and their eyes closed. Then, with a calm voice, the instructor begins to describe with slow and rhythmic words a light that comes from the centre of the planet and slowly, like a fluid, invades every part of each participant’s body. This exercise is meant to prepare for some other activities where a calm mindset and a responsive body are needed or at least recommended.

7.3 Flying with balloons Each young person carries a balloon. Then they move slowly to the music. When the music stops, everyone swaps their balloon with someone else without dropping it. Several moments of silence must happen. This activity creates a beautiful spatial composition with music,

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movements, and slow motion caused by the lightness of the balloons and their colours. This activity aims to warm up the body, increase attention and create a feeling of satisfaction.

7.4 Walk your emotions Youngsters walk around in the room as they please.

As the trainer, describe emotions such as being scared, in love, stressed out, happy, busy, or angry. Then, ask the youngsters what a particular emotion might do to their body language, asking them to focus on the part of their body where they especially feel it and then to exaggerate it in their movement. Let the youngsters find the emotion and express it for a while and then ask them to return to the neutral walk again. Repeat the exercise with other emotions. The activity helps increase individual self-awareness and mindfulness among youngsters by guiding them in identifying their emotions.

7.5 You are my mirror Young people are organised in pairs, and one stands in front of the other. One of them initiates a set of movements, slowly exploring several levels in space (above, middle, on the floor). The other must repeat the same gestures as if they were in front of a mirror. After

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some minutes, the roles switch. The practice facilitates the improvement of their ability to focus and helps stimulate their brain activity.

7.6 Spider’s web Choose a location with two fixed objects such as two trees, walls, a hallway, a stake and a tree (2–4 meters apart). Tie and weave a string/yarn between the objects in a web-like fashion, leaving some wholes to pass through.

The challenge aims for the whole team to travel through the web. At the moment, the web is blocking your path to safety. Be careful, though, as the web is highly poisonous, and any time a team member touches the web, the challenge will be restarted.

The objective of this challenge is to get the entire team from one side of the web to the other without using the same gap twice and without touching anything. The team must pass through the openings, one at a time. Nothing, not even clothing, can touch any part of the web or its structure. The group must safely complete this activity. The learning outcome of this activity is to foster cooperation, communication, decision making, leadership, problem solving and trust.

7.7 Two fires Two Fires is a game in which players of two teams try to throw a ball at each other while avoiding being hit themselves. Generally, the main objective of each team is to eliminate all members of the opposing team by hitting them with a thrown

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ball and catching a ball thrown by a member of the other team. When a player is hit directly by a ball, the player is eliminated and leaves the playing area. When a player is hit directly by a ball but a teammate catches the ball before it hits the floor, the player is saved. This activity encourages young people to cooperate and communicate efficiently with their team to win the game.

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The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects 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.

english language revision by: Rita Brito – escritabrito@gmail.com illustrations by: Federica De Leonardo graphic design and print: tipografialapiazza.it last update: september 2022

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