Future MOVE Conceptual Framework

Understanding Future MOVE • It is about WHY! • It is about HOW! • It is about WHAT!

Individual Responsibility – Collective Solutions

Sport Sectors

Each citizen has an individual responsibility to assist in achieving the SDGs. However, no one can work on all SDGs or achieve them alone.

As human beings, we act in various settings individually and collectively with other. When many people and entities are active in the same area, we identify it as a sector. Sport and Education, in this context, can be understood as a sector – a sector comprising people, actions, entities, production, consumption, the economy, and more. The sector, both in its individual elements and as a whole, affects many of the themes addressed by the 17 Sustainable Development Goals.

As individuals, organisations, and schools can support the SDGs, some actions to achieve certain SDGs are obvious.

However, other combinations involving the SDGs, education, and the grassroots sports sector may be less relevant and influential.

SDGs and Actions of Operators in the Sport and Education Sectors The sport sectors and their various entities produce and organise a wide variety of actions related to the SDGs. Sport organisations, schools, private companies, and others that are part of or associated with the sport sectors generate actions that can have both positive and negative effects on the SDGs. This is the reality - a complex reality.

Get on Track – Don't Get Lost!

The tasks required to contribute to the Sustainable Development Goals and the intricate interplay of positive and negative impacts resulting from various actions can naturally be overwhelming. However, we recommend getting on track by choosing the most relevant ways to support the SDGs that matter to you.

This approach will help you stay on course and not become lost in the complexity!

Which SDGs, How and What to Do! Not all 17 SDGs are equally pertinent to grassroots sport organisations and schools. SDG 3 - Good Health and Wellbeing is obviously very relevant. As mentioned previously, responsible consumption and production considerations are significant when constructing and managing facilities, and they also apply to many other actions and initiatives.

On the right side, you will find some examples of sport and school-based approaches to six different SDGs.

Building Blocks of Sport and Education Sectors

H ar dwar e

Facilities, equipment.

S of t war e

Programmes, guidance.

’ O r g’ war e

Organisations, structures.

B ehaviour design

Assisting behaviour change.

The sport and education sectors comprise various building blocks or elements with which we engage and can influence in the planning, management and practice of sport. These elements - ‘hardware’, ‘software’, ‘orgware’ and ‘behaviour design’ - interact with and have an impact on SDGs in different ways.

For example, SDG #3 Good Health and Well-being Through a physical and socially active life can be supported by facilities (Hardware).

Citizens can be encouraged and assisted to lead a more physically active life through programmes and guidance (Software), and our organisational structure can support these actions to be on-going (Orgware).

Altogether, we can design facilities, programmes and organisations in a way that encourages behaviour change.

Building Blocks of the Sport and Education Sectors However, the activation and management of the various elements also represent some footprints on the globe to consider.

H ar dwar e

Facilities, equipment.

Facilities, equipment.

S of t war e

Programmes, guidance.

’ O r g’ war e

Organisations, structures.

Organisations, structures.

B ehaviour design

Assistingbehaviour behaviourchange. change.

Assisting

For example, the construction and management of facilities influence the usage of natural resources, carbon emissions, etc. The overall task is to upscale the positive impact and downscale where the actions produce a negative impact.

To manage the complex and challenging task of supporting the SDGs, it might be useful to consider the elements separately. This could provide a better view of the various elements’ relations to the SDGs and make it easier to decide which actions can be initiated in a relevant and understandable context.

Instead of dealing with the whole complex sport sector as such, we suggest you target those SDGs most relevant to you through the lens of the various elements. (Eating the elephant a bite at a time)

Hardware

H ar dwar e

Facilities, equipment.

S of t war e

Programmes, guidance.

’ O r g’ war e

Organisations, structures.

Organisations, structures.

B ehaviour design

Assistingbehaviour behaviourchange. change.

Assisting

Hardware (facilities and equipment) can support better health and well-being by providing access to more people and motivating them to engage in more physical activity.

The creation of new facilities is often high on the wish list in the sport and education sectors.

On the other hand, we know that the construction of facilities can have a strong negative climate impact.

Cement and steel are popular elements in the construction industry, and it is estimated that together, cement and steel are responsible for more than 13% of all global CO2 emissions.

This calls for consideration: • Prioritising greener materials in construction • Restoration instead of new construction • Using the principles of ”place-making” to create more facilities with less negative climate impact

Choose Your Element – Choose Your Goal!

The Sustainable Development Goals consist of 17 overarching goals and 248 connected indicators. Actions within the grassroots sport and education sectors are not relevant to or impactful on all SDGs. Similarly, the operations and actions of your institution might be more pertinent and effective for some SDGs that others.

Choose the elements and actions that are relevant for your institution to support SDGs.

Examples of the relation between the grassroots sport sector and its elements GRASSROOTS SPORT SECTOR

H ar dwar e S of t war e ’ O r g’ war e B ehaviour design

#3 Ensure Healthy Lives and Promote Well-being for All at All Ages SGD 3 and grassroots sport are clearly closely related. We know that the health and well-being effects of physical activities are very positive.

There are, of course, injuries and other negative effects, but the net effect of physical activities is very high, both in terms of life quality, life expectancy, and direct societal costs. In short, the more the sector can generate quality physical activity, social relations, and mental resilience, the better for #3.

Note: The primary reasons for adults to engage in grassroots sport and recreational physical activity are to improve their health and fitness. Parents would like to assist their children in achieving a happy and healthy life and therefore stimulate the children to develop good behavior. A physically active life allows them to promote their health and develop social, mental, and physical resilience.

Examples of the relation between the grassroots sport sector and its elements Priorities, Relevance, and Effect

GRASSROOTS SPORT SECTOR

H ar dwar e S of t war e ’ O r g’ war e B ehaviour design

When deciding to contribute to one or more SDGs, you can consider which actions and capacities of your organisation is most relevant and provide the most positive impact.

If you choose to focus on SDG 3 - Ensure healthy lives and promote well-being for all at all ages, you can consider which elements (Hardware, Software, Orgware, Behaviour design) you find most relevant.

Your organisation may be strong in promotion in ‘people to people’ setups and creating easy access to programs where more individuals can enjoy the social, physical and mental benefits of physical activity.

This is where you utilize your ‘software’ (trainers, animators, instructors, programs) and your ‘org’ware’ (clubs institutions, groups) to make the initiative on-going, repetitive, widespread and ensure broad reach.

Examples of the relation between the grassroots sport sector and its elements Priorities, Relevance and Effect

GRASSROOTS SPORT SECTOR

H ar dwar e S of t war e ’ O r g’ war e B ehaviour design

Your organisation might be involved in the planning and construction process of facilities or even be the owner/builder of facilities. In such cases, you have the opportunity to influence the process and decisions. As an organisation/entity contributing to grassroots sports in your city/country, local and a user of public facilities, you can advocate for the responsible production of facilities.

You can advocate for promoting more climate-friendly building materials. This includes considering the needs for completely new facilities versus restoration of existing ones, using nature, open spaces, or creating smaller changes by employing the principles of “place-making”.

Such considerations are, like most, a balance between how much negative effects (climate) is reasonable compared to the positive effects (health and well-being).

Grassroots sport sector elements in GRASSROOTS relationship to the SDGs SPORT SECTOR

GRASSROOTS SPORT SECTOR H ar dwar e

S of t war e

Understanding and working with the three elements: Hardware, Software, and Orgware in relation to the SDGs might not be easy, but it is manageable.

Behaviour design is less obvious, but it can entail small changes that have a big impact. The basic idea of behaviour design is to create actions, programs, or facilities in a way that smoothly ‘nudges’ us to do more or better. It can be everything from providing easier physical access to a sport facility or outdoor environment to upgrading your organisation's level of digitalisation to reach more people faster and lower the barrier to participate.

Some of the simple rules of behaviour design are:

B ehaviour design

• •

’ O r g’ war e

•

Make it easy. The desired action has to be easy; any barrier means less action.

Involvement is very important. We like things and solutions we have been part of creating much more than things created for us (that is also called the IKEA effect). This is particularly important when we would like to encourage change.

Immediate reward. If we achieve an immediate reward by changing habits, it will encourage us to repeat the action. Finding immediate rewards is especially important when working with SDGs, which mostly involve changes with long-term perspectives (meaning no immediate reward).

Grassroots sport sector elements in relationship to the SDGs The capacity and impact of different types of organisations and entities are naturally different. So should your choice of actions, elements and SDG.

H ar dwar e

S of t war e

EDUCATION SECTOR

If you primarily operate with education, your actions might have a potentially broader scope than, for example, a sports organisation. Likewise, the elements might come into play in different ways.

Example initiatives: •

B ehaviour design

’ O r g’ war e

• • •

Energy-saving actions (both hardware and behavior design) Minimise food waste Physical Literacy as an educational concept Engagement of the local community

Examples of the relation between the Grassroots Sport Sector and its elements Priorities, Relevance and, Effect

GRASSROOTS SPORT SECTOR

H ar dwar e

Your school might be involved in the planning and construction process of facilities or even be the owner/builder of facilities. In such cases, you have the opportunity to influence the process and decisions. As a school in your city/country, local and a user of public facilities and finance, you can advocate for responsible maintenance of facilities.

’ O r g’ war e

You can also advocate for promoting more climate-friendly building materials. This includes considering the need for completely new facilities versus the restoration of existing ones, utilizing nature, open spaces, or creating smaller changes through the principles of “place-making”.

B ehaviour design

Such considerations mostly involve a balance between the negative effects on the climate and the positive effects on health and wellbeing.

S of t war e

Enviromental, Social and Governance (ESG) practices Working with the Sustainable Development Goals can be seen as an integrated part of how we perform our Environmental, Social and Governance (ESG) practices.

Traditionally, operators in the sports and education sectors have demonstrated strength in the social domain, delivering positive impacts on various social topics. This implies that we are not starting from scratch.

Adding selected actions, we deliver positive impacts and downscaling negative effects on environmental issues. Additionally, implementing relevant governance actions contributes to the awareness of one of the today’s crucial benchmarks for organisations, institutions and companies – the Environmental, Social and Governance (ESC) framework.

Few examples

Future MOVE Training tool

https://sustainability.isca.org/future-move-activities

https://sustainability.isca.org/future-move-resources