Guidebook athlisi

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.
PROMOTION OF SOCIAL INTEGRATION
THROUGH THE TRAINING OF COACHES AND
SPORT CLUBS

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Editor: Viktor Sušec
Published by:
Slovenj Gradec, 2017
www.athlisi.eu

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1 Introduction
1.1 Background of the project
ATHLISI project aims to promote the social inclusion of children from
disadvantaged target groups through their increased participation in sport
activities in the framework of the activities of the sport clubs.
The involvement of the local sport clubs is a very important element in order to
achieve these objectives since, on the contrary of the organization of occasional
sport events, it ensures sustainability of the project activities and long term
impact. In order to achieve the objective, the ATHLISI project proposes as the
most adequate solution the training of the representatives of the sport clubs and
the coaches in issues related with the role of the sport clubs in issues related with
social integration and the promotion of the cooperation of the sport clubs with
the local community.
Through their training, the sport clubs and the coaches will be more able to work
with the local community and they are going to be more able to attract to their
club members of disadvantaged target groups and to integrate them in the
activities of the club. The training is going to be organized through the use of
face to face seminars and e-learning. The option of e-learning was introduced in
the project in order to expand the geographical scope of the project and involve
in the training sport clubs and coaches from different regions and countries.
1.2 EU level context
The project is based on experience and studies of six member states of the EU
including Greece, Italy, Malta, Cyprus, Slovenia and Bulgaria.
The international cooperation is necessary and gives and added value to the
outcomes. The problems which are addressed by the project could not be
resolved without a transnational cooperation as they address an issue which is
common in all the partner countries.

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The exchange of opinions, experiences and expertise between the stakeholders
in the sector is a very valuable issue because in this way the members of each
country can learn from the experiences of the other and can benefit from each
other’s experiences. The transfer of knowledge and expertise between the
partners and between the countries is a vital issue for the project. This is the
result of the complementary expertise that exists between the partners and
between the countries. Moreover, the European partnership will allow the
sharing of ideas and experiences and the brainstorming between the partners
and the stakeholders. Through this process all the partners will be able to
contribute to the solution of each other’s' problems and to benefit from the
expertise developed in another country. The results of the project will have a
direct impact on the countries of the consortium, however, since e-learning is
going to be used, they will be usable in all the EU when similar problems appear.
2 Sport as a tool of social integration
Besides the poverty that is at the core of social exclusion, there are other factors
which also impact on the social exclusion of different groups such as class,
gender, ethnicity, disability, location (rural or urban)
1
. At the present time one of
the greatest challenges represents the integration and social inclusion of
refugees and migrants into European society.
Sport throughout the history is known to be able to bring people, nations and
cultures together and to transcend social, cultural and national boundaries. While
sport alone cannot solve all of the issues related to disadvantaged groups, in
conjunction with other measures, sport has the potential to contribute to
integration and social inclusion of different disadvantaged groups.
Inclusion in sport itself in order of improvement of athletic skills, requires regular,
long term participation and social interaction thus sport club can create
particularly favorable conditions for further inclusion processes. Sporting
1
(EU commission, 2016)

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activities also often take place within the framework of other social activities that
provide additional opportunities for intercultural interaction.
3 Methodology used
The foundations for preparation of learning materials included analytical
research regarding situation on the issue, that is training needs analysis in
partners’ countries. The desk research included presentation in geographical
context and overview of local sport situation, initiatives and best practices on the
issue. Field research included qualitative research using guided interviews for two
focus groups, namely sport organizations and public entities working in field of
sport and social affairs.
As for the learning materials of this guide partners agreed on the content and
each partner provided part of the contents.
Learning material is prepared to be used in face to face and e-learning lectures as
well. All modules are designed in the same way containing:
1. Module rationale
explaining why expanded knowledge is necessary for the quality of
training and the integration of social groups
2. Module aim
explaining how will expanded knowledge contribute to the quality of
training and the integration of social groups
3. Defining the learning outcomes
explaining competencies gained
knowledge skills
transfer of theoretical knowledge in to practice
4. Structured learning content
sustained interaction with content and others; explaining importance of
understanding the topic
providing explicit explanations and a clear knowledge base;
relating new ideas to previous knowledge;
practical examples / case studies
ensuring an appropriate assessment material.
5. Assessing learning outcomes

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self-assessment test
theoretical and practical demonstration of acquired knowledge
6. Learner support
instructions where to obtain additional in-depth knowledge on the
subject
connection to the online training
bibliography
4 Training needs analysis comparative report
In July 2016, all the partners (CESIE, Fopsim, EUROSUCCESS, Irodoros, Action
Synergy, APGA, Footura) carried out a desk research with the aim to collect
information about the existing sport clubs in each local context and the sports
initiatives/training courses concerning the active involvement of coaches and
sport clubs in social inclusion at the local community level. During the desk
research data from existing resources was collected, including online information
and digital publications. Within the desk research all the partners were asked to
identify three best practices on implemented training courses for sport clubs and
MODULE
DESIGN
MODULE
RATIONAL
MODULE
AIM
LEARNING
OUTCOME
LEARNING
CONTENET
ASSESMENT
LEARNER
SUPPORT

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coaches aimed at promoting social inclusion of children from disadvantaged
social groups at local and national level.
In September 2016, all the partners carried out also a field research with the
method of Community Consultation Groups in the framework of ABCD (Asset
Based Community Development) encouraging and establishing participation of
the local community. Each partner implemented two focus groups with two
different target groups:
the first one was organized with experts, such as coaches and sport clubs
in in the field of sport
the second one with the local community (parents, gym users etc.).
The main purpose of the Training Needs Analysis was to explore the role that
coaches and sport clubs could have in promoting the social inclusion as well as
the main skills and knowledge that they need to develop.
The main conclusion drawn from the research phase, showed the interest by all
the target groups involved, such as coaches, sport clubs and local community
(parents, users and young people) in the development of training materials
focused on social inclusion for children from disadvantaged social groups. In
almost the training courses described in the desk research only few training
modules are addressed to the promotion of social inclusion Also the local
initiatives regarding sport although they are numerous, they are isolated and
usually are not addressed directly to children. Despite this, the sports initiatives
organized in the local context are essential for the social impact. Important
stakeholders such as local authorities and schools need to recognize the
importance of the coaches and sport clubs in this process, supporting them in this
process and promoting cooperation between local communities and sport clubs
for the improvement of the social inclusion of disadvantaged children.
Nowadays, according to the results, football represents the most powerful mean
of mobilization and social engagement for children. It allows to connect young
people coming from different countries and social status.
Regarding the field research, the coaches and sport clubs interviewed expressed
their needs to acquire more theoretical and practical knowledge about social

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inclusion of children coming from disadvantaged groups because they feel to be
more engaged into the personal development of children that live in the local
community.
The main result is that there aren’t specific training courses for sport clubs and
coaches related to the social inclusion of children, so ATHLISI project can be
considered really innovative and useful. Indeed, the main objective of the project
is to promote the social inclusion of children from disadvantaged social groups
through their increased participation in sports activities in the framework of the
activities of the sport clubs (independently from the sport they are cultivating).
The involvement of the local sport clubs is a very important element in order to
achieve these objectives since, on the contrary of the organization of occasional
sport events, it ensures sustainability of the project activities and long term
impact.
For the local community, sport is considered as the main tool for the social
inclusion of disadvantaged children, that suffer many problems in the
community. Although there are some initiatives that involved children coming
from disadvantaged social groups it’s necessary to train coaches regarding the
psychological aspect and issued that could affect children.
The ATHLISI project proposes an approach which both will enable professionals
to cope better with integration activities through sports and will in practice
support young people of different backgrounds to develop through their
participation on sports “a shared sense of belonging and participation” which
could be a very important tool for the integration of immigrants and other social
groups.

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5 Developmental Psychology
Author(s),
institution(s):
NPDD “IRODOROS”
Module
rational
The integration of children from disadvantaged groups
(ethnic, cultural, religious minorities, economically
disadvantaged groups) to sport clubs requires a good
knowledge on the part of coaches’ principles of psychological
development in order to achieve the ultimate goal which is
the smooth social integration on the society.
Psychological development refers to the different levels and
methods of cognitive development. Most psychological
development occurs during childhood. One of the major
theories in psychological development is the attachment
theory, which focuses on the need for meaningful, open and
honest human relationships to form healthy psychological
development.
Although psychological development is often associated
with child developmental psychology, it has expanded to
include adolescent developmental psychology and adult
psychology.
Learning
objectives:
To present lectures about the value of participation respect
and fair play
To equip the coaches and sport clubs with the necessary
tools so as to
understand athletes’ identities,
understand the relationship between coaching and
teaching,
develop functional, flexible philosophies,
promote, inclusivity and integration into society
through sports,
promote the role of sports in breaking down social
barriers.

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Competencies
gained
Trainers, club representatives and sport coaches should be
able to:
apply the knowledge and understanding in the areas
of practical sport exercise teaching, psychology and
pedagogy, encourage participants to adhere,
exercise the program as a tool of social integration
to disadvantaged children from different social and
cultural background.
Teaching
methods
face to face,
small groups such as task oriented, discussion,
Socratic,
presentation by a panel of instructors,
educational material,
web,
lectures,
use of slides and filmstrips.
Assesment of
attendees
self-evaluation test,
multiple choice,
assess students acquisition of knowledge and
concepts,
practical demonstration,
sport coaches are required to work through a case
study or a good practice to identify the problem(s)
and to offer potential solutions,
case study (“Kallipateira”).

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5.1 Introduction to Psychology
Psychology is an academic and applied field involving the study of behavior, mind
and thought and the subconscious neurological bases of behavior.
The behavior of people in a society, a school or a sports club is largely determined
by our mental state, the system of values, prejudices and stereotypes that each
of us has developed during of his life.
Psychology differs from the other social sciences — anthropology, economics,
political science, and sociology — in that psychology seek to explain the mental
processes and behavior of individuals.
So, it is important for sport coaches and physical education teachers who will
undertake to integrate sports club children from disadvantages social groups who
experience discrimination because of race, religion, national or social origin,
color, etc. to have basic knowledge of psychology, so that on one hand to
deconstruct the racist prejudices that lead to racist attitudes on the other hand to
cultivate the values and develop the moral thinking of children.
5.2 Developmental Psychology
Developmental psychology is a scientific approach which aims to explain how
children, adolescents and adults change over time and it study’s the
physiological, emotional, cognitive, and social development that takes place
throughout life. A significant proportion of theories within this discipline focus
upon development during childhood, as this is the period during an individual's
lifespan when the most change occurs. The three goals of developmental
psychology are to describe, explain, and to optimize development
2
).
Developmental sport psychology is the term for the area of study focused on
exploring maturation, determining the role of sports participation in developing
2
(Baltes, Reese, & Lipsitt, 1980)

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psychological, social and physical competencies. Developmental psychology
affects sport learning and performance through maturation related
improvements in factors such as memory and perspective taking.
Effective coaches work with children and adolescents structure their program in
ways that advantage these developmental processes.
Sports is one of the most effective mean of social integration
Sport is one of the most effective mean of social integration and should therefore
receive greater support and encouragement from the European Union, for
example through the organization of special European, national and local sports
and leisure activity programs.
The White Paper on Sport which is the first comprehensive EU initiative on sport,
sets out the position of the Commission on three aspects of European sport: its
social role, its economic dimension, and its governance.
So having regard to the role of sport in promoting integration and its potential
contribution to social cohesion, and whereas sport has a special role in society as
an instrument of social inclusion and integration, and whereas sport constitutes
an important instrument for promoting intercultural dialogue and makes an
outstanding contribution to the development and promotion of important social,
cultural and educational values, such as fairness, tolerance and mutual respect,
solidarity, respect for rules, team spirit, and self-discipline; whereas sport plays a
particularly important role in European society in terms of health, education,
social integration and cultural values,.
Stresses the particularly important role of sport clubs and coaches to combat
racism and discrimination in this sector by introducing stricter rules preserving
the sports ground as the working domain of professional sportsmen, in which all
forms of discrimination are proscribed.
Especially in childhood and adolescence, the coach should be pursued in parallel
with learning motor skills and the teaching of values in order to counter
stereotypes and social stereotypes that lead to discrimination. Values such as
respect for ourselves and others self-esteem, self-regulation skills, goal-setting,

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and leadership helps the children and adolescents understand that all people
have the same rights, and should act properly towards their fellowmen and can
positively affect aspects of personal development among children and
adolescents. However, evidence indicates that the quality of coaching is a key
factor in maximizing positive effects
3
Renowned child psychologist Jean Piaget believed
that the most important phase in the development
of self-esteem occurs between the ages of about 6
and 11. This is also a time when children are most
likely to be introduced to sport.
If children are given many opportunities to succeed
in sport, they will more often come to see
themselves as ‘winners’ rather than ‘losers’. They will grow up to be better
adjusted, more confident, and better able to cope with stress and new
challenges.
Sport provides children and adolescents with opportunities to try new skills and
assess their capabilities. Sport clubs and coaches have an enormous capacity to
make them feel good about themselves and should always find something each
child does well, even if it’s just following directions, and give praise for that.
According to the American Academy of Pediatrics recommends watching for the
signals listed below in order to determine if a child has low self-esteem. Low self-
esteem may be the cause when a child:
avoids a task or challenge without even trying, or gives up at the first
sign of frustration. This often signals a fear of failure
cheats or lies to prevent losing a game or doing poorly
shows signs of regression, acting baby like, or very silly. These types of
behavior invite teasing and name-calling from other youngsters, adding
insult to injury
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GAO, 2012

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becomes controlling, bossy, or inflexible to hide feelings of inadequacy,
frustration, or powerlessness
makes excuses (“The teacher is dumb”) or downplays the importance of
events (“I don’t really like that game anyway”), using rationalizing to
place blame on others or on external forces
withdraws socially, losing or having less contact with friends, as school
grades decline
experiences changing moods, exhibiting sadness, crying, angry
outbursts, frustration, or quietness
makes self-critical comments, such as, “I never do anything right.”
“Nobody likes me.” “I’m ugly.” “It’s my fault.” “Everyone is smarter than I
am.”
has difficulty accepting either praise or criticism
becomes overly concerned or sensitive about other people’s opinions
seems strongly affected by negative peer influence, adopting attitudes
and behaviors like a disdain for school, cutting classes, acting
disrespectfully, shoplifting, or experimenting with tobacco, alcohol, or
drugs
(Modified from American Academy of Pediatrics Caring for Your School-Age Child:
Ages 5 to 12)
Sport psychology, as a science which promotes behavioral change, should
intervene in sporting context and should not only avoid harmful episodes and bad
practices, but also promote fair play and tolerance.
According to a study based on Harter’s Self Perception Profile for Children,
Harter’s Self-Perception Profile for Adolescents (SPPA) (designed to measure
multiple dimensions of self-concept in the adolescent stage of development)
which the purpose was to determine if a program combining physically active
games and psychological skills training could enhance the life satisfaction,
happiness, perceptions of control, and self-concept of ex-gang members based
on the program of physically active games and psychological skills, found
significantly enhanced the life satisfaction and self-worth and self-esteem of
Mexican teenage orphans. Happiness, life satisfaction, and self-concept
significantly improved from pre-program to post-program. Not only did global
self-concept significantly increase, but so did physical appearance, close

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friendship, behavioral conduct, scholastic competence, athletic competence, and
social acceptance self-concepts.
A 2006 report published in “Adolescence" presents data showing that
participation in sports increased both emotional and behavioral well-being in
adolescents. Increased well-being can lead to higher self-esteem and confidence,
which results in better overall performance In addition, they are less likely to
engage in risky and destructive behavior patterns.
5.3 Psychological Benefits of Sport for children and
adolescents
1. LEARNING TO LOSE
Bad sportsmanship is an ugly thing. No one likes
a sore loser.
Of course, there’s no harm in being competitive
and expressing frustration in a non-aggressive
manner.
2. CONTROLLING EMOTIONS
As kids grow up, we expect them to learn to control their
emotions.
A good coach understands that negative emotional stress
hurts performance. However, once this piece of wisdom is
ingrained, your child will be better equipped to tackle a
whole range of other life challenges.
3. SELF-ESTEEM
Many studies suggest that sport and other physical activities can contribute to
the development of self-esteem in children and adolescents.

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A pat on the back, a high-five from a friend, or a handshake with an opponent at
the end of a match, is all character building.
The supportive relationships of coaches and teammates, plus
encouragement from parents, can all positively
affect children’s self- esteem.
A young person with good self-esteem will
have the confidence to try new things and
make new friends. In order to build self-
confidence and self- esteem in young people,
it is vital that coaches give consistent
encouragement and praise.
4. PATIENCE
Practice makes perfect, then perfect takes patience.
Of course, we shouldn’t encourage our kids to aspire to ‘perfect’ but if the
message is: “if you want to get better at something, it’s going to take time.”
5. DEDICATION
Similar to patience, the discipline of training and
the commitment it takes to pursue a sport is a trait
transferrable to many other aspects of life.
It’s no coincidence that participation in sport is
linked to higher academic achievement in school.
6. WORKING TOGETHER
Organized sports require children and
adolescents to work together to
achieve a common goal. “There’s no I
in team.” Through this process, they
develop social and leadership skills and
learn the value of teamwork.

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7. LESS SELFISH
In sport, children and adolescents need to think about what’s best for the team.
Not themselves.
You see it so often in basketball. Players have the opportunity to pass to a
teammate, but instead choose to go for the “basket” themselves. Egos are not
good for team morale or performance.
8. RESILIENCE
A study found that children and adolescents who
are highly involved in sport are more
psychologically resilient.
This isn’t surprising when sport is about bouncing
back, and learning from mistakes.

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5.4 Your role as a coach
Coaches are the delivery mechanism for quality sport programming. They should
go beyond the technical side of the sport, dealing with pedagogic topics
important for daily and integrative work with children. The focus should be of the
qualification is on areas like intercultural education, the handling of racism,
conflict management, team building, and how to approach parents, etc
As children and adolescents become more socially and culturally diverse across
various sports, coaches face the challenge of working effectively and ethically
with athletes from backgrounds different from their own. Therefore, it would be
useful if coaches had established guidelines for best practices to support their
socially and ethically responsible work with them. Coaches unable to adapt to
these changing population trends are likely to find that their taken-for-granted
ideas about race, ethnicity, gender, sexuality, religion, and (dis)ability may
inadvertently evoke conflicts in their relationships with athletes
4
Sport coaches should be able to acknowledge how their communication styles
negatively and/or positively impacts the coaching process with their children on
the basis of their racial/ethnic affiliation, gender, disability, and religious
practices. Additional they should be able to avoid culturally insensitive words
(i.e., racial or sexual slurs) when communicating with their athletes. Finally they
should be able to seek out educational, consultative, and training experiences to
enrich their understanding and effectiveness in working with culturally different
populations.
5.5 Qualities and skills of an inclusive coach
The success of a sport program depends primarily on the quality of adult
leadership. Coach is the person who determines the kind of experience children
and adolescents will have with sport. By embracing the Double Goal Coach ethos
4
Coakley, 2009

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and its three key principles you will be able to put the PCS method of coaching
into practice.
Goal setting, concentration, confidence and performance state are important
psychological skills.
1. PATIENCE
Recognizing some children will take longer to make progress than others and
show confidence in their ability to learn.
2. RESPECT AND ENCOURAGING
Acknowledging difference and treating all children or adolescents as individuals.
Greet each child individually when they arrive for each session.
Make them feel good about being there.
Avoid elimination games and other activities that may add undue
pressure.
Create situations where there are lots of successes. A ‘pat on the back’
means a lot for them.
Behavior management.
Learning to compete effectively and handling adversity
3. ADAPTABILITY
Having a flexible approach to coaching and communication that recognizes
individual differences and offer activities that suit their level of development.
Equip yourself with the most effective methods and practices in your coaching
Success as a coach can ultimately be measured by whether or not children return
to your sessions.
4. ORGANIZATION
Recognizing the importance of preparation and planning and encourage effort
without always focusing on results. Ensure participants have fun.
5. SAFE PRACTICES
Ensuring every session, whether with groups or individuals, is carried out with the
children’s’ safety in mind.
6. KNOWLEDGE

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Utilizing knowledge of training activities and how to modify them in order to
maximize the potential of every child or adolescent. Give them responsibilities.
Involve them in making decisions and give each of them a chance to be a ‘leader’.
• Inspire young people to be the best they can be in both sport and in life.
7. ROLE MODEL
Coaches are perhaps the most important. The way you conduct yourself whilst in
the presence of your athletes provides an example of how they should behave -
what sort of example should we be providing to someone else's children? Perhaps
one of the most important roles of a coach. Recognize that a positive sporting
experience can help develop self-confidence and self-esteem.
3 tips to boost your confidence - TED-Ed

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https://www.youtube.com/watch?v=l_NYrWqUR40
Be Confident | Short Moral Stories For Kids | English
https://www.youtube. com/watch?v=EsNRVm3YR_I
5.6 Physically active games
In terms of interventions that may promote self-regulation, physically active
games can help develop the skills of problem-solving and decision making under
pressure and have been shown to be superior to social recreation programs in
terms of enhancing attitudes and actions regarding cooperation and trust.
Games allow for the concurrent development of physical and intellectual
capacities, which in turn enhance self-awareness, self-esteem, and enjoyment
5
.
Adding psychological skills to an intervention may also be helpful because they
have been linked with psychological wellbeing. Developing skills such as goal-
setting and self-confidence may help individuals establish a sense of mastery.
Mastery is the ability to manage and control life circumstances that significantly
affect the individual
6
. According to a study which the purpose was to determine if
a program combining physically active games and psychological skills training
could enhance the life satisfaction, happiness, perceptions of control, and self-
concept of ex-gang members based on the program of physically active games
5
Light R, Fawns R. Knowing the game: Integrating speech and action in games teaching
through TGfU. Quest. 2003; 55: 161-176).
6
Petlichkoff LM. Self-regulation skills for children and adolescents. In: Weiss MR, editor.
Developmental sport and exercise psychology: A lifespan perspective (pp. 269-288).
Morgantown, WV: Fitness Information Technology; 2004.

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and psychological skills, found significantly enhanced the life satisfaction and
self-worth of Mexican teenage orphans.
Another study showed that active games; the majority of which were designed to
develop communication, trust, teamwork, and problem-solving skills; combining
with mental skills training using imagery, self-talk, and goal setting (key elements
in sport psychology programs) in order to build self-confidence, resulted
significant improvements in happiness, life satisfaction and self-concept,
behavioural conduct, athletic competence, social acceptance, and global
awareness.
5.6.1 Beat the Clock
Working as part of a team to accomplish a task is an important way to build self-
confidence because it teaches children that they are valuable and can contribute
their skills in a group setting. To play this game, you will need a chair for each
child and a stopwatch. The chairs are placed in a circle and each child sits down.
You yell out a formation, such as a movie theater, and children must work
together to move their chairs into that formation. The children are not allowed to
make any noise while they accomplish their goal. When the formation is
complete, the time is recorded and a new formation is yelled to see if children can
beat their time. This game builds self-confidence by teaching children how to
work together and lets each child know that his efforts are important and
valuable.
5.6.2 Dribbling game
The coach defines a space with cones on the court according to the number of
children who will participate in the activity. Each child has one ball and then the
coach tells them to move into the designated area dribbling without losing
control of the ball and not collide with each other. Alternatively children
according to their age can be divided into groups of two or three people. Through
this exercise the children besides dribbling learn to be responsible for not losing
the ball (development of individual responsibility) but also for the safety during
practice of the other children (social enterprise development).

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5.6.3 Three Ball Soccer:
You Will Need: Three different colored balls, Two goals
How To:
Set up a soccer field with goals at each end.
Divide the teens into two teams.
One soccer ball will represent the boys, the other ball will represent the
girls, and the third soccer ball will be co-ed. Tell each player clearly
which balls is for which group.
If the player touches the wrong ball purposely, pull him/her out of the
game for 2 minutes.
You do not need to restrict the game to soccer only. You can even try it
with netball or AFL.
This is the fun team building games for children and adolescents will keep them
as much involved as possible. With this soccer team building activities, they are
more likely to spend time with each other
5.6.4 Egg Rocket:
You Will Need: Paper, Eggs
How To:
Divide the group into two or more teams.
Give each team papers, tape, and one egg. Tell them that they have to
build a rocket that will be thrown up
in the air or dropped from the height.
The rocket has to protect the egg
from smashing.
Once the kids have made the rockets,
put the egg in the rocket.
Now drop or throw all the rockets
from the same height.
The egg that is in the best condition will win.
If none of the eggs break, then throw again to decide the winner.
The game will encourage kids to strive for the best. The players will look and
think about different solutions if the first one does not work.

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5.6.5 Seated Basketball:
Basketball team building ideas are a fun way to interact
each other.
You Will Need: Basketball, Laundry basket, Chairs
How To:
The game will be played in rounds.
Divide the participants into two teams.
At the beginning of round one, the players will
get just a short amount of time to place their
chairs in a position. They cannot move their spot after placing the chairs.
Then the teammates have to pass the ball to each other, without being
intercepted by the opposing team.
After making the pass, the player has to toss the ball to the basket.
The team that makes the maximum baskets will be the winner.
In earlier studies, dance and traditional games were found to be
effective media for overcoming initial obstacles or barriers to
interaction
7
.
Greece seeks to use sports as a tool to instill the Olympic values in the young
generation, to help them gradually build a culture of peace
The Respecting Diversity Educational program in 2014 aimed at educating
students, through the history and ideals of the Olympic Truce, on how to respect
diversity and to address such issues, with Olympians sharing their experience of
participating in the Olympic Games
Kallipateira – Social Inequalities and Social Exclusion program contributed so that
students raise awareness about social inequality and social exclusion. Students
through games activities (role playing, games exclusion, power games)
experience how different rules lead to inequality, got concerned to accept the
different abilities of their classmates mainly in team sports and understand that
7
Keim 2003:155

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in any kind of contest what counts is respect for rules and their teammates or
opponents.

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References
1. https://eclass.upatras.gr/modules/document/f
ile.php/PN1524
2. http://old.psych.uoa.gr/~roussosp//gr/psy00_L
ecture2.pdf
3. https://www.psychologynow.gr/psychology/b
ranches-of-psychology.html
4. http://users.sch.gr/adanis/index.php/kallipatir
a
5. https://fra.europa.eu/sites/default/files/fra_up
loads/1510-FRA-CASE-LAW-
HANDBOOK_EL.pdf
6. http://www.2search.gr/psychology/view.asp?
article=1&catid=6&nav=0
7. http://ec.europa.eu/assets/eac/sport/library/p
olicy_documents/eu-physical-activity-
guidelines-2008_el.pdf
8. https://europa.eu/european-
union/topics/sport_el
9. www.psychology-athens.com
10. Light R, Fawns R. Knowing the game:
Integrating speech and action in games
teaching through TGfU. Quest. 2003; 55: 161-
176.
11. Petlichkoff LM. Self-regulation skills for
children and adolescents. In: Weiss MR,
editor. Developmental sport and exercise
psychology: A lifespan perspective (pp. 269-
288). Morgantown, WV: Fitness Information
Technology; 2004.
12. Hanrahan S and de Lourdes Francke-Ramm
M, Improving life satisfaction, self-concept,
and happiness of former gang members using
games and psychological skills training,
Journal of Sport for Development, Volume 3,
Issue 4 (2015)

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6 Pedagogy, Pedagogical and Motivational Guidance
On Inclusive Sport
How sports clubs can promote integration of children from different social
groups through involvement and active participation in programs and
activities, and to deal with the growing problem of delamination of society,
unequal opportunities, growing inequalities, increased crime, social unrest,
increased health risk, etc.
Author(s),
institution(s):
Association FOOTURA
Module
rational
The right pedagogy – consistent with age, gender,
personality and the right motivation for teaching and
learning is among the key features of successful integration,
assimilation of new knowledge and methods, building trust,
mutual support and teamwork to achieve success (among
youth through their participation in sport clubs and not only).
Motivation is the primary mean for achieving many of the
other principles of successful work in sport club and society
because it often outgrows the personal ambitions and
crosses in group, club and community goals and demands.
We all know that putting common clear and specific purpose,
often divided into smaller sub-goals, is the main
psychological, educational and motivating solution for the
successful implementation of internal teamwork. Ability to
motivate - which includes some basic pedagogical principles
as: positive manipulation, management of social,
preparatory and training processes, personal example,
managing of the individual and mostly the common goals, is
an essential tool for any coach when working with children
and adolescents. Due to various social problems in society
that affect a large extent on youth, they need a leader, an
undisputed authority and at least one big goal to follow- and
they can find all this in their sport club.

31
Learning
objectives:
To support the qualification of trainers in the field of
pedagogy, motivation and achievement of effective
pursuit of team goals. In many cases, namely coaches
represent the club in front of children and society, and
their work and motivation must affect positively on
teamwork and individual sport and personal
development of the young sportsman.
Competencies
gained
Trainers, club representatives and sport coaches should be
able to:
demonstrate personal attention, efforts and time to
the set aims– role model
demonstrate knowledge, skills and understanding
of the basic pedagogical and motivational principles
and methodology and their application to specific
needs of social disadvantaged children from
different social and cultural background
form positive attitude and atmosphere of equality in
the team. Working for better social inclusion, inter-
cultural communication, physical and health culture.
add knowledge and critical understanding in the
areas of children psychology and pedagogy mostly
connected to motivation and management of
activities with sport and social dimensions.
Teaching
methods
face to face,
individual work
web,
non formal education activities.
Assesment of
attendees
self-evaluation test,
theoretical and practical demonstration,

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32
A teacher who is attempting to teach
without inspiring the pupil with a
desire to learn is hammering on cold
iron
Horace Mann
6.1 Introduction
6.1.1 Description
This learning material intends to give a short overview of the development and
future perspectives of sports pedagogy and sports motivation as a part of sports
science. Nowadays sports
pedagogy seems not to be
affirmative to the system of sports.
The development of sports
sciences as a whole proceeds, and
the question is whether sports
pedagogy could be the integrating
point of the diverging sports
sciences and to determine the scientific location of the discipline.
Non-ideologically determined physical exercise, or sport for all (Eichberg, 2010)
has been practiced from the beginning of civilization to today for pleasure,
splendour, emotion and other themes. These are activities that foster values such
as morality, ambition, ethics, honour, competition on equal terms, while at the
same time develop the motivation and desire for self-improvement, and work as
a perfect tool for informal learning and pedagogy. All these values and principles
lie at the heart of most sports and sports games.
The self-realization model is a part of the concept of the evolution of sports
culture in relation to the systems of social order and the main motivation for its
participants as well as the more general concept of the “anthropology of spiritual
progress” found in human psychology (Wojciech at al., 2012).
Sport is a social phenomenon and all sports organizations work for better vision
of sport in general and of their product - partially. For correct development of
sport clubs in the contemporary times and through the prism of the social
demands every club must work on several levels – sport development – SPORT
RESULTS, administrative and development of own resources and specialists -
CAPACITY, horizontal (active relations with other clubs) and vertical (active

33
relations with the respective federation, ministry or other institution), marketing,
image and media, social, personal (regarding players), business, institutional,
international, etc. No matter if the clubs are professional or amateur, the
following main administrative and development focuses should exist:
participation in national and international networks of cooperation for sharing of
experience, good practices and development; the focus on amateur sport and the
support of own teams (veterans, ladies, supporters, kids); the construction of the
club's sports school with highly qualified coaches to serve as an incubator for the
development of young talents and to provide an opportunity for a possible career
in the future; participation in a projects of a local organizations (including
universities, schools and kindergartens) for developing sport for kids and youths;
search and internal and external qualification of trainers and other specialized
staff; organization of more self-developed projects concerning applying for
external funding, society retention, maintenance and construction of new sports
facilities; work for the positive image in the society, etc. And all this is necessary
in order to achieve optimal conditions for pedagogical and sports work with
youth and to achieve better motivation inside the club.
All the fields – including
physical education and
sport (in school and in
the sports club) – have to
bring their contribution
to the social and moral
development of the
youth. It is assumed that
physical education and sport have an essential role in this sense, because they
represent a context where many of the student–student (player – player) and
student–teacher (player – coach) social interactions occur. Bailey (2006)
underlines that the extent to which physical education and sport positively
contributes to the social and moral development of a student depends on the
action and interactions between students and their teachers and on the
likelihood of these teachers using their potential in this matter. The teachers may

0
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not always know to use this potential. The same refers to the connection player –
coach in the sports club.
As sport has changed and become increasingly professionalized, the roles of a
coach have
become more complex – coaches can still be viewed only as ‘motivators’,
however, this perspective is rather narrow. Coaching roles have evolved to
become more pedagogical, more technical, and more demanding of multi-
tasking competencies
8
. As the coach’s role has evolved, the understanding of
what constitutes excellence in coaching – especially in youth sport - also must
change.
6.1.2 Definition
After researching various studies, we have identified several guiding principles for
successful sports-pedagogical work and increased motivation for work and
development. While pedagogy is unidirectional process of transferring the sport,
behavioural, social and other messages from the coach, motivation is more
complex process. Here are some of our conclusions:
Participating in sports not only enhances physical health, but also has
positive social and psychological effects, including increased self-
esteem, development of life skills, decreased involvement in risky
behaviours, etc.
Sport is the perfect tool for social inclusion of disadvantaged social
groups and individuals. Unfortunately there are not qualified specialists
to work with these people and none of the coaches participated in social
inclusive events through sport.
The coach is the main and the only connection with the youths in sport
club and as such, he has to be a friend, a role-model, and supervisor for
youth.
Coaches are not so motivated to develop out-of-club activities – such as
open training, demonstrations, social events, volunteer opportunities, or
other because their efforts are not appreciated from the club and from
8
(Salmela, 1996)

35
the society. In the same way clubs are not motivated to contact with
parents and school teachers in order to resolve player's problems, school
absences connected with important sport events, etc.
Coaches don't have opportunities to develop their skills – there aren't so
many seminars, training courses, additional qualification courses, event
program of many clubs is too poor, etc. The main advantage for children
coming from social disadvantaged groups is participating in organized
sports activities
Sport clubs and sportsmen are in fewer or higher grade a role-model for
youths
Sport clubs are not so active in the society – they are not organizing
open trainings, demonstrations, social events, volunteer opportunities,
etc. So nobody participates in such and nobody shares positive
experience...
Sport clubs are not realizing properly even free or low-cost opportunities
such as internet presence, some of them don't have websites, profiles in
social networks, etc.
Children have a lot of problems and potential threads every day. In the
same time sport can give them a field to develop themselves as a person
in an excellent way.
Professional sport clubs don't pay attention to social models of sport,
they don't participate in open campaigns as European week of sport,
International day of sport for peace of UN, etc. Some of the amateur
clubs and organizations use better these opportunities to promote their
activity in the community and to find new members, supporters,
players...
Sport teachers are not so aware of their responsibility in the social and
moral development of the students through sport. There is also
insufficient information of the way they understand and apply the
objectives of moral education. The physical education, sport teachers
and coaches have no special training concerning the social and moral
development of the students.
While research in sport pedagogy and research in the field of physical education
continue to overlap, sport pedagogy is now seen to be the overarching academic
discipline, informing learning, teaching and instruction in a wide range of sport,
physical activity and exercise contexts. At the centre of the inquiry is the
pedagogical encounter between the teacher/coach/instructor and the

0
36
learner/player/participant. In this, it is the purpose of sport pedagogy to support
the needs of learners in sport, and other forms of physical activity, wherever and
whenever they seek to learn through the life-course. To achieve this end, sport
pedagogy researchers should be encouraged to engage in inter-disciplinary work,
in order to transcend the respective academic silos that sometimes exist between
the distinct sub-disciplines in sport science.
Finally, the notion of pedagogical work as providing a useful concept for
analyzing the contribution of sport pedagogy to understandings related to how
we come to know about physical activity, the body, and health.
6.1.3 Use of pedagogical and motivational methods
The profession of sports pedagogue is implemented in two main directions - a
physical education teacher and sports coach. As a specific subject of labour stand
the processes of education, training and education in terms of physical education
and sports activities. The product in question sphere is obtained indirectly -
through education and professional training of trainees. Sports teaching
profession is complicated and complex, as it concentrates knowledge and skills
from various other fields - philosophy, psychology, sociology, science and more.
The sports pedagogue influences directly and daily on the personal
characteristics of his trainees and their participation in the course of teaching and
training activity. Coach's philosophy is a set of moral beliefs that determine
his/her behaviour in various situations. The coach's role is to create a philosophy

37
common to the team or group, in order to ensure cohesion and coordination of
the athletes.
One of the most popular ethics models applied to coaches belongs to Passmore
(2011) and it is called the action model. It consists of six stages: awareness,
classification, time for reflection, support and counselling, initiation, evaluation
of options and integration of new. Awareness – the coach must understand
his/her position and the provisions of the code of professional conduct, as well as
his/her own values and beliefs. Classification – the coach must identify all the
potential ethical issues and to classify them into the category of dilemmas, if they
meet the conditions. Time for reflection, support and advice – the coach must
discuss with people with expertise in ethics the ethical dilemmas they face, to be
able to choose what is right in terms of morale. Initiation - subsequent to the
previous stage of analysis, he/she initiates a process of establishing the
alternatives to resolve the ethical problem arisen. Evaluation of options – at this
stage, the coach addresses all the alternatives from the previous stage in the light
of the provisions of the code of ethics and of personal values (the first step).
Integration of new – as soon as the coach has chosen a specific alternative in
response to an ethical dilemma, he/she must integrate it into his/her code of
ethical values.
6.1.4 The coach as a role-model and leader in the team
The morality of the coaches is very important since they have an important
influence on the players - they train and act the same as the managers, as an
ethic catalyst within the sport club. Thus, he/she must promote among athletes
respect, trust, fair play, sportsmanship, honour, fairness. In this sense, within
sports organizations, there is a code of conduct for coaches, which works as a
guideline that directs them in their work and in the relationship with athletes,
with colleagues, and with superiors.
One of the most important tasks for the coach in every sport team is to build his
own authority in the team based on:
his moral and coach skills / knowledge

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38
individual and group management of motivation and communication
processes
governance of team's, club's and players's short-term and long-term
aims
distribution of key-roles and responsibilities inside the team (both on the
field and outside the field)
processes of personal identifying and inside dynamics – for better
communication and task achievement for the group’s members
The definition of an excellent coach is difficult because it often depends on the
ultimate performance of the athletes in a coach’s charge. However, if we identify
and describe the competencies of coaches who we deem as excellent based
solely on athletes’ performances, we are mistakenly basing our search on indirect
behavioural measures (Berliner, 2001), it is clear that a definition of coaching
excellence based on athletes’ performances alone is inappropriate. Excellence in
coaching is more than win-loss records, more than the achievement of individual
athletes’ trophies and personal records, and more that the degree of mastery
observed in athletes during training sessions
9
.
Excellence must be judged by how coaches employ their knowledge, and
demonstrate their behavioural, pedagogical and social competencies during their
interactions with athletes in various sport contexts.
6.2 Module Rationale
6.2.1 Significance of Pedagogy in Sport
The right pedagogy – consistent with age, gender, personality and the right
motivation for teaching and learning is among the key features of successful
integration, assimilation of new knowledge and methods, building trust, mutual
support and teamwork to achieve success (among youth through their
participation in sport clubs and not only). Due to various social problems in
9
(Mallett & Côté, 2006)

39
society that affect many youth, they need a leader, an undisputed authority and
at least one big goal to follow- and they can find all this in their sport club.
According to Richard L. Light - despite some challenges in their implementation,
player/athlete-centred, inquiry-based approaches to teaching games and
coaching team sport can improve game playing ability, increase player/athlete
motivation and provide positive effective experiences of learning. A range of
these approaches, including Teaching Games for Understanding, Game Sense,
Play Practice and the Tactical-Decision Learning Model vary in detail but share
enough in common to be referred as game-based or game-centred approaches.
This includes the central role that dialogue, reflection and purposeful social
interaction play in facilitating learning and the deep understanding that they can
promote. While these approaches are widely referred to as instructional models
for teaching and coaching, consideration of the common pedagogical features
they share offers an alternative conception that creates possibilities for
promoting the same positive learning outcomes in sports beyond team games.
Pedagogy is a discipline that deals with the theory and practice of education; it
thus concerns the study of how best to teach. Spanning a broad range of
practice, its aims range from furthering liberal education (the general
development of human potential) to the narrower specifics of vocational
education (the imparting and acquisition of specific skills). Instructive strategies
are governed by the pupil's background knowledge and experience, situation,
and environment, as well as learning goals set by the student and teacher.
On the other hand sport pedagogy is on the border of science and education. It is
the academic field of study, which is located at the intersection between sport
and education. As a discipline, sport pedagogy is concerned with learning,
teaching and instruction in sport, physical education and related areas of physical
activity. Whilst sport pedagogy is mostly regarded as a sub-discipline of sport
science (in North America frequently referred to as kinesiology), its theoretical
grounding is also underpinned by the general education sciences. As a scientific
sub-discipline sport pedagogy is therefore allied to both fields of sport science
and education.

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6.2.2 Significance of Motivation in Sport
Motivation is the primary mean for achieving many of the other principles of
successful work in sports clubs and society because it often outgrows the
personal ambitions and converts in group, club and community goals and
demands. We all know that putting common clear and specific purpose, often
divided into smaller sub-goals, is the main psychological, educational and
motivating solution for the successful implementation of internal teamwork.
Ability to motivate - which includes some basic pedagogical principles as: positive
manipulation, management of social, preparatory and training processes,
personal example, managing of the individual and mostly the common goals, is
an essential tool for any coach when working with children and adolescents.
It is important for coaches to plan and act in accordance with athletes’ needs.
Coaches, therefore, should plan to avoid contexts that overly encourage
competition and performance. They should disengage from the temptation to
promote competitive performance.
Coaches should design a variety of play activities and low-organization games,
with a repertoire of possible refinements to meet the developmentally
appropriate needs of the child (6-12 yrs) athletes. The focus should be on
intrinsically motivating behaviors related to ‘deliberate play’
10
opportunities
rather than on highly structured, time-constrained, externally controlled
activities such as ‘deliberate practice’
11
.
Participants in the recreational years (13+ yrs) have elected not to pursue an elite
developmental trajectory in sport but remain involved because they see it as an
outlet where they can continue to have fun, be challenged, and enjoy
competition at a ‘local level’ (e.g., houseleague).
Athletes in the specializing years (13-15 yrs) need to have fun and enjoy their
experience is now complemented by their need to receive the proper structured
10
(CÔté & Fraser-Thomas, 2007)
11
(Ericsson, Krampe, & Tesch-Römer, 1993)

41
training in progressively greater doses, and to acquire the sport-specific skills
necessary to reach more elite competitive levels.
Athletes in the investment years (16-19 yrs) understand that they are capable of
advancing to the elite levels of their sport and understand that they need to
invest intensively in their primary sport. These athletes need properly structured
sport-specific training in very high doses. Athletes in this category are
characterized by the integrated regulation of extrinsic forms of motivation, such
as winning, being chosen for a national team, or establishing a sport career.
6.3 Module Aim
The general objective of this Learning material is to present knowledge and skills
to coaches and sport clubs enabling them to successfully meet the everyday
challenges in terms of pedagogy and motivation perspectives. Working with
youth is very difficult because they are like indicators of the society's values.
Working in sport clubs for improvement of youth's values and principles, giving
them a life perspective and aim, showing them a personal example, teaching
them to work in a team – all these educational means are much more socially
connected than sports connected. Through sport we can achieve two variants of
socially significant results – united in their sense:
Socially integration and better life perspective of disadvantaged children
and youth through sport activities
Life-time health practices and knowledge; opportunity for successful
sport career
In both cases, we need qualified pedagogue and qualified sports instructor – this
could be matched in one person in the perfect case.
We accent on the pedagogical qualification of the coach, not on his sport
(physical, tactical, technical) preparation. That is why because considering
children we really need qualified specialists and persons who know well the
principles of psychology and pedagogy, and their sub-principles – motivation,
team spirit, team work, common values and aims, role-model, etc.

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42
Our overall aim is to support the qualification of coaches in the field of pedagogy,
motivation and achievement of effective pursuit of team goals. In many cases,
namely coaches represent the club in front of children, parents and society, and
their work and motivation must affect positively on teamwork and individual
sport and personal development of the young sportsman.
6.3.1 Building on successful teaching approaches
Good-quality coach instruction is often characterized by sports-pedagogy
approaches such as:
Good use of mentoring and coaching techniques
Training planning skills. Ability to formulate training purposes
Effective internal (communication) and external management of team
Substantial group and team work opportunities
Constructive pedagogical abilities - proper selection and composition of
training programs, taking into account age and individual characteristics
of players
Gnostic / cognition abilities - learning and knowledge of athletes and
their individual and personal characteristics and behaviour, living
conditions and activities in which they grow, their participation in
various activities
High-quality demonstrations
High numbers of practical learning opportunities
High use of competitive situations
High use of games-based activities for developing skills
Non-threatening use of target setting and monitoring progress
Inside integration in the team - techniques for integration of every
member of the team
Outside integration – techniques for social dimensions and integration
with community life
Also sports teacher performs various didactic functions in the process of
education and sports training:
organizer and leader of the cognitive activity of athletes
source of knowledge and skills for athletes
regulator of the learning process
facilitator of the learning process

43
educator to trainees directing their activities towards the development
of valuable personal qualities and characteristics
assessor of athletes' performance
To realize all these complex features in his activities, the sports pedagogue
should possess a fundamental professional training that can be seen in the
following areas:
Special sports training - requires knowledge of the development of
sport as a contemporary social phenomenon, knowledge about major
sporting disciplines and their leading features, about training loads and
methods of developing various physical properties
Psycho-pedagogical and methodological training - assumes
knowledge of the basic psychological processes and states, for
education, training and education processes and activities, and their
specific manifestation in physical education and sport, leading
pedagogical principles, methods, forms, tools and specificity of their
application in sports activities.
Medico-biological training - include knowledge of basic medical and
biologic disciplines (anatomy and physiology, biochemistry, bio-
mechanics, sports medicine) and built skills to implement them in terms
of physical education and sports activities
Cross-cultural training – it expresses in development of broad general
culture, knowledge of the lifestyle, traditions, rituals of different
countries, the current conditions and trends of modern society and
culture as a whole.
There are many researches for classification of necessary professional-personal
skills of the sports pedagogue. Some of them are pedagogical sociability,
emotional stability, pedagogical observation, empathy, pedagogical creativity.
For the successful implementation of sports and pedagogical activities are
needed and also some personal qualities and characteristics:

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Intellectual qualities - concentration, curiosity, observation, flexibility,
concentration, critical thought, adaptability and others.
Physical qualities - speed, strength, endurance, flexibility, agility
Moral qualities - honesty, integrity, fairness, tact, tolerance, kindness,
rigor, respect and more.
All discussed above knowledge, skills, qualities and abilities, required for
successful operation of the sports teacher, are the basis of pedagogical skills of
the coach. Training of the coach in respect of the indicated knowledge, skills,
qualities and abilities is key for the overall success of led by him/her team/club
and in the context of specific current challenges in society - need of inclusion,
preventive healthy and anti-social work, motivation of young and detachment
from the virtual world and others.
6.3.2 Improvement of social and inclusive (through sport) knowledge
The literature suggests that player-centred approach to teaching games and
coaching teams can improve game playing ability, increase player motivation and
provide positive affective experiences of learning. A range of these approaches
vary in detail but share enough in common to be referred as game-based or
game-centred approaches. This includes the central role that dialogue, reflection
and purposeful social interaction play in facilitating learning and the deep
understanding that they can promote. While these approaches are widely
referred to as instructional models for teaching and coaching consideration of the
common pedagogical features they share offers an alternative conception that
creates possibilities for promoting the same positive learning outcomes in sports
beyond team games. In this way, we examine the concept of positive pedagogy
to explore what it has to offer coaching across a range of sports.
The value of sport as a vehicle for social development and progressive social
change has been much debated, yet what tends to get missed in this debate is
the way education may foster, enable or impede the transformative action that
underpins the social outcomes to which the “sport for development and peace”
sector aspires. Undoubtedly, sport can play a major role in international,
intercultural and inter-religious dialogue and to implement on a larger scale the
strategies of supranational bodies (such as the UN, the EU, etc.)

45
6.4 Learning Content
The main learning outcomes to acquire through this Guidance are renewal of old
and assimilation of new competencies, knowledge and means for
implementation of theoretical knowledge into practice. And also to:
demonstrate personal attention, efforts and time to the set aims– role
model
demonstrate knowledge, skills and understanding of the basic
pedagogical and motivational principles and methodology and their
application to specific needs of social disadvantaged children from
different social and cultural background
form positive attitude and atmosphere of equality in the team. Working
for better social inclusion, inter-cultural communication, and physical
and health culture.
add knowledge and critical understanding in the areas of children/youth
psychology and pedagogy mostly connected to motivation and
management of activities with sport and social dimensions.
6.4.1 Best practices
Stating that there are not training or seminars for coaches related to their
pedagogy and social (integration) work, we believe that there is a great need for
research and contribution in this area. Speaking about trainings of coaches to
promote social integration, we understand that there is a lot of work to be done.
In our work we already tried to realize some similar initiatives - mainly through
sports like football and table tennis. Our initiatives weren't trainings but they
were direct events to promote sports as a social tool (and tool for integration and
community building) in front of participants (sportsmen) themselves. For that
purpose, we used models like "Sport for charity", "Role models in Sport", "Sports
workshops", etc.
Now - implementing ATHLISI project, we have the chance to go further, working
with the trainers in sports clubs for their better preparation in terms of
theoretical and practical sides of using sport as a social (integration) tool.

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46
Some of good practices that we know for direct social inclusion through sport
are:
Football club Concordia Sofia develops and implements sports-social
projects aimed at working with children and adolescents. Main aim of
the football club is through sports children learn tolerance, discipline and
respect for each other, gain social experience and communication skills
to, improve their health and nutrition culture and to increase their
interest in sport.
An initiative called "Team of Hope". This team accepts only migrants
and youths from ethnic minorities (often these are children without
families) in Bulgaria, organizing trainings and playing every weekend in
the futsal championship of Sofia. Youths there are usually 18 year old
and older, as the idea is to start their positive social life (out of
institutions) in a friendly environment and with a chance to demonstrate
their skills and character. This team forms Bulgaria Homeless national
team which participate every year in Homeless World Cup. The right
management of this project gives sponsors and supporters in order to
give this social opportunity for the youths through their favourite game
– football.
"Inter Campus" is a long-term social program developed in 1997 under
the auspices of FC "Internazionale" - Milan. Bulgaria and Brazil are the
first two countries that are part of this program from the start. In
Bulgaria there are 5 centers "Inter Campus" with more than 200 children
aged between 6 and 14 years. The belief that sport contributes to
harmony in human relations and promote balancing of ethnic, religious
and cultural differences, is the main motor of the program and it
continues to work actively on its expansion.
6.4.2 Why proper sports pedagogy is so important?
Speaking about results in the various age groups most important factors are:
infrastructure and qualified sport coaches (specialists) - good pedagogues. There
are many examples that talent/potential of children/youths expresses differently
in different conditions - much better in good conditions (as infrastructure,
coaches, moral support, etc.). Unfortunately there are many examples when
talented youth don't develop their sport potential only because of the lack of
good conditions for that. That's why the basic and most important conditions for

47
successful work of a sport club, regarding its development program (and
respectively results), are sport infrastructure and qualified coaches.
Association Footura experts believe that speaking and improvement of the
following skills of the coaches and sport managers will be positive for every club
and society:
Theoretical and practical lessons and exercises in regard to work with
disadvantaged people, children and youths
More soft skills for the coaches – communication, motivation, personal
participation and role-model, working in inter-cultural atmosphere, etc.
Creating of common resources for exchange of information,
opportunities, new tools and methods, best practices after the course
Working with the society, involving representatives of the local
community as volunteers; attracting them as audience.
6.4.3 Self-assessment test
Stimulating self-evaluation empowers coaches to think of actions leading to
objective self-awareness. Supervised, gradually complicated self-evaluation
facilitates the construction of a sense of objectives. Psychological tests can play a
crucial role in identifying the strengths and weaknesses of coaches and
evaluating the effectiveness of psychological skills training programs.
1. List the problems connected with pedagogy and motivation that you had when
coaching youngsters from your club?

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2. List the most often problems in sport clubs in your country – connected with
the pedagogical process and motivation for sport when referring to socially
vulnerable groups?
3. In this exercise you are asked to choose your top three values and to start to
examine why these are so important to you. Completing this will help you think
more about how these values influence your actions and understand why you
may respond in a certain way if someone acts in a manner that goes against one
of these values.
Think about the three most important pedagogical and motivational values that
are most important to you as a coach? Write them in the spaces below.
Why do you believe that these values are important?

49
What could you start doing to help you demonstrate these values more fully?
Recall a moment in your career when you really lived this values with your sport
team / athlete / teammates. What behaviours did you exhibit that support these
values?
How you can increase sports motivation in athlete / team?

0
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Theoretical and practical demonstration - Connection to online training and
resources
Take the following self-assessment test for coaches to get an idea of your
strengths and weaknesses as a coach and to get some advice on how to improve
your pedagogy and motivation skills as a coach:
http://www.dreamcatcher-consulting.com/self-test.htm
http://www.sportscoachuk.org/sites/default/files/scuk_learning_v3.swf
http://www.valuescentre.com/our-products/products-individuals/personal-
values-assessment-pva
Here there is self-assessment test for sport players measuring their level of
motivation:
http://etesting.modwest.com/assessments.php?test=1
*Athletes can purchase this assessment test. In this case, the athlete is presented
with instructions about how to complete the test, does the test, and then
completes a personal details form. Test questionnaire is free, but there is 20 EUR
fee to receive an analysis
Here there are more useful information
- Alisa R. James, ©2012 Survive and Thrive as a Physical Educator -
http://www.humankinetics.com/products/all-products/Survive-and-Thrive-as-a-
Physical-Educator

51
Mackenzie, B. (2004) Coach Assessment [www] Available from:
https://www.brianmac.co.uk/coachass.htm [Accessed 30/1/2017]

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6.5 Conclusions
Generally, some of the most important and useful conclusions and key points
that are included in this Learning material are:
Participating in sports not only enhances physical health, but also has
positive social and psychological effects, including increased self-
esteem, development of life skills, decreased involvement in risky
behaviours, etc.
Engagement in physical activity, and especially in a kind of organized
sport prevents, decreases stress, anxiety and depression. In addition to
these physiological benefits, sports participation can also improve
cognitive and educational performance and provide valuable
development experiences, it can contribute for inclusive practices in any
stages, etc.
Many researches confirms that sports can be a mean for overcoming
discrimination, it can build social connections and can attract young
people to out-of-school educational programs, which can achieve
substantial improvements in literacy and numeracy.
Sport can be also quite helpful in dealing with youths-related problems
connected with inadequate usage of the spare time, growing aggression
and inclination to follow negative social models, etc.
Sport sector can be the messenger for many social values and norms.
Research also suggests that it can be an arena for developing social skills
like cooperation, responsibility, empathy and self-control, as well as
promote good citizenship, social success, positive peer relations,
leadership skills, and a sense of initiative.
Targeted sport activities implemented by sport clubs and coaches are
also great opportunity for inclusion of disadvantaged social groups as
people with disabilities, migrants, ethnic minorities, economically
disadvantaged, etc. - the most positive and fastest effect of it will be
visible when it concerns to children and youths.
-One of the most topical problems today is the preservation of the
health of the young generation. This is a permanent, complex, dynamic
and multi-driven process that occurs of particular natural and social
environment.

53
Physical education and sport are called upon to provide of their adolescents
necessary opportunities for better health functional and motor development,
preparation and competence for further self-cultivation practice, for their better
social inclusion and integration and others - as a condition of maintaining good
health and harmony. In this regard the right physical development - which in
many ways predetermines social inclusion and success - needs adequate motor
activity lessons in physical education (in schools) and specific sports trainings (in
sports clubs) – as a base of the full development and perfection of physiological
systems and motor abilities of youth. One of the main tasks of physical education
and sport in schools and in sports clubs (by the quality of education and social
experience) is to assist and direct the adequate development of their motor
abilities for complete and effective realization in life. In this regard it is important
to strengthen the connections (where it is possible) between schools and the
different sports club - respectively - sports coaches and specialists.
Other key points to the relation how to optimize sports opportunities and how to
bring the concentrated and purposeful sport (controlled by coaches and
specialists) closer to children and every ordinary citizen and society as a whole,
were based on researching over the models: Interrelations between physical
activity, physical fitness and health, The model "Sport for everybody", Sport in
the Context of Social Sciences, The scientific optimization of sport training for
body fortification, Most popular sports for children, Social dimensions of Sport
and so on.
Local stakeholders are usually active when there are opportunities for involving
of their students (if they are schools), members or players (if they are sport
organizations or clubs) and they are willing to participate with their time, staff,
infrastructure or else. Work with the public offices is still not the easiest thing but
it is very useful for the publicity. The involving of stakeholders and stockholders
could create new condition for sports clubs role in the social and educational
process. Thus, voluntary activities in sport can be promoted, together with social
inclusion, equal opportunities and awareness of the importance of health-
enhancing physical activity through increased participation in, and equal access
to, sport for all.

0
54
Practicing a physical and sport activity in an educational setting has positive
effects on school success, a sense of belonging and pride towards school,
motivation to stay at school and thus prevent early school leaving. Recent studies
have shown that students who do physical activities have better productivity at
school than those who don’t. These benefits result from the combination of
several factors. Physical activity stimulates the production of substances that
protect neurons, which can improve memory, concentration and attention span.
It is also observed an increased confidence, self-esteem and self-perception.
Integrating young people with development or learning differences is made
easier whilst bad behaviour at school and on streets decreases (including
aggressive activiites which are usually done by not-sporting youths). Youth
develop a very strong identification with their sport club or school because the
team in which they play, represents them and symbolizes an extension of their
personality.
It is necessary that a sports club coach understands that its objective is not
performance at any cost and by any means. His moral duty is to ensure the
optimal deployment of sports activities, in accordance with the legal regulations
and moral principles, in a healthy motivational climate in which sportsmanship is
more important than victory at all costs and risks.
Society today forms a new moral profile of sports clubs coaches, helping other
people interested in the world of sport to understand the role especially
important that the coach has it in the club, for the maintenance and development
of the ethics of athletes he prepares.
6.6 SWOT Analyses
Strengths
Sports pedagogy is an
unique combination of
social, coaching and training
work
A high level of applicability
Weaknesses
Sometimes motivation of
sports coaches is not so high
– especially in amateur clubs
There aren't so many
qualifies sports pedagogues

55
everywhere
Sports pedagogy is an
innovative discipline
Sports pedagogy is a great
tool for inclusion if carious
disadvantaged groups
Values of sport and sports
pedagogy (mainly referring
to young people) are valid
for all sports and all
countries
Principles of sports
pedagogy could be used in
current and future social life
Learning important sports
and life lessons in an
informal way
Keeping young people's
interest in educational
subjects as a whole and
sporting development in
particular
Low expenses for the
organizations, schools and
clubs who want to
implement some of the
values of sports pedagogy –
they need only qualified
pedagogues
Development of additional
knowledge and qualification
of sports coaches and
teachers
Lack of training units and
practices (by sports
federations, authorities,
sports clubs, etc.)
Coaches are not using the
full potential of sports work,
especially in youth field
Sports clubs are not so active
in social presence and
integration work
There is no proper
communication between
school and sports club
The lack of established
internal policies and the
persistence in the imposition
of sports pedagogy in sports
clubs
Not sufficiently unified
regulations (at national and
European level) concerning
youth work in their spare
time – respectivelly
insufficient accent on the
opportunities of sports clubs
Opportunities
Diversification of the school /
Threats
Increasing the hours of

0
56
sports club program
Enhancing the importance of
the sports pedagogue
Expanding the opportunities
of the sports clubs for wider
participation in public life
Increasing the motivation for
sport both among active
youths and among those
who do not actively engage
in physical activity
Development and realization
of successful positive
motivational models
(through the training and
sports activities in the sports
club)
Filling the everyday life of
young people with informal
effective learning methods
that are also useful for their
physique, mentality and
psyche
Placing and realization of
successful motivational
models (through the training
and sports activities in the
sports club)
students / athletes when
automatically adding
teaching material
Enhancing the dependency
of the sports club on the
availability of a quality sports
pedagogue
Insufficiently well-trained
sports pedagogues
Poor distribution of
pedagogical methods -
mismatch in indicators such
as workload, age,
receptivity, appropriate
methods, etc.
Unsustainable development
due to lack of persistence,
public and institutional
support

57
BIBLIOGRAPHY
1. Armour, K. (Ed.)(2011). Sport Pedagogy: An introduction for coaching and
teaching. London: Pearson.
2. Jean Côté Queen’s University, Canada Bradley Young University of Alberta,
Canada Julian North and Patrick Duffy Sports Coach UK, England, Towards a
Definition of Excellence in Sport Coaching/
3. Haag, H. (1989). Research in ‘sport pedagogy’: One field of theoretical study in
the science of sport. International Review of Education, 35(1), 5–16
4. Beashel, P. and Taylor, J. (1996) Advanced Studies in Physical Education and
Sport. UK: Thomas Nelson and Sons Ltd.
5. Butler, R.J., & Hardy, L. (1992). The performance profile: Theory and
application. The Sport Psychologist, 6, 253-264.
6. Crisfield, P. et al. (1999) The Successful Coach. 2nd ed. UK; The National Coach
Foundation
7. Gagné, F. (2003). Transforming gifts into talents: The DMGT as a
developmental theory. In N. Colangelo, & G.A. David (Eds.), Handbook of gifted
education (3rd ed., pp. 60-74). Boston: Allyn and Bacon.
8. Richard L. Light / Stephen Harvey, Positive Pedagogy for sport coaching 271-
287, 2015
9. Cristian Mihail Rus, Liliana Elisabeta Radu, The implications of physical
education and sport in the moral education of high school students, Revista de
cercetare [i interven]ie social, 2014, vol. 45, pp. 45-55
10. Mileva, Eleonora, Pedagogy of Physical Education and Sports, Sofia, 2012,
Avangard prima
11. Bailey, R. (2006). Physical education and sport in schools. A review of benefits
and
outcomes. Journal of School Health, 76(8), 397-401

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12. Janssens, J. (2004). Education through sport. An everview of good practices in
Europe, Nieuwegein, Netherlands: Arko Sport Media.
13. Passmore, J. (2011), Supervision in Coaching: Supervision, Ethics and
Continuous Professional Development, Kogan Page Publishers.
14. Eichberg, H. (2010) Bodily democracy: towards a philosophy of sport for all,
Routledge, London–New York.
15. Wojciech J. Cynarski, Kazimierz Obodyski, Howard Z. Zeng (2012), Martial
Arts Anthropology for Sport Pedagogy and Physical Education, Year IV, No. 2,
August, pp.129 – 152
16. Salmela, J.H.. (1996) Great job coach! Getting the edge from proven winners.
Ottawa, ON: Potentium
17. Berliner, D.C. (2001). Learning about and learning from expert teachers.
International Journal of Educational Research, 35, 463-482.
18. Mallett, C. & Côté, J. (2006). Beyond winning and losing: Guidelines for
evaluating high performance coaches. The Sport Psychologist, 20, 213-218.
19. Torsten Schmidt-Millard (2003). Perspectives of modern sports pedagogy.
European Journal of Sport Science3(3):1-8·June 2003
20. Côté, J. & Fraser-Thomas, J. (2007). Youth involvement in sport. In P. Crocker
(Ed.). Sport psychology: A Canadian perspective, (pp. 270-298). Toronto:
Pearson.
21. Ericsson, K.A., Krampe, R.Th., & Tesch-Römer, C. (1993). The role of
deliberate practice in the acquisition of expert performance. Psychological
Review, 100, 363-406.

59
7 Sociology - Social inclusion, Interculturality, Social
Skills
Author(s),
institution(s):
CESIE
Module
rational
Sports as a tool for social inclusion and social change. A
declaration annexed to the Amsterdam Treaty emphasizes
"the social significance of sport, in particular its role in
forging identity and bringing people together" and the EU
institutions along many NGOs now emphasize the role of
sports as a tool for social integration and fighting
intolerance. The concept of social inclusion is one that all
kids should be introduced to.
Intercultural skills help coaches to interact with children from
different cultural/national background. Moreover, coaches
can adapt sports activities according to the different target
groups of children.
Social skills refer to those skills that facilitate communication
and interaction among people. In this way, they help people
to create better relationship and to communicate clearly and
respectfully. Social skills can be both verbal and non-verbal
communication such as body language and personal looks. It
is vital for coaches to use social skills because they are the
way to creating and developing relationships. The term
social skills describes the knowledge of and ability to use a
variety of social behaviors that are appropriate to a given
interpersonal situation and that are pleasing to others in
each situation
Learning
objectives:
To use the concept of fair play as an educational tool with
children
To increase coaches’ awareness about stereotypes
To overcome discrimination and create inclusive

0
60
environments through physical activity.
To develop and to acquire intercultural skills to make
awareness children and other coaches about different way to
play according to different groups.
To develop the coaches’ knowledge, skills and competencies
of using sport as a tool of social integration and delivering
exercise for children/young people, taking into consideration
differences of their social and cultural background
Competencies
gained
Knowledge:
strengthened ability to apply social inclusion in the
daily work with children
understanding of definition of culture and different
cultural backgrounds
increased understanding of social activities, social
skills and the benefits of social interaction
Skills:
improved ability to manage diversity
improved skills on how to manage conflict situation
and how to develop intercultural sensitivity
improved personal strengths in social interaction
Competences:
developed and enhanced professional practice
through open communication and dialogue
acquired competences on working effectively cross-
culturally
ability to communicate in different environments,
to express and understand different viewpoints, to
negotiate and be able to create confidence, to feel
empathy
Teaching
methods
face to face,
individual work
web

61
Assesment of
attendees
theoretical and practical examination
• demonstration of use of extended knowledge in
practice
• quiz to test the acquired knowledge

0
62
7.1 Social Inclusion Introduction
The purpose of this training module is to provide resources, such as non-formal
activities address to coaches that work with children. The concept behind all
these activities is social inclusion in particular for children coming from
disadvantages social groups.
7.2 What is Social Exclusion?
Social exclusion can be defined as the experience of social, cultural and economic
inequalities. It is the process whereby certain individuals, groups or communities
are pushed to the edge of society and cannot participate fully because of poverty,
inadequate education or underdeveloped life-skills .
As a result people may be excluded from some, but not necessarily all, aspects of
daily living which are considered normal for most of society. For example people
can be excluded from:
Production: not being able to access employment or education
Consumption: unable to afford goods and services
Social Networks: lack of access to social, sporting or cultural
organisations
Decision making: being without power to change personal or wider
circumstances
Very often this happens because of people’s lack of money or resources, however
it is also due to other influences. These can include:
Direct discrimination against particular groups or categories of people.
“Physical” barriers such as a lack of transport or the absence of
services/facilities in areas/communities.
People not having the confidence to literally step forward and
participate in society and what it offers.
People lacking the skills/qualifications which may be needed for them to
progress within society.
Organisations working on the basis of “one size fits all” and not being
geared to the particular needs of people with particular problems .

63
7.3 What Is Inclusion?
Social inclusion and social exclusion are relatively new terms developed in
response to criticisms of the term poverty. But poverty and deprivation are not
new and remain, in these progressive times, a major issue for many communities.
Social exclusion describes the process that leads to individuals or groups being
wholly or partly excluded from normal exchanges, practices and rights of modern
society and, therefore, full participation in that society. '”Social inclusion is the
process by which efforts are made to ensure that everyone, regardless of their
experiences and circumstances, can achieve their potential in life. An inclusive
society is characterized by a striving for reduced inequality, a balance between
individuals’ rights and duties and increased social cohesion” . (Inclusion, 2002)
7.4 Inclusion and Diversity In Sport
Being inclusive means welcoming everyone to your club, regardless of factors like
ability, gender, sex, background or age. Everyone has the right to be involved,
and it’s beneficial to all when club membership represents and reflects the whole
local community .
Inclusion in sport has been defined as ‘increasing access to, participation within,
and reducing exclusion from, any arena that provides sport and physical activity6
. Our goal should therefore be for all children and youth, no matter what type of
degree of disability they have, to take part fully in sport and leisure, according to
their choice. The types of barriers in accessing sport are :
1. Physical barriers:
Children with
disabilities need to
receive physical
rehabilitation
services
(physiotherapy,
prosthetics,
orthotics, mobility

0
64
aids, etc) to enable
them to play sport.
Sports facilities
need to be
accessible, eg.
equipped with
ramps and rails, and
with smooth
surfaces and access
routes. Sports
facilities also need
to have toilet and
changing facilities
which are
accessible, to both
males and females.
2. Social barriers:
There may be a
number of
unhelpful attitudes
and opinions
surrounding
children with
disabilities and
sport, which can
lead to the
children’s
exclusion. For
example: some
children and youth
may themselves
lack the self-
confidence to take
part in public
activities such as
sport. They may be
shy or
embarrassed,

65
worried about
being humiliated or
bullied by other
children/youth, or
afraid of
experiencing
defeat. The teacher
may also be afraid
of the child getting
injured, or not be
aware of adapted
games and sports
that are more
suitable for this
children. In a large
class, the teacher
may not have the
time to attend to
the specific needs
of one individual
child with special
needs in PE. Sports
clubs, which also
focus on
competitive sport,
may see it as a
waste of time
having youth with
disabilities as
members as they
will not be able to
compete.
3. Economic: Sport is
a leisure-time
activity and yet for
many youth, who
are living in
poverty, they do

0
66
not have the luxury
of free time to
spend in sport, as
they are busy in
livelihood activities.
There are also
some financial
costs to
participation in
sport, most notably
transport. Other
costs include the
cost of sports
equipment and
clothing.
Sport and play can help to address a child’s low self-esteem or low self-
confidence, by enabling the child:
to enjoy the excitement of winning, and the praise and recognition that
he/she receives after a victory
to have sense achievement when he/she can achieve personal goals –
eg. when hitting a cricket ball for six for the first time, or when beating
his/ her personal best time in athletics
to experience the satisfaction of trying and mastering a new skill, eg.
learning to ride a bicycle, or playing table tennis for the first time
to broaden horizons through travelling to new places for away fixtures
to meet new people and make new friends
to gain experience of leadership or responsibility, eg. by being appointed
a team captain or a referee.
When working with children in sport and physical activity there are some general
principles to keep in mind. Jowsey (1992) provides us with the following useful
list:
1. Focus on ability! You should establish what the child’s strengths and abilities
are and try to develop these. To build the child’s confidence and motivate
her to continue practising sport, it’s important that he/ she experiences

67
success, so you should focus on activities (at least in the beginning) which
play to his/her strengths and abilities, where he/she is most likely to succeed.
2. Encourage independence : participation in PE and sport is an opportunity to
help the child to develop this independence. But you should also make sure
that the environment is conducive to developing this independence.
3. Encourage the child to be responsible for his own learning: PE and sport is
an excellent medium through which children can learn to think for
themselves. When introducing a new skill, take a step back and let the child
explore how to carry out the action himself/ herself before offering
assistance. Encourage the child to ask for help if required, and offer this help
only after being requested. Remember also that children are free to make
their own choices and decisions, eg. about what games they take part in, or
when they need to stop and take a break, although the coach or play leader
may need to take a more controlling attitude when it comes to health and
safety issues.
4. Allow sufficient time – be patient! Some children may need more time to
understand an instruction, so you may have to repeat several times. Make
sure that the other children in the group are also patient and understanding
of the child’s needs. Prior to a PE lesson/games session, you must also allow
a sufficient amount of your time, eg. for planning the session.
5. Be aware of specific ‘watch points’ for each child: you need to know about
any particular health issue related to each individual child, eg. epilepsy, heart
condition, etc. Also, make sure you get to know individual children’s likes,
dislikes, preferences, etc, in sport and games, especially for children with
intellectual impairment or behavioral problems (see below under
‘impairment-specific tips’).
6. Practice close observation: this will help you to analyse the child’s response
to a given task and make adjustments accordingly. For example observing
how a child shoots in basketball will enable you to modify the task in future,
eg. reducing the distance, the height of the hoop, or the type of ball. Close
observation is also key in spotting any risks or dangers during the
coaching/play session, to prevent accidents or health-related problems.

0
68
7.5 Assessment:
1. What sports and games should I provide to my
group of children, including those with
disabilities?
2. Are there any sports or activities that the child
should definitely not be involved in?
3. How is participating in sport and play
benefiting this child?
7.6 Tips and Practical Examples
Practical tips on what the ideal inclusive play/coaching session should look like!
These tips are divided into logical sections – before the play session, at the
beginning of the session, during the session, and at the end of the session.
1. Good preparation
Think before the play session – what activities (warm-ups, games, sports, etc) are
you going to do? What equipment do you need for these? It’s very easy to forget
something!
Have you thought about any adaptations you might need to introduce (special
equipment, rule adaptation, peer support, etc) during the game?
How many children do you expect to come to the session?
Are the facilities suitable? Is the playing ground accessible, are toilet and
changing facilities as adequate and accessible as possible?
2. Good opening
As the children arrive at the session, it’s good if the play leader is already there, to
welcome the children and to have some time for informal conversations with
them before the session starts. This can help develop trust with them to
encourage them to continually attend the session.
3. Good implementation of games/activities

69
Make sure your instructions are clear – children like to be given clear guidance on
what to do, and they will feel confused and possible unsafe if they get insufficient
guidance from their leader. Be aware of the communication difficulties of
children with disabilities as discussed earlier.
Use of time – keep the children engaged. Some children have short attention
spans, eg. children with learning difficulties, and others are easily distracted. If
you are slow in organizing and conducting the various activities in the session,
children may get bored, resulting in their lower satisfaction and possible risks as
they find other ways to entertain themselves outside of your supervision.
Be flexible and responsive – when things don’t go according to plan, have an
alternative plan and use it! Think about the sequence of games and the energy
expenditure of the children – if you have a very high-energy or high-excitement
activity, it should be followed by a rest period or a slower game. Try to taper
games so that you end with a low-energy game and to promote good behaviour
among the children at all times. Watch out for any behavioral problems such as
fighting, bullying, over-excitement, name calling, misuse of sports equipment,
etc, and take appropriate disciplinary action. Make sure that all games and
activities are appropriate for children’s age, gender and ability.
4. Good participation of all
Make sure that all the children are actively participating according to their ability.
This participation should come about through your encouragement, not
coercion. Be observant to see which children appear to be excluded. If a child
appears to be excluded, find out the reasons why and try to address them.
5. Good ending
End your session with a cool-down activity or game, and perhaps a closing
ceremony (a song, lowering of the flag, etc), to build solidarity and friendships
between the children and to encourage them to come again. The end of the
session is a good time to ask the children for their feedback about the session so
that you can make improvements for next time
6. Good fun!

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