Guidebook athlisi brošura a5

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

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.

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

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1 1.1

Introduction 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.

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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, 1 gender, ethnicity, disability, location (rural or urban) . 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.

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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.

2.

3.

4.

5.

Module rationale explaining why expanded knowledge is necessary for the quality of training and the integration of social groups Module aim explaining how will expanded knowledge contribute to the quality of training and the integration of social groups Defining the learning outcomes explaining competencies gained knowledge skills transfer of theoretical knowledge in to practice 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.

Assessing learning outcomes 5

6.

self-assessment test theoretical and practical demonstration of acquired knowledge Learner support instructions where to obtain additional in-depth knowledge on the subject connection to the online training bibliography

MODULE RATIONAL

LEARNER SUPPORT

MODULE AIM

MODULE DESIGN LEARNING OUTCOME

ASSESMENT

LEARNING CONTENET

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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

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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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Learning content

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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 2 psychology are to describe, explain, and to optimize development ).

Developmental sport psychology is the term for the area of study focused on exploring maturation, determining the role of sports participation in developing

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(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, 0 14

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 3 factor in maximizing positive effects 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 selfesteem 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

3

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 0 16

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 adolescents

Benefits

1.

of

Sport

for

children

and

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 encouragement from affect children’s self-

of coaches and teammates, plus parents, can all positively esteem.

A young person with have the confidence make new friends. In confidence and selfit is vital that coaches encouragement and praise.

good self-esteem will to try new things and order to build selfesteem in young people, give consistent 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 4 inadvertently evoke conflicts in their relationships with athletes 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

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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 21

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 5 capacities, which in turn enhance self-awareness, self-esteem, and enjoyment .

Adding psychological skills to an intervention may also be helpful because they have been linked with psychological wellbeing. Developing skills such as goalsetting and self-confidence may help individuals establish a sense of mastery.

Mastery is the ability to manage and control life circumstances that significantly 6 affect the individual . 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 selfconcept of ex-gang members based on the program of physically active games

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Light R, Fawns R. Knowing the game: Integrating speech and action in games teaching through TGfU. Quest. 2003; 55: 161-176).

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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 selfconfidence 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 7 interaction .

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

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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-LAWHANDBOOK_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-activityguidelines-2008_el.pdf 8. https://europa.eu/europeanunion/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: 161176.

11. Petlichkoff LM. Self-regulation skills for children and adolescents. In: Weiss MR, editor. Developmental sport and exercise psychology: A lifespan perspective (pp. 269288). 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.

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Learning objectives:

Competencies gained

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.

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, intercultural 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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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 A teacher who is attempting to teach affirmative to the system of sports. without inspiring the pupil with a The development of sports desire to learn is hammering on cold sciences as a whole proceeds, and iron the question is whether sports Horace Mann 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 0 32

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

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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 multi8 tasking competencies . 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 selfesteem, 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)

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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 35

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

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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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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 9 observed in athletes during training sessions .

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 6.2.1

Module Rationale 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)

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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 10 intrinsically motivating behaviors related to ‘deliberate play’ opportunities rather than on highly structured, time-constrained, externally controlled 11 activities such as ‘deliberate practice’ .

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)

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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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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 0 42

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, biomechanics, 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.)

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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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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 0 46

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?

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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?

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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/personalvalues-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, Š2012 Survive and Thrive as a Physical Educator http://www.humankinetics.com/products/all-products/Survive-and-Thrive-as-aPhysical-Educator

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

from:

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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 selfesteem, 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.

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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 healthenhancing physical activity through increased participation in, and equal access to, sport for all.

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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 0 54

Weaknesses Sometimes motivation of sports coaches is not so high – especially in amateur clubs There aren't so many qualifies sports pedagogues

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

Opportunities Diversification of the school /

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

Threats Increasing the hours of 55

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)

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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

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 271287, 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.

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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

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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 crossculturally 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

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face to face, individual work web

Assesment of attendees

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

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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 .

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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

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2.

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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.

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 selfconfidence to take part in public activities such as sport. They may be shy or embarrassed,

3.

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.

Economic: Sport is a leisure-time activity and yet for many youth, who are living in poverty, they do 65

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 selfconfidence, 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.

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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

2.

3.

4.

5.

6.

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.

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.

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.

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.

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’).

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.

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7.5

Assessment: 1.

2.

3.

7.6

What sports and games should I provide to my group of children, including those with disabilities?

Are there any sports or activities that the child should definitely not be involved in?

How is participating in sport and play benefiting this child?

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.

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Good implementation of games/activities

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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The most important is that the play/coaching session must be fun and rewarding for the child. A child will only get the benefits (health, social, psychological) from participation in sport and play if he/she associates the experience with enjoyment and fun.

7.6.1

Name ball

Standing in a circle: First person holds a small earthball (or football) and says “I am *name+ and I pass the earth/ball to [name of someone else in the circle+” and passes/throws the earth/ball to that person. Second person does the same… and so on .

7.6.2

Energizer lift-up

Standing in a circle. Leader asks for those who started the day with excitement and joy and lots of energy to raise their hands. Then put the hands down. Leader then asks for those who started the day without lots of energy to raise their hands. Leader then says that all those who started the day with energy can share it with those who didn’t. Thus those with lots of energy go to those without (usually the ones with energy outnumber the others by about 3-to-1) and together lift them high in the air to give them this energy.

7.6.3

Blanketball

This game is related to volleyball, but with greater cooperation between the players and less mobility required. It can be conducted just as a fun activity or it can be made competitive. Materials: Blankets, sheets, or large towels Volleyball net, rope or chunnam powder (to mark playing area) How to play: Organise children into teams, 4 per team is best. If there are few children they can play in pairs. Give each team a blanket or bed-sheet for each team. One child holds each corner of the blanket. A large towel would work if children are playing in pairs. Teams begin by playing with a ball each. Working together, they toss the ball in the air and catch it in the blanket. Have a competition to see who can toss and catch the highest! Each team then gets together with another team. Using one ball, they cooperate to toss and catch the ball between teams. Finally, using a barrier (for example, net, rope or just a line 0 70

on the floor) and basic court, the teams play a competitive game. Teams toss the ball over the barrier and score if their opponents fail to catch the ball or throw the ball ‘out’. (Game adapted from TOP Sportability, 2012) 7.6.4

Hands and feet

This is a fun, gentle activity, with no winners and losers, which tests children’s creativity as well as their gymnastic skills! It’s suitable as a cool-down game.

Materials: Whistle How to play: Divide children into groups of three. The aim of the game is for children to arrange themselves in a position according to the instruction of the play leader. The play leader calls out instructions about how many feet and hands must be touching the ground. Start with an easy instruction, eg. ‘six feet and no hands’ (ie the children stand normally). Make it progressively more difficult, eg. ‘four feet and two hands,’ or ‘three feet and five hands.’ Children have to creatively find ways of positioning themselves, eg. by carrying each other, resting their feet on the backs of another child, etc. The lower the number of feet, the harder the position! Give children a fixed amount of time to arrange themselves in each position.

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7.7

Interculturality Introduction

WHAT DOES THE WORD “CULTURE” MEAN?

The word “culture” is used in many different ways, for instance, popular culture, mass culture, urban culture, feminist culture, minority culture, corporate culture and, last but not least, youth culture. Culture is the characteristics and knowledge of a particular group of people, defined by everything from language, religion, cuisine, social habits, music and arts.

Sport, which is one of the oldest channels of communicating cross-culturally, has also contributed to the enhancement of international understanding, and I would suggest that it can act as a valuable means for international systems to use. More specifically, sports exchanges between nations, as well as between individuals have contributed to improving international relations. Even during times of war, athletes from nations with conflicting worldviews have come together, thereby allowing for the improvement of relations between their respective nations.

“Sport has the power to change the world. It has the power to inspire. It has the power to unite people in a way that little else does. It speaks to youth in a language they understand. ”~ N l M d l 0 72

It is the language of sport that can be shared cross-culturally, and it is those aspects that allow us to understand others’ intentions and motives. While we may not be capable of understanding every spoken language that exists within the international

system, we can utilize those languages that can be understood by anyone, as they reveal the internal characteristics of a culture. These characteristics can only be revealed through shared cultural experiences, and sport can provide a channel for cross-cultural communication.

This globally shared language of sport allows people of different cultures to interact in a way in which it is difficult to ignore another’s hidden culture. The Language of sport is like Hall’s silent language, as it reveals the internal characteristics of a culture. The universal definition of the game is less important than the specific use of the language of sport that gives it meaning. Moreover, the common language of sport allows “outsiders” an access point to understand one another’s local culture as it provides a way to put local rules into practice in a way the “new” person can understand.

The interaction through sport brought two nations together, both of which were unable to discover common grounds for communication. While the form of games is generally universal, societies may alter the structure and/or values when importing games from other cultures. Many games have undergone change in order to fit into a given cultural tradition. In this sense, “games are, at one and the same time, products of culture and vehicles for the transmission of culture” 12 and are also “a form of cultural expression” .

7.8

Interculturality

In 2008, the Council of Europe Ministers launched the Council of Europe White Paper on Intercultural Dialogue, “Living Together as Equals in Dignity”. In the Council of Europe, intercultural dialogue is seen as a means of promoting awareness, understanding, reconciliation and tolerance, as well as preventing conflicts and ensuring integration and the cohesion of society. The White Paper provides various orientations for the promotion of intercultural dialogue, mutual respect and understanding, based on the core values of the Organisation. The

12

(Standeven 235)

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Ministers emphasized the importance of ensuring appropriate visibility of the White Paper, and called on the Council of Europe and its member states, as well as other relevant stakeholders, to give suitable follow-up to the White Paper’s recommendations.

Interculturality is the interaction of people from different cultural backgrounds using authentic language appropriately in a way that demonstrates knowledge and understanding of the cultures. It is the ability to experience the culture of another person and to be open minded, interested, and curious about that person and culture. Language learners must be able to evaluate personal feelings, thoughts, perceptions, and reactions in order to understand another culture and use that experience to reflect on their own life and surroundings.

In order to communicate successfully, language learners must be able to relate appropriately to their audience. They should be able to react and respond appropriately to their own personal feelings, attitudes, and perceptions as well as those of people of other cultures.

Reflecting on experiences in which they interact with others of different cultures helps the learners analyze and learn from each experience. Intercultural experiences provide the most meaningful opportunities for developing capacity in a language.

Intercultural competence is the ability for successful communication with people of other cultures. This ability can be existing already at a young age, or be developed and improved thanks to willpower and competence. The bases for a successful intercultural communication are emotional competence, together 13 with intercultural sensitivity .

Cultures can be different not only between continents or nations, but also within the same company or even family: every human being has his own history, his own life and therefore also (in a certain extent) his own culture (geographical,

13

;(Holliday, Hyde, Kullman, 2004, pg. 73)

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ethnical, moral, ethical, religious, political, historical) resp. cultural affiliation or cultural identity.

Basic needs are sensitivity and self-consciousness: the understanding of other behaviours and ways of thinking as well as the ability to express one’s own point of view in a transparent way with the aim to be understood and respected by staying flexible where this is possible, and being clear where this is necessary.

It is a balance between three parts: 1.

2.

3.

knowledge (about other cultures, people, nations, behaviors), empathy (understanding feelings and needs of other people), self-confidence (knowing what I want, my strengths and weaknesses, emotional stability).

Intercultural learning is the process of becoming more aware of and better understanding one's own culture and other cultures around the world. The aim of intercultural learning is to increase international and cross-cultural tolerance and understanding. This can take lots of forms - intercultural learning is by no means only a part of English as a foreign language, but has exponents in all fields of education.

Intercultural learning is an area of research, study and application of knowledge about different cultures, their differences and similarities. On the other hand, it comprises practical applications such as learning to negotiate with people from different cultures, living with people from different cultures, living in a different 14 culture and the prospect of peace between different cultures .

Currently, intercultural learning is a topic which receives much interest. This is mainly due to the rise of cultural studies and globalization. Culture has become an instrument for social interpretation and communicative action. Intercultural learning is primarily important in the context of the foreign language classroom.

14

(Holliday, Hyde, Kullman, 2004)

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The main goal of intercultural learning is seen as the development of intercultural competence, which is the ability to act and relate appropriately and effectively in various cultural contexts.

Intercultural competence is generally thought to require three components on the learner's side: a certain skillset, culturally sensitive knowledge, and a motivated mindset. In greater detail, the skills, values, and attitudes that constitute intercultural competence include: 7.

8.

intercultural attitudes (like openness, curiosity, readiness) general knowledge (of the theoretical aspects of how social groups/products/practices work and interact) 9. skills of interpreting and relating (a document of another culture to one's own culture) 10. skills of discovery and interaction (like the ability to discover information about another culture and the ability to communicate in real-time interaction) 11. critical cultural awareness (that there are different cultures next to one's own) Intercultural awareness in language learning is often talked about as though it were a 'fifth skill' - the ability to be aware of cultural relativity following reading, writing, listening and speaking. There is something to be said for this as an initial attempt to understand or define something that may seem a difficult concept but, as Claire Kramsch points out "‌If...language is seen as social practice, culture becomes the very core of language teaching. Cultural awareness must then be viewed as enabling language proficiency ... Culture in language teaching is not an expendable fifth skill, tacked on, so to speak, to the teaching of 15 speaking, listening, reading and writing‌" Language itself is defined by a culture. We cannot be competent in the language if we do not also understand the culture that has shaped and informed it. We cannot learn a second language if we do not have an awareness of that culture,

15

(Kramsch, 1993).

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and how that culture relates to our own first language/first culture. It is not only therefore essential to have cultural awareness, but also intercultural awareness.

Following on from what Kramsch says, intercultural awareness is not really therefore a skill, but a collection of skills and attitudes better thought of as a competence. Intercultural communicative competence is an attempt to raise students' awareness of their own culture, and in so doing, help them to interpret and understand other cultures. It is not just a body of knowledge, but a set of practices requiring knowledge, skills and attitudes.

What are these attitudes and skills that make up the competence? Among them are: limiting the possibility of misinterpretation effectively interpreting messages observing, identifying and recognizing dealing with or tolerating ambiguity negotiating meaning

7.9

Methods for Application

In this session coaches will receive some method already implemented within TANDEM NOW project funded with support from the European Commission. It is based on the transnational mentoring project TANDEM which was implemented

by Verein Multikulturell and partner institutions from Romania, Germany, Great Britain, Slovenia, and Slovakia in 2007. The main objective of Tandem Now was to support young migrants belonging to disadvantaged groups (mentees) during

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their professional and educational path, letting them develop relationships with other adults from the same cultural background who act as mentors, according to their knowledge and experiences. One of the module developed in the project was on intercultural sensitivity. The following exercises will help you to start the intercultural learning process with learners which are supposed to be in the ethnocentric stage. The exercises are useful to reflect on own cultural identity.

Exercise 1 – My culture Short description

This is a very good exercise for getting into the subject as dealing with one’s own "culture" already starts before the training unit. The participants are requested to bring an item or photograph to the seminar that reflects their culture (or part of their culture).

Learning targets

Warming up for the topic of culture Reflecting on one’s own opinions of different aspects of culture Getting to know different opinions and options for action

Group size

6 to 20 people

Time frame

Ca. 30 minutes, depending on the size of the group.

5 to 10 minutes per person should be allowed for this.

Material

Items/photographs the participants bring along

Room requirements

Normal

Course of the exercise

Everyone presents their object (photograph/item) to the group as a whole and explains it. Questions can be asked.

Evaluation

Was it difficult/easy to choose an item/photograph?

What did I find especially interesting? What did I find surprising?

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Exercise 2 - The personality molecule Short description

This exercise is very good in terms of becoming aware of one’s own cultural diversity or identity

Learning targets

Participants  com e to t erm s with their own cultural diversity  becom e aware of the diversity within t he group and society

Group size

10 to 20 people

Time frame

50 minutes

Material

Worksheet “Personality Module”

Room requirements

Normal

Course exercise

The Personality Module worksheet is handed out.

Step 1: Individual work the participants write their names in the circle in the middle and put the names of five groups they identify with into the outer circles.

Step 2: For the group exercise the participants choose a group they can identify with best and have an exchange of ideas on the following topics with their group partners:

of

the

Talk about a time when you were very proud of being a member of this group.

Talk about a painful experience that took place in the context of being a member of this group.

Evaluation

Was it difficult to find which different groups you belong to? What did you find surprising? What did you learn about yourself?

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7.10 Conflict Resolution Sport is full of conflict! Whether it is on or off the playing field, effectively dealing with conflict goes a long way in determining success. Internal team conflict can have a major impact on team dynamics and cohesion. As a coach, learning how to deal with these conflicts can become a major part of your everyday job.

Unfortunately, we often deal with conflict in unproductive ways such as avoiding (“It’s not a big problem, why worry?”), forcing (“I will win this argument no matter what”), or accommodating (“I’ll give up whatever it takes to end the conflict”).

One of the ways you can help alleviate team conflict is to learn and use effective mediation strategies. As a coach, you are in a powerful position to display positive conflict management in the way you communicate with athletes, parents, referees, and the media. There are four principles to keep in mind when 16 trying to resolve conflict : 1.

2.

3.

Active Listening: Displaying a willingness to listen can help alleviate conflict.

Encourage the speaker by asking questions and showing interest.

Validate the speaker. You can still show interest in the person while not necessarily agreeing with her/his point of view.

Restate the speaker’s message by paraphrasing main points.

Center the conflict by trying to find the key points of the message.

Non-verbal Communication: a cold shoulder, eye roll, or clenched jaw can go a long way in communicating a point without even saying a word. In fact, 70% of our communication is non-verbal in nature. Be open and consistent in your body language, helping to defuse emotion.

Using “I” Statements: this is centered in the belief that if the speaker takes responsibility for her/his statements others will be less likely to simply react and put up a defense. When comparing the following statements, the first puts the receiver of that message on the defensive due to the blaming and accusing nature of the statement and the second shows the speaker taking ownership.

16

http://www.appliedsportpsych.org/resources/resources-for-coaches/coaching-throughconflict-effective-communication-strategies/

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4.

“You hurt the team when you don’t show up to conditioning on time” “I am frustrated when you don’t show up to conditioning on time” Avoiding Common Communication Obstacles. It is easy to fall into several traps when dealing with conflict. Some common obstacles that get in the way of effective mediation are: Advising… “Well, I’ll tell you what I’d do…”

Diagnosing… “Your problem is that you…”

Discounting… “Cheer up, it’ll work out…”

Lecturing… “How many times do I have to tell you…”

Threatening… “This is the last time I will…”

Preaching… “You ought to know better than to…”

Along with the above communication strategies, there are several do’s and don’ts involved in managing conflict: Do… 1.

2.

3.

4.

5.

Convey the value of your relationship with the person.

Go slowly with what you want to communicate.

Try to understand the other person’s position.

Listen to what the other person is trying to communicate.

Confront the situation, not the person.

Don’t…

1.

2.

3.

4.

5.

Communicate the solution; it is better to focus on the problem.

Stop communicating.

Use put-downs or sarcasm.

Rely on nonverbal hints to communicate, be direct and forthcoming.

Discuss the problem with others not associated with the conflict.

Whether it is conflict over playing time, personality clashes, or negative emotions from defeat, conflict can greatly damage team chemistry. As a coach, you have responsibility to identify, manage, and defuse conflict. By understanding effective communication strategies you can better manage conflict within your team.

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7.11 Practical Examples in Sport The Internet carries an extensive range of information resources on conflict resolution exercises but the exercises below one are more focused on sport. In fact, the objectives of this session are to learn about the causes of conflict in 17 sport situations and how coaches can learn to solve conflict .

During sport sessions it is inevitable that some players will get into arguments or fights with their teammates, opponents, or coaches. There are many reasons for why this may occur. A player can be having a bad day because of something that happened to her at home or in school. Something that transpired during the activity can also be a stimulus leading to conflict. For example, not getting enough playing time or being assigned to a position that the individual dislikes can result in conflict between a player and a coach. As well, physical contact between players going for a ball or “trash talking� may lead to fighting. What would be some other circumstances that might cause players to behave poorly?

Irrespective of the reasons for why a player engages in conflict there are certain principles and procedures to follow as a coach attempting to preempt or resolve it.

7.11.1

Strategies for Pre-empting and Resolving Conflict:

Pre-empting Conflict: This means to develop coaching practices that sensitize players to situations that might occur that lead to conflict, and to provide alternatives to them. In actuality, inoculation training (Lesson 5) is a technique that could be useful in helping players to understand how they may find themselves in conflict with others, and the most productive ways to avoid it. For example, huddling with your team and discussing situations such as: going for a loose ball and colliding with an opposing player, who curses at you for banging into him, or being given a position to play by your coach that you do not wish to play, might be topics to discuss. Asking players to provide responses to how they might react in such situations, and choosing the best alternative would be ways

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to sensitize them to avoiding non-productive reactions. Another pre-emptive strategy would be to discuss the concept of sportsmanship during your prepractice/game huddle.

Here, you could ask players to talk about what they would do if they collided with an opponent and inadvertently knocked them down. Or another question might be why good sportspeople shake hands after competition? The idea of getting players to respond to such questions is to help them to view their opponents as players just like themselves, rather than as enemies with an evil intent. As a coach, you should also acknowledge good sportsmanship just as you might acknowledge a good play. A word used to describe the capacity to understand others thoughts, feelings and behaviours is empathy.

Resolving Conflict: While we would hope that we can teach our players how to handle themselves using pre-emptive strategies, it is inevitable that situations will arise that results in conflict between players. When this happens, we recommend using a 4-step process exemplified by the acronym SCAP. 1. The first thing to do is to “S” eparate players that engage in conflict. You might be able to do this by verbally directing players to go to different sides of the gym or playing field (accompanied by assistants), or you may need to physically separate them. If the conflict is verbal, use your coaching voice to order players to “stop”. If you need help, call a “Red Shirt” to assist you in getting control of the situation. Once players are separated and paired with a coach or Red-Shirt one coach will get the game started again, while coaches working to resolve the conflict move on to “C”.

2. “C” stands for calming down the players in the conflict. If you had taught them how to use deep breathing (Lesson 5) to refocus, this would be a good opportunity to have them take a few breaths. Counting to 10 is also a way to get players to get control of themselves.

3. “A” entails actively listening to what the player conveys about what happened.

Getting them to do so with a calm voice is also a good strategy for letting them let off steam. It is important that you pay close attention to what they are saying, but do not take the player’s side of the conflict since you will ultimately need to 0 84

get both players back together again. But, let the player voice what he/she is feeling. You may need to help him/her by starting a discussion with: "You're obviously feeling upset, I sometimes feel like that when I play sports... I want to help solve the problem... tell me what happened and how you're feeling..." You might also ask them if they understand the other kid's feelings - ask them to paraphrase rather than just shaking their head.

4. “P” involves bringing the players back together again and having them “problem solve” in order to move forward. At this point, it is important to acknowledge that the goal here is not to determine which player is at fault, but to have both players understand that the conflict did not solve anything. However, it did disrupt the game, and got them removed from it. The goal here is to have the players suggest ways to move forward and get back into the game to help their teams. It is also worth asking them what they would do if a similar situation occurs in the future. Ask them to be specific in how they could prevent such conflicts in the future (e.g., “If someone calls me a name, I will ignore it.”; “If I trip over an opponent’s leg, that doesn’t mean that he tried to trip me.”, etc.).

7.12 Assesment 1.

2.

3.

Describe 3 topics that you might discuss during the “huddle” that can help prevent conflict between players. What does the word “empathy” mean?

You have a kid on your team that is really good basketball player and really competitive. He's always telling his teammates and opponents. "I'm the best." "You can't cover me." Why might you want to intervene in this situation and what might you do?

Two kids collided and immediately got up throwing punches. Describe what you would do as the coach.

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7.13 Social Skills Introduction Social skills refer to those skills that facilitate communication and interaction 18 among people . In this way, they help people to create better relationship and to communicate clearly and respectfully. The term social skills describe the knowledge and ability to use a variety of social behaviours that are appropriate to a given interpersonal situation and that are pleasing to others in each situation. It is vital for coaches to use social skills because they are the way to creating and developing relationships especially with children.

In particular, social skills can help children to interact, to be accepted and imitate appropriate behaviours. Many psychologist consider physical education as an opportunity for social acceptance among students as they participate in games and group activities. Indeed, physical education is often a subject where the interests of the students are more related to socialize to learn content.

During a physical activity, in the communication process established by the coach and children can be differentiated tasks such as dynamic group, motivate, and organize the play area all very well managing the dynamics between the group and the social relations among them. There are many contents of social skills incorporated into the physical games: 1.

2.

3.

4.

5.

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Rewarding oneself (to foster cooperation and applaud oneself for the help he has given and the achievement of the game).

Ask for help (saying "I need help", seek help from your friends when you are in trouble or need support).

Asking for a favor (planning what to say, ask, thank, if anyone acts unjustly, let him know).

Ask a question (What to ask?; Whom to ask ?; When to ask ?, make it easy to maintain a conversation, question-answer, ask when you do not understand something) Following instructions (listening, thinking, asking if necessary, when someone interrupts you when talking, tell him to stop and wait until you

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6.

7.

8.

9.

finish your turn. Trying when it is difficult, stop and think (Âťit's hard but I'll try", try, react to situations with ease to unforeseen events) Request attention (decide if you need, walk to the person waiting to say "sorry" or "excuse me", apologize when they know that they were wrong) Interpret others (look at the face, looking at the body, manifest my opinions).

Joining a group (approaches the group, observe them, question, when someone beats them, or their team in a game or competition, congratulate when finished).

Wait for your turn (it's hard to wait, but I can, to choose, to find the time to be quiet or entertaining, listen to the person speaking without interrupting 19 until he finishes) .

Social skills play a very important role in a child’s emotional health and wellbeing. Children are born with innate social competencies just as they are born with other innate strengths and weaknesses in abilities such as attention, memory, language and motor skills. In children’s life school and parents play an important role in teaching children social skills. School is not only a place where children learn reading, writing and math. It is also a place where they learn to get along with other people and develop social skills. Parents can directly teach social skills by modelling, role-playing and providing opportunities for their child to rehearse and practice new skills. Parents should encourage and praise the child for successfully using a new skill. The development of these skills in typically developing children starts early in life and happens over a number of years.

Social skills can be divided into: conversational skills (greetings, joining a conversation, verbal turntaking, listening skills, talking about a particular topic, awareness of personal space, ending a conversation) play skills (observational skills, joining play, turn-taking, sharing, compromising, conflict resolution, coping with 'no', coping with losing, reciprocal play, ending play)

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understanding emotions (reading facial expressions, reading body language, voice quality - intonation, pitch, speed, awareness of own body language, having a large emotional vocabulary e.g not just happy/sad, anger management and self-regulation skills) dealing with conflict (anger management and self-regulation skills, communication skills such as the ability to ask for help, ability to walk away from a stressful situation, being assertive but not aggressive, dealing with bullying) friendship skills (knowing what a friend is, and being able to choose appropriate friends, recognise true friends from false friends, develop 20 the ability to share a friend, deal with peer pressure) .

Coaches who are socially skilled are proficient in managing relationships, and have a knack for persuasion. To build your social skill as a coach, attempt to get to know your athletes in ways that go beyond sport. Be interested in how things are going for your athletes at school, and with their personal life. Get to know all of your athletes by scheduling social gatherings at your home, or a team retreat to the mountains. Making sociability a priority will improve your relationship between you and your athletes, increase team cohesion, and promote team satisfaction.

7.14 Social Development Theory During their life, children are in daily contact with parents, family members, school staff, as well as with their peers from which they learn about the

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social world and about the rules, practices and values. By actively participating in these relationships, children also affect the ways that adults and their peers relate to them. Children’s development is influenced by wider networks of social support (represented in the diagram’s central circles), including extended family, friends, sport. These networks provide opportunities for children to develop their social awareness and skills as they relate with different people and experience a 21 range of roles and expectations .

In this regard, Vygotsky's theories stress the fundamental role of social 22 interaction in the development of cognition , as he believed strongly that community plays a central role in the process of "making meaning." The work of Lev Vygotsky (1934) has become the foundation of much research and theory in cognitive development over the past several decades, particularly of what has become known as Social Development Theory. The Social Development Theory explained the qualitative changes of society’s structure and framework, which can help the society to realize its aims quickly. Basically, Vygotsky’s theory suggests that social interaction is in advance of development and both the socialization and social behaviour will lead to people’s consciousness and 23 cognition .

Social Interaction is an important foundation of the cognitive development.

Vygotsky believes that young children are curious and actively involved in their own learning and the discovery and development of new understandings/schema. As Vygotsky states, “every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people and then inside the child” (Guoliang & WuYuin, 2013). As the child becomes more competent, the father allows the child to work more independently. According to Vygotsky, this type of social interaction

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(Vygotsky, 1978)

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(Frank, 2013)

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involving cooperative or collaborative dialogue promotes cognitive development.

He believes that young children are more curious involved in learning and discovery by themselves.

In order to gain an understanding of Vygotsky's theories on cognitive development, one must understand two of the main principles of Vygotsky's work: The More Knowledgeable Other (MKO) and the Zone of Proximal Development (ZPD).

The More Knowledgeable Other (MKO) means that people have better understanding or higher level than others. The development of cognition is exceeded with others rather than alone, which means it will occurs best when children stay with more knowledgeable people, such as teachers, parents, and coaches. Also, the MKO is related to the definition of intelligence that Vygotsky described. As Vygotsky defines, intelligence is “the capacity to learn from 24 instruction” . In his opinion, the knowledge that children learn from social community can influence their behavior and thinking. The More Knowledgeable Other (MKO) is any person who has a higher level of ability or understanding than the learner in terms of the task, process or concept at hand. Normally, when we think of an MKO we refer to an older adult, a teacher or an expert. For example, a child learns multiplication of numbers because his tutor teaches him well. The traditional MKO is an older person; however, MKOs could also refer to our friends, younger people and even electronic devices like computers and cellphones. For instance, you learn how to skate because your daughter taught you this skill.

The Zone of Proximal Development (ZPD) is the distance between what is known and what is unknown by the learner. It is the difference between the ability of learner to performer a specific task under the guidance of his MKO and the learner`s ability to do that task independently. Basically, the theory explains that learning occurs in ZPD. There are two levels of the ZPD: “the present level of development” and “the potential level of development”. “The present level of

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development” shows what a child can do by himself/herself and “the potential level of development” describes what a child is able to do by working with or helping from other people (Lev Vygotsky Cognitive Development, 2013).

7.14.1 1.

2.

Exercise n.1:

Did you use social development theory in learning in your life before?

Provide your own opinions about the three major topics of social development theory

7.14.2

Exercise n.2:

Write your correct behavior according to different situation: Problem Behavior

Concrete Definition

Trish is aggressive

Trish hits other students during the sport activities

Carlos is disruptive

Carlos makes irrelevant and inappropriate comments

Jan is hyperactive

Jan leaves her assigned area without permission.

Your reaction

Jan completes only portions of her exercise.

Jan blurts out answers.

When some problem behaviors occur, coaches can organise an assessment plan that helps to identify the measures to adopt: Does the student’s behavior significantly differ from the other children?

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Does the behavior lessen the possibility of successful learning for the others?

Does the behavior represent a skill or performance deficit, rather than a cultural difference?

Is the behavior serious, persistent, chronic, or a threat?

If the behavior persists, is some disciplinary action likely to result?

Specific location of the behavior (outside, inside..)

Conditions when the behavior does/does not occur (in small groups, during unstructured time) Events or conditions that typically occur before the behavior Events or conditions that typically occur after the behavior Other behaviors that are associated with the problem behavior (series of negative peer interactions)

7.15 Body language One technique that may be useful in helping you play well in sport is to make sure that your body language is positive both in the build-up and during a match. Body Language can be very telling as to attitude and desire for the game, before it ever starts. Body language forms such an important and integral part of any sport. As much as a positive body language boosts a player’s morale, a negative body language gives signals to the opponent and makes the player further vulnerable to attack and ultimately destruction. Make sure your child actually knows what a 'game' is. It is important they understand that in many games there will be a winner and a loser.

The activities described below can be funny but at the same time can contribute to improve the non-verbal communication.

Movement games: "Let's jump around" as an angry body, "let's skip" as a happy body, "let's sit quietly" as a calm body. This can help the child relate an internal feeling to an external appearance and also understand how we behave when we feel something. With regard to the complex issue of anger management: a child cannot be expected to know how to 'calm down' if they have not worked on the calm feeling first. They need to know what that feeling looks like, feels like and sounds like before knowing how to adjust their behavior.

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Body and language: The European project Hattrick (Lifelong Learning Programme) offers examples and activities to develop personal and social skills, with a particular attention to the teambuilding. In the training toolkit there is an activity called “body and language� that shows the importance of building proper communication strategy.

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7.16 Activity Try to organise a sport activity to help children practice good social skills while working in small teams or groups.

Below, you can find a table that you can use to describe and to organise the activity. The description is based on a grid that was designed based on the good practice used by Compass- Manual on Human Rights Education with Young 25 People .

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FEATURE

DESCRIPTION

Title

The title may sometimes give you a hint on the related topic, but it may also be a funny/catchy one to make people remember it easily.

Description of the exercise

The description of the exercise in maximum one or two short sentences in order to give you a quick and clear idea what is going to happen there.

Theme

The theme mentions all the topics we relate to in this exercise. Sometimes it may only be one, but others tackle several ones because they are closely connected and you can profit from the different links.

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(Council of Europe, 2002)

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Group size

The group size gives you a precise number of people needed (ideally), and sometimes a minimum or maximum capacity for this exercise.

It is always possible to split the group up and do the exercise in two subgroups if you have two facilitators who can lead the activity separately.

Age range

The age range gives you a frame of how old participants should be (ideally). In This case we deal with children. This criteria is also connected to the skills participants have to perform in the exercise, e.g. playing a specific sport, playing role games, abstract thinking, drawing connections

Time

The time reference gives you the most ideal time frame you might need for the activity. Every trainer and facilitator has its own rhythm and flow to deliver activities, plus it depends on the target group as well. Only experience can give you the exact time you might need to deliver the exercise. The first attempt should include more planning time than mentioned.

Materials

The materials box shows what exactly is needed for this exercise and what you should have at hand, even if you might not need it in the end.

This includes both sport and facilitation material

Instructions

The instructions will tell you exactly what you have to do step by step. The flow of the activity is described in light of the responsibilities of the facilitators.

Rules, instructions and announcements are necessary for participants to understand what is going to happen, and to know when and what handouts should be provided to participants.

Debriefing and evaluation

To meet the needs of the group it is essential to be open, to go with the flow or sometimes to stay focused where it is needed.

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It is always helpful to explain basic feedback rules to participants.

7.17 Evaluation 1.

How satisfied are you about this session? Mark it with a cross Ordinary Fair

Good

Great

2.

What could be improved?

3.

Were the materials presented in this session useful for you?

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4.

The most important thing I learnt?

12. Could I use these tools in my daily work?

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8 Physical Activity Author(s), institution(s):

Zavod APGA

Module rational Learning objectives:

To develop knowledge, skills and competencies of using sport as a tool of social integration and delivering exercise to youth participants, takin into consideration differences of their social and cultural background

Competencies gained

Trainee should be able to:

Teaching methods Assesment of attendees

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demonstrate knowledge, skills and understanding of training principles, methodology and their application to specific needs of social disadvantaged children from different social and cultural background lead exercise or activity customized to the needs and differences of target groups evaluate the progress of participants design, conduct, and evaluate exercise programmes apt to effectively counter problems of social disadvantages among youth face to face, individual work web Theoretical and practical examination demonstration of use of extended knowledge in practice

8.1

Introduction

Nowadays, we live in a world full of global changes in all areas of our lives, which are indicated as differences between rich and poor people, wars at different ends of the world, all kinds of migratory movements, poverty and social underprivileged on the one side and expansion of modern technology on the other side. These factors cause less and less physical activities of children and young people, unhealthy or inadequate eating habits and specific, most of the time risky, way of spending free time.

The researches show many positive influences of physical/sports activity on development of human beings. These influences are the most important right at the period of adolescence.

Motor/sports activity is the process, where you have to constantly enriching your knowledge, developing skills and features. It is also an important mean for formation of personality and relations between individuals. With regular and quality sports training, we contribute to harmonious biopsychosocial development of young human being, relaxation, neutralization of negative influences, which are caused by our lifestyle and other unhealthy habits. This is the way to teach and educate children and young people how can they, at all periods of life (even in hard one), enrich their time with different kinds of physical/sports activities and take care for their well-being, health, vitality and life optimism.

The point of the module teaching physical/sports activity is to give some guidance and ideas, which can help trainers during the integration of social unprivileged children or refugee children and migrants to diverse training and sports programme, because the sports represents the way of integration and connects different people, regardless on sex, age, racial and religious affiliation.

Although, it is necessary to know and understand different kinds of cultural differences between children and young people, to educate about the environment where they come from and in this way through the sports and physical activity find the way to help them to integrate in the environment, where they are. All children and young people want to be successful and through 101

the sports it’s the easiest way how can we formulate the values that are important for children´s positive self-esteem. Consequently, that leads to more quality and successful life. However, there is needed a special attention of trainers, that they would choose the right way of working, which would lead to the certain goals.

8.2

Children´S Physical and Motor Development

Children´s development runs in certain stages, which are identified with quantitative and qualify changes. Extremely important is child´s motor development, that is in the front especially in the first years of child´s life (Videmšek, 1996). The motor development has also an important influence on children and youth´s integrated development from the age of seven until the end of the adolescence. The reason for that is effective changing of young people´s physical characteristics and motor abilities with the systematical sports activity.

Motor efficiency reflects in different stages of abilities for performing various motor tasks. Basic motor abilities represent the basis at learning of different motor tasks; they are basic values of the entire human kinesiology. Motor abilities are human´s features that causes individual differences of individuals´ motor success. They are the result of different hereditary factors, environments´ influences or experiences and that is why they are different at each person. There are 6 basic motor abilities: power, speed, flexibility, balance, coordination, durability and accuracy.

One of the main purposes of sports activity is developing of motor abilities that can contribute to a more effective and more controlled movement. At the same time, we cannot ignore the fact of close connection between the motor development and cognitive, social and emotional area of child´s development.

Visual demonstration 3: Stages of motor development

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(Gallahue, 1982, adapted from Tancig, 1987)

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stages of motor development

levels of motor development and approximate age period

reflexive movement phase

the level of information encoding (from prenatal stage till 4th month the level of information decoding (from 4th month till the first year))

rudimentary movement phase

the level of reflexes´ inhibition (from birth till 1st year) pre-control level (from 1st till 2nd year)

fundamental movement phase

initial level (from 2nd till 3rd year) basic level (from 4th till 5th year) mature level (from 6th till 7th year)

˝sports˝ movement phase

general or. transient level (from 7th till 10th year) specific level (from 11th till 13th year) specialized level (from 14th year on)

The first two years is in the foreground turbulent development of sensory and motor functions. For successful child´s development in this period it is necessary to provide a huge amount of sensory stimulus with the possibility of movement expression.

The motor development after the second year runs more or less continuously with some individual developmental boundaries. Completely different is cognitive development, which has occasionally some big switches and crossings from one developmental phase to the other.

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Physical growth slows down between sixth and tenth year of life, muscle growth is more intensive, the level of coordination movement development represents an ideal time for the beginning of general sports activity or for intensive training of technically more complicated sports. Actually it is meant the use of fundamental motions (running, jumps, manipulative and stability activities) in some more complexive and specific way. Because of the rapid development of big brains and because of the myelination cortex process´, is this the time for optimal learning of those physical activities, which demand a lot of learned movement patterns (gymnastics, ballet, skiing, swimming...) and for learning those, that cannot be found in our ontogenesis of human being development.

Practical movement skills children upgrade with conceptual knowledge, which have two different perspectives: they try to assess the situation, where they can use their already conquered movement programs, which they activate from their long-term memory, or they can determine necessary characteristics to their selected movement. At that time the training of sports contents, that have influence on different forms of movement´s coordination and balance, also develop child´s intellectual skills. The programe in this period should be content varied as much as it can be because of children´s developmental characteristics, and the contents, that the children have already known, should be practiced in a variety of conditions.

After the tenth year, most of the children acquaint themselves with an extremely sensitive developmental period. That is indicated with reactivated fast physical growth, especially of the extremities, biological and sexual maturation.

Accelerated physical development and changes in hormonal balances break down stable motional pattern, which can lead to the temporary stagnation or even to the regression in motional pattern. Concrete logical thinking is significant for a child at this developmental stage. Children know how to correctly form logical conclusions, but they need logical premises, which have to match with the real world. They have to see the phenomenon in the real situation, that is why it is important, that we use as much demonstrations as possible during the teaching or other ways of illustrations. Children´s cognitive processes in more difficult positions are still cognitively egocentrically. That can be seen at elementary and sports games, which demand fast and complicated connections 0 104

for realization of ideas; for example, the use of tactical solutions in the attack, where individuals try to accomplish the actions as independently as possible regardless to their partners.

The researches show the extremely importance of a huge amount of stimulation in motional sense in the early childhood. Sports activity of children and young people between 7th and 14th year also encourages the development of new abilities for learning.

8.3 8.3.1

Exercise Planning Starting Points for Planning Exercises

The trainer has to follow to the next starting points at his work: sports or physical activity has to be the mean of child and young people´s integrated personality development, he has to respect the principle of equal potentials for all children and young people and he has to abide their diversity and difference between the individuals, the training should be lead in that way, that everyone could be successful and motivated, the game as source of relaxation and the mean of education should be included in every training, he has to be autonomous at his work but professionally responsible for appropriate selection of contents, teaching methods and forms, and organizational approaches, he has to intentionally encourage children to a human interrelationships and appropriate sports behavior (fair play). At the end of the training he has to talk about the conflict situations, that were caused during the game/training/sports in the way, that situationally indicates different solution for the conflict situation, special attention should be given to sports´ talented individuals and to the children with special needs, he has to bind sports activity with other life situations, he has to intentionally escort and value child´s development and achievements, and encourage him to a regular sports activity,

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he has to use different informational and communicational technology at his work, if he has a possibility for it.

Starting points for planning exercise process are always applied to a trainer; to his way of working, to his way of teaching and to his relation to his training persons.

We talk about the relation, when the activity of one person affects to other persons. The trainer has to express the following characteristics of positive relations with his training persons during his work: professionalism, patience and sensitivity, accuracy and reliability, enthusiasm, sense of humor, motivational approach, accessibility, self-confidence, appropriate communicational skills, organization, role model, respect of the individual´s uniqueness, encouraging of every individual´s success.

8.3.1.1

Why Do We Plan

Planning of the training can be a special challenge, when we work with different age groups in the same training unit, if we understand, that children and young people are at different stages of their motor development and consequently also at different stages of their cognitive development.

We plan because of: optimal achieving of aims (we avoid to improvisation), professional responsibility (responsibility to training persons), the feeling of professional competence, certainty, security and easiness, easier way of escorting our own work.

Planning of the training should be well thought, orientation and rational.

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Analysis of situation: Firstly, we have to check the conditions in which we are going to perform sports activity. Are we going to perform sports activity inside or outside? What equipment is on disposal to us in the hall? What are the conditions of the outdoor playground or natural resources like? Then we also analyze the size, age and sex of the group, which we are doing the training with, what are physical characteristics and motor skills of individuals inside of the group like, what is their sports prior knowledge like and what are the characteristics of the group as a whole like.

Determination of aims: Regardless to the previous analysis of situation, we choose the aims that we are going to follow during the sports activity and then we actualize them (for example: we found out, that our training group has got poorly developed some of the motor skills, as strength, coordination, flexibility... Based on these findings, we set ourselves, firstly, a general aim – improvement of motor skills, as strength, coordination, flexibility etc. Then we concretize it in the manner, that we determine the way of how to reach the certain aim: increase the strength of arms and shoulder ring). The aims are based on the training attendee – what do we want to achieve with the training, what would attendee learn, how would he feel, what habits would he get. When we set the goals, it is the easiest way to follow the concept of SMART: o S – pecific o M – easurable o A – greeable o R – ealistic o T – ime constrained Selection of procedures: regardless to the set concrete aim, we choose the method of work, that we are going to use. There we have to abide the sequence of methodical learning procedures. Further, we choose the appropriate teaching method that determines the relations and communication during the training, we choose different organizational forms of work, learning forms and burden during the training. At the end, we determine the choice of requisites.

Testing of accomplished aims: professional trainer´s competence demands, that he, after every training activity, checks out accomplished aims and explains, why he evaluates, that he has reached certain aims or why he did not. In that purpose it is necessary, that he has got in 107

advance prepared a concept of work with clearly define aims for each sports activity (also for each training unit). After the training he goes through a self-analysis and writes it down.

• Correction of further work: self-analysis of testing aims is the basis for further work correction.

8.3.1.2

Intructions For Planning

For easier planning of training process: create yourself an accurate plan and check it regularly, regularly note down imperfections, additional ideas, chasing of aims..., consult with those, who has more knowledge and experiences, escort professional literature, escort the reactions of training persons.

8.4 8.4.1

Different Working Forms and Methods at the Training Working Methods

Trainers should use different working methods at their training. The selection of methods depends from: training content, development stage of children, development of a certain children´s skills, stage of training process (intervention of a new contents, consolidation, testing, informational and communicational technologies (IKT), numbers of training persons, available time and trainer´s personality.

Working methods during the training are: explanation, demonstration, presentation, conversation.

8.4.2

Working Forms at The Training

Working forms at the training are organizational components of trainer´s behavior. They represent social interactions during the training (between training persons and a trainer).

We distinguish between three kinds of working forms: 0 108

teamwork, frontally, individual form.

Teamwork is known in two different kinds: divided group work: each group has its own task; tasks are different depending on the content, the same type of teamwork: tasks are, depending on the content, identical; the burden is different.

Training persons inside the group are divided on: homogeneous groups (as identical as possible) or heterogeneous groups (diverse one).

Under the teamwork of training belongs: training at stations (homogeneous or heterogeneous groups, training persons are divided into more groups, in one group is usually 3 to 5 persons); working with a supplementary tasks (it is a demanding organizational form, that is less established in the practice, but it is very effective, because it allows bigger individualization; it is used at consolidation or at conciliation of new contents, the training persons, who cannot perform basic task, are directed to the supplementary stations; with the supplementary tasks it is possible to aid the development of a certain motor skills, which are important for a performance of the main task, training person can perform preparation exercises or a main task in its easier way); working with the additional tasks (it is similar to working with the supplementary tasks; the training persons, who masters the main task completely, are directed to the additional tasks; at the additional stations training persons perform the task in a more difficult way); orbital training (training persons are divided into smaller groups and they circle during the training from one task to the other, which are string in a certain logical sequence; basic intention is development of motor skills, or also consolidation and improvement of knowledge during the simultaneously occupation of all training persons).

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Frontal training is also called direct teaching. A trainer directs to all group, all instructions (explanation, demonstration, correction of mistakes) are dedicated to all training persons. Bad side of frontal training is, that it makes establishment of social contacts more difficult, but it is rational, when all training persons should be introduced with something quickly. There are two forms of frontal training: concluded training (for example: a polygon, which is extremely effective with younger age groups, but disables distinct individualization of work; we mostly develop motor skills and strengthen motor knowledge with the contents) and unbound training (each training person selects its own area, where he trains).

Individual work is usually organized inside of a teamwork or frontal work. We can help ourselves with different training cards and heart rate meters.

8.5 8.5.1

Preparation for An Exercising Lesson What Is an Exercising Lesson

Exercising lesson is a general expression for one exercising unit or training. The length of exercising unit is different. At work with preschool children it is usually up to 30 minutes, at the training it could be from one to more hours (for example: training of a selected sport).

8.5.2

What Is a Preparation for an Exercising Lesson

Preparation for an exercising lesson is a writing down of a content for an individual exercising unit/training and it contains the following elements: definition of a lesson, aims, contents, with which we are going to realize the set aims, activities (exercises), that leads training persons to a set aims, plan of how to perform the training, definition of organization, definition of training person’s burden, definition of requisites and technology.

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8.5.3

What Does Written Preparation on Training Include

Written preparation should include: basic information about the lesson, definition of main characteristics of the lesson (basic content and level of training process, definition of aims, selection of methodical units, selection of working methods and forms, apparatus and requisites), preparation, main and final part, lesson analysis (teacher does it after the finished lesson).

8.5.4

Structure of an Exercising Lesson

Exercising lesson consists of three parts: preparation: introduction, overall and special warming up, main: it is determined by the level of training process (communication of new contents, consolidation, testing and the content: athletics, football...). Preparation for the main part consists of material, methodical, organizational and quantity preparation), final: appeasement, analysis, announcement for the next training lesson.

Preparation part mostly consists of three parts: introduction: motivation of training persons for work, announcement of the training content, general warming up: usually running or running games, special warming up: set of gymnastic exercises or special warming up for individual exercising unit, for example: warming up with the ball as a preparation for training with the ball).

In the main part the trainer can give new, unknown contents or he can just strengthen the old ones or he can check effects of work. At the preparation for exercising lesson he also precisely determines: contents for realizing the aims, methodical procedures, organizational forms (teamwork, individual, frontal work, organization of a lesson; placement of the apparatus, use of requisites) burden of training persons.

Final part of the lesson contains: 111

appeasement, if it is necessary (during more intensive lesson).

With the analysis of the lesson he checks out, if he realized the aims, what was good and what was bad. He can analyze it by himself or together with the training persons.

He encourages training persons for future work with the announcement of the next lesson.

Exercising lesson can be dedicated to: giving of new contents, consolidation or testing.

Giving of new contents: finding out of prior knowledge (if it is necessary, trainer finds out the level of knowledge, for example: what is the technical knowledge of elementary basketball element like; or the level of skill´s development, for example: how much time do the training persons need, to run a certain distance; in this way he finds out the initial condition); preparation part (if it is necessary, trainer prepares training persons for the performance of the given content; for example: training persons strengthens up their arms and shoulder ring for handstanding performance); giving of new learning contents (trainer gives new contents or he upgrades the old ones in the way, that training persons can deepen, expand or perform them in new circumstances).

Consolidation: repetition (in easier and normal circumstances; trainer eliminates smaller mistakes during the repetition); elimination of mistakes (firstly, trainer tries to eliminate bigger ones or those, which appear at the majority, then he tries to eliminate more specific ones; he always analyses and eliminates the causes, which were the reason, why the individuals cannot conquer a certain knowledge); consolidation (training persons repeat without bigger mistakes in an ordinary and/or some more difficult circumstances until the level of automatisation); Testing: 0 112

testing (finding out the levels of conquered sports knowledge and levels of motor skills development; based on observation and/or measuring); competition (the form of testing in a specific circumstances), valuation (analyzing of progress in personal standards´ achievement), grading (determination of a grade based on certain standards – objective or subjective).

At each exercising unit we have to consider the following training principles: from known to unknown: at the training of new elements, technics and tactics it is necessary to abide the fact, what the training person already knows and his knowledge upgrade in the new one, from easier to harder: training person firstly tries out new elements, technics or tactics in easier circumstances and then, when he conquers them, he continues with the training of harder ones, the principle of individualization at the training, the principle of training person´s conscious approach to the training, the principle of systematic at planning and performing, the principle of versatility functioning on the organism of training person, the principle of regular training, the principle of repetition, the principle of gradually increasment of a burden.

8.5.5

Tasks for Trainers

Based on the upper theoretical information, compose a proposition for preparation on training lesson, which will contain all the necessary information about the training lesson.

8.6

Thematically Planning

Thematically planning is a detailed plan for teaching of individual theme (sports), even if a trainer leads some recreational training, within which he wants to introduce the training persons with different sports.

Example 1: trainer prepares thematically preparation for athletics. A certain number of hours (10 hours) is planned for it. Thematically planning contains content´s preparations for running, jumps and throws.

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Example 2: trainer prepares thematically preparation for games with the ball and he plans a certain number of hours (12 hours) for it. Thematically planning contains content´s preparation for elementary games, handball, football, basketball, volleyball.

Example 3: trainer prepares thematically preparation for gymnastics. He plans 14 hours for it. Thematically preparation contains content´s preparations for acrobatics, jumps from small trampoline, leaps and exercises on the gymnastic apparatus.

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8.6.1

Example of Thematical Planning of Gymnastics’ Contents

Number of Practical contents lesson 1.

Theoretical contents

I t

What is the right posture E like and what influences on d giving of Gymnastic exercises (freely). it. i new Overcoming of apparatus as obstacles with m contents, multifunctional pillows, wall bars, benches, W testing bars and frame trunks (two different g polygon). w Climbing up the bar (checking of prior g knowledge).

P c h Running game.

B s d w o

A p t

C i p p

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2.

Complex of exercises for good posture With which exercises can (walking on different parts of foot, walking we influence on a good consolidati in a climb with sticks...). posture; how do we lift the on burden.

Gymnastic exercises with sticks.

Climbing up the wall bars, bar and rope.

Bars: a swing.

Relay games (jumping over the benches, frames, walking on patch, climbing up the trunks and horses, crawling).

Relaxation exercises.

Explana part o demons persons lesson.

Training differen instrum beneat choose instrum abilities

Attenti prepara the app with tra

Relay heterog grading perform points).

3.

The meaning of warming Explana up (why do we warm up, and ho consolidati Gymnastic exercises with balls. how do we warm up). and on Polygon with mounts on the trunk, vaults (trainin over the multifunctional pillows, rolling´s, parts of crawling´s, crawling’s on the inclined bench We and bar walls, swing in hang. differen Climbing up the bar and rope. (assista 0 116

Hunting.

A a

A e t w h

4.

Rhythmic: walking and running forward, Naming of apparatus: backward, aside with diverse pace with the climbing apparatus (wall giving of music. bar, pole), bench, balance new beam, trunk. contents, Complex of gymnastic exercises with balls for a good posture.

Naming of basic positions consolidati (stand with heels together, Acrobatics: stand on shoulder blade, forward on stand with feet apart, and backward roll, cartwheel. movements with trunk Vault: mount with impetus into the crouch crouch). on the trunk (110 cm), dismount.

Bench, low balance beam: ascent walking in diverse directions: forward, backward, aside; a turn with both legs in ascent and in mount; stretched dismount.

E d o

T t

A t

A a

A a

Climbing up the wall bars.

5.

Hunting with a skip rope.

Some clues: (with both E legs, with one leg, crouch d consolidati Gymnastic exercises with a skip rope. support, stand with feet o on Vault: mount in a support crouch and in a apart in a support).

T support standing with feet apart on a trunk

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(the height of a trunk 110 or 120 cm), Naming some of gymnastic use dismount. Multifunctional pillows: straddle exercises (bends, arches, cards). jump. leg forward...).

Vault: Acrobatics: forward and backward roll into What is movement and comple different final positions; cartwheel. how do we measure it. (multifu Bench: walking with different tasks (carrying the ball; crawling through the hoops, jumps with a skip rope) Low balance beam: turn in ascent and in crouch; scale; stretched dismount.

6.

Rhythmic: walking on different parts of a With which exercises can foot; walking forward, backward, aside with we influence on a giving of different tempo and rhythm and with the movement. new music.

Kinds of arms´ movements. contents, consolidati Gymnastic exercises with a skip rope (attention on the movement). on Acrobatics: handstand.

cartwheel;

pushing

into

a

A horse (lower or higher one): straddle jump.

Climbing up the bar.

Rolling of rings (relay games).

Explana demons of a less

The u player).

At th especia posture correct the po with w influenc movem

A horse protect and on height, heights

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A a

T t w k ( 7.

Jumping over the skip rope with one leg and What is strength – some of with both legs on the spot and during the the manifestation forms. consolidati running.

How do we influence on the on strength.

Strength exercises (orbital training).

F j ( p h c t

Games with hunting, pushing and carrying in pairs.

A horse (lower one): straddle jump.

Jumping over the skip rope forward and backward with both legs (testing).

Climbing up the wall bars.

8.

E d s t

Running games.

Naming of basic positions A (swing, support, legs a consolidati Gymnastic exercises for movement with the appart). Kinds of legs´ music.

T on, movements. ( Acrobatics: cartwheel. testing j Multifunctional pillows: straddle jump. m A horse (lower one): straddle jump (testing).

A m p

Low balance beam: 180-degree turn in stand and crouch, scale, jumps: stretched jump,

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jump with leg forward. Connecting the elements.

9.

Overcoming the apparatus as obstacles How do we evaluate in Explana (shorter polygon). Acrobatics: forward roll gymnastic. evaluat consolidati on the pile of pillows with a help of present on, springboard; cartwheel (testing). gymnas testing Accuracy game (hitting of pins with a rolling ball).

10.

Overcoming the apparatus as obstacles What is outflow strength. (shorter polygon).

giving of new Acrobatics: forward roll on the pile of pillows with a help of springboard; cartwheel. contents Bars or a pole: front support, dismount in back swing.

Explana lesson; jumps trampo

Training

Bars: te

Small trampoline: stretched jump, tuck jump (impetus on the bench).

Rhythmic: scale.

11.

Polygon with multifunctional pillows.

The meaning of mutual Explana help. protect giving of Acrobatics: pushing into a handstand; of jum new cartwheel.

How do we help each other. stations contents Bars or a pole: up-rise up the slope with a Bars: te help.

Small trampoline: stretched jump, tuck jump (impetus on the bench).

Spinning’s and rolling’s of rings in the 0 120

connection with different steps.

12.

Running games.

Mutual help.

consolidati Rhythmic: spinning and rolling of the rings. Bends, arms´ movements. on Prater: composition with elements of acrobatics (stand on the shoulder blades, rolls, cartweels) and rhytmics (different steps and turns on both legs, scale, jumps).

C c

T ( m

Bars: up-rise with a help or independently.

Games of accurate throwing (throw of a soft ball into rings). Climbing up the bar (testing those, who has not climbed 3 meters).

13.

Hunting.

Why we develop strength of arms and shoulder ring. consolidati Gymnastic exercises in pairs with the music.

How this influence on the on Bars: up-rise with help or independently; posture. dismount in back swing; swing in hang.

W u d s w

Small trampoline: stretched and tuck jump.

C ( t e

Composition with rings (footsteps, spinning, rolling’s).

14.

Gymnastic exercises with hoops.

Arm´s movements, leg´s T movements, bends. j consolidati Bars: up-rise with a help; dismount in back t swing. on, testing

Small trampoline: stretched and tuck jump.

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8.6.2

Task for Trainers

Based on upper prepared thematically preparation, you prepare 6 hours thematically preparation for games with the ball, where you should identify practical contents, theoretical contents, trainer´s activities and training person´s activities. Choose such contents of games with the ball, that are appropriate for different age levels.

8.7

Elementary Games as A Mean Of Integration

Elementary games are those games, which include elementary forms of human´s movement – motoric functions (walking, running, crawling, jumping, climbing, throwing...), and where we have the possibility of adjusting the rules to a current situation and needs. As such, they are very useful, when we work with training persons of different ages and different prior knowledge. They represent the most important mean in sports training, which can help training persons through the play and they can also with ease develop their motorial abilities (strength, speed, coordination, precision, balance). Training persons introduce themselves with diverse motorial information (technic´s elements and different sports´ tactics, individual´s movement...), that represent a good foundation for their physical development. Elementary games are also an important mean of education and socialization of training persons. With a help of those games, we can help the individual with his integration into the society and with the direction of his feelings and behaviour in different circumstances.

The general characteristic of elementary games is movement, that is why we can influence on the important functional systems of our body with these games (circulatory and respiratory system, loco motional system...) in the sense of positive changes, which are defined in the development of a body, in bigger adjustability on burden and in an ability of defeating bigger exertions. An individual person expresses himself through the game and shows in it his real self and that gives to a trainer the opportunity of educational influence, that is the influence on moral and personal character of training person.

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We choose an elementary game on exercising units (training, skiing course...) like that we follow to a selected aim, which we want to achieve with its help. Those aims distinguish between each other based on diverse parts of exercising units. In first part, that is introduction preparation part of exercising unit, we want to prepare training persons for the main – harder part of training, what means, we want to warm them up and prepare their psyche and motoric for a selected activity. The main part of an exercising unit is dedicated to learning and training, that is why is the purpose of elementary games, that we choose at this part of exercising unit, focused in getting of new motorial information, their consolidation and development of motor abilities. When it is necessary, we also include a final part into an exercising unit, where we should training persons with elementary games physically and mentally calm down after bigger exertions, that were caused in the main part of an exercising unit.

When we choose elementary games, we should, considering a selected aim, think about the age, sex and number of training persons and also about the playing conditions, in which would the game take place. An interest of training persons for games is changed with their oldness; different age level of training persons demands different burden; we can use rougher games with boys than with girls; sometimes we can mix boys and girls together, some other time we cannot; that is why we should pay a certain attention to those characteristics of groups, that we are working with. Further on, some team games cannot be performed because of insufficient or too many training persons, or the influence of the games on the participants is not as we want it to be. We are limited at our selection of games with the appropriate conditions, as they are the size of the court, grounding and requisites, that are accessible. The selection of the games depends also from the weather conditions (winter, summer), if we organize the training outdoors, in the nature. With the game itself we cannot achieve a certain aim, if we are not prepared on its performance and if we do not think of it in the conditions, that it should be realized. These are the reasons, why we should abide some directions for a performance of elementary games and which make our work easier and aid to a realization of aims.

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Some useful directions for games are: we should shortly and clearly explain the game and if it is necessary, we also demonstrate it. The rules should not be too demanding or ambiguous. We should be placed like everyone can see us, while we are giving the information.

Training persons should be arranged into quantitatively and qualitatively equivalent groups. That should provide their bigger endeavor in a game and, consequently, realization of planned aims. We do not have extra players at the game. Training should be planned in a way, that everyone is occupied. For example: at the relay games, individuals in the groups with smaller number of members go several times on the run; those, who are excused of training, help with an organization of the games, judging etc. at the selection and organization of elementary games we should abide the principle of gradually increasment of a burden; from easier to harder, from less demanding to a more demanding forms etc. every deviation from the rules, that we have set at the game, is sanctioned (punished) with an act of giving priority or benefits to the opposite team. The rules are set with the reason, that the training persons abide them (educational purpose) and that we can realize a certain lesson aims, if we abide these rules (for example: teaching of dribbling with left hand, strengthen of legs etc.). The person, who leads the game, must actively interfere in it.

We interrupt the game as little as possible. We leave it, that it develops and becomes lively, that is why we should not set too many limits in the rules, especially not those ones, which do not influence on our aims. The rules of the game should mostly refer on a realization of chosen aims and on roughness´ limitation.

If we notice during the game, that more training persons did not get the point of it and because of that comes to a rough breaking of the rules, we should interrupt the game and give an extra explanation about it or we can demonstrate it and then we start with the performance from the beginning.

When we notice, that the interest for the game diminishes, we should finish it as soon as possible or we can act appropriately (supplement or change the rules, start with new game etc.).

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We use breaks during the half-times or repeatings of a game for comments. We warn training persons on their mistakes and good moves, discuss their reactions, give directions for the improvement of their effectiveness in a game etc.

A game should conclude in a way, that everyone knows, what is the score of a game and who is the winner. When it is a tie score, we extend the game (at team games) or we perform an extra repetition (at relay games). We pronounce the winner at the end of the game, talk with them about the game and give them instructions for a better performance of a game.

Every game should have its point (emphasis, point, true meaning), that training persons encourages to a better work and to their maximal endeavor for the performance of given tasks. For example: being faster or more skilled as the opponent or the opponent team.

We sort a selected game into more exercising units in a row, and we also repeat it several times within one exercising unit. That helps training persons to understand it and to express themselves in it. Effects of organized training in that way reflect faster on the training persons.

Below are elementary games, which can be used in the introduction part, in the main part or in the final part of a training lesson: 1.

Funny hunting: We select a hunter among the training persons and we introduce him to everyone. This person tries to hunt one of the running ones and tries to touch him at unusual place of his body. A captive person takes a role of a hunter and a former hunter can join to the running ones. During the running, a new hunter has to hold himself for the place on his body, where he was touched from a previous hunter (until he does not hunt the next running one). That is the way of marking a hunter, and running persons can easily recognize him. At the same time, it comes to the comical situations because of different unusual ways of hunter´s movement. When would a hunter, because of a difficult movement, hunted too long and there would be a small possibility of catching anyone, we can make a game more interesting like that everyone should hold themselves for the same part of a body as a hunter. In this case, we should mark a hunter, that he would distinguish from the others in a game (for example: with a hat on a head). Training persons can move only inside of a marked court. Each crossing of a boundary line of a running person is a mistake. A catch of a hunter, who did not hold himself for a touched place on his body, is not valid, so he has to continue with the 125

hunting in the appropriate posture. The winner of game is a person, who was never a hunter or who hunted the least times. For a more pleasant and cheerful atmosphere, we can, at the end of a game, pronounce a hunter, who hunted in the funniest way.

2.

A magician: A magician hunts children and changes them into dwarves. A hunter is called a magician and he is marked with a magic wand (relay stick) in his hand. A magician runs in the area and tries to touch with a magical wand as many running children as possible in 60 seconds, who runs freely within the boundaries of the court. Everyone, who is touched by a magician, has to crouch down and continue the game moving like this – he transforms into a dwarf. He has to move in a crouch until one of the children, who has not been transformed into a dwarf yet, rescues him with a touch. A rescue person can freely run again and a magician can catch him once again. When 60 seconds runs out, we stop the hunting and count, how many dwarves is still in a playing area. Then we repeat the hunting with a new magician.

Usually is this a person, who was during the previous game the first one transformed into a dwarf. Magicians compete with each other, who would transform more children into dwarves in 60 seconds of hunting.

3.

Hunting with hitting: Two hunters have their own balls. They are trying to hit as many running persons as possible with their moving in the area.

Hunting lasts 30 seconds and hunters compete with each other, who would hit more running persons. When the time is up, we select the next two hunters (usually those running ones, who were hit first in the previous game).

Wins the hunter, who has won more scores in that 30 seconds. All running ones, that are hit by the hunters with a ball, stay in the game and after hitting continue with running and dodging. A hunter is not allowed to hit the same running person several times in a row and he can hunt him again, when he hit someone else before, otherwise he does not get the point. Every touch with a ball is a score, that is why running persons should not intercept a ball, pick it up or throw it away from a hunter with a reason to make hunting more difficult for him. A hunter can throw a ball only with an elbow throw (we ca choose throw from a jump, throw from a side etc.), scores, that are achieved in some other way, are not admitted. Handball balls should be poorly filled

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with air (soft), that the hits do not hurt too much or we can use soft balls made of foam, which should weight the same as handball ones. Hits are allowed only in a body and extremities.

4.

Hunting the rabbits: Training persons are divided into two teams that count 6 to 10 members. We define roles in teams with a draw. Members of one team get a role of hunters and the other ones the role of rabbits. We give a ball to the hunters, who freely move in the area and pass the basketball to each other. They can pass the ball only with throws from the chest with both hands and they are not allowed to dribble it or make more than two steps with holding a ball. During the movement in the area, they try to transfer the ball nearby the members of the opposite team (rabbits) and hit them with a ball in an appropriate moment. Rabbits freely run in the area and try to avoid the ball. They try to avoid the place, where the ball is and try to avoid of being hit. Each touch of rabbits with a ball brings a point to the hunters, even picking of a ball up and throwing it around the area to make work harder for hunters. There are recognized only the points that are achieved by throws from the chest with both hands, which were not directed into heads of running persons. When the time runs out (3 minutes), the teams switch the roles. A winner is a team, that hit more rabbits in a certain time.

5.

Hunted birds: Training persons are divided into two groups with 8 or more members. Members of one group (guards) hold themselves for hands and make a circle in the middle half of a volleyball field. They stand with feet apart, that the neighbors touch themselves with feet. Members of the other group (birds) are freely ordered inside of a circle. On our sign, the hunted birds (training persons inside of a circle) try to rescue themselves from a cage (a circle). They can escape through the legs and over or under the arms of the guards. They can crawl, climb and scrimmage between the guards, but they are not allowed to jump and crush into a guard, and in that way tear the chain apart. The guards have to hold their hands all the time of a fight and hold their feet together, what means that they cannot shift from one foot to another or grab the birds with their hands. Birds can be stopped only with squatting, straightening themselves, bending to the left and right side and with raising and lowering of the hands. The attempt of breaking through lasts 30 seconds and when the time runs out, we stop the game and count, 127

how many birds breakthrough the circle. Then the groups switch their roles and we repeat the game. Wins a group, whose members came from a circle in larger number in those 30 seconds. We repeat the game several times.

6.

Dance on a balance beam: We give a sign and first two persons on each side of a balance beam walk on to the middle of it, where they meet. When they meet, they have to switch their places on a balance beam and continue with walking till its end, where they go down and leave the balance beam to the next two persons. Training persons should walk a balance beam without touching the floor while they are walking. If anyone of training persons step from a balance beam during the switching, he has to go back on a balance beam and try to do it again. Partners on a balance beam repeat switching so long, until they succeed. We give negative point for each touch of a floor to a group, whose member made a mistake. Wins a group, who made less mistakes or gathered less negative points. Because of larger intensity of training and larger influence on the development of maintaining the balance position’s abilities, the game should end, when training persons would be on their starting points, that means, that they would have to walk the balance beam twice. The way of switching the position on a balance beam is optional, only they are not allowed to hold it with their arms. If we have unequal number of persons in the groups, the individuals have to do the exercise more times that all groups would have the same number of repetitions. If we have younger age groups, we can, because of a gradually preparing on a motor exercise, prepare a switch of places on the benches.

7.

A blind one calls the numbers: Training persons hold themselves for hands and make a circle. When the circle is formed, they low their hands and stand freely without touching each other. ˝A blind˝ one, who we choose from the training persons and we tie his eyes, stands in the middle of a circle.

Participants of a game count themselves loudly. In this way everyone in a circle gets its own number, on which he will respond during the game and ˝the blind one˝ has the opportunity, based on the sound, to find out where the individual numbers stand. When they all are counted, ˝the blind one˝ calls two numbers. They have to answer and try to switch their places. That could be done only inside of a circle and in that time ˝the blind one˝ tries to intercept them. If a switch is successful, everyone claps with their hands and

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that is a sign for ˝a blind one˝ that the switch was successfully done and that he has to call the next two numbers. This repeats until ˝the blind one˝ catches one of the training persons, who is switching the place. When ˝the blind one˝ catches one of the numbers, they switch the roles and ˝the blind one˝ takes the number of the hunted one. The numbers are loudly counted again and the game starts from the beginning. training persons compete, who would, in fewer attempts, intercept the others during their switching of the places or who would call numbers less often.

8.

Training persons can move on the volleyball court´s half area. Everyone leads its ball and on his way knocks down the balls to others (basketball leading, the upper rebound, football leading...).

9.

Training person throws the ball with both hands from below into the air, makes a 360–turn and catches the ball.

Possibility 2: He throws the ball into the air, makes a circle with his hands and lets the falling ball through the circle.

Possibility 3: It is the same as a basic exercise only that he does not catch the ball, but he tries to let it through the circle that he creates with his hands.

10. Three training persons are arranged into a triangle. They use two balls: the first ball they roll on the floor, and the second one they throw and catch in their optional way.

11. Training persons throw the ball overhead with both hands and move on the half area of volleyball field. On a trainer´s sign, they throw the ball high above themselves and try to take the neighbors’ ball.

Possibility 2: One of the training persons does not have a ball and he tries to gets it after each trainer´s sign.

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12. Hunting with rescuing: Training persons lead the ball on the limited area of a hall (basketball leading, football leading). A hunter tries to catch them. A hunted person can rescue himself from a hunter, if he sits down on the floor and holds a ball with both hands, but he has to immediately stand up and continue with leading a ball, when the hunter directs into the other training persons. If anyone remains seated, he becomes a hunter.

13. A trainer stands at the middle of the last line of volleyball court. Training persons are arranged in two rows on his left and right side. Everyone has its own ball. First one gives a ball to a trainer, who rolls it to the central line of a court. Training person should catch a rolling ball before it crosses a central line. Then the second person gives the ball to a trainer and so on.

Possibility 2: training person starts from different positions (lying on the back, sitting...).

Possibility 3: a trainer does not roll the balls, but he strongly throws them on the floor that they reflect in a high bow into the court.

Possibility 4: a trainer throws the balls in a high bow.

Possibility 5: training person should overhaul the ball, turn to it and catch it.

Possibility 6: after trainer´s throw, training person runs for a ball, leaves it to reflect from the floor and then he smoothly gets into a basketball leading.

14. Training persons are arranged in a circle and they kneel (crouch). In the middle of a circle are ˝piggies in the middle˝ (maximum 3). The kneeled ones roll the ball to each other like that ˝piggies in the middle˝ cannot get it. If a ˝piggy in the middle˝ catches a ball with his hands, then the person, who rolled the ball, should go to the middle of a circle.

Possibility 2: the ball should not be stopped, but it should be immediately rolled forward.

Possibility 3: training persons stand and pass the ball with their foot and ˝piggy in the middle˝ tries to catch it with his foot too.

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15. Training persons stand arranged in a circle. Everyone gets its ˝name˝ (or a number). In the middle of a circle stand training person and holds a ball. He starts the game like that he throws the ball straight up and shouts one of the ˝names˝ that the others have. The called one runs in the middle and tries to catch the falling ball before it falls on the floor.

Possibility 2: a ball can reflect from the floor once.

16. Two training persons stand 2-3 meters apart. The first one throws the ball to the other, runs around him and goes back on his place running backward as soon as possible. Then the other person repeats the exercise.

Possibility 2: training person leads the ball (with a foot or with a hand) around the other one and when he returns on the starting point, he passes the ball to him.

Possibility 3: training person, who catches a ball, tries to straight it up above his head into the air as many times as possible before the passer gets on his place. He counts loudly and the passer shouts ˝Stop!˝, when he gets on his place. He tries to improve the result every time.

A sketch:

17. We put a gymnastic hoop between two training persons. One of them throws a ball like that it in a hoop reflects from the floor. The other one tries to intercept it and with both hands immediately directs it toward the hoop.

He tries to send the ball into the hoop in a way that the other one can hardly catch it. If training person holds a ball or misses a hoop, the opponent gets the point and has the right of throwing it first in the next game.

Possibility 2: They catch and reflect the ball with one hand only.

A sketch:

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18. Hunting ˝night and day˝ with a ball. Training persons are arranged into pairs on the left and on the right side of the middle line. They are standing a meter from the line, turn to it and lead the ball on a spot. A trainer with two balls of different colors signalizes who is a hunter and who hunts. Based on trainer´s sign, there is always in a pair someone a hunter and the other one is a hunted one. For example: if a trainer lows down the red ball means, that the hunters are training persons, who are located at the side of a red ball and the other ones have to turn themselves for 180 and run while they are leading a ball forward a back line of a basketball court. A hunted one is hunted, if the hunter gets him before a line or if the ball escapes him during the leading.

A sketch:

19. Training persons at the edge of a basketball court are arranged like that, they are equally distant from the circle at the middle of the court. They sit turned to the middle circle and have a ball by their side. On a trainer´s sign they stand up, roll the ball to the circle at the middle of the court and sit down on the line like that, they have legs in a circle. The last two or those, whose ball escapes, always fall out of the next competition.

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Possibility 2: They lead a ball in a basketball way.

Possibility 3: They lead a ball with their feet and they have to stop it with the feet on the line of a circle. Whose ball escapes, he has to lead it so long, that he stops it on the line.

20. Relay. Pairs of training persons are arranged on both sides of volleyball line.

Training persons A apart their legs. Training persons B, on trainer´s sign, roll the balls through the court and crawl in a shape of 8 through the legs of persons B. then they roll the balls backward on the starting point. They roll the ball to a person A and give the legs apart.

Possibility 2: Training persons lead the ball in a basketball way.

Possibility 3: Training persons lead the ball with a foot.

21. We arrange training persons into two equal groups. A trainer throws in the air a big inflatable ball to the middle of a court. A task of training persons is, to get it at the opponent´s half with bouncing it, and they have to hit over a certain height of a hall´s back wall. If the ball falls on the floor, a trainer performs a judicial throw.

22. We stick a hoop with a tape between two stands in the middle of a basketball court. We arrange 5 pins or cones at a side line on the distance of 1-2 meters.

We put a soft pillow at the other side line. Training persons stand in a line before first cone, holding balls. The first training persons in a basketball way lead a ball between cones to the hoop. They hold the ball with both hands and turn with a back to the hoop. They throw a ball in an optional way up the head through the hoop. Then they catch the ball, run to the pillow, hold the ball with their knees and perform a roll. Then they lead the ball to the basket, throw on it (it is not necessary to score) and go at the end of a line.

A sketch:

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23. Artillery. Training persons are arranged into two equally numbered groups.

Each group is on its own side of a court and each person has a ball. We put a big ball in the middle, which the training persons try to get over the opponent´s defense line. The easiest way is to perform this exercise on the volleyball court. Number of throws is optional. After the throw, training persons find the ball by themselves. They can throw only from the back line and they can pick the balls only on their half. For the throw, that was not performed from the back line, gets the point the opponent.

A sketch:

24. At the court, which is divided with tight rope at 1-1,5 meters’ height, stands at each side equal number of training persons, who play a volleyball with an inflatable ball. Bigger than the ball is, more interesting is a game. It is allowed to hit the ball with one or with both hands. The serve is optional from three meters’ line. Wins the team, who first scores 5, 10 or 15 points.

25. Tiger´s ball. Volleyball court is divided into three parts. Training persons are also divided into 3 group. Teams A and B throw the ball to each other (one ball on two training persons). Persons of group C try to intercept thrown balls. If they catch one of the balls, they switch the position on the court with a team, whose member has thrown the ball.

26. Black man. Volleyball court is divided into three parts. We put two frames of a trunk into outer thirds of a court. In one frame we put basketballs and in the other one volleyballs. Training persons are arranged among the both 0 134

outer thirds. A black man stands in the middle third (it can also be two or three black men). The task of training persons is, that they transfer the basketballs with leading into a frame, where the volleyballs are, and the opposite. Black man hunts them, when they come over the middle third.

Hunted players become black men. The game is over, when the players cannot transfer no more balls.

Possibility 2: Hunted players crouched down at the spot, where were hunted. They can be rescued with a touch from the players, who pass over the court.

Possibility 3: Players lead the ball with a foot.

27. Hockey with a tennis ball. We lean two pillows on the walls and they represent the gates. Players play the hockey with tennis ball like that they hit it on the floor with their palms. It is not allowed to pressure the ball with a palm on the floor, kick it or stop it with feet. The duration is time limited.

Score of gates means a point and unappropriated leading of a ball means a ball for the opposite team.

28. Wrong football. A volleyball is allowed to roll; stopped and passed can be only with one hand. Stopping, rolling or passing it with both hands is punished with a dispossession of a ball. We help ourselves with a fist, when shooting on the gates. It is not allowed to pressure the ball on the floor, also it is not allowed the game with a foot. The duration is time limited.

29. Bollard goat. A group of training persons stand behind the line and a goat stands before the line (for example: cone, where a tennis ball stands).

Shepherd stands next to the goat. Training persons try to hit a goat and knocked her down with the balls, that should badly reflect. They should pick the thrown balls by themselves and there they can be caught by the shepherd, who watches on the goat. The shepherd can hunt the ball only to the line, from where training persons throw. If the shepherd catches them, they should crunch on the spot, where they were caught. If the training persons knocked down the goat, the shepherd has to firstly place the goat and then he can hunt the training persons, who are picking the balls. While

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placing the goat, the training persons have to efficiently use their time for picking up the balls and returning safely behind the line.

A sketch:

30. Sheep´s transportation to the mountains. Each training person has its own ball and all of them stand in two lines at one side of a court. Two shepherd stand at the other side of a court. On trainer´s sign, each shepherd leads the ball with his hand across the court, takes the first training person in a line by his hand and then they lead the ball back to the other side together. There they switch the roles and the next shepherd goes for a new sheep. Wins a team of sheep, that first come on their side.

8.7.1

Exercises for Trainers

Based on upper mode, write down 10 elementary games and define an aim, for what purpose would you use the game.

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8.8 References Pistotnik, B. (1993). Elementary games: a mean for development of motor skills.

Ljubljana: Faculty of sports.

Kovač, M., Strel, J., Jurak, G., Bučar Pajek, M., Starc, G. in Majerič, M. (2004).

Planning of physical educational process in 2. triennium. Ljubljana: Faculty of sports, Center for continuing professional improvement.

Starc, G. (2004). Elementary games – basic motorics with a ball. Material for seminar Sports program Krpan. Ljubljana: Institut for sports Slovenija.

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