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C-Proposals for the design phase and application of the sessions
Sport! OP! Opportunities for inclusion of vulnerable youth through sport
AREA OF ACTIVITY SPORT!OP! CONTRIBUTIONS ORG. RESILIENCY DIMENSIONS
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BONDS BOUNDARIES LIFE SKILLS CARING EXPECTATIONS PARTICIPATION
WELCOME
Ensuring personalised contact with the participants
Striving to remember the name of all the participants
Ensuring that everybody feel at ease right from the start (e.g., some girls may not feel comfortable)
Monitoring attendance to minimise absenteeism
Explaining the activities that are done
Clarifying the purpose of the activities so that the participants see the point of them
PRESENTATION OF THE ACTIVITIES
Presence of the proposal in the design and organization of the project Linking the proposal with the dimensions of resilience
Sport! OP! Opportunities for inclusion of vulnerable youth through sport
C-Proposals for the design phase and application of the sessions
AREA OF ACTIVITY SPORT!OP! CONTRIBUTIONS ORG. RESILIENCY DIMENSIONS
BONDS BOUNDARIES LIFE SKILLS CARING EXPECTATIONS PARTICIPATION
PRIOR ASPECTS
Facilitating access to the facilities in terms of both the venue and the timetable
ACTIVITIES: TYPES, METHODOLOGY AND ORGANISATION
Prioritising pair and group activities
Providing manageable, “non-aggressive” material
Keeping in mind that some activities and actions (helping, etc.) may be misinterpreted or pose a problem for some girls
Fostering a cooperative approach to the activities
Using specific techniques (e.g., self-coaching, visualisation, etc.)
Presence of the proposal in the design and organization of the project Linking the proposal with the dimensions of resilience
Sport! OP! Opportunities for inclusion of vulnerable youth through sport
C-Proposals for the design phase and application of the sessions
AREA OF ACTIVITY SPORT!OP! CONTRIBUTIONS ORG. RESILIENCY DIMENSIONS
BONDS BOUNDARIES LIFE SKILLS CARING EXPECTATIONS PARTICIPATION
Striving to get the group involved in setting the activities, even though the operational framework is defined within the project
ACTIVITIES: TYPES, METHODOLOGY AND ORGANISATION
Allocating the activities in a way that facilitates the participants’ success
Fostering the development of caring, committed relationships between the participants
Designing and implementing fun activities
Planning the activities thoroughly
Presence of the proposal in the design and organization of the project Linking the proposal with the dimensions of resilience
Sport! OP! Opportunities for inclusion of vulnerable youth through sport
C-Proposals for the design phase and application of the sessions
AREA OF ACTIVITY SPORT!OP! CONTRIBUTIONS
Allocating activities that facilitate adaptation and flexibility
ORG. RESILIENCY DIMENSIONS
BONDS BOUNDARIES LIFE SKILLS CARING EXPECTATIONS PARTICIPATION
ACTIVITIES: TYPES, METHODOLOGY AND ORGANISATION
Promoting the repetition of routines for consolidating habits
Designing sessions so that they are easy to understand and make good use of the time available (E.g., avoiding dead time that makes the participants disconnect)
Prioritising collective activities over individual ones
Prioritising enjoyment of the game over technical acquisition
Presence of the proposal in the design and organization of the project Linking the proposal with the dimensions of resilience
Sport! OP! Opportunities for inclusion of vulnerable youth through sport
C-Proposals for the design phase and application of the sessions
AREA OF ACTIVITY SPORT!OP! CONTRIBUTIONS ORG. RESILIENCY DIMENSIONS
BONDS BOUNDARIES LIFE SKILLS CARING EXPECTATIONS PARTICIPATION
Promoting the inclusion, acceptance and appreciation of less gifted people
ACTIVITIES: TYPES, METHODOLOGY AND ORGANISATION
Promoting mentoring, with the older participants taking responsibility for the younger ones
Fostering body awareness activities such as breathing and relaxation
Assigning activities that enable a better understanding of individual capacities
Helping children/young people learn to make decisions by identifying challenges and problems, and finding solutions
Presence of the proposal in the design and organization of the project Linking the proposal with the dimensions of resilience
Sport! OP! Opportunities for inclusion of vulnerable youth through sport
C-Proposals for the design phase and application of the sessions
AREA OF ACTIVITY
ACTIVITIES: TYPES, METHODOLOGY AND ORGANISATION SPORT!OP! CONTRIBUTIONS
Providing strategies and resources so that the participants see how to achieve improvements in each person’s performance
Establishing an atmosphere of trust and honesty in the initiatives to encourage the members of the team to help each other
ORG. RESILIENCY DIMENSIONS
BONDS BOUNDARIES LIFE SKILLS CARING EXPECTATIONS PARTICIPATION
CLOSING AND FAREWELL
Fostering discussion and reflection, with a summary of the most important aspects of the session and their application to situations of everyday life
Reflecting on what has gone well and badly at the end of training sessions or competitions
Presence of the proposal in the design and organization of the project Linking the proposal with the dimensions of resilience
Sport! OP! Opportunities for inclusion of vulnerable youth through sport
C-Proposals for the design phase and application of the sessions
AREA OF ACTIVITY SPORT!OP! CONTRIBUTIONS ORG. RESILIENCY DIMENSIONS
BONDS BOUNDARIES LIFE SKILLS CARING EXPECTATIONS PARTICIPATION
COMPETITION DAYS
Anticipating transport difficulties for the families getting to the competition
Transferring the good practices learned from the activity to the competition itself
Striving to ensure that the person in charge is just another member of the group (e.g., that they participate in the activities)
Enabling and encouraging the person in charge to have a positive attitude
ATTITUDE OF THE PERSON RESPONSIBLE
Facilitating the coordination of the staff involved, generating platforms for discussion between professionals (coaches, social workers, psychologists, educationalists, etc.)
Presence of the proposal in the design and organization of the project Linking the proposal with the dimensions of resilience
C-Proposals for the design phase and application of the sessions
AREA OF ACTIVITY SPORT!OP! CONTRIBUTIONS ORG. RESILIENCY DIMENSIONS
BONDS BOUNDARIES LIFE SKILLS CARING EXPECTATIONS PARTICIPATION
ATTITUDE OF THE PERSON RESPONSIBLE
Encouraging the recognition and appreciation of the work done by group and consolidating the feeling of belonging and empathy
Highlighting and conveying the collective nature of victory or defeat
Ensuring knowledge of the individual capacities of the children and young people and helping them to boost these capacities
SPECIAL EVENTS
Organising special events and sessions to publicise, explain and evaluate both the project and the proposed sporting activity
Presence of the proposal in the design and organization of the project Linking the proposal with the dimensions of resilience
Bibliographic references
Bibliographic references
Bartley, M.; Head, J & Stansfield, S. (2007). Is attachment style a source of resilience against health inequalities at work?. Social Science and Medicine, 64, 765-775.
Costa, S; Forés, A.; Burguet, M. (2014). Els tutors de la resiliència en l’educació social, Temps d’Educació, 46, 91-106.
Edwards, A. (2007). Working collaboratively to build resilience: a CHAT approach. Social policy and society, 6, 255-64.
European Commission (n.d.). Sport For community cohesion and social inclusion.
European Commission Directorate-General for Education, Youth, Sport and Culture (2022). Towards more gender equality in sport : recommendations and action plan from the High Level Group on Gender Equality in sport
Guerra, J.L (2013). Construcción, validez y confiabilidad de la Escala de Resiliencia Docent Propósitos y Representaciones, Vol. 1 (1),59-86.
Henderson, N.; Milstein, M. (2003). La resiliencia en la escuela. Paidós, Barcelona.
Masten, A. & Obradovic, J. (2006). Competence and resilience in development. Annals of the New York Academy of Sciences, 1094 (1), 13-27
Nussbaum, M. (2011). Creating Capabilities. The Human Development Approach. New York: The Belknap Press, Harvard University Press// (2012). Capabilités, Paris: Climats.
Ruiz, C.; Calderón, I. y Juárez, J. (2017). La resiliencia como forma de resistir a la exclusión social: un análisis comparado de casos. Pedagogía Social. Revista Interuniversitaria, 29, 129-141
Sánchez-Alcaraz, B.J., López, G., Valero, A. i Gómez A. (2016). Los programas de educación en valores a través de la educación física y el deporte. Actividad Física y Deporte: Ciencia i profesión, 25, 45-58.
Shields, D. L., & Bredemeier, B. L. (2008). Sport and the Development of Character. In L.P. Nucci & D. Narvaez. Handbook of Moral and Character Education (pp.500-519). New York: Routledge. Vaquero, E.; Urrea, A.; Mundet, A. (2014). Promoting resilience through technology, art and a child rights-based approach. Revista de Cercetare si Interventie Sociala, 2014, vol. 45, 144-159.
