2. Recruitment Stages
To be more efficient in recruiting the 30 player (10 from each club that we have as a target) we have organised the recruitment plan in 3 phases.
1ST PHASE: Identifying vulnerable girls between 8-12 years in the clubs’ local area.
In this sense we consider vulnerable girls mainly in three areas (gender, economic and cultural, please see the table elaborated to this end in annex 4 to know the specific indicators contemplated in each vulnerability).
In this first phase the club have pose the problem, for example, of how to recognise economic vulnerability when the information is confidential, and they cannot access directly to the information provided by local social services.
We firmly believe that the local schools play a key role in facilitating some information on girls who are economic and cultural vulnerable and could be interested in becoming volleyball players. We have found out that some cultural community associations can also facilitate information on girls who are vulnerable and could be interested in becoming volleyball players.
To facilitate clubs’ task on recruiting 8-12 years-old vulnerable girls we have created a vulnerable indicators table which counts with 13 indicators (Annex 4). The clubs will just have to cross under the indicator to show the vulnerability. It is required that at least one indicator must be marked in order to be part of the vulnerable girls recruited.
During the design and thanks to the interviews, we have identified some elements to be solved: How do the clubs approach the funding for being part of the club for 1,5- 2 years (600-800 euros). How can the clubs manage the offer without selecting? Which rules do clubs apply to grant the athletes? Do they take the following position: “First come, first served”? From our perspective, it is not a unique answer to these questions because they rely on clubs’ policies and contextual factors. Therefore, each club should face these questions independently considering the unique context of each club.
2ND PHASE: How can the club convince identified vulnerable girls and their families to try for a few training sessions and to participate in some meetings to understand the club culture- sport competitive dynamics and to commit to the project. In this regard, the ToT meeting program at University of Vic – Central University of Catalonia, will be the learning platform for clubs to sensibilize clubs of the social value to include vulnerable girls in the club; as well as to increase the perception and the need of the clubs to feel and work to become a social and safe network for society.
3RD PHASE: How do the clubs retain vulnerable girls to play for them for at least 1 season (2023-2024). In this regard, the ToT meeting program at University of Vic –Central University of Catalonia, and the seminars developed in the MOOC will teach actions to the clubs’ agents in order to promote athletes’ retainment.
3. Recruitment actions
As a way of organizing the clubs’ actions, this recruitment program suggests that recruitment can be organised according to 4 different areas. As the literature review suggests, based upon the SCOUT application design, and the clubs’ interviews have shown; these areas have been identified as the key recruitment points.
1. LOCAL INTITUTIONS CONTACTS
a. Schools
Vallbona: Primary school teachers are collaborating. The club’s president is a PE teacher and has connection with local primary schools.
The 28 girls that they have managed to recruit have been recruited through the schools, because social services and the city council did not send them any players. They have made an informative design and have gone directly to the schools (restricted access).
The recruitment was done through the school management or physical education teachers, who have information that we can't access to. The selection has been made by the directors in contact with the tutors themselves (open access).
This November, the club held a meeting with the parents of the girls interested in participating in the project to talk about commitment.
Istres: Good connection with the school. Volleyball activities and formation with PE teacher during PE lessons.
Anderlini: “Sport Programmes” with some schools in Modena.
Istres & Anderlini are asking about the legal mechanisms to offer funding to vulnerable girls in the schools they work with.
What is the right way to offer funding to these girls? And how to rightly identify them?
b. Social services
Vallbona: The club complains that local social services are not collaborating with the club and project.
Istres: is willing to go to social associations and explain what our project is about and what can we offer to the girls. But how can we prove/know which girls are vulnerable? To facilitate this, we have created a table with the main indicators that tell us if a girl is vulnerable (see Annxe 4).
Anderlini: GDPR confidentiality of personal data. Need for more collaboration with the city council. Need to take the project to the council and talk to social services.
c. Cultural Associations
Vallbona: They have never explored this way; they already have enough schools to recruit from (10 8-12 years-old vulnerable girls)
Anderlini: They know about local associations who work with immigrants and vulnerable people. They specifically know about two associations: “Young Prostitutes” it would be interesting to be able to offer them volleyball to contribute to socially integrating them; and an association called “Children Asian Community”, a strong community with a cultural problem with women’s role in society.
Istres: They have the intention to introduce the project in different cultural and social association
It is interesting seeing the differences in each of the clubs’ contexts. While Vallbona relies in recruiting the 10 vulnerable girls from the schools they have worked for several years, Istres is exploring a new way of recruiting girls from local social services that already worked uniquely with these girls in their after-school programmes. For example, they have started conversations with a couple of associations that publicly provided services on after-school activities for vulnerable children. They are concentrating on an association that offers sports activities after school. They hope they can redirect some of the 8-12 years-old girls’ participants in this association to their club. Meanwhile, due to the specific Italian geopolitically context with migrants from Africa and East Mediterranean, Anderlini has started conversations with NGOs in the private sector,
which work with migrants. They would like to offer 8-12 years-old migrant girls the opportunity to be included in Modena’s society by being an active part of the club. They have contacted Caleidos a social cooperative that works with migrants in the municipality of Modena. They believe it is a reliable partner which works well with the project’s target group.
2. SPECIFIC ACTIONS TO SHOW THE CLUB TO THE CITY
Until now they have not done specific actions which take on board gender, economic and cultural differences.
In this section, we would like to bring the club closer to local vulnerable families with daughters between 8-12 years old who show appreciation for other cultures in the club.
For example, by organising cultural diversity collective meals and/or cultural diversity concerts, art. The idea is to be open to whatever displays of cultural diversity and that can connect with families and players from vulnerable gender, economic cultural background.
Vallbona: They have tried open Days with not much success due to the effort it takes.
The club policy and the club’s families don’t participate enough in the organisation and development of the events. They do not promote these kinds of activities. They also require extra effort and time for the coaches who are not paid to do so.
Istres: In France the school calendar works 7 weeks class 2 weeks off. During these weeks the club organises a volley camp open to the whole community, they also organise Halloween, Christmas, and Family Tournaments. Besides, they organise 2-3
International tournaments every year. This year the clubs’ participant in the project will go. A very popular activity is the “Bingo nights” to collect money; They also participate at the Sport Party where each association present its sport to the city.
Anderlini: monthly tournaments, some big, some small, with clubs from the city, other regions, and even other countries. They also do trainings with club’s families on nutrition, motivation, etc. They prepare every year a big meeting with 20-25 primary schools. They go for free to schools to teach volleyball during school time. In summer they organise summer camp for kids 3-13 years old. They also go away for a week in a summer Week Camp,
3. SPECIFIC ACTIONS WITHIN THE CLUB which make cultural differences an inclusive sensitivity for girls and their families.
a. Including cultural differences in the club’s staff
Vallbona: There aren’t any. However, they do not distinguish between native and foreigner. There are 27 coaches and 14 old players who are assistant coaches. The most vulnerable payers that have been in the club do not become long-time players. They leave the club much before that, so they never reach to be coaches.
Istres: They have a coach from Argelia. Also, two new coaches from Bosnia, and one from Italy.
Anderlini: They don’t have coaches/managers from other nationalities/cultures. They have never seen coaches from other nationalities in Italy.
They have players from Eastern Europe, Africa, and Senegal. Some of them are Italian or born in Italy, second generation.
b. Including the profile of someone responsible for cultural inclusion in the club: inclusion manager.
We propose to appoint someone specifically responsible for gender, economic and cultural inclusion in each of the clubs with specific profiles and responsibilities within the club. This position will be new in the three clubs and its main aim is to have a specific person responsible for the smooth inclusion of the new-vulnerable players into the club along with adults and the rest of the players and the organization of the club.
This position should be held by someone who is empathetic and sensitive regarding children’s gender, economic and cultural diversity. She/he should be perceived as the mentor they have in the club, someone whom they can completely trust. She/he should be a known figure in the club, this means, she/he should be a part of the club and that all the players, as much as the new ones who have joined for SCOUT project as much as the old players, must know her/his personal details and tasks in the club.
If it is possible previous training on social and cultural diversity will be appreciated.
Responsibilities:
Tasks:
Accompany the new vulnerable players in the process of becoming part of the club.
The smooth running of the relationships between new players and these new players with other players and with other club’s stakeholders. By smooth we mean that any problem, concern, or any uncomfortable situation should be immediately raised to her or him.
Being the liaison person between new vulnerable players and families with the everyday life of the club (training, matches, trips, tournaments, activities out of the volleyball court)
Accompany new players in learning about the operation and organization of the club. For this end an initial meeting will be held in which all the necessary documentation will be provided, and their understanding will be ensured. This meeting will include a guided tour of the club facilities
Fortnight meetings with new vulnerable players will be appointed in the first 3 months to make sure that everything goes well.
In the first 3 months, 1-2 meetings will be appointed with their families to find out how is the process of becoming a full club’s player member.
After the three months the inclusion manager will be available via social media or telephone to new vulnerable players and their families and to all the players in the club who might have an issue with gender, economic and cultural diversity.
The inclusion manager will also attend at least one training every month of those teams where vulnerable players are to keep personal contact with them, at least for the first year.
If an issue arises, the inclusion manager will be the first point of action by understanding the issue and calling for mediation between the involved parties, if the issue cannot be solved in this way, the second point will be to talk to the coach of the team this issue is having place if after this the issue still no solved the next person to call will be the coordinator.
Vallbona: Has appointed Paulina, a woman trained in social integration. She helps with the recruitment phase going to schools and talking to vulnerable families. She might stay for the whole project assuming the role of inclusion manager.
Istres: Positive feedback about the idea of appointing someone who could be responsible for cultural inclusion in the club. They are thinking of the secretary, someone who is sensitive to gender, economic and cultural diversity and knows all the families in the club. However, it is not clear that she can assume this role. There is also a possibility that a player’s mother assumes this role.
Anderlini: Positive reaction to the idea. They propose the name "Inclusion Manager," and he/she could act as a cultural mediator in diversity. They consider it a good alternative/complement to the figure of a psychologist in the club, to also work with conflicts, relationships, bullying. They believe it must be
a very trusted person and it could be the coach manager of 6-8 years old players or the coach manager of 9-18 yeas-old players or even the club’s president.
c. Including vulnerable families in club’s organization activities and tasks.
Vallbona: they do not do it.
Istres: They do not differentiate; they constantly need families' collaboration for all the activities they organize during the season.
Anderlini: they do not differentiate.
d. Prepare new documents or existing ones (statutes, regulations, protocols, circulars...etc.) and refer somewhere on the values that diversity of gender, economic and culture with which the club identifies itself.
Vallabona: It is contemplated in a training session at the beginning of the season, and the staff during the season works against bullying and violence, but this needs to be put in writing, there is no and official club document regarding this content.
Istres: Istres Provence Volley has a code that indicates that physical and sexual harassment, violence, and bullying are not tolerated, and everyone from the club must sign it, so everyone is aware of these policies. But it does not refer to gender, ethnic or class diversity. They acknowledge that they should do it.
Anderlini: The club has “Ethics Chart”, a document in the web in ethnic, religious, and cultural diversity is acknowledged. They did it in 2013 and they updated in 2017. I t would be great if the project helps them to updated again.
4. TRAINING AND MATCHES ACTIONS (PYD)
a. To involve the most families alienated for gender, economic and/or cultural vulnerability in the team's march by calling them delegates/from the team, organizers of the trips...
4. References
Donaldson, S. J., & Ronan, K. R. (2006). The efects of sport participation on young adolescents’ emotional well-being. Adolescence, 41(162), 369–389.
Hanappi, D., Bernardi, L., & Spini, D. (2015). Vulnerability as a heuristic concept for interdisciplinary research: Assessing the thematic and methodological structure of empirical life course studies. Longitudinal and Life Course Studies, 6(1), 59–87. https://doi.org/10.14301/llcs.v6i1.302
Holt,N.,&Neely,K.(2011).Positiveyouthdevelopmentthroughsport:areview. Revista
IberoamericanadePsicologíaDelEjercicioyElDeporte, 6(2), 299–316.
Johnston, K. C., Marttinen, R., Fredrick, R. N., & Bhat, V. R. (2019). Girls’ experiences in a positive youth development sport program: Developing a participant-centered space. Journal of Youth Development, 14(1), 93–111. https://doi.org/10.5195/jyd.2019.729
Logan,K.,Cuff,S.,LaBella,C.R.,Brooks,M.A., Canty,G.,Diamond,A.B.,Hennrikus, W., Moffatt, K., Nemeth, B. A., Pengel, K. B., Peterson, A. R., Stricker, P. R., Bagnall, D. W., Solomon, J., Halstead, M. E., Faigenbaum, A. D., Gregory, A. J. M., Kinsella, S. B., & Emanuel, A. (2019). Organized sports for children, preadolescents, and adolescents. Pediatrics, 143(6). https://doi.org/10.1542/peds.2019-0997
Mechanic, D., & Tanner, J. (2007). Vulnerable People, Groups, And Populations: Societal View. HealthAffairs, 26(5). https://doi.org/10.1377/hlthaff.26.5.1220
Nadan, Y., & Korbin, J. (2019). Cultural Context, Intersectionality, and Child Vulnerability. Childhood Vulnerability Journal 2019 1:1, 1(1), 5–14. https://doi.org/10.1007/S41255-019-00003-7
Vella, S., Cliff, D., & Okely, A. (2014). Socio-ecological predictors of participation and dropout in organised sports during childhood. JournalofScienceandMedicinein Sport, 18, e133–e134. https://doi.org/10.1016/j.jsams.2014.11.121
Annexes
1. Clubs Interview Guide
Let's agree on the vulnerable concept
What is for you, and according to your environment and experiences, vulnerable girls and families?
For us it is:
- Girls who do not have access to sport in a federated club due to economic problems (cannot pay fees, outfit, travel).
- Girls who, due to their cultural context, do not have access to know or think that they can be part of a federated sports club (the family environment does not accompany this means they immersed in an environment which does not value sport).
- Girls just because they are girls and often live on the fringes of the local culture.
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Do you already have players in your club who can be identified with this profile? Are you developing conscious and concrete actions to encourage a constant presence in the club (training sessions, matches) so that they do not drop out of the sport?
Do you identify this profile of girls in your club’s neighborhood?
Is there these girls' profile that are actually players in your club?
Proposal of actions
1. We explore the relationship with the neighborhood institutions
- What contact person do you have with the schools in the neighborhood? Do you know their physical education teachers (do you have access to them)? What do you do? How many times a year and for how long? Who is carrying the activities?
- Do you have a contact person for social services? Do you know how to ask for information about vulnerable girls in your neighborhood? Or would it be easier to do it through the schools? Is there a cultural facilitator in the neighborhood?
- Is there a civil centre in the neighbourhood, do you have a contact person, could you approach and see which families use it?
- Are there cultural associations in the neighbourhood, do you have a contact person?
Could you go and find out which families are members of these associations?
- Is there any NGO in the neighbourhood in relation to vulnerable families?
2. What specific actions you carry out in your club?
- What actions do you carry out to make the club visible to people in the neighbourhood?
- Do these actions consider the cultural diversity of the families?
- Can you do anything to take vulnerable families into account? Meals, concerts, shows, entertainment...?
3. Specific actions that make social inclusion visible in the club
- Do you have non-white female coaches, could you have them?
- Do you do any actions to make vulnerable families feel included in the club?
- Are these vulnerable families involved in partnership with the club? Do you encourage their participation in any specific way?
4. How do you think you can make the girls' introduction to the club, their welcome both socially and sportingly (will they train with the group or will they do separate groups?).
5. Any more ideas on what could be done specifically from your club to work on the inclusion of vulnerable players?
2. First phase transcripts
2.1. Istres Provence Volley First Meeting
Date: 26/10/2022. 11:20h - 12h
Assistants: Montserrat Martín, Judit Soldevila, André, Antoine.
We talk about vulnerability concept
The club does nothing specific, any specific actions for vulnerable girls. They are open to new ideas and projects, because they believe that this kind of projects are necessary in the sport context.
They have 2/3 areas with vulnerable girls and families, they are not poor, people doesn’t live in the street, but they have some difficulties.
They think they have the context around them to make the project possible. But they need some good strategies to reach them, because families don’t believe in sport (maybe just football and for boys), and if they have to pay, for example, there is not a chance.
Families they cannot or they don’t want to pay, families they don’t believe about sport and socialize. That’s why the club is offering this project.
To recruit players
They have never done any recruitment plan for vulnerable girls.
What they normally do is: go to the schools promoting the volleyball, also with their Pro Team, they give invitations for the games, go to PE lessons with volleyball players during school time.
They have a connection with the school.
How can you identify vulnerable girls?
The schools give not the information to the clubs, because it is confidential information. Their idea is to go to social associations and to explain what are they doing “Hi, we are doing this project, and we want to offer you this activities...”. Maybe there they open the door.
We need a paper to prove the girls are vulnerable? How you prove it?
Interviews with families during the project?
Punctual actions
In France they do 7 weeks of school and two weeks of vacations. Vacation camp –Leisure games.
During all the school vacation, the club prepares a Volleyball vacation Camp
Halloween tournaments, Christmas tournaments, family tournament (people from outside)
Bingo nights, and the club can get some money. (Tradition)
2/3 tournaments/year, we invite teams from France. This year we will invite the teams from the project.
Sport Party, each association has a Sport where you present your sport.
Can we make a special part for this families? They think it is easy because they are a small and familiar club.
Social inclusion responsible - They agree with the idea
Diversity in the Staff - We have a coach from Argelia, from different nationality. Also, two new coaches from Bosnia, and one from Italy.
2.2. Scuola di Pallavolo Anderlini First Meeting
Date: 26/10/2022. 11:20h - 12h
Assistants: Montserrat Martín, Federica Stradi.
To recruit players
They have done a few meetings with sport managers inside the club, with opinions and about how they should start moving and developing, and also to contact with the local municipalities and schools.
The main question is: How we can get in touch? Knock the door?
What they are arranging these days is a meeting with municipality to talk to the social services, because they can be a road. They have lack of information about the project, or they deal with some information not necessarily useful to the aim of the project, because of the economic barriers, social barriers or cultural barriers.
To get in touch with associations on the territory, because there are a lot of associations working with migrants, vulnerable Girls, as for example ”Young Prostitutes”, is not a major partner, but I think we should look also to this social grounds.
Cultural and religious barriers.
They need to work with the principals and social services.
They talked to a project with an Association with children Asian Community, a really strong community, they have a cultural issue with the role of woman in the society. It can be an association that can help us, to include them in sport activities.
They want to engage girls from 8 to 10, to teach them volleyball in the school. We can generate a lot of frustration, if they cannot play volleyball. The younger they are, better for us.
They do “Sport Programmes” with some schools. They pay attention and the principals are very good working in, and we want to present them the project, and join the partnership, and ask them to tell us who are the girls to we can contact and include in sport services and activities that we do and for our project.
What is the best way in the schools to reach these girls? (Difficult part). Confidence & Data Protection – Not easy > PE Teacher help.
They consider, 10 players it is a difficult number, so they try to be very open.
Punctual actions - Kind of socially life
We do a lot of activities, tournaments (Once a month – some very big and some very small).
Engage all the clubs in town and also for another regions or towns, or countries as well.
Main activities – Tournaments
Meetings with families.
Planning activity - occasion to make a formation for parents, with different topics (Nutrition, motivation, importance of the …)
Meetings in the schools (20/25 primary schools/years). They do Volleyball for free in the school.
Summer activities – summer camp from 3 to 13 years old.
Week summer camp, they are going away for a week (seaside or mountain).
We need the girls to feel home in the club.
Ideas to make the club inclusive
They don’t have coaches/managers from abroad. - They have never seen coaches from abroad.
Players from Eastern Europe, from Africa, from Senegal. Some of them are Italian or born in Italy.
Special action for families from other countries, a plan for them:
Let the team be involved but not in a different.
We are not using different ways to push them to participate to this kind of events.
Issue belongs to the team not to the person. Vision of team.
We don’t have any problem or issue about that. We have never had any problem about culture like “I’m not doing this activity because it is Ramadan”. “I cannot wear this kind of t-shirt or these shorts". But maybe some girls left or drop up the club, because of the wearing without let us knowing.
What we have it is families who need economical help, and we give to them. Not cultural problems.
Responsible for inclusion/inclusion manager
They think is a very good idea and this can help also to be more understood for a lot of families.
For example, during a lot of years we have been collaborating with a psychologist, what it is very helpful, but it can be perceived as something negative, it has a negative perception “You have a problem if you are going to the psychologist”. But an inclusion manager can be really helpful with different issues/ problems, as relationships, bullying.
It brings a very open perception with families and persons, backgrounds. To bring the problems in a safe place. Can be as a bridge, identifying and finding a problem.
Inclusion policies
They have an ETHIC CHART, which they distribute to all everyone at the beginning of the season. It is an Instrument/Tool, but not a solution.
It is the step number one, talking about diversity, cultural differences, sexual orientation, gender.
We started writing it in 2013, and it took a lot of time with coaches, athletes and families.
We wrote it again at 2017 with a European Project. And we need the 3rd version, with religion and cultural differences, that you don’t see them but there are.
Team project - We built a team for the project, with different roles.
2.3. AE Vallbona First Meeting
Date: 24/10/2022. 16:15h - 17h
Assistants: Montserrat Martín, Judit Soldevila, Joan Carles Marín, Júlia Bolaño, Paulina.
We talk about the concept of vulnerability.
They explain to us that they currently have 15 girls already participating in the project, who are economically vulnerable. They are economically poor, and the last thing they think about is signing their children up for activities. They don't know the type of vulnerability.
Criteria: They came because the service is free, they are immigrants, the clothes. The selection was made by the school.
"The grant": From the club, the project has been conceived as a scholarship/grant,
€800/2 years with the club. So that it is an attractive thing to have a good acceptance.
Granollers has 10/12 primary schools, and 5/6 schools are participating in the project, from which they have recruited 15 players. The schools that participate, participate because they have wanted to participate or because the club was interested.
Granollers Programme "Esport TOP". UAB. Project in season COVID. Similar programme carried out in the city of Granollers.
Council actions
Lack of help from the City Council. No response.
They have spoken to the Sports Councillor. Councillor of the City Council (Public Service). No response.
School actions
Project with “Barri de Can Bassa”
They have spoken with schools, and with PE teachers.
4 /5 girls from each school.
Facilitate grants without demanding any requirements (coincides with vulnerable girls).
Cultural associations actions
They haven't tried, they don't know if it could be attractive.
The actions they usually do are not sporting ones
The club does not have a problem of money, the project is with 10 girls, at the moment they have 15, but they can absorb a lot of them. The cost is in the monitoring.
Protocol/introduction of the girls to the club/families
Contact with schools (Inscription Document)
They have exposed/passed some requirements to the schools.
Meeting with parents (Intention in November)
Commitment (+3 absences)
To make it easier for them to come, they have post-workout fruit + money (Club's Health Project)
Puntual actions
Sports scholarships (automatically if they receive a 200€ scholarship, we refund the federation fee)
Academic scholarships (they receive a grant from 50 to 100€)
Psychological and nutritional support
"Open Doors Day" (that they don't want to do again, one Saturday in June at 33 grades)
They don't do occasional actions, such as concerts, family activities.
It is difficult to see them as possible too, due to club policies. Families are not very involved, and they don't want to invest effort in activities that can't bring improvements. Demanding work from coaches and staff outside of work hours is also a difficulty.
Coaches/es/, figures from other ethnicities/cultures
They don't have them, but they don't distinguish anyone either. 27 coaches at the club + 14 new players (new figure of second coaches). Most of vulnerable girls do not become members of the federation.
Social inclusion responsible
Reference - There is Paulina, but punctually, for the recruitment phase of the project. They don't know yet if she will be there during the whole project.
Social integration/social vulnerability technician (Paulina)
They are waiting for UVIC-UCC TRAINING, to receive more training on what we can do, protocols.
From the club we ask: What can we do to get the City Council involved? We have 15 girls, without help from social services, and we are very surprised that you don't get involved.
3.
Second phase transcripts
3.1. Istres Provence Volley Second Meeting
Date: 25/11/2022. 11:00h – 11:30h
Assistants: André, Montserrat Martín, Judit Soldevila
Recruitment Situation Update
They start to connect the associations; they present in general terms the project and the goals of the project. The first contact is never with the leader of the associations, they talk with someone else, and they present it. And now, they have a meeting with an association in two weeks, and maybe they will have another one with another association (public associations that take care of this kind of families, kids and to find them equal opportunities).
Social services want to know a little more, to send us to the right associations, they believe it will be easier to get the girls for the project.
One of the associations that is part of the social public is “Take care of the free time of the kids”, for example. In France, Wednesday is not school, and the other days at 16:30h
the school is finished. So, they try to find activities for Wednesdays and for the afternoons, like music, dance, sports, languages.
They want them to bring the kids to the club, with agreements on paper, that is a serious thing, that they don’t want to have the new “Cristiano Ronaldo”, this project is with a social goal.
They are waiting for these meetings, waiting for them to help us to say: ok, this project is very good, we have this/that, you must connect with this association, maybe that one is not the best, …
At the same time, they have two coaches that are part of the club that also work in public associations, and they are already implementing volleyball in all the schools (which is a club project). They can say to us some girls that are in this status. But first we want to go to the associations and after let's see if it’s the good way or not. They know information because they work in the schools, they have confidential information, they tell us, and if with the associations is not working, we will try this way (Plan B).
After the training in Vic, they will get all the information, and after that we can talk about plannings, they will know a little more about the project, and it will be easier for them to understand. They want to find out next week about the deadline, and then have an internal meeting to have a timeline to know what they must do according with the dates.
In Istres for example we don’t have a lot of migrants, it is not a target city for them, they are more in Marselle.
Table of vulnerability for clubs
We show them the table we have built to be filled by the clubs to have a little bit of knowledge about which kind of vulnerable profiles the clubs have recruited. We don’t need an official certification.
They guess that it is easy to get information without the certificate, like this is very fast. For example, with the social associations, it is very good, the best way to target, because if they are in these programs, they already have the cross of being part already of this social program, and for sure they are vulnerable. If you get them from the schools you need to get more information about, what do they do.
Inclusion Manager
We thought about the secretary because she knows the club, everything of the city, of the club, she has a good way of talking with people, she is a sharing person, always taking care, she is not arrogant, listens all the time. But she still has to make her job in the club, so we are thinking send a to some members, because they have already collaborated with another Erasmus Project, to know if someone else would feel comfortable with this kind of role in the club.
One more time, they feel lost with this theme, so they are really waiting for the meeting in Vic. In this moment they don’t feel 100% secure about all the project organization, and they prefer to give the right information.
But they have already two targets: The Secretary, and one mother that also is a member of the club, that they guess she will accept.
After the formation, they will have an internal meeting to share information and to make according between the members of the club, the timeline, who will make what, when and let’s go.
3.2. Scuola di Pallavolo Anderlini Second Meeting
Date: 24/11/2022. 14:00h – 14:30h
Assistants: Federica Stradi, Montserrat Martín
Recruitment Situation Update
They started with the presentation of the project in the public administration, Sport in the municipality of Modena.
They send them an official letter, in which they explain what SCOUT Project is about, why is it important for the clubs, number of girls that are involved in any kind of sport, general goal about, and why we are reaching public administrations, schools, social cooperative and associations. Strategic partner to help us with the Recruitment.
Probably the first girl of our Recruitment, is one girl from one of these cooperatives that has contact us, to include a girl, 11 years old from Ghana, the family has arrived in a past few months in Modena, and they are interested in offer to that girl the opportunity to play volleyball.
We don’t have the recruitment plan done, but we think it is a good opportunity to test us on the project.
They still must engage 10 players; they still have a lot of work to do. They are expecting every answer and every agreement from these strategic partners in the next days. She will start next week playing volleyball, we don’t know if she is able to speak Italian (first barrier), because probably she is speaking a little bit of English.
They really hope to be able to show the partnerships signed by the public administration, maybe one of two schools, Caleidos social cooperative, and the association of Ethiopian people in Modena.
Caleidos: Is one of the biggest social cooperatives in Modena, which works for the public administration. They work together with migrants, finding them new locations, either in the territory or in another country; they have a partnership with the municipality in Modena. They deal with a lot of migrants.
Ethiopian Association: Community of families and people that come from Ethiopia. In Modena there is quite a big community of people that formally or informally meet every week for religion, cultural or free time, in a specific area of the time. And they are trying to have them in the project. They have already worked with them on another project, and they think it could be easier for them to engage them and to explain to them the purpose of the project.
In Modena there are a lot of volunteer associations that work with people with risk of social inclusion, we are trying to reach them and to map them. We are quite focused now on understanding who is in our territory, that works well in this target group. We know for sure that there are a lot of associations, but we still don’t know still with whom we can work.
They are working with the “Confcooperative Modena”, category who include all the social cooperatives, in order to ask them to help us reaching other associations and cooperatives like Caleidos
Scuola di Pallavolo Anderlini is a cooperative, they along with another cooperatives in Modena, and there are more than 200, all of them part of this Confcooperative, cultural
cooperatives, and from a lot of sectors. And now for the project, they are searching for social cooperatives, with social issues, in this case, migrants.
Reliable partners. One of the main thoughts is to promote the project. Is not an easy project to promote. We can’t print a poster where “Doors are open to every vulnerable girl”, because this could be very tricky promotion to do, so what we are doing now is focusing on working “backstage”, finding right partners in order to promote the project in a “lock” way.
We are going to promote but not in this phase of recruitment, the target is not aware, they don’t want to feel excluded. The partners now are more important than the singular families.
We are looking in this kind of partners in that Confcooperative, because we know that the Municipality of Modena are now in a hard period, and we don’t think that they can do enough for us.
Public administration, school office and sport office, they are focused now in another issues like budgets, energy costs, dealing with the everyday life, cutting the money from the services because of the war, and of course we want to have them, but that's why we don’t expect that much.
They would love to work with the public administration, but relationships with private associations now is more direct and easier. They don’t have the time and the energy to follow us as well, and they think it's easier to work with private enterprises, if they find the right people with the right sensibility. So, for now they are working with migrants, but they need to think also with another kind of girls with another factors with risk of social exclusion. Because of what is
happening nowadays with the migrants in Italy, it’s easier for us to find associations that works with migrants, but they are not just focused on this target of girls.
Table of Vulnerability for Clubs
We show them the table we have built to be filled by the clubs to have a little bit of knowledge about which kind of vulnerable profiles the clubs have recruited.
What Anderlini expects from the public administration is to find out more economics vulnerable people, and from the cooperative's: religion, culture and belief.
Inclusion Manager
They didn’t talk about “Inclusion Manager” yet.
They think that one of the four people that come to Vic (President, 2 coaches/managers and 1 Services Manager) could be the right person, because they are everyday in the club, and also know all the economic implication.
Simona and Luana (Coaches), they could monitor the situation and the evolution of the teams and the girls during the season. And the President and Elisa (Services Manager), they have more the capability to be the inclusion manager, because they have the sensibility and the vision of the project.
3.3. AE Vallbona Second Meeting
Date: 29/11/2022. 16:00h – 16:30h
Assistants: Judit Soldevila, Joan Carles Marín, Júlia Bolaño.
Recruitment Situation Update
AE Vallbona have been able to recruit 28 girls to participate in the project. In the last session we had done, 14 girls were recruited.
The 28 girls that they have managed to recruit have been through the schools, because social services and the city council did not send them any players. They have made an informative design and have gone directly to the schools (Closed action).
Through the school management or physical education teachers, who have information that we can't access. The selection has been made by the directors in contact with the tutors themselves (Opened action).
Another way to spread the publicity was to implement volleyball in the Physical Education sessions, during school time. In this way, the girls got to know the sport and the coaches distributed information about the project in order to promote the sport among the girls.
Out of the 28 girls, there are maybe 5/6 girls who could afford to join a club, but the others were told by the management that they could meet a vulnerable profile. So, to sum up, management has approached us the girls with a vulnerable profile, and in parallel to the PE class we have opened the project to all the girls' students.
They have only opened the project to girls, as it is a female project. And strategically they have offered this scholarship at zero cost, in October/November when most of the children are already doing other activities and/or are already part of a club, therefore,
they have managed to reach out to those girls who did not do sport or who could not do it due to lack of income.
This November, the club held a meeting with the parents of the girls interested in participating in the project to talk about commitment. One of the conditions of the scholarship is that the parents come to the meeting, and then inform that without commitment from the families and players the scholarship would not be available.
Table of Vulnerability for Clubs
We show them the table we have built to be filled by the clubs to have a little bit of knowledge about which kind of vulnerable profiles the clubs have recruited.
They think it can be a very useful tool. However, they ask us how can they complete it, if it is confidential information? How will the Inclusion Manager has the opportunity to know this information?
They understand that it is a complex process, and that we will mark with “crosses” on the information that we have or that we are going to obtain during the project
Inclusion
Manager
The club continues working with Paulina. The agreement they have with her was until March, but they have no problem with her staying until the end. She is currently doing an internship but we will surely keep her until the end of the project.
We both are interested on stay, as she has experience with these topics, and we have a different profile.
