AIMS – to know each other better and develop capacity to work together; – to know the different sending organizations; – to enhance intercultural dialogue and reciprocal knowledge; to create comfort and get to know each other(participants); to create multicultural atmosphere; – to practice communication skills and to provoke collaboration DESCRIPTION
Welcome to the participants. Energyzer:
Participants were divided in 3 groups by different types of fruits.
Each group had 10 minutes to think and come up with energizer activity to the others. 3 games were introduced upon their suggestion:
1- Shoulder tapping:
Both hands on shoulders, one tap one direction, two taps change the direction. No elimination but squats instead.
- – Indian scarf (El pañuelo):
Each team distributes numbers among the players and when the leader calls a number, both of the people with the same number have to run to take the scarf
- – Participants sit in a circle and one is going around from outside. This person will put an item in the hand of one so they shall jump up and chase around till they can take the empty
Frame of the project.
Presentation of the activity programme and the participants are invited to share the expectations and contributions of the week.
Blind walk: in couples, they will have to go for a 10+10 minutes walk. They can decide to go to the market or supermarket or to the park for a walk.
TIME 10.00-11.30 RESOURCES –
RESPONSIBLE PERSON – Antonio and Orsi
AIMS: An exercise exploring differences in culture, mindset, identitiy through sporting and life experience. With the objectives:
- To understand the connections between culture and
- To better understand ourselves and our identity. To understand the intercultural aspects of sport.
DESCRIPTION
Play the Shrek Onion Video to the participants
Reflection: Just like an onion, each person has multiple things that make up who they are, things which are always influencers in their lives, what determines how they make decisions. Participants have 15 minutes to reflect personally about themselves using the onion metaphor.
Transition Question: What is your first memory of sport or physical activity and why has it stuck? IDENTITY
Than in groups of 4 discuss the following questions:
- What is the effect of sport on culture?
- What is the effect of culture on sport?
- What are some of the intercultural aspects of
Sport?
- Why sport has more significant role in some countries and others not?
As closing full group discussion led with these questions and further developed ones.
TIME 16.30- 18.00.
RESOURCES projector or TV, prepared questions printed, colour pens and A4 papers
RESPONSIBLE PERSON – Orsi
AIMS: Working in national groups by analysing what are the practices in each country when it comes to community development. Additionally how is the approach to sport and if yes, how it’s linked or used for community development.
DESCRIPTION: Forming groups based on countries and having to reflect on community development, and sport approach on country level. Link the two and present examples if they are matching at any practices already existing. Preparation of a flipchart to present the national realities to the other teams.
TIME: 18:30-19:30
RESOURCES paper, pens, pencils RESPONSIBLE PERSON- Orsi
AIMS: To understand what Education FOR/BY/THROUGH sport is. DESCRIPTION
Reminder of the first day’s learning outcomes and concepts lead in a group discussion.
Highlighting their link to the unfolding topic of ETS and the importance of it in relations to EUASAN project’s core idea.
Discussing about what their idea might be about the differences-similarities of Education FOR/BY/THROUGH sport.
By using the following table dividing people in Role A and B where informations are missing. Role C-s is totally out, challenge to understand those also.
| Education FOR sport | Education BY sport | Education THROUGH sport | ||||||
| Why? | For itself | the | sport | For cause | a | good | For life | |
| Specific objective | Improve sport competencies for competition | Improve public health and well-be- ing | Personal development social learning | and | ||||
| Approach | Technical skill-based | Functional | Existential, socio-cultural | |||||
| Aim | Success and winning | Functioning better | Citizenship | |||||
| Outcomes | Awards, better technical skills (some added value) | Social welfare | Empowerment | |||||
Discuss about their findings and understanding of the concepts.
TIME 10.00 – 11.30
RESOURCES printing the table, papers, pens, flipchart, board RESPONSIBLE PERSON- Orsi
AIMS: Understanding Values of sport, Experiential Learning and how it works.
DESCRIPTION
- Brainstorming together about the Values of Sport. Generating thoughts on these from various aspects in which sport holds values for
- 8 key competences: By scotch paper each participant is invited to put how the 8 key competences are developed in sport – collect examples and strive for understanding together as a
- Theoretical introduction to Kolb’s experiential learning
- Participants in 3 groups to reflect on previous day’s activities that had pedagogical purpose. To find out by Debriefing what trainer’s aims were by introducing those activities by going through the 4 steps according to Kolb’s experiential learning
TIME 12.00 – 13.30
RESOURCES: papers, flipchart, pens, scotch papers, board RESPONSIBLE PERSON- Orsi
AIMS: Inclusion, Conflict Resolution and Discrimination, Competencies Conflict resolution, Self-reflection
- To develop social competences
- The value of inclusion
- To understand and reflect on your own behaviour and behaviour of other.
- Team Building
DESCRIPTION
Organise the participants into 2 teams of 5 or more teams if the numbers are greater than 10
Step 1 – Education for sport
Explain to participants that they must play football in their teams and that the objective is to win. Explain how to play. Demonstrate the rules and boundaries to participants.
Clarify the rules of playing football. (Play for 15 minutes)
Step 2 – Education by Sport
Introduce some conditions to the game to show how the game will use Education by Sport.
These can include:
- only females can score
- every team member must touch the ball
- males can only play with left leg
- goalie can’t touch with the hand
- Some participants are tied together in pairs (Play for 15 minutes)
Step 3 – Education through sport
Introduce role cards. The participants should not discuss their role with anyone They must now play the game in this role. At this stage there could be conflict due to the roles so take care in the selection of the roles (Play for 15 minutes)
Roles such as:
- being selfish
- pass to the other team
- yell at those who make a mistake
- try to include everyone
- only pass to one person
- be a referee
- coach the team
- be over enthusiastic
TIME 10.00 -11.30
RESOURCES – football, coloured papers to differentiate the two teams, role cards, scotch or rope,
RESPONSIBLE PERSON – Orsi
AIMS – To start planning the local actions of the project. To analyses the needs and decide on the target group.
DESCRIPTION:
Presentation of the project EUASAN, as an example of full process of project planning. Presentation of the needs, aims and activities of the EUASAN and the two training courses how they were build up.
Needs of local communities/partners/countries and the two continents.
The main aim is to enhancing the quality of youth work’s impact on local communities in a measurable way in order to fight discrimination, exclusion, poverty and unemployment by using non formal education, sport and physical activity as a tool.
For this two TC-s were developed:
- Self-development and leadership to enhance the skills of each organization’s youth workers (3) so to become better educators by knowing their attitudes/skills and behaviour
- Community development by Education Through Sport
Needs identified by the group were: social inclusion, lack of community spirit, developing country issues, lack of non-formal educational tools and knowledge, awareness of health and active lifestyle, environmental issues, disadvantaged (poor)
/discriminated (refugee) group of people
Division in national teams for starting the planning.
Upon working on it in National team, getting back to the circle and share with others.
TIME: 10:00-11:20
RESOURCES– Nothing RESPONSIBLE PERSON- Orsi
AIMS – To start planning the local actions of the project. To analyse the needs and decide on the target group. To
find a main goal that they can plan in a SMART way – in order to make them focus more specifically and be more realistic.
DESCRIPTION:
Presentation of “SMART Goals”
Division in national teams for starting to plan the Local Implementation Activities. TIME: 11:50-13:30
RESOURCES– Nothing RESPONSIBLE PERSON- Orsi
AIMS: By basing their core planning with the needs/goals/ target group start to think of the entire picture of planning activities for an entire day OR for workshops for a set timeframe.
DESCRIPTION:
- Planning the Main Activities of their project by explaining the context and objectives of the activities they are planning and in which way it relates to the original goal/aims/objectives they identified in the morning. They were reminded of Kolb’s experiential learning
- What are the basic elements of those activities? For each activity, remember to describe at the very least all of the following: (with templates known from the previous day)
Name of the activity | Objectives: |
Short description of the exercise | Materials: |
Themes/topics to be covered/learning outcomes: | Preparation: |
Group size: | Instructions: |
Age range: | Debrief and evaluation: |
Time frame: | Tips for Facilitator: |
Overview: | Additional Information: |
- Adding the question in relations to Main Activity’s – Learning Which learning outcomes or competences (i.e. knowledge, skills and attitudes/behaviours) are to be acquired/improved by participants in each planned activity of your project?
- Project presentation by each country for eachother with the purpose to evaluate and oversee how each of them are doing, which stage they are at and how is the feasibility of their ideas. Suggestions to be given and acknowledgement of good points to be highlighted.
*TIME: 15:30-17:45
RESOURCES– printed questions of Project Planning
RESPONSIBLE PERSON- Orsi
Continue with the Activity Planning by adding the following questions step by step according to how much they feel advanced “ready” with their plans:
AIMS: Guiding them further with additional steps of Project Planning. DESCRIPTION:
First set of additional questions:
- Collaboration plan if any with partners organizations/associations /schools/townhall
- Practical Arrangements
How will the practical and logistics matters of each planned activity be addressed?
How do you intend to use the money provided for the activities? (500-700 Euro) Second set of additional questions:
- Impact
What is the expected impact on the participants, participating organisation(s) and target groups?
- Visibility Plan – Dissemination of your project
Which activities will you carry out in order to share the results of your project outside your organisation?
TIME: 17:45-18:30
RESOURCES– printed questions of Project Planning
RESPONSIBLE PERSON- Orsi
Continue with the Activity Planning by adding new questions and reassessing the previous ones for further understanding. Continuous consultation with teams.
AIMS: Guiding them further with additional steps of Project Planning.
DESCRIPTION:
- Before getting back to work in National Teams as an example and for clear understanding analysing together EUASAN project’s Impact Plan (direct, indirect)
- General Impact of Project: “Lasting social transformation and enhancement of active citizenship will be key achievements in the local communities that each partner organization’s field of work. As a consequence at least 360 people in 6 different countries (60 people/country) will be indirectly impacted by the project thanks to the methods and tools applied on them by EUASAN trained leaders/facilitators.”
- Impact on stakeholders, organizations, youth
- impact at the local, national, European and International levels National level: “Web Platform, Websites and Social Media accounts of each partner with a view to empowering national NGOs and stakeholders institutions with knowledge and technical ”
- Visibility and dissemination – example analysis from EUASAN:
- EUASAN Project results to communicated through different channels:
-mailing list systems
-Web Platform
-social media
-publications (e-toolbook, poster and leaflet).
- Different layers:
- Erasmus+ programme representatives and EACEA;
- Local and regional policy makers, public
- Relevant contacts of the partners’ networks, such as local / regional social associations / NGO’s;
- Participants activities, community, ;
- On request for those interested
- Purpose varieties:
– Raise Awareness – Inform – (to educate) – Involve (pax) – Promotion – products and results
– Making Sustainable
- Next group of questions:
- Preparation for the Project
- How do you set up your project’s timeline of activities – what will you do and when?
- Preparation for the Project
We highlighted the Project Implementation’s timeframe – 15th February 2018 by which the activities are to be done. By 15th March Reports of the Local Implementations to be submitted to EUASAN Coordinator – AENAO.
- How do you divide the tasks in your team/ the roles?
- Project Management
How will you address quality and management issues? (within your team, with your organization, with the people who you involve, with possible partners you intend to cooperate with/involve in your Local Implementation activity?
TIME: 10:00-11:30
RESOURCES: printed questions of Project Planning RESPONSIBLE PERSON:
Orsi
Continue with the Activity Planning by adding new questions and reassessing the previous ones for further understanding. Continuous consultation with teams.
AIMS – Guiding them further with additional steps of Project Planning.
DESCRIPTION:
- Evaluation:
- Which activities will you carry out in order to assess whether, and to what extent, your project has reached its objectives and results?
- How you will evaluate the outcomes of your project? How did it go?
- What went well?
- What would you improve?
- What tips would you remember when next time you plan a project?
- Project Summary
Please provide a short summary of your project.
Be concise and clear and mention at least the following elements:
- context/background of project;
- objectives of your project;
- number and profile of participants;
- description of activities;
- methodology to be used in carrying out the project;
- a short description of the results and impact envisaged
TIME: 11:30-13:30
RESOURCES: printed questions of Project Planning RESPONSIBLE PERSON: Orsi
AIMS To key in all the informations in the template provided for Project Planning and have a full overview of their plans in a soft copy that they can use also as a reference upon their return to home countries.
DESCRIPTION: All the Project Plan (1,5 half days work) and it’s steps that we approach one by one are to be reviewed entirely and in a full format to be keyed in for future references.
TIME: 16:30-18:00 RESOURCES:
RESPONSIBLE PERSON: Orsi
AIMS: To present the outcomes of the 1.5 day work on Local Implementation Plans and generate a Fundraising Event out of it where they have to fundraise money for it.
DESCRIPTION:
Each country will present their LIPP to eachother and every individual will have
500 Euro to distribute between the LIPP’s according to how much they find
them elaborated/impactful/creative and well-thought through as a whole. In this way create a more motivating environment for the presentations.
They presented in the following order (2 mins each):
- Greece – amount of money raised 1500
- Spain – amount of money raised 700
- Vietnam – amount of money raised 900
- Hungary – amount of money raised 900
TIME: 18:40-19:00 RESOURCES:
RESPONSIBLE PERSON: Antonio and Orsi
AIMS – To get feedback from the participants about the project
DESCRIPTION:
- Bulls-eye ( myself, programme activities, local organizer’s team, group of pax, trainers, accommodation+food) + EUASAN logo with learning outcomes
- A Basketful of Ideas
This works as a great closing activity for a meeting. Pass around a basket full of various objects (light bulb, toys, tea bag, band aid, bell, $1, old pair of glasses, small clock, map, deck of cards…anything you can find around the house or office) and have each participant remove the item they are drawn to. Once everyone has selected, in turn they explain to the group how the item symbolizes what they learned from the meeting. For example, a light bulb = a new idea (and describing what it is).
Paper evaluation
TIME: 19:00-19:30
RESOURCES:
RESPONSIBLE PERSON: Antonio and Orsi
Attachments!!!
Local projects for the following phase (according to Day 7’s Afternoon presentations)*
See here the full document.
Spain:
Needs and focus: Children in schools. Topic health and overweight + bullying. Activities for 1 month in small sessions.
The activity will be developed during different days and this will allow to see the progress of the achievement of goals.
Each one of the 4 session will be based on 1hours activity happening in the frame of a school, including the activity and the debriefing.
The main topics will be leadership, cooperation, self esteem and teamwork.
Greece:
Needs and focus: The refugee community in Greece and specially young refugees. Creating bonds among the syrian and greek youth.
High-schools 12-15y.o. Different activities:
- Step Forward
- Traditional greek game: Piojos, with extra rules for the activities and extra roles. 3-Cooperation activity
Vietnam:
Needs and focus: Training about ETS
Two parts activity with students of university. 5 students from each of the 4 universities (10’00-12’00 14’00-16’30):
- Introduction to Euasan and the workshop
- Theory about the ETS: leadership and collaboration 3- Introduction to feedback and debriefing
4- Afternoon sport with special football (Changing the rules and the roles of football)
Developing competences of the participants. And by participating they will improve their own perception of the problems of their society. They will become changemakers in order to improve the cooperation and leadership by playing and taking part in the games. Some of the participants maybe they were never leaders before, so this will be a good opportunity to gain confidence and skills.
After the participants receive the training (20 people), they will have to do some activities in their own neighbourhoods.
There will be a collaboration with the Youth Union to make the programme realistic in other cities.
Some videos and pictures about the EUASAN project will be also shared as an inspiration and motivation.
Hungary:
Needs and focus: Nonformal education “META”. http://protoball.org/Meta,_or_Longa_Meta
Day of sports (9’00-17’00). Introduction about the Education by/for/through sports. In the morning/afternoon some sports activities in small teams and changing. In the afternoon, META will be the sport played.
In the end, a short video (India+Spain) will be presented to the people of the activities. The target group will be the youth 8-15 y.o. In school. The goal will be to improve the key competences of the youth.
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