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 Suec

Published by:

Slovenj Gradec, 2017

www.athlisi.eu

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1 Introduction

1.1 Background of the project

ATHLISI project aims to promote the social inclusion of children from

disadvantaged target groups through their increased participation in sport
activities in the framework of the activities of the sport clubs.

The involvement of the local sport clubs is a very important element in order to
achieve these objectives since, on the contrary of the organization of occasional
sport events, it ensures sustainability of the project activities and long term
impact. In order to achieve the objective, the ATHLISI project proposes as the
most adequate solution the training of the representatives of the sport clubs and
the coaches in issues related with the role of the sport clubs in issues related with
social integration and the promotion of the cooperation of the sport clubs with
the local community.

Through their training, the sport clubs and the coaches will be more able to work
with the local community and they are going to be more able to attract to their
club members of disadvantaged target groups and to integrate them in the
activities of the club. The training is going to be organized through the use of
face to face seminars and e-learning. The option of e-learning was introduced in
the project in order to expand the geographical scope of the project and involve
in the training sport clubs and coaches from different regions and countries.

1.2 EU level context

The project is based on experience and studies of six member states of the EU
including Greece, Italy, Malta, Cyprus, Slovenia and Bulgaria.

The international cooperation is necessary and gives and added value to the
outcomes. The problems which are addressed by the project could not be
resolved without a transnational cooperation as they address an issue which is
common in all the partner countries.

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The exchange of opinions, experiences and expertise between the stakeholders
in the sector is a very valuable issue because in this way the members of each
country can learn from the experiences of the other and can benefit from each
others 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 others' problems and to benefit from the
expertise developed in another country. The results of the project will have a
direct impact on the countries of the consortium, however, since e-learning is
going to be used, they will be usable in all the EU when similar problems appear.

2 Sport as a tool of social integration

Besides the poverty that is at the core of social exclusion, there are other factors
which also impact on the social exclusion of different groups such as class,
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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

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(EU commission, 2016)

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activities also often take place within the framework of other social activities that
provide additional opportunities for intercultural interaction.

3 Methodology used
The foundations for preparation of learning materials included analytical
research regarding situation on the issue, that is training needs analysis in
partners countries. The desk research included presentation in geographical
context and overview of local sport situation, initiatives and best practices on the
issue. Field research included qualitative research using guided interviews for two
focus groups, namely sport organizations and public entities working in field of
sport and social affairs.

As for the learning materials of this guide partners agreed on the content and
each partner provided part of the contents.

Learning material is prepared to be used in face to face and e-learning lectures as

well. All modules are designed in the same way containing:

1. Module rationale
explaining why expanded knowledge is necessary for the quality of
training and the integration of social groups
2. Module aim
explaining how will expanded knowledge contribute to the quality of
training and the integration of social groups
3. Defining the learning outcomes
explaining competencies gained
knowledge skills
transfer of theoretical knowledge in to practice
4. Structured learning content
sustained interaction with content and others; explaining importance of
understanding the topic
providing explicit explanations and a clear knowledge base;
relating new ideas to previous knowledge;
practical examples / case studies
ensuring an appropriate assessment material.
5. Assessing learning outcomes

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

MODULE
RATIONAL

LEARNER MODULE
SUPPORT AIM

MODULE
DESIGN
LEARNING
ASSESMENT
OUTCOME

LEARNING
CONTENET

4 Training needs analysis comparative report

In July 2016, all the partners (CESIE, Fopsim, EUROSUCCESS, Irodoros, Action
Synergy, APGA, Footura) carried out a desk research with the aim to collect
information about the existing sport clubs in each local context and the sports
initiatives/training courses concerning the active involvement of coaches and
sport clubs in social inclusion at the local community level. During the desk
research data from existing resources was collected, including online information
and digital publications. Within the desk research all the partners were asked to
identify three best practices on implemented training courses for sport clubs and

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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 arent 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 its 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), NPDD IRODOROS

institution(s):

Module The integration of children from disadvantaged groups

rational (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 To present lectures about the value of participation respect

objectives: 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 Trainers, club representatives and sport coaches should be
gained 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 face to face,

methods 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 self-evaluation test,

attendees 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 studys 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
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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

2
(Baltes, Reese, & Lipsitt, 1980)

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psychological, social and physical competencies. Developmental psychology
affects sport learning and performance through maturation related
improvements in factors such as memory and perspective taking.

Effective coaches work with children and adolescents structure their program in
ways that advantage these developmental processes.

Sports is one of the most effective mean of social integration

Sport is one of the most effective mean of social integration and should therefore
receive greater support and encouragement from the European Union, for
example through the organization of special European, national and local sports
and leisure activity programs.

The White Paper on Sport which is the first comprehensive EU initiative on sport,
sets out the position of the Commission on three aspects of European sport: its
social role, its economic dimension, and its governance.

So having regard to the role of sport in promoting integration and its potential
contribution to social cohesion, and whereas sport has a special role in society as
an instrument of social inclusion and integration, and whereas sport constitutes
an important instrument for promoting intercultural dialogue and makes an
outstanding contribution to the development and promotion of important social,
cultural and educational values, such as fairness, tolerance and mutual respect,
solidarity, respect for rules, team spirit, and self-discipline; whereas sport plays a
particularly important role in European society in terms of health, education,
social integration and cultural values,.

Stresses the particularly important role of sport clubs and coaches to combat
racism and discrimination in this sector by introducing stricter rules preserving
the sports ground as the working domain of professional sportsmen, in which all
forms of discrimination are proscribed.

Especially in childhood and adolescence, the coach should be pursued in parallel

with learning motor skills and the teaching of values in order to counter
stereotypes and social stereotypes that lead to discrimination. Values such as
respect for ourselves and others self-esteem, self-regulation skills, goal-setting,

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and leadership helps the children and adolescents understand that all people
have the same rights, and should act properly towards their fellowmen and can
positively affect aspects of personal development among children and
adolescents. However, evidence indicates that the quality of coaching is a key
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 its just following directions, and give praise for that.

According to the American Academy of Pediatrics recommends watching for the

signals listed below in order to determine if a child has low self-esteem. Low self-
esteem may be the cause when a child:

avoids a task or challenge without even trying, or gives up at the first

sign of frustration. This often signals a fear of failure
cheats or lies to prevent losing a game or doing poorly
shows signs of regression, acting baby like, or very silly. These types of
behavior invite teasing and name-calling from other youngsters, adding
insult to injury

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GAO, 2012

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 becomes controlling, bossy, or inflexible to hide feelings of inadequacy,
frustration, or powerlessness
makes excuses (The teacher is dumb) or downplays the importance of
events (I dont 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. Im ugly. Its my fault. Everyone is smarter than I
am.
has difficulty accepting either praise or criticism
becomes overly concerned or sensitive about other peoples 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 Harters Self Perception Profile for Children,

Harters Self-Perception Profile for Adolescents (SPPA) (designed to measure
multiple dimensions of self-concept in the adolescent stage of development)
which the purpose was to determine if a program combining physically active
games and psychological skills training could enhance the life satisfaction,
happiness, perceptions of control, and self-concept of ex-gang members based
on the program of physically active games and psychological skills, found
significantly enhanced the life satisfaction and self-worth and self-esteem of
Mexican teenage orphans. Happiness, life satisfaction, and self-concept
significantly improved from pre-program to post-program. Not only did global
self-concept significantly increase, but so did physical appearance, close

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friendship, behavioral conduct, scholastic competence, athletic competence, and
social acceptance self-concepts.

A 2006 report published in Adolescence" presents data showing that

participation in sports increased both emotional and behavioral well-being in
adolescents. Increased well-being can lead to higher self-esteem and confidence,
which results in better overall performance In addition, they are less likely to
engage in risky and destructive behavior patterns.

5.3 Psychological Benefits of Sport for children and

adolescents

1. LEARNING TO LOSE
Bad sportsmanship is an ugly thing. No one likes
a sore loser.

Of course, theres no harm in being competitive

and expressing frustration in a non-aggressive
manner.

2. CONTROLLING EMOTIONS
As kids grow up, we expect them to learn to control their
emotions.

A good coach understands that negative emotional stress

hurts performance. However, once this piece of wisdom is
ingrained, your child will be better equipped to tackle a
whole range of other life challenges.

3. SELF-ESTEEM
Many studies suggest that sport and other physical activities can contribute to
the development of self-esteem in children and adolescents.

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A pat on the back, a high-five from a friend, or a handshake with an opponent at
the end of a match, is all character building.

The supportive relationships of coaches and teammates, plus

encouragement from parents, can all positively
affect childrens self- esteem.

A young person with good self-esteem will

have the confidence to try new things and
make new friends. In order to build self-
confidence and self- esteem in young people,
it is vital that coaches give consistent
encouragement and praise.

4. PATIENCE
Practice makes perfect, then perfect takes patience.

Of course, we shouldnt encourage our kids to aspire to perfect but if the

message is: if you want to get better at something, its 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.

Its 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. Theres 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 whats 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 isnt 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
childrens safety in mind.

6. KNOWLEDGE

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Utilizing knowledge of training activities and how to modify them in order to
maximize the potential of every child or adolescent. Give them responsibilities.
Involve them in making decisions and give each of them a chance to be a leader.
Inspire young people to be the best they can be in both sport and in life.

7. ROLE MODEL
Coaches are perhaps the most important. The way you conduct yourself whilst in
the presence of your athletes provides an example of how they should behave -
what sort of example should we be providing to someone else's children? Perhaps
one of the most important roles of a coach. Recognize that a positive sporting
experience can help develop self-confidence and self-esteem.

3 tips to boost your confidence - TED-Ed

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https://www.youtube.com/watch?v=l_NYrWqUR40

Be Confident | Short Moral Stories For Kids | English

https://www.youtube. com/watch?v=EsNRVm3YR_I

5.6 Physically active games

In terms of interventions that may promote self-regulation, physically active

games can help develop the skills of problem-solving and decision making under
pressure and have been shown to be superior to social recreation programs in
terms of enhancing attitudes and actions regarding cooperation and trust.
Games allow for the concurrent development of physical and intellectual
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 goal-
setting and self-confidence may help individuals establish a sense of mastery.
Mastery is the ability to manage and control life circumstances that significantly
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 self-
concept of ex-gang members based on the program of physically active games

5
Light R, Fawns R. Knowing the game: Integrating speech and action in games teaching
through TGfU. Quest. 2003; 55: 161-176).
6
Petlichkoff LM. Self-regulation skills for children and adolescents. In: Weiss MR, editor.
Developmental sport and exercise psychology: A lifespan perspective (pp. 269-288).
Morgantown, WV: Fitness Information Technology; 2004.

23
and psychological skills, found significantly enhanced the life satisfaction and
self-worth of Mexican teenage orphans.

Another study showed that active games; the majority of which were designed to
develop communication, trust, teamwork, and problem-solving skills; combining
with mental skills training using imagery, self-talk, and goal setting (key elements
in sport psychology programs) in order to build self-confidence, resulted
significant improvements in happiness, life satisfaction and self-concept,
behavioural conduct, athletic competence, social acceptance, and global
awareness.

5.6.1 Beat the Clock

Working as part of a team to accomplish a task is an important way to build self-

confidence because it teaches children that they are valuable and can contribute
their skills in a group setting. To play this game, you will need a chair for each
child and a stopwatch. The chairs are placed in a circle and each child sits down.
You yell out a formation, such as a movie theater, and children must work
together to move their chairs into that formation. The children are not allowed to
make any noise while they accomplish their goal. When the formation is
complete, the time is recorded and a new formation is yelled to see if children can
beat their time. This game builds self-confidence by teaching children how to
work together and lets each child know that his efforts are important and
valuable.

5.6.2 Dribbling game

The coach defines a space with cones on the court according to the number of
children who will participate in the activity. Each child has one ball and then the
coach tells them to move into the designated area dribbling without losing
control of the ball and not collide with each other. Alternatively children
according to their age can be divided into groups of two or three people. Through
this exercise the children besides dribbling learn to be responsible for not losing
the ball (development of individual responsibility) but also for the safety during
practice of the other children (social enterprise development).

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5.6.3 Three Ball Soccer:

You Will Need: Three different colored balls, Two goals

How To:

Set up a soccer field with goals at each end.

Divide the teens into two teams.
One soccer ball will represent the boys, the other ball will represent the
girls, and the third soccer ball will be co-ed. Tell each player clearly
which balls is for which group.
If the player touches the wrong ball purposely, pull him/her out of the
game for 2 minutes.
You do not need to restrict the game to soccer only. You can even try it
with netball or AFL.
This is the fun team building games for children and adolescents will keep them
as much involved as possible. With this soccer team building activities, they are
more likely to spend time with each other

5.6.4 Egg Rocket:

You Will Need: Paper, Eggs

How To:

Divide the group into two or more teams.

Give each team papers, tape, and one egg. Tell them that they have to
build a rocket that will be thrown up
in the air or dropped from the height.
The rocket has to protect the egg
from smashing.
Once the kids have made the rockets,
put the egg in the rocket.
Now drop or throw all the rockets
from the same height.
The egg that is in the best condition will win.
If none of the eggs break, then throw again to decide the winner.
The game will encourage kids to strive for the best. The players will look and
think about different solutions if the first one does not work.

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5.6.5 Seated Basketball:

Basketball team building ideas are a fun way to interact

each other.

You Will Need: Basketball, Laundry basket, Chairs

How To:

The game will be played in rounds.

Divide the participants into two teams.
At the beginning of round one, the players will
get just a short amount of time to place their
chairs in a position. They cannot move their spot after placing the chairs.
Then the teammates have to pass the ball to each other, without being
intercepted by the opposing team.
After making the pass, the player has to toss the ball to the basket.
The team that makes the maximum baskets will be the winner.
In earlier studies, dance and traditional games were found to be
effective media for overcoming initial obstacles or barriers to
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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

7
Keim 2003:155

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

27
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1. https://eclass.upatras.gr/modules/document/f
ile.php/PN1524
2. http://old.psych.uoa.gr/~roussosp//gr/psy00_L
ecture2.pdf
3. https://www.psychologynow.gr/psychology/b
ranches-of-psychology.html
4. http://users.sch.gr/adanis/index.php/kallipatir
a
5. https://fra.europa.eu/sites/default/files/fra_up
loads/1510-FRA-CASE-LAW-
HANDBOOK_EL.pdf
6. http://www.2search.gr/psychology/view.asp?
article=1&catid=6&nav=0
7. http://ec.europa.eu/assets/eac/sport/library/p
olicy_documents/eu-physical-activity-
guidelines-2008_el.pdf
8. https://europa.eu/european-
union/topics/sport_el
9. www.psychology-athens.com
10. Light R, Fawns R. Knowing the game:
Integrating speech and action in games
teaching through TGfU. Quest. 2003; 55: 161-
176.
11. Petlichkoff LM. Self-regulation skills for
children and adolescents. In: Weiss MR,
editor. Developmental sport and exercise
psychology: A lifespan perspective (pp. 269-
288). Morgantown, WV: Fitness Information
Technology; 2004.
12. Hanrahan S and de Lourdes Francke-Ramm
M, Improving life satisfaction, self-concept,
and happiness of former gang members using
games and psychological skills training,
Journal of Sport for Development, Volume 3,
Issue 4 (2015)

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29
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), Association FOOTURA

institution(s):

Module The right pedagogy consistent with age, gender,

rational 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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30
Learning To support the qualification of trainers in the field of
objectives: pedagogy, motivation and achievement of effective
pursuit of team goals. In many cases, namely coaches
represent the club in front of children and society, and
their work and motivation must affect positively on
teamwork and individual sport and personal
development of the young sportsman.

Competencies Trainers, club representatives and sport coaches should be

gained able to:
demonstrate personal attention, efforts and time to
the set aims role model
demonstrate knowledge, skills and understanding
of the basic pedagogical and motivational principles
and methodology and their application to specific
needs of social disadvantaged children from
different social and cultural background
form positive attitude and atmosphere of equality in
the team. Working for better social inclusion, inter-
cultural communication, physical and health culture.
add knowledge and critical understanding in the
areas of children psychology and pedagogy mostly
connected to motivation and management of
activities with sport and social dimensions.

Teaching face to face,

methods individual work
web,
non formal education activities.

Assesment of self-evaluation test,

attendees theoretical and practical demonstration,

31
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
pedagogy could be the integrating Horace Mann
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

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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 studentstudent (player player) and
studentteacher (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

33
not always know to use this potential. The same refers to the connection player
coach in the sports club.

As sport has changed and become increasingly professionalized, the roles of a

coach have

become more complex coaches can still be viewed only as motivators,

however, this perspective is rather narrow. Coaching roles have evolved to
become more pedagogical, more technical, and more demanding of multi-
8
tasking competencies . As the coachs role has evolved, the understanding of
what constitutes excellence in coaching especially in youth sport - also must
change.

6.1.2 Definition

After researching various studies, we have identified several guiding principles for
successful sports-pedagogical work and increased motivation for work and
development. While pedagogy is unidirectional process of transferring the sport,
behavioural, social and other messages from the coach, motivation is more
complex process. Here are some of our conclusions:

Participating in sports not only enhances physical health, but also has
positive social and psychological effects, including increased self-
esteem, development of life skills, decreased involvement in risky
behaviours, etc.
Sport is the perfect tool for social inclusion of disadvantaged social
groups and individuals. Unfortunately there are not qualified specialists
to work with these people and none of the coaches participated in social
inclusive events through sport.
The coach is the main and the only connection with the youths in sport
club and as such, he has to be a friend, a role-model, and supervisor for
youth.
Coaches are not so motivated to develop out-of-club activities such as
open training, demonstrations, social events, volunteer opportunities, or
other because their efforts are not appreciated from the club and from

8
(Salmela, 1996)

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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

37
 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 groups members
The definition of an excellent coach is difficult because it often depends on the
ultimate performance of the athletes in a coachs 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 Module Rationale

6.2.1 Significance of Pedagogy in Sport

The right pedagogy consistent with age, gender, personality and the right
motivation for teaching and learning is among the key features of successful
integration, assimilation of new knowledge and methods, building trust, mutual
support and teamwork to achieve success (among youth through their
participation in sport clubs and not only). Due to various social problems in

9
(Mallett & Ct, 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.

39
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
(Ct & Fraser-Thomas, 2007)
11
(Ericsson, Krampe, & Tesch-Rmer, 1993)

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40
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.

41
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

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 educator to trainees directing their activities towards the development
of valuable personal qualities and characteristics
assessor of athletes' performance
To realize all these complex features in his activities, the sports pedagogue
should possess a fundamental professional training that can be seen in the
following areas:

Special sports training - requires knowledge of the development of

sport as a contemporary social phenomenon, knowledge about major
sporting disciplines and their leading features, about training loads and
methods of developing various physical properties

Psycho-pedagogical and methodological training - assumes

knowledge of the basic psychological processes and states, for
education, training and education processes and activities, and their
specific manifestation in physical education and sport, leading
pedagogical principles, methods, forms, tools and specificity of their
application in sports activities.

Medico-biological training - include knowledge of basic medical and

biologic disciplines (anatomy and physiology, biochemistry, bio-
mechanics, sports medicine) and built skills to implement them in terms
of physical education and sports activities

Cross-cultural training it expresses in development of broad general

culture, knowledge of the lifestyle, traditions, rituals of different
countries, the current conditions and trends of modern society and
culture as a whole.

There are many researches for classification of necessary professional-personal

skills of the sports pedagogue. Some of them are pedagogical sociability,
emotional stability, pedagogical observation, empathy, pedagogical creativity.

For the successful implementation of sports and pedagogical activities are

needed and also some personal qualities and characteristics:

43
 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.

45
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?

47
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?

49
Theoretical and practical demonstration - Connection to online training and
resources

Take the following self-assessment test for coaches to get an idea of your
strengths and weaknesses as a coach and to get some advice on how to improve
your pedagogy and motivation skills as a coach:

http://www.dreamcatcher-consulting.com/self-test.htm

http://www.sportscoachuk.org/sites/default/files/scuk_learning_v3.swf

http://www.valuescentre.com/our-products/products-individuals/personal-
values-assessment-pva

Here there is self-assessment test for sport players measuring their level of
motivation:

http://etesting.modwest.com/assessments.php?test=1

*Athletes can purchase this assessment test. In this case, the athlete is presented
with instructions about how to complete the test, does the test, and then
completes a personal details form. Test questionnaire is free, but there is 20 EUR
fee to receive an analysis

Here there are more useful information

- Alisa R. James, 2012 Survive and Thrive as a Physical Educator -

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

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

51
6.5 Conclusions

Generally, some of the most important and useful conclusions and key points
that are included in this Learning material are:

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

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52
Physical education and sport are called upon to provide of their adolescents
necessary opportunities for better health functional and motor development,
preparation and competence for further self-cultivation practice, for their better
social inclusion and integration and others - as a condition of maintaining good
health and harmony. In this regard the right physical development - which in
many ways predetermines social inclusion and success - needs adequate motor
activity lessons in physical education (in schools) and specific sports trainings (in
sports clubs) as a base of the full development and perfection of physiological
systems and motor abilities of youth. One of the main tasks of physical education
and sport in schools and in sports clubs (by the quality of education and social
experience) is to assist and direct the adequate development of their motor
abilities for complete and effective realization in life. In this regard it is important
to strengthen the connections (where it is possible) between schools and the
different sports club - respectively - sports coaches and specialists.

Other key points to the relation how to optimize sports opportunities and how to
bring the concentrated and purposeful sport (controlled by coaches and
specialists) closer to children and every ordinary citizen and society as a whole,
were based on researching over the models: Interrelations between physical
activity, physical fitness and health, The model "Sport for everybody", Sport in
the Context of Social Sciences, The scientific optimization of sport training for
body fortification, Most popular sports for children, Social dimensions of Sport
and so on.

Local stakeholders are usually active when there are opportunities for involving
of their students (if they are schools), members or players (if they are sport
organizations or clubs) and they are willing to participate with their time, staff,
infrastructure or else. Work with the public offices is still not the easiest thing but
it is very useful for the publicity. The involving of stakeholders and stockholders
could create new condition for sports clubs role in the social and educational
process. Thus, voluntary activities in sport can be promoted, together with social
inclusion, equal opportunities and awareness of the importance of health-
enhancing physical activity through increased participation in, and equal access
to, sport for all.

53
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 dont. These benefits result from the combination of
several factors. Physical activity stimulates the production of substances that
protect neurons, which can improve memory, concentration and attention span.
It is also observed an increased confidence, self-esteem and self-perception.
Integrating young people with development or learning differences is made
easier whilst bad behaviour at school and on streets decreases (including
aggressive activiites which are usually done by not-sporting youths). Youth
develop a very strong identification with their sport club or school because the
team in which they play, represents them and symbolizes an extension of their
personality.

It is necessary that a sports club coach understands that its objective is not
performance at any cost and by any means. His moral duty is to ensure the
optimal deployment of sports activities, in accordance with the legal regulations
and moral principles, in a healthy motivational climate in which sportsmanship is
more important than victory at all costs and risks.

Society today forms a new moral profile of sports clubs coaches, helping other
people interested in the world of sport to understand the role especially
important that the coach has it in the club, for the maintenance and development
of the ethics of athletes he prepares.

6.6 SWOT Analyses

Strengths
Sports pedagogy is an
unique combination of
social, coaching and training
work
A high level of applicability
Weaknesses
Sometimes motivation of
sports coaches is not so high
especially in amateur clubs
There aren't so many
qualifies sports pedagogues

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54
 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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56
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 Ct Queens 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), 516

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. Gagn, F. (2003). Transforming gifts into talents: The DMGT as a

developmental theory. In N. Colangelo, & G.A. David (Eds.), Handbook of gifted
education (3rd ed., pp. 60-74). Boston: Allyn and Bacon.

8. Richard L. Light / Stephen Harvey, Positive Pedagogy for sport coaching 271-
287, 2015

9. Cristian Mihail Rus, Liliana Elisabeta Radu, The implications of physical

education and sport in the moral education of high school students, Revista de
cercetare [i interven]ie social\, 2014, vol. 45, pp. 45-55

10. Mileva, Eleonora, Pedagogy of Physical Education and Sports, Sofia, 2012,
Avangard prima

11. Bailey, R. (2006). Physical education and sport in schools. A review of benefits
and

outcomes. Journal of School Health, 76(8), 397-401

57
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, LondonNew 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. & Ct, 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):1-8June 2003

20. Ct, 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-Rmer, 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), CESIE
institution(s):

Module Sports as a tool for social inclusion and social change. A

rational 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 To use the concept of fair play as an educational tool with

objectives: children
To increase coaches awareness about stereotypes
To overcome discrimination and create inclusive

59
 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 Knowledge:
gained
strengthened ability to apply social inclusion in the
daily work with children
understanding of definition of culture and different
cultural backgrounds
increased understanding of social activities, social
skills and the benefits of social interaction
Skills:
improved ability to manage diversity
improved skills on how to manage conflict situation
and how to develop intercultural sensitivity
improved personal strengths in social interaction
Competences:
developed and enhanced professional practice
through open communication and dialogue
acquired competences on working effectively cross-
culturally
ability to communicate in different environments,
to express and understand different viewpoints, to
negotiate and be able to create confidence, to feel
empathy

Teaching face to face,

methods individual work
web

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

61
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 peoples 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 its 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

63
 aids, etc) to enable
them to play sport.
Sports facilities
need to be
accessible, eg.
equipped with
ramps and rails, and
with smooth
surfaces and access
routes. Sports
facilities also need
to have toilet and
changing facilities
which are
accessible, to both
males and females.
2. Social barriers:
There may be a
number of
unhelpful attitudes
and opinions
surrounding
children with
disabilities and
sport, which can
lead to the
childrens
exclusion. For
example: some
children and youth
may themselves
lack the self-
confidence to take
part in public
activities such as
sport. They may be
shy or
embarrassed,

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64
 worried about
being humiliated or
bullied by other
children/youth, or
afraid of
experiencing
defeat. The teacher
may also be afraid
of the child getting
injured, or not be
aware of adapted
games and sports
that are more
suitable for this
children. In a large
class, the teacher
may not have the
time to attend to
the specific needs
of one individual
child with special
needs in PE. Sports
clubs, which also
focus on
competitive sport,
may see it as a
waste of time
having youth with
disabilities as
members as they
will not be able to
compete.
3. Economic: Sport is
a leisure-time
activity and yet for
many youth, who
are living in
poverty, they do

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 childs low self-esteem or low self-
confidence, by enabling the child:

to enjoy the excitement of winning, and the praise and recognition that
he/she receives after a victory
to have sense achievement when he/she can achieve personal goals
eg. when hitting a cricket ball for six for the first time, or when beating
his/ her personal best time in athletics
to experience the satisfaction of trying and mastering a new skill, eg.
learning to ride a bicycle, or playing table tennis for the first time
to broaden horizons through travelling to new places for away fixtures
to meet new people and make new friends
to gain experience of leadership or responsibility, eg. by being appointed
a team captain or a referee.
When working with children in sport and physical activity there are some general
principles to keep in mind. Jowsey (1992) provides us with the following useful
list:

1. Focus on ability! You should establish what the childs strengths and abilities
are and try to develop these. To build the childs confidence and motivate
her to continue practising sport, its important that he/ she experiences

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66
 success, so you should focus on activities (at least in the beginning) which
play to his/her strengths and abilities, where he/she is most likely to succeed.
2. Encourage independence : participation in PE and sport is an opportunity to
help the child to develop this independence. But you should also make sure
that the environment is conducive to developing this independence.
3. Encourage the child to be responsible for his own learning: PE and sport is
an excellent medium through which children can learn to think for
themselves. When introducing a new skill, take a step back and let the child
explore how to carry out the action himself/ herself before offering
assistance. Encourage the child to ask for help if required, and offer this help
only after being requested. Remember also that children are free to make
their own choices and decisions, eg. about what games they take part in, or
when they need to stop and take a break, although the coach or play leader
may need to take a more controlling attitude when it comes to health and
safety issues.
4. Allow sufficient time be patient! Some children may need more time to
understand an instruction, so you may have to repeat several times. Make
sure that the other children in the group are also patient and understanding
of the childs needs. Prior to a PE lesson/games session, you must also allow
a sufficient amount of your time, eg. for planning the session.
5. Be aware of specific watch points for each child: you need to know about
any particular health issue related to each individual child, eg. epilepsy, heart
condition, etc. Also, make sure you get to know individual childrens likes,
dislikes, preferences, etc, in sport and games, especially for children with
intellectual impairment or behavioral problems (see below under
impairment-specific tips).
6. Practice close observation: this will help you to analyse the childs 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.

67
7.5 Assessment:

1. What sports and games should I provide to my

group of children, including those with
disabilities?
2. Are there any sports or activities that the child
should definitely not be involved in?
3. How is participating in sport and play
benefiting this child?

7.6 Tips and Practical Examples

Practical tips on what the ideal inclusive play/coaching session should look like!
These tips are divided into logical sections before the play session, at the
beginning of the session, during the session, and at the end of the session.

1. Good preparation
Think before the play session what activities (warm-ups, games, sports, etc) are
you going to do? What equipment do you need for these? Its 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, its good if the play leader is already there, to
welcome the children and to have some time for informal conversations with
them before the session starts. This can help develop trust with them to
encourage them to continually attend the session.

3. Good implementation of games/activities

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68
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 dont 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 childrens 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!

69
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 didnt. 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

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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 childrens
creativity as well as their gymnastic skills! Its 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.

71
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.

It is the language of sport that can

Sport has the power to change the be shared cross-culturally, and it
world. It has the power to inspire. It is those aspects that allow us to
has the power to unite people in a understand others intentions
way that little else does. It speaks to and motives. While we may not
youth in a language they understand. be capable of understanding
~ every spoken language that
N l M d l exists within the international

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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 anothers hidden culture. The
Language of sport is like Halls 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 anothers 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

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(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 Papers
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
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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,

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;(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 ones 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. knowledge (about other cultures, people, nations, behaviors),

2. empathy (understanding feelings and needs of other people),
3. 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
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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.

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(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. intercultural attitudes (like openness, curiosity, readiness)

8. 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
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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,

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(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 ones 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 ones 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 ones 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 of the The Personality Module worksheet is handed out.
exercise 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:
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
(Its not a big problem, why worry?), forcing (I will win this argument no matter
what), or accommodating (Ill 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. 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 speakers message by paraphrasing main points.
Center the conflict by trying to find the key points of the message.
2. 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.
3. 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.

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 You hurt the team when you dont show up to conditioning on time
I am frustrated when you dont show up to conditioning on time
4. 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, Ill tell you what Id do
Diagnosing Your problem is that you
Discounting Cheer up, itll 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 dos and
donts involved in managing conflict:

Do

1. Convey the value of your relationship with the person.

2. Go slowly with what you want to communicate.
3. Try to understand the other persons position.
4. Listen to what the other person is trying to communicate.
5. Confront the situation, not the person.
Dont

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

2. Stop communicating.
3. Use put-downs or sarcasm.
4. Rely on nonverbal hints to communicate, be direct and forthcoming.
5. 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
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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 pre-
practice/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 players side of the conflict since you will ultimately need to

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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 opponents leg, that doesnt mean that he tried to trip me., etc.).

7.12 Assesment

1. Describe 3 topics that you might discuss during

the huddle that can help prevent conflict
between players. What does the word empathy
mean?
2. 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?
3. 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. Rewarding oneself (to foster cooperation and applaud oneself for the help he
has given and the achievement of the game).
2. Ask for help (saying "I need help", seek help from your friends when you are
in trouble or need support).
3. Asking for a favor (planning what to say, ask, thank, if anyone acts unjustly,
let him know).
4. 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)
5. 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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 finish your turn. Trying when it is difficult, stop and think (it's hard but I'll
try", try, react to situations with ease to unforeseen events)
6. 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)
7. Interpret others (look at the face, looking at the body, manifest my
opinions).
8. Joining a group (approaches the group, observe them, question, when
someone beats them, or their team in a game or competition, congratulate
when finished).
9. 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 childs emotional health and well-
being. 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 childrens 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 turn-

taking, 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
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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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school/UploadedDocument/b74efe3982bd4d2dacca1c673f383e5f/social-interaction.pdf

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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. Childrens development is inuenced by wider networks of social
support (represented in the diagrams 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 societys structure and framework, which
can help the society to realize its aims quickly. Basically, Vygotskys theory
suggests that social interaction is in advance of development and both the
socialization and social behaviour will lead to peoples 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 childs
cultural development appears twice: first, on the social level, and later, on the
individual level; first, between people and then inside the child (Guoliang & Wu-
Yuin, 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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https://onlineacademiccommunity.uvic.ca/learningdesign/wp-
content/uploads/sites/1178/2015/06/Mingli-Chen-ebook.pdf
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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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(Lev Vygotsky Cognitive Development, 2013)

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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 Exercise n.1:

1. Did you use social development theory in learning in your life before?
2. 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 Your reaction

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.

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 students 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 players 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 .
26
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.

25
(Council of Europe, 2002)
26
https://www.salto-youth.net/downloads/toolbox_tool_download-file-
1079/MOVEandLEARN_Manual.pdf

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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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99
8 Physical Activity

Author(s), Zavod APGA

institution(s):

Module
rational

Learning To develop knowledge, skills and competencies of using

objectives: sport as a tool of social integration and delivering exercise to
youth participants, takin into consideration differences of
their social and cultural background

Competencies Trainee should be able to:

gained 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

Teaching face to face,

methods individual work
web

Assesment of Theoretical and practical examination

attendees
demonstration of use of extended knowledge in
practice

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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

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the sports its the easiest way how can we formulate the values that are
important for childrens 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 ChildrenS Physical and Motor Development

Childrens development runs in certain stages, which are identified with

quantitative and qualify changes. Extremely important is childs motor
development, that is in the front especially in the first years of childs life
(Videmek, 1996). The motor development has also an important influence on
children and youths integrated development from the age of seven until the end
of the adolescence. The reason for that is effective changing of young peoples
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 humans 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 childs development.
27
Visual demonstration 3: Stages of motor development

27
(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 childs 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 movements coordination and balance, also
develop childs intellectual skills. The programe in this period should be content
varied as much as it can be because of childrens 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. Childrens 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

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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 Exercise Planning

8.3.1 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

peoples 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 childs 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 individuals uniqueness,
encouraging of every individuals 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.

Planning gathers:

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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 trainers 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

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 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 Different Working Forms and Methods at the Training

8.4.1 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 childrens skills, stage of training process (intervention
of a new contents, consolidation, testing, informational and communicational
technologies (IKT), numbers of training persons, available time and trainers
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 trainers

behavior. They represent social interactions during the training (between training
persons and a trainer).

We distinguish between three kinds of working forms:

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 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 Preparation for An Exercising Lesson

8.5.1 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 persons 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:

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 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 skills 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:

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 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 persons 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
contents 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 contents 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 contents 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 Theoretical contents I

lesson t

1. Running game. 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

B
s
d
w
o

A
p
t

C
i
p
p

115
2. Complex of exercises for good posture With which exercises can Explana
(walking on different parts of foot, walking we influence on a good part o
consolidati
in a climb with sticks...). posture; how do we lift the demons
on
burden. persons
Gymnastic exercises with sticks.
lesson.
Climbing up the wall bars, bar and rope.
Training
Bars: a swing. differen
Relay games (jumping over the benches, instrum
frames, walking on patch, climbing up the beneat
trunks and horses, crawling). choose
instrum
Relaxation exercises. abilities

Attenti
prepara
the app
with tra
Relay
heterog
grading
perform
points).

3. Hunting. 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, rollings, parts of
crawlings, crawlings on the inclined bench
We
and bar walls, swing in hang.
differen
Climbing up the bar and rope. (assista

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 A
a

A
e
t
w
h

4. Rhythmic: walking and running forward, Naming of apparatus: E

backward, aside with diverse pace with the climbing apparatus (wall d
giving of
music. bar, pole), bench, balance o
new
beam, trunk.
contents, Complex of gymnastic exercises with balls T
for a good posture. Naming of basic positions t
consolidati
(stand with heels together,
on Acrobatics: stand on shoulder blade, forward A
stand with feet apart,
and backward roll, cartwheel. t
movements with trunk
Vault: mount with impetus into the crouch crouch). A
on the trunk (110 cm), dismount. a

Bench, low balance beam: ascent walking in A

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

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

117
 (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 Explana

foot; walking forward, backward, aside with we influence on a demons
giving of
different tempo and rhythm and with the movement. of a less
new
music.
contents, Kinds of arms movements. The u
consolidati Gymnastic exercises with a skip rope player).
on (attention on the movement).
At th
Acrobatics: cartwheel; pushing into a especia
handstand. posture
correct
A horse (lower or higher one): straddle jump.
the po
Climbing up the bar. with w
Rolling of rings (relay games). 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 E
with both legs on the spot and during the the manifestation forms. d
consolidati
running. How do we influence on the s
on
strength. t
Strength exercises (orbital training).
F
Games with hunting, pushing and carrying in
j
pairs.
(
A horse (lower one): straddle jump. p
Jumping over the skip rope forward and h
backward with both legs (testing). c
t
Climbing up the wall bars.

8. Running games. Naming of basic positions A

(swing, support, legs a
consolidati Gymnastic exercises for movement with the
appart). Kinds of legs
on, music. T
movements.
(
testing Acrobatics: cartwheel.
j
Multifunctional pillows: straddle jump. m
A horse (lower one): straddle jump (testing). A
Low balance beam: 180-degree turn in stand m
and crouch, scale, jumps: stretched jump, p

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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. Explana

(shorter polygon). lesson;
giving of
jumps
new Acrobatics: forward roll on the pile of pillows
trampo
contents with a help of springboard; cartwheel.
Training
Bars or a pole: front support, dismount in
back swing. 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).

Spinnings and rollings of rings in the

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 connection with different steps.

12. Running games. Mutual help. C

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

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 W

of arms and shoulder ring. u
consolidati Gymnastic exercises in pairs with the music.
How this influence on the d
on
Bars: up-rise with help or independently; posture. s
dismount in back swing; swing in hang. w
Small trampoline: stretched and tuck jump. C
Composition with rings (footsteps, spinning, (
rollings). t
e

14. Gymnastic exercises with hoops. Arms movements, legs T

movements, bends. j
consolidati Bars: up-rise with a help; dismount in back
t
on, swing.

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, trainers activities and training persons
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 humans
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 (technics elements and different sports tactics,
individuals 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 hunters 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

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 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,

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 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
positions 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 courts 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 360turn 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 trainers 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 trainers 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 trainers 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 trainers
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 trainers 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 trainers 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 opponents half with bouncing it, and they have to hit over a
certain height of a halls 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
opponents 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. Tigers 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

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 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. Sheeps 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 trainers 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.

Kova, M., Strel, J., Jurak, G., Buar Pajek, M., Starc, G. in Majeri, M. (2004).
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