| Brief overview: | Participants are going to learn the difference between three different concepts, education for, by, and through sport. They will be introduced to the finding that sport can be a valuable method for gaining new skills and competences. It is suitable to introduce this methodology to the participants at the beginning of your activity so they could get a bigger picture of the concept of the sport in NFE. |
| Category of competence: | Learning to learn, learning to share knowledge Communication in your own / foreign language Social and civic competences, equality, solidarity Cultural awareness, inclusion, tolerance |
| Duration: | 75 minutes |
| Target group: | Y16+ |
| Participants: | 10+ people |
| Materials and setting: | – Small football terrain (indoor or outdoor) – 2 balls for football – 2 whistles – Role cards with the learning styles and explanations – T-shirts / Jerseys to segregate the teams – Flipchart, markers, Post it note paper |
| Preparation: | Make sure the football court is clean and the balls are inflated. Make sure there are enough t- shirts or jerseys for each team in different color. Prepare the role cards in advance. |
| Detailed description: | Step 01 – Give a detailed explanation on rules for playing football. Teach the participants the basics about the movement in football. Make sure that everyone understands the game. Divide the participants in teams of 5 members each. Make sure there is equal distribution of male/female participants per team (15 min) Step 02 – Education for sport. Explain to the participant that they are supposed to play the game of football and that the only goal is to win. (10 min) Step 03 – Education by sport. Bring new rules to the game that will demonstrate this concept to the participants. Those rules might be: – Only female players can score, – Every player has to pass the ball during the offence (attack), – Male players can only shoot on goal with their weaker foot, etc. (10 min) Step 04 Introduce the third role card – Education through sport. Content of the role cards can be as follows (list is not exhaustive): – Support the team in overemphasized and excited manner, – Sabotage your team, pass the ball to the other team, – Yell to the ones who happen to make a mistake, – Be inclusive, pass to everyone, – Be careless, show no interest to the game, etc. (10 min) Step 05 – Debriefing (30 min): Lead the discussion with the participants after the games. Ask questions like the following. – Did you like the game? – What was the first part like? – What was the second part like? How did you deal with the limitations? – What was the third part like? How did you feel in your role? – How did you perceive the behavior of other participants? – Could you adapt the communication with them and how? – Can you relate of everyday situation like this? – What and how did you learn? |
| Variation: | The methodology can be implemented through practicing various group sports, including basketball and volleyball. |
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