CENTRED BY SPORTTraining Manual

Project funded by:EUROPEAN COMMISSION DIRECTORATE - GENERAL FOR EDUCATION AND CULTURE - Youth and Sport Sport policy and programme - Call for proposals for promoting HEPA policy measures and actions for refugees.

REFERENCE NUMBER: EAC/S16/2016

Applicant: CUS

Author: CEIPES

Collaborator: S.P.R.A.R., Municipality of Palermo, Sicily Foreign Student Association, University of Palermo, Police of Monreale

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

october 2017

CENTRED BY SPORTTraining Manual

CONTENTS

PREFACE

INTRODUCTION

CENTRED BY SPORT ABSTRACT

NON-FORMAL EDUCATION ROLE

EDUCATION AND INCLUSION THROUGH SPORT

INTRODUCING SPORT VALUES THROUGH NON-FORMAL EDUCATION

· Session I – Us in our Community

· Session II – United by Values

· Important considerationds on non-formal education with groups of

migrants athletics

ATHLETICS

FUTSAL

BADMINTON

VOLLEYBALL

CRICKET

CONCLUSION

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A

“Centred by Sport” is a project developed through actions aimed at promoting social integration. Sport laughs in the face of any kind of discrimination and goes beyond all the barriers: this is the purpose we have tried to pursue.Doing sports together means putting aside all differences, personal rancor, all the differences that may be there, must become an opportunity to grow in relationships with others, respecting people of different cultures.Nelson Mandela states that “sport has the power to change the world”, in fact it is able to bring back, even if for a short while, the smile in those dull looks, distressed by pain and violence.If, with “ Centred by Sport “ and through a single sport or team, we made the participants smile, even one of them and give new hope, then we have succeeded in our project, to be able to break down the barriers and walls that are created, because in sport we are all the same.The language of sport is addressed to all without distinction, speaks a universal language, promotes and disseminates fundamental values for integration such as merit, commitment and equality.

Rosolino Siculiana, President of CUS Palermo

A

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“Centred By Sport” is a project that stems from a need: the theme of social inclusion in today’s society is an increasingly urgent issue that, to be addressed, must first be conceived. It is not possible to imagine, in fact, that the paths of social integration of those who are part of a new context, are the result of randomness or fortuitous circumstances. A true perspective of social integration must intentionally and consciously promote opportunities for inclusion in society.Centred by Sport is the brainchild of Ibra Cobena, an Ivorian cultural mediator who has been working in Palermo for several years and has raised the problem about social inclusion of young refugees, hosted in the various centers of the city, offering a solution. Social inclusion can operate through sport: this is the prerequisite. Centred by Sport aims to improve access to physical activities among young refugees under the aegis of the Centro Universitario Sportivo di Palermo. The project has developed in three key moments: the first was focused on non-formal education sessions, for the breaking down of communication barriers; the second one was about sports training - from a theoretical and practical point of view - on five different sports and the last moment consisted of the tournament phase that ended the project. The strong institutional partnership and the accurate communication campaign promoted “Centred by Sport” best practice in Europe. The goal we set ourselves was largely achieved, it was given an opportunity for growth through sport,to the 150 participants involved.

“Education is the great driver of personal development. It is thanks to education that a farmer’s daughter can become a doctor, the son of a miner the head mine or a child born into a poor family the president of a great nation. Not what is given to us, but the ability to make the most of what we have is what distinguishes one person from another “.

I resume the words of Nelson Mandela, as with “Centred by Sport”, thanks to the European Commission, we have tried, in our small way, to educate the young refugees, who took part in sport, offering them a real opportunity for participation and personal development.

Dott. Rosario Genchi

Project Manager Cus Palermo

preface

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This is a peculiar Training Manual because it wants to be used as guidelines and, at the same time, it wants to tell a story.

Centred by Sport project is the result of a common effort of all partners which supported it with their own tools, methodologies and backgrounds. All these distinctive features emerge from the following pages and they prove that our best outcomes usually come out from mixed approaches. Centred by Sport experience is characterized by usage of formal and non-formal education, that worked together creating reciprocally the prerequisite for success.

In this Training Manual you are going to read a short abstract of Centred by Sport project followed by a description of non-formal education role in this context. We focused on non-formal education because the project is leaded by a University, a formal education institution, so it seemed interesting to analyse this mixed approach. After that you can find a short description of the project main objective: education and inclusion through sport.

We avoided to go into a detailed description of mentioned argument because the aim of this Training Manual is to provide practical tips and practices useful to youth workers, trainers and coaches in their daily job. That is why most part of the present manual is dedicated to descriptions and data sheet about non-formal education sessions and formal trainings implemented by professional trainers.

introduction

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Recent survey has shown that an increasing number of migrants suffer of health deficit due to the difficult conditions they experienced before and after their arrival. Centred by sport is a project implemented in Palermo, targeting the refugees’ community, it aims to promote physical activities as mean to improve health. Besides, sport is a universal language and source of values, so it was the perfect tool to overtake the lack of language knowledge facing the topic of social inclusion.Main objective was to improve target group’s physical and mental health and, at the same time, take actions for their inclusion in the community. The activities, divided in two stages, were implemented by CUS Palermo (Sportive Academic Centre) in collaboration with CEIPES and local authorities.

A training course, divided in 5 modules, has been implemented for 150 refugees, for a total duration of 6 months and took place every weekend. Participants chose a sport and CUS assigned a professional instructor for each group: futsal, volleyball, badminton, cricket and athletics. Training course covered both the theoretical and practical element and each sport module has been implemented in a different month, thus some participants attended more than one course. Two sessions of non-formal education activities were leaded by CEIPES youth workers at the beginning of the training course, in order to facilitate the “getting to know phase” with ice-breaking activities.

The second phase consisted in a final event of the project took place in form of a Tournament for all 5 selected sports at CUS Palermo facilities.

center by sport abstract

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Centred by Sport project used both formal and non-formal education approaches, as it saw the University of Palermo and CEIPES as the main partners involved in education. In this case, like many others, the two kinds of education alternated and overlapped, demonstrating that collaboration between different methods can deliver excellent results.There is no doubt that the migrants’ population needs a formal host system that guarantees its rights by promoting personal development and inclusion in society. However, such system cannot alone bear the burden of an ambitious mission, inclusion, in which many community stakeholders need to be involved with their own tools. In this context, third sector organizations that use non-formal education can play a crucial role because:· In most cases, young refugees are already involved in formal education: in school and in language class. · According to Italian law, a normal job is forbidden to all international protection seekers, so the most effective social inclusion vehicle cannot be used, sometimes for years. · The informal approach develops social and emotional skills, often underestimated in formal education but largely considered the key for social inclusion. · Informal education wants to inform and teach without a final grade and without making any difference between teacher and learner. That minimize the embarrassment of failure and frustration related to the grades.

These are just some of the main reasons that validate the choose of integrate two different approaches, in this case non-formal education is an educational approach which act in a complementary way with the formal educational system.

Non-formal education role

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UNESCO stated that: “Sport can teach values such as fairness, teambuilding, equality, discipline, inclusion, perseverance and respect. Sport has the power to provide a universal framework for learning values, thus contributing to the development of soft skills needed for responsible citizenship”.

Centred by Sport project focused on supporting mental and physical health of people with a migration background, trying to neutralize stress, insecurity, fear of failure and all feelings that may represent an obstacle for the individual development.

Exercise is one of the main vehicles to achieve self-awareness, developing a balance between physical and mental health as the famous Latin quote: mens sana in corpore sano (healthy mind in healthy body).

Sport includes funny exercises and it has an important cathartic function, leading to:

Self-Awareness An important goal that can be achieved through sport a clear perception of personality, including strengths, weaknesses, thoughts, beliefs, motivation, and emotions. Self-Awareness allows you to understand other people, how they perceive you, your attitude and your responses to them in the momen

education and inclusion through sport

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Self-assessmentSubjects can develop not only their physical abilities, but also the ability to evaluate their skill and learn a critical self-assessment method, that is fundamental to the full development of the subject.

Knowing your own body In terms of developing motor skills, strength, endurance, mobility, coordination.

Acknowledgment of the merit Sport teaches to “know how to lose”, to face the difficulties, to rise and start again. Recognizing a defeat and the value of the opponent allows you to practice sport honestly.

CompetitivenessEncourage a loyal behaviour does not mean to underestimate the value of competition. Victory should be an achievement that requires commitment, sacrifice, passion, determination.The sport thus puts the individuals in contact with their limits: learning how to handle negative emotions as stress and disappointment for defeat, but at the same time experiencing pleasant feelings such as trepidation and euphoria for victory.All the benefits listed above are milestones in the inclusion path for young migrants.

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Goal of the session was to reflect on the values that can be practiced through Sport. Methods and techniques of non-formal education facilitated the participatory processes of knowledge among young people with different migratory backgrounds, teambuilding activities and building an experience based on the values of solidarity, inclusion, equal opportunities.The 150 participants are young people with a migratory background till the 2nd generation, residents in Palermo, from African and Asian countries, many of them are under protection (asylum or refugee’s status). The participants were involved through associations and local groups such as Consulta delle Culture, Association of Philippine Community in Palermo, Housing Communities and SPRAR (Reception System for the Protection of Asylum and Refugees seekers).

CEIPES facilitators team consisted of youth workers with different and complementary roles and tasks, that allowed to respond to training needs: Irene Capozzi and Emanuela Firetto, as trainers; Yacoub Said Islam and Numu Touray, as youth leaders and cultural mediators, a group of volunteers responsible for logistical support.The activities were carried out with groups of 15 youngsters using spaces and facilities of the University Sport Centre of Palermo (CUS).

INTRODUCING SPORT VALUES THROUGH NON-FORMAL EDUCATION

We, as Association of Foreign Students in Sicily, participated as partners in the first and second edition of the Centred By Sport project.Compared to the first, the second edition was a total success, both in terms of organization, mobilization and participation.Personally I would say that it was a rich and unique experience, from the training part managed by CEIPES to the sports part managed by the CUS, I had the opportunity to meet people of different origins and cultures, all gathered around one thing, the Sport: integration, communication and unification factor.Thanks to CUS Palermo, the CEIPES and to all those from near and far, contributed to the realization of this unique project of its kind.

Bienvenu Kamdem Association of Foreing Students in Sicily

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The first session focused on mutual knowledge of participants and team building through participatory and circular techniques and methods that facilitated self-talk and active listening. The aid of energizers and icebreakers contributed to creating a positive and free- from-tension climate.

Participants reflected on their cultural identity, through individual and group guided activities, in which were used different techniques, such as role-playing, discussion in small groups, manual and graphic techniques. Among the activities carried out, we talked about WHO, ARE I. Everyone, individually, had the task of writing their own name on a paper and telling about themselves through words, phrases and drawings to express what characterizes them most (“What do you like?”, “What do you want others know about you?”) and, then, to search in the group what they had in common. Most things in common were: Football, Africa, family, respect, Philippines, beach, love, sports, work, travel, man, woman, Gambia, boy, girl, school, pizza, Italy, bakery, food, money, friends, God, dance, happiness. During the activity, many participants were curious about the answers of others, they were often surprised to find affinities whit others; instead other participants found resistance given, in some cases, by linguistic factors and insecurities.

sessione i - use in our communityINTRODUCING SPORT VALUES THROUGH NON-FORMAL EDUCATION

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These complexities were faced with the presence of Numu and Said that, as youth leaders and linguistic-cultural mediators, supported the group, communicating in their own language and encouraging them. The second objective pursued through teambuilding activities, participants could experience the interdependence between team members and the strategies needed to promote it. The interdependence is a concept that you can find in all kinds of groups and communities, and it is related whit sense of community: “the sense of community implies a sense of belonging, membership […]; also implying a mutual influence between the individual and the community, […] with the connection and emotional involvement” (Lavanco G., 2009. Lavoro di comunità e intervento sociale interculturale. Interculturalità e senso di comunità, p.104).

During one of the teambuilding activities, the facilitators ask to represent the participants to represent an ideal community, the outcomes were very assorted in terms of shapes, colours, materials, techniques used, but it was possible to find a elements in common such as: green spaces, parks, sports fields, schools, friends.

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DURATION 20 min

OBJECTIVES· to get to know each other’s’ names· to share personal characteristics of the participants and create nicknames for the group· to focus on listening skills

DESCRIPTIONThe Name Game (also known as the Adjective Game) starts with one person in the room picking a word that describes himself or herself as a person. The catch is, that the word must start with the first letter of their first name.

For example, if your name is Velasquez, you would say “Hello! My name is Vivacious Velasquez.”The person after her/him must say his/her adjective and name before saying theirs. So they would go, “Hello, Vivacious Velasquez, my name is Silly Sam.” Then the third person would go, “Hello, Vivacious

Velasquez, and Silly Sam, my name is Easy-going Edwin.”This continues on until all of the participants have gone. Being last is hilarious in this game, because they must remember everyone’s name and adjective before stating theirs.

NEEDED MATERIAL Enough space to be standing in a circle.

TIPS FOR FACILITATORSIt is very effective game to learn all the names in just once. Consider that it takes time and it is not appropriate to do it with very big groups.

Shorter version: Participants just say their names with the adjectives without repeating names and adjectives of everyone else.

name and adjective nameTITLE OF THE ACTIVITY

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DURATION 10 min

OBJECTIVES· getting in contact· breaking the ice· facilitating a relaxing and trustful environment

DESCRIPTIONParticipants are divided into two groups and lined up, so the two lines face each other.Everyone must have a person standing in front of her and this person becomes her brother/sister (hermano/hermana). All participants turn to their left (so we get one line looking at one direction, and the other to another direction) and everyone puts the arms to the participant in front.When the facilitator shouts ‘run’, both lines start running in different directions; it’s important that the line, the ‘worm’, stays together and not fall apart. After a while (once they are far enough from each other) facilitator should call out ‘hermano, hermana’ and everybody as individual should

leave the ‘worm’ and run fast to her brother/sister. When they find each other, they turn with their backs facing each other and sit down.The couple that is the last one sitting down, is out of the game.

NEEDED MATERIALBig space where people can run safely.

TIPS FOR FACILITATORS With big groups it is better to have two facilitators to explain the rules and organize the two lines of participants. It is very dynamic and funny energizer, it involves the body and the contact among the participants but at a basic level. In our case, even if the participants met for the first time, there were no difficulties in holding the hands or cross the arms. It is very effective even with people speaking different languages since it does not require language. It is important to handle the energy emanated through the activity.

energizer “hermano-hermana”TITLE OF THE ACTIVITY

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DURATION20 min

OBJECTIVES • To increase understanding of the concept of identity and widen self- awareness• To develop communication skills• To promote solidarity and respect

DESCRIPTION1. To warm up, ask people to get into pairs to form buzz groups. Ask them to pretend that they are strangers and to introduce themselves to each other.

2. Now ask people to reflect what is interesting or important to know about someone else when you first meet, and brainstorm the general categories of information. For example, name, age, sex, nationality, family role, religion, age, gender, ethnicity, job/study, taste in music, hobbies, sports, general likes and dislikes and more.

3. Now explain that participants are going to find out how much each of them has in common with others in the group. Hand out the paper and pens and explain that the first step is for each of them to draw a representation of their identity. They should think of themselves like stars; aspects of their identity radiate out into their society. Ask people to consider the eight to ten most important aspects of their identity and to draw their personal star.

4. Tell people to go around and compare their stars. When they find someone else with whom they share a beam or ray, they should write that person’s name near the beam. (For example, if Jan and Parvez both have a “rapper” beam, they should write each other’s names along that beam). Allow 15 minutes for this.

5. Now come back into plenary and ask people to talk about how individual each of them was. You could ask:· Which aspects of identity do people have in common and which are unique?

who are iTITLE OF THE ACTIVITY

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· How similar and how different are people in the group? Do people have more in common with each other than they have differences?

6. Finally, do a group brainstorm of the aspects of identity that people choose and those that they are born with. Write these up in two columns on the flip chart.

NEEDED MATERIAL· Coloured pens and markers, if possible a different colour for each participant· Enough paper for one sheet per person· Flipchart paper and markers

TIPS FOR FACILITATORSThe name of this activity is not wrong! It is intended to puzzle participants. If you want some background music while playing this game, you could use Frank Zappa’s song, “You are what you is, I is what you am... “.In the warm up you may want to give participants a tip to get them thinking on the right lines.

You could give yourself as an example or use an imaginary person as in the example.The purpose of giving each participant a different colour is to give people the idea that everyone is unique and that the group is composed of a rainbow of identities. If you have a large group and two or more people have to share the same colour pen, ask them to use different styles of writing.If you wish, you can make the activity a little more sophisticated by suggesting that people draw their personal stars with longer or shorter beams or rays according to how public or private they feel a particular aspect of their identity is. Longer beams reach further out into society and are therefore more public.

Some of the following points could come up in the final brainstorm (at step 6):· Aspects of identity I can choose: name, friend, job, membership of a political party, favourite music, style of clothes, the football team you support, where you live· Aspects of identity I am born with: sex, age, height, eye colour

· There will be some aspects of identity that may cause controversy, for example nationality, gender and sexuality, religion, being member of a minority.

The discussion about how identity develops and which aspects of identity are social constructs and which are inherent and fixed will also be controversial, especially those relating to religion and gender. It is worth asking participants to consider their own process of growing up and how certain aspects of their identity have changed over the years, perhaps even those aspects of their identity that they think are fixed. You may wish to draw some conclusions from the discussions, for example, that we are all human beings who have rights which cannot be gifted or taken away regardless of race, colour, property, birth or other status.

Centred By Sport has been a one year path; during its implementation it gave rise to emotions, energy and enthusiasm, thanks indeed to those who believed in it and worked for those who participated.

As it ended, I can say that it was a great success, not only for numbers of the participants but also for the collaboration of many people.

I am grateful to CUS Palermo for this experience that, from the human point, gave me a lot through getting in touch with the participants and discovering their worlds: all of this will remain in my heart forever.

Monica SausaCUS Palermo

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DURATION 1h 30 min

OBJECTIVES· To identify core principles of healthy communities· To analyse the positive individual and community practices for building a community· To establish guidelines and norms for building ethical communities· To share common values on which the team work will be based

DESCRIPTIONDiscuss how everyone in the room is a member of many communities.

Define “community” as a group of people who are together for a common purpose, interest, or in a specific location. Point out that the group of the project is a community, their school is a community, and their neighbourhoods are communities.

Other communities include their sports teams and volunteer groups. Ask What are some examples of how you can be a good member of one of these communities?Sample responses:· Welcome people· Ignore people who are being rude

Divide participants into groups of four or five. Hand out the material for each group.

Give the instructions to the participants.Tell them that a meteorite has destroyed one region on the Earth and it is needed to rebuild it. Their group has an opportunity to rebuild the communities, but it’s up to them to accomplish this. They can use all the material to present the community they have in mind: sheet, markers, plasticine etc. When all the groups are ready one by one the groups present their communities with characteristics and rules.

WRAP UP AND ASSESSYou can assess how well they understand the

let’s build our ideal communityTITLE OF THE ACTIVITY

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lesson objectives by the elements they include in their presentations.Encourage the participants to ask questions to clarify.Explain that the most successful communities will be those that emphasize responsibility to the community, promote respect for others, offer concrete protections for participants from rudeness and cruelty, and are safe, fun places to join. Sample questions:· What are the responsibilities of members to each other?· What happens if someone in the community doesn’t follow the rules?· What would your role be in helping members follow the rules?

Conclude the activity by telling participants that the most powerful element for a successful community is to create a climate of mutual respect in which:· People demonstrate respect so that others feel safe and welcome· People feel comfortable and at ease

· People behave responsibly· If people do not feel safe, there are clear rules and expectations for solving the problem

Remind them that they will be a community during the project and they will need to follow the common rules they set up for themselves to achieve good results.

NEEDED MATERIALFlipcharts, colourful papers, markers, pens, plasticine, wooden sticks, tape, scissors

TIPS FOR FACILITATORSConcepts and the phase of conceptualizing can be hard for some people coming from disadvantaged backgrounds, nevertheless in these case concrete examples of real life can be useful.

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The second session had the goal of building a common ground of shared values which can emerge and be practiced during individual and collective sport activities: solidarity, cooperation, respect, inclusion, equal opportunities. In order to reflect on the origin of personal values, brainstorming and role-playing activities led participants to observe their own behaviours, being also supported by the group.From the shared reflections of participants emerges how everyone comes from different backgrounds, but everybody recognize and express the value and the personal will to live in unity, respect and solidarity.

sessione ii - united by valueINTRODUCING SPORT VALUES THROUGH NON-FORMAL EDUCATION

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DURATION1h 30 min

OBJECTIVES · to build self-confidence and trust through the methodology of theatre· to reflect individually and in teams about fundamental values· to create a common understanding on the values of the group and the society

DESCRIPTIONBrainstorming phaseParticipants are sitting in a circle.Introduce the topic of “values” and “shared values in a community”

Ask participants to remind the activity done during the previous session “Let’s build our ideal community”, what were the values emerging?Give space to the participants to reflect and name the values, then write them on a flipchart for everyone to read them.

acting our valuesTITLE OF THE ACTIVITY

DURATION10 min

OBJECTIVES · to concentrate and give attention to the session· to have fun and create a group atmosphere

DESCRIPTIONThe facilitator gives the instructions to the group. When I say: “Attama” you clap 1 time “Mar ta” you clap 4 times. Everyone must clap at the same time. The facilitator will use Attama and Mar ta many times until the moment the group will be synchronized.

NEEDED MATERIALBig space for standing in a circle

TIPS FOR FACILITATORSIt can be very useful to take the attention of the group when they are distracted.

energiz “attama”TITLE OF THE ACTIVITY

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Once everyone expressed their ideas, choose secretly for them the values that you want to propose them.Divide the group of participants in smaller groups of 4 – 5 people. Hand out each group the word of a chosen value written on a paper. Ask the participants to prepare a scene that can represent that value.Remind them the importance of having each member of the group in an active role.Give participants time to discuss and try the scene.Ask each group to present their scene in front of the rest of participants.After the acting, ask the public to guess which value the group was representing. Give time for a small discussion.

DebriefingWhen all the groups have finished their scenes, ask the participants to sit in a circle and facilitate a sharing moment about the team work, the challenge of the acting, the application of these values to the real life.

NEEDED MATERIALFlipchart and markers.Papers with actions to be acted.Space where different small groups can prepare for the scene at the same time. Papers, scissors and other material can be used for acting.

TIPS FOR FACILITATORSIt is important to choose values that can easily understood by any participant, despite his/her cultural background. Be careful with concepts developed in Europe. Cultural mediator collaboration is veryimportant in this phase.

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LANGUAGE SKILLS AND MEDIATION When gathering together youngsters from different countries you should consider that participants could not know a common language. Cultural mediators are fundamental to manage the communication. You should also consider that translation requires time, count it when preparing the sessions outlines! Have a list of methodologies that use other forms of expression instead of language.

CONTINUITY OF TRAINING Migrants can often move or be transferred in hosting facilities and they will not be able to participate to the whole training, take into consideration when realizing a long-term project and deal with the frustration coming from that.

EDUCATION BACKGROUND There could be mixed groups of school-educated participants and illiterate people. Take care of this when dividing in small groups and always provide a peer to support participants having difficulties in reading, writing or understanding.

important considerations on non-formal education with groups of migrants

INTRODUCING SPORT VALUES THROUGH NON-FORMAL EDUCATION

Picture: Michele Basile Athletics Coach

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HISTORYAthletics is the queen of sports and it originated in ancient Greece.Running, jumping, throwing, are natural movements for a human being, they are being codified in sports specialties long time ago, so long that the origin of these sports is quite mixed with mythology. The first Olympics is traditionally dated to 776 BC. The Olympic motto “citius altius fortius” (faster, higher, stronger) wants to manifest the core of the sport itself.

AIMS AND OBJECTIVESIn “Centred by sport”, the planned races are:· The 100m highlight the athlete’s maximum speed to perform 100m, and 1000m;· Shot put highlights the strength to launch a weight of 3 kg as far as possible· The long jump has for goal to jump as far as possible;· The 4x100m relay requires that four guys pass a stick - “witness” - and must arrive before the other team.

athletics

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VALUESAs an individual sport, athletics promotes the development of personal abilities and skills. The highest respect of the opponent is a pillar of all Olympic specialities, it happens frequently that athletes help each other’s during competitions. Furthermore, the athletes try constantly to overcome themselves and improve their skills.

PLAYGROUNDEven thus these sports can be played quite everywhere, and they don’t need very peculiar spaces, now-days the following sport facilities are used:· 400 metres oval runway· straight planes for extension jumps (45 meters)· rectangular platform for jumping up· circular platforms for launches (1.22 meters radius)· rectilinear footboard for javelin.

MAIN RULES How to play: It refers to I.A.A.F. organic regulation.Outfit: T-shirts, shorts, shoes.Allowed Equipment: Spike shoes.

Duration: Duration depends on the specialty.Penalty and fouls: False starts in running races, jumps or throws may be null.

SAFETY RULES AND FIRST AIDDefibrillator, ice, immobilizer in case of accident; when you throw or jump, you have to waityour turn, you run in lane.

EQUIPMENTStopwatch, metric roller, spherical weights, plaster, stakes, rake.

SOCIAL INCLUSION AND THE DIALOGUERunning, jumping and throwing are primordial gestures, recognize by all mankind. Running in group strengths the bond and makes us all equal.

trainer’s commentGreat sympathy and predisposition of guys.

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GAME HISTORY5-a-side football is a team sport, born in the 20th century in Uruguay and known as FUTSAL (indoor football); the invention of this sport can be attributed to a professor of physical education from Montevideo, Juan Carlos Ceriani Gravier. Gravier’s basic idea was to make his students playing football but they didn’t have a playground available, so he invented this variant of football, that is playable both indoor environments (gyms) and small outdoor areas (such as basketball,

handball or hockey playgrounds). Gravier coded futsal taking the cue from football and including several elements from other sports. From that moment on, Futsal rapidly spread in the South American countries, particularly in Brazil, and in Europe. In Italy futsal is a very practiced sport at all levels: the spread in Italy began in the late 1980s and since then the number of practitioners is steadily rising both on professional and amateur level. It is practiced in indoor courts within arenas

futsal

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and gyms, as well as in synthetic grass fields. Futsal has a full-bodied regulation, often different from football.

AIMS AND OBJECTIVESThe purpose of inserting futsal among the disciplines of the project is to make these guys practice a sport, the football, which they have known and practiced in their countries, even though, in this case, it was proposed to them as futsal, that is now widely spread all over the world. The main objective, as a team game, is to stimulate the spirit of cooperation and sacrifice for one another, beyond the idea of unity and cohesion of the group in order to optimize the result. Another objective is to propose the basic concepts, particularly from the technical point of view, of this discipline.

VALUESThe meeting with othersSport is nice because it makes you used to a true, sincere and genuine contact with others; in a world often dominated by virtual encounters, it can help build a better culture of respect and friendship.

Respect for rulesSport can have an important educational function for young people, accustoming them to respect the rules and specific behaviours; with its rules, it can be a great training opportunity for young people; it can facilitate the creation of a healthy culture of coexistence and respect for others, marked by the culture of the limit which should be the basis of all civilization.

Commitment and sacrifice for achieving the goalThe culture of sport can be a good alternative to “No-culture of I want it all and immediately, without forcing myself”.In sports, the commitment is essential. To achieve the goal, it requires much sweat and much training: for this reason, it is very important to educate young people to the spirit of sacrifice, which can also be transmitted in everyday life.

PLAYGROUNDThe field has a rectangular shape; with regard to the length, measures range from a minimum of 25m to a maximum of 42m, while the width ranges from a minimum of 15m to a maximum of 25m. These measures vary in case of international

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competitions. The surface of the futsal field must be flat, smooth and without any unevenness. The playing rectangle is marked with 8cm wide lines, which are side lines, field bottom lines and door lines. A line divides the field in two halves, in the centre of which a point is drawn, around which a circumference is drawn whose radius is 3m. The two penalty areas are marked by two arcs of circumference with a radius of 6m, the penalty kick spot is at a distance of 6m from the goal line. While the free throw disk is 10m away from the goal line, the doors fixed to the ground have a size of 3 m wide by 2 meters high with an internal measurement to the poles that must have a thickness of 8cm.

MAIN RULESHow to playIn a futsal match, there’re two teams, each of which is made up of 5 holders and 7 substitutes.Replacements are unlimited and can be done either with the ball in play or not in play; it is only required that the player replaced must leave the field of play, through its substitution zone. The substitute must enter the playing rectangle through its substitution zone and can enter in after the player replaced has completely left.

OutfitThe game uniform is a complete set consisting of some shirt, shorts and tights, indoor shoes without studs. The goalkeeper has a different outfit than his team mates and can choose to wear game gloves. Each player must wear shin guards. The bench players wear a bib different colour rom the game shirt.

Allowed EquipmentBesides such garments, field and bench players cannot wear other items such as watches, bracelets, necklaces, earrings.

DurationEach game is divided into two parts of 30 minutes each in regional competitions, while in the national championships is played on two times of 20 minutes each actual (the stopwatch is blocked at each game break) and in this case in addition to the referee there’s a timekeeper to the side- lines.The teams have at their disposal and can take time out of one minute for each game time.

Penalty and FoulsIn futsal, regarding the penalty kick, which is awarded by the referee in the face of a foul committed, there’s a specific rule: for each time

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of the game, each team, after the fifth foul committed, it reaches its bonus so that for each additional foul will be awarded a free throw to the opposing team that will be kicked 10 m from the penalty spot, the so-called free throw. Unlike football, in case of a player’s expulsion, the latterm won’t come back in the field, but the team, after playing two minutes outnumbered, will bring in another player on the field.

EQUIPMENTThe game ball must bounce, has to be controlled and must have some specific characteristics in accordance with the requirements of the Futsal Official Rules football 5:Spherical shape, leather material, Minimum circumference of 62 cm and maximum of 64 cm Weight between 400 and 440 gr. The first rebound of the ball dropped from a height of 2 m should not exceed 65 cm and cannot be 50 cm.

SOCIAL INCLUSION AND DIALOGUEIt promotes social inclusion, since, in a team, origin and colour of the skin have no importance; the players are all equal and what matters is the sacrifice offered for the good of the team.

Considering this team sport, we can certainly say that a team can work best only if each member within it is 100% integrated with all components and this makes socialization and inclusion a necessary process and, in many cases, natural.This sport has great ability to aggregate and thus plays an important social role: it promotes values such as team spirit, tolerance, a sense of belonging and can facilitate integration and support intercultural dialogue. It can be also a tool for the social mobility, as ascent on the social ladder, when there is a transition from amateur to professional sports.

TRAINER’S COMMENTThroughout the period of field meetings, young people from various communities shew great participation and they followed the technical lessons in field with enthusiasm and commitment.With the same enthusiasm they played the tournament involving 13 teams, during which several good personalities emerged from a technical point of view.

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HISTORYBadminton has its origins in ancient civilizations in Europe and Asia, known as “battledore” (dustpan) and “shuttlecock” (flywheel), “Racket and flywheel” is a couple game and simply meant striking a flywheel back and forth using a dustpan as many times as possible, without allowing the flywheel to touch the ground.

A contemporary form of badminton - a game called ‘Poona’, was practiced in India in the eighteenth

century, where a net was introduced, and players had to hit the flywheel through this net. British Officials of the British colony in India, in the mid-1800s, brought this practice\discipline in England and was introduced as a game for the guests of the Duke of Beaufort in his estate “Badminton” in Gloucestershire, where the rules of this sport have been codified. The sport of badminton is more widespread in the Far East and Southeast Asia, especially in China,

badminton

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Malaysia, Indonesia, India and some European countries such as Denmark, Germany, Great Britain; demonstrating the fact that globalization of sport is in progress, Spain, a nation without badminton tradition, won the gold medal at the Olympics in Rio de Janeiro in 2016 with Carolina Marin in the Women Singles.

AIMS AND OBJECTIVESThe purpose of the game is to earn points in the following ways:· Drop the flywheel into the opponent’s field;· Induce the opponent to throw the flywheel out of the valid gaming area (either opponent or own);· Induce the opponent to drop the flywheel into the net;· Hit the body of the opponent with the flywheel.

VALUESExcellence: Pursue the qualitative and quantitative development of athletes.

Innovation: New approach to involve young generation.

Integrity:Maximum commitment to adopt and respect ethical behaviours for a clean, fair and transparent sport.

Universality: Badminton as a sport accessible to all people of all ages, abilities, origin and attitude.

Integration:Sport as a tool for social inclusion and comparison between different cultures,athletes of different sex and with disabilities and not.

PLAYGROUNDBadminton field has a rectangular shape with following size: 13,40m of length to width of 6,10m for the double and 13,40m in length and 5,18m wide for the single. At 6,70 m there is a 6,10m long net and 1,55m high at the sides and 1,524m in the centre.At a distance of 1,98 m from the net, there is a service line indicating the point beyond which the service must drop and a line perpendicular to the previous media, that divides each half of

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the field in right part and left one, useful to serve points equal(R) and the odd points(L).

MAIN RULESInstructions to playBadminton consists in the air exchanges starting with a service in hand and it can be practiced in single (men / women), double (men /women) and mixed. The single game starts by serving diagonally, across the entire service area of the opponent. The exchanges keep on, playing in the inner perimeter of the field. The double game starts by serving diagonally across the opponent area, shorter but wider than the single one. After the service, exchanges continue to play across the entire field’s perimeter.

Outfit Each badminton’s player has to wear a sportswear that includes a pair of shorts or a skirt, a t-shirt or polo, shoes, usually for indoor with rubber sole and other clothing, such as headbands or wristbands.

Allowed EquipmentIn the field, no particular objects are forbidden.

Each player, in addition to clothing, can wear watches, necklaces, etc.

DurationBadminton has a duration of three matches of 21 scores each. The winner has 2 scrap scores, up to 30. A new modality in phase of testing consists in five matches of 11 scores each. The winner has 2 scrap scores, up to 15.

Penalty and Fouls The referee may assign yellow and red cards as a result of certain fouls and unsportsmanlike behaviour. The yellow card is the simple warning of the player, informing him not to act in an anti-sporting way; for each red card, however, the opponent earns a point. The cards are mostly given because of to the loss of time (the game must be continuous), for attempts to influence the queries of line judges, for interference with referees and opponents.

EQUIPMENTTo play badminton are required: racket and flywheels (technical equipment), net, poles and a marked playing field.

SAFETY RULES AND FIRST AID STEPSBadminton is a safe sport because it does not require physical contact and the used tool is light. Accidents concern the joints of the knee (lower limbs) and shoulder or elbow (upper limbs).For a tournament is mandatory the presence of the doctor and, if not present, each Asa has a semiautomatic defibrillator and staff authorized to use.

TRAINER’S COMMENTWorking with youths, coming from culture completely different from mine enriched me as an instructor and as a person.

Working with young people completely different from my culture enriched me as an instructor and as a person.The physical abilities of the project users and their ease of learning are unbelievable, well above the guys we usually train in the gyms.

Elena ChepurnovaBadminton Coach

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GAME HISTORYTowards the end of the nineteenth century William Morgan, an US physical education teacher, wanted to create a game that had less physical contact than basketball, getting inspired by handball and tennis.

Today, Volleyball is recognized for being one of the first sport not based on physical power to prevail on the opponent.

AIMS AND OBJECTIVESThe aim of the activity is to play volleyball as a mean for developing self-competences and team work. Objectives of the training:· to learn 6 key volleyball fundamentals (passing, setting, speaking, blocking, digging, serving) and the rules.· to practice agility of the body, readiness of reflex and movements, mentalconcentration, coordination with the group.

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VALUESRecognition and respect of the game’s rules; respect of team-mates, opponents, judges.Friendship with team members. Volleyball, according to its game modes, doesn’t allow to develop individual actions and it leads all the athletes to collaborate for achieving a common winning action. Volleyball asks the players to manage their space and their movements applying synergic actions to get a point.

PLAYGROUNDRectangular 18 x 9 divided in the middle by a variable height net, based on the sex and age of the participants. Each half of the field is 9 x 9.

I 18 m. I I 9 m. I 9 m. I- - - - - - - - - - - - - - - - - - - - - - I I I I II I I I I 9 m.I I I I I- - - - - - - - - - - - - - - - - - - - - - I 6 m. I3mI3mI 6 m. I

MAIN RULESHow to playThe aim of the game is to drop the ball into the opponent’s field by making it cross the net: in this way it scores 1 point. To drop the ball in the opponent’s field each team has a maximum of three touches (in addition to the possible one on the wall).The game starts with serving, with which the ball is thrown over the net to the opposing field.

OutfitShorts, numbered t-shirt and tennis shoes. Knee pads are not mandatory.

Allowed EquipmentKnee pads, protective masks and non-rigid bandages.

DurationA match can be made of 3 set of 5 or 2 set of 3. The sets end at 25 points with 2 scrap points. The last set is 15 points with 2 scrap points.

Penalty and FoulsInvasion foul (overrunning the following borders: bottom line of the serving, the 3m line with

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attack from the second line; the line under the net; over the edge of the net);Net touch.Foul of double or accompanied during the game phases; Training or rotation fouls.

EQUIPMENTRegular volley ball, Network system with regulating shafts, ScoreboardIn multicultural groups were there is no a common language, it is important to use a demonstrative method to learn how to play.

SAFETY RULES AND FIRST AIDNon-slippery game ground and mobile and fixed obstacles at least 3 m from the playing rectangle. Indications of first aid in case of abrasions, bruises, sprains and protective taping.

SOCIAL INCLUSION AND THE DIALOGUEThe lack of physical contact during the game allows a great fairness between the opponents and the possibility of using mixed formations

during the learning phase. Players celebrate together the winning of the point (almost always in the middle of the field) and do not make fun of the defeated opponents. The greeting at the beginning and at the end of the match is a socialization moment among the participants that dissolves the tensions of the moment. In multicultural groups, where volleyball is not a typical game of the participants’ country of origin, is important to involve the players using verbal and nonverbal communication. A cultural mediator can facilitate the process, especially there is no any common language among the group and the trainer doesn’t know the language/s spoken by the group.

TRAINER’S COMMENTThe participants followed with interest, learning the first fundamentals of volleyball.

The participants followed with interest learning the basics of volleyball and some good individuality emerged that could allow the inclusion of these guys in volleyball sports clubs.

Pietro Scaduto Volleyball Coach

On the left: Toti La BiancaMister Calcio

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HISTORYCricket originated in England and it is mainly popular in Commonwealth countries, India, Pakistan, Bangladesh and Sri Lanka. In India it is an important part of the culture, so much that other events (such as the Councils of Ministers) are often interrupted during the broadcast of the most important matches. In the US, during the civil war became a marginal activity,replaced by baseball which can still be considered its derivative.

AIMS AND OBJECTIVES“Cricket is a game that owes much of its unique appeal to the fact that it should be played not only within its Laws but also within the Spirit of the Game. Any action which is seen to abuse this spirit causes injury to the game itself. The major responsibility for ensuring the spirit of fair play rests with the captains”.

This is the preamble of Cricket Laws, it introduces a short paragraph titled “The spirit of the game”,

cricket

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which lists the rules that are not codified in other sports, but they entrusted to the common sense of the players. These rules include, for example, respect for the opponent, the umpires and the traditional values of the game; the prohibition of directing towards an umpire and opponents of disrespectful or offensive words and, first of all, it is ratified the absolute condemnation of any violent act between players.

VALUES1. Team workTeamwork is essential to our sport.· We play selflessly: working for the team, not for ourselves alone, both on and off the field.· We speak out if our team or sport is threatened by inappropriate words or actions.· We take pride in our team, rely on one another and understand that each player has a part to play.· We welcome all new team members and include all because working as a team enriches our lives.

2. RespectRespect forms the basis of our sport.

· We hold in high esteem our sport, its values and traditions and earn the respect of others by the way we behave.· We respect the umpires and accept their decisions.· We respect opposition players and supporters.· We value our coaches and those who run our clubs and treat clubhouses with consideration.

3. DisciplineStrong discipline underpins our sport.· We ensure that our sport is one of controlled physical endeavour and that we are honest and fair.· We obey the ‘Laws of the Game’ which ensure an inclusive and exciting global game.

4. SportsmanshipSportsmanship is the foundation cricket is built upon.· We uphold the cricket traditions of camaraderie with team mates and opposition.· We observe fair play both on and off the pitch and are generous in victory and dignified in defeat.· We play to win but not at all costs and recognise both endeavour and achievement.

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5. EnjoymentEnjoyment is the reason we play and support cricket.· We use our sport to adopt a healthy lifestyle and build life skills.· We safeguard our young players and help them have fun.· We enjoy being part of a team and part of the cricket family because it enhances confidence and self-esteem.

PLAYGROUNDAccording to Law 19.1 of ICC Test Match Playing Conditions “The playing area shall be a minimum of 150 yards (137.16 meters) from boundary to boundary square of the pitch, with the shorter of the two square boundaries being a minimum 65 yards (59.43 meters).” The law also states that the straight boundary on both ends of the pitch are supposed to be no less than 70 yards (64.00 meters) in length. The centre of the pitch is the starting point for measurements. The measurements are designed so that the playing area is as large as possible while still staying within the guidelines of no boundary

being more than 90 yards (82.29 meters) from the centre of the pitch.

MAIN RULESHow to playThe TeamsThe cricket is played between two teams by 11 cricketers on each team

The matchIt is divided into two innings. The teams do not face each other on the field; On the contrary, each innings sees all 11 players in a beaten team who, when they are eliminated, are replaced by their comrades from time to time until the elimination of the tenth batter, and the 11 opponents who throw and defend the field (fielder). After the interval the teams resume the field with reversed roles.

Purpose of the gameTeams are trying to score as many points as possible and not to be eliminated when they are in play; not to score points and to eliminate the opponent batters when they are in the throwing. Wins who achieves more points.

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OutfitCricket outfits include long pants, t-shirts (which can be long or short sleeves) and shoes. Many players, for greater grip on the playing field, use shoes with studs but are not indispensable. During matches played with the traditional red ball, clothing must always be white or light. The colours of the teams can be used for matches played with the white ball.

DurationThe length of matches can last from a matter of hours to several days. Numerous intervals and complicated terminology make this sport difficult to understand for the less experienced spectators. This sport has two variants, over unlimited and over limited. In the unlimited variety variation, a team must eliminate all opponent batters twice to win the match, which is 4 days (domestic competitions) or 5 (international competitions). Among the over- limited versions, the two most in vogue are the one over 50 (called One Day International or ODI if played by nationals), one-day, and twenty-one over (Twenty20), lasting about 3/4 hours.

Penalty and FoulsIt is an offence for any player to take any action which changes the condition of the ball. It is unfair for any fielder deliberately to attempt to distract the striker while he/she is preparing to receive or receiving a delivery.

SAFETY RULES AND FIRST AIDAlways prepare well for a game. Warm up and stretch before a day’s game. 10 minutes warm up of stretches and jogging is normally enough. Bowlers should also warm up before their spell of bowling. Restrict the number of overs a bowler completes in a session. This depends on his physical condition and maturity. Young bowlers should not be overused as it can lead to injury.A helmet with a faceguard should be worn by players when keeping wicket, or when batting, both in match situations and in practice. The face guard should be adjusted to make sure the size of the ball being used cannot pass between the peak of the helmet and the face guard. A helmet with a face guard should also be worn if fielding in close.

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The proper equipment should be worn while batting. This includes helmet with faceguard, body padding, leg pads, forearm pads, gloves and an abdominal protector (a box). Comfortable fitting cricket shoes should be worn. If you are unsure what footwear you need, get professional advice. Check the field of play for any hazards, broken glass etc, and remove if necessary. Maintain the intake of fluids throughout the days play. It’s important that adequate supplies of water are available, as the body can lose between 2-3 litres of sweat in an hour in hot conditions. Make sure a hat, sunglasses and sun block are used in the appropriate conditions. Always have a first aid kit on hand when a game is in play.Make sure that any injured player receives the correct treatment before being allowed to return to the field. Once the game is over warm down. The warm down should consist of around 5 minutes of exercise. Slow jogging and movement of all the large muscle groups should take place. There should be gentle stretching of the muscles, especially ones used most during a game.

EQUIPMENTThe bat has a willow striking face, which must not be more than 38 inches long, and a cane handle layered with thin strips of rubber bound with twine or steel spring and covered with a sheath of rubber.The bat may not be wider than 41/4 inches and usually weighs between 4 and 6 ounces over 2 pounds. The ball has a hand-stitched red leather cover and an interior of cork wound with twine. It weighs between 51/2 and 53/4 ounces and measures 9 inches in circumference. A cricketer’s uniform is white: shirt, trousers, boots, and sweater. Batsmen and the wicketkeeper also wear gloves and pads to protect their hands and legs and a helmet with a mesh face guard.The umpires wear long white coats over normal clothing.

Picture: Musa Kirker, President of CEIPESRosario Genchi, CUS Project Manager

Ibra Kobena, Cultural Mediator within the project

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For me this project was a dream come true, after many years spent in Sicily I dreamed of seeing one day a common space shared by both natives and migrants, where only one language could be spoken , the language of brotherhood, union and peace. I could see that only on the sport field s of the structure of Cus Palermo. I saw the smiles on the faces of people of all colors , I saw white people and migrants hands in the hands , I saw the birth of friendships between different people. I can say I saw the real humanity around this project , that has broken cultural, social and political barr iers through the support and contribution of various institutions . I thank all the organizing group of C entred by Sport t hat was able to transfer the culture of living together with in all the participants through a compact work based on sharing and respecting the roles of each component . We finally thank the European community for the support and trust placed in us.

Ibra KobenaProject designer

Promoting sport as a universal language and a source of fundamental social values, able to break down the socio-economic and cultural barriers, in response to the integration of refugees: from this primary objective CENTRED BY SPORT was born, which, during all the phases, has given excellent results, proving how much it is possible, but above all necessary, to undertake this kind of path.

Strong participation of youth, enthusiasm of all parties involved in the project implementation, the important results achieved, both as a group and at the individual level, by young athletes: all this fits into a Europe that, always with more enthusiasm and confidence, promotes the psychophysical well-being of individuals, as a precondition for greater social inclusiveness.

Great was the emotion in being witnesses of the meeting between young people, belonging to different cultures and traditions, but who on the playing field recognized themselves as companions and friends of adventure: this is the great power of the sport.

The path is long, but the positive response of the community and the excellent results obtained, show us that we are on the right path, and CENTRED BY SPORT is a little big step along the way.

conclusion

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Centred by sport represented a great result: the participants showed great interest and participation during all the phases of the project, from the initial training phase, thanks to which they were able to know themselves as individuals and as a group, to technical training on sports.

The realization of the project was possible thanks to the commitment of all the parties involved, who believed in its objective: to promote sport as a tool capable of breaking down socio-economic barriers, as obstacle to integration processes.Participation, involvement and sense of belonging, are results that make us hope that it is possible to continue along this path.

This is just the first step!

CEIPES

This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.