Sports & the values & principles of the CoE
Creating a Truly Inclusive Environment in Physical Education
Author: Monika Baran (Poland), Editor: Charlot Cassar, Last edition: October, 2015
This 4-hour workshop aims to support physical education teachers to create a truly inclusive environment for all students, focusing on grouping methods and creating modified games while addressing such issues as inequality, violation of human rights and exclusion in physical education. The ideal number of participants is between 20 and 24.
Teaching and learning methods for Democracy in Physical Education
Author: Olegas Batutis - Lithuania, Editor: Audrey Cheynut, Last edition: October, 2015
How can Physical Education contribute to the promotion of democracy through modern teaching methods? This training unit aims at developing a reflection on the issue of democracy in sport: is sport contradictory with democracy? How can we deal with the observed contradictions, especially when it comes to Physical Education? And how can Sport and Physical Education finally become ways to struggle against discrimination, prejudices and injustice? Through this training unit, Physical Education teachers will be given the opportunity to question their discipline and find out ways not only to teach it democratically, but also to teach democratic values thanks to it, by using modern methods.
Creating an inclusive and safer learning environment and preventing violent actions in PE Classes using modified games
Authors: Elvira Baze and Majlinda Hala - Albania, Editor: Ana Žnidarec Čučković, Last edition: October, 2015
This training unit consists of two parts addressing different aspects of Physical Education. It is conduct by two trainers. Each trainer has its’ part but they are helping each other. Training unit is created and conduct with teacher and then these teachers were disseminating it immediately to their students.
It is important to be careful with instruction giving and if needed be there to react quickly. Reflection is crucial and it is necessary to be focused on teacher and students which are all learners in this training unit.
Taking action against discrimination in Physical Education and Sport
Author: Zlata Crnogorcevic - Montenegro, Editor: Audrey Cheynut, Last edition: October, 2015
Physical Education and Sport are important and wide areas where the development of peace and Human Right scan occur. In that sense, Physical Education teachers have a key role to play. In this training unit, Physical Education teachers will be given the opportunity to reflect and exchange on what could be a “high-quality” physical education, leading to the promotion of integration, peace, justice and equality. By raising awareness about the different forms of discrimination and violence, the teachers will develop new skills to enhance cooperation, human dignity and respect among their students.
Creativity and Involvement in Physical Education
Author: Ruta Dadeliene, Lithuania, Editor: Ana Žnidarec Čučković, Last edition: October, 2015
This training unit consists of 6 activities that can be done separately or in one day. It is strongly focused on interaction between learner and teacher/coach and positive atmosphere that can be reached in many creative ways.
To use collective learning, that generates a strong form of engagement and understanding as the learning arises from the experience of the learners. Exercises have to promote creation of good groups and good group atmosphere. Trainer has to encourage openness, dialogue, feeling of safety and participation. Moreover, teacher has to avoid humiliating: no laugh at somebody, let’s laugh with somebody.
Constructive Competition for All
Author: Andra Fernate - Latvia, Editor: Charlot Cassar, Last edition: October, 2015
This training unit consists of 4 2-hour in-service training sessions aimed at a group on 20 to 24 Physical Education (PE) teachers. It addresses the influence media has on learner participation during physical education lessons and sports. It encourages teachers to develop activities that promote constructive competition while ensuring the participation of all learners.
Promoting Inclusion through Ballgames
Author: Annepetra Røkke Jenssen - Norway, Editor: Audrey Cheynut, Last edition: October, 2015
Ballgames can be used in Physical Education to develop the cooperative skills of the students. However, it appears that in a competitive context, where scoring and winning are the main concerns of the players, the traditional ways of playing may flout Human Rights’ values such as solidarity, respect, inclusion and fair-play. This training unit aims at developing methods that can counter-balance those drifts and initiate the students to inclusive and respectful ways of playing. By the means of cooperative and experiential learning, the trainees will be introduced to the principles of rebound-games and enabled to reflect on their own practices as teachers.
Developing and creating equal opportunies to practice on ice (Physical Education lessons on ice)
Author: Antti Jokinen - Finland, Editor: Ana Žnidarec Čučković, Last edition: October, 2015
This training unit is mainly focused on assessing ice activities. It consists of 5 activities plus debriefing session. In this unit we (teacher and students) try to find ways how to compensate skills on ice without reducing motivation (good ones) and on the other hand try to motivate more (not that good ones).
Make sure that learners have right equipments (skates, helmets, gloves). Safety first!
In the first activity, make some notes about learners’ skills. It helps you when organising groups.
Debate as a Tool of Teaching Democracy and Human Rights through Physical Education and Sports
Author: Valiantsina Liauchuk - Belarus, Editor: Ana Žnidarec Čučković, Last edition: October, 2015
The unit consists of two sessions. The first one is for teachers of different subjects who are eager to use debate technology as a tool to teach students democracy and human rights. The participants are taught to use debate in their practice, learn diversity and principles of debate, debate strategy, judgement. The second one is a debate tournament which is organized for students of different parts of Belarus who are interested in human rights, youth problems, problems in sphere of Physical Education and Sports.
Motivational climate in physical education and sport: How to promote active lifestyles, democracy and human rights?
Author: João Martins- Portugal, Editor: Ana Žnidarec Čučković, Last edition: October, 2015
Extensive research demonstrates that Physical Education (PE) teachers and sport coaches can create a motivational climate associated with success (Ntoumanis and Biddle, 1999; Duda, 2003; Papaioannou, 2012). Several investigators have proved that a task-involving motivational climate (MC) in physical education and sport (PES) is associated with more adaptive behavioural, affective and cognitive outcomes, while an ego climate is linked with less adaptive outcomes (Braithwaite, Spray and Warburton, 2011; Ntoumanis and Biddle, 1999; Papaioannou, 2012). Specifically, a task MC is positively correlated with two fundamental concepts of this training unit, namely, physical activity regular participation (active lifestyles) and democratic values and human rights (Papaioannou, 2012). Therefore, the purpose of this training unit is to develop PES student teacher’s attitudes, skills and knowledge on how to establish a task-involving MC in their classes/sessions.
Reflection of Human Rights in Primary Physical Education
Author: Dana Masarykova - Slovakia, Editor: Ana Žnidarec Čučković, Last edition: October, 2015
The unit is focused on reflecting human rights and violation of human rights in physical education lessons in primary education. There will be used same unit content in pre-service training and in-service training aimed at presenting violation of human rights in role plays, videos and discussions.
Respecting Human Rights in Physical Education
Author: Katarzyna Pankowska-Koc - Poland, Editor: Audrey Cheynut, Last edition: October, 2015
Respecting Human Rights is very important for building a healthy society. During the lessons of Physical Education in particular we should choose activities with great caution, to make sure we promote Human Rights’ values through our lessons. The teachers have a big role to play in that: indeed, it comes to them to use and apply methods that can enhance democracy and Human Rights in their teaching, and struggle against discrimination, injustice and prejudices. This training aims at giving them some material to think about their own practice and help them develop teaching styles that can contribute to the respect of Human Rights.
Learners’ involvement in the learning process
Author: Antonio Perić - Croatia, Editor: Ana Žnidarec Čučković, Last edition: October, 2015
This training unit consists of 3 different parts. First is presenting modified games within purpose of learners’ motivation and more involvement with the activity. The second part is about convivencia and cooperative learning. It will take place in the part of the curriculum when learning to dance is the topic. Learners will be in the groups working their way through presenting and teaching the basic step of the English waltz and the quarter turn. The third part is in the role playing mode trying to make learners see and act about non respecting human rights.
Olympism – Democracy and Human Rights
Author: Phani-Anna Poiriazi - Cyprus, Editor: Audrey Cheynut, Last edition: October 2015
Good rules, like Human Rights and Principles and Values of Olympism, exist to ensure the game is fair by limiting the use of power by some players over the others. The rules have to apply to all players in the same way that Human Rights and Principles and Values of Olympism are universal. This training unit aims at developing a reflection on the way teachers can promote those universal Rights and Principles in their teaching, especially when it comes to sports issues. It addresses not only Physical Education teacher, but also all teachers that are willing to get involved in Human Rights Education with their students.
Sport and Physical Education Projects with Human Rights as a “Mind Set”
Author: António M. Rodrigues - Portugal, Editor: Charlot Cassar, Last edition: October, 2015
This training unit aims to support the development of Sport and Physical Education projects that focus on the promotion of Human Rights. It supports the links between Human Rights, Sport and Physical Education, and project design. It also highlights the importance of co-operation in designing and implementing projects. The training consists of 4 90-minute sessions aimed at a group of 20 participants.
Ethics and Values in Physical Education
Authors: Claude Scheuer and Jean-Luc Thill - Luxembourg, Editor: Charlot Cassar, Last edition: October, 2015
This training course addresses the issue of ethics and morality in Physical Education challenging the notion that physical education, sport and competition are somehow set apart from real life, and occupy a realm where ethics and moral codes do not apply. It provides activities that support participants develop a deeper understanding of ethical and moral issues in Physical Education and their role as teachers. Each of the activities presented builds on the previous one, and while some may be used as stand along activities, or the methodology adapted to target other issues/needs, it is advisable to schedule the activities in the order presented.
Exclusion in Physical Education: How to recognize it? How to deal with it?
Author: Špela Bergoč, Gorazd Sotošek - Slovenia, Editor: Audrey Cheynut, Last edition: October 2015
Physical education is one of the areas where elements of education should be even more strengthened. Social learning is particularly present in sports games, where students through the adoption of game rules learn relations in the group: their interests are submitted to the interests of the group, to mutual assistance, consideration, understanding and accepting differences.
This training session will focus on the issue of exclusion in Physical education lessons. It will question how to raise awareness for the mentioned problem: by using concrete and experienced examples, the participants will be enabled to identify different kinds of exclusion situations, and be given methods and tips to deal with them.
How Can Teaching Styles Promote Human Rights in Physical Education (PE)?
Author: Jana Vašíčková – Czech Republic, Editor: Charlot Cassar, Last edition: October, 2015
This 4-hour workshop explores Human Rights, teaching styles and implications in the PE classroom and it is aimed at a group of 20 Physical Education (PE) student teachers but can as easily be used for in-service professional development. The activities explore the violation of Human Rights in our societies, Human Rights violations in Sports and the role of the media, teaching styles and implications for the PE teacher. A role playing activity aims to promote empathy and to support teachers reflect on their practice vis-à-vis Human Rights and teaching styles.
Fair play and Human rights: What? Why? How?
Author: George Yiallourides - Cyprus, Editor: Audrey Cheynut, Last edition: October 2015
This training unit is a teaching design that will help teachers to explore and understand FAIR PLAY, through cooperative methods. Experiential activities are designed in order to enhance participants’ sense of FAIR PLAY, realize their strengths and limits, criticize them sincerely and become able to develop strategies and activities for playing fair. Therefore, the following activities are designed:
- Agree/Disagree Statements, recognizing and questioning their knowledge (WHAT?), will make participants think critically about what FAIR PLAY means, and learn their role (WHY?) in promoting and abiding by FAIR PLAY practices (HOW?).
- Role Plays on possible FAIR PLAY situations will be presented. In such scenarios, participants will assertively and confidently communicate to peers using verbal and non-verbal skills. A FAIR PLAY charter will be created as well as a list of good practices to communicate values and respect the rights of others. These Fair Play statements will be able to positively influence their school environment and produce a list of good practices that they can implement in their lessons, on a specific subject area of Physical Education.
NB: This training is designed for a group of 20 people. The trainers will make all necessary adaptations accordingly to the number of participants they face (e.g. when organizing group work sessions, or relatively to the space needed).
Engaging with Diversity in Physical Education (PE)
Author: Ronald Zammit - Malta, Editor: Charlot Cassar, Last edition: October, 2015
This training unit presents a 4-hour professional development workshop for 20 Secondary School Physical Education (PE) teachers. It addresses diversity issues in PE. The workshop is easily adapted to address other issues in PE.
The Pestalozzi Programme was the Council of Europe's programme for the professional development of teachers until the end of 2017.
- Trainer training courses (ex European Modules)
- From the remembrance of the Holocaust to the prevention of radicalisation and crimes against humanity
- Strengthening education for democracy
- Evaluation and assessment of transversal attitudes, skills and knowledge
- Sports and the values and principles
- Sex/sexuality education
- The use of social media for democratic participation
- Respect - Responsible attitudes and behaviour
- The use of social media for democratic participation
- European Modules for trainer training