sport in nfe


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

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.



Step-by-step instructions for implementing this method.

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.