www.sportgvp.eu Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them (Project Number: 101133538). Lesson Plan 5 - Promoting Diversity and Inclusion in Sports SECTION Title Promoting Diversity and Inclusion in Sports General information and topics This lesson explores the importance of diversity and inclusion in sports, emphasising the value of varied perspectives and backgrounds. Participants will examine strategies to create inclusive environments that promote differences and foster unity in sports. Competence, skills, ability Improved/Acquired: ● Awareness of the benefits of diversity and inclusion in sports. ● Skills to promote acceptance and respect among diverse team members. ● Competence in identifying and addressing exclusionary practices. ● Ability to foster inclusive teamwork and leadership. Goal To inspire participants to recognise and promote diversity in sports, equipping them with the tools to create inclusive environments that welcome all individuals. Section Plan Activity with NonFormal Education 1 Overview: Interactive session on identifying the barriers to diversity and inclusion in sports and brainstorming solutions. Objectives: By the end of the lesson the participant will be able to: ● Critically analyse the challenges faced by underrepresented groups in sports. ● Develop and defend strategies for promoting diversity and inclusion. ● Enhance participants' argumentation and public speaking skills. Materials: Debate topic prompts, flip charts and markers for structuring arguments, examples of exclusionary practices and case studies and timer for speech limits. Duration: 90 minutes. Steps on implementation: ● Step 1 - Welcome and Icebreaker (10 minutes) ○ Welcome participants and introduce yourself. ○ Start with an icebreaker for opening the session. Game proposal: “Simon Says” where the facilitator (Simon) gives instructions, such as "Simon says, touch your nose" or "Simon says, jump up and down." Participants should only do the action if "Simon says" is part of the command. For example, if the facilitator says, "Touch your toes," without saying "Simon says" first, participants should not touch their toes. Let's play Simon Says! ● Step 2 - Introduction (5 minutes) ○ Explain the purpose of the workshop and introduce and explain the debate topic: "What are the most significant barriers to diversity and inclusion in sports, and how can they be overcome?" ● Step 3 - Group Work - Debate (60 minutes) ○ Explain the format of the debate and the importance of respectful discourse and highlight key considerations, such as accessibility, cultural sensitivity, and systemic barriers.
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