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). WP3: Training Package – Preventing and tackling Gender Based Violence in and Through Sport Toolkit for Sport professionals, officers, practitioners and stakeholders on GBV and Sport
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). This work is published under the responsibility of the Sport GVP Project Consortium. The opinions expressed, and arguments employed herein do not necessarily reflect the official views of the European Commission. Please cite this publication as: Sport GVP project (2025). WP3 - D3.2 - Toolkit for Sport Professionals. Available at https://sportgvp.eu/elearning/training-package/ This publication is licensed under Creative Commons Attribution-NonCommercialNoDerivs 4.0 International License (CC BY-NC-ND 4.0).
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). Table of Contents Overview 5 The Role of Sports Professionals in Prevention 5 Aim of The Toolkit 6 Presentation for Informal Events and Seminars 7 Lesson Plans for Learning Activities 8 Overview 8 Lesson Plan 1 - Understanding Gender-Based Violence (GBV) in Sports 8 Lesson Plan 2 - Building Safe and Inclusive Sports Spaces 13 Lesson Plan 3 - Empowering Voices and Leadership 17 Lesson Plan 4 - Engaging Men and Boys as Allies 21 Lesson Plan 5 - Promoting Diversity and Inclusion in Sports 25 Peer Education Guidelines 29 Peer education sessions: Learning in action 29 Understanding GBV in sports 29 Fighting stereotypes and advancing respect 30 Establishing a safe and inclusive sports culture 30 Example of peer education activity: Building an inclusive team culture 31 “Understanding and challenging gender stereotypes in sports” 31 Mentoring Techniques for Sports Professionals and Practitioners 32 Who can benefit from mentoring and what are the benefits? 32 Using mentoring to increase diversity, equity, and inclusion 34 What makes mentoring effective? 34 Practical recommendations 34 Communication Techniques 35 The Value of Appropriate Questioning 35 Techniques for Effective Questioning 36
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). Creating a Safe Space for Dialogue 36 Utilising the GROW Model 36 Statistics on Mentorship in Sports 37 Informed and sensitive communication strategies 37 Practical resources to prevent, identify and address GBV incidents in sports 38 Recognising and identifying GBV in sports 38 Preventing GBV in sports 38 Responding to GBV: handling incidents effectively 39 Long term strategies for managing GBV cases 39 Building a culture of accountability and inclusion 40 Example: “Mentor the mentee: a programme run by peers” 40 Conversations and activities 41 Empowering coaches to prevent and address GBV in sports 42 Structure of the activity 42 Reading materials 44 GBV materials 44 Materials on Gender Equality 45 Materials on the Psychology of Sports 46 Self-Assessment Surveys 49 Section 1: Understanding Gender-Based Violence (GBV) in Sport 49 Section 2: Reflection on Gender Equality in Sport 50 Section 3: Taking responsibility for preventing GBV 50 Conclusion 52 References 54
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). Overview “Sport can contribute to the elimination of discrimination against women and girls by empowering individuals, particularly women, and equipping them with knowledge and skills needed to progress in society. Sport can advocate for gender equality, address constricting gender norms, and provide inclusive safe spaces.” United Nations Office on Sport for Development and Peace Sport has long been celebrated as a unifying force, breaking down barriers and bridging diverse communities. However, despite its inclusive potential, many—particularly women, girls and marginalised groups—continue to face inequality, harassment, and discrimination. These are significant obstacles in achieving people’s full potential and equal rights and opportunities. There has been a significant increase in reported cases of sexual abuse and exploitation, while gender-based violence (GBV) remains one of the greatest threats to women and girls in Europe and globally (Eurostat, 2024). According to the relevant European Commission’s Study, GBV in sport is widespread across member states, requiring urgent intervention to create safe and inclusive environments (European Commission, 2016). From subtle exclusionary practices to overt harassment and abuse, GBV undermines the integrity of sport and the well-being of those who participate. Addressing GBV in sports is essential not only for protecting the rights of women, girls and other marginalised groups but also for transforming the culture that enables such behaviours to persist. Sport is recognised by the UN Sustainable Development Goal 5 as a tool to promote gender equality by empowering women and challenging harmful gender norms (United Nations, 2023). Sport plays a key role in this process because of its mass power of reach and multiplying effect. By tackling the underlying issues of GBV, we not only prevent it but also improve the overall sports environment, making it more inclusive and respectful for all participants. This holistic approach requires confronting ingrained stereotypes, rethinking unequal dynamics, and fostering environments where respect and inclusivity are non-negotiable across all dimensions of identity. The goal is clear - create safe spaces where athletes, coaches, staff, and fans can thrive without fear of discrimination or harm. GBV is deeply rooted in gender inequality on all societal levels, especially in sport which is typically male-dominated. Cultural and social norms, which promote male dominion also normalise gender discrimination and violence. UN Women’s Sports for Generation Equality Framework emphasises that sport has the potential to lead change by shifting harmful norms and promoting equality (UN Women, 2020). Sport mirrors society, and what happens on the field often echoes far beyond it. Sport has the power to either keep old, harmful stereotypes and norms alive or to break new ground in creating a world where discriminating activities are absent. The prevention of GBV in sports can contribute to challenging inequalities, gender roles and expectations, particularly in the distribution of power, and promote respect, inclusion and equality within teams, organisations, communities, and eventually society as a whole. GBV prevention in sports can foster a culture of empowerment and equity, and contribute to breaking harmful norms and stereotypes, creating safer environments for athletes, especially women. The Role of Sports Professionals in Prevention Sport professionals such as coaches, trainers, administrators, and stakeholders play a crucial role in preventing GBV. Their role is multifaceted, starting from fostering safe environments and implementing preventative policies to advocating for gender equality. The HeForShe campaign by UN Women has mobilised male athletes and sport professionals to challenge gender stereotypes and
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). create inclusive environments in sport (HeForShe, 2023). The coaches, trainers, and sport stars are not just people who excel at their sport, they are also powerful role models. They have a unique ability to shape the culture of their teams and even entire sports communities. They are responsible for creating a culture of respect, accountability, and safety within teams and organisations, for implementing zero-tolerance policies on GBV, harassment, and discrimination, as well as for providing safe reporting mechanisms and support for victims of GBV. A sport professional who calls out disrespectful behaviour, or an athlete who uses their platform to speak up for equality has an enormous impact on challenging old, harmful cultural norms and inspiring others to do better. Sports professionals, who commit to preventing GBV are doing more than just protecting the people around them. They are joining a bigger fight for fairness and respect that goes beyond the sport field. Preventing GBV in sports is a shared responsibility. Society must acknowledge the social, physical, psychological, and economic consequences of GBV that extend beyond individual survivors to impact the broader ecosystem of sport professionals and stakeholders. The European Union’s Gender Equality in Sport Strategy highlights the importance of including more women in leadership roles and decision-making positions to dismantle gender inequalities in sports (European Commission, 2020). This is the reason why every voice matters in creating sport environments where safety, respect, and inclusivity are the norm. Aim of The Toolkit This Toolkit represents an important resource for the prevention of GBV. Each section of this Toolkit provides guidance and actionable measures aimed at mitigating GBV within sport organisations and communities. UN Women has emphasised that education and proactive measures in sports are key to shifting attitudes and preventing violence (UN Women, 2020). This Toolkit integrates education, prevention, and response mechanisms to equip sport professionals and stakeholders to engage against GBV. It offers pre-prepared presentations, interactive lesson plans, peer education programmes, and mentorship strategies for a proactive dialogue. Through engaging non-formal education activities, real-life case studies, and role-playing scenarios, it enables sport professionals to develop the skills needed to identify, address, and ultimately prevent GBV. It provides self-assessment tools, reporting guidelines, and best practices for institutional policy development, ensuring that GBV prevention becomes an embedded practice rather than a reactive measure. Addressing GBV is not just an ethical imperative, it is a fundamental requirement for ensuring the sustainability of sport. By implementing the practices outlined in this Toolkit, stakeholders can drive meaningful change, safeguard athletes and sports professionals, and reinforce the role of sport as a vehicle for empowerment and social cohesion.
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). Presentation for Informal Events and Seminars This section includes a comprehensive set of prepared presentation materials and detailed guidelines on the various themes covered by the Curriculum, designed specifically for seminars or informal sessions aimed at educating and engaging athletes on the critical issue of GBV in sports. The presentations not only cover the core themes surrounding GBV, but also delve into practical strategies for raising awareness, promoting prevention, and fostering a supportive and safe environment within the sports community, ensuring that athletes are equipped with the knowledge and tools needed to combat GBV both on and off the field. For access to the full set of the presentations’ material, please visit the project’s e-learning platform here: https://sportgvp.eu/elearning/training-package/ Presentation Topics Understanding Gender-Based Violence: A Sport Perspective Recognising and Addressing GBV in Sports Healing from GBV: Support and Recovery for Victims Creating a Safe and Inclusive Sporting Environment Conceptualising Gender and Gender Equality in Sports Combating GBV in Sports: A Collaborative Approach
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 Plans for Learning Activities Overview This section provides a series of structured lesson plans that enable sports professionals to educate and engage athletes on topics such as GBV prevention, gender equality, respectful behaviour, and intersectionality. Each lesson includes theoretical components paired with interactive exercises, case studies, and role-playing scenarios to enhance understanding and foster critical thinking. Lesson Plan 1 - Understanding Gender-Based Violence (GBV) in Sports SECTION Title Understanding Gender-Based Violence (GBV) in Sports General information and topics This lesson aims to address GBV within the context of sports, highlighting its causes, manifestations, and prevention strategies. It encourages critical reflection, empathy, and the creation of safer environments in sports for all genders. Competence, skills, ability Improved/Acquired: ● Awareness of GBV in sports. ● Skills to recognise and address GBV in sports settings. ● Ability to advocate for and implement measures to prevent GBV. Goal To educate participants on the dynamics of GBV in sports, empowering them to identify, prevent, and respond to such issues effectively while promoting inclusivity and equality. Section Plan Activity with NonFormal Education 1 Overview: An interactive workshop exploring the prevalence and impact of GBV in sports. Objectives By the end of the lesson the participant will be able to: ● Explain the impact of GBV on individuals and communities within sports contexts. ● Compare different forms of GBV in sports to determine underlying patterns, risk factors, and consequences. Materials: Flip charts, markers, projector, PowerPoint presentation, case study handouts, scenario cards, ball, self-assessment survey. Duration: 90 minutes. Steps on implementation: ● Step 1 - Welcome and Icebreaker (10 minutes) ○ Welcome the participants and introduce yourself. ○ Start with a “Get to know each other” icebreaker activity. Game proposal: Atom game where participants come in pairs on a given sign and say three important things about themselves: name, where they come from and why they are here. ○ 5# Group making activity and getting to know each other moment ● Step 2 - Introduction (10 minutes) ○ Introduce the topic of the lesson by defining GBV in sports, explaining how it occurs in different forms, such as discrimination, abuse, harassment and exclusion.
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). (Resources: Tackling Violence Against Women and Girls in Sport, Study on Gender-Based Violence in Sport, What is gender-based violence? - European Commission) ● Step 3 - Understanding GBV in Sports (35 minutes) ○ Give a summary of the workshop, highlighting its goals and the key topics it will address. For better engagement from the start, ask participants to write on a sticky note a single word that comes to mind when they are thinking of GBV in general and GBV in sports. ○ Use a PowerPoint presentation that you can find in the beginning of the Toolkit- Understanding Gender-Based Violence_A Sport Perspective in order to deepen the understanding and the knowledge on the topic. ● Step 4 - Discussion (25 minutes) ○ Discussion about previously prepared case studies and real-life scenarios involving the topic of GBV in sport context. (Examples: Dark and dangerous shadow of stalking hovers over growth of women's sport | Reuters, US Biathlon officials ignored sexual harassment and abuse of female racers for decades, athletes say, NWSL’s sexual misconduct scandal costs league $5 million in ‘landmark settlement’) ○ After each scenario, guide the group through discussion about the emotions, the potential consequences, and effective intervention strategies. ○ Guiding questions for facilitator: ■ How do you think the victim in this situation felt? ■ If you were in the victim’s position, what would be your immediate reaction? ■ What specific type of GBV is being demonstrated in this scenario? (e.g., stalking, harassment, coercion, assault) ■ How does GBV impact an athlete’s performance, career, and mental health? ■ What immediate actions could have been taken to stop or prevent the abuse? ● Step 5 - Reflection (10 minutes) ○ Facilitate a debriefing session where participants reflect on what they’ve learned and commit to action. ○ Sit in a circle to foster a sense of safety and openness, pass a ball around, allowing each person to share one key takeaway or an action they can take to combat GBV in sports. ○ Wrap up by summarising the main points of the lesson and distribute a self-assessment survey - Understanding GBV in Sport that you can find in the last part of the Toolkit to gather reflections. Further Information: Refer to resources from organisations such as UN Women and Safe Sport International.
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). ● https://www.unwomen.org/en/digitallibrary/publications/2023/07/tackling-violence-against-women-andgirls-in-sport-a-handbook-for-policy-makers-and-sports-practitioners ● https://www.safesportinternational.com/ Activity with NonFormal Education 2 Overview: Role-playing scenarios to practice intervention and support strategies. Objectives: By the end of the lesson the participants will be able to: ● Describe appropriate responses and support strategies for addressing GBV in sports. ● Demonstrate intervention skills to practice effective responses. ● Evaluate different intervention approaches to determine their effectiveness in various GBV situations. Materials: Role-play scripts, PowerPoint presentations, ball, sticky notes, flipchart, markers, and anonymous feedback surveys. Duration: 90 minutes. Steps on implementation: ● Step 1 - Welcome and Icebreaker (15 minutes) ○ Welcome the participants and start with an icebreaker. Game proposal: "Cross the Line" where participants stand on one side of the line. You will read out statements related to GBV in sports. If a statement applies to them or someone they know, they silently step forward across the line. To continue the game they come back on the starting line. Cross The Line ○ Example statements: ■ GBV in sports is only about physical violence against women. ■ A coach’s power and control over athletes can contribute to GBV. ■ GBV only happens in professional sports. ■ Female athletes are sometimes blamed for the abuse they face. ■ GBV is a rare issue in sport. ■ Men are never victims of GBV in sport. ■ GBV often goes unreported in sport. ■ Athletes are often discouraged from reporting GBV. ■ Media attention can raise awareness about GBV. ■ Victims of GBV in sport often receive support from their teammates. ● Step 2 - Introduction (10 minutes) ○ Give a summary of the workshop. Introducing the topic of the lesson emphasising the impact of GBV on athletes, coaches and sport communities and the importance of recognising and addressing GBV in sport to create a safer and more inclusive environment. ● Step 3 - Recognising and Addressing GBV in Sports (40 minutes) ○ Ask participants to write on sticky notes what comes to their mind when it comes to recognising GBV, intervention
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). practices and support strategies and to place them on a flip chart. Together with them fill the flip chart with intervention practices and support strategies. ○ Use the PowerPoint presentation that you can find in the beginning of the Toolkit prepared to connect to the topic - Recognising and Addressing GBV in Sports. ● Step 4 - Discussion (15 minutes) ○ Next step is transition into discussion about real life situations involving the topic of challenges and recognition of GBV in sport contexts. Guide the group through discussion about the challenges that might occur and what is the most effective way to recognise GBV. ○ Guiding questions for discussion: ■ Why do you think GBV in sports often goes unreported? ■ How can coaches, teammates, and sports organisations actively recognise and address GBV? ■ Can you think of specific examples (real or hypothetical) where GBV might occur in a sports environment? How would it be recognised? ■ How does the culture of silence and loyalty in teams and organisations impact the recognition of GBV? ● Step 5 - Reflection (10 minutes) ○ Reflect on what they’ve learned and how they can apply it in their everyday work. Sitting in a circle to foster a sense of safety and openness, pass a ball around, allowing each person to share one key takeaway or an action they can take to combat GBV in sports. ○ Wrap up by summarising the main points of the lesson and distribute the anonymous feedback survey, found in Section 1 of Self-awareness surveys of the present toolkit, to gather reflections and suggestions for improvement. Tips for Facilitators: Encourage active participation and emphasise empathy in responses. Further Information: Provide links to online training modules on bystander intervention. Bystander Intervention - Right To Be, Bystander Intervention Training | CITI Program Case Study and/or Good Practice ● Awareness-raising instrument targeting all those involved in sports, focusing on GBV and discrimination and on the legal consequences associated with them. Ministry of Sports France (October, 2018) Small legal guide: For a better understanding of legal consequences of incivilities, violence, and discrimination in sports (2nd ed.) bit.ly/3DGgNF4 ● Athena’s Programme for the prevention of sexual abuse in sports Council of Europe. (2019). Athena's programme for the prevention of sexual abuse in sports. European Commission. https://pjp-
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). eu.coe.int/en/web/gender-equality-in-sport/online-library-25-bestpractices/-/asset_publisher/D8W3pZBd1722/content/athena-s-programfor-the-prevention-of-sexual-abuse-in-sports Digital Media Resources ● Videos from campaigns like #HeForShe. HeForShe Campaign Video ● Infographics on GBV in sports statistics. Context Matters! Gender-Based Violence in Sport - Western University References ● UN Women. (2023). Tackling violence against women and girls in sport: A handbook for policy makers and sports practitioners https://www.unwomen.org/en/digitallibrary/publications/2023/07/tackling-violence-against-women-andgirls-in-sport-a-handbook-for-policy-makers-and-sports-practitioners ● FIFA. (2021). Guidelines on safeguarding and gender-based violence in sports. Retrieved from https://inside.fifa.com/human-rights/fifaguardians/guidance
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 2 - Building Safe and Inclusive Sports Spaces SECTION Title Building Safe and Inclusive Sports Spaces General information and topics This lesson focuses on creating sports environments that promote safety, inclusion, and respect for diversity. It addresses the principles of equality, effective communication, and strategies to prevent exclusion, discrimination, and harassment. Competence, skills, ability Improved/Acquired: ● Awareness of the importance of inclusivity and safety in sports. ● Skills to identify and address exclusion or unsafe practices. ● Competence in designing inclusive sports activities and fostering collaboration. ● Ability to implement policies and practices that ensure safety and inclusion. Goal To empower participants with the knowledge and tools to build and sustain safe and inclusive sports spaces that encourage participation and mutual respect among all individuals, regardless of their background or identity. Section Plan Activity with NonFormal Education 1 Overview: Group discussion and brainstorming on the key elements of safe and inclusive sports spaces. Objectives: By the end of the lesson the participants will be able to: ● Explain the key barriers to inclusion and safety in sports environments. ● Compare different sports environments to identify common challenges and effective strategies for fostering safe and inclusive spaces. Materials: Whiteboard or flipchart, markers, sticky notes, PowerPoint presentation, and prompt cards. Duration: 90 minutes. Steps on implementation: ● Step 1 - Welcome and Icebreaker (15 minutes) ○ Welcome the participants and introduce yourself. ○ Start the session with an icebreaker. Game proposal: “Human Knot” where participants stand in a circle and grab the hands of two different people across the circle, creating a "knot." The group must work together to untangle the knot without letting go of each other’s hands. Emphasise communication, cooperation, and respecting personal space. Human Knot Challenge! (HOW TO PLAY & SOLUTION) ● Step 2 - Introduction (15 minutes) ○ Introduce the topic of the lesson and briefly explain the objectives. Set the space for an open discussion by making participants feel welcomed and safe. ○ Make a group brainstorming asking them “What are some barriers to inclusion and safety in sports?”, give them time to think and then write the thoughts on a whiteboard. Collect similar opinions and make a discussion with connections on the common themes.
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). ● Step 3 - Creating a Safe and Inclusive Sporting Environment (40 minutes) ○ Present the presentation prepared for this topic that you can find in the beginning of the Toolkit - Creating a Safe and Inclusive Sporting Environment. ○ Divide the participants into groups and give them prompt cards with guiding questions: - What values create an inclusive sports environment? - What practical actions can teams, coaches, and organisations take?. ○ Give some time to the groups to discuss with each other about key points. ○ Each group should share their findings and opinions on the topics with the broader group. ● Step 4 - Discussion and Reflection (20 minutes) ○ Discuss what action steps they can take to make sport safer and more inclusive. ○ Make a circle reflection of the participants on their experiences in sport. Encourage them to contribute and validate different perspectives. Tips for Facilitators: Encourage active participation and ensure all voices are heard. Facilitate with sensitivity to diverse perspectives. Activity with NonFormal Education 2 Overview: Group Work on Identifying Key Elements of an Inclusive and Safe Sports Space Objectives: By the end of the lesson the participants will be able to: ● Describe the core elements of an inclusive and safe sports environment. ● Examine different case scenarios to identify patterns, challenges, and best practices for fostering inclusivity and safety. Materials: Flip charts, markers, sticky notes, examples of case scenarios, box of caramel candies. Duration: 90 minutes. Steps on implementation: ● Step 1 - Welcome and Icebreaker (10 minutes) ○ Welcome the participants and introduce yourself. ○ “Candy Game”: Pass around a box of candies and ask participants to “take as many as they want.” After the box has been passed around to everyone, ask each participant to say one thing that makes them feel safe for each candy they have. If a participant has 5 candies they need to say 5 things etc. ● Step 2 - Introduction (10 minutes) ○ Introduce the topic of the lesson and briefly explain the objectives. Set the space for an open discussion. ● Step 3 - Creating a Safe and Inclusive Sporting Environment (20 minutes) ○ Provide examples of best-case scenarios in inclusive and safe sport spaces. Distribute samples of case scenarios. (e.g. Nike's "Coach the Dream" Initiative in Japan - Watch:
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). Laureus and Nike co-host ‘Coach the Dream: Changing Sport for Girls’ in Tokyo – Play Academy, Oltalom Sport Association in Hungary - Oltalom Sport Association - UEFA Foundation, Athlete Ally's Educational Programmes - Athlete Ally Champions of Inclusion ) ● Step 4 - Discussion and Group Work (40 minutes) ○ Discuss key elements of building safe and inclusive space. Assign each group a specific aspect of an inclusive and safe space (e.g., accessibility, anti-discrimination, conflict resolution, mental health support). ○ Divide participants into small groups, have each group organise their ideas into key themes and create a best-case scenario of a safe and inclusive space. Encourage them to use flip charts or sticky notes to categorise their findings. ○ Provide guiding questions like - “What makes a sports space feel safe for all participants?”, - “How can inclusivity be actively implemented?”, - “What challenges might arise, and how can they be addressed?”. ○ Each group presents their identified elements and solutions. Encourage discussion and comparison of different ideas and identify common themes and key takeaways. ● Step 5 - Reflection (10 minutes) ○ Encourage participants to reflect on the most important elements identified and how these can be integrated into real sports spaces. Tips for Facilitators: Offer examples of best practices and emphasise the importance of clear, actionable steps in policies. Case Study and/or Good Practice ● Five steps towards a gender equal and inclusive sports movement Council of Europe. (2017). Five steps towards a gender-equal and inclusive sports movement. European Commission. https://pjpeu.coe.int/en/web/gender-equality-in-sport/online-library-25-bestpractices/-/asset_publisher/D8W3pZBd1722/content/five-steps-towards-agender-equal-and-inclusive-sports-movement ● Campaign: Strong networks against violence. Council of Europe. (2025). Campaign: Strong networks against violence. European Commission. https://pjp-eu.coe.int/en/web/gender-equality-insport/online-library-25-best-practices/- /asset_publisher/D8W3pZBd1722/content/campaign-strong-networksagainst-violence Digital Media Resources ● Videos showcasing inclusive practices in sports (e.g., adaptive sports programmes, diversity initiatives). The Adaptive Sports & Inclusive Recreation Initiative ● Online toolkits on preventing harassment and promoting equity in sports.
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). https://stillmed.olympics.com/media/Document%20Library/OlympicOr g/IOC/What-We-Do/Promote-Olympism/Women-AndSport/Boxes%20CTA/IOC_Safeguarding_Toolkit_ENG_Screen_Full1.pdf References ● UN Women (2021). Guidelines for Gender-responsive sports organisations. https://eca.unwomen.org/sites/default/files/Field%20Office%20ECA/At tachments/Publications/2021/7/UNWOMEN_Guidelines%20ENGmin.pdf ● SIRC. (2022, March 8). Creating safe spaces in recreational sport: A mental health perspective. Sport Information Resource Centre. https://sirc.ca/articles/creating-safe-spaces-in-recreational-sport-amental-health-perspective/
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 3 - Empowering Voices and Leadership SECTION Title Empowering Voices and Leadership General information and topics This lesson is designed to cultivate leadership skills, empower individuals to express their voices, and foster inclusivity in decision-making processes within sports and community settings. It emphasises confidence-building, effective communication, and collaborative leadership. Competence, skills, ability Improved/Acquired: ● Leadership and teamwork skills. ● Confidence in public speaking and decision-making. ● Competence in creating inclusive group dynamics. ● Ability to empower others and lead by example. Goal To equip participants with the tools and confidence to become leaders who amplify diverse voices and promote equitable participation in sports and beyond. Section Plan Activity with NonFormal Education 1 Overview: Interactive session on identifying personal leadership styles and strengths. Objectives: By the end of the lesson the participants will be able to: ● Explain different leadership styles and their key characteristics. ● Compare various leadership styles to determine how individual strengths contribute to effective leadership in different contexts. Materials: Self-assessment questionnaires, ball, pen, leadership style descriptions, and flip charts. Duration: 90 minutes. Steps on implementation: ● Step 1 - Welcome and Icebreaker (10 minutes) ○ Welcome the participants and introduce yourself. ○ Start the session with an icebreaker. Game proposal: “Pass the Leadership” where participants in a circle, pass an object (e.g., a ball, pen, or any small item) while music plays. When the music stops, the person holding the object must share a leadership lesson they’ve learned or describe a leader they admire and why. ● Step 2 - Introduction (10 minutes) ○ Introduce the session topic and objectives and explain the importance of diverse leadership approaches in fostering inclusivity. Provide examples of inclusive leaders in sports and other fields. (Serena Williams, Giannis Antetokounmpo, Megan Rapinoe, Tommy Smith & John Carlos) ● Step 3 - Empowering Voices and Leadership (40 minutes) ○ Distribute self-assessment questionnaires on leadership styles and give them time to fill them in. Encourage them to reflect on their results and note key insights. (Examples: Quiz: What does your leadership style say about your future career? | Macquarie Business School: Transforming leaders | The Guardian, Multifactor Leadership Questionnaire (MLQ) - Tests, Training - Mind Garden)
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). ○ Based on the insights, connect and present different leadership styles using flip charts. Ask participants what resonates with them the most, if they recognise the leadership style within themselves, and whether their leadership style influences teamwork and inclusivity. Resources: The 6 Most Common Leadership Styles & How to Find Yours, 10 Leadership Styles and How to Identify Your Own | IPM ● Step 4 - Discussion (20 minutes) ○ Divide participants into small groups and discuss where their leadership styles could be applied to promote inclusivity and empowerment. ○ Guiding questions for discussion: ■ What are the core principles or behaviours that define your leadership approach? ■ How can you ensure that all voices are heard, especially those of underrepresented or marginalised individuals? ■ In what ways does your leadership style empower others to take ownership and contribute their ideas or talents? ■ How do you make sure your leadership style is flexible enough to meet the needs of different team members and situations? ■ What steps would you take to foster a culture of inclusivity within your team or organisation using your leadership style? ○ Encourage them to an open discussion on applying leadership styles to create inclusive teams. ● Step 5 - Reflection (10 minutes) ○ Conclude with a sitting circle reflection where each of the participants will point out a word that mostly applies to the workshop’s topic for them. Tips for Facilitators: Encourage participants to embrace diverse leadership approaches. Provide examples of inclusive leaders in sports and other fields. Activity with NonFormal Education 2 Overview: Role-play exercise to practice effective communication and team leadership. Objectives: By the end of the lesson the participants will be able to: ● Describe key communication strategies and leadership behaviours necessary for effective team dynamics. ● Evaluate the effectiveness of communication strategies and leadership styles in resolving conflicts and making collaborative decisions. Materials: Printed cards, markers. Duration: 90 minutes. Steps on implementation: ● Step 1 - Welcome and Icebreaker (10 minutes) ○ Start the session with an icebreaker. Game proposal: “I am - Game”. To begin this icebreaker, hand markers to all attendees. Then, ask them to use their markers to write an “I
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). am” statement on their arms. For example, statements beginning with “I am” can include: I am resilient and strong; I am talented and unique; I am up for any challenge; I am a confident and empowered leader; I am able to stand back up after any challenge ○ It would be best to encourage participants to make their statements short and vague. Once each team member has written their declaration, invite each player to share their story. Participants should explain the significance behind why they chose their statement. ● Step 2 - Introduction (10 minutes) ○ Introduce the topic and explain the importance of effective leadership and communication in team dynamics. Outline the role-play structure and expectations. ● Step 3 - Introduce role Playing Activity (40 minutes) ○ Distribute cards with different team situations/challenges (e.g., conflict resolution, decision-making, under pressure). Divide participants into groups and assign roles to everyone. Provide time for groups to review scenarios and prepare their approach. Examples of cards: Health Online- The Importance of Mental and Emotional Health and Building Healthy Relationships- Conflict Resolution and Decision- Making Skills Flashcards | Quizlet ○ Each group enacts their scenario while others observe. Facilitators should take notes on communication styles and leadership strategies. ● Step 4 - Discussion (20 minutes) ○ Each group discusses their role-play experience, what worked well, what challenges they faced, and how leadership influenced the team dynamics. ○ Guiding questions for discussion: ■ What strategies did your group use to address the challenge or situation presented on your card? ■ How did each team member contribute to the resolution of the situation? Were there any unexpected approaches or ideas? ■ How did communication styles affect the outcome? ■ What leadership qualities helped the team dynamics? ■ Were there moments of uncertainty, and how did you resolve them? ● Step 5 - Reflection (10 minutes) ○ Summarise key insights on effective communication and leadership and encourage participants to apply learned strategies in real-life settings. ○ Conclude with a motivating message on the power of inclusive and adaptive leadership. ■ True leadership adapts, embraces diversity, and empowers every voice to thrive. ■ Inclusive leadership creates opportunities; adaptive leadership drives change.
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). ■ Great leaders embrace diversity, adapt to challenges, and empower others to succeed. Tips for Facilitators: Create realistic scenarios to make the role-play engaging. Provide constructive feedback to encourage improvement. Case Study and/or Good Practice ● Study the leadership journey of an influential figure in sports or community activism. Leads like a woman: Sport leadership education for women. Council of Europe. (2018). Leads like a woman: Sport leadership education for women. European Commission. https://pjp-eu.coe.int/en/web/genderequality-in-sport/online-library-25-best-practices/- /asset_publisher/D8W3pZBd1722/content/-leads-like-a-woman-sportleadership-education-for-women Digital Media Resources ● Videos on leadership skills and strategies (e.g., Simon Sinek’s Start with Why). How Great Leaders Inspire Action | Simon Sinek | TED ● Online courses on inclusive leadership from platforms like Coursera or edX. https://www.coursera.org/learn/strategic-and-inclusiveleadership?utm_medium=sem&utm_source=gg&utm_campaign=b2c_emea _x_multi_ftcof_careeracademy_cx_dr_bau_gg_pmax_gc_s2_en_m_hyb_2312_x&campaignid=20882109092&adgroupid=&device=c&keyword=&match type=&network=x&devicemodel=&creativeid=&assetgroupid=6490048513& targetid=&extensionid=&placement=&gad_source=1&gclid=Cj0KCQjwm7qBhDRARIsACD6-fXV73lkFRvcjECFBa6IFdRiKA8d6GGzBZbPEkglX2c425dzecdxAcaAnr2EALw_wcB References ● Kouzes, J. M., & Posner, B. Z. (2017). The Leadership Challenge: How to Make Extraordinary Things Happen in Organisations. Jossey-Bass. ● Sinek, S. (2009). Start with Why: How Great Leaders Inspire Everyone to Take Action. Portfolio.
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 4 - Engaging Men and Boys as Allies SECTION Title Engaging Men and Boys as Allies General information and topics This lesson focuses on the critical role men and boys can play as allies in promoting gender equality and addressing harmful gender norms. It highlights strategies for fostering empathy, awareness, and active participation in creating inclusive and equitable environments. Competence, skills, ability Improved/Acquired: ● Awareness of the role of men and boys in promoting gender equality. ● Skills to recognise and challenge harmful gender stereotypes and behaviours. ● Competence in fostering inclusive dialogue and building supportive relationships. ● Ability to advocate for equity and inclusion in diverse settings. Goal To empower men and boys to become proactive allies in gender equality efforts, equipping them with the knowledge and tools to challenge genderbased discrimination and contribute to inclusive environments. Section Plan Activity with NonFormal Education 1 Overview: Group discussion and analysis of gender stereotypes and their impact on all genders. Objectives: By the end of this lesson the participants will be able to: ● Identify common gender stereotypes and describe their effects on individuals and society. ● Develop strategies to challenge gender stereotypes and promote inclusivity by engaging men and boys as allies. Materials: Chart paper, markers, stereotype examples, and case studies. Duration: 90 minutes. Steps on implementation: ● Step 1 - Welcome and Icebreaker (10 minutes) ○ Welcome participants and introduce yourself. ○ Start with an icebreaker to open the workshop and set an open and safe space. Game proposal: Two truths and a lie where each participant says three statements about themselves—two that are true and one that is a lie. The rest of the group has to guess which one is the lie. 2 Truths and a Lie Ice Breaker ● Step 2 - Introduction (5 minutes) ○ Introduce the session objectives and emphasise the importance of a judgment-free space. ● Step 3 - Engaging Men and Boys as Allies through Group Work (40 minutes) ○ Divide participants into small groups and provide chart paper and markers. Ask each group to list common gender stereotypes affecting all genders and have each group present their findings, noting patterns and differences. Examples of gender stereotypes: Gender stereotypes: What are they, effects, and how to avoid
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). ○ Provide case studies and real-world examples of gender stereotypes in sports, workplaces, and everyday life. Facilitate a discussion on how these stereotypes affect individuals and the society. Encourage participants to share personal experiences if they feel comfortable. Examples of case studies and real-world situations: Benetas case study: Challenging male stereotypes, ● Step 4 - Discussion (20 minutes) ○ Guide a discussion on ways men and boys can act as allies in breaking stereotypes and guide them in developing practical solutions for their communities, workplaces, or sports teams. Write down key strategies on a flip chart for collective reference. ○ Guiding questions for discussion: ■ What are some common stereotypes about gender roles in our community, workplace, or sports teams? ■ How do these stereotypes impact both men and women? ■ Why is it important for men and boys to be involved in breaking gender stereotypes? ■ What are some everyday actions men can take to challenge stereotypes in their communities? ■ What are three things you can start doing today to be a better ally? ● Step 5 - Reflection (15 minutes) ○ Participants reflect on what they’ve learned, what is their personal experience and share their biggest takeaways Offer real-world examples of individuals and movements that have successfully challenged gender stereotypes. Tips for Facilitators: Create a safe space for open dialogue and encourage participants to reflect without judgment. Activity with NonFormal Education 2 Overview: Role-play scenarios where men and boys intervene as allies in challenging discriminatory behaviours and then they swap their roles with girls. Objectives: By the end of the lesson the participants will be able to: ● Recognise the role of bystanders in addressing gender-based discrimination and describe effective intervention techniques. ● Evaluate personal experiences and emotional responses to analyse the influence of gender expectations on intervention actions and reactions. Materials: Scenario cards Duration: 90 minutes. Steps on implementation: ● Step 1 - Welcome and Icebreaker (10 minutes) ○ Welcome participants and introduce yourself. ○ Start with an icebreaker to open the workshop and set an open and safe space. Game proposal: Jump in, Jump out where participants are staying in circles and holding their hands. The facilitator gives the instructions that when they
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). say jump left, they jump in right and opposite and when they say jump back, they jump in front of them and opposite. Jump In, Jump Out | Fun Icebreaker Activity for Teams & Groups! ● Step 2 - Introduction (5 minutes) ○ Introduce the topic of the session and objectives. Point out the importance of the role of male and boys engaging as allies. ● Step 3 - Engaging Men and Boys as Allies through Group Work (40 minutes) ○ Divide participants into small groups and distribute scenario cards. Assign roles for each scenario: bystander, perpetrator, and target where girls are always the target and boys always act like intervening allies. Provide time for groups to discuss their approach and plan their responses. Resource for scenarios: https://violence-wash.lboro.ac.uk/vgw/Briefingnotes-toolsets-checklists/VGW-TS5-Scenarios/VGW-TS5Training-scenarios.pdf GENDER AT WORK SCENARIOS ○ Each group performs their scenario while others observe. Encourage participants to use different intervention strategies, such as direct confrontation, distraction, or seeking support. After each role-play, facilitate a short discussion on what worked well and what could be improved. ○ Ask participants to swap roles, with boys playing female characters and girls playing male characters. Repeat the roleplay with the new roles, encouraging participants to reflect on the experience from a different perspective. Discuss any differences in how they felt and responded in the reversed roles. ● Step 4 - Discussion (20 minutes) ○ Facilitate a group discussion on the challenges of intervening and insights gained from the exercise. Ask participants to share their opinions on how gender expectations influenced their responses. ○ Guiding questions for discussion: ■ What challenges did you face when intervening during the exercise? How did you address them? ■ What insights did you gain from the exercise regarding how people typically respond to interventions in different situations? ■ How do you think gender expectations influenced your initial response during the exercise? ■ How can we create environments where people feel empowered to act in ways that are not restricted by traditional gender roles? ● Step 5 - Reflection (15 minutes) ○ Conclude with reflection pointing out key takeaways on being effective allies in real-life situations. Feedback is gathered through facilitator observations. Tips for Facilitators: Ensure the scenarios are realistic and relevant. Encourage participants to reflect on the emotional aspects of the activity.
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