S4D Tools

In this section you will find a lot of useful and helpful tools, to make sport for development (S4D) part of your own work. The S4D Tools are outlined below:

  • Teaching and Learning Materials contain manuals, handbooks and curricula for anyone who wants to implement S4D in their own working context.
  • Guidelines contain helpful recommendation on how to organize and structure certain processes and/or activities in the working area of S4D.
  • M&E Tools allow to measure and understand outputs and outcomes of certain S4D processes and/or activities in your working context.
  • Templates are blank forms and can be used to simplify your working processes in S4D.

All S4D Tools assist in facilitating S4D activities regards of experience; information is available for both new and advanced practitioners. Keep in mind, that all Teaching and Learning Materials, Guidelines, M&E Tools and Templates were developed in programme- and/or country-specific contexts, so please feel free to make selections, changes and modifications to fit your needs.

TOPIC OVERVIEW



The Teaching and Learning Materials are addressed to coaches, teachers and instructors in the areas of formal and informal education. They introduce and cover topics, as well as its core aspects such as the structure, administration and the function of coaches/teachers as role models, creation of concepts and sustainability of activities. Additionally, the manuals outline numerous practical games and drills, and provide helpful recommendations, to promote competences in relation to social inclusion, health education, violence prevention, as well as gender and environmental awareness.

Palestinian Territories
Description

The Manual "Kicking Youth Competences" shows ways in which sport as an instrument can reach young people and thus create life perspectives.

The manual focuses on how sport can be a tool for employability, technical vocational education and training. Key elements of the manual include:

  • Utilization of sport tool to teach employability skills, such as teamwork, communication, perseverance and personal development.
  • Strategies for coping with difficult circumstances and how to interact with others – both on the field and in the workplace.
  • A Holistic model for career orientation and preparation.
  • Skills trainers need to have to be a role model for young people to develop their personality.
  • Design and structure of a training session, as well as potential materials and didactical methods to be used for training. 

The Manual "Learn to play - play to learn" focuses on developing the creativity of coaches to merge games and sport activities to enhance competences and life skills. The manual:

  • presents a toolbox “Learn to Play – Play to Learn”, which outlines the merging of games and sport activities.
  • Addresses key learning environments coaches should be able to arrange (e.g. working with random groups on single or regular basis).
  • Reviews the potential life skills that can be enhanced and targeted through sport, such as strategic thinking, effective communication, solidarity, fairplay, trust, teamwork, and emotional intelligence.
  • Describes how life skills learned on the pitch can be transferred into daily and professional life.
  • Provides examples of small games, active learning and team sports. 
Jordan
Description

The Manual "Sport Builds Generations" serves as a programmatic framework and practical guide for all field-level S4D coaches to promote positive, sustained, and holistic development among young people.

It is based on the goal to utilize S4D in host communities to promote psychosocial support, nonviolent conflict resolution, and gender equality. The manual provides a solid foundation and should be used with complimentary, sport-specific manuals. Key elements of the manual include: 

  • Description of the role of the coach in the development of a player as well as practical advices for coaches.
  • A practical guide for coaches with regards to  goal-orientated training structure and the organisation of a training session
  • Tips for facilitating S4D training, ensuring a social and motivational environment, and conflict-resolution
  • Examples of age specific methods, principles and training.
  • Sport´s role in facing global social challenges, especially in connection with the SDGs
  • Promoting the practice-oriented qualification amongst individuals such as teachers, coaches, social workers and multipliers.
  • Specific topics related to first aid, stretching exercises, use of equipment and the organisation of sport festivals and tournaments
  • Provision of useful training sheets

The sport specific manuals for Football, Basketball, Handball and Ultimate Frisbee are supplements to the Sport Builds Generation Manual and serve as additional support and add more technical and sport specific topics. Structured identically, all sport-specific manuals encompass:

  • An introduction to the sport
  • A section about technical skills
  • Practical tips for the coach
  • Regular Training Sessions-Structure and Examples
  • Sport Class Training Sessions-Structure and Examples
  • Age-specific Training Sessions (only included in the Ultimate Frisbee manual)
  • Useful Training sheets

The “Yalla Nela B - Guidebook for active and healthy communities” provides fun games and a hands-on facilitation guide. Its goal is to create a more active and healthy community through active play experiences anytime, anywhere, and with anyone. The guidebook includes:

  • Information on how to build active communities through sport and play
  • Guidelines to facilitate games and Responsibilities of the Facilitator
  • Examples of active play activities

The Poster Development of a Player was created to summarize the phases of development of players based on a player’s age. Key aspects are:

  • Phases of ages: Playful (up to age 9); golden age of learning (ages 9-12); puberty, insecurity, searching (ages 13-16); consolidation phase (ages 16 and older).
  • Social, mental, physical and sporting characteristics of development phases.
  • Teaching objectives and durations associated with social and sporting competences.
  • Characteristics of methodology such as physical conditioning, training principles and types of games.
South Africa
Description

Within the Youth Development through Football (YDF) project in South Africa, a series of manuals were developed: The "YDF Manual for Coaches" aims to be an introduction on the educational process of coaches and social workers integrating life skills into football sessions.

As a foundation module of the YDF project, which aims to educate disadvantage youths in ten African countries, the "Manual for Coaches" contains introductions to the other manuals focusing on the complex topics of "HIV Prevention", "Tuberculosis Prevention", "Gender Awareness", "Violence Prevention", "Disability Inclusion","Environmental Awareness" and "Sport Event Management". 

Brazil
Description

Here you will find more information about the different teaching and learning material developed in Brazil: 

The Manual "Treino Social, Apostila do Treinador" aims to show coaches how to integrate social skills into football sessions.

It is intended for coaches who work with children ages ranging from 6 and 12 years-old.

The Guideline “Treino Social e Esportes Coletivos” complements the Manual. The Guideline was developed by the Brazilian non-governmental organization, Promundo, to expand its application to other sport disciplines.

The Manual "Treino Social 14+, Apostila do Treinador" is dedicated to football coaches working with youth who are 14 years-old and older. The manual include the following key contents:

  • Roles and responsibility of a coach.
  • The development of the age groups (children 6-12 years; youth 14+).
  • Environment, Health, Culture of Peace and Gender.
  • Definition, description and operational principles of team sports (football, handball, volleyball, basketball, hockey, rug-by).
  • Description of the method Treino Social and the development of competences (social, personal, technical and tactical).
  • Exemplarily training sessions and activities; adaptations of the method to other sports.

The Manual “Active Communities – A Coach’s Guide for getting kids active before and after school” assist coaches in community-based programs to deliver positive sport before and after school. The manual was developed in 2013, for the context of Brazil, with the aim of providing “fun options” of physical activity to children to assist in the development of their academic and social performance. Key elements include:

  • A description of the power of Coachesr to be most influential person in a child’s life- both on and off the field.
  • Delivering early positive experiences through the seven design filters: universal access; age appropriateness; dosage and duration; fun; feedback to kids; and Teacher/Coach/Mentor.
  • Four coaching strategies for the promotion of early positive experiences including: dynamic stretching, instruction, encouragement and modifications.
  • A framework which explains how a coach can begin and start getting kids active before and after school. 

The Manual "Futebol para o Desenvolvimento para multiplicadoras/es" is intended for professionals and volunteers, working with football for development with adolescents and young people between the ages of 14 and 24. Key elements include:

  • Themes to stimulate the participation of students, as well as encourage them to find examples across different topics (e.g. gender, health, environment).
  • Examples of practical sport activities as well as guidelines hosting discussions during class.
  • Outlining of conducting lessons on health, gender, environment, peace culture, culture, communication and work.
Namibia
Description

The Manual "Football4Life", "Basketball4Life", "Volleyball4Life" and "Netball4Life" are part of a series of manuals for Namibia.

The manuals aim to facilitate and promote positive youth development, education, and healthy lifestyles through the use of football, basketball, volleyball or netball. The manuals explain how coaches, operating in schools as well as in the community, can conduct their sport sessions to integrate these topics. Key elements of the manual include:

  • Introduction and explanation of the Sport2Life (S2L) and S4D approach and how it enables participants to make healthy choices, avoid risky behaviour and be active citizens.
  • Information on how the the manuals align with other S4D programmes (e.g. YDF), physical education and life skills curricula in Namibian Schools.
  • Introduction and explanation of the Youth Development through Football (YDF) which seeks to teach youth life skills, specifically those in disadvantaged circumstances.
  • Outlining long term coach and player development stages, as well as roles and themes associated with a coach in creating positive youth development through sports.
  • Explanation step-by-step procedures of planning, structuring and adapting coaching sessions.
  • Sample sessions for coaches with background information on healthy lifestyles (e.g. HIV/AIDs, sexual health) and life skills.
  • Definitions of community mapping, as well as monitoring and evaluation, and a description of performing these concepts.
  • Promotion of sports leadership skills of young people on-and-off of the court.
Kenya
Description

The Drillbook S4DA “Violence Prevention Through Football” is a practical guide for violence prevention through football with host community and refugees developed in Kenya.

The drills in this guide are extracted of the Manual “Violence Prevention Through Football” and are meant to be directly implemented on the field. Key elements of the drill book include:

  • Practical activities to prepare and design football clinics with a focus on violence prevention and mutual understanding.
  • A guide “how-to” conduct these practical activities such as: number of participants, equipment needs, adaptations, variations, principles for follow-up discussions and key concepts.

The Manual S4DA "Violence Prevention through Football" include:

  • Role of S4D in Violence Prevention.
  • Outlining Host Community and Refugee context.
  • Concepts for Instructors.
  • Coaches’ Role in Violence Prevention.
  • Organisation, Planning and Tools for Training Sessions.
  • Practical Training Sessions Activities.
  • Monitoring and Evaluation Questionnaires.
Ethiopia
Description

The Manual S4DA “Sport2Work” is a practical guide for Technical and Vocational Education Training colleges (TVET), but is also suitable for schools, NGOs and community-based organizations.

The manual is addressed to teachers and coaches, empowering them to deliver sport activities that are useful to challenge youth unemployment. The manual includes the following key elements:

  • Introduction of the “Sport2Work” Manual’s three pillars: developing employability competences on the field; developing employability competences off the field; and helping players find work.
  • Definition of roles and responsibilities of a “Sport2Work” Coach.
  • Explanation how competences through sport are transferable to the workplace by making a connection between sport and workplace competences.
  • Practical examples for training sessions and guidelines on organizing a sports tournament that engage youth in developing employability competences.
  • Guidelines for coaches how they can assist young people to use the employability developed through participation in the program to find work.
Afghanistan
Description

The Afghanistan Sport Curriculum addresses itself to primary school teachers in the area of Physical Education (PE).

Key elements of the manual include:

  • Planning participatory sports lesson into reasonable steps.
  • Key factors for the implementation of an effective PE lessons.
  • Successful lesson management and communication techniques.
  • Technical and physical skills associated with generalized movements like, kicking, throwing, catching, striking, stretching and balance.
  • Reviews units associated with life skills, such as cognitive skills, social development, motivation, resilience, fairplay, cooperation, and goal setting.

The Guideline “Inclusive Child-Centered Education In Sports” is associated with the Basic Education Programme for Afghanistan, which aims to improve the quality of education. Key elements of the manual include:

  • Pedagogical approaches of inclusion and child-centred learning, which strengthen children in preparing them for healthy and success life.
  • A learner focused approach, where the teacher is the facilitator guiding the learner to achieve their educational, social and physical potential.
  • The importance of physical education and how this can be a vehicle for social and mental development.
  • Rights and needs for education systems to offer girls a healthy an dhappy live.
  • Definition of inclusion in sport education and description why it is important.
  • Description of the advantages of self-efficacy and resilience amongst primary school children.
Sports Grounds
Description

The Knowledge Box contains guidelines, tools and manuals developed by the ‘Sport for Development in Africa’ (S4DA) Regional Project and its partners.

Combining learnings on capacity development for sport for development and on the construction of grassroots sports grounds from 13 African countries the Knowledge Box gives guidance how to create ‘Sports Grounds with Concepts!’.

THE FRAMEWORK - Sports Grounds with Concepts! gives an overview of Sport for Development (S4D) and explores how to assure its sustainable implementation. The framework that is outlined in this introductory section is relevant for all following parts of the knowledge box: it shows how to link the S4D approach to the organisation to obtain sustainability – both in regards to the long term maintenance of sports infrastructure and the regular implementation of S4D-activities.

PART 1 - Sustainable Sports Infrastructure explores the question ‘How to construct, renovate and maintain grassroots sports grounds’. First, it presents a Standard Design Manual for Grassroots Sports Grounds, which guides you through all key questions of constructing sports grounds and proposes an easy-to-implement and cost-efficient standard design. Second, it contains a Maintenance and Repair Manual for Grassroots Sports Grounds, which explains how to extend the life span of sports grounds by keeping them functional and of high quality.

PART 2 - Expanding S4D-Capacities explores the question ‘How to train coaches and instructors, organise S4D-camps and handle sports equipment’. It contains a guideline dedicated to S4D coaches and instructors: their roles, their selection and their qualification. A second guideline introduces S4D-camps as a special format, where coaches can apply their knowledge and children and youth can experience S4D in a concentrated way during several days in a row. Finally, this part explores the purpose and handling of sports equipment and provides tips and tricks for practitioners.

PART 3 - Putting S4D into Practice explores how to promote life skills through sports and gives you an idea how S4D can look like in practice. It contains sport-pedagogical manuals and drillbooks that give suggestions how to prepare and implement S4D-sessions and illustrate specific S4D-exercises.

Balkan region: Albania, Bosnia & Herzegovina, Kosovo, North Macedonia, Serbia
Description

The Manual For Sport For Development Volunteers In The Balkan Region was developed to support facilitators and young leaders in the Balkan region to conduct sport and playful activities together with their community.

It builds up on the “Outline of a Training Course for Sport for Development-Volunteers in the Balkan Region” and is aimed at providing practical guidance for those being active as a facilitator, coach or coach on the ground.

Therefore, the booklet builds up on the structure of the workshop and provides additional practical examples for every unit.

The provided examples are part of different S4D manuals being created jointly by the GIZ, several partner countries, regions and sport related organizations worldwide.

 
Colombia
Description

The Manual “Fútbol con principios” aims to combine sport training with basic principles/values of life in society.

Through the football training they are taught in a practical way the principles that children should replicate in their daily life for coexistence in community.
Key elements of the manual include:

  • Role and responsibility of the coach inside and outside the field.
  • Skills and practical competencies of a coach.
  • Bases for a training session based on violence prevention by group ages.
  • Practical activities along with reflections in each of them that can be applied during the activities.

The Manual "Deporte con principios" is an updated version of the "Fútbol con principios" manual that can be apllicable to various types of sport. The key elements stay the same.

Togo
Description

The Manual S4DA “Le sport au service du civisme et de la bonne citoyennete" aims to outline how to use sport as a tool for community development and civic education.

The manual includes the following key elements:

  • Guidelines (preconditions and steps) on how to implement S4D in a community.
  • Sport and the Sustainable Development Goals (SDGs).
  • Roles and responsibilities of a coach.
  • Planning of a S4D training session.
  • Guideline on how to link training sessions with social and healthy lifestyle topics.

The four Drillbooks S4DA “Le football/ handball/ basketball/ volleyball au service du civisme et de la bonne citoyennete" contains different drills illustrating how the different sports football, handball, basketball and volleyball can be used as tools for community development and civic education. Focus points of the Drillbook are the following:

  • Competences addressed through the drill.
  • Equipment needed to perform drills.
  • Description of the drill.
  • Illustration of the drill on the sports ground.
  • Proposals for drill variations.
  • Discussion points for after the drill.
Mozambique
Description

The Manual The Manual  „Desporto que educa de socializa”  aims to share methodologies for using socially and locally rooted sport concepts such as Ball School, Running School and Local Games to promote life skills, behavioral change and sustainable development in children and young people - both  at the individual and social level.

The manual includes the following aspects:

  • Basics of Development and Training of children and youth explaining somatic, biological and motor aspects
  • Description of the method “Treino Social” highlighting elements of personal and social competences as well as strategic and methodological competences
  • Presentation of the concepts Ball school and Local Games describing game-oriented, development-oriented and traditional games to promote capacities and skills
  • Description of concept and practical examples of Running School and Singing Games

 

Advising both local and non-local partner organizations is a part of working within the development cooperation context. Consulting means helping people to help themselves, by building their technical and personal competences and by further developing organisational and management structures, procedures and processes. The Guidelines below give insights on how advisory and consulting processes can be designed to ensure a successful outcome in the field of sport for development (S4D). The questionnaires provided are ideal M&E Tools to track scaling-up processes within a programme.

M&E Tools Scaling-up
Description

M&E Tools allow to measure and understand outputs and outcomes of certain S4D processes and/or activities in your working context.

The M&E Tools reflect scaling-up processes from different perspectives. They aim to reflect scaling-up processes within a programme from the point of view of employees and partner organizations working in the development cooperation context.

Guidelines
Description

Guidelines contain helpful recommendation on how to organize and structure certain processes and/or activities in the working area of S4D and can be used for consultancy as well.

  • The Guideline "S4D Toolkit Glossary" contains a list of shortly defined terms related to S4D which can be supportive in advising organizations or institutions.
  • The Guideline "S4D and the Agenda 2030" summarise the contribution of sport regarding certain SDGs.
  • The Guideline "General S4D Background" gives some useful background information about S4D and answers some basic wuestions, such as "Which role can play sport in development". 
  • The Guideline "Capacity Development in the field of S4D" describes CD activities on different levels, including actors and methodological approaches in the field of S4D.
Sports Grounds
Description

The Knowledge Box contains guidelines, tools and manuals developed by the ‘Sport for Development in Africa’ (S4DA) Regional Project and its partners.

Combining learnings on capacity development for sport for development and on the construction of grassroots sports grounds from 13 African countries the Knowledge Box gives guidance how to create ‘Sports Grounds with Concepts!’.

THE FRAMEWORK - Sports Grounds with Concepts! gives an overview of Sport for Development (S4D) and explores how to assure its sustainable implementation. The framework that is outlined in this introductory section is relevant for all following parts of the knowledge box: it shows how to link the S4D approach to the organisation to obtain sustainability – both in regards to the long term maintenance of sports infrastructure and the regular implementation of S4D-activities.

PART 1 - Sustainable Sports Infrastructure explores the question ‘How to construct, renovate and maintain grassroots sports grounds’. First, it presents a Standard Design Manual for Grassroots Sports Grounds, which guides you through all key questions of constructing sports grounds and proposes an easy-to-implement and cost-efficient standard design. Second, it contains a Maintenance and Repair Manual for Grassroots Sports Grounds, which explains how to extend the life span of sports grounds by keeping them functional and of high quality.

PART 2 - Expanding S4D-Capacities explores the question ‘How to train coaches and instructors, organise S4D-camps and handle sports equipment’. It contains a guideline dedicated to S4D coaches and instructors: their roles, their selection and their qualification. A second guideline introduces S4D-camps as a special format, where coaches can apply their knowledge and children and youth can experience S4D in a concentrated way during several days in a row. Finally, this part explores the purpose and handling of sports equipment and provides tips and tricks for practitioners.

PART 3 - Putting S4D into Practice explores how to promote life skills through sports and gives you an idea how S4D can look like in practice. It contains sport-pedagogical manuals and drillbooks that give suggestions how to prepare and implement S4D-sessions and illustrate specific S4D-exercises.

The sport-pedagogical qualification of coaches and teachers is essential in the field of sport for development (S4D). The Guideline “Ensuring Quality Education” contains useful recommendation to make qualification processes in S4D sustainable. Below you will find Templates, and monitoring and evaluation (M&E) Tools which can support you in planning and implementing a well-executed qualitative and structured workshop as well as follow-up activities to ensure quality education in S4D.

M&E Tools for Follow-up Activities
Description

M&E Tools allow to measure and understand outputs and outcomes of certain S4D processes and/or activities in your working context.

  • M&E Tool "Follow-up Coach Questionnaire": Looking on how workshop participants implement what they have been learning, follow-up assessments are necessary a few weeks or even months after the workshops. These can be conducted as survey, e.g. via online survey as a quick way. The questionnaire for coaches is available in five different languages. 
  • M&E Tool "Follow-up Instructor Questionnaire": Looking on how workshop participants implement what they have been learning, follow-up assessments are necessary a few weeks or even months after the workshops. These can be conducted as survey, e.g. via online survey as a quick way. The questionnaire for instructors is available in five different languages.
  • M&E Tool "Follow-up Training Observation and Interview" Looking on how workshop participants implement what they have been learning, follow-up assessments are necessary a few weeks or even months after the workshops. These can be conducted in an extensive way as field-observation and interview.   
Guidelines
Description

Guidelines contain helpful recommendation on how to organize and structure certain processes and/or activities in the working area of S4D and can be used for conultancy a s well.

  • Guideline "Ensuring Quality Education in S4D": This document serves as a model to ensure a high-quality education and sustainable capacity development (CD) process on the individual level. The process is divided into three phases: preparation, implementation, and follow-up. Each phase has its own objectives and tasks. By considering this model, including the M&E activities, S4D practitioners and instructors will achieve high-quality training which supports sustainable CD.
  • Guideline "Alternative Options for Receiving Feedback": If you want to receive feedback after a workshop without distributing a questionnaire, have a look on this guideline, it contains a range of alternative options.
  • Guideline "Giving Constructive Feedback": Constructive feedback is information-specific, issue-focused, and based on your observations. In this guideline you will find rules to respect while giving feedback to persons (e.g. after a workshop). 
  • Guideline "How to perform Follow-up Coaching Visits": The guideline gives an overview on which steps are necessary when conducting follow-up coaching visits. 
Templates for Workshops
Description

Templates are blank forms and can be used to simplify your working processes in S4D.

 

Template "Agenda for Workshops" A detailed and informative agenda is not only helpful for organisers and instructors, but also for participants it can be used as a guideline.

Template "Workshop Reporting short/long Version": The reporting guidelines (long and short versions) provide structure for the documentation a workshop. Detailed documentation is necessary for knowledge management and the positive development of contents and organization of workshops in the future.

Template "Pre Course Information Sheet": If distributed to participating persons in advance, the pre-course information sheet gives valuable information such as educational backgrounds and/or level of knowledge, which helps shape the design and organization of a workshop. 

Template "Attendance Sheet Workshop": When planning a workshop, it is important to consider M&E from the beginning. Attendance sheets should be used to monitor and track participation. 

Template "Certificate of Particpation": After having completed a workshop successfully, the participants should get a certificate including contents of the workshop. 

Template "Overview Workshops and other Activities": If you are offering a lot of workshops (or other activities and events) within a year, this monitoring tool will assist you to keeping an overview of your workshops. 

M&E Tools for Workshops
Description

M&E Tools allow to measure and understand outputs and outcomes of certain S4D processes and/or activities in your working context.

  • M&E Tool "Pre/Post Questionnaire for Workshops": Focusing on the knowledge gained in the workshop and/or attitude changes, and the feasibility of the workshop, pre- and post-questionnaires should be handed to workshop participants before and after the workshop.
  • M&E Tool "Extended Post Questionnaire for Coach/Instructor Workshops": If resources or preparation have not allowed assessing participants before the workshop, using an extended post-questionnaire, like this one, will help to gain first insights as well. 

The approach of sport for development (S4D) provides the possibility of covering multiple subjects and allows for greater diversity in creating and managing an event or training activity. Below is a list of supplement information and templates associated with planning, monitoring, managing and evaluating activities/events. 

Guidelines
Description

Guidelines contain helpful recommendation on how to organize and structure certain processes and/or activities in the working area of S4D.

Guideline "S4D Competences as Part of a Training Session": The development of competences of children and youth should be part of each training sessions and at the best part of all training units as presented in the exemplarily guideline. 

Guideline "Planning a Training Session": The guideline was developed by the Regional Programme in Jordan and assists to plan and structure a S4D training session in advance.  

Guideline "Systems to organize Tournaments": The guideline was developed by the Regional Programme, in Jordan, and provides different systems to organize tournaments. 

Guideline "Code of Ethics- Coach-Player": Ethics are the basis of education. Apart from skills and abilities, the aim is to encourage the young people and teach them ethics, which will not only guide the coach but help the team be successful and achieve its aims.

 

Templates
Description

Templates are blank forms and can be used to simplify your working processes in S4D.

Template "Planning and Reviewing Sheet for S4D Training Sessions": If you want to perform a S4D training session with children and youth, the following sheet can assist you to plan, conduct and review a well-structured course.

Template "Attendance Sheet for Training Sessions" (absolute, moderate and minimalist Approach): Looking at the different contexts and circumstances that frame sporting activities, tracking participants is not always easy. But, there are several different approaches that can be used. Ranging from an absolute approach, which provides an abundance of exact and specific details, to a minimalist approach, which provides more estimate and average details.

 

To learn and gain knowledge about the construction, use and maintainace of the sports ground and its equipment, manuals and guidelines including descriptions and tools have been created by the GIZ "Sport for Development in Africa" regional project and its partners to assess these matters.

Sports Grounds
Description

The Knowledge Box contains guidelines, tools and manuals developed by the ‘Sport for Development in Africa’ (S4DA) Regional Project and its partners.

Combining learnings on capacity development for sport for development and on the construction of grassroots sports grounds from 13 African countries the Knowledge Box gives guidance how to create ‘Sports Grounds with Concepts!’.

THE FRAMEWORK - Sports Grounds with Concepts! gives an overview of Sport for Development (S4D) and explores how to assure its sustainable implementation. The framework that is outlined in this introductory section is relevant for all following parts of the knowledge box: it shows how to link the S4D approach to the organisation to obtain sustainability – both in regards to the long term maintenance of sports infrastructure and the regular implementation of S4D-activities.

PART 1 - Sustainable Sports Infrastructure explores the question ‘How to construct, renovate and maintain grassroots sports grounds’. First, it presents a Standard Design Manual for Grassroots Sports Grounds, which guides you through all key questions of constructing sports grounds and proposes an easy-to-implement and cost-efficient standard design. Second, it contains a Maintenance and Repair Manual for Grassroots Sports Grounds, which explains how to extend the life span of sports grounds by keeping them functional and of high quality.

PART 2 - Expanding S4D-Capacities explores the question ‘How to train coaches and instructors, organise S4D-camps and handle sports equipment’. It contains a guideline dedicated to S4D coaches and instructors: their roles, their selection and their qualification. A second guideline introduces S4D-camps as a special format, where coaches can apply their knowledge and children and youth can experience S4D in a concentrated way during several days in a row. Finally, this part explores the purpose and handling of sports equipment and provides tips and tricks for practitioners.

PART 3 - Putting S4D into Practice explores how to promote life skills through sports and gives you an idea how S4D can look like in practice. It contains sport-pedagogical manuals and drillbooks that give suggestions how to prepare and implement S4D-sessions and illustrate specific S4D-exercises.