Collaborative tasks - Physical diversity

Students 

have selected different physical shapes we can find in sport

Accessible on Etwinning here 

Collaborative tasks - Create a cloud of words

Students created together a cloud of words related to Diversity.

It is accessible on Answer Garden here

Accessible on Etwinning here 

Collaborative work - quizz

What body shape is more athletic for you ?

Answer the quiz on Etwinning  here

Results are below

Collaborative work - questionnaire

 Students have answered questions on sports.

Accessible via Etwinning here 

Have a look at the results below or here 

Collaborative work - physical diversities

 Students have expressed their opinion about physical diversities and answered two questions about it
 
-on Etwinning here 

-and on Coggle here 

Sports clubs pledge to introduce diversity

 Washington Post

LONDON — English soccer’s efforts to increase gender and ethnic diversity in coaching and senior leadership positions intensified Tuesday with targets set for recruitment.

The Football Leadership Diversity Code is voluntary but every Premier League club apart from Southampton has already signed up to it.

When men’s professional clubs are hiring new coaches, the English Football Association wants a quarter of the positions to be filled by Black, Asian or mixed-heritage candidates and at least 10% of senior roles. In the professional women’s game, the code envisages half of new hires being female and 15% Black, Asian or mixed-heritage coaches.

Nuno Espirito Santo at Wolverhampton is currently the only Black manager across the 20 Premier League teams.

Away from the field, 15% of the senior leadership of team operation appointments should be Black, Asian or mixed-heritage executives and 30% women.

“If you look at all the positive action programs out there, there isn’t a structure that holds clubs to account,” Paul Elliott, the chair of the FA’s inclusion advisory board, told The Associated Press. “This is just the start. It’s a real solid foundation to build on ... for a diverse and inclusive workforce.

“So I think it’s important also from a coaching perspective, when you speak to the three generations of players that we’ve lost and the current generation that we want one thing — it’s called equal opportunity and to have a role based on meritocracy, not tokenism.”

Elliott has risen to positions of power in football after a playing career in England, Scotland and Italy, including at Chelsea, Aston Villa, Celtic and Pisa.

The code was in part inspired by Manchester City and England forward Raheem Sterling in June calling for more Black, Asian and minority ethnic leaders or coaches in the game. The lack of opportunities for Black coaches was also highlighted by former England striker Jermain Defoe as the sport grappled with inequalities in society highlighted by the Black Lives Matter movement which intensified after the police killing of George Floyd in Minneapolis in May.

“Many discussions were about systemic, structural, institutional racism,” Elliot said. “Raheem Sterling resonated, I thought, when he said publicly when he looks up, he doesn’t see people that look like him. That was a very, very compelling statement and, thereafter, when Jermain Defoe said he’s not sure if he’s going to get qualifications because he doesn’t think he’s going to get any opportunity to get a coaching job. Now, for me, they’re big defining moments when people with such influence are making those statements.”

Clubs abiding by the code should include at least one male and one female Black, Asian or mixed-heritage candidates on shortlists if they meet the specifications required.

“It’s about creating clear processes and transparency that people can apply for jobs and so there is equal opportunity for all,” said Edleen John, co-partner for equality, diversity and inclusion at the FA. “I think it’s fair to say that there are many industries that have really struggled with actually people being hired because of their own personal networks or because of people they know. And I don’t think that football is any different to other industries that have struggled with that challenge.

“This code really helps us to move forward ... this is a really pivotal moment for the world of football. I think it’s a code that brings about change that will be delivered through action and also accountability.”

Southampton said it hasn’t signed up to the code because it is waiting for the Premier League to update its own equality standard.

Greece - The Olympics

Videos

• 2004 ATHENS OLYMPICS
• 1896 Athens summer Olympics

Greece - Feedback

 Have a look at our video about the LTTA in Italty

Greece - BENEFITS OF OUTDOOR SPORTS

Video

• Benefits of outdoor sport

Greece - Doping in sport

Video

• Doping in sport 

France - An e-magazine

An e-magazine 

showing some of our students' work

accessible here or below

A mag created with Madmagz.

LTT in Poland - Bulgarian materials

materials accessible here and here 

LTT in Poland - French materials

French students prepared a video on "doping in sports" here 

LTT in Poland - Greek activity

 Greece has prepared a presentation of the LTT in Poland 

Click here and have a look 

LTTA in Poland - Italian materials

 materials accessible here and here

LTT in Poland - expected activities

YEAR-2 activities

 identify and send to their partners information about their notable traditional national sports, famous sportsmen, sports warm-up techniques
 compare results from the information sent
 send their partners the results of the questionnaire on sports
 study the origins of sports (eg Olympics, football, rugby, tennis, ...)
 write articles about Year -2 project activities to inform local newspapers, future visitors
 set up of exhibitions with photographs, videos,
 after the mobility, make videos for websites (Erasmus+ Results, Common Website, School Websites, Face book page, YouTube)
 after the mobility, write feedbacks and testimonials about their mobility.
 after the mobility, prepare a presentation (slideshows, videos, testimonials) of their trip to Italy for a parents’ evening

C4 – During the final Learning Teaching Training activities meeting in Poland in March 2020, participating students will:
 present activities carried out by their school,
 develop orienteering during participation to cultural treasure hunts in cities, during visits of sports venues (stadium, arena, sports centres, sports competitions, sports companies, …),
 attend and participate to sports lessons at the host partner’s school
 conduct interviews (officials working in centres, companies or arenas visited)
 reflect on sports-related issues during collaborative workshops (doping and cheating)
 create posters with slogans or drawings related to sports-related issues
 practice open-air sports activities together to improve confidence, coordination and achievement when practising water-related, bike-based, climbing-linked sports,
 write feedbacks : diaries (when visiting or travelling), testimonials,

LTTA in Poland - Invitation and agenda

Our last LTT 

was scheduled in Poland

Here is the invitation and the program

x

x

Greek outcomes - Year 1 and Year 2

GREECE

Erasmus+ Sports and Diversity, Year 1

The Greek team carried out the following activities before, during and after the two LTTs in Year 1 of the project.

1. The selection of participants for Year 1 took place based on the following criteria: Interest in participating and commitment to work as part of a group to complete the various tasks that the project involved
2. Detailed reports, both in English and Greek ,presenting the activities that took place during each LTT, posted on the school website.
3. Year 1 participants created two logos for the project and took part in the voting for the project logo:
logo 1
logo 2
4. The participants in the LTT in Italy prepared a video presentation of our school and themselves.
6. The Greek participants in the LTT in Italy completed Appendix 3 Students Form:  
9. The Greek team prepared a presentation about the LTT in Greece after the visit
10. The Greek team completed the Sports Dictionary that participants started creating during the LTT in Greece:  
11. We carried out a selection of participants for Year 2.
12. We set the tasks to the two teams for the LTTs in Year 2: Gender Equality in sports, Doping and the Benefits of Oudoor Sports.
1. The participants in the LTT in Malta prepared an oral presentation to introduce themselves.
2. The participants in the LTT in Malta prepared a PPT on Gender Equality and the Benefits of Sports for Girls for the LTT.
3. The participants in the LTT in Malta created two posters:
poster 1
poster 2
4. The year 2 Erasmus teams wrote articles.
6. The participants in the LTT in Malta prepared a presentation about the LTT after the visit:

 



5. The participants in the LTT in Italy prepared a presentation about the LTT after the visit. 



7. The Greek team prepared the agenda for the LTT in Katerini. 

 8. The Greek team prepared a PPT about the 1896 and the 2004 Olympics and Pyros Dimas for the LTT in Greece.

GREECE, 

Erasmus+ Sports and Diversity, Year 2

 


  5. The Greek participants in the LTT in Malta completed Appendix 3 Students Form: