This project has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.
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A collection of student stories and initiatives about sport.
Case Studies
Students who successfully balanced school and sport.
Initiatives
Best practice to promote sport at schoolThis section offers access to a collection of toolkits to promote sport at school.
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Physical Education Teachers
They are the main point of reference for students at school
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Teachers
Teachers of all subjects can contribute to promote sport at school
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School Directors
Their support is a key element to promote sport at school
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Resources
A database of resources for teachers, PE teachers and school directors for the promotion of sport at school.
Sporting events are organised in each partner country
Sport Events
Access the page with the sport events informationGuidelines for policy makers willing to raise awareness on the importance of promoting sport in schools
Sport and School
Promotion and integration of all sports into curricular activities
Education for Ethical Based Sport
The importance of an ethical approach to sportEvents
The Not Only Fair Play project has been promoted through conferences and articles.
Conferences
The Not Only Fair Play project was presented at a number of events in order to report both activities carried out and the results achieved.
Press Review
The Not Only Fair Play project partnership made contacts with web sites focusing on the fields of sport and education.Partnership
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Contractual Partners
From this section it is possible to access a description of each contractual partner of the Not Only Fair Play project.
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Schools
From this section it is possible to access information about the schools involved in the Not Only Fair Play Project in the 9 European countries involved.
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Associated Partners
A number of associated partners officially joined the project in order to ensure the project sustainability by continuing to use the project deliverables over the next years.
This section of the Not Only Fair Play portal provides administrative information for the project contractual partners and for the European Commission, and is password protected.
Teachers
Homepage > Toolkits > Teachers
Teachers of all subjects can contribute to promote sport at school
How to Use Sport as a Means to Acquire Life Skills, Including Strategies of Communication with Families
A Toolkit for Teacher of All Subjects
2. Promotion, among the teachers of other subjects, of a deep consideration of the development of life skills through Sport at and beyond school
Traditional teaching generally focuses on the transmission of specific contents, but nowadays the aim of an inclusive society involves the increasing acquisition of life skills that should be integrated with the contents of all subjects. Recent studies suggest teaching students through the direct dealing with problems related to reality and making sure they mainly learn through experience and teamwork. Here life skills get back into the game. The EU promotes a wide and comprehensive approach to learning, a complete set of different learning methods and environments, including informal learning.
Many skills can be acquired using sport activities, such as communicating, working in groups etc .The class council, or in any case the working group within the school, could spread this information to promote a deep consideration of the development of life skills through sport.
The goal is a dedicated project in the school organized as follows:
• Planning a skill based cross-curricular learning unit, indicating the life skills as prerequisites or as a requirement to learn during the PE classes
• Giving greater weight to life skills in the assessment stage
• Making the curriculum more flexible
• Planning the operating modes:
1. Suggesting the goals to be pursued (general and specific)
2. Handing out a questionnaire in order to conduct a sociometric analysis
3. Identifying the students (or pairs or small groups) to be entrusted with a practical responsibility, on the basis of the results of the analysis made
4. Using the same strategy in other subjects, exploiting the results of the analysis carried out
Traditional teaching generally focuses on the transmission of specific contents, but nowadays the aim of an inclusive society involves the increasing acquisition of life skills that should be integrated with the contents of all subjects. Recent studies suggest teaching students through the direct dealing with problems related to reality and making sure they mainly learn through experience and teamwork. Here life skills get back into the game. The EU promotes a wide and comprehensive approach to learning, a complete set of different learning methods and environments, including informal learning.
Many skills can be acquired using sport activities, such as communicating, working in groups etc .The class council, or in any case the working group within the school, could spread this information to promote a deep consideration of the development of life skills through sport.
The goal is a dedicated project in the school organized as follows:
• Planning a skill based cross-curricular learning unit, indicating the life skills as prerequisites or as a requirement to learn during the PE classes
• Giving greater weight to life skills in the assessment stage
• Making the curriculum more flexible
• Planning the operating modes:
1. Suggesting the goals to be pursued (general and specific)
2. Handing out a questionnaire in order to conduct a sociometric analysis
3. Identifying the students (or pairs or small groups) to be entrusted with a practical responsibility, on the basis of the results of the analysis made
4. Using the same strategy in other subjects, exploiting the results of the analysis carried out
Many skills can be acquired using sport activities, such as communicating, working in groups etc .The class council, or in any case the working group within the school, could spread this information to promote a deep consideration of the development of life skills through sport.
The goal is a dedicated project in the school organized as follows:
• Planning a skill based cross-curricular learning unit, indicating the life skills as prerequisites or as a requirement to learn during the PE classes
• Giving greater weight to life skills in the assessment stage
• Making the curriculum more flexible
• Planning the operating modes:
1. Suggesting the goals to be pursued (general and specific)
2. Handing out a questionnaire in order to conduct a sociometric analysis
3. Identifying the students (or pairs or small groups) to be entrusted with a practical responsibility, on the basis of the results of the analysis made
4. Using the same strategy in other subjects, exploiting the results of the analysis carried out
Traditional teaching generally focuses on the transmission of specific contents, but nowadays the aim of an inclusive society involves the increasing acquisition of life skills that should be integrated with the contents of all subjects. Recent studies suggest teaching students through the direct dealing with problems related to reality and making sure they mainly learn through experience and teamwork. Here life skills get back into the game. The EU promotes a wide and comprehensive approach to learning, a complete set of different learning methods and environments, including informal learning.
Many skills can be acquired using sport activities, such as communicating, working in groups etc .The class council, or in any case the working group within the school, could spread this information to promote a deep consideration of the development of life skills through sport.
The goal is a dedicated project in the school organized as follows:
• Planning a skill based cross-curricular learning unit, indicating the life skills as prerequisites or as a requirement to learn during the PE classes
• Giving greater weight to life skills in the assessment stage
• Making the curriculum more flexible
• Planning the operating modes:
1. Suggesting the goals to be pursued (general and specific)
2. Handing out a questionnaire in order to conduct a sociometric analysis
3. Identifying the students (or pairs or small groups) to be entrusted with a practical responsibility, on the basis of the results of the analysis made
4. Using the same strategy in other subjects, exploiting the results of the analysis carried out
Learning Objective
- Collect and examine the best practices in order to develop life skills
- Identify current practices for integrating life skills into teaching
- Enhance the sharing of experience
- Identify current practices for integrating life skills into teaching
- Enhance the sharing of experience
Online Resources
- Integrating Life Skills in Education and Training: Findings from the Asia-PacificThis website contains some data concerning the types of challenges in integrating life skills in policies and practices.
- Key skills for lifelong learningRecommendation of the European Parliament and of the Council on key competences for lifelong learning. The link is available only in Italian
