fifa 11 for health...the ‘fifa 11 for health’ programme is designed to be fun, but it is also...

FIFA 11 FOR HEALTHCOACH’S M A n uA l

FIFA 11 FOR HEALTH

COACH’S MAnuAl

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PrefACe

“EVERYONE SHOULD HAVE THE RIGHT TO EXPECT A HEALTHY LIFE”

The fIfA Medical Committee established f-MArC (the fIfA Medical Assessment and research Cen-tre) as an academic body to study medical issues within and around the game of football.

f-MArC has embraced the challenge through its stated goals:

✓ to protect the health of female and male football players of all skill levels, ✓ to promote football as a safe and healthy leisure activity that contributes towards im-proving the health of the general population. everyone should have the right to expect a healthy life.

We must, therefore, continue to concentrate on ways of preventing people, especially children, from falling ill. Although most people under-stand that exercise improves physical fitness, it is less well known that exercise is also beneficial for preventing and treating major health threats such as obesity, diabetes, heart disease and some forms of cancer. We are convinced that we can use football’s enormous potential to further increase the awareness and prevention of disease – and at a low cost. fIfA therefore seeks to position football as a simple, enjoyable way of exercising while, at the same time, helping to tackle disease by using the structure of the foot-ball family as a way of spreading simple, effec-tive health messages that could help to protect people from infectious diseases such as AIDS, tuberculosis and malaria.

f-MArC therefore developed the “fIfA 11 for Health” programme, which aims to provide school-based health education in a football set-ting for children. The programme started on the African continent, and the results clearly showed that the programme was an effective way of increasing schoolchildren’s knowledge and awareness of health issues on other continents, too. This programme forms part of fIfA’s medical legacy to Africa from the 2010 fIfA World Cup South Africa™ and to latin America from the 2014 fIfA World Cup Brazil™.

fIfA, together with its member associations and the national governments concerned, has implemented the programme in more than 23 countries in Africa, latin America, the Carib-bean, Asia and Oceania, and further countries have expressed their interest in implementing the programme.

Prof. Jiří Dvořák fIfA Chief Medical Officer Chairman of f-MArC

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TABle Of COnTenT

INTRODUCTION 4

‘football for Health’ and the ‘fIfA 11 for Health’ programme 4

Coaches’ agreement 4

What makes a good ‘fIfA 11 for Health’ coach? 5

Terms used in the ‘fIfA 11 for Health’ programme 6

Praise and Praise Circles 6

‘fIfA 11 for Health’ activity checklist 7

OVERVIEw OF THE ‘FIFA 11 FOR HEALTH’ mESSAGES 8

GENERAL STRUCTURE OF ‘FIFA 11 FOR HEALTH’ SESSIONS 9

Play football 9

Play fair 9

wARmING UP (‘FIFA 11+’) 10

SESSION 1 12 Play Football: Warming up 13 Play Fair: Play football 14

SESSION 2 16 Play Football: Passing 17 Play Fair: respect girls and women 18 Respect girls and women: Information Sheet 20

SESSION 3 22 Play Football: Heading 23 Play Fair: Protect yourself from HIV and STDs 24 HIV: Information Sheet 26

SESSION 4 28 Play Football: Dribbling 29 Play Fair: Avoid drugs, alcohol and tobacco 30 Drugs, alcohol and tobacco: Information Sheet 32

SESSION 5 34 Play Football: Controlling 35 Play Fair: Control your weight 36 weight control: Information Sheet 38

SESSION 6 40 Play Football: Defending 41 Play Fair: Wash your hands 42 Sanitation: Information Sheet 44

SESSION 7 46 Play Football: Trapping 47 Play Fair: Drink clean water 48 water and health: Information Sheet 50

SESSION 8 52 Play Football: Building fitness 53 Play Fair: eat a balanced diet 54 Nutrition: Information Sheet 56

SESSION 9 58 Play Football: Shooting 59 Play Fair: Get vaccinated 60 Vaccination: Information Sheet 63

SESSION 10 64 Play Football: Goalkeeping 65 Play Fair: Take your prescribed medication 66 medicine: Information Sheet 69

SESSION 11 70 Play Football: Teamwork 71 Play Fair: fair Play 72

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‘FOOTbALL FOR HEALTH’ AND THE ‘FIFA 11 FOR HEALTH’ PROGRAmmE

‘football for Health’ encompasses the fédéra-tion Internationale de football Association (fIfA) philosophy that football is a health-enhancing activity for all people of all ages. The ‘fIfA 11 for Health’ programme is a series of football-based sessions aimed at encouraging physical activity and educating children about healthy behaviours related to some of the world’s health problems. fIfA is responsible for the organisa-tion and governance of football worldwide: it is most well known for organising the various men’s and women’s fIfA World Cups ™. fIfA’s Medical Assessment and research Centre (f-MArC) was established in 1994; it is an independent research body within fIfA that brings together international experts in football medicine and related subjects. f-MArC’s mis-sion is to protect the health of female and male footballers of all ages and all levels of skill and to promote football as a health-enhancing lei-sure activity (www.fifa.com).

The ‘fIfA 11 for Health’ programme is com-prised of eleven, 90-minute sessions: each session comprises two 45-minute halves. The first half is called ‘Play football’ and focuses on teaching young people skills related to a specific aspect of football. The second half is called ‘Play fair’ and focuses on teaching young people about a particular health issue and helping them to learn healthy behaviours. The ‘fIfA 11 for Health’ programme was first evaluated in research studies in Mauritius, South Africa and Zimbabwe in 2009 and 2010.

Coaches, who are recruited and trained lo-cally, normally present the ‘fIfA 11 for Health’ programme in mixed-gender pairs to groups of 20 to 25 children. The programme was designed so that it could be delivered in or out of school-time, depending on the local situation and resources available. The effectiveness of the programme can be evaluated using a standard health knowledge questionnaire before and after the programme is delivered. Coaches also record the children’s attendance at each session to assess compliance with the programme.

COACHES’ AGREEmENT

The ‘fIfA 11 for Health’ programme is designed to be fun, but it is also intended to be a serious health education programme. Presenting the ‘fIfA 11 for Health’ programme gives coaches the opportunity to help young people in their country to live healthy lives. Before becoming a ‘fIfA 11 for Health’ coach, it is important to recognise that coaches will be role models for the children in their community.

All ‘fIfA 11 for Health’ coaches are expected to: ✓ respect the ‘fIfA 11 for Health’ programme and its objectives. ✓ respect other ‘fIfA 11 for Health’ coaches, especially when working together. ✓ respect children’s ideas, beliefs and attitudes. ✓ Communicate openly and freely with other ‘fIfA 11 for Health’ coaches. ✓ Be on time for all meetings and programmes. ✓ Be prepared for sessions. ✓ Be a role model to the children they teach.

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wHAT mAkES A GOOD ‘FIFA 11 FOR HEALTH’ COACH?

1. be prepared. Prepare for sessions by read-ing the general guidance included in the ‘fIfA 11 for Health’ activity checklist and the specific information given in the session guidance. Gather materials that you need for the session (be creative if you do not have the correct materials), and find out answers to questions you were not able to answer in the previous session.

2. be exciting. Children will be twice as emo-tional as you are. If you are exciting, they will be twice as excited. If you are boring, they will be twice as bored.

3. be an elephant. elephants have big ears and small mouths: follow their example. A good facilitator only speaks for about 10% of the time; asks questions; gives children time to answer the questions; and listens to what they have to say.

4. be neutral. Do not impose your personal values on the children, allow them to share their values with others.

5. be seen. If the children cannot see you they will probably lose interest. Maintain eye contact when you are talking with the children. If you are outside, make sure the sun is behind the children and in your eyes: not the other way around.

6. be heard. If the children cannot hear you they will also lose interest. Make sure the children hear your voice clearly otherwise you will not get the messages across to them.

7. be honest. Answer all the children’s ques-tions honestly. If you do not know the answer to a question, say you do not know, but tell the children you will do everything possible to find out the answer by the next session.

8. be at the same level as the children. re-member who your audience is and put your-self in their position. Try to understand their problems and concerns. Do not use words that the children will not know or under-stand and, if necessary, translate words and messages into the local language. When discussing sensitive issues, such as sex, allow children to laugh or make comments about the words used. That way, they are more likely to talk about the issues.

9. be gender-sensitive. Sports often tend to be dominated by boys, but football and the ‘fIfA 11 for Health’ programme are for everyone, so do not discriminate against girls in mixed gender activity groups. Girls can learn just as much as boys if they are encouraged to participate actively and it is just as important for girls to be physically active as it is for boys.

10. be positive. Keep sessions positive to maintain children’s energy levels and create a good environment for learning. Give lots of praise to all children.

11. be a role model. Always believe what you teach and always practise what you preach in the ‘fIfA 11 for Health’ programme.

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TERmS USED IN THE ‘FIFA 11 FOR HEALTH’ PROGRAmmE

The ‘fIfA 11 for Health’ curriculum contains some words or phrases that might be new to you and to the children.

kilo is used as a group celebration lead by the coach when a child or the whole group does something well. It is used as a way of praising an individual or the whole group. During each Play fair session, a new Kilo will be introduced that relates to the session’s health message.

Yebo is used instead of saying “yes”; it is the Zulu word for ‘yes’.

Nebo is used instead of saying “no”.

Praise is used to recognise and congratulate someone by letting him / her know that they did something well. Throughout the programme, you should always look for ways to praise your children for their participation and commitment to the programme. This will help the children identify their strengths. refer to the section on ‘Praise and Praise Circles’ to learn more about how to deliver praise well.

Hazard is a danger, something that can harm you. for example a dangerous animal.

Consequence is a result or outcome. When related to hazards, consequences are usually negative. for example, a possible consequence of meeting a dangerous animal is an injury or even death.

Risk is the likelihood that the consequences will occur as a result of a person’s exposure to a hazard.

Role model is a person thought of by others as someone to look up to; especially an example for children to copy.

Cones are used in Play fair games to identify

hazards or activities that will damage health and therefore they represent things that should be avoided.

mini-goals are used in Play fair games to iden-tify substances or activities that are beneficial for health and therefore they represent things that should be achieved.

PRAISE AND PRAISE CIRCLES

Praise is recognising someone’s accomplish-ments and congratulating him / her for his / her actions. Praise from a peer, teacher or coach is important in building children’s confidence. Praise helps a child to identify their strengths and build their self-esteem.

At the end of each ‘fIfA 11 for Health’ session, ‘Praise Partners’ should get together briefly to praise each other’s performance. You will also have the opportunity to give praise to your children. A Kilo is a good way to give instant praise for positive behaviour, answering ques-tions, completing an activity, learning a new word, etc. Sometimes you may want to praise the whole group as well as individual children. To give good praise, you should:

✓ Be specific. Tell someone exactly what he / she did well that day and how it made you feel. ✓ Make eye contact with the person you are praising. ✓ Mean what you say.

Example: “You showed great persistence today. You couldn’t kick the ball correctly the first time, but you kept trying and I was pleased when you eventually managed to kick it cor-rectly.”

The more you practise giving praise, the better you will get at giving praise. You will have the opportunity to give praise at the end of every session during the ‘Praise Circle’.

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‘FIFA 11 FOR HEALTH’ ACTIVITY CHECkLIST

This checklist will help coaches prepare for and deliver the ‘fIfA 11 for Health’ sessions effec-tively.

before the sessionAT HOMe

✓ read and work through each activity ready for the next session. Pay special attention to the requirements of the games and the key health messages. ✓ Practise translating important words into the local language. ✓ read the Information Sheet for the session and find additional information that relates specifically to the local situation. ✓ Prepare programme materials.

AT THe SeSSIOn SITe ✓ If possible, arrive 10 minutes before the ses-sion to give adequate time to prepare. ✓ Set up the session space (e.g. cones, balls, Activity Cards, etc.). ✓ Activity areas are given as guidance, you may need to vary the size if space is limited. ✓ When presenting sessions with another coach, agree the roles and responsibilities of each coach for each activity.

During the sessionInTrODuCTIOn

✓ Clearly state the name of the activities.

DurInG THe ACTIVITY – follow each step of the activity as described in the Manual:

✓ Give instructions – explain how to carry out the activity. – Demonstrate how to play the games. – Ask children if they have any questions and be sure to answer their questions.

✓ Play – repeat and add additional instructions, if required. – Give praise and advice to children as they play.

✓ Ask questions linking the football activity to real life and the session’s health message to get the health messages across to the children clearly. ✓ Deliver the key health messages presented in the Manual and make sure the children understand the health messages (use local language if necessary). ✓ lead a Praise Circle; add your own comments to the group to support the individual com-ments made by the partners to each other. ✓ Make sure children know what is expected of them for the next session by telling them the date and time of the next session and restating the Play football and Play fair home assignments.

After the session ✓ review the strengths and weaknesses of the session presentation to improve the presenta-tion of subsequent sessions.

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SessionPlay Football (football theme)

Play Fair (health message)

1 Warming up Play football

2 Passing respect girls and women

3 Heading Protect yourself from HIV and STDs

4 Dribbling Avoid drugs, alcohol and tobacco

5 Controlling Control your weight

6 Defending Wash your hands

7 Trapping Drink clean water

8 Building fitness eat a balanced diet

9 Shooting Get vaccinated

10 Goalkeeping Take your prescribed medication

11 Teamwork fair Play

OVerVIeW Of THe ‘FIFA 11 FOR HEALTH’ MeSSAGeS

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PLAY FOOTbALL

PLAY FOOTbALL REVIEw 5 min

Pose a few questions to the children to review quickly the key aspects of the previous week’s Play football section.

ASSIGN PRAISE PARTNERS 2 min

Where appropriate separate children into mixed-gender Praise Partners during the sessions. These partners should preferably be changed every ses-sion but they can be maintained throughout the whole programme if changing them each week becomes too time-consuming.

wARmING UP 10 min

Children complete the warming up exercises to prepare for the session.

FOOTbALL SkILL 25 min

A different football skill is taught each session. The game used in the session is aimed at im-proving the children’s ability in the football skill. Coaches demonstrate the football skill and the children implement it during the game.

PLAY FOOTbALL ASSIGNmENT 3 min

A football-based home assignment is presented to encourage the children to further develop the football skill they have been taught in the session.

HALF TImE PERIOD 2 to 3 min

The coaches should complete the attendance monitoring record during this period and pre-pare the field for the Play fair section.

PLAY FAIR

PLAY FAIR REVIEw 4 min

Children report on their experiences completing the previous week’s Play fair home assignment.

kNOw YOUR HEALTH FACT AND kILO 2 min

Coaches introduce the session’s health issue; present an important fact about the health is-sue; and teach a new Kilo for the session.

ACTIVITY 20 min

usually a football-based activity to build knowl-edge and encourage positive healthy behaviours related to the session’s health issue.

DISCUSSION 10 min

Present questions that allow the children to reflect on the activity and the health issue; talk about real-life situations and provide examples.

SUmmARISE THE kEY HEALTH mESSAGES 3 min

The coaches should clearly summarise the key health messages that have been taught in the session.

PLAY FAIR ASSIGNmENT 2 min

A home assignment is presented to encourage the children to develop their knowledge about the health issue further.

PRAISE CIRCLE AND FINAL wHISTLE 4 min

Partners praise each other on positive actions and attitudes shown during the session.

GenerAl STruCTure Of ‘FIFA 11 FOR HEALTH’ SeSSIOnS

WArMInG uP (‘fIfA 11+’) | 1110 | WArMInG uP (‘fIfA 11+’)

The ‘warming up’ session uses 5 of the exer-cises taken from the f-MArC injury prevention programme ‘fIfA 11+’. Warming up exercises, which introduce children to the important issue of correct preparation before physical activity, are introduced in Session 1 and are then used to prepare the children at the start of each of the subsequent sessions. Warming up correctly also helps to prevent injuries and improve perfor-mance.

Coaches should demonstrate and teach the chil-dren each of the warming up exercises correctly during Session 1 and focus on correct posture during the exercises, including leg alignment, knee-over-toe position and soft landings:

1. Running – circling partners

✓ Set up five pairs of cones in parallel lines; ide-ally, the parallel lines should be ~10 metres apart and the distance between cone-pairs

should be ~5 metres. ✓ Jog forwards in pairs to the first cone. ✓ Shuffle sideways at a 90-degree angle to-wards your partner, shuffle an entire circle around one other (without changing the direction you are looking) and shuffle back to the first cone. ✓ During this aspect of the exercise, bend your hips and knees slightly and carry your body weight on the balls of your feet; do not let your knees buckle inwards. ✓ Jog to the next cone and repeat the exercise. ✓ When you have finished the course, jog back.

2. Front bench – static

✓ lie on your front. ✓ Support your upper body with your forearms and feet; ensure your elbows are under your shoulders. ✓ lift your upper body, pelvis and legs until your body forms a straight line from head to feet. ✓ Hold this position for 20 seconds and then lower your body back to the ground. ✓ repeat this exercise once more. ✓ Beginners may need to start by holding the position for just 5 seconds and building up to 20 seconds over several sessions.

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3. balance – single leg

✓ Stand on one leg with the knee and hip slightly bent: keep the hip, knee and foot of the standing leg in a straight line. ✓ Hold this position for 30 seconds then repeat the same exercise on the other leg. ✓ repeat this sequence once more. ✓ As a variation, the exercise can also be com-pleted while holding a football.

4. Jumps – vertical

✓ Stand with feet hip-width apart with hands on hips. ✓ Slowly bend hips, knees and ankles until the knees are flexed to 90 degrees. lean upper

body forwards; hold the position for 1 sec-ond; then jump as high as possible, straight-ening the body at the same time. repeat this for 30 seconds. (It is important to jump off both feet and to land gently on the balls of both feet.) ✓ repeat this sequence once more.

5. Running

✓ run approximately halfway along the line of cones at 75% of maximum speed and then jog the rest of the way. Jog easily back to the starting point. ✓ During the exercise, keep your upper body straight; your hip, knee and foot aligned, and do not let your knees buckle inwards.

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SESSION 1 Play Football: Warming upPlay Fair: Play football

SESSION GOALS

✓ exercise is an essential activity for children to undertake in order to stay healthy. ✓ To show that football is an excellent form of exercise. ✓ To demonstrate how to warm up before playing football.

mATERIALS

✓ Coach’s Manual ✓ Whistle ✓ Stopwatch ✓ footballs ✓ Cones ✓ Bibs

PREPARATION AND COACH’S TIPS

✓ This is your first session, so preparation is essential to ensure the children enjoy the session and want to come back for the next one. ✓ If possible, set up the activity area before the start of the session to avoid losing session time. ✓ remember to praise your children during the session. ✓ In this session, it is important that the children learn how to complete the warming up exercises correctly, as they will repeat these in each of the subsequent sessions. Make sure you are familiar with the warming up exercises before the session begins. ✓ In this first session, it is important to raise the children’s interest in the programme. emphasise the importance of physical activity for a healthy lifestyle.

SESSION TImETAbLE

Play Football Duration

Introduction 5 min

Assign Praise Partners 2 min

football skill – warming up 35 min

Play football assignment 3 min

Halftime 2 – 3 min

Play Fair Duration

Introduction 4 min

Know your health fact and Kilo 2 min

football is a healthy activity 20 min

Discussion 10 min

Summarise key health messages 3 min

Play fair assignment 2 min

Praise Circle 4 min

Close of session

Play Football

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SESSION 1 PLAY FOOTbALL: WArMInG uP

INTRODUCTION 5 min

✓ explain to the children that ‘fIfA 11 for Health’ is an 11-week programme where they can learn football skills and how to lead a healthy lifestyle. ✓ each ‘fIfA 11 for Health’ session has two 45-minute halves, just like a football match. The first half is called ‘Play football’ and the second half is called ‘Play fair’. ✓ In the ‘Play football’ sections they will learn a new football skill each session to make them better footballers.


✓ Arrange children into ‘Praise Partners’ (prefer-ably mixed gender). ✓ explain that at the beginning of each session children will be paired with a praise partner; these partners will observe and comment on how well each other performed during the session.

FOOTbALL SkILL: wARmING UP 35 min

✓ explain that at the beginning of each Play football session, the children will warm up with five exercises taken from ‘fIfA 11+’. These exercises will help the children to pre-pare to play football and reduce their chances of getting injured while playing. ✓ Demonstrate and explain the warm up exercises to the children in this session so that they learn how to do the exercises cor-rectly ready for the other sessions. refer to the ‘Warming up’ section of the Manual for detailed instructions on the exercises. ✓ It is important that the children learn the cor-rect way to do the exercises, as they will use them at the start of every football session.


✓ explain that during each Play football session, children will be given a Play football home assignment: this is a fun way to practise what they learn during the sessions so they become better footballers. ✓ The home assignment for this session is to practise the warming up exercises each day until the next session.


Coach should complete the attendance record for the session.

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INTRODUCTION 4 min

✓ explain that during the second half of each ‘fIfA 11 for Health’ session some important messages about a health hazard / issue will be introduced. In the Play fair section of the programme, you will explain ways of avoiding the potential consequences of these health hazards to increase the children’s chances of staying healthy.


✓ explain that during each Play fair session you will present a ‘Know your health fact’ about a health issue. ✓ for this session: Vigorous exercise for at least 30 minutes a day helps to prevent heart disease, obesity, diabetes and many other dis-eases; to give you more energy and to sleep better at night; and helps you to study better at school. After vigorous exercise you should be slightly out of breath for a short time. football is an excellent form of exercise.

kilo ✓ explain that a Kilo is a fun way to celebrate events during a session. ✓ Demonstrate the Kilo to the children and practise with them:

✓ Clap your hands Clap-clap. Clap-clap-clap, and shout “Play football”.

ACTIVITY 20 min

✓ Divide the children into 4 equal ability teams. If you have both boys and girls, try to have equal numbers in each team. ✓ Set up 2 small football pitches, using cones to make goals at each end of the pitch. Assign 1 coach to referee / control each game. encour-age the children to play and enjoy a football game for 10 minutes. ✓ Arrange for different teams to play each other in a short 5-minute game.

DISCUSSION 10 min

Ask the children questions about exercising, such as:

✓ How did you feel after playing football? (Out of breath, tired, legs ached). ✓ Why is exercise good for you? (Improves blood pressure, helps control weight). ✓ Is it okay for boys and girls to play football?


✓ exercising vigorously for at least 30 minutes a day will help you to stay healthy. ✓ Playing football is a good way to exercise.

SESSION 1 PLAY FAIR: PlAY fOOTBAll

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✓ each session, children will be given a Play fair home assignment. ✓ The home assignment for this session is to exercise for 30 mins / day.


✓ explain that at the end of each Play fair session children will praise their partner on positive actions and attitudes. explain how to praise. refer to the ‘Praise and Praise Circles’ section of the Manual for detailed instruc-tions.

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SESSION 2 Play Football: PassingPlay Fair: respect girls and women

SESSION GOALS

✓ To learn how to make good passes to support your teammates. ✓ To talk about why boys and men should be teammates with girls and women and sup-port them throughout life.

mATERIALS

✓ Coach’s Manual ✓ Whistle ✓ Stopwatch ✓ footballs ✓ Cones ✓ Bibs


✓ If possible, set up the activity area before the start of the session.

✓ This will be the first session where the children use the warming up exercises; watch to see that the children are doing the exercises cor-rectly, if not show them again how to do the exercises correctly.

✓ read the Information Sheet before the session.

SESSION TImETAbLE


Session 1 review 5 min


Warming up 10 min

football skill 25 min



Play Fair Duration



Activity 20 min

Discussion 10 min



Praise Circle 4 min

Close of session

10 metres

10 metres

Play Football

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SESSION 2 PLAY FOOTbALL: PASSInG

SESSION 1 PLAY FOOTbALL REVIEw 5 min

The Play football assignment was to practise the warming up exercises every day.

✓ How many times did you practise the warm-ing up exercises? ✓ Who did you practise with? Did you teach the exercises to anyone? ✓ When is a good time to do warming up exer-cises? (Before you play football). ✓ Is it easier for girls or boys to complete the warming up exercises?


✓ Arrange Praise Partners. wARmING UP 10 min

✓ Complete the warm-up session.


✓ Show children how to make a pass using the inside of the foot.

✓ face the target with the planted foot also pointed towards the target. ✓ Swing the other foot through the ball, hit-ting the centre of the ball with the inside part of the foot.

✓ Prepare 2 squares with 10m sides, using 4 cones. ✓ Divide children into 2 groups with 1 coach assigned to each group (make sure Praise Partners are in the same group).

✓ Instruct children in each group to stand in lines behind the 4 cones in about equal num-bers with the first child at each cone standing in front of the cone. ✓ explain the rules of the exercise:

✓ each player passes the ball to the player at the cone to his / her left. ✓ After making a pass, run to the end of the line at the cone you passed to. ✓ The player receiving the ball should make 1 or 2 touches on the ball to control it and then make a pass to the player at the cone to his / her left and so on around the square until everyone has passed the ball at least 3 times. ✓ Take your time to make a good pass.

✓ repeat the exercise with the players using their weaker foot to pass the ball.


✓ Pair up with your brother, sister or friend at home and see how many passes you can make to each other without losing control of the ball. ✓ If you practise on your own, pass the ball against a wall so it bounces back to you each time you pass the ball.



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SESSION 1 PLAY FAIR REVIEw 4 min

The Play fair assignment was to complete 30 minutes exercise each day.

✓ How many days did you exercise and what exercises did you do? ✓ Did you feel tired after exercising? Why? ✓ What did your friends and family think about you exercising each day?


✓ Globally, six out of every ten women experi-ence physical and/or sexual violence in their lifetime: most violence against women comes from a male partner.

kilo ✓ In Play football, we learned how to work to-gether by passing the ball to our teammates. In Play fair, we are going to learn ways boys and girls can work together as teammates. ✓ Clap-clap. Clap-clap-clap, then children clasp their hands together and say “respect”.

ACTIVITY 20 min

✓ Divide the children into 2 teams with the players in each team forming pairs by holding hands. In mixed gender groups have 1 boy + 1 girl in each pair. ✓ Set up a football pitch, using cones to make goals at each end of the pitch. ✓ The rules of the game are:

✓ The 2 players forming a pair must hold hands at all times. Pairs of children on the same team pass the ball to each other to try to score in the other team’s goal.

Goalkeepers are not allowed in this game and players are not allowed to make body contact with other players. ✓ In the first stage of the game, partners and pairs are not allowed to talk to each other. Play the game for 5-10 minutes. ✓ In the second stage of the game, partners and pairs should talk to each other so they work together as a team to achieve the best result. Play the game for 5-10 minutes.

DISCUSSION 10 min

✓ Ask the children questions about communica-tion and respect.

✓ Why is it important to talk to each other? (to understand each other; to avoid mis-understanding; to make friends; to make smarter decisions). ✓ Why should you listen to and respect your partner’s opinion and decisions? (You want to be treated the same, e.g. that your partner listens to you and respects your opinions and decisions). ✓ How do men and boys sometimes disre-spect women and girls? (rape, violence, verbal abuse, neglect, discrimination, etc.). ✓ How can we stand up for women and girls to prevent abuse and disrespect? (listen to women and girls as equals; respect their decisions; report any form of violence or abuse to someone you trust). ✓ What can you do if you or someone you know is the victim of rape or violence? (Tell an adult you trust, like a coach, teacher, or school counsellor).

SESSION 2 PLAY FAIR: reSPeCT GIrlS AnD WOMen

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✓ Boys and girls should listen to each other and respect each other. ✓ When communicating with someone of the opposite gender, do not just talk, listen to what they have to say as well. ✓ In life, we should stand up for girls and women at all times.


✓ Talk to someone of the opposite gender for at least 10 minutes: try to listen to what they have to say rather than you talking too much.


✓ Children praise their partner on positive ac-tions and attitudes.

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VIOLENCE AGAINST GIRLS AND wOmEN AND ITS RELATIONSHIP wITH HEALTH

Violence and discrimination against girls and women exist in many societies. Ideas about men’s and women’s positions in these societies are taught to children at an early age and they become difficult to change in later life. Because of discrimination, girls and women in many countries are deprived of education and health care. A united nations’ report said that gender-based violence constituted a risk for hundreds of millions of girls and women around the world throughout their lives. Gender-based vio-lence includes rape, physical and mental abuse, mutilation, ‘honour killings’ and trafficking in women. Gender-based violence is recognised as a major public health concern in many countries and it is also a violation of girls’ and women’s human rights. The problem is worst in parts of Asia and Africa.

DOmESTIC VIOLENCE

Many cultures condone or at least tolerate a certain amount of violence against women in the home. In parts of Africa and Asia, husbands are seen to have a right to discipline their wives as they see fit. unfortunately, this behaviour has become so ingrained in these societies that the women themselves often accept a certain level of physical abuse as being justified. The ratio-nale for violence in these societies comes from views about the roles and responsibilities of men and women. These views include women not obeying their husbands, talking back, refus-ing sex, not having food ready on time, failing

to care for their children, or going out of the house without permission.

SEXUAL AbUSE

In South Africa, the incidence of rape is thought to be the highest in the world. forced or un-protected sex puts women at risk of acquir-ing sexually transmitted diseases, including HIV / AIDS. up to 30 per cent of women raped in the united States develop sexually transmit-ted diseases as a result of the attack. Physical and sexual abuse also increases women’s risk of sustaining injuries and illnesses. Women who are abused are at risk of repeated and un-wanted pregnancy, consequently many abused women arrange for abortions. Violence has also been linked with an increased risk of miscar-riages, premature labour, foetal distress and low birth weight.

‘HONOUR’ kILLINGS

Possibly 5,000 women and girls are murdered every year by a member of their own family for bringing ‘dishonour’ to their family; sometimes, even because they had been raped. Killings of this type are reported in Asia, Africa and South America. The practice of ‘honour killings’ is most prevalent in, but not limited to, Muslim societies even though there is no religious basis to the practice.

mUTILATION

Many societies in Africa and Asia practise mutilation of the female genitals. It has been estimated that ~2 million girls and women are at risk each year. About 25 to 30 countries in

SESSION 2 RESPECT GIRLS AND wOmEN: Information Sheet

SeSSIOn 2: PlAY fAIr: reSPeCT GIrlS AnD WOMen | 21

Africa practise female mutilation: the prevalence of this practice in these countries ranges from 5 to 98%. This violation of girls’ and young women’s human rights is based on a belief that female sexuality must be controlled, and the virginity of young girls preserved until marriage. Genital mutilation is nearly always carried out in unsanitary conditions without anaesthetic; the practice is therefore very painful and often results in infections and in severe cases death.

22 SeSSIOn 3: PlAY fOOTBAll: HeADInG | 23

SESSION GOALS

✓ To learn how to use your head to score goals and to play defence. ✓ To learn to use your head to make smart deci-sions to protect yourself from HIV / AIDS.

mATERIALS

✓ Coach’s Manual ✓ Whistle ✓ Stopwatch ✓ footballs ✓ Cones ✓ Activity Cards ABSTAIn; Be fAITHful; uSe COnDOMS


✓ read the Information Sheet before the session. ✓ let children know that people with HIV are normal people who have contracted a virus.

SESSION TImETAbLE




Warming up 10 min




Play Fair Duration



Activity 20 min

Discussion 10 min



Praise Circle 4 min

Close of session

SESSION 3 Play Football: HeadingPlay Fair: Protect yourself from HIV and STDs

Play Fair

ABSTAIn

Be fAITHful

uSe COnDOMS

SeSSIOn 3: PlAY fOOTBAll: HeADInG | 23


The Play football assignment was to practise passing the ball.

✓ What was the maximum number of passes you made without losing control? ✓ Who did you practise passing the ball with? ✓ Did you find it easier to practise with a team-mate or to practise alone?





✓ nOTe: children should remove glasses (if worn) during this exercise. ✓ Coaches should then instruct children how to head the ball correctly:

✓ Place one foot slightly in front of the other; knees slightly bent; body leaning slightly back; arms forwards; and eyes focussed on the ball. ✓ Keep eyes open; watch the ball and make contact with the forehead. ✓ Make head contact with the top half of the ball to head it downwards and the bottom half to head it upwards. ensure the head continues to move through the ball towards the target to achieve a more powerful header. ✓ Children should practise heading the ball in small groups with their Praise Partners (4-6 children).

✓ Divide children into 2 groups with 1 coach assigned to each group; instruct the children to form 2 circles. ✓ explain the rules of the game:

✓ A coach stands in the middle of each circle and throws the ball in the air to the children and shouts either “attack” or “defend”. ✓ When the coach shouts “attack”, the ball should be headed downwards back to-wards the coach’s feet; when the shout is “defend”, the ball should be headed back over the coach’s head.

✓ If the child makes a mistake or misses the ball, they must sit down; continue the game until there is just one person left. ✓ repeat the game as many times as you can within the time available.


✓ Pair up with your brother, sister or friend at home and play ‘attack and defend’. If you are good at heading a ball, try heading the ball against a high wall or with a friend and try to keep the ball off the ground as long as possible.



SESSION 3 PLAY FOOTbALL: HeADInG

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The Play fair assignment was to talk to someone of the opposite gender for at least 10 minutes.

✓ Who did you talk to? ✓ What did you talk about? ✓ How easy was it for you to talk to someone of the opposite gender?


✓ World-wide, HIV/AIDS causes more deaths than any other infectious disease.

kilo ✓ In Play football, we learned how to use our heads to attack and defend. We should also use our heads to make smart decisions to protect ourselves from HIV / AIDS and other sexually transmitted diseases (STD). learn and use the ‘ABC’:

✓ Abstain from sex; be faithful to one partner; Use Condoms every time you have sex.

✓ The children spell out A-B-C with their arms and bodies calling out “A – Abstain; b – be faithful; C – Use a condom: be safe”.

ACTIVITY 20 min

✓ explain that avoiding sexually transmitted diseases requires partners to work together. This game demonstrates how the best results are obtained when you work together.

✓ Set up 2 fields and divide the children into 2 groups with 1 coach assigned to each group.

✓ In this game, Praise Partners form into pairs to play. ✓ The pairs line up behind the start cone; they must hold hands at all times while they dribble the football through the ‘Abstain’, ‘Be faithful’ and ‘use condoms’ mini-goals. When the first pair has completed the circuit they shout “be safe”; pass

the ball to the next pair; and then sit down at the back of the line.

✓ repeat the game as many times as possible in the time available.

DISCUSSION 10 min

✓ Ask the children the ‘fACT or nOnSenSe’ que-stions about HIV / AIDS shown in the Appendix. first ask the children to raise their hands if they think the statement is a fACT: then ask the chil-dren to raise their hands if they think the statement is a nOnSenSe.

✓ Discuss the answers with the children.


✓ HIV is spread through unprotected sex with an infected person.

✓ You can protect yourself from HIV by Abstaining from sex as long as possible; Being faithful to one uninfected sexual partner; or using a Condom cor-rectly every time you have sex.

✓ HIV can be spread from an infected mother to her baby at birth and while breast feeding and when people using drugs share needles.


✓ Design and draw an HIV/AIDS prevention slogan or picture that could be used on a t-shirt for children aged 10 to 12 years.


✓ Children praise their partner on positive actions and attitudes.

SESSION 3 PLAY FAIR: PrOTeCT YOurSelf frOM HIV AnD STDS

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APPENDIX: SESSION 3: FACT AND NONSENSE STATEmENTS

Statement Answer

1 HIV is the same thing as AIDS.

Nonsense HIV is a virus that attacks the body’s im-mune system and this leads to the condition referred to as AIDS. There is no known cure for AIDS.

2You can get HIV by touching someone who has HIV or AIDS.

Nonsense You cannot get HIV just by touching someone with HIV or AIDS, by sharing a meal or going to a swimming pool with them.

3Condoms can protect you from HIV.

Fact Condoms can protect you from getting HIV during sex, if you use them correctly every time you have sex.

4You can tell if someone has HIV by looking at them.

Nonsense You cannot tell just by looking at someone. Some people think that if a person is fat they do not have HIV, this is not true: the only way to know is by having an HIV test.

5The most effective way to protect oneself from HIV is not to have sex.

Fact ‘Abstinence’ means not having sex at all; this is the most effective way of avoiding HIV.

6HIV is spread by sharing needles with someone who has HIV.

Fact HIV is spread when certain body fluids of an infected person, such as blood or semen, come in contact with the body fluids of someone who is not infected.

7 HIV testing is expensive.

Nonsense HIV testing is available in most hospitals and clinics; sometimes there is a small fee but if you cannot afford the test it is usually free.

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wHAT ARE HIV AND AIDS?

The human immunodeficiency virus (HIV) gradually attacks the body’s immune system; the immune system is needed to protect the human body from infections and diseases. Ac-quired immunodeficiency syndrome (AIDS) is the condition that results from this viral attack on the immune system. Because HIV destroys the immune system, people with HIV find it more difficult to overcome illnesses and diseases that they contract. There are ~40 million people living with HIV or AIDS worldwide, and more than 3 million people die every year from AIDS-related illnesses. new drugs have been devel-oped that slow down the attack of HIV on the immune system, and people with the disease can now live longer; however, there is still no cure for HIV and AIDS. AIDS is therefore one of the most serious conditions that can affect the human body.

HIV can be transmitted from an infected person to another person through contact with blood, semen, vaginal fluids, and breast milk. The virus is therefore easily spread through high-risk be-haviours such as unprotected sexual intercourse (‘unprotected’ means not using a condom) and sharing needles when taking drugs and having tattoos. People who have other sexually trans-mitted diseases, such as syphilis, genital herpes, chlamydia and gonorrhoea, are at greater risk of getting HIV during sex with infected partners. If a woman with HIV is pregnant, her newborn baby can get the virus from her before birth, during the birthing process, or from breastfeed-ing. If doctors know that an expectant mother has HIV, they can usually prevent the spread of the virus from mother to baby by using special

antiviral drugs. All pregnant women should therefore be tested for HIV so they can begin treatment, if necessary.

HOw DOES HIV AFFECT THE bODY?

People in the early stages of HIV still have a sufficiently strong immune system to control infections and diseases but once the immune system has been weakened beyond a specific level they will be diagnosed as having AIDS. The length of time it takes for AIDS to be diagnosed in someone with HIV varies from person to per-son. Although people may feel and look healthy for many years while they are infected with HIV, it is still possible for someone with no outward symptoms of HIV to infect other people with the virus. It is not possible to tell simply by looking at someone whether he / she has HIV. Because the immune system is weakened, people who have HIV / AIDS, are particularly sus-ceptible to infections affecting the lungs, such as pneumonia and tuberculosis (TB); the surface covering of the brain (meningitis), and the brain itself (encephalitis). People who have AIDS tend to gradually become sicker, especially if they are not taking antiviral medications properly. Be-cause AIDS is inevitably fatal, it is important that doctors detect HIV infection as early as possible so that an infected person can take medication to delay the onset of AIDS.

SESSION 3 HIV: Information Sheet

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HOw CAN HIV bE PREVENTED?

One reason that HIV is so dangerous is that a person can have the virus for a long time without knowing it. That person can spread the virus to other people through high-risk behav-iours. HIV transmission can be prevented by:

✓ Abstaining from sex (not having sex of any kind). ✓ Always using latex condoms for all types of sexual intercourse. ✓ Avoiding contact with body fluids through which HIV is transmitted. ✓ never sharing needles for drug-taking or tattooing.

28 SeSSIOn 4: PlAY fOOTBAll: DrIBBlInG | 29

SESSION 4 Play Football: DribblingPlay Fair: Avoid drugs, alcohol and tobacco

Play FairPlay Football

TOBACCO

AlCOHOl

HASH

HerOIn

SESSION GOALS

✓ To learn how to dribble a football around defenders. ✓ To learn how to avoid drugs, alcohol and tobacco.

mATERIALS

✓ Coach’s Manual ✓ Whistle ✓ Stopwatch ✓ footballs ✓ Cones ✓ Activity Cards HASH; TOBACCO; HerOIn; AlCOHOl


✓ read the Information Sheet before the session. ✓ Try to set the fields up before the session starts.

SESSION TImETAbLE




Warming up 10 min




Play Fair Duration



Activity 20 min

Discussion 10 min



Praise Circle 4 min

Close of session

SeSSIOn 4: PlAY fOOTBAll: DrIBBlInG | 29


The Play football assignment was to practise heading the ball by playing ‘attack’ and ‘defend’.

✓ How many times did you head the ball with-out losing control? ✓ Who did you practise heading the ball with? ✓ Did you find it easier to practise with a team-mate or to practise alone?





✓ Set up 2 fields using cones: the distance between cones can be varied to fit the space available.

✓ This session will teach dribbling skills. The exercise is not intended to be a race; it is more important that the children learn to keep control of the ball. ✓ Divide the children into 2 groups.

✓ Teach one dribbling skill at a time and let the children practise that skill before mov-ing on to the next dribbling skill. ✓ Pretend that the cone in the middle of the field is a real defender.

✓ The fake shot: ✓ As you dribble towards the middle cone (defender), plant one foot next to the ball and pretend you are getting ready to shoot or pass the ball. ✓ Instead of shooting, move the ball quickly to the right or left of the cone with the inside or outside of the foot. ✓ Accelerate away and pass the ball to the player waiting at the other cone. ✓ Continue until everyone has dribbled the football around the course.

✓ Scissors (or step over): ✓ As you dribble towards the middle cone, plant your left foot slightly in front and to the side of the ball. ✓ As the ball moves forward, swing your right foot to the left side of the ball then quickly swing the same foot in front of the ball in a left to right motion. ✓ now plant the right foot then take the ball on the outside of your left foot and accel-erate away with the ball to the left; finally pass the ball to the player waiting at the other cone.

✓ Shibobo (or nutmeg): ✓ Instruct one player from each team to stand next to the cone with his / her legs set shoulder width apart. ✓ As you dribble towards the player, push the ball between his / her legs; collect the ball behind them; accelerate away and pass the ball to the next player.

SESSION 4 PLAY FOOTbALL: DrIBBlInG

➜

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✓ find a small area of ground where you can place 4 or 5 objects on the ground to make an obstacle course. now dribble a ball around the objects as quickly as you can. Try using the dribbling skills you learned in the session; also try dribbling in different directions and using both your left and right feet to dribble the ball.




The Play fair assignment was to design and draw an HIV/AIDS prevention slogan or picture that could be used on a t-shirt for children aged 10 to 12 years.

✓ Why did you choose this design? ✓ Did you discuss your design idea with anyone else before you drew it? ✓ Why do you think your design will get the message of ‘Protect yourself from HIV’ across to children?


✓ Alcohol is a risk factor for many communicable and non- communicable diseases, accidents as well as domestic and social violence.

kilo ✓ In Play football, we learned dribbling moves to avoid defenders. In Play fair, we are going to learn moves to avoid substances like drugs that are bad for your health.

✓ Clap-clap, clap-clap-clap, then shout “Say NO to drugs”; children should wave a finger on one hand from left to right and shake their head to indicate nO.

ACTIVITY 20 min

✓ Set up 2 fields and divide the children into 2 groups: the distance between the cones can be varied to fit the space available. Assign one coach to each team.

SESSION 4 PLAY FAIR: AVOID DruGS, AlCOHOl AnD TOBACCO

SeSSIOn 4: PlAY fAIr: AVOID DruGS, AlCOHOl AnD TOBACCO | 31

✓ explain the rules of the game: ✓ This is a game where you are going to practise avoiding substances that are bad for your health (the cones on the field). ✓ each player must dribble the ball around the 4 cones shouting neBO each time he/she passes a cone representing a bad substance; dribble the ball back to the start position without going round the cones and then pass the ball to the next player on the team. Once you have passed the ball to your teammate, go to the end of the line and sit down. ✓ The next player repeats the dribbling exer-cise. ✓ If the ball touches a cone, the player must stop; do 3 press-ups then continue playing.

✓ repeat the game but this time, if a player touches a cone with the ball, everyone in the team must do 3 press ups before the player can continue.

DISCUSSION 10 min

✓ Ask the children questions about drugs, alco-hol and tobacco.

✓ If drugs, alcohol and tobacco are so dan-gerous, why do people take them? (To look cool or ‘grown up’; pressure from friends). ✓ How can you avoid pressure to use drugs, alcohol and tobacco? (Build a team of friends who care more about you and your health than just looking ‘cool’; get involved in positive activities, like playing football). ✓ What are the consequences of tobacco, alcohol and other drugs? (read the Infor-mation Sheet at the end of the section). ✓ What effect does it have on your family and friends if you use drugs? (They will

need to help you to cope with the prob-lems caused).


✓ Drinking too much alcohol is a risk factor in many communicable and non- communicable diseases.

✓ Smoking tobacco can lead to addiction and lung diseases that will kill you.

✓ If someone uses drugs, alcohol or tobacco, they hurt not only themselves but also their friends and family, who must look after them when they become addicted and unable to look after themselves.


✓ Draw a map of your community and then mark all the places to avoid, where people use drugs, alcohol or tobacco: then mark all the safe places, where you will not be put un-der pressure to use drugs, alcohol or tobacco.



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ADDICTIVE SUbSTANCES

Thanks to medical and drug research, there are thousands of beneficial drugs that help people when they are ill. Antibiotics and vaccines have revolutionised the treatment of infections. Med-icines can lower blood pressure, treat diabetes, and reduce the body’s rejection of new organs. Medicines can cure, slow, or prevent the spread of disease, helping us to lead healthier and hap-pier lives. But there are also lots of illegal, harm-ful drugs that people take because they believe they will give them a good time.

Drugs are chemicals or substances that change the way our bodies work. When you put them into your body (often by swallowing, inhal-ing, or injection), drugs find their way into your bloodstream and are transported to parts of your body, such as your brain. In the brain, drugs may intensify or dull the senses, alter your sense of alertness, and sometimes decrease physical pain. Drugs may be helpful or harmful. The effects of drugs can vary depending upon the kind of drug taken, how much is taken, how often it is used, how quickly it gets to the brain, and what other drugs, food, or sub-stances are taken at the same time. Although some substances can make people feel good at first, ultimately they do an enormous amount of harm to the body and the brain. Drinking alcohol, smoking tobacco, taking illegal drugs, and sniffing glue can all cause serious damage to the human body. Some drugs severely impair a person’s ability to make healthy choices and decisions. People who drink alcohol are more likely to get involved in dangerous situations, such as driving under the influence or having unprotected sex.

wHY DO PEOPLE TAkE DRUGS?

Just as there are many kinds of drugs available, there are as many reasons why people try them or start to use them regularly. People take drugs just for the pleasure they believe they can bring. Often it is because someone tried to convince them that drugs would make them feel good or that they would have a better time if they took them. Some people believe drugs will help them think better, be more popular, stay more active, or become better athletes. Others are simply curious, believing that just trying drugs will not cause harm, or to fit in with people who already take drugs. Drugs do not solve problems, when the drugs wear off, the feelings and problems remain, or even become worse.

Alcohol Alcohol is the most widely used drug in the world; it is a depressant that alters perceptions, emotions, and senses.

Effects and dangers: ✓ Alcohol first acts as a stimulant, and then it makes people feel relaxed and a bit sleepy.

✓ High doses of alcohol seriously affect judgment and coordination. Drinkers may experience slurred speech, confusion, depression, short-term memory loss, and slow reaction times. ✓ large volumes of alcohol drunk in a short period of time may cause alcohol poisoning.

Tobacco and nicotine nicotine is an addictive stimulant found in tobacco that is absorbed into the bloodstream: this is the chemical that makes it difficult for people to stop smoking. It is the carcinogenic chemicals in tobacco smoke that causes people to get lung cancer.

SESSION 4 DRUGS, ALCOHOL AND TObACCO: Information Sheet

SeSSIOn 4: PlAY fAIr: AVOID DruGS, AlCOHOl AnD TOBACCO | 33

Effects and dangers: ✓ Physical effects include an increased heartbeat and blood pressure and shortness of breath. ✓ Tobacco users have an increased risk of lung and mouth cancer and heart disease.

marijuana Marijuana is probably the most commonly used drug other than alcohol and tobacco. It resembles green / brown / grey tobacco: one form of marijua-na (hash) is a brown / black cake / ball. Marijuana use often leads to the use of stronger drugs.

Effects and dangers: ✓ Marijuana can affect people’s mood and coordination. users may experience mood swings that range from being happy to drowsy or depressed. ✓ Marijuana elevates the heart-rate and blood pressure; it is as bad for the lungs as tobacco.

Inhalants Inhalants are substances that are sniffed to give the user an immediate ‘high’. They include products like glues, paint thinners, dry-cleaning fluids, petrol and aerosols.

Effects and dangers: ✓ Inhalants make people feel giddy and con-fused, similar to drinking alcohol. long-term users get headaches, nosebleeds, and may suffer loss of hearing and sense of smell. ✓ Inhalants are the drugs most likely to cause severe toxic reaction and death.

Cocaine and crack Cocaine is a white crystalline powder made from the dried leaves of the coca plant. Crack, named for its crackle when heated, is made from cocaine.

Effects and dangers: ✓ Cocaine is a stimulant that affects the central nervous system, giving users a quick, intense feeling of power and energy. effects last from 5 to 30 minutes. ✓ Cocaine elevates heart rate, breathing rate, blood pressure, and body temperature. ✓ Injecting cocaine can transmit hepatitis A / B / C and HIV if the needles are shared with other infected users. ✓ first-time users of these drugs can stop breathing or have fatal heart attacks.

Heroin Heroin comes from the dried milk of the opium poppy, which is also used to create painkillers such as codeine and morphine. Heroin comes in a range of forms, such as a white / dark brown powder to a sticky, tar-like substance.

Effects and dangers: ✓ Heroin gives people an euphoric (high) fee-ling, especially when injected. Highs can be followed by drowsiness, nausea, stomach cramps, and vomiting. ✓ Heroin users feel they need to take more heroin as soon as possible to feel good again. ✓ long-term users of heroin suffer chronic con-stipation, dry skin, scarred veins, and breath-ing problems. ✓ People injecting heroin often have collapsed veins and put themselves at risk of getting HIV, hepatitis A / B / C or other infections, if they share needles with other users.

34 SeSSIOn 5: PlAY fOOTBAll: COnTrOllInG | 35

SESSION 5 Play Football: ControllingPlay Fair: Control your weight

SESSION GOALS

✓ To learn how to control the ball within your team. ✓ To learn how to control your weight.

mATERIALS

✓ Coach’s Manual ✓ Whistle ✓ Stopwatch ✓ footballs ✓ Cones


✓ read the weight control Information Sheet before the session.

✓ If possible, set up the field before the start of the session.

SESSION TImETAbLE




Warming up 10 min




Play Fair Duration



Activity 20 min

Discussion 10 min



Praise Circle 4 min

Close of session

Play Football

Play Fair

SeSSIOn 5: PlAY fOOTBAll: COnTrOllInG | 35


The Play football assignment was to find a small area of ground where you could place 4 or 5 objects on the ground to make an obstacle course and then to dribble a ball around the objects as quickly as possible.

✓ How easy did you find it to dribble the foot-ball around the obstacles? ✓ Could you dribble the ball with both your feet? ✓ What objects did you use to dribble the ball round?





✓ An important member of a football team is the midfield player who controls the game by passing the ball backwards and forwards quickly between team members. The session will focus on learning this skill.

✓ To be good at controlling and keeping possession of the ball in a football match, midfield players must be alert at all times, be aware of where their teammates are, be able to make good decisions and be able to respond to players’ movements quickly. ✓ Divide the children into 2 groups with 1 coach working with each group. Ask the children in each group to form a circle of ~15m diameter (the size can be varied to

fit the space available and ability of the children): 1 child stands in the middle, as the midfield player, with the ball at his / her feet. ✓ explain the game to the children. The player in the middle passes the ball to one of the players in the circle, who should control it with just one touch and pass it immediately back to the player in the middle. The player in the middle should control the ball and then pass it quickly to the next player in the circle and so on until every player in the circle has received and returned the ball. A new player moves to the centre of the circle to take on the role of the midfield player and the whole exer-cise is repeated. The exercise is repeated until everyone has taken a turn at being in the centre of the circle. ✓ repeat the whole exercise but this time the children in the circle must walk slowly round the circle while the ball is being passed. ✓ If time allows repeat the exercise again but this time the children should walk more quickly round the circle while the ball is being passed.


✓ each day, practise controlling a ball among a group of friends, brothers, sisters and parents: each person should only use one touch of the ball before passing the ball to someone else. On the first day, participants should stand still while practising; on the next day, people should move round slowly while practising; on subsequent days, as you become better at the

SESSION 5 PLAY FOOTbALL: COnTrOllInG

➜

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skill, gradually move faster and faster while practising.




The Play fair assignment was to draw a map of your community and to mark all the places where people use drugs, alcohol or tobacco and identify the safe places where you would not be put under pressure to use drugs, alcohol or tobacco.

✓ Which places did you identify as the safest places to be? (e.g. home, church, school, football pitch). ✓ Which places did you identify as the most dangerous? ✓ Did you discuss dangerous places with any-one in your family?


People who eat more food than their body requires will gradually become overweight and eventually become obese. This means they will build up excess body fat, which normally builds up around the waist. People carrying this extra body fat are more likely to:

✓ suffer adverse health effects, such as diabetes and heart disease;

✓ have problems with their hip, knee and ankle joints as they get older;

✓ find it more difficult to sleep.

kilo ✓ In Play football, you learned how to control the ball. In Play fair, you are going to learn the importance of controlling your weight. ✓ Children clap their hands – ‘Clap, clap; Clap, clap, clap’ then shout “Control your weight” and point towards a child next to themselves.

SESSION 5 PLAY FAIR: COnTrOl YOur WeIGHT

SeSSIOn 5: PlAY fAIr: COnTrOl YOur WeIGHT | 37

ACTIVITY 20 min

✓ explain that obesity is an extreme form of being overweight caused by eating too much food and not taking sufficient exercise. It is important that children eat sufficient food of the right type but that they do not eat more food than they need to stay healthy. ✓ There are several ways you can check to see if you are overweight; one very simple way is to measure the distance round your waist and compare this measurement with the distance around your hips: you are probably overweight if the distance around your waist is more than the distance around your hips. ✓ Divide the children into 2 groups with 1 coach working with each group. for each group, place 2 cones ~10m apart: all the children should stand in a line by one of these cones together with 4 footballs. ✓ explain the rules of the game:

✓ The first phase of the game requires each child in turn to dribble one of the balls from the first cone around the second cone and back to the first cone. ✓ The second phase of the game, requires each child in turn to pick up one of the footballs, hold it close to his/her stomach, and then dribble a football from the first cone around the second cone and back to the first cone.

✓ The third phase of the game requires each child in turn to pick up two footballs, hold them close to his/her stomach, and then dribble a football from the first cone around the second cone and back to the first cone. ✓ If time allows, the final phase of the game requires each child in turn to pick up three footballs, hold them close to his/her stomach,

and then dribble a football from the first cone around the second cone and back to the first cone.

DISCUSSION 10 min

✓ Ask the children questions about the game and being overweight and obese.

✓ Why was it more difficult to dribble the foot-ball when you were carrying the footballs? (Carrying the extra balls made it more dif-ficult to see the ball being dribbled; you were conscious of the extra balls being carried, which made it difficult to concentrate on controlling the ball being dribbled).

✓ What is a simple way to tell whether you are overweight? (Measure the distance round your waist and your hips; if the distance round your waist is more than the distance round your hips, you are probably over-weight. The coach should demonstrate to the children how to make these measure-ments).

✓ How do people become overweight? (By eat-ing more food than their bodies need to stay healthy).

✓ What can you do if you become overweight? (Slowly reduce the amount of food you eat and increase the amount of exercise you do over a period of several months).

✓ What should you do if you think you are obese? (See a doctor to obtain nutritional advice and an exercise programme).


✓ If the distance around your stomach is more than the distance around your hips you are probably overweight and in extreme cases you ➜

38 | SeSSIOn 5: PlAY fAIr: COnTrOl YOur WeIGHT SeSSIOn 5: PlAY fAIr: COnTrOl YOur WeIGHT | 39

may be obese. ✓ eating more food than your body needs to stay healthy causes you to become over-weight and obese.

✓ People who are overweight are more likely to develop diabetes, more likely to have prob-lems with their hip, knee and ankle joints; and more likely to have difficulties sleeping.


✓ explain to members of your family how people become overweight and how you can measure whether you are overweight. Mea-sure the distance around the waist and hips of each member of your family and identify those family members whose waist is bigger than their hips.



wHAT DOES ‘OVERwEIGHT’ AND ‘ObESE’ mEAN?

When people eat more food (calories) than their body needs the extra calories are stored as fat. A little extra body fat does not create a health risk for most people; however when people keep eating more food than they use through physical activity, fat will continually build up in their bodies and they will become ‘overweight’ and then as more and more fat builds up they will eventually become ‘obese’. When a person becomes ‘overweight’ or ‘obese’ they will increase their risk of developing many health conditions, such as high blood pressure, high cholesterol, diabetes and heart diseases. Obesity puts stress on the bones and joints in the legs, makes people feel tired, more likely to have sleep problems and to snore. More adults and children are overweight today than at any time previously; people are developing weight-relat-ed health diseases at a younger age than ever before.

HOw IS ‘OVERwEIGHT’ AND ‘ObE-SITY’ mEASURED?

Various measurements are used to determine whether a person is overweight or obese. One measure used for adults is called the body mass index (bmI). This is a formula that provides an estimate of how much body fat a person has based on his or her body weight (in Kg) divided by their height (m) squared. Apart from people with their ethnic origins in the far east (China, Japan, Malaysia), the following standards are generally applied: underweight:

SESSION 5 wEIGHT CONTROL: Information Sheet

SeSSIOn 5: PlAY fAIr: COnTrOl YOur WeIGHT | 39

BMI <19); average weight: 19 – 25; overweight: 25 – 30; obese: >30. for children, evaluations are made by comparing the BMI to average values for the children’s gender and age.

A simple test to assess if a person is overweight or obese is to compare their waist/hip ratio. This is determined by measuring the distance around the narrowest part of a person’s waist using a non-stretchable tape measure and comparing it to the distance around the widest part of their hips. If the ratio is more than 1 the person is most likely to be overweight.

HOw CAN YOU AVOID bEING OVERwEIGHT AND ObESE?

Obesity can be prevented if people replace their unhealthy eating habits with healthier eating and exercising habits. An excellent way to achieve this is to avoid eating food portions that are too large. Another important factor is that people are now consuming more sugary and fizzy drinks like sodas and energy drinks; therefore, drink water when thirsty.

If you are in doubt about whether you are overweight or obese, go to your doctor and get medical advice. Controlling weight requires long-term control of your diet; weight that is lost rapidly is often regained because the good eating, drinking and exercising habits have not become routine behaviour.

40 SeSSIOn 6: PlAY fOOTBAll: DefenDInG | 41

SESSION GOALS

✓ To learn how to defend against your attack-ing opponents. ✓ To learn how and when to wash your hands correctly in order to defend yourself against infections, such as diarrhoea.

mATERIALS

✓ Coach’s Manual ✓ Whistle ✓ Stopwatch ✓ footballs ✓ Cones ✓ Activity Cards STArT; BefOre; AfTer; neITHer


✓ read the Information Sheet before the session. ✓ Prepare 2 fields as shown in the diagram.

SESSION TImETAbLE




Warming up 10 min




Play Fair Duration



Activity 20 min

Discussion 10 min



Praise Circle 4 min

Close of session

SESSION 6 Play Football: DefendingPlay Fair: Wash your hands

Play Football

15 metres

15 metres

SeSSIOn 6: PlAY fOOTBAll: DefenDInG | 41


The Play football assignment was to practise controlling a ball among a group of friends, brothers, sisters and parents: you were asked to use just one touch of the ball to control it before passing the ball to someone else. On the first day, you were asked to stand still while practising; on the next day, to move around slowly; and, on sub-sequent days, to move around faster and faster while practising.

✓ Who did you practise controlling the ball with? ✓ Who could control the ball with one touch when they were standing still? ✓ Who could control the ball with one touch when they were walking? ✓ Who could control the ball with one touch when they were running?





Set up 2 fields with a cone in the centre of each field, as shown in the Session overview.

explain the rules of the game: ✓ Divide the children into pairs and assign equal numbers of pairs to each field; one player in

each pair is assigned to be the ‘attacker’ and given a football; the other player to be the ‘defender’. ✓ Show children how to defend:

✓ The defender should stay alert; keep his / her head up so they can see the attacking player; stay as close to the at-tacking player as possible and always keep between the player and the centre cone.

✓ The attacking players have 30 seconds to dribble with the ball and escape from their defender by running anywhere within the field, but they must keep control of the ball and not leave the field. ✓ The defenders and attackers switch roles each time the whistle is blown. ✓ A variation of this game is to have 2 attack-ers playing against 1 defender to teach the defenders to be aware of all players on the pitch.


✓ Pair up with your brother, sister or friend and play the ‘attacker’ and ‘defender’ game at home. If you are good at controlling the ball, try having two ‘attackers’ and one ‘defender’ when you play the game.



SESSION 6 PLAY FOOTbALL: DefenDInG

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The Play fair assignment was to explain to members of your family how people become overweight and how you can measure whether you are overweight.

✓ How can you measure whether someone is overweight? (By measuring the distance round their waist and hips). ✓ How do you know if someone is overweight? (If the distance round their waist is more than the distance round their hips). ✓ How can someone reduce their weight? (By eating less food and taking more exercise).


✓ You can halve your chances of getting diar-rhoea by always washing your hands properly.

kilo ✓ In Play football, we learned how to defend against football opponents. In Play fair, we are going to teach you when to wash your hands and how to wash them properly to defend yourselves against infection. ✓ Children act out washing their hands and then drying them in the air like waving flags. “wash, wash, wash! Dry, dry, dry! whoo!”

ACTIVITY 20 min

✓ explain how children should wash their hands: ✓ use clean water and soap. Wash all parts of the hands, including front, back, fingers, nails for at least 15 seconds (approxi-mately the time required to sing the ‘Happy

Birthday’ song). rinse the hands with clean water and then dry them on a clean towel. If you do not have a clean towel, wave them in the air.

✓ explain that the children should wash their hands after using the toilet, coughing and sneezing but they should wash their hands before cooking and eating.

✓ Show children how to sneeze or cough into their arm to avoid getting germs on their hands.

✓ If you have no soap, use washing powder, ash or wash your hands with clean water until you have access to soap and water.

✓ explain the game: ✓ use the same squares that were used for the defending exercise but without the centre cone and place labels on the 4 cones: STArT; BefOre; neITHer; AfTer. ✓ Divide the children into 2 equal groups with 1 group and 1 coach assigned to each square; get all the children to stand by the STArT cone. ✓ The coaches now call out activities, in ran-dom sequence, from the following list: go-ing to the toilet, cooking, eating, sneezing, coughing, playing football, running, going shopping, watching television, cleaning a wound. first game, all the children must run to the appropriate cone to indicate whether they should wash their hands bEFORE, or AFTER the activity or whether NEITHER is necessary. Afterwards the chil-dren run back to the START cone ready for the next activity to be called out. ✓ The children should keep running on the spot between each activity. ✓ Children who run to the wrong cone must

SESSION 6 PLAY FAIR: WASH YOur HAnDS

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all perform a short dance. ✓ The game is then repeated with the chil-dren running in pairs and then repeated again with the children running individu-ally.

DISCUSSION 10 min

Ask the children questions about washing their hands.

✓ Why should you wash your hands? ✓ When should you wash your hands? (Before cooking and eating; after going to the toilet, coughing and sneezing). ✓ Why should you NOT dry your hands on your shirt? (Germs transferred from clothes to hands).

✓ Can you see germs on your hands? (no; germs are too small to see with the human eye).


✓ Washing your hands properly can help to keep you healthy and avoid getting diarrhoea and other illnesses. ✓ Wash your hands after using the toilet, and after coughing and sneezing if you cough or sneeze into your hands. Wash your hands before cooking and before eating. ✓ To remove all the germs, wash your hands with soap for 15 seconds or about as long as it takes to sing “Happy Birthday” and never dry your hands on your shirt.


✓ Teach your brothers and sisters and 2 friends how to wash their hands properly and show them how to ‘Wave their flags’.



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wHAT IS mEANT bY SANITATION?

1 gram of human faeces in untreated water can contain 10 million viruses, 1 million bacteria, 1000 parasite cysts and 100 worm eggs. The river Ganges in India, for example, has over 1 million litres of raw sewage containing human waste discharged into it every minute of every day. In Africa, over 100 people die every hour of every day from diseases linked to poor sanita-tion, poor hygiene and contaminated water. Many of the deaths resulting from poor sanita-tion are sustained by children under 5 years of age. examples of diseases transmitted through water contaminated by human waste include diarrhoea, cholera, dysentery, typhoid, and hepatitis A.

Sanitation refers to the provision of facilities or services to dispose of human urine and faeces safely and without risk to human health. Sanita-tion is also used in connection with the mainte-nance of hygienic conditions, through services such as garbage collection and wastewater disposal. lack of good quality sanitation facilities forces people to defecate in the open, in rivers or near areas where children play or food is pre-pared: this increases the risk of transmitting dis-eases. Communities need proper sanitation and must practise good hygiene to control infection. eradication of poor sanitation is a major target of many international aid agencies. Adequate sanitation facilities raises school attendance rates for children, especially amongst girls.

Countries in some parts of the world have good sanitation facilities but these can be destroyed as a consequence of natural disasters. for example, every year more than 200 million people are affected by droughts, floods, tropical storms, earthquakes, forest fires, and other natural disasters. Maintaining good sanitation services in these situations is an essential part of interna-tional emergency responses.

HOw CAN THE RISkS FROm POOR SANITATION FACILITIES bE REDUCED?

Hygiene education and promotion of hand washing are simple, cost-effective measures that can reduce the spread of diarrhoea. even when ideal sanitation facilities are available, good hygiene practices are still essential and lead to better health in the community. Good hygiene complements good sanitation facilities in the prevention of disease.

SESSION 6 SANITATION: Information Sheet

SeSSIOn 6: PlAY fAIr: WASH YOur HAnDS | 45

46 SeSSIOn 7: PlAY fOOTBAll: TrAPPInG | 47

SESSION GOALS

✓ To learn how to trap a football. ✓ To learn about drinking clean water.

mATERIALS

✓ Coach’s Manual ✓ Whistle ✓ Stopwatch ✓ footballs ✓ Cones ✓ Activity Cards WATer SOurCe; BOIl; COOl; DrInK


✓ read the Information Sheet before the session.

✓ Preferably use small groups in the games so the children are always active.

SESSION TImETAbLE




Warming up 10 min




Play Fair Duration



Activity 20 min

Discussion 10 min



Praise Circle 4 min

Close of session

SESSION 7 Play Football: TrappingPlay Fair: Drink clean water

Play Football

Play Fair

10 metres

10 metres

WATer SOurCe BOIl

COOlDrInK

SeSSIOn 7: PlAY fOOTBAll: TrAPPInG | 47


The Play football assignment was to pair up with your brother, sister or friend and play the ‘at-tacker’ and ‘defender’ game at home.

✓ Who did you play the game with? ✓ How does this game make you a better defender? ✓ Did you prefer to play as the attacker or the defender?





✓ Set up 4 fields with 1 cone on one side of the field and 4 cones creating a small square on the other side of the field.

✓ Show the children how to trap a moving football with their feet:

✓ ball rolling along the ground: first judge the speed and direction of the ball as it comes towards you; lift one foot slightly off the ground and turn this foot sideways towards the ball; cushion the ball with the inside of the foot so that you stop the ball on the ground – avoid letting the ball bounce away from your foot.

✓ ball bouncing towards you: this is the same as for the ball rolling along the ground but you must also judge the height that the ball will bounce.

✓ Split the children into 4 equal groups with 1 coach assigned to look after 2 groups: 1 child stands inside the square and the other chil-dren stand in a line behind the single cone.

✓ The child at the front of the line kicks the ball along the ground towards the child in the square; the child in the square must trap the ball and then pass the ball back towards the next child waiting in the line. The first child having kicked the ball runs to the square and the child originally in the square runs to the back of the line. Keep passing, trapping and running for 10 minutes.

✓ now repeat the exercise but throw the ball to the person in the square so that the ball bounces in front of the player in the square so it is more difficult to trap.


✓ Pair up with your brother, sister or friend and play passing, trapping and passing to each other without losing control of the ball. You can also practise this game on your own by kicking the ball against a wall so that it bounces back towards you to trap it. As you get better at this game you can practise trap-ping the ball with your thigh or chest.



SESSION 7 PLAY FOOTbALL: TrAPPInG

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The Play fair assignment was to teach your brothers and sisters and 2 friends how to wash their hands properly and show them how to ‘Wave their flags’.

✓ Who did you teach to wash their hands properly? ✓ Did they ‘wave their flags’ to dry their hands? ✓ Did you remember to wash your hands before eating and cooking and to wash them after using the toilet, coughing and sneezing?


✓ Drinking boiled or bottled water can reduce your chances of getting diseases like diar-rhoea, cholera, and hepatitis A by half.

kilo ✓ In Play football, you learned different ways to control the ball. In Play fair, we are going to talk about drinking clean water so that you can control your health. ✓ Children act out boiling, cooling and then drinking water: saying: “bubble, bubble, bubble; Cool, cool, cool; Gulp, gulp, gulp.”

ACTIVITY 20 min

✓ If children do not have access to clean water (such as bottled water), explain how they can make water safe to drink by filtering to re-move suspended material and then boiling it:

✓ use clear water (filtered if necessary) and then boil it in a kettle or pot for at least 60 seconds (emphasise that boiling means seeing bubbles forming in the water nOT

just heating the water for 60 seconds). If the water has suspended material in it, first filter the water through a fine mesh before boiling. Avoid using water taken straight from a river, a pond or a source near to a toilet. ✓ explain that boiling the water for 60 sec-onds after the first boiling bubble appears kills the germs in the water that would otherwise make you ill. ✓ To emphasise the importance of boiling water for 60 seconds, get the children to stand with their hands waving in the air above their heads for a period of 60 seconds (either use a watch or count from 1 to 60).

✓ explain the game: ✓ Set up 2 squares using 4 cones labelled in turn: ‘Water source’, ‘Boil’, ‘Cool’ and ‘Drink’’; place the football by the ‘Water source’ cone. ✓ Divide the children into 2 equal groups with 1 group and 1 coach assigned to each square; get the children to stand behind the ‘Water source’ cone. ✓ The first child picks up the football and runs with it to the ‘Boil’ cone; here they must throw the ball in the air and catch it 3 times, calling out “bubble, bubble, bubble”; they then run with the ball to the ‘Cool’ cone, where they must bounce the ball and catch it 3 times, calling out “cool, cool, cool”; finally, the child runs with the ball to the ‘Drink ’ cone, calling out “gulp, gulp, gulp” and then place the ball on the ground, kick the ball to the next child wait-ing at the ‘Water source’ cone and run to the back of the line and sit down.

SESSION 7 PLAY FAIR: DrInK CleAn WATer

SeSSIOn 7: PlAY fAIr: DrInK CleAn WATer | 49

✓ repeat the game if there is sufficient time available.

DISCUSSION 10 min

Ask the children questions about drinking clean water, such as:

✓ What diseases can be contracted by drinking dirty water without boiling it? (e.g. diarrhoea, cholera).

✓ Who is most at risk of diarrhoea? (Children and especially children under 5 years of age).

✓ If water looks clean can you be sure that it is safe to drink? (not necessarily, germs in the water that can make you ill are too small to be seen).

✓ How can you be sure that water will be safe to drink? (use bottled water or boil other water for 60 seconds).


✓ If you are in an area you don’t know, drink only bottled or boiled water. ✓ never drink water taken from a source near to a toilet, or from a river or pond unless the water has been boiled first. ✓ You must boil water for at least 60 seconds after the first boiling bubble appears to kill the germs in water that cause diseases such as diarrhoea or cholera.


✓ explain to your brothers, sisters and parents the importance of drinking clean water. Ask your parents to show you how to boil water safely at home.



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Over 2.2 million people die each year (mostly in developing countries) as a direct consequence of poor water supplies and sanitation conditions. That is twice the number of people living in a country the size of Mauritius.

At any time half of all the hospital beds in the world are occupied by people suffering from water borne diseases. every week about 42,000 people die from diseases related to low quality drinking water and lack of sanitation. Over 90% of these deaths occur to children <5 years old.

Diarrhoea is ranked 3rd in the causes of deaths among children under 5 years old; it accounts for 17% of all deaths. In sub-Saharan Africa, a baby is 500 times more likely to die from diarrhoea than a child in europe or the uSA.

Improvements in drinking water quality through household water treatment can lead to a reduc-tion of one third in the number of cases of diar-rhoea and hand-washing can lead to a further re-duction in the number of cases by almost a half.

SESSION 7 wATER AND HEALTH: Information Sheet

SeSSIOn 7: PlAY fAIr: DrInK CleAn WATer | 51

52 SeSSIOn 8: PlAY fOOTBAll: BuIlDInG fITneSS | 53

SESSION 8 Play Football: Building fitnessPlay Fair: eat a balanced diet

Play Football

SESSION GOALS

✓ To learn how to improve fitness through exercising. ✓ To learn about eating a range of healthy foods.

mATERIALS

✓ Coach’s Manual ✓ Whistle ✓ Stopwatch ✓ footballs ✓ Cones ✓ Activity Cards MeAl TIMe; frIeD fOOD; CAKeS & BISCuITS; fIZZY DrInKS; MeAT & fISH; fruIT & VeGeTABleS; CArBOHYDrATeS; DAIrY PrODuCTS


✓ read the Information Sheet before the session. ✓ If possible, set up the field for the Play fair session before you start.

SESSION TImETAbLE




Warming up 10 min




Play Fair Duration



Activity 20 min

Discussion 10 min



Praise Circle 4 min

Close of session

Play Fair

MeAl TIMe

frIeD fOOD

fIZZY DrInKS

MeAT & fISH

CAKeS & BISCuITS

fruIT & VeGeTABleS

CArBOHYDrATeS

DAIrY PrODuCTS

SeSSIOn 8: PlAY fOOTBAll: BuIlDInG fITneSS | 53


The Play football assignment was to pair up with your brother, sister or friend and play passing, trapping and passing back to each other without losing control of the ball or, if you practise the ex-ercise on your own, kicking the ball against a wall so that it bounces back towards you to trap it.

✓ Did you play this game with your friends or on your own? ✓ Did you prefer to practise on your own or with your friends? ✓ Did you find it easy to trap the ball with other parts of your body?





✓ Set up four equal lines about 20 metres in length and about 3 metres apart; a cone should be placed at each end of the four lines. Divide the children into 4 groups with 1 coach supervising 2 groups. ✓ Instruct each group of children to sit on the ground between two cones; the first child in the group sits with his/her feet touching the first cone and the remaining children sit in a line behind about 1 metre apart and all facing in the same direction.

✓ each team has to pass the ball from the first to the last person in the line without the ball touching the ground. To do this the person at the front of the line with the ball leans back onto the ground so the person behind can reach the ball; this is repeated until the ball reaches the last child. ✓ When the ball reaches the last player in the line, that player then reverses the process by sitting up and passing the ball to the person in front of them (who should still be lying down); each child repeats this until the ball returns to the front of the line. The first team to complete the exercise is the winner. ✓ repeat this exercise but this time as each child passes the ball onwards, he/she must run to the end of the line and sit down about 1 metre behind the last child: this process is continued until the ball reaches the second cone. When the ball has been touched on the second cone, the direction of ball travel should be reversed until it has been returned to the first cone. The first team to complete the exercise is the winner. ✓ now repeat the whole exercise but this time the children should stand up and pass the ball between their legs. The first team to complete the exercise is the winner. ✓ finally repeat the whole exercise but this time the children should pass the ball over their heads. Again, the first team to finish the exer-cise is the winner. ✓ If the ground is wet or dry and dusty, allow the children to pass the ball between their legs and over their heads rather than sitting on the ground.

SESSION 8 PLAY FOOTbALL: BuIlDInG fITneSS

➜

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✓ Stand with your back close to a wall or a door. Move both feet one step forward with the back still against the wall. Slowly squat down, until your thighs are parallel to the ground, allowing your weight to move onto the balls of your feet; finally, slowly straighten your legs until you are standing up straight again. repeat this exercise 5 times each eve-ning to strengthen your leg muscles. ✓ As you become stronger, you will be able to increase gradually the number of squats to 10 each day.




The Play fair assignment was to explain to your brothers, sisters and parents the importance of drinking clean water and to ask your parents to show you how to boil water safely.

✓ Did you explain to your parents, brothers and sisters why you should drink only clean water and if the water is not clean to boil it so that the germs in the water are killed? ✓ Did your parents show you how to boil water safely? ✓ What did you do to make sure that you did not burn yourself while boiling the water?


✓ People who are overweight are more likely to have serious health problems such as diabetes, heart disease, high cholesterol levels, high blood pressure and some forms of cancer. eating a balanced diet will help you to avoid becoming overweight.

kilo ✓ In Play football, you learned about improving fitness through exercise. In Play fair, we are going to talk about eating a balanced diet. ✓ munch, munch, munch! munch, munch, munch! Eat fruit and veggies!

ACTIVITY 20 min

✓ explain to children what overweight and obesi-ty mean and what the health consequences of obesity are. explain how they can avoid this:

✓ Overweight means you are eating more food than your body needs to stay healthy, so your body stores all the excess food as

SESSION 8 PLAY FAIR: eAT A BAlAnCeD DIeT

SeSSIOn 8: PlAY fAIr: eAT A BAlAnCeD DIeT | 55

fat: this eventually leads to you being obese. ✓ Being overweight increases people’s chanc-es of getting diabetes, heart disease, high blood pressure and many other diseases. ✓ explain that you can avoid being over-weight by exercising regularly and eating a balanced diet. A balanced diet contains carbohydrates for energy, meat and fish for protein, fruit and vegetables for vitamins, essential minerals and fibre, and milk and dairy products for protein, fat and calcium.

✓ explain the game: ✓ The aim of the game is to avoid unhealthy foods at mealtimes with the goal of eating a balanced diet. Set up 2 fields using 4 cones in a line down the field and labelled in turn: ‘Meal time’, ‘fried food’, ‘Cakes & biscuits’, ‘fizzy drinks’ and 4 mini goals, in a line alongside these cones, labelled ‘Meat & fish’, ‘fruits & vegetables’, ‘Carbohy-drates’ and ‘Dairy products’. ✓ Divide the children into 2 equal groups with 1 group and 1 coach assigned to each field; all the children stand behind the ‘Mealtime’ cone. ✓ The first child dribbles the ball from the ‘Meal time’ cone around the ‘fried food’, ‘Cakes and biscuits’, and ‘fizzy drinks’ cones; calling out “nebo” at each cone. When he / she has rounded the last cone he / she dribbles the ball through the 4 mini goals, calling out “Yebo” at each goal to score a ‘Balanced diet’. They then pass the ball to the next child in the line to start. ✓ repeat the game as often as possible within the time available.

DISCUSSION 10 min

✓ Ask the children questions about eating a bal-anced diet, such as:

✓ Why is it important to eat a balanced diet? (To ensure the body gets all the important nutrients it needs to stay healthy). ✓ What is wrong with being overweight? (You will become unhealthy and you are more likely to get diabetes, heart disease, and high blood pressure). ✓ How can you avoid becoming overweight? (exercise regularly AnD eat a balanced diet AnD drink clean water). ✓ How do you know if you are eating a healthy, balanced diet? (The food on your plate will contain foods of many colours and the food will not be piled high on the plate). ✓ Do you have to be rich to eat a balanced diet? (no; the food you should eat, such as fresh fruit and vegetables and carbohy-drates are usually cheaper than the fatty, sweet foods you should not eat).


✓ eating too much food and eating the wrong type of food will make you overweight: if you become overweight, you are more likely to develop health problems. ✓ An adequate, balanced diet generally con-tains food of many different colours and the plate should not be piled high. ✓ Although, when you are a child, it is not always possible to choose what you eat, when you do have a choice, eat fruits and vegetables as these are good for you and will help to keep you healthy. As you get older, ➜

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and you have children of your own, make sure you give them a healthy, balanced diet.


✓ In the time until the next ‘fIfA 11 for Health’ session, count how many different colours of food you eat each day and keep a note of the number. Before you come to the next session see what the highest number of colours is that you eat in one day.



wHY SHOULD YOU EAT A bALANCED DIET?

You must eat a balanced diet and the right amount of food in order to stay healthy. A bal-anced diet contains carbohydrate (for energy), protein (muscle growth and repair), fat (energy, fat soluble vitamins), vitamins (control of essen-tial body functions), mineral salts (development and control of essential bodily functions) and fi-bre (helps the digestive system to work correct-ly). The body uses fats and carbohydrates as fuel but if they are not used up during daily activities or through exercise, the body will store them in fat cells. If we eat too many fats and carbohy-drates, we become overweight and eventually obese. This can lead to health problems, such as high blood pressure, high cholesterol, diabetes, bone and joint problems, breathing and sleep-ing problems, and even depression. People who overeat are at greater risk of heart disease.

wHAT IS RECOmmENDED?

People today eat more than they used to – and more than they need to. This means that they are constantly taking in more food than their bodies require. unfortunately, lots of people do not realise that they are eating too much because they have become used to seeing and eating food portions that are too large. Portion sizes tell you how much nutrition you are get-ting from a particular food but they do not tell you which foods you should eat to stay healthy. food can be divided into five main groups:

✓ fruit (e.g. bananas, mangoes, apples) and vegetables (e.g. carrots, peas, cauliflower): are rich in vitamins, minerals and fibre that the body needs to function properly. They should

SESSION 8 NUTRITION: Information Sheet

SeSSIOn 8: PlAY fAIr: eAT A BAlAnCeD DIeT | 57

make up about one third of the daily diet. ✓ Grains (e.g. bread, pasta, potato, rice): con-tain carbohydrates that are the body’s main source of energy. They should make up about one-third of your daily diet. ✓ Milk and dairy products: contain fat and are a source of calcium, which is required for form-ing healthy bones and teeth: choose low-fat dairy products. These products should be eaten in moderation.

✓ Meat, fish, eggs, nuts and beans: contain animal and plant sources of protein which the body needs for tissue growth and repair and also energy. Choose foods that are high in pro-tein but low in fat, such as fish. These should make up about one third of the daily diet ✓ fats (oil) and sugar (sweets, fizzy drinks): contain saturated and unsaturated fats – unsaturated vegetable fats (usually liquids) like sunflower and olive oil are preferable to saturated fats (usually solid) that come from meat, butter and cheese. These foods contain fat soluble vitamins but few other important nutrients for the body and should therefore be eaten sparingly.

A good way to decide portion size is to imagine a ‘divided plate’. Think of your plate being divided into three equal sections. use one-third for protein (e.g. meat, fish, beans, nuts); use another third for carbohydrates or starch (e.g. bread, pasta, potatoes, cereals, rice); and the final third of the plate for vegetables or salad (e.g. peas, carrots, green beans, lettuce, toma-toes). none of the sections on the plate should be piled high. By dividing your plate like this, it will help you to eat the right things, and also help you to keep the portions of food you eat at the right size: in other words it will provide

you with a ‘balanced diet’. You can always eat more salads and fruit if you are hungry because these foods have very low levels of fats and carbohydrates and they help to control feelings of hunger.

Avoid eating too many sweets and drinking sweet drinks as these usually contain large amounts of sugar (carbohydrates). replace cakes, biscuits and sweets with healthy local fresh or dried fruit. Avoid frying food as this introduces high levels of fat into your diet.

A plate containing food of many colours usually provides a balanced diet.

Nobody should eat more food than they need.

58 SeSSIOn 9: PlAY fOOTBAll: SHOOTInG | 59

SESSION GOALS

✓ To learn how to shoot correctly. ✓ To learn about vaccinations (‘shots’).

mATERIALS

✓ Coach’s Manual ✓ Whistle ✓ Stopwatch ✓ footballs ✓ Cones ✓ Activity Card VACCInATeD


✓ read the vaccination Information Sheet before the start of the session.

SESSION TImETAbLE




Warming up 10 min




Play Fair Duration



Activity 20 min

Discussion 10 min



Praise Circle 4 min

Close of session

SESSION 9 Play Football: ShootingPlay Fair: Get vaccinated

Play Football

Play Fair

VACCInATeD

GOAl

GOAl

free-KICK SPOTS

Shot missed

Shot scored

SeSSIOn 9: PlAY fOOTBAll: SHOOTInG | 59


The Play football assignment was to stand with your back close to a wall or a door. Then to squat down slowly, until your thighs were parallel to the ground, allowing your weight to move onto the balls of your feet. finally, slowly straighten your legs until you are standing up straight again.

✓ Did your legs ache when you first started to do the exercise? ✓ Why do you think your legs ached when you first began to do exercises? ✓ What were the most leg squats you managed to do in one session?





✓ In this session you are going to learn how to kick the ball to improve your chances of scor-ing a goal. ✓ Show the children how to kick the ball:

✓ run up to the ball so that you are facing the direction you want to kick the ball; place your standing foot alongside the ball; then swing your other foot powerfully through the ball so that the top / inside of the foot strikes the ball. Avoid kicking the ball with your toes. ✓ Players can choose whether to hit the ball hard or to concentrate on kicking the ball in the right direction. As the players become better at taking free kicks they will be able to hit the ball harder and also hit it in the right direction.

✓ Set up 2 fields and divide the children into 2 groups with 1 coach working with each group. Make the goal fairly wide (~5 metres) so that there is a good chance of the children scoring a goal at least from the first 2 free-kick spots. Set the first free-kick spot ~5 metres from the goal and each of the other free kick spots a further ~5metres away from the goal. ✓ One player stands behind the goal to collect the ball and one player is the goalkeeper (he / she tries to save the free kick). The other players form a line waiting to take a free kick from the first cone.

✓ The first player takes a free kick; after the shot, the goalkeeper or the person behind the goal collects the ball and returns it to the free-kick spot. The player behind the goal then joins the end of the line waiting to take a free kick; the goalkeeper goes behind the goal and the free-kick taker becomes the goalkeeper.

SESSION 9 PLAY FOOTbALL: SHOOTInG

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✓ repeat this sequence until all the players have taken a free kick from the first cone. ✓ now repeat the whole exercise from the second, third and fourth free-kick cones. The person scoring the most goals is the winner. ✓ If there is time repeat the whole exercise.


✓ each day practise taking at least 10 free-kicks; you can hit the ball against a wall or, if you play with your brothers, sisters or friends, make a goal with one person acting as a goalkeeper. ✓ Try kicking the ball first with one foot, then the other foot low into the goal. now repeat the exercise, trying to hit the ball into the top of the goal.




The Play fair assignment was to count how many different colours of food you ate each day, to keep a note of the number, and to record the highest number of colours you ate in one day.

✓ Did you explain to your parents, brothers and sisters what eating a healthy diet meant and why they should not eat too much food? ✓ Did you explain what you were doing at each mealtime? ✓ Who counted the most colours in their food? (You can ask everyone who counted 2 colours to put their hands up; then 3 colours, and so on: when you get to the last people with their hands up, ask them what colours the foods were).


✓ About 2.5 million children under the age of 5 years die each year from diseases that could have been prevented by being vaccinated.

kilo ✓ In Play football, you learned how to shoot and to score goals. In Play fair, we are going to talk about getting ‘shots’ or vaccinations, which will help to protect you from diseases. ✓ Children clap their hands – ‘Clap, clap; Clap, clap, clap’ and then shout “Get your shots”.

SESSION 9 PLAY FAIR: GeT VACCInATeD

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ACTIVITY 20 min

✓ explain to the children about vaccinations and what the benefits of vaccinations are:

✓ Vaccinations are medical treatments that will enhance their immune system and pre-vent them from getting certain diseases. ✓ Vaccinations, which are usually given by a doctor or nurse, can be given by injection, orally or inhalation. ✓ essential vaccinations are normally pro-vided free at clinics.

✓ explain that this game is about ensuring you get the correct ‘shots’:

✓ Set up the game by laying out 2 fields; dividing the children into 2 groups; and assigning 1 coach to each group. ✓ At the start of the game, all the children stand in a line behind the goal; the first child dribbles the ball through the goal; around the end cone and back to the shooting line, where they must shoot for goal. If they score, the child runs to the vaccinated cone and sits down; if they miss the goal, they must run back to the end of the line ready to repeat the exercise. ✓ If there is time, play the game again; adjust the distance from the shooting line to the goal to make the game easier or more difficult, depending on the abilities of the children.

DISCUSSION 10 min

✓ Ask the children the ‘fACT or nOnSenSe’ questions about vaccinations shown in the Appendix. first ask the children to raise their hands if they think the statement is a fACT: then ask the children to raise their hands if they think the statement is a nOnSenSe. ✓ Discuss the answers with the children.


✓ Vaccinations provide protection against some diseases. ✓ essential vaccinations are usually free at pub-lic clinics. ✓ Vaccinations are safe.


✓ Ask your parent or guardian which vaccina-tions you have already received and which ones you still need. ✓ Ask your parents or guardian if everyone in your family has received vaccinations. If not ask why they have not received them yet.



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APPENDIX: SESSION 9: FACT AND NONSENSE STATEmENTS

Statement Answer

1People get all the vaccinations they will require when they are born.

Nonsense Some vaccinations are received soon after you are born but others are not received until you are older.

2All vaccinations are received as injections.

Nonsense Some vaccinations are received by injection but other may be given by mouth or inhalation.

3 essential vaccinations are free.Fact In most countries, essential vaccinations can be obtained free at public clinics.

4Vaccinations are not dangerous for your health.

Fact There is no reason to be afraid of receiving a vaccination; if the vaccination is given by injection, you may feel a small pin prick.

5All vaccinations received at birth will last for a lifetime.

Nonsense for some diseases, you do only need one dose of vaccine but for some conditions you may need booster doses later in life. for example, it is normally recommended that people get a booster vaccination for tetanus every 10 years and for flu every year.

6Ask children which diseases they can get vaccinations for.

Tuberculosis (TB), diphtheria, hepatitis A and B, measles, typhoid, tetanus, polio, yellow fe-ver, flu, meningitis, mumps, rubella, smallpox.

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wHAT IS VACCINATION OR ImmUNISATION?

It is the process of making people resistant to an infectious disease by administering a vaccine, which is a microbe that has been killed or weak-ened to the extent that it does not cause an infection but still stimulates the body’s immune system to protect it against future infection. Vaccinations are used widely around the world to prevent many contagious diseases. Immuni-sation is a way of protecting our future health. Vaccinations administered depend on the partic-ular diseases that are prevalent in a country but typically vaccinations that are provided include diphtheria, tetanus, measles, mumps, chicken-pox, polio, meningitis and hepatitis A and B. If you have already had a disease you do not need to be vaccinated, as your body will already have built up its immune system against that disease to prevent further infections. Vaccines are often administered by injection but others are delivered orally by mouth (e.g. for polio) or by inhalation using nasal sprays (e.g. measles).

wHY AND wHEN SHOULD PEOPLE bE VACCINATED?

nearly 1 in 4 of those children who die under the age of 5 years die from a disease that could have been prevented by immunisation. Many vaccinations are administered in the first 2 years after birth and most people should have received all their vaccinations by 11 or 12 years of age. However, if you have missed a vaccina-tion you should consult your doctor or nurse to receive the missing vaccinations. In addition, some diseases require booster doses of vaccine; for example, tetanus normally requires a booster every 10 years.

ARE VACCINATIONS SAFE?

Vaccines are generally very safe (see section below about people who should seek advice before having vaccinations): the protection provided to people by vaccines greatly out-weighs the very small risks associated with their use. Vaccines have been so successful in some countries that some diseases, such as smallpox, polio, measles and mumps, have been virtually eliminated. Sometimes, people will experience very mild side effects after receiving a vaccine; for example, minor soreness or redness where an injection has been given. Sometimes diseases can be virtually eliminated in a country and then people are tempted to stop immunising their children against these diseases only for the dis-eases to return and spread quickly through the now unprotected population.

wHO SHOULD NOT bE VACCINATED?

People who have a weakened immune system, for example someone with AIDS or someone receiving chemotherapy treatment for some cancers: girls and women who are pregnant should speak to their doctor about the risks. Because of the way vaccines are made, people with some forms of allergy should not receive some vaccines; again this should be discussed with your doctor.

SESSION 9 VACCINATION: Information Sheet

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SESSION GOALS

✓ To learn goalkeeping techniques. ✓ To learn about protecting your health by taking prescribed medications.

mATERIALS

✓ Coach’s Manual ✓ Whistle ✓ Stopwatch ✓ footballs ✓ Cones


✓ read the Information Sheet before the start of the session.

✓ If possible set up the field before the start of the session.

SESSION TImETAbLE




Warming up 10 min




Play Fair Duration



Activity 20 min

Discussion 10 min



Praise Circle 4 min

Close of session

SESSION 10 Play Football: GoalkeepingPlay Fair: Take your prescribed medication

Play Football

GOAl

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The Play football assignment was to practise tak-ing at least 10 free-kicks each day; either hitting the ball against a wall or playing with your broth-ers, sisters or friends and using a goal.

✓ Did your shooting skills improve with practice? ✓ Did you learn how to take shots with both feet? ✓ Could you hit high shots as well as low shots?





✓ In this session you are going to learn how to be a goalkeeper. ✓ Demonstrate good goalkeeping technique:

✓ for low balls: stand on the balls of your feet; lean forward slightly with your knees bent; your elbows should be by your side; collect the ball with your arms and wrap the ball into your stomach. ✓ for balls at chest or head-height: again stand on the balls of your feet; lean for-ward slightly with your knees bent; but this time keep your hands in front of your chest with the palms of your hands facing for-wards, your fingers pointed upwards and your thumbs pointed towards each other. When you catch the ball, your thumbs should be behind the ball and touching at their tips; your hands should then form a ‘W’. Pull the ball towards your chest.

✓ for aerial balls: again stand on the balls of your feet; lean forward slightly with your knees bent; shuffle sideways in the direc-tion of the ball; jump off the leg nearest to the ball moving slightly forwards away from the goal. If you can, catch the ball with both hands; otherwise, push the ball away from the goal with your outstretched hand. When landing, impact should be taken on the side of the body and the shoulders. ✓ When goalkeeping, maintain your con-centration at all times; stand square to the ball and always move your feet to get your body behind the ball.

✓ Set up 2 fields; use 2 cones to make a goal and place other cones about 15 metres away from the goal. Divide the children into 2 groups with 1 coach working with each group. The purpose of this exercise is to use the skills that were learned during the shoot-ing session to give the goalkeeper practice; the purpose is nOT to score a goal. ✓ One player is the goalkeeper and tries to save the kick using the goalkeeping techniques shown. Another player stands behind the goal to collect the ball if the goalkeeper misses the ball. All other players form a line by the cone waiting to take a kick to the goalkeeper. ✓ The first player takes a kick; after the shot the goalkeeper or the person behind the goal collects the ball and rolls it back to the cone. The person behind the goal then joins the end of the line waiting to take a free kick; the goalkeeper goes behind the goal; and the kicker becomes the new goalkeeper.

SESSION 10 PLAY FOOTbALL: GOAlKeePInG

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✓ repeat this sequence until all the players have taken a shot at goal. ✓ If there is time repeat the above exercise from the other positions.


✓ each day practise your goalkeeping skills with a friend, stand about 5 metres apart and one player throws the ball to one side and then the other side of the goalkeeper with some balls thrown high and some thrown low to give variety; take it in turns to be the goalkeeper. ✓ As you become a better goalkeeper, your partner can start to kick the ball towards you.




✓ The Play fair assignment was to ask your parent or guardian which vaccinations you had already received and which ones you still needed and also to ask them if everyone in your family had received vaccinations and if not why not.

✓ Did your parent / guardian tell you which vaccinations you had received?

✓ Do you still have any vaccinations to get? ✓ How many people in your family had not received vaccinations or did not know whether they had had any vaccinations?


✓ Doctors prescribe medication for many condi-tions, such as colds, heart disease, diabetes and mental illnesses. Although many people die when they develop AIDS or heart disease, it is still possible to live for many years if you take the right medications.

kilo ✓ In Play football, you learned how to be a goalkeeper so that you could protect your goal. In Play fair we are going to learn how we can protect our health, cure illnesses and sometimes even avoid dying from a disease, if we take the medications prescribed by the doctor.

✓ Children clap their hands – ‘Clap, clap; Clap, clap, clap’; shout “Take your medicine” and point towards another child.

SESSION 10 PLAY FAIR: TAKe YOur PreSCrIBeD MeDICATIOn

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ACTIVITY 20 min

✓ explain to the children about medicine and the benefits of taking medicine as prescribed by the doctor.

✓ Medicines are used sometimes to control or improve the symptoms of people with temporary medical conditions, such as colds and headaches. Other times medi-cines are used to treat people with more serious or long-term medical conditions, such as HIV/AIDS, tuberculosis (TB), heart disease, diabetes. In these cases, it is es-sential that the medicine prescribed by the doctor is taken regularly and in the correct dose to obtain the best treatment.

✓ This game is used to explain the importance for people with illnesses to take their pre-scribed medicine regularly. ✓ Set up the game by dividing the children into 2 groups with 1 coach working with each group. Children form a circle, and throw and catch a football among them. The ball represents the causes of an illness. When the coach blows his/her whistle (after ~1 minute), the child who has the ball at that moment has got the ‘illness’ and must go into the middle of the circle.

✓ In the first part of the game, the children in the circle must try to hit the ‘ill’ child in the centre of the circle below the knees with the football; children are allowed to pass the football to each other before throwing the ball at the child in the centre of the circle. See how often the children can hit the ‘ill’ child in the centre of the circle in a period of 1 to 2 minutes. ✓ In the second part of the game, the coach designates 1 child to act as the ‘medicine’

that will protect the ‘ill’ child. This child goes into the circle and tries to protect the ‘ill’ child from being hit by the ball just like a goalkeeper protects the goal in football. Again, see how often the children can hit the ‘ill’ child in the centre of the circle in a period of 1 to 2 minutes. ✓ In the final part of this activity, at vari-ous times in the game, the coach shouts “medicine forgotten”, at which point the child designated as the ‘medicine’ must leave the circle. After a short period, the coach shouts “medicine taken”, at which point the child acting as the ‘medicine’ returns to the circle to protect the ‘ill’ child. The coach repeats calling “medicine forgotten” and “medicine taken” several times during the game. The children in the circle continue to try to hit the ‘ill’ child in the centre with the football throughout the game. Again, see how often the children can hit the ‘ill’ child in the centre with the football in a period of 1 to 2 minutes.

DISCUSSION 10 min

✓ Ask the children questions about the out-comes of the game, such as:

✓ Was it easier or harder to hit the person in the middle when they had ‘medicine’ to protect them? Follow up with a question “Why?” ✓ Did you hit the person in the middle more or less times when the medicine was there all the time or when the medicine was sometime forgotten? Follow up with a question “Why?” ✓ Why do some people stop taking their prescribed medicine when they are sup-posed to keep taking it? (e.g. they do not

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understand the directions; they start to feel better so they do not think it is worth continuing to take it). ✓ What medical conditions do you know that people have to take medicines for long periods of time? (e.g. HIV/AIDS; high blood cholesterol levels; high blood pressure; diabetes). ✓ How can you find out whether you have a disease that requires you to take long-term medication (e.g. HIV/AIDS, diabetes, high cholesterol)? (Visit your doctor or clinic for a test).


✓ People with long-term medical conditions, such as HIV/AIDS, high blood pressure, diabe-tes, often take medicines for the rest of their lives. ✓ People taking medication should listen to what their doctor tells them, read the instruc-tions carefully and only take the amounts prescribed. ✓ If you are on long-term medication even if you start to feel better, you should continue to take the medication until your doctor tells you to stop. ✓ If you are on long-term medication for an illness, make sure you know the name of the condition and the name of the medicine you take in case you have to go to hospital.


✓ find out whether anyone in your family has to take medicines. Ask them whether they take the medication occasionally or do they have to take it all the time. ✓ Ask them why they take medication.



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wHAT ARE mEDICINES?

Medicines are chemicals or compounds used to cure, reduce symptoms, or prevent the spread of diseases. Some medicines are natural prod-ucts, some are produced in laboratories and others are by-products. Many people think that medicines are only administered as pills but they can also be administered as liquids, creams, inhalers, patches or even injected.

HOw DO mEDICINES ACT?

Medicines act in a variety of ways. Some medi-cines cure an illness by killing or halting the spread of invading germs, some treat cancer by killing cells or preventing cells multiplying, some replace missing substances in body fluids and others correct high or low concentrations of chemicals in the body. Most people will have taken antibiotics to fight bacterial infections, such as a sore throat or ear. Sometimes a part of the body cannot produce certain chemi-cals, which can lead to illness, such as insulin deficient Type 1 diabetes, while other medicines treat the symptoms rather than cure the illness. for example, some medicines are designed to relieve the effects of pain; these do not remove the pain, they just stop the pain signals from reaching the brain, so we think we have been cured.

Medicines can help to control certain condi-tions like high blood pressure or high choles-terol. These drugs do not provide a cure for the underlying problem, but they do help to prevent some of the effects of the disease or condition over time. Among the most important medicines are vaccines, which help to prevent people from getting sick in the first place by

immunising, or protecting, the body against cer-tain infectious diseases. Vaccines usually contain a small amount of an agent that resembles a specific germ or germs that have been modified or killed. When someone is vaccinated, it primes the body’s immune system to ‘remember’ the germ so it will be able to fight off infection by those germs in the future. Most immunisations that prevent you from catching diseases like measles, whooping cough, and chickenpox are given by injection.

TAkING mEDICINES

no matter what type of medicine your doctor prescribes, it’s always important to be safe and follow some basic rules; for example, tell your doctor if you feel worse after taking the medi-cine, read the label and follow the directions carefully, take medicines exactly as prescribed, never take more medication than is recom-mended, never share prescription medicine with anyone else, always take antibiotics for the full length of the time prescribed, even if you start to feel better.

Taking medicines may sometimes feel unpleas-ant but it is often the most effective treatment available for an illness. If you ever have any questions about your medicine you should talk with your doctor, nurse or pharmacist.

SESSION 10 mEDICINE: Information Sheet

70 SeSSIOn 11: PlAY fOOTBAll: TeAMWOrK | 71

SESSION GOALS

✓ To develop teamworking skills. ✓ To assess whether the health skills and knowledge have been assimilated.

mATERIALS

✓ Coach’s Manual ✓ Whistle ✓ Stopwatch


✓ This is the final session in the programme and there is an opportunity for the children to revisit the health messages.

✓ Take the opportunity to emphasise the importance of eating a balanced diet and taking regular physical exercise to stay healthy.

SESSION TImETAbLE




Warming up 10 min




Play Fair Duration



Activity and Discussion 30 min



Praise Circle 4 min

Close of session

SESSION 11 Play Football: TeamworkPlay Fair: fair Play

SeSSIOn 11: PlAY fOOTBAll: TeAMWOrK | 71


The Play football assignment was to practise your goalkeeping skills each day with a friend by stand-ing about 5 metres apart with one player throw-ing the ball to either side of you; some balls being thrown high and some thrown low to give variety.

✓ Did your goalkeeping skills improve with this exercise?

✓ Did you learn how to make saves on both sides of the goal?

✓ Could you stop both high and low shots? ✓ Does anyone now want to be a goalkeeper?





✓ In this session, we are going to learn how to trust our teammates to support us in difficult times. first divide the children into 2 groups with 1 coach assigned to each group. One child stands in the middle and the other chil-dren form a close circle around him / her. ✓ Instruct and demonstrate to the children forming the circle how to stand:

✓ Stand close to one another with one foot towards the middle of the circle, one foot back, knees slightly bent; hands at chest height with palms pointing up. ✓ The child in the middle of the circle will lean, and be caught / supported by his / her teammates. ✓ Always have at least three people (6 hands) supporting the person in the middle. ✓ for safety, do not push the person in the middle, but gently pass them around the circle.

✓ Demonstrate to the child in the middle of the circle how to stand with their arms folded across their chest.

✓ The children on the outside of the circle are the supportive friends and the child in the middle is someone who needs support. The person in the middle of the circle is going to fall backwards towards the supportive friends, who will use their hands / arms to support them and prevent them from falling over. ✓ The supportive friends will carefully pass the person in the middle round the circle, while they are leaning back, so that everyone can provide some support. ✓ Before falling backwards, the person in the middle asks: “my friends, are you ready to support me?” The response from the friends

SESSION 11 PLAY FOOTbALL: TeAMWOrK

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should be “Yebo”. At which point, the per-son in the middle should fall backwards and the children in the circle should catch and support him / her, so they do not fall down to the ground. The person in the middle is then carefully passed around the circle. ✓ The coaches should help each group to play the game safely and to give everyone the chance to be the person in the middle look-ing for help from their friends.


✓ You have now completed all the Play football sessions; you should have learned a lot about football and how to improve your football skills. You should also have learned that exer-cise is very good for your health.

✓ You should therefore continue to exercise every day and a great way to exercise is to play foot-ball and to practise the skills you learned in this programme. Join a football team; create teams with your friends and play games on a regular basis. eventually, you may play football for your country in a fIfA football World Cup ™. There are always 11 players in a team and if you practise regularly, there is no reason why you could not be one of those players.




✓ The Play fair assignment was to find out whether anyone in your family took medicine and whether they took the medicine occa-sionally or all the time.

✓ Who had family members that took medi-cine occasionally? ✓ Who had family members who took medi-cine all the time? ✓ Why did members of your family need to take medication?


✓ You have learned 10 very important health messages; if everyone here teaches the same 10 health messages to 10 other people then another 200 to 300 people will have learned these important health messages.

kilo ✓ Clap, clap; Clap, clap, clap: “Play fair”.

ACTIVITY AND DISCUSSION 30 min

✓ One of fIfA’s most important messages for all footballers is ‘fair Play’. explain to the children the importance of treating other people in the same way that they would most probably like to be treated. (If you are nice to other people, they will be nice to you.) ✓ We are now going to have a revision of each Play fair health message. Children form a line in pairs; number the pairs from 1 to 10 (if there are more or less than 20 children adjust the number of children in each group appropriately). Assign the Play fair sessions to

SESSION 11 PLAY FAIR: fAIr PlAY

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the children in order: Session 1: Play football Session 2: respect girls and women Session 3: Protect yourself from HIV and STDs Session 4: Avoid drugs, alcohol and tobacco Session 5: Control your weight Session 6: Wash your hands Session 7: Drink clean water Session 8: eat a balanced diet Session 9: Get vaccinated Session 10: Take your prescribed medication

✓ each pair of children must: ✓ Prepare and present the Kilo for their ses-sion.

✓ Present 1 of the key health messages about their health issue.

✓ At the end of each presentation, ask each pair of children one additional question related to the key health messages the session.

✓ If the children cannot remember the an-swers, help them.

✓ remember to praise the children for their correct answers.

The key health messages for each Play fair ses-sion are:Session 1: Play football

✓ exercising regularly will help you to stay healthy. ✓ exercise vigorously for at least 30 minutes a day. ✓ Playing football is a good way to exercise.

Session 2: respect girls and women ✓ Boys and girls should listen to each other and respect each other. ✓ When communicating with someone of the opposite gender, do not just talk, listen to what they have to say as well.

✓ We should stand up for girls and women at all times.

Session 3: Protect yourself from HIV and STDs ✓ HIV is spread through unprotected sex with an infected person. ✓ You can protect yourself from HIV by Ab-staining from sex as long as possible; Being faithful to one uninfected sexual partner; or using a Condom correctly every time you have sex. ✓ HIV is also spread through mother-to-child transmission at birth and during breast-feeding; sharing needles when using drugs.

Session 4: Avoid drugs, alcohol and tobacco ✓ Drinking too much alcohol is a risk factor in many communicable and non-communi-cable diseases. ✓ Smoking tobacco can lead to addiction and lung diseases that will kill you. ✓ If someone uses drugs or alcohol, they hurt not only themselves but also their friends and family.

Session 5: Control your weight ✓ If the distance around your stomach is more than the distance around your hips you are probably overweight and in ex-treme cases you may be obese. ✓ eating more food than your body needs to stay healthy causes you to become over-weight and obese. ✓ People who are overweight are more likely to develop diabetes, more likely to have problems with their hip, knee and ankle joints; and more likely to have difficulties sleeping at night. ➜

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Session 6: Wash your hands ✓ Washing your hands properly can help you to avoid getting diarrhoea and other illnesses. ✓ Wash your hands after using the toilet, and after sneezing if you sneeze onto your hands. Wash your hands before cooking and before eating. ✓ Wash your hands with soap for 15 seconds or about as long as it takes to sing “Happy Birthday” and never dry your hands on your shirt.

Session 7: Drink clean water ✓ Water should be boiled for 60 seconds to kill all germs in the water. ✓ In an area you do not know, it is better to drink bottled or boiled water. ✓ never drink water taken from a source near to a toilet, or from a river or pond un-less it has been boiled.

Session 8: eat a balanced diet ✓ eating too much food and eating the wrong type of food will make you over-weight. ✓ A balanced diet generally contains food of many colours. ✓ When you have a choice, eat fruits and vegetables.

Session 9: Get vaccinated ✓ Vaccinations provide protection against some diseases. ✓ essential vaccinations are usually free at public clinics. ✓ Vaccinations are safe.

Session 10: Take your prescribed medication ✓ People with some conditions, such as HIV/AIDS, high blood pressure and diabetes, may have to take medication regularly for the rest of their lives. ✓ People on long-term medication should follow their doctor’s instructions about tak-ing the medication. ✓ even if you start to feel better, only stop taking medication when your doctor tells you to stop.


✓ A healthy life only comes if you have a healthy lifestyle. ✓ The ‘fIfA 11 for Health’ messages should help you to understand how to live a healthy lifestyle. ✓ now it is your responsibility to put everything you have learned into practice. ✓ It is very difficult to make all the right choices in life by yourself, so ask your family and friends to help you and do not listen to people who want you to make the wrong choices.


✓ Teach your family and friends about the ‘fIfA 11 for Health’ messages and then you will have helped someone else to live a healthier life.



SeSSIOn 11: PlAY fAIr: fAIr PlAY | 7575

Official publication of the fédération Internationale de football Association (fIfA)

PublisherfIfA Medical Assessment and research Centre (f-MArC)

ContentColin fuller, Astrid Junge, Jiří Dvořák

Graphic design and layoutvon Grebel Motion AG

Publication date December 2012

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