1. EDUCO CURRICULUM Partner Workshop Sofia, 1-4 April 2012

2. CONTENT Presentation of DRAFT Educo Training Curriculum, including: – Definitions and Concepts – Course Aims – Course Structure – Course Methodology – Materials and Templates

3. This Curriculum DRAFT for discussion Final Curriculum: by 30 April

4. This Workshop Aimed at Partners Philosophical Framework of Course Flow of Information: – Partners – Educators (are they known?) – Coaches

5. Partner Workshop Aims Partners understand, discuss and agree on: – Philosophical framework – Course Aims – Course Structure – Course methodology – Course materials and templates Partners can educate their educators.

7. Flexibility Agreed Training Curriculum will be set Differences in delivering the curriculum are possible, on: – Timing and structure of meetings – Number of educators/coaches involved (1-2 groups) – Use of methodologies (prevailing methodology)

8. Philosophical Framework of Course

9. Sport activity is one of the main daily commitments for cildren and adolescents. Structured sport activity is an area of learnig and growth

10. Is needful giving to the sport coaches the pedagogical and psicological knowledge not so mutch associated with sport performance but rather to all those aspects related to the development of personality, relationships and growt

11. Why? Increasing the professionality of sports coaches in pedagogical and psycological area can help them to recognize and use the resource of sport for young people in a more concious way and reduse risck factors.

12. Who is a coach and what he have to do?

13. Course Aims

14. Make coaches aware of the educational aspects of their role. Equip sport coaches with relational competence; Encourage the sharing of experiences and reflection; Promote an “aware action”; Equip sport coaches with tools (both personal and community-based) to respond to emerging issues.

15. Course Structure

16. 20 hours Flessibilità Max 15 Meglio eterogenei Due moduli (8/10 ore) Macro aree

17. First step: Role’s analisis The training want to investigate the awareness’s level that the spots coaches have about their educative role. What are their professional duties? What are their responsabilities towards their students? The knoweldge of this side will allow the trainer to adapt learinig content and tools in the best way.

18. Educational relationship The relationship beetwen coach and athlet is considered a key point in the sport activity of young people. This relatioship involve many emotion and resouse as well many risck

19. In the playgroud, during the match, in the locker room, the coach have to do whit the body, whit he competition, whit the rules, whit the need for competence, whit the victory an the defeat, whit the young people’s and thier parent’s whishes.

20. In the traing we’ll give to the coache some tools to undestand and observe this crucial aspect. They have the power to help and promote the kids’ wellbeing BUT they also have the power to do harm.

21. Course methodology

22. Some Key concept Structural fluidity: The course will be based on the creation of a learning environment where discussions, timing and ways of learning are not rigidly set by the trainer, but shared with the trainees (coaches).

23. “Circular relationship” of learning between the trainer and the trainees, as well as among the trainees themselves. There will be not an unidirectional direction from trainr to coches but the reflection and the experiences that the trainees will decide to share will be at the heart of the training. Within such a relationship, the trainer has the role of a facilitator of learning.

24. Some key training strategies

25. Scientific - technical information Theoretical aspects must be a key feature of every meeting, in order to promote an aware educational action. The trainer can give scientific-technical information using different means (slides, verbally, etc...) and at different times during meetings (at the start, as a introduction; at the end, as a return).

26. It is very important that, after every theoretical explanation, the trainer stimulates the debate and reflection about it. The trainer can do this through the use of questions and observation. Possible questions to stimulate debate are: · What do you think about this? · Do you think that this can be helpful to you? · Has this new information brought back any memory of something you have experienced (in your role as a coach or when you were a child/adolescent)?

27. Moments of reflection The moments of reflection are critical to promote real learning, and necessary to establish a participated learning environment, where the raining curriculum is, to some extent, adapted to the needs of the trainees. When you can connect what you learn with some aspects of your life, learnig will be strongher. Moments of reflection should to be present throughout the course

28. The autobiography It will NOT be used in every meeting; It will NOT be used in the early meetings, but rather later on, when a climate of understanding and trust among participants has been established. It WILL be used to ask coaches to remember some important moments of their relationship with their own coach or to remember why and how they chose to become coaches, as well as to remember some significant moments of their carrier as coaches or as athletes.

29. Autobiographical writing should be used especially to promote a process of awareness and self observation about roles, and to reach the personal sphere, with emotional and affective aspects (motivation, expectations, self-esteem, self-image) that are crucial in the learning process. There is flexibility about the use of written or oral autobiography, whereby each trainer, depending on the group of trainees they are working with, will make a decision about the most effective way to use the tool