TRAINING PACKAGE

The project This publication is one of final product of the SIMCAS project (Social Inclusion Methodology in Critical Areas via Sport) promoted in the field of the Erasmus Plus Sport Project. The project aims at defining and testing a methodological approach that helps the sports operators to define and use efficient measures in critical contests and allow continuity and replicability Partners US Acli -Italy (coordinator) www.usacli.it; Champions ohne Grenzen – Germany https://www.championsohnegrenzen.com/; Consell Esportiu del Pla de l’Estany- Catalonia -Spain https://www.ceplaestany.cat/; Girl Power Organisation – Danemark https://www.girlpowerorg.com/; IREF – Italy https://irefricerche.acli.it/; Organisation Earth – Greece https://www.organizationearth.org/; Sportna Unja Slovenije – Slovenia https://www.sportna-unija.si/; Università degli studi di Cassino – Italy https://www.unicas.it/

Project website www.simcas.eu Licence The project resources contained herein are publicly available under the Creative Commons license Attribution-Non Commercial-Share Alike 4.0 International. Disclaimer The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

TRAINING PACKAGE

WHAT IT IS A document that describes how to train the staff to apply the methodological approach and the correct use of tools for the

integration of migrant via sport in critical areas

TRAINING PACKAGE

PURPOSE Train the trainer- How to apply the methodological approach and use the Simcas toolkit

TARGET GROUP

WHERE

• Coaches and trainers

• Multiplier sport events

• Social workers

• Workshops

• Managers

• Simcas website

• Other team members of the organisation

CONTENT

• Methodological approach • Toolkit

FORMAT

• Online document

SIMCAS METHODOLOGICAL APPROACH

SIMCAS ‘METHODOLOGICAL APPROACH’ • The methodological approach intends to provide suggestions and tools for enhancing the efficacy of the interventions carried out to foster the integration of migrants living in critical areas by using sport as a social instrument. • Based on SIMCAS activities (research, exchange of experiences among partners, pilot test, methodology definition), the approach was developed to illustrate key principles and organizational elements that can improve the effectiveness of interventions and to provide check-lists to analyse the operational environment, select the appropriate tool of intervention to design context-based actions

SIMCAS METHODOLOGICAL APPROACH

SIMCAS ‘METHODOLOGICAL APPROACH’

The Key Elements

SIMCAS METHODOLOGICAL APPROACH

KNOW THE CONTEXT Analysing the context where the activities will take place with qualitative and quantitative survey tools and considering available resources, possible risks, and stakeholder networks.

SIMCAS METHODOLOGICAL APPROACH

WHICH MOTOR AND SPORT ACTIVITIES Choosing inclusive sports activities is important to start with a preliminary analysis of: 

 

the needs and requirements of the target participant the context in which they take place availability of the human resources

SIMCAS METHODOLOGICAL APPROACH

CHANGE THE RULES!

Make sport more accessible to a broader range of participants and more aligned with the specific needs of the migrants

SIMCAS METHODOLOGICAL APPROACH

INNOVATIVE SPORT PRACTICES Drawing on new sports practices to emphasize the integration dimension. Consider sports that come from other cultures making them an opportunity for cross-cultural learning

SIMCAS METHODOLOGICAL APPROACH

MIX SPORT, CULTURE AND PERSONAL DEVELOPMENT Introducing components such as culture and education can enrich the quality of the sport activities by fostering a balance between physical activity, culture and personal development

SIMCAS METHODOLOGICAL APPROACH

USE ACOMMUNITYBASED APPROACH A process that embraces inclusive participation must create networks of all relevant stakeholders and integrate activities provided by different agencies in a common strategy of intervention

SIMCAS METHODOLOGICAL APPROACH

HIRE AMULTIDISCIPLINARY STAFF Acknowledging the importance of a competent and qualified workforceboth paid and unpaid, mixing different competences and skills and working together within a common framework - is crucial for the success of an initiative

SIMCAS METHODOLOGICAL APPROACH

DEVELOP COACH MENTORING SKILLS It is necessary for coaches to improve their empathic, communication, team management, and understand skills by fostering inclusion and a cross-cultural exchange

SIMCAS METHODOLOGICAL APPROACH

SUPPORT EMPOWERMENT Empowerment is about equipping migrants with the skills, knowledge and confidence to take charge and make positive changes to their lives

SIMCAS METHODOLOGICAL APPROACH

TEAM UP WITH STAKEHOLDERS A cross-sector approach can be key to creating significant and sustainable improvements

SIMCAS METHODOLOGICAL APPROACH

MONITORINGAND EVALUTATION Broadly speaking, monitoring and evaluation should be regarded both as informative and formative, because they provide information that can lead to improvement of the activities as well as organisations

SIMCAS METHODOLOGICAL APPROACH

CHECK AND IMPROVE YOUR GOVERNANCE Good Governance must be regarded as a concept to lead an organisation in a democratic and responsible way is based on the 4 main principles: 

  

Democracy Transparency Accountability Inclusion of stakeholders

SIMCAS METHODOLOGICAL APPROACH

FLEXIBILITY 

The organisational structure should be ready to respond to potential changes, both internal and external;



All the processes should be designed to respond to uncertainty in order to ensure good performance

SIMCAS METHODOLOGICAL APPROACH

SUSTAINABILITY To plan and to develop sustainable projects is necessary for organizations:   

to identify their own network and diversify financial sources their members should have diversified internal expertise to communicate adequately their achievements

SIMCAS METHODOLOGICAL APPROACH

SIMCAS ‘METHODOLOGICAL APPROACH’

SELF ASSESSMENT TOOL A tool for analyze the operational environment

SIMCAS METHODOLOGICAL APPROACH

SELF ASSESSMENT TOOL It is a tool for the self-assessment of the organisational performance.

A checklist to guide in a process of analysis of the capacity of the organisation to develop lines of intervention for the integration of migrants living in critical areas.

It is required to complete at least 5 self-assessment engaging key people from the organisations (coaches, managers, volunteers, etc.) The check list is based on Digennaro et al. (2019).

SIMCAS METHODOLOGICAL APPROACH

SELF ASSESSMENT TOOL MODEL

“Developing leadership through monitoring compliance - Focus on process” Topic

1. As organisational leaders, we are involved in the overall financial planning and general financial control. 2. We know how to differentiate between regulatory and commercial functions, in our organisations. 3. We review and assess organisational performance. 4. We ensure open exchange and sharing of information and different views on organisational matters with members and stakeholders. 5. We make key strategic and financial documents, board meetings agendas and reports publicly available. 6. We are ethically responsible and treat everyone fairly and equally. 7. We know what the routine operational risks are in our organisation and how these are assessed and subsequently managed. 8. We ensure there is a conflicts of interest policy in place and that declarations of interest are updated at least once a year and declared in relation to agenda items at each board meeting.

We don`t do this at the moment: score 1

We do this in some way: score 2

We do this quite well: score 3

We do this very well: score 4

SIMCAS METHODOLOGICAL APPROACH

SIMCAS ‘METHODOLOGICAL APPROACH’

MOST SIGNIFICANT CHANGE: Main tool for managing and evaluating interventions

SIMCAS METHODOLOGICAL APPROACH

MOST SIGNIFICANT CHANGE Most significant change methodology is a participatory form of evaluation and monitoring because many project stakeholders are involved both in deciding the sorts of change to be recorded and in analysing the data. 



a form of monitoring because it occurs throughout the program cycle and provides information to help people manage the program. a form of evaluation because it provides data on impact and outcomes that can be used to help assess the performance of the program as a whole (Davies & Dart, 2005).

SIMCAS METHODOLOGICAL APPROACH

MOST SIGNIFICANT CHANGE methodology is: • A good means od identifying unexpected changes as it offers a good scientific platform to begin ab exploratory phase • a good way to clearly identify the values that prevail in an activity by taking into account the specific context in which is implemented, and to have a practical discussion about which of those values are the most important. • a participatory form of monitoring that requires no special professional skills. Thus, compared to other monitoring approaches, it is easy to communicate across cultures. There is no need to explain what an indicator is. In addition, there is no need for specific research skills for the people that will be required to collect the data. • useful to encourages analysis as well as data collection because people have to explain why they believe one change is more important than another. • a tool to build staff capacity in analysing data and conceptualising impact. The MSC is expected to remain as a know-how for the organisations/staffs that will be involved in the pilot events. • a rich picture of what is happening, rather than an overly simplified picture where organisational, social and economic developments are reduced to a single number

SIMCAS METHODOLOGICAL APPROACH

MOST SIGNIFICANT CHANGE MODEL The Most Significant Change Form can be filled by the key people involved in the project activity. Here comes a non-exhaustive list of the potential respondents: Participants of the project activitie, Staff involved in the project activities, Key stakeholders, Etc. It is strongly advised to collect at least 3 interviews. FORM Name of storyteller* _______________________ Name of person recording story _______________________ Location _______________________ Date of recording _______________________ (*If they wish to remain anonymous, don’t record their name or contact details – just write ’participant’ or some similar description.) Tell me how you (the storyteller) first became involved with [name of the project/activity] and what your current involvement is: ________________________________________________________________________________ From your point of view, describe a story that epitomises the most significant change that has resulted from [name of the project/activity] ______________________________________________________________________________________________________ Why was this story significant for you? ______________________________________________________________________________________________________ How, (if at all) has the work of the staff contributed to this? ______________________________________________________________________________________________________ Is there something relevant that you want to add? _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

•

OPERATIONAL TOOLKIT FOR THE IMPLEMENTATION OF SIMCAS METHODOLOGICAL APPROACH

OPERATONAL TOOLKIT

it provides strategies, indications, tools, advice and practical

WHAT IT IS FOR

examples for immigrant integration projects through sport

it improves the capacities and the skills of the sport operators involved in the implementation of interventions on immigrants living

WHY

in critical areas, in an effective and sustainable way over time

It describes how to implement the methodological approach for sustainable immigrant integration interventions and includes tools to

HOW

design, manage, monitor and assess sport-based projects

OPERATONAL TOOLKIT

PART 1 - TOOLKIT PRESENTATION PART 2 - SIMCAS METHODOLOGICAL APPROACH

STRUCTURE

PART 3 - TOOLS FOR AN EFFECTIVE AND SUSTAINABLE PROJECT PART 4 – SIMCAS PILOT TESTS

PART 5 – SIMCAS SUSTAINABILITY REPORT

OPERATONAL TOOLKIT

very concise and schematic contents, with CONTENT DEVELOPMENT MODE

links to insights, templates, management tools/platforms

OPERATONAL TOOLKIT

CONTENT

PART 1 - TOOLKIT PRESENTATION

PREFACE: it describes the reasons for the SIMCAS project SIMCAS PROJECT: it describes the project, its objectives and actions

TOOLKIT GUIDE: it shows the toolkit

OPERATONAL TOOLKIT

PART 2 - SIMCAS METHODOLOGICAL APPROACH PRESENTATION OF THE SIMCAS METHODOLOGICAL APPROACH

CONTENT

GUIDELINES: DESCRIPTION, CHECKLIST, PRACTICAL TIPS AND SUGGESTIONS FOR THE IMPLEMENTATION OF THE SIMCAS METHODOLOGY ADDITIONAL GUIDELINES FOR SPECIFIC CRITICAL AREAS 

ADDITIONAL GUIDELINES FOR THE IMPLEMENTATION OF THE SIMCAS METHODOLOGY IN PENITENTIARY INSTITUTIONS



ADDITIONAL GUIDELINES FOR THE IMPLEMENTATION OF THE SIMCAS METHODOLOGY IN REFUGEES CAMPS



GUIDELINES FOR THE IMPLEEMENTATION OF THE SIMCAS METHODOLOGY IN

URBAN GHETTOS

OPERATONAL TOOLKIT

PART 2- - SIMCAS METHODOLOGICAL APPROACH GUIDELINES: DESCRIPTION, CHECKLIST, PRACTICAL TIPS AND SUGGESTIONS FOR THE

CONTENT

IMPLEMENTATION OF THE SIMCAS METHODOLOGY

This part provides useful suggestions and practical guidance for implementing the key elements of the methodological approach (example below) ITEMS

DESCRIPTION

CHECKLIST

PRATICAL TIPS

SUGGESTION (bibliography, useful links, themes to focus on)

KNOW THE CONTEXT

“Knowledge of the context in which we operate is essential. Who are our beneficiaries? How old are they? What is their cultural background? What is their linguistic level? What are the main psychological problems? What are the main social problems they face? What is the level of sociability in the group? What are the sports already practiced by the members of the group? What potentialities not yet expressed can we identify in the group? What are the possible difficulties? The analysis also concerns the broader context in which the activity will take place. We will therefore explore aspects such as: the resources that the context offers at an educational and support level, the available sport facilities, the network of stakeholders and organizations that we can mobilize, the possible risks and how to manage them, etc……..”

-

-

What are the characteristics of the host social context? What are the characteristics of the group, such as age, cultural background? What are the language skills of the participants in the language of the host country? What are the main psychological problems that the participants have to face? What are the main social problems? What are the resources of the context, in terms of sports structures? What are the resources from an educational and support point of view? Which local organizations can we involve?

You could: • create focus groups with the participants. • Interview privileged witnesses (managers of the facility, psychologists, operators, key participants, etc.) • create a data collection form for the group and context

Guide for anyone who wants an overview of how and when you might organise and run a focus group https://www.citizensadvice.org.uk/Global/CitizensAdvice/ Equalities/How%20to%20run%20focus%20groups%20guid e.pdf

Portal to products and services provided by the HSP. a network of standard-setting initiatives that supports quality and accountability in humanitarian actions by promoting the development and harmonisation of standards https://spherestandards.org

Simcas bibliographic research http://simcas.eu/wp-content/uploads/2020/10/SIMCASoutput-No.-1-Bibliographic-review-march-2020-1.pdf

OPERATONAL TOOLKIT

PART 2- SIMCAS METHODOLOGICAL APPROACH CONTENT

ADDITIONAL GUIDELINES FOR SPECIFIC CRITICAL AREAS

this part provides useful suggestions and practical guidance for implementing the key elements of the methodological approach in different critical areas: prisons, urban ghettos, refugee camps (examples below) PENITENTIARY INSTITUTIONS

ITEMS KNOW THE CONTEXT

CHECKLIST -

-

Is it a stable or constantly changing group? Are they homogeneous groups in terms of age, origin and type of detention? If so, what type of prisoners are they (prisoners subject to pre-trial detention, ordinary prisoners, security prisoners, end-of-sentence prisoners, subjects under external punishment)? Are there accessible spaces and structures for sports?

PRATICAL TIPS -

Organize an inspection to check the available spaces and get information on organizational characteristics / limits? Organize a meeting with the contact person to learn more about the needs and characteristics of the members of the group

OPERATONAL TOOLKIT

PART 2- SIMCAS METHODOLOGICAL APPROACH

CONTENT

ADDITIONAL GUIDELINES FOR SPECIFIC CRITICAL AREAS ITEMS

KNOW THE CONTEXT

CHECKLIST • • • • • • • • • • •

Where is the refugee camp located? What are the potential open spaces/sport facilities to be used? What are the needs of the community in terms of sports? Are any other NGOs already offering similar activities? Can you collaborate with other NGOs that are already offering activities (not only sport one) in the camp? Who can assist with the outreach at the community? What are the languages spoken by the community or the participants? Do you need to include translators in the activities? What ethnicities will be represented in the activities? What are the relationships between participants of different ethnic groups? Can you identify some people from the refugee community to get involved with the activity and make connections with the community

REFUGEES CAMPS PRATICAL TIPS • Be creative to use the available spaces as much as possible • Take into consideration the practical issues that the participants might face in terms of transportation (e.g. schedule of schools) • Be open to collaborate with other NGOs that already know the target community • Find ways to communicate with potential participants • Consider that the group of participants might speak 2 or 3 different languages without having a common one • Identify participants that can have a role as assistant coaches to make the translation and communicate directly with the participants • Make sure that the mix of groups (ethnicities, genders) will not provoke any issues in the community – make it gradually • Identify and activate people who are interested in having a role within the community and offer motives to them to get engaged

URBAN GHETTOS ITEMS

KNOW THE CONTEXT

CHECKLIST

PRATICAL TIPS

• Context dynamics (what do they do in their free time? What time do children finish school? Do they have obligations that might impact their participation in activities?) • Where are the nearest refugee camps? • Where are sport facilities? Are they easily accessible? Who can use them? Are they public areas (are there changing rooms, other clubs using the same space, is the public able to access in any moment)? • How are the sport facilities connected to public transport? Is there adequate lighting in the surrounding area after darkness? • Are there other organisations working in the area and/or with the same target group? • Are there any sports clubs, community centres or language schools that you could connect with? • What is the situation of the participants, what constraints and support do they have? Are they at school, working, doing education, in a camp or NEET? Did they arrive with their family, do they have children, how much social support do they have?

• Get involved in the local area (ask social services, go to activities they might organize that are not sport related, etc.) to know the dynamics of the context • Go to community centres, camps, language courses etc. to present your activity offer. Hand out multi-lingual flyers or if there is space, run a preliminary session. • Offer to collect a group of people from one of these locations to accompany them to your session, so they know how to get there and feel comfortable • Provide free childcare, especially when working with women refugees that have children

OPERATONAL TOOLKIT

PART 3- TOOLS FOR AN EFFECTIVE AND SUSTAINABLE PROJECT

CONTENT

TEMPLATE FOR A SUSTAINABLE AND EFFECTIVE

ACTIVITY PLANNING •

PROJECT

Foreword

•

Risks of social design

•

Stages of a project

This part is intended to provide tools capable of: •

organisation to develop lines of intervention for the integration of migrants living in critical areas

It describes the characteristics and risks of planning activity in the 'social' sector and the main phases of a project

lead in a process of analysis of the capacity of the

•

accompany the development of a project proposal

•

foster the active involvement of participants and stakeholders

•

support the process of monitoring and evaluation of the intervention

OPERATONAL TOOLKIT

PART 3- TOOLS FOR AN EFFECTIVE AND SUSTAINABLE PROJECT TEMPLATE FOR A SUSTAINABLE AND EFFECTIVE PROJECT

TOPICS

DESCRIPTION

CONTENT TOOLS

CHECK YOUR ORGANISATION

This checklist is intended to provide a self-assessment tool that will guide the respondent in a process of analysis of Self assessment tool the capacity of the organisation to develop lines of intervention for the integration of migrants living in critical areas.

HOW TO DESIGN PROJECT

The first document, helps to focus the intervention, assess its feasibility, the consistency of the objectives and expected results with respect to the identified needs and actions.

HOW TO MANAGE, MONITOR AND EVALUATE PROJECT

2Right question for an effective project

The second module contains a functional grid for the presentation of immigrant integration interventions through Description form sport in critical areas Most Significant Change is a self-assessment of the capacity of the intervention to produce the most significant change desired outcome. The MSC technique is a form of participatory monitoring and evaluation. It is a form of monitoring because it occurs throughout the program cycle and provides information to help people manage the program. It contributes to evaluation because it provides data on impact and outcomes that can be used to help assess the performance of the program as a whole Reporting project for the integration of migrants in critical areas through Part A. This template guides the description of the implemented project, consistently with the submitted proposal, highlighting its strengths and potential for continuity; Project’s report part A Part B is intended to facilitate the verification of the application of SIMCAS guidelines in the intervention implemented Project’s report part B

OPERATONAL TOOLKIT

PART 4- SIMCAS PILOT TEST CONTENT

SIMCAS PILOT TESTS PRESENTATION

DANISH PILOT TEST (Girl Power Organisation)

GERMAN PILOT TEST (Champions ohne Grenzen e.V )

This part presents the pilot • PILOT TEST DESCRIPTION

tests also as goods practices for

the development of immigrant GREEK PILOT TEST (Organisation Earth)

• LINK STORYTELLING

integration intervention through sport

ITALIAN PILOT TEST (US Acli)

SLOVENIAN PILOT TEST (Sports Union of Slovenia)

A short presentation of the pilot test refers to the complete

SPANISH PILOT TEST (Consell Esportiu del Pla de l’Estany)

document and video

OPERATONAL TOOLKIT

PART 5- SUSTAINABILITY REPORT

CONTENT

PRESENTATION OF THE SUSTAINABILITY REPORT GUIDELINES FOR ANALYSIS AND DEFINITION OF A CORRECT FINANCING STRATEGY CROWDFUNDING PLATFORM

This part aims to provide guidance and tools for the sustainability and continuity of

sports projects starting from one of the outputs of the SIMCAS project - the report on sustainability

OPERATONAL TOOLKIT

WHERE

SIMCAS website www.simcas.eu + SIMCAS partners website (link to the SIMCAS website page of the toolkit in the partner's language) Available from December 2022

HOW

LANGUAGE

•

PRINTABLE TOOLKIT VERSION

•

WEB TOOLKIT: interactive and easy-to-use

English toolkit + toolkit in language of SIMCAS partners (Danish, German, Greek, Italian, Slovenian, Spanish)

37