Suchergebnisse

The idea of the A.G.E.S. project - Addressing Gender Equality in Sport - was born in Pisa, in 2016, following the conference "Gender and Wellnes s in Sport" organized by the CO.RI. Institute - Communication & Research - of Livorno, with the patronage of the City of Pisa and Pisa European City of Sport 2016, the participation of the Fondazione Ordine degli Psicologi della Toscana and the Consiglio Cittadino per le Pari Opportunità di Pisa. The CO.RI. Institute, which has been dealing with gender studies and culture of equality for years, has promoted, in the conference held in Pisa, an opportunity for professionals and institutions to meet on the theme of gender equality in sport according to European guidelines. Professionals and representatives of bodies and institutions have participated in an active and motivated way, allowing a complex and in-depth analysis of the problem analysed. Due to the interest in the topics covered, expressed by all participants at the Conference, the CO.RI. Institute has agreed to collect the various contributions in a text, published by the P.O. Commission of the Region of Tuscany. As a consequence of the topicality and importance of the topics dealt with, the CO.RI. Institute involved the UISP of Pisa in the presentation of the Erasmus+ Sport "A.G.E.S" project with the intent to conduct a survey on the perception of gender stereotypes in sport. The UISP of Pisa has become the proposer of the project, in which two other relevant partners participated together with the CO.RI. Institute: Universidad Católica San Antonio de Murcia- UCAM (Spain) and University of Thessaly - UTH (Greece). The objective, shared by the partners, was to carry out a survey, through validated questionnaires, among a significant sample of girls and boys, adults and sport operators from the three countries involved, to verify the presence or absence of gender stereotypes and associated factors with respect to sport activity. The normative premises of reference are those of the European Union and its ...

The idea of the A.G.E.S. project - Addressing Gender Equality in Sport - was born in Pisa, in 2016, following the conference "Gender and Wellnes s in Sport" organized by the CO.RI. Institute - Communication & Research - of Livorno, with the patronage of the City of Pisa and Pisa European City of Sport 2016, the participation of the Fondazione Ordine degli Psicologi della Toscana and the Consiglio Cittadino per le Pari Opportunità di Pisa. The CO.RI. Institute, which has been dealing with gender studies and culture of equality for years, has promoted, in the conference held in Pisa, an opportunity for professionals and institutions to meet on the theme of gender equality in sport according to European guidelines. Professionals and representatives of bodies and institutions have participated in an active and motivated way, allowing a complex and in-depth analysis of the problem analysed. Due to the interest in the topics covered, expressed by all participants at the Conference, the CO.RI. Institute has agreed to collect the various contributions in a text, published by the P.O. Commission of the Region of Tuscany. As a consequence of the topicality and importance of the topics dealt with, the CO.RI. Institute involved the UISP of Pisa in the presentation of the Erasmus+ Sport "A.G.E.S" project with the intent to conduct a survey on the perception of gender stereotypes in sport. The UISP of Pisa has become the proposer of the project, in which two other relevant partners participated together with the CO.RI. Institute: Universidad Católica San Antonio de Murcia- UCAM (Spain) and University of Thessaly - UTH (Greece). The objective, shared by the partners, was to carry out a survey, through validated questionnaires, among a significant sample of girls and boys, adults and sport operators from the three countries involved, to verify the presence or absence of gender stereotypes and associated factors with respect to sport activity. The normative premises of reference are those of the European Union and its ...

The main focus of this project Improving Social Innovation Competencies of Sports Professionals through Increasing Quality of VET (SPIN-VET) is to develop an innovative course curriculum that can be implemented by organizations (universities, Vocational Education and Training [VET] institutes, NGOs) responsible for vocational training of sports professionals in order to meet these needs. However, the development of open and innovative educational resources needed by trainers/lecturers responsible for vocational education and training of sports managers is one of the priorities of the project. SPIN-VET has focused on increasing the capacities of sports vocational education and training stakeholders (universities, institutes, VET providers, trainers, lecturers, mentors, etc.) through course curricula and innovative educational resources to be developed for the improvement of the social innovation competencies of sports managers. SPIN-VET project therefore seeks to address the following identified needs of VET for sport field in social innovation at the European Union (EU) level: Current curricula implemented by VET institutions responsible for VET of sports professionals are insufficient to train qualified sports managers to meet the needs of the sports labor market. Social innovation in sports is a relatively new but rapidly developing field. There is no innovative course curriculum on social innovation that VET institutions in the field of sport can apply. Trainers/lecturers responsible for VET of sports managers need innovative educational resources on social innovation. The social innovation competencies of the sports professionals in the labor market are not sufficient. Sports professionals in the labor market need open and digital learning platforms and training resources to improve their social innovation knowledge,skills and competences. With this scope, the overall objectives of the project are to contribute to smart, sustainable and inclusive growth in Europe by: Supporting professional development of ...

In recent years, Erasmus+ projects have been an excellent academic platform that are helping to achieve one of the great founding principles of the European Union: the integration of its member states through cultural, social and knowledge exchange. The DECA project - Dual European Careers of Athletes, part of an ambitious idea and unquestionable potential, the union of sports and work careers of young players in a professional context. The Dual Career has been set as one of the great European sporting horizons for the coming years. Until a few years ago, the professional and academic careers of athletes were presumed to be separate realities. When an elite athlete retired permanently, in many cases the future that lay ahead was not very encouraging. Over time, there has been a growing awareness of the need to support athletes in their academic training and create positive synergies that allow a parallel development of both paths. The DECA project goes one step further in this philosophy, putting the focus on young basketball players, with their sports careers still in the making. That is, to bet on the model of the dual career from the base, establishing a solid foundation that supports this model of educational and sports development. The importance of Universities, clubs, sports associations and govern- ment institutions having taken part in this project is categorical. The presence of these organizations is a source of guarantees for the project to be executed in a controlled scenario where the main actors –the athletes– can achieve their goals with support and certainty. This book seeks to set a precedent in the dual career of young basketball players that can be applied to any sporting context. In this work the main lines of execution of the project are described in detail; the role played by each of the partners involved; the strategies of publicity and dissemination of its contents; the assessment and evaluation methods used; testimoniesof the participating subjects and the compilation of the good ...

Already in 2007, the European Commission in its "White Paper on Sport" declared the importance to provide "Dual Career" training for young athletes already at an early stage, in order to ensure the reintegration of professional sportspersons into the labour market upon the completion of their sporting careers (European Commission, 2007). In addition, in 2008 the Council of the European Union in Declaration (European Commission, 2011) called for the strengthening of the dialogue with the International Olympic Committee and representatives of the world of sport, in particular, on the question of combined sports training and education for young people. Following the European Council's call in 2008 to address the issue of "Dual Careers" "Developing the European Dimension in Sport" (European Commission, 2011), the Commission emphasized the importance of ensuring that young high-performance athletes were offered quality education in parallel to their sports training. The EU guidelines on Dual Career of Athletes (European Comission, 2012),which is recommended Policy Actions in Support on Dual Careers in High-Performance Sport (approved by the EU Expert Group "Education & Training in Sport" at its meeting in Poznań on 28 September, 2012) stated that the promotion of Dual Careers of athletes matched with the several aims of the Europe 2020 Strategy: – prevention of early school leaving; – more graduates in higher education; – higher employability; – increase of economic activity of citizens; – making sport policies more efficient by keeping more talented and high- performance athletes in the sport system. According to the Conclusions on Dual Careers for athletes published the European Commission in 2013 (European Commission, 2013), the term "Dual Career" implies that an athlete is able to combine their sporting career, including high quality training, with education and/or work in a flexible way. The EU Work Plan for Sport 2017-2020 adapted by the Counil of Ministers proposed that the EU Work Plan for Sport should be ...

Desde la teología y la filosofía podemos comprender el concepto de belleza en el deporte ligado a la dignidad humana. Para ello, en este artículo: a) analizamos desde la antropología del cristianismo el lugar del cuerpo y el valor del deporte en la vida del ser humano; b) abordamos la estética intentando comprender la belleza ligada a la dignidad; a continuación, c) proponemos una educación estética donde la belleza ligada al deporte no está exenta del sufrimiento, las limitaciones físicas o psíquicas del individuo, para que seamos capaces de ver más allá de las formas, en orden a respetar y salvaguardar la dignidad de la persona humana; finalmente, d) reflexionamos sobre el concepto de belleza que profesores y entrenadores están trasmitiendo a los alumnos y a los deportistas a través del deporte, proponiendo un modelo en el que cabe el dolor, el sufrimiento, las limitaciones e imperfecciones sin dejar por ello de ser bellos.From theology and philosophy we can understand the concept of beauty in sport linked to human dignity. Therefore, in this article: a) we analyze, from the anthropology of Christianity, the body and the value of sport in the lives of human beings; b) we boarded the aesthetic trying to understand beauty linked to dignity; then c) we propose an aesthetic education where beauty linked to sport is not without suffering, physical or mental limitations of the individual, so that we are able to see beyond the forms, in order to respect and safeguard the dignity of the human person; finally, d) we reflect on the concept of beauty that teachers and coaches are transmitting to students and athletes through sport, proposing a model that fits the pain, suffering, limitations and imperfections while still being beautiful.

Resumen El Deporte, como fenómeno social, alcanza una relevancia tal que le hace merecedor de un tratamiento jurídico dirigido, primeramente, a su tutela y con tal grado de reconocimiento y protección que se inserta su referencia en el propio texto constitucional. La fijación en la Ley de leyes exige comprender que la Constitución española no innova sino que es una manifestación del tratamiento legislativo de esta materia jurídica en la Comunidad Internacional, tanto en el rango normativo como en el modo de abordar su ordenación, que no se fija aisladamente sino entrelazada necesariamente con otros valores y bienes jurídicos, según inspiran los principios informadores. Así, además de fijarse un Principio Rector para informar la tarea pública, concretamente dirigida a la promoción del deporte, se reconoce como un derecho humano, en cuanto relativo a la personalidad del individuo, forjando valores, fomentando la sociabilidad y sirviendo a la salud e integridad física y moral. El plan de exposición de este estudio se ha de completar con una reflexión necesaria para equilibrar la iniciativa pública y la participación privada en el fomento, organización, realización estable del deporte, incentivando el asociacionismo y la empresa deportiva. AbstractSport, as a social phenomenon, reaches a relevance that entitles its to a legal treatment aimed, first, to its tutelage and with a degree of recognition and protection as its reference is inserted in the Spanish Constitution. The posting in the Law of laws requires an understanding that the Spanish Constitution does not innovate, but a manifestation of the legislative treatment of this legal matter in the International Community, both, in the normative range and how to address their management, not fixed in isolation but necessarily intertwined with other values and legal rights, as inspired by the early reporters. So in addition to set a Guiding Principle to inform the public task, specifically aimed at the promotion of sport, it is recognized as a human right, as on the individual's personality, forging values, fostering sociability and serving the health and physical and moral integrity. The exhibition plan of this study is completed with the necessary reflection to balance the public initiative and the private participation in the promotion, organization, sports stable realization, encouraging business and sports associations.

In fact, an exponential interest in sport dual career both in academic and political fields is gaining its visibility. The European Commission (2012) defined the Dual career as the conciliation between education and sports. A well-balanced dual career can help to maximize the contribution of athletes to society, building on the capabilities athletes have developed during their careers, and can be seen as good preparation for becoming potential role models in society. Students often face challenges to combine their educational activities with sport. Naturally, the aim to succeed at the highest level of a sport demands intensive training/competitions, which can be difficult to reconcile with the challenges and restrictions in the educational system and the labor market (European Commission, 2012). Nevertheless, the student-athlete definition is differently used between European countries. Naturally, this fact enhances the existence of very different policies with regard to the support that is given to these athletes by governmental structures, but above all by higher education institutions. Despite the exponential interest in this topic, as we have previously reported, the existence of national policies to support student athletes is not yet a reality in all member states of the European Commission and clear terminology and interpretation across Europe for this new policy domain is an urgent need. Additionally, those policies should respect cultural diversity. There is also an appeal to national authorities to develop culturally and country-specific guidelines for dual career that would take into account the Guidelines but also the specificities of the national education systems and sports (European Commission, 2016; Geraniosova & Ronkainen 2015). The European Union Guidelines on Dual Careers of Athletes (European Commission, 2012) provided a minimal standard of facilitators and conditions for athletes in member state countries and contributed to research in dual career development at a national level (Li ...

This handbook compiles the experiences of researchers and university staff from five different European universities who understand that the dual career of student-athletes is more than a necessity, it is a right that the student athlete has as a human being. We want to acknowledge the great work done by our European partners in Rome, Malta, Greece and the United Kingdom, as long as they have believed in this project, and for their enthusiasm and professionalism in carrying it out. In the first chapter, we discuss the dual career issue and its importance for the European Union – encompassing projects such as ESTPORT – whose results we present in this book. We start from the idea of the athlete-student as a "centaur", who must harmonize two high-level activities, one sport (as high level athletes) and another academic (such as university students). To do this, they must have the best conditions to respond to their personal right to be prepared for their future, once they finish their sports career. Following this line, in the second chapter, we present the UCAM Sports Tutorship Model, a pioneering model in Europe to offer a dual career to those high level athletes who study a university career. In the third chapter, we present the enriching experiences of the methodology of implementation of the model "sports tutor model" carried out by the Universities of Rome "Foro Italico" (Italy), Malta (Malta), Leeds Trinity University (United Kingdom) And Thessaly (Greece). From their methodological experience on how to implement the figure of the sports tutor in their universities during an academic course, we gathered important lessons to adapt our universities to sports universities. Therefore, in the fourth chapter we present the "Estport" Model 2.0 version, which arises from the enrichment of the initial model of sports tutoring, with which we have been working at UCAM for more than a decade, after the experiences resulting from its implementation in partner universities as a result of project funding by the European ...

The primary objective of the European Sport Leadership Programme (ESLP) was to improve good governance in university sport, through the training of carefully selected students to promote and increase physical activity among the university population. As part of this, the aims were to promote voluntary activity in sport, and to provide quality training to improve leadership in sport. It is important to highlight the innovative aspects of the proposal, which is designed to meet a number of needs present in European universities. ESLP is a pioneering project in the governance of university sport at a European level and takes into account various areas of university sport strategy, from participation or recreation to the elite. This proposal also implements an innovative sports leadership programme with the dual objective of increasing opportunities for students to be active, while allowing them to gain valuable opportunities to help improve their overall employability as future graduates. The programme was designed through a collective needs analysis and has been jointly created by all the universities involved, with active participation from the intended target groups. The innovative nature of the project is also evident from the measures implemented for its development, which will be reported more extensively throughout this handbook. ; This toolkit is the result of the European project 'European Sport Leadership Programme' (590801-EPP-1-2017-1-ES-SPO-SCP). Call: European Union. Education, Audiovisual and Culture Executive Agency. Erasmus+ Sport Programme. Call EAC-A03-2016 "Collaborative Partnerships". Agreement number: 20172477. Coordinator (PI): Antonio Sánchez-Pato.

The aim of this study was to know the influence of Estport model in the dual career of student-athletes, from San Antonio Catholic University (Spain), as part of the Erasmus + project: Development an innovative European Sport Tutorship model for the dual career of athletes- ESTPORT, through of the evaluation of their perceptions, regarding their sports and academic career within the sports tutor service. The sample consisted of 109 student-athletes, of which 59 were men and 50 were women with ages between 19 and 40 years (M = 26.10; SD = 4.62) belonging to the Universidad Católica San Antonio de Murcia (UCAM) and of different sports level: amateur (2.8%), semi-professional (40.4%) and professional (56.9%). Results showed that the pace at which the athletes carried out their studies was 1.8 ± 0.8 years per academic year. Regarding the difficulties of athletes to reconcile sports and studies, men lost more rhythm than women in studies (z = 3.2; p = .001). The role of the sports tutor was valued to a greater extent by the athletes who competed at the national level (z = 3.2; p = .001) since they consider it important to have someone who listens to them and were at their disposal (z = 3.4; p = .001), provide guidance with the necessary academic procedures within the university (z = 2.9; p = .003), be also a personal help (z = 2.8; p = .004) that assists and support them when managing the time in their academic career (z = 2.8; p = .005). ; The research is result of the European project 'Developing an innovative European Sport Tutorship model for the dual career of athletes' (557204-EPP-1-2014-1-ES-SPO-SCP). Call: European Union. Education, Audio-visual and Culture Executive Agency. Erasmus + Sport Program. Call EACS / S11 / 13 "Collaborative Partnerships" and "Not-for-profit European Sport" (Head of research: Antonio Sánchez-Pato).

Project focuses on employing the methodology of Education Through Sport (ETS) as a vehicle of upskilling and curricular enhancement of Sport Coaches and Trainers working in the field with disadvantaged target groups with migrant background in the perspective of fostering inclusion and equal opportunities in as well as through Sport for migrants. The project pursues the specific Erasmus+ Small Collaborative Partnership priorities related to encouraging social inclusion and equal opportunities in Sport. Our Project aims at answering the challenge of social exclusion of migrants in Europe, with a particular focus on addressing the compelling issue of systematic under representation of migrants in non-playing roles within Sport clubs and organizations. Migration is now one of the biggest challenges for the European societies and political systems. As migrant fluxs increase and with the terroristic fears widespreading after the recent attacks, intercultural dialogue and social integration is urgently needed while it has been stated many times that Europe can and should use the potentials of immigrants. Besides sport has a positive function for personal health and fitness as well and help people to improve their own wellness along with their capacity to be part of a team and/or to enhance a sportsmanship attitude. As politics across Europe is showing all its difficulties relating to welcoming immigrants policies and integrationla ones, sport can be the paicific while effiective tool for strenghthening integration. Not to forget that project partners are established in countries interested by migrant fluxes and immigrant presence: Turkey, Spain and Italy whose role in Euroepan politics has been risen recently as key-role in tackling new waves of immigrants and its related integration policies. The following questionnaire analysis have been prepared to be used in the project titled "Integration of Refugees Through Sport" carried out under the Erasmus + Sports program supported by the European Commission.The research ...

Abstract: The European Union stresses the importance of sport as a tool for social and economic development, although there are still few intervention programmes that have been analyzed, it is justified that this type of programme should be carried out in universities. The main objective of this intervention was to analyze whether significant differences would occur after the programme intervention in the analyzed transversal competences of the student volunteers as a measure of involvement. Participated 61 university students (29 female and 32 males, Mage = 23.20 years, SDage = 9.79). Two tests were carried out, at the beginning of the intervention (pre-test) and after 24 months of the intervention (post-test). There were improvements from pre-test to post-test in organization and planning (Δ = .07, d = .35), management of knowledge and information (Δ = .10, d = .32), emotional control (Δ = .09, d = .39), autonomous work (Δ = 0.03, d = .40) and adaptation to new situations (Δ = 0.01, d = .35). According to the effect sizes, the differences were significant in practical terms. Consequently, this means that the students were more involved regarding the pre-test measures. The present work was the first one carried out enacting a European programme on sport leadership assessed on students' own perception of relevance about their competences as a measure of involvement. In future studies it must be analyzed the actual effect of this program on participants' competences. Abstract: La Unión Europea destaca la importancia del deporte como instrumento de desarrollo social y económico, aunque todavía son pocos los programas de intervención que se han analizado sí han quedado justificados que este tipo de programas se lleve a cabo en las universidades. El objetivo principal de esta intervención fue analizar si se producirían diferencias significativas después de la intervención del programa en las competencias transversales analizadas de los estudiantes voluntarios como medida de su implicación. Participaron 61 alumnos ...

This research was part of a large intervention study implementing the European Sports Leadership Programme (ESLP). This paper reports the outcomes of the qualitative study that employed focus groups to assess the students' perceptions of the 15 competencies determined according to the Framework for qualifications of the European Higher Education Area, before and after the ESLP. Focus groups were carried out at each of the five universities. The ESLP involved university students working as a sports leader for 24 months with the aim to engage more students in university sport, whilst they took part in a graduate employability programme. Each university recruited five sports leaders in their second year at university, to deliver 10 new sport and recreational activities targeting the wider inactive or semi-active student population. Findings highlighted that Organization and planning, Oral and written communication, Development of planning and decision making, and Teamworking, followed closely by Emotional control and Adapting to new situations, were the most commonly reported competencies. They affirmed that this programme had helped to develop these competencies. Use of information, communication and technology, Communication in a foreign language, Research and Emotional control were the most common competencies that students stated they needed to improve further. This research found that implementing the ESLP helped to develop students' perceptions of their workplace and career competencies. The ESLP is therefore, recommended as one approach to helping universities to develop student's workplace and career competencies. ; This research is the result of the European project 'European Sport Leadership Programme' (590801-EPP-1-2017-1-ES-SPO-SCP). Call: European Union. Education, Audio-visual and Culture Executive Agency. Erasmus+ Sport Programme. Call EAC-A03-2016 "Collaborative Partnerships". Agreement number: 20172477. Coordinator (PI): Antonio Sánchez-Pato.