The project aims to teach Sport and Physical Education and provide sport materials in ten (10) Private schools in Uttara, Dhaka. This project will focus on providing physical educators and sport materials to schools. It is expected that through the provision of sport and physical education to children and young men will have direct and positive effect on the well-being of the youth in the communities where they live.
We will utilize professional sport men and women for this pilot physical education and sports teaching. Each of these professionals will be expected to successfully participate in a one (1) week training program at the beginning of their work. This training program will provide basic sport and physical education information. Each school engaged in this project will provide one person (volunteer) who will be trained alongside the professionals with the objective of the volunteer continuing the teaching after the project is phased out. This person (volunteer) will continue to be trained together with the students by the professionals. After a period going from four (4) to six (6) months, the project will officially hand over the teaching to the person (volunteer) the school had provided to continue with the teaching but with regular supervision from the project staff during the entire project period to ensure continuity and support where required.
This volunteer will be the link between the project coordinator and the school for the competition between the schools. Each academic year we will organize competitions to give the students the opportunity to test their skills and ameliorate their performance.
We will operate with 10 volunteer physical educators. In addition, a Governing Board made up of sport men and women will operate to provide overall management of the education program. Periodic evaluations will be conducted to assess the project in the following areas:
a) Technical capacity of the volunteers and the commitment of the schools administration to run the programme
b) The support of the Parents committees of the schools to ensure sustainability
c) The student’s behavior and skills in physical education and competitions with other schools
II- BACKGROUND INFORMATION
Sport and young child survival and development
Sport and physical activity are essential for improving child health and wellbeing, and achieving the Millennium Development Goal 4. Evidence has shown that regular participation in physical activity provides all people, regardless of ability, with a wide range of physical, social and mental health benefits, and can prevent or limit the effects of many of the world's leading non-communicable diseases. In addition, sporting events and sport celebrities provide special opportunities to mobilize communities to support immunization, hand washing and other public health campaigns.
Sport, Education and Child and Youth Development
Physical activity is vital to the holistic development of young people, fostering their physical, social and emotional health. The benefits of sport reach beyond the impact on physical well-being and the value of the educational benefits of sport should not be under-estimated.
Physical education and sport have an educational impact. Changes can be seen in (i) motor skills development and performance and (ii) educational potential. This shows the positive relationship between being involved in physical activities and psychosocial development.
Sport and physical education is fundamental to the early development of children and youth and the skills learned during play, physical education and sport contribute to the holistic development of young people. Through participation in sport and physical education, young people learn about the importance of key values such as: honesty, teamwork, fair play, respect for themselves and others, and adherence to rules.
It also provides a forum for young people to learn how to deal with competition and how to cope with both winning and losing. These learning aspects highlight the impact of physical education and sport on a child’s social and moral development in addition to physical skills and abilities.
In terms of physical and health aspects of child and youth development, there is an overwhelming amount of evidence that focuses on the (mostly positive) effects of sport and exercise on physical health, growth and development.
Long-term involvement in physical activity
Physical education and sport also build healthy activity habits that encourage life-long participation in physical activity. This extends the impact of physical education beyond the schoolyard and highlights the potential impact of physical education on public health.
To achieve broader goals in education and development, sports programs must focus on the development of the individual and not only on the development of technical sports skills.
While the physical benefits of participation in sport are well known and supported by large volumes of empirical evidence, sport and physical activity can also have positive benefits on education.
Sport-based programs have been shown to improve the learning performance of children and young people, encouraging school attendance and a desire to succeed academically. Whilst a majority of research into the health and development impacts of sport has been conducted in developed countries, there are studies that support this relationship in developing countries.
For example, a study on sports involvement among children and young people in Namibia has shown that those who participated in sport and physical activity were more likely to pass the Grade 10 examinations. There is further research that suggests this relationship continues in tertiary education.
After a research made in many schools, we discovered that there is neither sport nor physical education in school program in Bangladesh and hence physical education is not included in the school programme/curriculum being it private or government schools. Nevertheless a very few private schools have it but practically they are not doing it. We visited a few schools in Uttara and were very disappointed to hear the schools principals saying that sport and physical education are being taught in the classrooms.
Why do we need physical education in schools? There are many reasons why physical education and sports should be taught in schools some of which are listed below:
Theoretical teachings class after class and day after day can become boring and children lose concentration especially after two or so consecutive classroom teaching. An hour of outdoor games can break this cycle of boredom and refresh the students mind and hence improve their concentration
Gym class helps students manage stress while boosting their mood. Children who participate in physical education may enjoy increased self-esteem as a result of excelling in sports
Gym teachers often split students into teams to play sports such as volleyball and baseball. While playing on a team, students learn how to alternate between acting as a leader and support to others. They also learn conflict management. Students learn how to win and lose graciously, treating their peers with respect without regard to outcomes. The social nature of physical education also encourages different groups of friends to mix.
Students who are not naturally athletic may still enjoy the mental benefits of physical education as they learn to push their limits. Students learn how to solve problems by playing sports. They may also build character as they set goals and seek improvement in gym class activities.
It is because of the many benefits of sports and physical education that we are committed to bring a change and introduce teaching Sport and Physical Education in 10 Private Schools in and around Uttara to begin with and scale up within two years. The project will provide the targeted schools with physical educators and sport materials to help the school children enhance their holistic development, fostering their physical, social and emotional health.
Activities included in the program will be designed in such a way to promote physical fitness, to develop motor skills, to instill knowledge and understanding of rules, concepts, and strategies, and to teach students to work as part of a team, or as individuals, in a wide variety of competitive activities.
The project aim
The primary aim of physical education is to equip students with the knowledge, skills, capacities, and values along with the enthusiasm to maintain a healthy lifestyle into adulthood.
The specific objectives
To introduce sport and physical education in 10 private schools in Uttara in 2 years
To teach sport and physical education to one thousand (1000) students in ten (10) Private schools from 2013 – 2015.
To provide all the sport materials to ten (10) private schools in Uttara in 2 years time.
The target group
There are two different target groups for this project.
The first and primary group is the school students of the 10 private schools in Uttara, Dhaka. The secondary group is the targeted schools that will benefit of physical education and sport classes.
Both groups are important and essential components of this project. It is expected that significant learning will take place for both groups.
The primary methods for achieving the goal and objectives of the Project will be:
Approaching the school principals and talking to her/him of the importance of physical education in schools and try to lobby for her/his school to be part of the pilot project.
Recruiting sport men and women and providing them relevant information on sport and physical education.
Giving the training to the person provided by the school (volunteer).
Teaching sport and physical education to the students 4 hours per week in each school.
In each school, the students will be organized by classes in four (4) groups. (1) Play group – Kinder Garden; (2) classes 1 – 4; (3) classes 5 – 7; (4) classes 8 – 12.
Each school will be allocated 2 days (4 hours) in a week. Each group will have 1hour of sport per week.
Organizing games and competitions between the ten (10) schools during the two years of project implementation.
The Project will use twelve (12) part time staffs
Country Director/Representative: The country Director will be the overall overseer of the project. His responsibilities will including reporting to the Ministry of Primary and Mass Education but also lease with other relevant government authorities
Project Manager (part time) - Responsible for hiring project staff, overseeing project development and operation, budget and establishing and maintaining links with local government agencies.
Ten (10) physical educators (Part time) whose responsibilities include conducting the physical education and sports in schools
Governing Board - A 7 member Board made up of both professional football players and FABST staff.
V-MONITORING AND EVALUATION
To assess the performance of the project, a baseline and mid-term evaluation will be conducted in the first year of the project implementation and an end line after two years. The Monitoring and Evaluation officer will be responsible for the overall quality of the evaluation. The evaluation will look into the following aspects:
Efficiency: A measure of outputs in relation to the program cost and inputs
Effectiveness: An assessment of impact/outcome indicators
Coverage: Determination of program coverage. Overall coverage data and whether any children were excluded from the program due to physical/cultural or other bias
Sustainability: Determination of adequate exit strategy including preparation for hand over to local the schools.
Relevance and appropriateness: Assessment as to whether the program was relevant to the problem and whether it was initiated at an appropriate time and in an appropriate context
Formative Evaluation - Primarily qualitative in nature, the formative evaluation will be conducted through interviews and open-ended questionnaires. The Project Evaluator will meet regularly with project staff to share findings from the formative evaluation effort. Periodic reports will be prepared that identify the major findings of the formative evaluation and how they have been used to improve Project operation.
Summative Evaluation - Primarily quantitative in nature, the summative evaluation will begin with the establishment of baseline data at the beginning of the Project (using a random sample of school and school student to assess their sport and physical education knowledge) and then be conducted at 3 month intervals. Data for the summative evaluation will focus on the primary goal of the project and the objectives
Structured interviews of youth to evaluate changes in their behavior to see if they behave like professional at the mid-term and endline evaluations.
School recruiting sport and physical education teachers.
Selected interviews of school students and school administration to assess whether they like the sports or not.
Documentation of number of schools equipped with sport materials and sports classes.
Records of number of schools involved in the project.
Available resources: Office premises
1) 12 part time staff at 50% salary
2) Sport materials (to be bought)
3) Sport ground (to be rented)