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Martial Arts as tool towards Inclusion - project presentation

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The project has as main objective to train sports teachers in schools in remote/rural areas as well as those that have a lot of socially disadvantaged pupils to introduce Martial Arts to stimulate the inclusion of socially disadvantaged youth, regardless of age, race, gender or ability, and have Martial Arts become a lever to strengthen self confidence, control violence and strengthen community aspects. There is no reason why Martial Arts can’t be practiced by everyone with, if necessary, the right adaptation to the individual.

The project is proposing a range of innovative techniques to stimulate and facilitate the uptake of inclusive martial arts sport trainings, using a mobile and online training and community platform.

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects 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.

http://inclusivemartialarts.eu/

Martial Arts as tool towards Inclusion - 2017-1-BG01-KA201-036353

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Martial Arts as tool towards Inclusion - project presentation

  1. 1. MARTIAL ARTS AS TOOL TOWARDS INCLUSION MAINCLUSION (2017-1-BG01-KA201-036353) PROJECT PRESENTATION
  2. 2. General information ■ Start date: 01 September 2017 ■ Duration: 24 months ■ Funded by: Erasmus+ programme of the EU Commission ■ Measure: Strategic partnership for development of innovation in School Education
  3. 3. Partnership ■ Project coordinator: – Marie Curie Association – MCA, Plovdiv, Bulgaria ■ Partners: – Yamato Sport Club, Stara Zagora, Bulgaria – “Paisii Hilendarski” School, Plovdiv, Bulgaria – European WingTsun Organisation, Bulgaria – PHOENIXKM BVBA, Kortemark, Belgium – PENTHESILEIA, Athens, Greece – INONU UNIVERSITESI, Sport Department, Malatya, Turkey
  4. 4. Project priorities ■ Core project topics – Social inclusion – Promoting the acquisition of skills and competences ■ Policy topics – EU Youth Strategy – BG Physical activities & Sport Law (ЗАКОН ЗА ФИЗИЧЕСКОТО ВЪЗПИТАНИЕ И СПОРТА, изм. ДВ. бр.43 от 7 Юни 2016) – Aligned to UNICEF, Union of Persons with Disabilities in Bulgaria (UPDB) and International Disability Alliance recommendations
  5. 5. Aims and objectives ■ To train physical activity teachers in schools in remote/rural areas as well as those that have a lot of socially disadvantaged pupils to introduce Martial Arts to stimulate the inclusion of socially disadvantaged youth, regardless of age, race, gender or ability. ■ To enable Martial Arts to become a lever to strengthen self confidence, control violence and strengthen community aspects. ■ To enable Martial Arts training of people with special needs including both physical disabilities and learning / mental disabilities (Cerebral Palsy, Deafness, Visual Impairment, Amputees, Autism, Asperger's Syndrome, Dyspraxia, ADHD and other learning difficulties).
  6. 6. Target groups Direct users: ■ Youth with disabilities ■ Peer youth ■ Teachers ■ Coaches ■ Student bodies ■ Youth organization ■ Disability youth organisations Beneficiaries: ■ Parents ■ Sport organizers ■ Martial Arts experts ■ Specialists on youth behaviour ■ Policy experts in field of youth
  7. 7. Expected impact on youth: ■ The children/pupils with disabilities from remote areas that are in danger of exclusion will benefit from pedagogical measures that are adjusted to their needs and requirements, thus increasing their successful integration in mainstream education, thus also heightening their chances to succeed in life. ■ The mainstream schools will be able to implement the martial arts training into their sports curriculum. ■ The national umbrella associations for teachers, school, special and inclusive education, etc. can offer MAINCLUSION outcomes to their staff using the manuals and handbooks.
  8. 8. Intellectual outputs: The main outputs of the project will be: ■ IO1 Case studies (audio, video, text)* ■ IO2 MAINCLUSION curriculum and "Train the trainers" handbook ■ IO3 (Online/Mobile) course/training material ■ IO4 Online peer support and training portal platform ■ IO5 Set of interactive training videos ■ IO6 Mobile training app with individual learning path ■ *to be produced from PMI budget (NA decision)
  9. 9. IO1: Case studies (audio, video, text) Goals: ■ To collect a vast set of case studies in a variety of format (audio, video, text) from BG, BE, TR, GR - minimum 100 in total - and will act as library with good/best/bad practices, offering a detailed insight on the influence of the martial arts on the competences and skills of disadvantaged youth ■ Focus will be especially on sports teachers that support students with disabilities or from other disadvantaged groups.
  10. 10. IO1: Case studies (audio, video, text) Tasks: ■ O1/A1: Collection good/bad/best practices (led by P1) ■ O1/A2: Interviews with sports and martial arts teachers in all partner countries (led by P2) ■ O1/A3: Set of guidelines, assessed against national/regional realities and characteristics (led by P3) ■ O1/A4: Collection of 100 case studies in total (BG, BE, ES, GR) per thematic area (led by P1) ■ Leader: MCA + contribution by all partners
  11. 11. IO2: MAINCLUSION curriculum and "Train the trainers" handbook Goals: ■ To define the curriculum outline on the martial arts training which needs to be blendable with existing mainstream sports courses training ■ To follow the framework of the approach as propagated by Evangelos Vlachos (The Benefits of Using Traditional Martial Arts as an Intervention Programme for Children with Behavioural, Emotional and Social Difficulties) ■ To provide guideline to teachers and coaches at schools how to deliver the course which is very important to ensure the sustainability and exploitation of the output during and beyond the project lifetime.
  12. 12. IO2: MAINCLUSION curriculum and "Train the trainers" handbook Preliminary set of chapters: ■ Introduction to Martial Arts ■ Benefits of Martial Arts (Physical, Psychological, Social) ■ Suggestions for applications in treatment ■ Teach beginning level techniques of selected Martial Arts ■ Participant demonstrations of techniques learned ■ Match assessed needs with appropriate Martial Arts activity ■ ….
  13. 13. IO2: MAINCLUSION curriculum and "Train the trainers" handbook Tasks: ■ O2/A1 - Outline and creation curriculum (lead by P3, contribution by all) ■ O2/A2 - Outline and creation handbook (lead by P3, contribution by all) ■ Leader: SU "PAISII HILENDARSKI" PLOVDIV + contribution by all partners
  14. 14. IO3: (Online/Mobile) course/training material Goals: ■ To prepare the course material and associated training material as outlined in IO2 and following the positive approach ■ To create a content which will be fine-tuned throughout the project duration, using an iterative approach during the piloting with the target group of teachers
  15. 15. IO3: (Online/Mobile) course/training material Tasks: ■ O3/A1 - Creation course content in EN, NL, BG, TR, GR (lead by P4, contribution by all) ■ O3/A2 - Creation training material in EN, NL, BG, GR TR (lead by P4, contribution by all) ■ O3/A3 - Adaptation for online learning platform in EN, NL, BG, GR, TR (lead by P4, contribution by all,) ■ Leader: INONU UNIVERSITESI + contribution by all partners
  16. 16. IO4: Online peer support and training portal platform Goals: ■ To develop an online portal will apart from offering a community that addresses martial arts and inclusion issues, also provide access to the online learning platform (open source software, based on Moodle). ■ To integrate both the online portal and mobile app (IO6) so that that content within the mobile application will be managed also via the online platform, ensuring also easy content customisation and update of the mobile app. ■ To enable the usage of novel technologies which will enhance the lever effect of the martial arts as the group of beneficiaries is young and interested in novel approaches.
  17. 17. IO4: Online peer support and training portal platform Tasks: ■ O4/A1: Functional analysis requirements (led by P6) ■ O4/A2: Prototype development (led by P6) ■ O4/A3: Delivery alpha version portal (led by P6) ■ O4/A4: Delivery beta version portal (led by P6) ■ O4/A5: Invitation users to online portal (led by P6 with support of all partners) ■ O4/A6: Revisions based on piloting (led by P6) ■ O4/A7: Iterative improvement online portal (led by P6) ■ Leader: PHOENIXKM BVBA + pilot trials by all partners
  18. 18. IO5: Set of interactive training videos Goals: ■ To produce interactive online training videos which will feature clickable objects and links that make online training more tactile and engaging. ■ To stand out from other forms of multimedia by putting the learner into the driver’s seat. ■ To enable every viewer to get the opportunity to choose their next move and access online training content that’s relevant to them. Instead of merely watching an online presentation, they are able to pick their own personal path and meet specific learning objectives they need.
  19. 19. IO5: Set of interactive training videos Tasks: ■ O5/A1: Functional analysis requirements (led by P7) ■ O5/A2: Prototype development (led by P7) ■ O5/A3: Delivery beta version of the structure (led by P7) ■ O5/A4: Revisions based on initial feedback (led by P7) ■ O5/A5: Iterative improvement of the interactive videos (led by P7) ■ Leader: PENTHESILEIA + pilot trials by all partners
  20. 20. IO6: Mobile training app with individual learning path Goals: ■ To develop an Android based mobile app which will allow for mobile training, whereby trainees will be able to contribute themselves to the training material with case studies, and -after approval- use it as training material, as well as share it with other teachers and stakeholders. ■ To intergrade the mobile app so that that content within the mobile application will be managed also via the online platform, ensuring also easy content customisation and update of the mobile app.
  21. 21. IO6: Mobile training app with individual learning path Tasks: ■ O6/A1: Functional analysis requirements (led by P6) ■ O6/A2: Prototype development (led by P1) ■ O6/A3: Delivery alpha version mobile app (led by P1) ■ O6/A4: Delivery beta version mobile app (led by P1) ■ O6/A5: Invitation users to mobile app (led by P6 with support of all partners) ■ O6/A6: Revisions based on piloting (led by P1) ■ O6/A7: Iterative improvement mobile app (led by P1) ■ Leader: MARIE CURIE ASSOCIATION – MCA + pilot trials by all partners
  22. 22. Transnational partners meetings* ■ Kick off meeting – M1, Plovdiv, Bulgaria ■ Second TSN meeting – M6, Malatya, Turkey + mobility ■ Third TSN meeting – M12, Ieper, Belgium + ME ■ Fourth TSN meeting – M18, Athens, Greece + mobility + ME ■ Final TSN meeting – M22, Plovdiv, Bulgaria + mobility + ME * (to be revised based on NA feedback)
  23. 23. Multiplier events (E1, E2, E3) E1 - GREECE: ■ Date: September 2018 ■ Venue: Athens ■ Organiser: PANTHESILEA ■ Expected participants: 40 E3 - BELGIUM: ■ Date: December 2018 ■ Venue: Ieper ■ Organiser: PhoenixKM ■ Expected participants: 50 E2 - BULGARIA: ■ Date: June 2019 ■ Venue: Plovdiv ■ Organiser: MCA ■ Expected participants: 80
  24. 24. Learning/Teaching/Training Activities ■ Type: SP-SCHOOL-EVENT - Short-term joint staff training events ■ Target audience: Teachers from mainstream schools ■ Venues: – Bulgaria (Stara Zagora, Plovdiv) – Greece (Athens) – Turkey (Malatya)
  25. 25. MONTHS M1 M2 M3 M4 M5 M6 M7 M8 M9 M10 M11 M12 M13 M14 M15 M16 M17 M18 M19 M20 M21 M22 M23 M24 Project activity* A1 A2 A3 A4 A5 A6 A7 A8 A9 A10 A11 A12 A13 O1/A1 O1/A2 O1/A3 O1/A4 O2/A1 O2/A2 O3/A1 O3/A2 O3/A3 O4/A1 O4/A2 O4/A3 O4/A4 O4/A5 O4/A6 O4/A7 O5/A1 O5/A2 O5/A3 O5/A4 O5/A5 O6/A1 O6/A2 O6/A3 O6/A4 O6/A5 O6/A6 O6/A7 M1 M2 M3 M4 M5 E1 E2 E3 C1 C2 C3
  26. 26. ■ Thank you for your attention!

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