Courage Loyalty Courtesy Effort Determination Sacrifice Generosity

Courtesy Effort Determination

Generosity Honesty ResponsibilityResponsibility Self-discipline Team spirit Sacrifice Honesty ResponsibilitySelf-discipline Team spiritLoyalty Courtesy Courage EffortCourtesy Effort DeterminationResponsibility Self-discipline Team spirit

Sacrifice Honesty ResponsibilityCourage Loyalty Courtesy EffortGenerosity Honesty ResponsibilityResponsibility Self-discipline Team spirit

Determination Sacrifice Generosity

Self-discipline Team spirit

Through a community of sports clubs JP2F4S aims to turn John Paul IIÕs vision of sport into reality. Our hope is that children and young people in schools and parishes around the country can meet their potential, improve their lives and find peace through sport.

S Spiritual development‘Life can be compared to a unique marathon which we are all called to run, each in his own way

and at his own pace. A common goal awaits us, however, and it is the encounter with Christ.’2

English/RE link: Create an acrostic prayer, poem or reflection about sporting values and forging peace through sport. Students can use words such as SPORT, VALUES, PEACE or choose a theme of their own.

P Peace through sport‘Make sports an opportunity for meeting and dialogue,

over and above every barrier of language, race or culture.’3

RE/PSHE Link: Discuss the meaning of peace, conflict and resolution. Explore different ways to resolve conflict and reflect on how sport can be used to bring people together peacefully.

O Olympic & Paralympic valuesCelebrate values in action. Use the activities in this resource to enable your class to reflect on sporting values and how they can benefit all aspects of their lives. History/ICT link: Research the Olympic and Paralympic values.

R Role Models‘Sportspeople, especially the more famous, should never forget that they infact

become models for the world of youth. It is therefore important that, apart

from typically sporting skills, they also carefully develop human and spiritual

qualities which will make them truly positive examples in the public mind.’4

PSHE/Science link: Consider what characteristics make a person a good role model. Discuss the benefits of exercise for both physical and mental health and identify positive personality traits that enable a person to work towards achieving their full potential. Ask students to draw their own sporting hero and imagine what message they would give.

T Team SpiritUse sporting events in your school and parish to bring the whole community together in an atmosphere of joy, peace and friendship. PE/RE links: Create a display of Ôreflection stationsÕ; presenting different sporting values, to enable visiting parents the opportunity to focus on the benefits of sport in developing the whole person.

2Angelus message: World Day of Peace (January 1, 2000) 3Jubilee of Sports People Homily of John Paul II (October 29, 2000) 4Address to the European Union of Football Association (May 8, 2000)

Key stage 2/3

edition includes:

Board game

Sporting values

activity

Case Studies

Using sporting values to develop.

the whole person.

The Sporting PopeJohn Paul II was known as Ôthe sporting popeÕ. He was a keen footballer as a child, playing in goal, and as a young priest he took groups of young adults kayaking, hiking and skiing. In 2004, he created a special department in the Vatican devoted to promoting sport as integral to human development.

Through his teaching, John Paul II showed us that sport, at both the amateurand the competitive level, requires commitment, perseverance, effort, courage, sacrifice, honesty, collaboration and friendship. These sporting values have the potential to impact positively on all aspects of young peoplesÕ lives.

‘Sport can help young people to develop a positive attitude to themselves, their community and God by helping them develop their physical, intellectual, emotional and spiritual aspects of their life.’CEO Mgr Vladimir Felzmann

Sports SquaredSports Squared is a club founded by JP2F4S in partnership with Sion-Manning Girls School, St Charles VI Form College and Queens Park Rangers Community Trust. It opens its doors weekly to children and young people in an area of the country with the greatest wealth disparity. Using the sports facilities at Sion-Manning Girls School and the expertise from local sports clubs and coaches, Sports Squared is the place to be on a Friday night! Offering sessions in basketball, dance, fitness, football and trampolining, itÔs a popular alternative to hanging out on the street.

Samba Street SoccerSamba Street Soccer was set up in 2005 byex-professional footballer Andrew Amers-Morrison and became a JP2F4S affiliated club in 2012. Working in partnership, JP2F4S supports SSS with funding that will provide an additional qualified coach for a year and enable children from the most disadvantaged backgrounds the opportunity to attend sessions.

Emphasising the importance of ball skills, the school teaches the South American form of football ÔfutsalÕ or Ôfutebol de sal‹oÕ to players aged 4 to 16. Based in a disadvantaged area in West London the club offers youngsters a chance to master the art of shooting, passing and dribbling while keeping them off the streets and away from the pressure to join gangs.

The story so far.

Samba Street Soccer photographs: Sophie Stanes Illustrations and words: Claire Bogue Design: Cathy Hull

The John Paul II Foundation for Sport was launched in 2010 by Pope Benedict XVI during his visit to the UK. Inspired by John Paul II’s vision of sport as means to building spiritual character, the Foundation aims to enable children and young people with opportunities to develop their physical, intellectual, emotional and spiritual capacities through sport.

Sport can improve concentration and self-discipline;it can also reduce stress and aggression. Governmentguidelines suggest a minimum of 60 minutes of moderate intensity activity every day. But reports show that only

32% of boys and 24% of girls achieve the daily target.1

Yet studies show that children and young people want to do more sport. We want to make that happen!

What we do The John Paul II Foundation for Sport is committed to enabling an

ever-increasing number of children and young people to take part in sport through the creation of new sports clubs in their schools, parishes and local communities.

‘Sport is one means of developing a more positive sense of belonging and identity’

Vincent Nichols Ð Archbishop of Westminster

Alongside the obvious physical benefits to leading an active life Ð children and teenagers engaging in physical activity can also benefit from improved mental wellbeing, raised self-esteem

and increased opportunities for social interaction.

Establishing physical activity as a habit during childhood can lead to a more physically active lifestyle in the teenage years and beyond into adulthood.

Our mission is to realise John Paul IIÕs vision by coming together to support children & young people realise their potential through sport.

Get involved! To find out more about how your school can get involved visit our website

http://www.johnpaul2foundation4sport.org

1 https://catalogue.ic.nhs.uk/publications/public-health/surveys/heal-surv-tren-tabl-2010/hse-tren-comm-2010-rep1.pdf

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Your team lose the cup final. You’re disappointed but you’re the first to shake hands with the winners. Moveforward one space.

‘Sport trains body and spirit for perserverance, effort, courage, balance, sacrifice, honesty, friendship and collaboration’

Start

You’re team captain in cricket today. You know a classmate feels down when he’s picked last. You pick him first, it makes his day. Move forward three spaces.

You’re team captain in hockey

today. You know a classmate

feels down when she’s picked

last. You pick her first, it

makes her day. Move

forward three spaces.

It’s raining, you decide not to bother going training, even though you know an important match is coming up. Miss a go. You promise a friend

that you’ll go cycling but your favourite film is on

tonight – you text to say you’re not feeling well.

Move back one space.

Charity raceday! You can see the finishing line. Roll again to race forward!

FinishWhat will you try?

You move

up a level

on your fitness

DVD. Move forward

two spaces.

You score the winning goal. Move forward one space.

You hit a hurdle. Step back one space.

You hit a hurdle. Step back one space.

You’re on the home stretch, don’t give up now!You miss training. Miss a go

You cycle to school. Whizz

forward three spaces.

You hit a hurdle. Step back one space.

You enter a race for charity. Move forward two spaces

You try

something

new!

Climbing.

You try something

new! Trampolining.

Clim

b u

p!

Jum

p

up

!

You’ve been going to an

exercise class for a whole month! Hop forward one space.

You go to a new sports club for

the first time even though you don’t

know anybody there! Move forward two spaces

You hit a hurdle. Step back one space

Run the good race

✂

✂

✂

✂

✂

✂

PERSONAL BESTRoll again!

PERSONAL BESTRoll again!

PERSONAL BESTRoll again!

PERSONAL BESTRoll again!

Ab

out

thi

s ac

tivi

ty:

Spor

t ha

s th

e p

oten

tial t

o in

itiat

e ch

ang

e. T

he v

alue

s re

qui

red

to

achi

eve

and

exc

el in

sp

ort

can

pos

itive

ly

ben

efit

child

ren

and

you

ng p

eop

le in

all

asp

ects

of t

heir

lives

. In

this

act

ivity

, you

r cl

ass

will

look

at

John

Pau

l IIÕs

st

atem

ent

on h

ow s

por

t ca

n co

ntrib

ute

to d

evel

opin

g

bot

h th

e p

hysi

cal a

nd s

piri

tual

sel

f.

You

will

tal

k ab

out

wha

t sp

orts

the

chi

ldre

n ha

ve

take

n p

art

in a

nd h

ow it

mak

es t

hem

feel

bot

h p

hysi

cally

and

em

otio

nally

. You

will

the

n ta

lk a

bou

t w

hat

each

wor

d m

eans

in t

he q

uote

. Fin

ally

you

will

us

e al

l the

info

rmat

ion

gat

here

d t

o cr

eate

a c

lass

d

isp

lay

to c

eleb

rate

and

ack

now

led

ge

that

eve

ryon

e in

the

cla

ss e

xhib

its t

hese

qua

litie

s at

diff

eren

t tim

es

in b

oth

spor

ting

and

non

-sp

ortin

g c

onte

xts.

War

m u

p: S

po

rt –

wha

t ha

ve y

ou

trie

d?

(5-1

0 m

ins)

Split

the

cla

ss in

to s

mal

l gro

ups.

Ask

the

m t

o th

ink

abou

t al

l the

diff

eren

t sp

ortin

g a

ctiv

ities

th

ey h

ave

trie

d. E

xper

ienc

es m

ay v

ary

from

b

eing

an

activ

e p

art

of a

tea

m, c

omp

etin

g a

s an

in

div

idua

l, ta

king

par

t in

sp

orts

at

scho

ol (f

or

som

e, b

ecau

se it

is c

omp

ulso

ry),

info

rmal

g

ames

of f

ootb

all e

tc w

ith fr

iend

s, c

yclin

g

or w

alki

ng t

o sc

hool

, urb

an s

por

ts (B

mX

, sk

ateb

oard

ing

etc

), d

ance

or

usin

g e

xerc

ise

DV

Ds

or g

ames

con

sole

s. C

omp

ile a

cla

ss li

st.

Stre

tch:

Sp

ort

– h

ow

do

es it

mak

e yo

u fe

el?

(5-1

0 m

ins)

In p

airs

, ask

the

chi

ldre

n to

thi

nk a

bou

t ho

w t

hey

feel

whe

n th

ey t

ake

par

t in

sp

ort.

Thi

s ca

n b

e ho

w t

hey

feel

phy

sica

lly

and

how

the

y fe

el a

bou

t th

e ex

per

ienc

e. S

ome

pup

ils

may

hav

e ha

d n

egat

ive

exp

erie

nces

; ack

now

led

ge

this

se

nsiti

vely

. Oth

ers

will

hav

e ha

d v

ery

pos

itive

exp

erie

nces

p

erha

ps

of jo

inin

g a

tea

m o

r ac

hiev

ing

a p

artic

ular

goa

l. Pr

ovid

e th

e p

upils

with

pos

t it

note

s so

the

y ca

n w

rite

thei

r ex

per

ienc

es.

Wo

rko

ut: S

hare

the

quo

te

‘Spo

rt t

rain

s bo

dy a

nd s

piri

t fo

r pe

rsev

eran

ce, e

ffor

t, c

oura

ge,

bala

nce,

sacr

ific

e, ho

nest

y, fr

iend

ship

and

coll

abor

ation

’

Prov

ide

each

gro

up w

ith s

ome/

all o

f the

wor

ds

from

the

quo

te.

Ask

the

m t

o d

iscu

ss w

hat

each

wor

d m

eans

to

them

and

to

thin

k ab

out

exam

ple

s (b

oth

spor

ting

and

non

sp

ortin

g) t

hat

dem

onst

rate

the

qua

lity

in a

ctio

n.

Lap

of

hono

ur: T

eam

pla

yers

Use

the

wor

ds,

pos

t-its

and

the

cla

ss li

st fr

om e

ach

of t

he a

ctiv

ities

to

mak

e a

clas

s d

isp

lay

that

can

be

add

ed t

o ov

er t

ime.

Ask

the

cla

ss t

o lo

ok o

ut fo

r ex

amp

les

of w

hen

thei

r p

eers

live

out

one

or

mor

e of

the

se q

ualit

ies.

Whe

n so

meo

ne in

the

cla

ss d

emon

stra

tes

one

of

thes

e q

ualit

ies

in P

E, t

he w

ider

cur

ricul

um o

r in

th

e d

ay t

o d

ay a

dd

the

ir na

me

to t

he d

isp

lay

as

a w

ay t

o ac

know

led

ge

and

cel

ebra

te.

My

legs

ach

ed b

ut

I fel

t pr

oud

to ge

t

to t

he f

inis

h lin

e.

I fel

t a

bit

emba

rras

sed

that

I c

ould

n’t

hit

the

ball

stra

ight

, but

I ha

d an

othe

r go.

I was

so t

ired

but

I cou

ldn´

t st

op s

mili

ng.

I lik

e be

ing

part

of a

tea

m w

e

wor

k ha

rd

toge

ther

.

Whe

n I f

irst

star

ted

I nev

er t

houg

ht

I wou

ld b

e ab

le

to d

o it

but

now

I fin

d it

eas

y!

Bo

ard

Gam

eB

ackg

roun

d:

To b

ecom

e th

e b

est

we

can

be

and

fulfi

l our

pot

entia

l w

e m

ust

wor

k on

all

asp

ects

of o

urse

lves

hol

istic

ally

Ð

phy

sica

l, in

telle

ctua

l, em

otio

nal a

nd s

piri

tual

. Thi

s g

ame

help

s us

to

thin

k ab

out

our

per

sona

l jou

rney

to

bec

omin

g t

he b

est

we

can

and

how

we

can

dev

elop

ke

y va

lues

alo

ng t

he w

ay.

Bot

h am

ateu

r an

d c

omp

etiti

ve s

por

tsm

en a

nd w

omen

ha

ve a

ll st

arte

d t

heir

jour

ney

at t

he b

egin

ning

and

all

have

hit

hurd

les

and

set

bac

ks a

long

the

ir jo

urne

y.

Spor

t ca

n te

ach

child

ren

abou

t ke

y va

lues

suc

h as

fa

ir p

lay,

tea

mw

ork,

res

pec

t fo

r yo

urse

lf an

d y

our

opp

onen

t, e

ffort

, per

seve

ranc

e an

d h

ones

ty. A

sk t

he

child

ren

to s

ee if

the

y ca

n id

entif

y ex

amp

les

of t

hese

ke

y va

lues

on

the

boa

rd a

s th

ey p

lay

the

gam

e.

Inst

ruct

ions

:En

larg

e th

e b

oard

gam

e to

A3

and

cut

out

the

co

unte

rs p

rovi

ded

.

Each

pla

yer

pla

ces

thei

r co

unte

r on

the

sta

rtin

g li

ne.

The

pla

yer

who

rol

ls t

he h

ighe

st n

umb

er o

n th

e d

ice

beg

ins.

Pla

yers

rol

l the

dic

e in

tur

n to

mov

e fo

rwar

d.

Each

pla

yer

mus

t re

ad o

ut t

he s

qua

re t

hey

land

on

and

follo

w t

he in

stru

ctio

n. T

he fi

rst

pla

yer

to t

he

finis

h lin

e is

the

win

ner.

Aft

er t

he g

ame:

Ask

the

chi

ldre

n to

say

whe

n th

ey s

aw a

n ex

amp

le

of o

ne o

f the

virt

ues

on a

sq

uare

in t

he g

ame.

Ad

diti

onal

mat

eria

l Ð C

riter

ia fo

r M

emb

ersh

ip o

n JP

2F4S

web

site

.

Pers

evera

nce

Eff

ort

Coura

ge

C

oll

abora

tion

Fri

en

dsh

ip S

acri

fice

B

alan

ceH

on

est

y

Boy

sw

imm

ing

pho

tog

rap

h: K

arel

Nop

pe/

123R

F St

ock

Phot

o

Tal

king

sp

ort

, liv

ing

val

ues.