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Inputs (resources)

Funding (OFAJ, public partners)

Franco‑German partnerships (clubs, federations, schools)

Coaches and facilitators

Access to sports facilities and accommodation

Logistical support (travel, organisation)

Inclusion support for young people with fewer opportunities (YPFO)

Activities

Franco‑German sport exchanges (reciprocal visits)

Joint training sessions and sport activities

Mixed teams and shared competitions

Informal group moments (meals, free time, daily life)

Intercultural workshops and reflection sessions

Light animation linguistique to support communication

Activities promoting Olympic values (respect, friendship, excellence)

Outputs

Number of exchanges organised

Number of participants (FR/DE, incl. YPFO)

Duration of exchanges

Number of joint sport and intercultural activities

Outcomes

Short-term

Participants create initial connections through shared sport practice

Realisation of a common ground despite language differences

Increased confidence in interacting with others

First positive intercultural experience

Medium-term

Increased openness and curiosity

Development of intercultural friendships

Strengthened self-confidence and social participation

Increased willingness to engage in international mobility

Long-term

Stronger mutual understanding between French and German youth

Increased social inclusion and equal access to opportunities

Development of a shared European perspective

Sustained engagement in intercultural and civic activities

Impact

Strengthening of Franco‑German cooperation and reconciliation

Contribution to peaceful intercultural dialogue (SDG 16)

Reduction of inequalities in access to mobility (SDG 10)

Promotion of Olympic values through sport

Contribution to a more open and connected European society

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Each year, UNHCR reports tens of thousands of refugees arrive in Italy seeking safety and opportunity—yet over 60% of those we serve in Rome remain homeless. Despite this, every Saturday they gather to play football: a powerful sign of resilience and untapped potential. Refugees, displaced individuals, and asylum seekers in Italy often face cultural barriers, weak institutional support, and limited access to structured sport opportunities such as football. These barriers contribute to social exclusion, discrimination, and unequal opportunities for participation in community life. As a result, sport’s potential to contribute to social inclusion, health and wellbeing, and community cohesion remains underutilized. Our initiative transforms football into a pathway for inclusion, aligning with Italy’s commitments to SDGs 3, 10, and 16 by promoting well-being, reducing inequality, and fostering social cohesion. We are formalizing this team through the FIGC and launching a scalable sport-for-development model that builds skills, networks, and opportunity.

Will you partner with us to invest in integration, dignity, and a more inclusive Italy?

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MODELO LÓGICO DEL PROYECTO

1. Situación / Problema (Contexto)

• Problema: Altos índices de desempleo juvenil y violencia en la comunidad. Los jóvenes carecen de habilidades blandas (trabajo en equipo, disciplina) necesarias para el mercado laboral y enfrentan factores de riesgo asociados al crimen y las drogas,.

• Necesidad: Crear espacios seguros y estructurados que utilicen el deporte no solo para la recreación, sino para el desarrollo de competencias para la vida,.

2. Insumos (Recursos / Inputs)

Lo que invertimos en el proyecto:

• Humanos: Entrenadores capacitados en metodología de Deporte para el Desarrollo (no solo técnicos deportivos), trabajadores sociales y coordinadores,.

• Financieros: Fondos de donantes, gobierno local o sector privado (RSE),.

• Físicos: Canchas deportivas seguras y equipamiento (balones, conos, chalecos),.

• Metodológicos: Manuales curriculares basados en evidencia (ej. Juega Vive o metodologías de habilidades para la vida),.

3. Actividades

Lo que hacemos (el deporte como herramienta):

• Sesiones Deportivas Educativas: Entrenamientos de fútbol estructurados en tres tiempos (juego, reflexión, aplicación) donde se enseñan valores como el respeto y la cooperación,.

• Talleres de Habilidades para la Vida: Sesiones teóricas integradas sobre resolución de conflictos, comunicación asertiva y resistencia a la presión de grupo,.

• Capacitación Técnica: Cursos de formación profesional complementarios al deporte (ej. computación, idiomas) para mejorar la empleabilidad.

• Eventos Comunitarios: Torneos inclusivos que involucren a las familias y la comunidad para fortalecer el tejido social.

4. Productos (Outputs)

Los resultados tangibles y directos de las actividades (cuantitativos):

• Número de jóvenes inscritos y retenidos en el programa (ej. 100 participantes).

• Número de sesiones de entrenamiento y talleres impartidos.

• Número de entrenadores certificados en protección infantil y metodología DpD.

• Cantidad de horas de actividad física realizadas por participante.

5. Resultados (Outcomes)

Los cambios a corto y mediano plazo en los participantes:

• Corto Plazo:

◦ Mejora en la salud física y mental de los participantes.

◦ Adquisición de habilidades socioemocionales (autoestima, empatía).

◦ Creación de vínculos de confianza con entrenadores y pares (capital social).

• Mediano Plazo:

◦ Reducción de comportamientos antisociales o violentos entre los participantes.

◦ Retorno al sistema educativo formal o inserción en el mercado laboral (empleabilidad).

◦ Cambio en la percepción de roles de género (si el programa es mixto e inclusivo),.

6. Impacto (Largo Plazo)

El cambio social fundamental:

• Reducción de la tasa de criminalidad juvenil en la comunidad intervenida.

• Contribución al crecimiento económico local a través de una fuerza laboral joven más productiva y sana.

• Comunidades más seguras, inclusivas y resilientes alineadas con los ODS 8 (Trabajo decente) y ODS 16 (Paz),.

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Supuestos (Hipótesis)

Para que este modelo funcione, asumimos que:

1. El deporte es una herramienta atractiva capaz de convocar y retener a los jóvenes en riesgo.

2. Las familias y la comunidad apoyarán la participación de los jóvenes (especialmente de las mujeres).

3. El personal aplicará correctamente la metodología intencional, ya que el deporte por sí solo no garantiza resultados positivos,.

Este modelo lógico te permite visualizar la Teoría del Cambio: Si proporcionamos entrenadores capacitados y espacios seguros (Insumos), y si los jóvenes participan en deportes con currículo de habilidades para la vida (Actividades), entonces desarrollarán resiliencia y competencias laborales (Resultados), lo que conducirá a una reducción del desempleo y la violencia (Impacto

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Iniciativa de mejora de la conducta y convivencia de adolescentes disruptivos 

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Iniciativa de mejora de la conducta y convivencia de adolescentes disruptivos 

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¿Quieres convertir los problemas en oportunidades? Pon en marcha el programa "mejorando a conducta y convivencia de adolescentes disruptivos" y hagamos de los centros educativos un lugar donde se respire respeto y buen rollo.

Hoy, la convivencia escolar está amenazada por conductas disruptivas que generan conflictos y afectan el aprendizaje. Estas actitudes no son simples “travesuras”, responden a falta de habilidades sociales, espacios de diálogo y oportunidades para canalizar energía de forma positiva.

La solución: un programa innovador basado en la educación deportiva y dinámicas cooperativas que fomenta empatía, trabajo en equipo y autorregulación. El deporte no solo mueve cuerpos, ¡transforma actitudes y une comunidades!

Tan solo se necesita de la aprobar la implementación del programa en el centro, asignar espacios y tiempo para las sesiones, y apoyar la formación docente. Juntos podemos convertir el patio en un espacio de inclusión y respeto. Actúa hoy: sumemos fuerzas para cambiar la convivencia y construir un futuro mejor para nuestros jóvenes.

Este programa se basa en el modelo lógico situado en la parte superior

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This is a logic model of a sport-for-protection (S4P) project to be implemented in Dzaleka Refugee Camp in Malawi targeting adolescent and youth. Intended to reach 2,142 direct beneficiaries

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LOGIC MODEL

ComponentsDetailsInputs- Trained female coaches & mentors
- Safe playing fields
- Basic football kits
- Partnerships with schools & NGOs
- Life skills curriculum
- Funding for staff, transport, snacksActivities- Weekly football training (girls-only)
- Life skills sessions (communication, goal-setting, rights awareness)
- Leadership workshops
- Community matches and parent meetings
- Train-the-trainer programs for peer leadersOutputs- 120+ girls enrolled in regular sessions
- 20+ local youth trained as peer coaches
- 10 community football events organized
- 100+ parents sensitized through meetingsShort-Term Outcomes- Increased confidence and physical fitness
- Improved knowledge of rights and communication skills
- Positive shift in attitudes of families toward girls' participation in sportsIntermediate Outcomes- Girls take leadership roles in school or community
- Peer-led groups continue sport and life skills sessions
- Decrease in school drop-out among participantsLong-Term Impact- Enhanced gender equity in the community
- Increased representation of young women in sport and civic life
- Sustainable safe spaces for girls through community ownership

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(Note: This is an imaginary project.)

Inputs

Personnel:

Qualified taekwondo coaches, workshop facilitators, qualified counsellors, and qualified nutritionists

Local and international (in-person and work-from-home) volunteers for coordination

Facilities:

Local schools and community venues (e.g., playgrounds, community centres)

Specialised organisations for academic collaboration to develop training content

Local businesses and restaurants for school meals

Others:

Training kits, uniforms, and small participant rewards

Sponsorship of study trips to the Amazon forest on biodiversity

Funding (TBC): individual donations and small grants for the project (one-year cycle)

Activities

Free taekwondo classes (3 times/week)

Special program for young women and girls: self-defence skills practice + peer group discussions supervised by qualified counsellors (1 time/week)

School lunches (depending on the availability of food suppliers)

SDGs & sustainability-oriented workshops (1 time/month)

Soft skills training on teamwork, self-discipline, public speaking, and digital literacy (1 time/month)

Sponsored study trips to the Amazon forest on biodiversity

Outputs

300+ youth enrolled in taekwondo classes every year

100+ participants in the special program for young women and girls every year

To increase 1.5 hours/day of physical activity per participant

School lunches delivered for over 50% of the school days

10 SDGs & sustainability-oriented workshops every year

10 soft skills training sessions

2 sponsored study trips to the Amazon forest every year

Monthly nutrition plans designed/updated and implemented

Outcomes

Short-term (6–12 months):

Increased physical activity and improved mental well-being

Greater sustainability awareness and more know-how

Improved self-confidence, sport participation, and safety skills for girls and young women

Improved work & personal skills, especially for youth

Medium-term (1–2 years):

Strengthened peer and community bonds

Constructive development and consolidation of key life & work skills for youth

Improved school engagement, concentration and retention

Increased female participation in sport, leadership and decision-making

Long-term (3–5 years):

Increased number of gender equity and youth-led local initiatives, including climate action and environmental initiatives

Continuously improved physical activity and mental health conditions

More young women and girls in sport, society and policymaking

Reduced number of crime, violence and conflicts

Increased youth employment and education

Impact

A more enabling environment for girls and young women to participate in sport and policymaking and for gender equality in the society

More favourable conditions to cultivate seeds of peace, decent work and responsible consumption & production

A virtuous circle for the sport-for-development project ecosystem (which means that it is comparatively easy for development projects to thrive in this soil)

A more resilient, inclusive, and sustainable community with stronger bonds

Other organic and systemic improvements in health, gender equity, peacemaking, education, and climate action.

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In Tanzania, young women face significant barriers in accessing education, employment, and leadership opportunities, with many being confined to low-paying, informal work.

This lack of access isn’t just a personal setback—it perpetuates economic inequality and limits community development. Gender norms often exclude young women from sports and leadership roles, undermining their potential and confidence.

The Binti Shujaa project offers a solution by empowering young women through sports and entrepreneurship. Participants gain confidence, leadership, and teamwork skills through sports like football and netball while accessing business training, mentorship, and microloans to build their enterprises. This holistic approach not only challenges stereotypes but also fosters financial independence.

Will you support Binti Shujaa in providing financial, policy-making, and community resources to transform young women into confident leaders and entrepreneurs, breaking cycles of inequality in Tanzania?

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Children in the Hill Station community of Freetown, Sierra Leone did not have access to organized sports activities, suffered from food insecurity, were adversely impacted by Sierra Leone's ecological degradation, lacked resources to pursue classroom education, and lacked a strong spirit of civic pride and civic engagement.

The mission of the Hill Station Tennis Club addresses these issues. The Hill Station Tennis Club began working in the Hill Station community of Freetown, Sierra Leone in January 2024. The program operates from January - June.

Inputs

Funding - Support Sports in Sierra Leone, Inc.,(SSiSL) a U.S.-based nongovernmental organization

Facilities - The Hill Station tennis courts and clubhouse

Personnel - Volunteer coaches (1 female coach) and community volunteers (both female), a 3-person Board of Directors (1 female director)

Equipment - Provided by SSiSL

Activities-

1. Weekly tennis lessons for 37 children ages 5-14. One-third of the children are girls.

2. Provision of clean drinking water during lessons.

3. Lunch is provided after each tennis lesson.

4. Educational activities to address the following topics: a. Environmental protection; b. Protection of the biodiversity of Sierra Leone; 3. Promotion of Sierra Leonean history and culture.

Parents are invited to participate in the educational activities

5. Distribution of school supplies to the children.

6. Distribution of food to the families of the children.

7. Distribution of improved cookstoves at subsidized prices to the families of the children.

Outcomes

1. Increased physical activity and access to a safe place to play.

2. Girls and boys learn to interact and play together as equals.

3. Access to organized sports activity.

4. Improvement in the caloric intake of the children and their families.

5. Provision of a subsidy to the family budget for educating the children.

6. Provision of education on ecological protections and tools to help preserve Sierra Leone's environment.

7. Provision of education on how to fight against the destruction of the biodiversity of Sierra Leone.

8. Consumption of less charcoal when cooking through the use of improved cookstoves, decreasing the pressure to chop down trees to make charcoal.

9. Spending less money on charcoal because of the use of improved cookstoves, creating savings that can be invested in food or education.

10. Reduction of the amount of smoke inhaled by mothers and other family members because the improved cookstoves produce less smoke; thereby improving the health of the family.

Impact

The overall health and well-being of the children who participate in the Hill Station Tennis Club is improved. The children receive a boost of support for their classroom education and their extra-curricular education.

The program supports and promotes Sustainable Development Goals: Good health and well-being; No hunger; Gender equality; Clean water and sanitation; Quality education; and Affordable and clean energy.

This program can be scaled up to include more children and families. The program can also be replicated in other communities.

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In Tanzania, youth face immense barriers to accessing education, jobs, and leadership opportunities, with many confined to low-paying, informal work.

This lack of access isn’t just a personal setback—it perpetuates economic inequality and limits community development. Gender norms often exclude young women from sports and leadership roles, undermining their potential and confidence.

The Vijana Shupavu project offers a solution by empowering young men and women through sports and entrepreneurship. Participants gain confidence, leadership, and teamwork skills through sports like football and netball while accessing business training, mentorship, and microloans to build their enterprises. This holistic approach not only challenges stereotypes but also fosters financial independence.

Will you support Vijana Shupavu in providing financial, policy-making, and community resources to transform young men and women into confident leaders and entrepreneurs, breaking cycles of inequality in Tanzania?

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Inputs

-: Funding - source for grants

- Equipments : Balls, Nets, cones

- Facilities -BasketBall courts

-Personnel- Female coaches

-Partnership : Collaboration with a local University as the hub.

- E - learning system for mentorship session

Activities:

_ Basket Ball Playing and practice sessions

-Mentorship classes for Life skills

-work shop for design thinking strategies

- Industry talk sessions for exposure

Outputs:

-30 partcipants recruited accross 5 universities and trained.

-5 female coaches recruited and inducted

to conduct the sessions

-Increase program awareness through Maximum of 4 stories published in local media and 2 stories published in International Sports for Development website

Increase social media and digital footprint through social media presense.

Outcomes:

Increased confidence level amongst young women in the universities

Improved quality of play

Improved social intergration skills emanating from our structured lifeskill lessons

Impact:

Short term : Improvedplaying skills and communication skills.

Mid term :

Due to increased levels of confidence and community skills, the women stand better chances of employability once they leave university.

Longterm:

Creation of a pool of empowered women who can stand up for themselves and who are equipped with confidence on who they are. Women who are ready to take on opportunities in the sports management which is currently male dominated. This will increase our performance indicator on SDG 5 and SDG 10.

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Components - Details

Inputs-

- Funding: Government support, NGOs, sponsors, and international organizations
- Facilities: Existing basketball courts, land for community centers
- Personnel: Coaches, community leaders, volunteers, and local government representatives
- Equipment: Basketball gear, gardening tools, water, and sanitation resources
- Partnerships: Local farms, healthcare providers, and educational institutions

Activities- Establish and maintain community basketball centers with safe courts and edible gardens
- Organize regular training sessions, tournaments, and community events
- Provide health education workshops and fitness programs
- Run skills and entrepreneurship training, focusing on youth and women
- Collaborate with community leaders to identify local needs and tailor activities accordingly

Outputs- Number of functional community basketball centers with gardens
- Increased participation in sports and community activities
- Attendance at health workshops and fitness programs
- Number of youth trained in entrepreneurial skills
- Engaged partnerships with local organizations and farms

Outcomes

Short Term:
- Increased physical activity, health awareness, and access to safe recreational spaces
- Improved community engagement and youth leadership

Medium Term:
- Improved mental and physical health indicators
- Enhanced social cohesion and reduced community conflict
- Empowerment of youth and women with job-ready skills

Long Term:
- Self-sustaining community hubs supporting local economic growth
- A model for sustainable, health-oriented community development

Impact- Long-term reduction in poverty and health disparities
- Enhanced community resilience and self-sufficiency
- Strengthened national progress toward SDGs (No Poverty, Good Health and Well-Being, Sustainable Communities)
- Model for other regions to replicate in community-building and sport-led social change

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To address the problem, I will conduct the following activities.

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Assertive Teens: Saying No to Alcohol and Substance Abuse 

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Assertive Teens: Saying No to Alcohol and Substance Abuse 

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Situation: The recent studies show that 53% of children between 14 and 18 years are involved in alcohol and substance abuse. This has led to anti social behavior leading to child deliquency and high numbers of school drop outs.

Target Group: Children and youth between the ages of 10 to 20.

Participants: government ministries; Drug Enforcement Commision, community leaders,coaches; sports Icons and volunteers.

Inputs: funding, sports equipment, ICT materials, drug and alcohol expertise

Activities: Sports activities, assertiveness skills training, peer to peer education, media campaigns, meetings, workshops

Outputs: Engagement of 30 sports community clubs,churches and schools within the target area; 20 radio station and television interviews and online media campaigns.

Short Term Outcomes: to increase awareness on the dangers of alcohol and substance abuse among the the target group.

Long Term Outcomes: To have assertive children who will make right choices.

Impact: Reduced cases of alcohol and substance abuse among the youth who will will become responsible citizens and contribute positively to the social and economic growth of the country.

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Getting the youth involved in school sport

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Getting the youth involved in school sport

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Situation: Currently school sport has been stopped and so the majority of school going youth is not involved in any form of physical activity. this affects children in both primary and secondary schools. This has led to the children suffering from diseases such as diabetes as well being involved in social ills such as drug abuse.

Inputs: students, parents, teachers, coaches, Ministry of basic Education and Ministry of Youth, Sport and Gender.

Activities: meetings, training sessions, competitions.

Output: To host inter schools competitions

Short term outcome: To get school going youth active and reduce social ills such as drug abuse.

Impact: Children will get healthy and keep well.

Long term outcome : To curb non communicable diseases such as diabetes, curb use of drugs and high rate and indiscipline in schools.

Impact: The youth will enjoy a health lifestyle and become responsible citizens who are disciplined.

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Making Running Safer for Vulnerable Populations

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Making Running Safer for Vulnerable Populations

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Situation: In a recent survey, 92% of women surveyed across 9 countries reported feeling unsafe while running in public. In the United States, there have been several high profile incidents in recent years involving people of color, women, and members of the LBGTQIA+ community facing harassment, assault, and even fatality, while out running, as the result of perpetrators of violence.

Inputs: Volunteers, advocacy, organizing efforts, self-defense training, budget.

Activities: Public awareness campaign; centralized call center to report harassment; solidarity activities such as walks, signed letters, and consortium meetings.

Output: To create a suite of resources for runners of vulnerable populations to protect themselves during runs and to hold perpatrators of violence and harassment accountable.

Short-Term Outcome: To create access to running and physical fitness for vulnerable communities.

Long-Term Outcome: To make life safer for these vulnerable populations, regardless of whether they run or not.

Impact: Members of vulnerable communities will enjoy relatively unfettered access to sport, resulting in healthier lives; they will also experience fewer incidents of harassment and violence.

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Anonymous

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Logic Model MOOC Assignment - Lindelwa Dlamini

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Situation: Many groups (especially marginalized groups) are excluded from outdoor activities such as hiking/camping due to income inequality, lack of equipment, lack of opportunity, fear, etc.
Proposal:  Create an inclusive program that invites everyone, especially marginalized groups, to participate in outdoor sport/recreation and teach the effects of climate change through first-hand observation.

Inputs: Guides, volunteers, programs, camps, activities designed for beginners with an education and community-building aspect.

Activities: Hikes and camps designed for community-building with education aspect with regards to climate change and inclusivity.

Output: To foster a love of the outdoors with groups who previously thought it "wasn't for them," while also encouraging climate activism as a result.

Short-Term Outcome: To get participants physically active, to build communities of encouragement.

Long-Term Outcome:  To get participants more involved in outdoor activities and begin an education of climate activism related to preserving our natural habitat.

Impact: The psychological and emotional benefits of outdoor activity are well-documented, but can be even more beneficial for marginalized groups such as refugees, people suffering from trauma, etc. Additionally, we will be teaching new groups and a new generation about climate activism and how important it is for the world around us.

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Isabel Cabrejas (Mexico)

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Situation - SDGs are not aligned to the majority of sports and those that have a very tokenistic approach.
Inputs - National sports bodies, Local sporting NGOs, Clubs, schools, Govt and local funding.
Activities - Presentations to stakeholders, workshops, coach education, school programmes.
Participants - Stakeholders - Educators - Coaches - Volunteers - players/athletes.
Outputs - Awareness of the SDGs and how they apply to the bio-soc-eco side of sports.
Outcomes - Increased knowledge of the SDGs, especially 3,5,10. How they align with sporting values at a national and local level.
Impact - A better understanding of the societal issues, how the sport is an enabler to address issues of health, gender equality and reduced inequalities from a local to a national level with an improved awareness of how this reflects on a global scale.

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Situation: Increase of % in the number of young people committing suicide, due to young relationship problems and broken home issues- noticing that sporting activities remain low with unavailable playing field due to land disputes within the areas of suiciding incidents.

Inputs or Resources: Volunteers, Advocators, Memorandum of agreement with partners, Workshop modules, Funding, Toolkits, Equipment's, Policies

Activities: Conducting of self assessment interviews/ Workshops/ Awareness on using sport as a tool to change mindset

Participants: Young People, Community leaders, surrounding villages

Outcome: To minimize the % rate of young people involved in committing suicide
Short term-  Conducting self assessment within target areas of suicide incidents
Medium term- Expand Self assessment to other provinces and conducting awareness and workshops on sports as a tool to  change mindset.
Longterm- setting up community advocators throughout all provinces and allowing them to continue the advocacy campaign

Impact: More young people to participate in Sporting activities- staying away of facing relationship problems and keeping their minds away from broken home.

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Proposal - Advocate for Talent as an alternative to education, to give a chance to develop those who are academically challenged but have an exclusive talent that can sustain them beyond their careers.

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Prospective Rupak Raj Sharma Football Academy

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Prospective Rupak Raj Sharma Football Academy

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Influences: Government, educational institution, national football association, regional football organization

Resources: Founding members, govt funding, sponsors and donations

Inputs- Integrated Football training for students with quality academic education

Activities- Qualified trainers will coach football – theory and practice –  to the students after regular schooling by expert educators

Output- All trainees are expected to accomplish age-appropriate qualification in football without being overburdened with regular academics

Short Term Outcome- Help the children not to make premature decisions. Provide both football proficiency and education simultaneously to the children, the program is targeted to help students choose correctly if they want to pursue in competitive sport or sport science or continue with academic route

Long Term Outcome- Produce potent professionals and create job & career opportunities

Impact: This will lead to a better living standard of people who are involved in football and/or other sport and leave a positive imprint on sport aspirants. Plus remember the contribution Rupak Raj Sharma made for football in Nepal

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We must act together to END the cycle of violence

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MASEI CAMEROON

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Promote high quality governance of sports organisations; Challenge inequalities faced by citizens of West Lothian with a particular focus on mental well-being.

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Promote high quality governance of sports organisations; Challenge inequalities faced by citizens of West Lothian with a particular focus on mental well-being.

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Traditional Sports & Games for Refugees' Integration

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Traditional Sports & Games for Refugees' Integration

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Engage, Equip, and Empower adolescents with skills and knowledge to overcome challenges and become change agents in their communities.

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Robert Fernandes

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Problem Statement; The need to form a gender balanced Para Badminton team for the All Africa Para Badminton Tournament.Goal:	 To recruit and train a six man team of disabled athletes (three male and three female) to participate in the All Africa Para Badminton tournament scheduled for Kampala Uganda in 2021.

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Problem Statement; The need to form a gender balanced Para Badminton team for the All Africa Para Badminton Tournament.Goal:	 To recruit and train a six man team of disabled athletes (three male and three female) to participate in the All Africa Para Badminton tournament scheduled for Kampala Uganda in 2021.

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Communty Hub Activity Logic Model (Imaginary Project: Danny Cullinane)

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Communty Hub Activity Logic Model (Imaginary Project: Danny Cullinane)

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LOGIC_MODEL  Futurelearn assignment week 4

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Brenda Möller

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Santek_Fan violence

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Jean du Christ Rusiga Combatting violent and targeting in deprived area in post conflict

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Jean du christ RUSIGA LOGIC MODEL FOR A YOUTH DATING VIOLENCE PREVENTION

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An assignment by Maureen Rosita OJONG

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Logic Model Spiros Kokolakis Sport Development

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Get Street Children away from Streets through Sport

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Get Street Children away from Streets through Sport

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Sports for Gender Equality And Good Health & Wellbeing

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Sports for Gender Equality And Good Health & Wellbeing

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Shashank_Logic Model Flow Chart_Gender Equality and Health & Wellbeing

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Sport and Dev's Theory of Change: Exploring the role of Sport for Development in the prevention and desistance from crime.