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London FA & The Jack Petchey Foundation Award Scheme

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Football Stars Inspire Young Girls Before England

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Sporting Equals Community Wellbeing 2011 Video

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Making Equals.mov Building community cohesion through sport

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The Making Equals project aims to create greater integration by engaging young people from Asian and white British communities using the power of sport. The objective was to provide participants with key skills and knowledge to improve social cohesion within communities and their life opportunities.

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We are a global organization that is helping to improve the lives of one million children worldwide through the power of play. Learn more about Right To Play: Who we are and what we do!

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https://vimeo.com/11944700

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Steve Nash: Sport For Social Change Award Winner

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Friday, June 24, 2011 marked a momentous occasion when Street Soccer USA awarded two-time NBA MVP and seven-time NBA All-Star Steve Nash of the Phoenix Suns with the prestigious Sport for Social Change Award at the French Cultural Embassy. CLIENT: Street Soccer USA PRODUCED BY: 57 Ten Pictures Inc. (57ten.com)

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https://www.sportanddev.org/en/article/news/gender-empowerment-through-sport

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Bureau of Educational and Cultural Affairs

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Children International's Sports for Development program empowers girls by teaching them life skills, helping them gain confidence and encouraging them to respect themselves and others through playing co-ed sports. Learn more about Children International at www.children.org.

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They may contribute to

human capital development. Human capital is an economic

concept employed to describe workforce characteristics deemed essential to sustainable, integrated social and economic development. It includes health and well being, but its main focus is on the knowledge, skills, attitudes, competence,

and characteristics of individuals and groups, especially their capacities for productive citizenship and work-related activities. Education and schooling are thus vital mechanisms for human capital development. Youth development is another such mechanism. Insofar as SEPE professionals, programs, practices, and policies are instrumental in improving youth development and enabling educational success, they contribute to human capital development and, in turn,

sustainable development. These contributions are especially salient when vulnerable, alienated youth comprise one of the main populations being served by SEPE professionals.

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They may improve well-being.

Well-being includes health, but it also transcends it. Other well-being indicators include: (l) loving, caring, and nurturing relationships, especially those provided children by strong families; (2) environments conducive to optimal human development across the life course; (3) opportunities

and supports for identity development, meaningful engagement, efficacy and self-

worth; (4) social support networks provided by vibrant neighborhood communities; (6) peaceful harmonious relations among diverse people; (7) greater equality (and minimal inequality); and (8) reducing and, ideally, eliminating poverty, social exclusion, and social isolation. Clearly, SEPE practices, programs, and policies alone will not yield all of these well being outcomes. SEPE professionals must collaborate with others, and, as they do, they will strengthen and improve sustainable development initiatives.

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They may improve

human health, and at the same time, they may create health-

enhancing environments. Healthy people and health-enhancing environments are vital to development initiatives. Health problems and disease-producing environ-

ments hamper development initiatives, perhaps dooming them to fail.

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They may contribute to the development of collective identities.  Place-based, local

identities are especially important because they may bridge inter-group differences

and conflicts, facilitate social integration and solidarity, and enable collective action. Here SEPE programs may be designed strategically to facilitate appropriate, continuous, and face-to-face interactions, enabling strangers and outsiders to become friends and insiders. For example, during the 1970s and 1980s Canada invested in sport (and the arts) as key instruments for a pan-Canadian movement.

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They may produce and reinforce

social networks involving participants, their family

systems, other residents, and other helping professions. Vibrant social networks

produce rich stocks of social trust, norms of reciprocity, and conditions conductive to cooperation, coordination, and collaboration. These social networks animate democracy and sustain its civil society. All of these ‘products’ are vital to

sustainable development (e.g. Putnam, 1993; Briar-Lawson

et al., 2001).