Playing the Game Toolkit: A guide for sport-for-development practitioners

Playing the Game Toolkit:
A guide for sport-for-development practitioners
©
ChildFund
Rugby

Introduction
This document serves as a guide for applying the Sport for
Development (S4D) framework described in the report “Playing
the Game: A framework for successful child-focused sport for
development programmes”.
The framework can be used as a starting point for designing a
new programme, to guide the expansion of an existing one into
new locations, or to improve and re-organize specific
programmatic and organizational aspects.
The framework follows the different phases of a programme
and their respective components, and recommends best
practices (see Figure 1). For each component of each
programming stage, this toolkit offers practitioners guiding
questions and practical recommendations.

Warming up:
Programme design and context
Focused targets
Funding sources
Contextual
intelligence and
partnerships
Winning streaks:
Scaling and sustainability
Resilience
Replicating and
adapting
Playing the game:
Implementation and Learning
Curriculum and
methodology
Monitoring,
evaluation and
learning
Coaches
Safeguarding
Figure 1: Framework for S4D programming
©
Barça
Foundation
/
Filipe
Costa
P L A Y I N G T H E G A M E 1

Warming up:
programme design and context
Focused targets
Choosing and focusing on a target or outcome means
designing an S4D programme that fits the purpose and
centres on children and youth. This entails identifying and
understanding the target population, including their
needs and challenges and what content and delivery
methods successfully respond to these needs. Using a
theory of change approach, which involves identifying the
desired outcome and ‘backward mapping’ to guide
programme development, ensures the programme
responds to the identified challenges and proves it
through specific outcomes.
To answer these questions, an organization can, in
addition to internal conversations, conduct:
A problem analysis: An in-depth study on a given
problem to identify its causes, enabling factors and
how it affects stakeholders differently, in order to
design a more effective solution
Research on existing programmes and best
practices: Searching for examples and case
studies can guide programme development
Stakeholder consultation: Programmes should
be co-designed with the local communities and
key stakeholders (such as parents and teachers)
to ensure they meet the needs of those they aim
to serve.
The final step is developing a theory of change. Figure 2
shows a basic structure and explains its elements. Please
see Annex 1 for a theory of change template that you can
use for your programme.
Guiding questions

ƒ What is the problem?

ƒ Who is in need of support?

ƒ What outcomes does the programme want
to achieve?

ƒ What kind of inputs will help achieve the
desired outcomes through sport?

ƒ How can sport help to achieve these
outcomes?
The key ingredients for programme designs that have impact
are focused targets and contextual intelligence and multi-
level partnerships. Funding sources are a necessary
precondition for programme implementation; without these
resources long-term planning would not be possible.
2 P L A Y I N G T H E G A M E

External Influences
Inputs
The resources put towards the project, including
financial and human resources.
Activities
The activities, such as sessions and events, to be
conducted by the programme.
Outputs
This concerns the intended concrete targets
about reach, attendance rates, materials provided,
number of meetings, sessions, etc.
Outcomes
This speaks to the changes you intend to bring
about with the programme.
Impacts
Enduring long-term changes.
Assumptions
These are the conditions
or resources that your
group believes are
needed for the success
of your programme, and
that you believe already
exist and will not be
problematic.
Figure 2: Theory of change structure
©
War
Child
Holland
/
Michael
Jessurun

Contextual intelligence and partnerships
Adapting to the context and leveraging local partnerships
and local knowledge are key steps during the
development stage. Programmes need to be adapted to
the context and be sensitive to the specificities of each
location. Programmes also need to map out pre-existing
stakeholders, consider how to work with those
stakeholders, consult the community, and look for long-
term partnerships to ensure sustainability. Building on
existing structures and organizations and making the
most of their know-how and networks are key factors
for success.
In particular, it is important to:
Understand the political and social situations
and the local norms and population living in the
area and their needs.
List the service providers available and the
challenges faced by existing services. To
maximize the effects, consider which organizations
are already working in the context, especially
sports organizations, and what their approaches
and objectives are.
Meet with the various stakeholders to form a
well-rounded understanding of the needs,
challenges, and gaps. Talk with organizations
working with children and youth in the area and try
to identify if your programme can complement
what they are doing, or if you can start something
new together. Table 1 shows the main categories
of potential partners and the possible benefits of a
collaboration.
Acknowledge that a safe space is a crucial
ingredient; therefore, the diagnostic exercise
should identify potential physical spaces where the
sessions can be conducted.
Ensure a functional relationship with local
authorities. Projects cannot be sustained without
the buy-in and approval of local government and
community leaders. This can sometimes involve
considering the pre-existing role of other
organizations on the ground to ensure that the new
project does not interfere with pre-existing
dynamics.
Table 1: Potential Partners
Type of partner Benefits
Community-based organizations Contextual knowledge, community participation, access to
large pool of participants
Corporate partners Funding
International non-governmental organizations Capacity building, funding
Schools Sustainability, access to large pool of participants,
integration into system
Government entities Funding, sustainability, contextual knowledge, integration
into the system
Guiding questions

ƒ What are the characteristics, norms and needs
specific to the programme location?

ƒ What child-focused organizations are already
operating in the area?

ƒ How does my S4D programme relate to other
existing programmes? Are there synergies? Are
there conflicts?

ƒ Is it possible to collaborate with these
organizations, private actors and local
authorities?
4 G E T T I N G I N T O T H E G A M E

Guiding questions

ƒ Which donors, companies or organizations
would be interested in funding my S4D
programme?

ƒ How does my programme benefit the central or
local government? Could the central or local
government be interested in a partnership?

ƒ How can we mobilize the general public?

ƒ Can current donors be persuaded to provide
longer-term funding by showing achievements
through monitoring and evaluation (M & E)?
Consider:

ƒ Diversifying funding sources where possible:
It is advisable not to rely on a unique funding source.
Funding can be diversified by applying for multiple
grants and also by partnering with private sector
companies that might have synergies with the
S4D sector.

ƒ Finding innovative ways to fundraise: This can
include social media campaigns and fundraising events
targeted to the general public or to the private sector.

ƒ Working with governments: This might not always be
possible, but long-term sustainability can be more
easily achieved when the government owns and funds
the initiative. Working with government ensures the
authorities understand how the programme is useful,
how it fits within their normal operations and how to
run it.

ƒ Theory of Change: Outputs and outcomes clearly
identified in the theory of change should be associated
with indicators that measure them. Such objective
measures can be used as evidence of the effectiveness
of the programme and therefore help make a
compelling case to donors for funding.
Funding sources
Organizations can face challenges when applying for
funding and reporting to funding bodies, such as
conflicting demands, short-term focus and crisis
situations. However, these issues can be mitigated
through various strategies.
©
ChildFund
Rugby

Playing the Game:
Implementation and Learning
©
Football
for
All
in
Vietnam
(FFAV)

Once the ingredients for impactful programme design
are in place, implementation can begin. Three crucial
components for programme implementation are:
Curriculum and methodology
Curriculum and methodology take the foundations built
through contextual intelligence and turn the theory of
change into actions. A curriculum is a detailed set of
contents that is shared through the S4D experience,
while a methodology outlines how certain values and
skills should be acquired. A programme needs both,
and their interaction becomes a defining feature of the
programme, shaping participant experience and
learning. Crucially, curriculum and methodology must
be developed taking into consideration the targeted
groups as well as implementation logistics and context.
The curriculum is the set of contents covered during
sessions, which depend both on the thematic focus of
the programme and the assigned role of sport in the
programme. The curriculum’s contents can be
categorized into the following:

ƒ Values: These typically aim at making participants
experience, internalize and live by values that are
widely recognized such as friendship, respect and
anti-racism

ƒ Psycho-social skills: The objective here is to make
participants acquire psycho-social skills, such as
assertiveness, conflict resolution and tolerance, that
can help them in their day-to-day life

ƒ Health information: In this case, participants learn
health facts which can be focused on a prevalent
disease (e.g. HIV or COVID-19) or general health, such
as sexual and reproductive health

ƒ School curriculum: An S4D programme can
complement the work done at school, by for
example, covering mathematics or a language
through play.
The methodology is the way the curriculum is delivered
and sets the pace for how the S4D sessions take place.
It defines the following:

ƒ Structure of the session: How much time is
allocated to various activities

ƒ Type of activities for each part of the session (e.g.
high energy such as running, or low energy such as
stretching, sport, movement, discussion)

ƒ Materials to be used: Support materials needed for
the various activities (such as ball or music)

ƒ Role played by coach and participants: Participants
can be more or less involved in deciding which
activities to do or which part of the curriculum to
cover. Coaches need to assess the needs of the
group and tailor the session to address the needs.
Guiding questions

ƒ Based on the problem assessment, what
content can help participants?

ƒ How can this content be communicated
through sport?

ƒ What type of activities should be included in a
balanced session?

Child-centred coaches
Coaches turn the curriculum into practice, guiding
participants through the methodology. Their
background, training and role in keeping children safe
are critical to the success of any programme.
Considerations:

ƒ Volunteers or paid coaches: Limited funding might
make it difficult to hire a sufficient number of coaches,
but employing volunteers might have repercussions on
commitment and continuity of coaches. Every
programme should at least consider covering for
expenses and providing a small stipend.

ƒ Background, education and where they come from:
Coaches need to master the curriculum, the
methodology and other techniques to interact with
children who may be from difficult or vulnerable
contexts. Periodic training should be provided by the
S4D organizations; it might, however, help to have
coaches with specific backgrounds.
Guiding questions

ƒ What type of person is needed to lead the S4D
sessions?

ƒ How can I find coaches from the programme
location?

ƒ What skills and competencies should these
coaches have?

ƒ Based on the curriculum, methodology, and
specific needs of participants, what additional
training do coaches require?

ƒ Peer educators: Participants might benefit from a
figure that they do not find too distant from
themselves. This may mean having a coach who is not
much older than they are (but old enough for the
responsibility) and a coach who shares or understands
their background and problems.
Coaches should be trained in all aspects of the
programme:
Safeguarding: Understand why it is important and
how to implement organizational policies
M&E: Know why data is collected, how it is used
and how to guide participants in providing the
information
Session facilitation: Be able to manage sessions
and keep participants involved
Sport: Know the sports techniques and how
children can practice them
Curriculum: Understand and be able to explain the
contents of the curriculum
Methodology: Master the methodology so that
contents are delivered as planned
Other relevant skills: These include how to
interact with children in need of psychosocial
support, which is relevant, among other reasons,
when working with refugees, or know how to
implement the referral protocol when the
programme has one.

©
War
Child
Holland
/
Michael
Jessurun

Monitoring, evaluation and learning
Monitoring, evaluation and learning (MEL) represents a
holistic approach to M&E, where M&E data is analysed
not only to ensure that implementation processes are
followed but also to generate learning that can be used
to improve programme delivery and implementation of
future S4D programme designs. Organizations need to
invest in strong MEL systems, building on promising
practices while being aware of common challenges.
These practices include building quality theories of
change, using well-designed research and instruments,
training data collectors thoroughly, embedding a learning
culture throughout the organization, and adapting to local
contexts.
Guiding questions

ƒ What indicators are needed to measure input,
output, outcomes, impacts and activities as
outlined in the theory of change?

ƒ What questions can be used to measure the
indicators?

ƒ When and how often should this information be
collected?

ƒ Who is best placed to collect this information?

ƒ What training do data collectors need?

ƒ What conclusions can be drawn from the data
collected?

ƒ How can we use the findings to improve
programming?
©
War
Child
Holland
/
Julie
Hrudova

To set up a solid MEL system consider the following:

ƒ MEL should be embedded in the programming:
Everyone should be involved, and data should actually
be used, not just collected.

ƒ Train data collectors and show the value of MEL:
Those who collect the data must be trained to fully
understand key processes and purposes of MEL.

ƒ Cultural adaptation is key: MEL should be an
organizational mission but must be adapted to the
local contexts and updated as programming evolves.

ƒ Perfection can be the enemy of progress: Conducting
a rigorous evaluation can be costly in terms of time,
resources and money. When resources are limited,
MEL can be a simpler data collection exercise to
understand if you’re headed in the right direction.
MEL should be present at different stages of the project
cycle (see annex 2 for a template to embed M&E at all
stages):

ƒ During curriculum development: When a curriculum
is developed, it can seem good on paper but when
implemented in the field it simply doesn’t function as
anticipated. Piloting a curriculum to understand what
works and what doesn’t is key to ensuring that
sessions are conducted effectively.

ƒ During training of coaches: Coaches become
mentors and role models for participants, so it is
crucial that they have a complete understanding of the
contents of the curriculum and the processes of MEL.
This understanding is ensured through training, testing
and ongoing monitoring of the coaches.

ƒ Before programming starts with a new group: On
the first day with a new group, coaches can ask
participants to complete a “pre” assessment, to
understand the knowledge they have before
programme implementation starts. This assessment
not only serves as a comparison for the “post”
evaluation but also informs what aspects of the
sessions should be focused on.

ƒ During programming: Parallel to sessions, coaches
should inform parents about the programme in a
systematic way. In addition, coaches should be
responsible for referring special cases, and follow-up
on them.

ƒ After programming is completed with a group: All
participants should undergo a “post” assessment. This
assessment is key to understanding whether the
curriculum was delivered effectively and had the
impact intended.

ƒ Annually: At the end of every year, conduct a
comprehensive review of the data collected and use
the findings to improve the programme and its
delivery, as well as to evolve and work on new ideas.

ƒ Periodic research: Conduct research on programming,
such as impact evaluations (randomized control trial or
other experimental methods) or other mixed methods
research.
P L A Y I N G T H E G A M E 1 1

Winning Streaks:
Scalability and Sustainability
Once a programme is running, scaling up and ensuring
resilience to external shocks come with their own challenges.
Guiding questions

ƒ What fundamental aspects of my S4D
programme must be present?

ƒ How can these aspects be implemented in the
new location?

ƒ What aspects of my programme will be most
difficult to replicate in the new location?

ƒ How can we adapt them so they fit the different
contexts?
Table 2: What to consider when replicating
programmes in new locations
Programming
stage
Aspects to consider
Assessment Confirm need for S4D
programme
Planning Local connections and
identifying partners
Budget allocation
Task team (mix of people to
ensure knowledge sharing)
Prepare for
implementation
Identify location
Recruit coaches
Contextualize methodology and
curriculum
Establish M&E
Train coaches
Implement Sessions
M&E and feedback
Adapt Adapt based on feedback
Replicating and adapting programmes
In scaling programmes from the original context, two
main approaches are used: simplifying, by identifying
core components from the theory of change (which must
be present) and letting implementing partners adapt the
programme as they see fit for the context; and tailored
adaptation, where the programme is altered to fit the
local context by making minor adjustments to the
programme. Many organizations prefer the latter approach
for the consistency it offers, though some examples show
the value of simple approaches, especially in difficult
times such as during the COVID-19 crisis.
When replicating a programme in a new location, an
organization should go through the various steps of
design, implementation and learning, and assess how the
processes in place in existing programmes will be
adapted to the new location. Table 2 is a checklist of
aspects to consider. Organizations can adapt and expand
the list according to the specificities of their programme.
1 2 P L A Y I N G T H E G A M E

Resilience to external shocks
The organization’s ability to successfully adapt to
disruptive events is a key component of long-term
success, given the potentially devastating impacts on
programming that might otherwise happen.
Key aspects of organizational resilience include:

ƒ Leadership: The organizational leadership should be
open to new suggestions coming from all parts of the
organization and push forward innovative ideas.

ƒ Preparedness: Having sufficient financial and human
resources to support changes in programming in
response to changing contexts.

ƒ Culture: An organizational culture that is flexible in
adapting to situations and supports innovation.
To withstand major crises (such as COVID-19), it is
important that S4D organizations:
Conduct periodic risk assessments: To assess
their vulnerabilities and prepare mitigating
strategies.
Quickly adapt to changing contexts: Based on
the situation, it might be necessary to re-adapt the
curriculum or the methodology used, change the
funding allocation, or re-adjust dedicated
resources.
Share knowledge and learn from other
organizations: Other organizations might have had
similar problems and found original solutions that
can be useful to the S4D community.
Guiding questions

ƒ What are the most vulnerable components of
the programme?

ƒ What can I do to reinforce them?

ƒ What are the core components of the
programme that need to be prioritized in a
difficult situation?

ƒ How can I ensure that these components are
maintained?

ƒ Given the particular situation, what new
initiative can be taken?
©
Barça
Foundation

Annexes
Input – What resources needed for the S4D activities to take place?
Situation – Analysis and explanation of the problem you are trying to
tackle. Define the target group.
Output – What is the measurable effect of your work? (number of
children and families reached, attendance, etc.)
Outcomes – What are the wider benefits deriving from participation
in the programme?
Activities – List the expected activities, both S4D and support.
Impact – What is the longer term goal of the S4D programme?
Assumption – What needs
to happen in order for this
to work?
to work?
to work?
Annex 1: Template for theory of change

Annex 2: Template for M&E
Why are we
collecting data?
When can the
information be
collected?
Who can be in
charge of
collecting data?
What
questions
should be
asked?
How can the
information
collected help
improve
programming?
Curriculum
development
Coach training
Before
programming
During
programming
After programming
Annually
Periodic research

Playing the Game Toolkit
A guide for sport-for-development
practitioners
UNICEF Office of Research – Innocenti
Via degli Alfani, 58
50121 Florence, Italy
Tel: (+39) 055 20 330
Fax: (+39) 055 2033 220
florence@unicef.org
www.unicef-irc.org
@UNICEFInnocenti
facebook.com/UnicefInnocenti/
© United Nations Children’s Fund (UNICEF),
September 2021
for every child, answers

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