Gender EQuality, HEalth and LeadershiP through Sport

<< Background >>We applied for this project to help difficult and troubled students to be motivated, especially those who have social, economic and family problems. Many of the students included in this projects were students that wanted to drop out of school. Some had food disorders (obese or anorexic). Many students also were students that had emigrated from foreign countries and needed to be accepted and feel part of a team. This meant that we had to put into action inclusion strategies that would help students integrate with new settings.The project was aimed to for fill the need to reduce the gender gap; many girl and boy students needed to be encouraged to be free to choose what ever sport they wanted to practice regardless of their sex. Also, the need to teach students that we are all equal in every field of life. We also included eco-sports to increase awareness of environmental issues.The topic on health, leadership was introduced because there was a need for students to understand that health and leadership are important for a happy life and successful life. We also applied for this project because some of our teachers needed to gain experience with Erasmus+ , especially physical education, biology and mathematics teachers.<< Objectives >>The was designed and implemented to reach the following objectives:- Change students' and community mentality and lifestyle in the field of gender equality, health and leadership- Reduce gender inequality- Reduce student drop-out- Increase diversity acceptance- Improve student eating habits- Enhance language and digital competences- Increase environmental awareness- Enhance European cooperation- Create leadership skills- Increase teacher skills when dealing with EU projects<< Implementation >>The activities were implemented were distributed in 4 parts: ITALY1. Three Activities towards gender equality and opportunity through sport2. Photographic gallery, e-magazine, and cartoon collection.3. Journalist layout, Cartoon sketch skills, how to develop a photographic eye 4. Football tournaments (mixed international teams)5. Eco- Friendly sport - Urban Street GolfPortugal1. Three activities towards health and nutrition through sport2. YouTube Channel, digital menu and workout plan, webpage3. The importance of health and nutrition4. Cooking contest for students and teachers (mixed international teams)5. Introduction of an Eco-Friendly sportSpain1. Three activities towards Leadership and coaching through sport2. Song and promotional video3. Leadership and coaching workshops4. Spanish ball and board game competitions (mixed international teams)5. Introduction of an Eco-Friendly sportGreece1. Set up of questionnaires of all 3 Macro topics2. Analyzation of results of all 3 Macro topics using infographic representation 3. Workshops on displaying information and results using technology4. Ball game competitions and final award ceremony5. Introduction to an Eco-Frendly sport<< Results >>These activities have improved the perception that our students have towards education, health, nutrition. First, they understood their own perception and discuss their way of thinking in order to eliminate barriers towards these topics, thus putting into action critical thinking. The students improved their digital skills together with their language and communication skills. The mobilities increased autonomy and maturity. Students are more aware of cultural differences which have increased tolerance and acceptance towards diversity in all its forms. They have changed their lifestyle too, where education is now considered an opportunity towards a better life and consider the riches that education, nutrition will bring to their everyday behavior. By introducing an Eco-friendly sports, students have realized that sport is not only for competition, but also for fun. They also understood that sport can be practiced while respecting nature and at the same time enjoying the wonders of nature. Students have improved transversal skills, particularly: social, civic, intercultural and language competences, critical thinking, digital skills and media literacy.