Sensibilizing with Soccer

1. Sensibilizing with Soccer Hayley Droppert, PCV Bapla, Burkina Faso 2010-2012

2. Table of Contents • Description • Guidelines • Symbols Key • 1. True/False • 2. Safe Zones • 3. Doors of Protection • 4. Decision Maker • 5. Protect Your Friends • 6. Lean on Me • Vocabulary • Conclusion

3. Description Here is a mini-guide on how to use soccer drills to energize your health sensibilizations and elaborate on the subjects discussed. Many of the drills are adapted from the Coaching For Hope manual to be applicable to other health topics that might be more useful to some volunteers based on community need. Supplement these drills with a sit-down session accompanied by a boite a images for a successful and diverse awareness campaign.

4. Guidelines • I would recommend these for ages 8+, depending on the subjects chosen • Males and females can equally benefit • Do not forget warm-ups and stretching to prevent injury • Always follow the instructional drills with a scrimmage so that they finish with fun • This guide assumes that you already have basic health knowledge/resources on HIV/AIDS, malaria and family planning.

5. Key • Team 1 • Team 2 • Cone/Marker: plates, empty bidons (try shaking up some paint so that they are colored), large leaves. DO NOT use rocks or glass bottles (not safe). • Ball • Direction of play

6. 1. TRUE/FALSE: Visual FALSE TRUE

7. 1. TRUE/FALSE: Instructions • Divide into 2 teams, placed about 10 meters, or more from two zones. You can mark these out in red and green to indicate true and false. • You (or the coach) will say a phrase about FP/AIDS/Malaria, the teams will confer to determine if it is true or false. • At your whistle, the first person will dribble to their chosen zone and pass the ball back to the next in line • The team that gets all of their members to the correct zone first gets 1 point, but nothing if they are incorrect • The team with the most points at the end of the session wins.

8. 1. TRUE/FALSE: Variation • Add more cones and have them weave through, making it more difficult. Use this to explain how rumors can make it more difficult to understand the true facts about HIV/AIDS. FALSE TRUE

9. 2. Safe Zones: Visual

10. 2. Safe Zones: Instructions • Players move about the space passing to one another; they should never stay in a zone for more than 5 seconds. • A player cannot “safely” receive a pass unless they are in one of the demarcated zones. • If they control it poorly and the ball leaves the zone it is considered an unsafe pass • After controlling, they dribble out of the zone and search for a new person to pass to entering one of the other zones • Using several balls keeps the game moving if not it can be too slow

11. 2. Safe Zones: Application • HIV/AIDS: • Give each player a piece of paper. On ¾ of them put a minus, on ¼ of them put a plus. • If there is a bad, “unsafe” pass, the players must show each other (and you) their papers. If one is a plus, the other becomes a plus. • The “safe zone” indicates a safe sexual relation, outside of the zones the sexual encounter is considered not protected leaving one vulnerable to the other’s infections • Malaria • The safe zone indicated the usage of a prevention method (mosquito net, insect repellant, etc.) • Poorly controlled balls indicate that the recipient did not protect themselves from the illness, a bad pass means that the passer is putting themselves at risk as well since malaria is passed from person to person • The +/- papers can work here as well to show who has the disease and who you can get it from • Family Planning • Same idea as with HIV/AIDS. Zone indicates utilization of a contraceptive method. • Poor passes and traps result in a pregnancy • In order to hinder those who have “become pregnant” you can handicap them by making them hop on one foot or carry around a ball or wear a blind fold or do 10 pushups, something like that

12. 3. Doors of Protection: Visual C B A

13. 3. Doors of Protection: Instructions • This drill works on passing accuracy. • 1 member of each team goes to the far end of the “doors” (cones) to receive the pass. Once the pass is received, he/she send the ball back and goes to the end of the line. The passer takes the receivers post and they continue rotating like that. • Door A is worth 3 points • Door B is worth 2 points • Door C is worth 1 point • If a player passes the ball through all of the 3 cones, they receive 6 points, for example. • The team with the most points at the end wins.

14. 3. Doors of Protection: Application • Explain how each door represents a level of protection with abstinence being the hardest for most people to hold to and thus the most challenging door to make it through • HIV/AIDS: • Door A= Abstinence • Door B= Be Faithful • Door C= Condom • Family Planning • Door A= Abstinence • Door B= Birth Control (pills, implants, injections) • Door C= Condom • Malaria • Door A= Mosquito Net • Door B= Mosquito Repellant • Door C= Clean courtyard

15. 4. Decision Maker: Visual ? A C B

16. 4. Decision Maker: Instructions • 1 at a time players enter into the middle and must choose between the 3 zones presented, then rotate out with the other players so that each person can be in the middle • Zone A: • The player must complete 3 passes among his/her teammates to receive 1 point • The player has many allies, risk posed to them is small though still existent • Zone B: • The player must complete 3 passes among his/her teammates to receive 3 points • Allies and risk are equal here, higher risk means greater reward • Zone C: • The player must beat the defenders and score a goal in order to receive 5 points • He/she has no allies in this zone, very high risk

17. 4. Decision Maker: Application • Here the player is choosing between the level of protection they want to apply for all of the 3 health topics • Zone A: • Malaria= mosquito net + repellant + cleaned courtyard • HIV/AIDS= condoms + pre-tested fidelity • FP= condoms + oral/other contraceptive • Zone B: • Malaria= mosquito net or repellant or cleaned courtyard • HIV/AIDS= condom only • FP= condom only • Zone C: • Malaria/HIV/AIDS/FP= No protective measures • The point system, while not favoring the best preventive measures, helps to make the game interesting and competitive • You can vary this by making every player try each zone to show them how winning is harder as you move along

18. 5. Protect Your Friends: Visual

19. 5. Protect Your Friends: Instructions • This is a variation of tag, starting with 1 person as “it”. Everyone else moves around the demarcated space. • They only way to be safe from being tagged by “it” is to have one of the 2 balls, so the players must pass the balls among themselves to protect each other • “It” cannot interfere with the ball • 2 players cannot have 1 ball at once • If “it” catches you, you switch teams and become another “it” • Play, removing balls as necessary, until only 1 person remains on the non-“it” team, your winner

20. 5. Protect Your Friends: Application • This drill shows how a community is responsible for protecting each other from disease and also how it can proliferate quickly among people • Malaria: Explain how a mosquito passes to virus one person to another yet if repellant and mosquito nets and a clean space are used, you can all help protect each other • HIV/AIDS: Using methods of prevention to prevent spreading disease to others and keeping yourself clean as well. • FP: Teaching others about the dangers of not spacing out births and informing them of contraceptive methods helps keep the entire community in good health (ex: enough food for all)

21. 6. Lean on Me: Visual *Great as a cool-down at the end of your session is a blindfolded player

22. 6. Lean on Me: Visual • Level 1: • The blindfolded must try to find the ball with no assistance (they will not be successful, give them just a few minutes) • Level 2: • Blindfold the player, then throw the ball to a random location on the field. • His/her teammates must stay behind the line and verbally guide their teammate to the ball • You can have each team try if you want it to be competitive • Level 3: • Second time around, the players teammates can walk with them though they are still being guided verbally • Level 4: • This time one of the teammates can put a hand on the blindfolded player to help guide them

23. Lean on Me: Application • This shows how dealing with issues (such as HIV/AIDS diagnosis) is challenging along, much easier if you have the direct support and assistance of close family and friends • This is an anti-stigmatization drill • Great with college kids when talking about undesired pregnancies, not to ridicule their friends who fall under this but to help them through

24. Basic Soccer Vocabulary • To kick= tirer • To dribble= dribbler • Opponent= adversaire • Team= équipe • To run= courir • To trap= Controller • Cone= plot/marquer • Zone= zone/cas • Jersey= tenu/choisi • To score a goal= marquer un but • Goalie= gardien • Defender= défenseur • To pass= Faire une passe • To stretch= s’étirer • Stretches= étirements • To toe the ball= pointer • Handball= touche!

25. Conclusion • Everyone here loves soccer, so even though theses drills aren’t perfect, it is a great way to get people listening to what you have to say about health issues • Look at the principles of each integrated drill (passing, dribbling, defense, etc.) and start out with a simple drill, for example, on how to make a basic pass just standing still before moving on to these drills

26. Thank You and Good Luck!