"The figures relating to gender-based violence (among others) in Europe are shocking, whatever the countries, regions or even the social or cultural groups concerned. This violence poses a huge challenge in the area of ​​human rights. In the context of sports, this phenomenon is recurrent, trivialized or passed over in silence, whether one is amateur or professional, young or adult.Indeed, sports and physical activities in general constitute, like all human activity, potential vectors of violent behaviour of all kinds. Racist, sexist, homophobic or physical insults are extremely widespread and recognized in sports. In this context, certain populations suffer more particularly from violence and more generally from prejudice: women, persons with a disability and homosexuals, whether or not they are declared (including transgender and LGBTQIA +).To fight against this scourge, we wanted to combine our knowledge, skills and experiences to use them to the greatest number by building this educational kit.This work seems necessary, or perhaps, essential as this theme is not (or barely) addressed in current training spaces (formal or informal) of young people and adults working in physical and sporting activities. However, it seems undeniable to us that these learning spaces provide an opportunity as privileged places to understand, analyse and build good practices. The change of behaviours occurs through a change of mentality, this is why it is important to invite reflection and awareness through pedagogical methods and animation tools based on action, observation, meeting, dialogue and play.To prevent, educate and combat this violence, we wanted to establish a partnership based on diversity and complementarity. Thus this project is supported by a popular education association (France), and two martial arts sports associations specializing in the inclusion of the most vulnerable and in particular our target audiences (Ireland and the United Kingdom). This diversity responds to our main objective, which is the construction of an educational kit for volunteers and professionals in animation, sport and education (formal or not). Indeed, each partner carries out actions on its territory and the objective is to enhance them and to unite these experiences to make the case. The intercultural tools and methods offered will be the fruit of an exchange of experiences, practices and theoretical reflections. The purpose of the briefcase is to give volunteers and professionals an easy-to-use tool to educate and prevent violence against our target audience in the context of physical and sports activities. Likewise, it is a question of developing their skills and enabling them to train other youth workers, trainers and sports actors in the treatment of violence among young sportsmen and women in the context of non-formal education.At the same time, throughout the project, our young athletes will benefit from thematic workshops carried out in each country, as well as transnational learning activities to help them understand and act against this violence. They will be able to meet their European counterparts and debate with them on our working themes. These meetings will combine reflection through new thematic workshops and action through self-defence activity initiation sessions.These meetings, via the diversity of participants (women victims of violence, physical disability and persons with a learning disability, autism and LGBTQIA +), will allow them to confront the ""Otherness"" from oneself of the person who is socially excluded (consciously or not) due to the ignorance of his lived reality.These meetings will help them to get to know the ""Other"" better and to become more aware of their own prejudices and stereotypes and, by that very fact, of the violence suffered and / or exerted.On a daily basis, this will help them gain more self-confidence and self-esteem through martial arts and self-defence activities whilst developing their individual and collective empowerment.They can also use the activities offered and/or if more appropriate, the more theoretical content to increase their knowledge of the subject. They can share this with their sports and sports colleagues, friends, families, etc.At the end of the project, they too will become Ambassadors (formal or not) of Non-violence in Sport."

According to WHO Europe, around one-third of 11-year-olds are overweight or obese (WHO 2014). Over 60% of children who are overweight before puberty will be overweight in early adulthood and 80% of adolescents who are obese will continue into adulthood with severe weight problems. This shows not only that serious lifestyle diseases such as overweight and obesity are commonplace in Europe, but are also highly likely to carry a lasting legacy from an early age which is extremely difficult to halt. Children and young people with mobility limitations and learning disabilities are at greatest risk for obesity. Since CV-19 is reported to be especially harmful to people with a BMI above 25, inclusivity must constitute a critical element to a solution. Behaviour patterns are established during childhood that affect short and long-term health. DIPHE aims to engage children as early as possible in Inclusive Health-Enhancing Physical Activity (IHEPA), Physical Education (PE) and Health Education (HE).In spite of this, PE is not fully embedded in EU curricula and 75% of schools in Europe say that the prescribed number of PE classes per week has been reduced because of CV-19. HE is equally important to improving the overall health of young children, yet does not exist in school curricula in Europe.The rapid transition of education into digital contexts in light of CV-19 has left many teachers ill-equipped and ill-prepared to facilitate digital learning sessions. This transition has also impacted particularly strongly on learners with disabilities, and inclusive digital education has never been more crucial to their support in education. DIPHE is a course that will educate teachers in primary and lower secondary school settings on how to digitally facilitate IPHE.SMART objectives of DIPHE:1.To create a course for teachers to use to gain digital competences in the facilitation of Inclusive Physical and Health Education2.To improve the physical, psychological, and social health and well-being of school-aged children.3.To exchange good practices 4.To increase awareness of the importance of inclusion within the context of health education and physical educationIO1 Good Practice ReportThis will provide critical insight into digital education, health-enhancing physical activity, physical education, health education and inclusion. Findings from the report will guide the creation of the rest of the IO's.IO2 Pedagogical FrameworkA methodology will be created for the pedagogy of the DIPHE course. This will ensure that teachers are equipped to deliver digital physical and health education and HEPA safely to a range of children with and without disabilities and fewer opportunities.IO3 Curriculum Framework and courseUsing the pedagogy, a curriculum will be created for the DIPHE course. The course will be translated into the most widely spoken European languages.IO4 Guide for Reliable Digital ResourcesTo ensure a safe and inclusive atmosphere, a Guide for Reliable Resources will be created. This will include a suite of policies for the facilitation of online education, including a Distance Learning Policy, Online Safety Policy and Remote Safeguarding Policy. Teachers will be signposted to websites with good practice and reliable resources. IO5 E-learning platform course The DIPHE course will be accessible on an E-learning platform. The E-learning platform will also include a forum that will allow teachers to connect and share ideas and methodologies for the facilitation and improvement of DIPHE.IO6 PilotA minimum of 64 Physical Education Teachers will take the course in schools with primary and lower secondary aged children in eight countries across the width and breadth of Europe to provide a clear understanding of the impact and reach. Feedback, reflection and review will highlight any changes that are necessary to the results and outputs of DIPHE. TPMsThree TPMs have been strategically timed to coincide with critical moments in the project so that the project can be effectively managed. The TPMs will give an opportunity to ensure that all of the objectives are on track in accordance with the milestones of the project and resolve any issues.Multiplier EventsMultiplier events will take place after the development of IO1 and IO2, after IO3 and IO4 and after IO5 and IO6. These events are particularly relevant to objective 4, as teachers will take part in a Q and A with an expert panel with experts in digital delivery, inclusion, health education and physical education that will raise awareness of the importance of inclusion in each field.It is expected that the project activities will create health improvements amongst children with and without fewer opportunities, improving their lives during CV-19 and raising awareness of the importance of PE, HE, HEPA and inclusion in education. Teachers will be better prepared and supported to facilitate digital education

<< Objectives >>-To develop an assessment tool for P.E. teachers for children with autism spectrum disorders.-To develop a goal bank for goals and objectivities to guide the P.E. teachers about ASD-To develop guide book with lesson plans for P.E. teachers-To develop a P.E. toolkitWith all these activities we would like to improve the teaching of students with ASD in P.E. classes.<< Implementation >>WP2: Project ManagementWP2: P.E. Educational KitWP3: E-learning PlatformWP4: Train-the-trainer and Train of P.E. TeachersWP5: Communication and Disseminationion<< Results >>-Needs analysis report on the needs of P.E. teachers for teaching students with ASD.-Educational toolkit with assessment tools, goal bank and guide and toolkit for lesson plans.-E-learning platform-8 training events,1 international and 7 national.

The Sport, Disability and Leisure report adopted by the Committee of the Regions in November 2013 contains a recognition “of the value and importance of physical activity and sport for people with a disability and the fact that it can make an effective contribution to achieving the EU’s strategic goals”. The report specifically emphasises the need to improve the capacity and quality of coaching, instructing and teaching. This report argues that education and training initiatives are required that provide information not only to sport and physical activity personnel but also towards the general public, for example through the use of online training tools. Since there is little doubt that these actors and contexts are of great importance, the PRIMAE project targets their needs.The overarching ambition for the impact of the project is to increase levels of engagement in inclusive coach education, especially for persons with a disability in Europe. A secondary effect will be to increase physical activity among persons with a disability in Europe through improving the knowledge, skills and understanding of martial arts.By following a stage-by-stage process of trialling and evaluation, it is expected that the project outputs will impact upon the empowerment, self-confidence and self-regulation of the persons with a disability. Participation and Recreation through Inclusive Martial Arts Education and E-learning addresses the Europe 2020 strategy for smart, sustainable and active inclusive growth which sets targets to lift at least 20 million people out of poverty and social exclusion and to increase employment of the population aged 20-64 to 75%. The flagship initiatives of the Europe 2020 strategy, including the Platform against Poverty and Social Exclusion and the Agenda for New Skills and Jobs, support efforts to reach these targetsPoverty and In-Work PovertyIn the EU 28 in 2013, about 19 % of the population aged 16 or more in the EU-28 with an activity limitation was at risk of poverty. The highest values were observed in Portugal (14 %), Greece (21 %) and Romania (22 %). In 2013, 68 % of the EU-28 population aged 16 or more and having some activity limitation would have been at risk of poverty without state support. 12 % of those in employment and having an activity limitation were at-risk-of-poverty.Social ExclusionEurostat AROPE showed that 30% are at risk of poverty or social exclusion and gender inequality can double the rate of social exclusion amongst disabled people. UnemploymentLess than 50% of disabled people with fundamental activity difficulties are employed in the EUEducationAccording to Eurostat, disabled people leave education and training earlier than non-disabled people, with only 25% gaining 1st or 2nd stage of tertiary education and youth NEET rates at around double amongst persons with a disability. Additional barriers to social integration for people with a disability include mobility and transport, access to buildings, access to education, access to leisure activities and discrimination.However, technology enables even severely disabled people to communicate unaided, giving them independence and privacy that is not possible when they need to rely on assistance. A significant advantage is that, when communicating online through an e-learning platform, a disability may not be visible, removing barriers caused by people’s reactions or discrimination towards the disabled person.An Inclusive eLearning Best Practice report, Inclusive Curriculum, Inclusive Pedagogical Plan, and Inclusive eLearning course in physical activity (martial arts) and education on an eLearning platform will be created using the ADDIE methodology to provide learners with and without a disability with the specific opportunity to gain the following accredited and regulated Awards and Certificates on the European Qualification FrameworkLevel 1 Award or Activators in Inclusive Martial Arts (EQF2)Level 2 Award for Activity Coaches in Inclusive Martial Arts (EQF3)Level 2 Certificate for Coach Instructors in Inclusive Martial Arts (EQF3)Level 3 Award in Education and Training (EQF4)Level 3 Award in Vocationally Related Assessment (EQF4)Level 3 Certificate in Internal Quality Assurance (EQF4)Level 5 Certificate in Education and Training (EQF6)During the project, we expect to provide accessible learning to a minimum of:50 people for Level 1 and 2 coaches/activity coaches/ activators;32 people for L3 Awards in Education and Training or;32 people for L3 Assessor Qualifications;2 people for L3 IQA;5 people with L5 Certificates in Education and Training;120 new disabled participants in adapted physical activity who will acquire new learning and physical skills;At least 100 persons with a disability who will acquire new competences and skills for empowering themselves, increasing their independence, enhancing personal development, and beginning an educational journey

"CONTEXTEurostat 2012 shows 70 million people aged over 15 with a disability in the EU. According to WHO around 15% of the world's population has a disability yet over 46 % of people do not know anyone with a disability. Disabled young people are at least twice as likely as their non-disabled peers to not be in education, employment or training and the proportion of disabled people with no qualifications is nearly three times that of non-disabled people. Less than 1 person out of 2 persons with basic activity difficulties is employed (Papworth Trust).""The Game of Life"" (Sport and Recreation Alliance), “Different Just like You” and “Moving Together” (ICSSPE) confirm the partner's experience of sport and physical activity's positive impact on people with fewer opportunities and disability especially in educational attainment and entrepreneurship.In accordance with Hart's Ladder and the principle of ""Nothing about me without me"", coaches, coach trainers, youth workers, NGOs, a will explore ideas for the participation of disabled/marginalised young people during international cooperation In equal partnership and cooperation with young persons with fewer opportunities or a disability themselves.Throughout 18 months and during three meetings and two seminars, over 56 participants will explore, in depth, ideas for applying non-formal education in a holistic bio-psychosocial approach of using theatre, gamification, role play, music, yoga and arts combined with new and innovative methodologies blending psychological recovery tools, self-defence empowerment tools, coaching, meditation, and martial arts education and physical activity, to empower young people with fewer opportunities and disability in social entrepreneurship.OBJECTIVESThis unique collaboration represents an opportunity to share best practice between a range of partners with different backgrounds, professional interests and expertise, but all sharing a long-standing commitment to inclusion and equity in their activities. The partners will provide a European review of entrepreneurship education for persons with fewer opportunities coming from 9 north, south, east and western European countries; Greece, United Kingdom, Spain, Bulgaria, Estonia, Ireland, France, Poland and Romania, reflecting the ambitions of the members of the partnership to generate a genuine community of practice, a context for organic co-operation learning and capacity building, and an inclusive collaborative working environment that reflects closely the ambitions of the partners. The relationships create an opportunity to explore and exchange ideas to engage and empower young people with fewer opportunities and develop entrepreneurial spirit in youth groups and youth workers through innovative non-formal learning tools. In Touch aims to share best practice to increase experience and competences in delivering education through NFL. All of the partners have profound experience and knowledge in international projects on a range of issues for young people with fewer opportunities especially disabled people. The partners will share their work in including and empowering youth with disabilities and fewer opportunities in entrepreneurial education. Social inclusion is embedded at the heart of achieving the partners' objectives.Objective 1 To build a long-term collaborative network of partners who are experts in the field of inclusion, empowerment and NFE entrepreneurshipObjective 2 To research external and internal tools, methodologies and resources, produce a Best Practice Report and identify deficits in education and provision.Objective 3. To use the partners vast knowledge and the collaboration on the Best Practice Report to design the framework of at least 5 inclusive KA2 Innovation projects to improve inclusion, empowerment, entrepreneurial education and entrepreneurship for youth with fewer opportunities especially disability in the next 24 months.THE TRANSNATIONAL LEVEL Will add substantial value:•Partners from different countries with a wide variety of relationships;•Partners with long-standing involvement in practical implementation of issues of persons with fewer opportunities and non-formal learning;•Partners from range of cultural and linguistic backgrounds;•Partners with a proven track record of successful co-operation on EU projects;•Partners with the capacity, knowledge, skills and experience in the context and subject matter.• Partners will provide a unique opportunity to share transnational resources Meet EU objectives:•EU strategy in area of social inclusion and equal opportunities; •encourage participation in sport and physical activity (EU Physical Activity Guidelines);•employment, entrepreneurship, education•promote voluntary activities in youth work, social inclusion, equal opportunities and awareness of the importance of health-enhancing physical activity•equal access for all."