PVE PracticalGuide en

PREVENTING
VIOLENT
EXTREMISM
THROUGH
SPORT
P RAC T I CA L G U I D E
UNITED NATIONS OFFICE ON DRUGS AND CRIME
Vienna
PREVENTING VIOLENT EXTREMISM

THROUGH SPORT: PRACTICAL GUIDE
CRIMINAL JUSTICE HANDBOOK SERIES
UNITED NATIONS
Vienna, 2021
ACKNOWLEDGEMENTS
The present practical guide was developed for the United Nations Office on Drugs and Crime
(UNODC) by Holly Collison, consultant on sport for development and peace and lecturer at
the Institute for Sport Business, Loughborough University London, with the support of doctoral
researchers Hussa K. Al Khalifa and Lin Cherurbai Sambili-Gicheha. In the UNODC Justice
Section, Georgia Dimitropoulou contributed throughout the development of the practical guide
and coordinated the review process, and Johannes de Haan and Lucia Gonzalez also contributed
to the development of the guide. Tina Mykkänen of the UNODC Regional Office in Eastern
Africa also provided comments and suggestions.
The practical guide is based on the UNODC publication Preventing Violent Extremism through
Sport: Technical Guide and is designed to provide tailored guidance for sport coaches and other
facilitators of sport-based programmes that, building on the power of sport as a tool for develop-
ment and peace, are aimed at preventing violent extremism.
The practical guide has benefited greatly from comments and suggestions provided by Kees van
den Bos (Utrecht University), Paula Isturiz Cavero of the United Nations Educational, Scientific
and Cultural Organization (UNESCO), Achaleke Christian Leke (Local Youth Corner
Cameroon), Bahruz Balayev (Save the Dream organization), Dana Podmolikova (United Nations
Children’s Fund), Ben Sanders (sportanddev.org), Hebe Schaillée (Free University of Brussels),
Ramón Spaaij (Victoria University and University of Amsterdam), Derek Daniels (Grassroot
Soccer South Africa), Azamat Alidaev (Hope Academy of Bishkek), Moses Kinobi (Uganda
Youth Development Link), Ulrich Klar and Dina Klingmann (German Agency for International
Cooperation), Caroline Baxter Tresise (UNESCO) and Kuany Simon (UNESCO Mahatma
Gandhi Institute of Education for Peace and Sustainable Development).
UNODC would also like to express its gratitude to UNESCO for its contributions throughout
the development of the present guide and for organizing an online consultation meeting on the
draft guide on 28 April 2020 with the following members of the UNESCO Youth and Sport
Task Force: Muhammad Taha Tahir, Saif Ullah Khan, Milton Angat Kisapai, Mai Sakaguchi,
Ma. Soteya Apryll Arroyo Trasadas, Yik Wai Chee, Umair Asif, Koem Nith, Qinthara Nabigha
Ridwan, Stephanie Margaux Inocando and Yeang Sethsamprathna.
Finally, UNODC gratefully acknowledges the funding provided by Qatar for the development
of the present guide as part of its support for the Global Programme for the Implementation of
the Doha Declaration.
© United Nations Office on Drugs and Crime, 2021.
The designations employed and the presentation of material in this publication do not
imply the expression of any opinion whatsoever on the part of the Secretariat of the
United Nations concerning the legal status of any country, territory, city or area or of
its authorities, or concerning the delimitations of its frontiers or boundaries.
Publishing production: English, Publishing and Library Section, United Nations Office
at Vienna.
CONTENTS
INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
CHAPTER 1. Understanding violent extremism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
CHAPTER 2. Sport and the prevention of violent extremism. . . . . . . . . . . . . . . . . . . 14
CHAPTER 3. Human rights-based approach and safeguarding. . . . . . . . . . . . . . . . . 23
CHAPTER 4. Five zones for preventing violent extremism through sport. . . . . . . . . 31

ZONE 1. Safe spaces. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
ZONE 2. Social inclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
ZONE 3. Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
ZONE 4. Resilience. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
ZONE 5. Empowerment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
CHAPTER 5.
Monitoring, evaluation and learning . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
ANNEXES
I. Terminology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
II. Practical tools for planning, monitoring and learning reflection. . . . . . . . . . 86

1. Session planning template. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
2. Template for fair play rubric. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
3. Sport and planning for outcomes in the prevention of
violent extremism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
4. Key guiding questions to monitor and reflect on sporting activities
and learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
5. Self-assessment: General knowledge quiz for coaches . . . . . . . . . . . . . 90
6. Self-reflection activity for coaches. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
III. Additional resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

1. Violent extremism: push and pull factors and the role of
sport-based programmes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
2. Observing behaviours of concern. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
3. Useful resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
INTRODUCTION
PREVENTING VIOLENT EXTREMISM THROUGH SPORT: PRACTICAL GUIDE
INTRODUCTION
About the practical guide
The present guide is designed as a toolkit to support coaches and other facilitators1 of sport-
based programmes in preparing and delivering sport interventions focused on key messages
and learning opportunities for preventing violent extremism. It contains concepts, resources,
suggested activities and practical tips for facilitators to enhance their knowledge and under-
standing of the key principles of strategies for preventing violence and crime, including
violent extremism, through sport-based activities. The present guide complements the
UNODC publication Preventing Violent Extremism through Sport: Technical Guide, which
provides extensive programming and policy development guidance for policymakers, imple-
menting organizations and other relevant actors, including sport and youth leaders.
The objective of the guide is to provide guidance on creating contextually relevant, safe and
inclusive sport practices for sessions conducted as part of comprehensive strategies for pre-
venting violent extremism. The following elements are essential when considering such
practices:
• Safety and contextual awareness, in order to strengthen the ability of facilitators to

reduce risk factors for abuse, stigmatization, exploitation and violence
• Youth empowerment, which involves recognizing and amplifying the strengths and
potential of young people and identifying and encouraging the engagement of
youth, including as partners
• Sport as a tool that can provide an efficient, flexible and accessible way of promoting
peace, education and life skills
• Acknowledging human rights, including children’s rights, and universal principles
under which all persons, regardless of age, gender, ability, religion, ethnicity and
ideological or political views, are respected and valued
• Promoting gender equality and the empowerment of girls and women to ensure
equal opportunities
1
For the purposes of the present guide, the term “facilitator” (or “coach”) is used to describe all types of qualified
practitioners who deliver or implement sport-based interventions and/or programmes. Facilitators should possess profes-
sional, social and methodological competencies to instil positive values in and convey life skills to their participants
through sports. Sport coaches, workers at non-governmental organizations, teachers and/or other community workers
might act as facilitators in sport-based interventions for the prevention of violence and crime, including violent
extremism.
2
INTRODUCTION
Who is the practical guide for?
The present publication is designed to benefit facilitators working with youth and commu-
nities through sport-based activities delivered by a variety of implementing organizations,
which may include the following:
• Governmental and State organizations and entities, including those focused on
countering and preventing violent extremism
• United Nations agencies
• International and national non-governmental organizations and programmes
• Community-based organizations
• National Olympic Committees
• International, national and local sports federations
• Other sport and youth-led organizations, projects or individuals working to prevent
violent extremism through sports
How to use the practical guide
The guide is designed to support and guide facilitators of sport-based interventions for the
prevention of violent extremism. To help navigate the complexity of violent extremism and
the variety of measures and good practices required to address its root causes through such
interventions, the guide is divided into five clear chapters:
1. Understanding violent extremism. In this chapter, the dynamics and root causes of
violent extremism and radicalization for young populations are explained.
2. Sport and the prevention of violent extremism. This chapter provides coaches with an
understanding of the relationship and the potential of sport to tackle and prevent
violent extremism.
3. Human rights-based approach and safeguarding. In this chapter, human rights, gen-
der equality and child rights are discussed in the context of safeguarding and welfare
for both facilitators and participants.
4. Five zones for preventing violent extremism through sport. In this chapter, the five
zones, which are based on a theory of change identifying relevant areas for interven-
tion and intended outcomes linked to push and pull factors towards violent extrem-
ism,2 are explained. Furthermore, practical guidance is provided, including on
sport-based activities that could form part of curricula and programmes in this area.
5. Monitoring, evaluation and learning. In this chapter, the importance of monitoring
session outcomes and learning is discussed, and tips and tools are provided.
2
See also United Nations Office on Drugs and Crime (UNODC), Preventing Violent Extremism through Sport:
Technical Guide, Criminal Justice Handbook Series (Vienna, 2020).
3
The present guide was developed on the basis of a multidimensional approach to highlight
key connections between the prevention of violent extremism, sport and development out-
comes. Practical resources are also provided in the form of checklists and other guidance.
The guide also includes links to additional resources for more insights and comprehensive
information on specific topics. As mentioned above, the guide also serves as a complemen-
tary resource to the UNODC technical guide on preventing violent extremism through
sport, which contains more comprehensive guidance on the use of sport in this context and
is addressed mainly to policymakers and implementing organizations. At the same time, the
technical guide can also serve as a useful resource for those facilitators who wish to have a
broader overview and more theoretical insight on the issue of sport in the context of pre-
venting violent extremism.
The present guide is built upon three core principles:
1 PROTECTION
The welfare, well-being and safety of participants and facilitators is a primary

consideration and should be ensured. This includes the risks of stigmatization
and labelling of the programme and/or individual participants as violent or as
potential terrorists. It is therefore necessary to consider the language used in
programme documents and materials and by programme staff. Emphasis should
be placed on underlining and promoting youth development goals instead of
using stigmatizing language. This will help to ensure that potential participants
do not fear the community thinking of them as violent or as a risk if they take
part in the programme.
2 PREVENTION
The goal of the present guide is primary prevention, which means focusing on
addressing the causes and risks of radicalization and violent extremism and not
on the disengagement from violence of those persons already engaging with
extreme ideologies or members of extreme groups. For the latter, a different
type of tailored intervention is required.
3 TARGETED APPROACH
The activities in the guide are geared towards specific groups (i.e., children and
youth) that are identified as being at greater risk of recruitment and exploitation
by terrorist groups that can be addressed more effectively with strategies involv-
ing sport for the prevention of violent extremism. The guide can be adapted for
youths aged 12 to 24. In this regard, it is important to ensure that groups are
as homogeneous as possible and that young children are not mixed with older
ones, in order to enhance participation and learning processes and to avoid
possible injury and risk to younger participants.
4
INTRODUCTION
Glossary of key terms
Figure 1 provides simple explanations of key terms used in the present guide in order to
facilitate a common understanding of the concepts addressed. A more comprehensive list of
terminology can be found in annex I.
FIGURE 1. GLOSSARY OF KEY TERMS
SPORT FOR DEVELOPMENT PREVENTION OF VIOLENT

AND PEACE (SDP) EXTREMISM (PVE)
The use of sport for the Efforts aimed at
achievement of development influencing conditions that
and peace goals may lead to violent extremism
YOUTH
For the purposes of this guide,
SPORT
Physical play, recreation, dance,
”youth” refers to persons aged
15 to 24; "children" refers to SPORT AND PVE organized, casual, competitive,
those under the age of 18 Any efforts to use traditional and indigenous sports
sport for the prevention and games in their diverse forms
of violent extremism
YOUTH AT RISK
Youth whose background and situation VIOLENT EXTREMISM
make them more vulnerable and place them Acts that promote, support,
at risk of victimization, radicalization facilitate or use violence to
and/or recruitment by terrorist groups achieve ideological, religious
and/or at risk of future YOUTH ENGAGEMENT or political goals
engagement in violent acts The inclusion of youth in all
aspects of programming,
decision-making and
policies that affect them
5
How sport can help to prevent violent extremism
The prevention of violent extremism through sport builds on the unique ability of sport to
engage youth actively and meaningfully, and to gain access to young people who are often
hard to reach through other, more formal interventions.
The approach taken in the present guide builds on a theory of change developed on the basis
of known drivers of violent extremism, protective factors and the potential of sport to help
young people develop key soft skills, to promote psychosocial well-being and to enable edu-
cational opportunities and youth empowerment. The overall aim is to strengthen the design,
implementation, monitoring and evaluation of sport-based interventions and to amplify
positive results.
Figure 2 shows the ways in which sport can be used to tackle the prevention of violent
extremism. The drivers shown outside the diagram represent selected root causes that may
lead to violent extremism, while the diagram itself shows the different zones (i.e., areas of
intervention) which are presented in this guide and through which sport can have an impact.
The zones are as follows: safe spaces, social inclusion, resilience, education and
empowerment.
FIGURE 2. SPORT AND PREVENTION OF VIOLENT EXTREMISM DIAGRAM
LACK OF LIFE SKILLS DEPRIVATION, LACK OF A

SUPPORTIVE ENVIRONMENT
LIMITED EDUCATION EMP

N OW
OPPORTUNITIES
ATIO ER
M
UC Yout EN
D ills h lea
sk
E
de
fe
T
Li r LACK OF
sh
engagem OPPORTUNITIES
uth
ip
en
Yo t TO PARTICIPATE
SO
FEELING AND WITHIN

SAFE S ACES
CIAL I LUSION
engagement
Meaningful
COMMUNITIES
participation
BELIEF THAT LIFE Sport and

IS UNFAIR preventing
Active
P
violent extremism:
NC
Primary
prevention NEGATIVE BELIEFS
ABOUT OTHERS AND
THE WORLD
Yo t
u th e en
ngage m
Pe
er g
le a in
rnin hi nk
g/Critical t
R E S I L IE N C E
NOT KNOWING HOW TO SAY NOT KNOWING HOW TO
NO WHEN PRESSURED DEAL WITH EMOTIONS
(E.G., ANGER)
6
CHAPTER 1.
UNDERSTANDING
VIOLENT EXTREMISM
1. UNDERSTANDING VIOLENT EXTREMISM
Definitions of violent extremism may also include references to radicaliza-

There is no universal
tion and terrorism as part of locally understood extremist movements.
definition of violent
extremism, but An important point to understand is that radicalization is a dynamic pro-
broadly speaking, the cess whereby an individual may adopt ever more extreme ideas and goals.
term is used to refer The reasons behind the process can be ideological, political, religious,
to the beliefs and social, economic and/or personal. A radical person or group may seek to
bring about a system-transforming radical solution for government and
actions of someone
society through violent or non-violent means (e.g., democratic means using
who promotes,
persuasion and reform). Therefore, holding radical ideological, religious or
supports, facilitates or
political views is not in itself a problem, but the willingness to promote,
commits acts of
support, facilitate or commit violence to achieve such goals is the problem
violence to achieve to address.
ideological, religious
or political goals. There are several phases in the radicalization process to take into consider-
ation, such as activism, extremism, violent extremism and terrorism, each
constituting different levels of growing radicalization. In the present guide,
radicalization is acknowledged as a process leading into violent extremism,
and the importance of preventing that process, including through sport
and sport-based interventions, is also acknowledged in the context of
primary prevention.
Violent extremism is a global problem that is not constrained by borders.

It takes many forms and often involves boys and young men, but it has
also become increasingly common among girls and women.
The use of technology, including social networking sites, online video

channels and chat rooms, allows extreme messages to be spread through-
out the world (see figure 3). This has been a particularly powerful recruit-
ment tactic of right-wing political movements in Europe and North
America and religious extremist groups in East Africa and the Middle
East, but such activities can be seen across the globe and are not exclusive
to any one extremist group.
8
CHAPTER I. UNDERSTANDING VIOLENT EXTREMISM
FIGURE 3:
USE OF TECHNOLOGY BY
EXTREMIST GROUPS AND
TERRORIST NETWORKS
Violent Online At-risk children Spreading Terrorist and

extremist indoctrination and youth messages violent extremist
groups and networks
communication
What can make young Although there is no single profile or pathway to radicalization that may
people susceptible to lead to violent extremism, there are certain socioeconomic, psychological
recruitment and cause and institutional “push” and “pull” factors that may lead to violent extrem-
them to join violent ism. Examples of known push factors that may drive individuals to violent
extremist groups? extremism include marginalization, inequality, discrimination and limited
access to education and other services. Pull factors that foster the appeal of
violent extremism include the existence of well-organized violent extrem-
ist groups “investing” in recruitment, for example by using online media
and propaganda or offering services, revenue and/or employment in
exchange for membership.3
Known push and pull factors towards radicalization and violent extrem-
ism include the following:
• Limited access to education and employment
• Feeling unsafe or not valued in society
• Lack of protection or positive relationships with friends or family
members
• Exposure to negative messages and recruitment tactics
• Not feeling accepted by family or social groups
• Youth feeling that they do not belong to their community
• Feelings of injustice or unfairness
• A thrill and sense of excitement to feel part of something and
important to a cause
• Girls and young women may be enticed to “fall in love” with
members of extremist groups
• Young people may see extremist groups as an opportunity to
“escape” tough realities at home
3
Note that children, i.e., persons under the age of 18, may be forced to join extremist and
terrorist networks and groups and become victims of multiple forms of violence and exploitation
by such groups. Guidance on the protection of those children and their treatment by criminal
justice systems is provided in the UNODC Handbook on Children Recruited and Exploited by
Terrorist and Violent Extremist Groups: The Role of the Justice System (Vienna, 2017).
9
FIGURE 4.
Drivers of violent extremism
UNDERSTANDING THE
DRIVERS OF VIOLENT
EXTREMISM
Political exclusion/
Economic exclusion Radical attitudes
opportunities for
Limited opportunities for Insufficient self-corrections World views
participation/weak State
improved mobility "Us versus them"
capacity
Unfairness
Background variables
Perceptions
Age/gender Rejection of socioeconomic
Uncertainty Injustice
Education and political system
Corruption
Living environment
Mistreatment
Individual, Socialization
emotional and Radicalization (friends, family, education,
psychological church, mosques, etc.)
factors
Active recruitment
Violent extremism
As shown in figure 5, sport and sport-based programmes can offer chil-

dren and youth opportunities and an environment in which they feel safe,
valued, included, resilient, educated and empowered to say no to violent
extremism.
FIGURE 5.
USE OF SPORT IN SPORT AND Sport can create safe spaces for children and youth
SAFE PLACES to play and have fun
PREVENTING VIOLENT
EXTREMISM
SPORT AND Sport can create opportunities for children and youth
SOCIAL INCLUSION to make friends and connect with others
SPORT AND Sport can help children and youth learn skills to
RESILIENCE never give up, even when they are challenged
SPORT AND Sport can help children and youth learn and
EDUCATION practise life skills
SPORT AND Through sport, children and youth can feel

EMPOWERMENT confident to make good decisions
10
CHAPTER I. UNDERSTANDING VIOLENT EXTREMISM
Why target children The world today is more youthful than ever, with an estimated global
and youth? population of 1.8 billion 10- to 24-year-olds. This number should be
celebrated; however, a worrying statistic shows that one in four young
people (aged 15–29) is affected in some way by violence or armed conflict.
In sporting terms, that means that in a squad of 20 players, 5 players may
have been a victim, perpetrator or witness of some form of violence or
armed conflict.
Example
Islamic State in Iraq and the Levant has recruited youth fighters in
at least 34 countries, and Al-Shabaab in Somalia recruited roughly
1,770 young people in 2017 alone.a Extremists are skilled in the
tactics of peer-to-peer recruiting, appealing to youth by offering a
sense of community, enhanced status and safety. It is important to
bear those tactics in mind when recognizing who is most at risk.
a
Jessica Trisko Darden, “Tackling terrorists’ exploitation of youth” (2019).
Recognizing the Given the seriousness of violent extremism and the engagement of young
strength and people in such acts, it would be easy to think of youth as dangerous,
capabilities of youth unpredictable and vulnerable. However, within the United Nations sys-
tem, youth are regarded as teammates and partners in all efforts to prevent
violent extremism. In practice, youth and children should participate in
all aspects of a sports project and take on leadership roles. By encouraging
such participation, coaches can transform and change the flow of risk into
strength and resilience to prevent violent extremism.
Positive youth development builds confidence, character, competence,

caring and connections among young people. This happens when sport
programmes:
• Take place in safe settings
• A
llow coaches and volunteers to build positive adult-youth
>> T I P relationships
Consider youth as • Are consistent throughout each project
partners and engage • P
rovide opportunities for young people to build their sports skills
them in different roles
and life skills
throughout the design
and implementation of • P
rovide pathways to relevant services (e.g., employment, educa-
sport programmes, tion and health care)
including as consultants
• E
ncourage youth participation and leadership (peer or young
or advisers.
sport leaders)
11
Preventing In the process of defining the target groups and beneficiaries of programme
stigmatization activities, special consideration must be given to the risk of stigmatization
and reinforced marginalization of individual participants or communities.
Broad targeting may lead to “suspect communities”, a term referring to the

stigmatization, marginalization and exclusion of a particular community,
which will subsequently drive feelings of unfairness that breed violent ten-
dencies. On the other hand, a more focused approach in a programme for
at-risk youth within those communities, although it may be considered
more appropriate, may also lead to labelling and reinforce stigmatization.4
To avoid stigmatization of programmes and their participants, when

designing and delivering sport programmes for the prevention of violent
extremism, it is critical to understand the role of sport and the cultural
norms associated with gender, age, youthhood, ability and disability, class,
geographical location, education, economic and social mobility opportu-
nities and marital status.
It is advisable, for example, to avoid specific references to the terms “radi-

calization” and “prevention of violent extremism” in naming the pro-
grammes and to focus instead on broader programme aims for the benefit
of individuals and society, including youth and community development,
learning and education objectives, social inclusion, empowerment and
participation. Building community support by including, for example,
other sport communities, families, local schools, individuals and local
youth groups and other community members is also recommended as a
means of reducing the risk of stigmatization and amplifying the positive
outcomes and objectives of sport-based interventions.
The role of coaches and facilitators is essential in building an inclusive

learning environment and preventing stigmatization.
Coaches should avoid using stigmatizing language that may cause harm.
Such language includes direct references to terrorism or violent extremism
or labelling people of specific religions, beliefs or other characteristics as
potential terrorists. The relevant chapters of the present guide contain tips
and practical guidance for coaches and facilitators to help them under-
stand and mitigate the risks of labelling and stigmatization by applying
the “do no harm” principle and promoting an inclusive approach.
4
UNODC, Preventing Violent Extremism through Sport: Technical Guide.
12
CHAPTER 2.
SPORT AND THE PREVENTION

OF VIOLENT EXTREMISM
2. SPORT AND THE PREVENTION OF
VIOLENT EXTREMISM
Understanding violent extremism and why youth may be vulnerable to it
can lead to the creation of an informed sports curriculum and opportuni-
ties for youth to develop prosocial behaviour and life skills that make them
more resilient and resistant to violent extremism. Sport for the prevention
of violent extremism builds on the unique ability of sport to actively and
meaningfully engage youth, including those often found to be hard to
reach through other, more formal interventions.
Sports can contribute to the empowerment of youth and the prevention of

violent extremism.
FIGURE 6.
POSITIVE USES
OF SPORT
Sport as a Sport as a
way to create way to make
teachable moments friends and
feel supported
Sport as an
Sport as a way outlet for stress
of having fun from daily life
Sport as an
opportunity to
learn
However, it is critical to remember that sport does not always lead to pos-
itive outcomes, and coaches should be aware of its limitations, including
the following:
• The positive outcomes of sport cannot be guaranteed or presumed.
• Sport can generate conflict and incite violence.
• Th
e power and popularity of sport is not always used in positive
ways and is susceptible to abuse, exploitation and welfare concerns.
14
CHAPTER II. SPORT AND THE PREVENTION OF VIOLENT EXTREMISM
e long-term impact of sport-based programmes has been called into

Th
question. Specifically, once those programmes finish or the funding stops,
the sustainability of the positive impact achieved on young participants is
questionable. This is more often the case with youth in developing coun-
tries, who may lack access to other support programmes and networks and
educational and employment opportunities.5
Although there are many soft skills and personal development skills that
sport-based programmes in this area could aim to develop, the present
guide focuses on five key preventive outcomes:
1. Creation of safe spaces
2. Social inclusion
3. Education
4. Resilience
5. Empowerment
Sport can be an effective tool to engage children and youth who are vul-
nerable to the root causes of violent extremism within their communities.
In the context of preventing violent extremism through sport, the present
guide is based on a five-zone approach, as shown in figure 8 and discussed
in detail in chapter 4.
FIGURE 7.
FIVE ZONES FOR SPORT
AND THE PREVENTION OF
VIOLENT EXTREMISM Zone 2
Zone 1
Social
Safe spaces
inclusion
Zone 3
Education
Zone 4 Zone 5
Resilience Empowerment
5
Holly Collison, Youth and Sport for Development: The Seduction of Football in Liberia (London,
Palgrave McMillan, 2016).
15
FIGURE 8.
• Appropriate space • Vocational trainers • Club/competitive sport
THE FIVE-ZONE • Equipment • Experts in specialized • Community actors
FRAMEWORK FOR • Transportation areas • Goal setting/planning
PREVENTING VIOLENT • Engagement with local • Links with employment experts
EXTREMISM THROUGH non-governmental sectors • Formal education actors
organizations • Youth support workers
SPORT
• Experienced coaches
1Safe spaces
3
Education
5
Empowerment
•
•
2
Social inclusion
Identify youth leaders

Prepared coaches
4Resilience
• Guest speakers
• Youth leaders
• Diverse participants • Examples of resilience
• Local organizations, in sport
focused on diversity, • Local actors in conflict
disability, gender or management
displacement • Links with sports clubs
Role of sport coaches It is important for all persons acting as facilitators, including coaches, to
and other facilitators deliver effective and safe sport-based activities in sessions on preventing
violent extremism. Coaches take on many roles, including those of a role
model, a teacher, a mentor, a trusted person to talk to and a positive per-
son to follow. Their role is not easy, and many factors need to be consid-
ered for their safety, the safety of the participants and positive outcomes
and impact. Given the sensitive nature of violent extremism, it is strongly
recommended that facilitators receive training on human rights, including
on gender equality, inclusive practices, good practice principles, child pro-
tection, welfare and safeguarding, and understanding violent extremism in
their own communities.
16
Good coaches/facilitators do the following:

• U
nderstand and can define violent extremism in their work and
local contexts
• Know and understand core child and human rights principles
• U
nderstand how violent extremism can affect boys and girls differ-
ently in their communities
• A
pply inclusive practices in all sessions and understand the differ-
ent needs of all participants
• A
dhere to good practice principles and act as positive role models
for participants
• K
now the limits of what they know, and are aware of what they do
not know
• H
ave a sound knowledge of support networks and services and
referral procedures
Positive characteristics of Coaches and other facilitators must ensure that sport activities are deliv-
sport coaches and other ered safely for themselves and their participants. They should also realize
facilitators in preventing the limits of what they and sport can achieve, and they should recognize
violent extremism the need to refer participants to relevant services when needed (e.g., for
social support, mental health or substance use or abuse).
To this end, it is important for facilitators of sport programmes to be

aware of and work closely with expert services, such as social services and
professionals in the fields of mental health and substance use (alcohol and
drugs). It is also important that sport-based programmes for preventing
violent extremism be designed and delivered with local partners and
organizations that can support youth in the programmes.
FIGURE 9.
CHARACTERISTICS OF
GOOD COACHES
EMPATHETIC
KNOWLEDGEABLE CARING
GOOD
COACHES
ARE…
GOOD
COMMUNICATORS CONSISTENT
ACTIVE
LISTENERS
17
What do coaches Violent extremism is complicated, and the associated risks and recruit-
and sports leaders ment tactics are different in every community. Before a project begins,
need to do? therefore, it is important for coaches and other facilitators to take the time
to do the following:
• Understand why children and youth may be vulnerable to violent

extremism in the local community
• Identify the root causes and drivers of violent extremism in the
national and local contexts
• Question whether the causes affect boys and girls differently
• Understand the potential as well as the risks and limitations of
sport-based programmes for the prevention of violent extremism
• Consult with relevant stakeholders, experts and other organiza-
tions working in this area
• Communicate with other organizations working in sport pro-
grammes for the prevention of violent extremism to share good
practices
GUIDANCE FOR FACILITATORS ON GETTING STARTED
• Anticipate challenges and be prepared to adapt activities or ask for

support.
• Encourage discussions during your sessions.
– Do not interrupt or silence participants.
• Realize opportunities for both boys and girls to participate.
– Make sure that sport spaces are safe for boys and girls, with access
to appropriate facilities (e.g., separate bathrooms and changing
areas).
• uild safe community networks that do not negatively affect youth-led
B
learning.
– Attend training sessions to enhance your skills and understanding.
Familiarize yourself with training materials and tools and local
experts working with youth and violent extremism.
• e patient; it takes time to build positive relationships with youth and
B
to see results.
–Keep asking questions and reflecting so that you can monitor
progress.
• Know that you are not alone.
– Invite experts who can support discussions on sensitive topics relat-
ing to violent extremism.
–W
ork with specialized services and organizations and develop net-
works and processes for aftercare and referrals.
–W
ork with local specialist organizations to engage and deliver infor-
mal education sessions with the wider community through your
project.
18
ON THE FIELD
• Recognize that you are a role model.

– Youth will observe your behaviour and take cues from you on
what is expected of them.
• Be friendly and open to learning from youth.
– Learning from them will shape your strategy and approach to
sensitive issues surrounding violent extremism.
• Encourage youth leadership and participant-led dialogue.

• alance fun and playing sport with connecting sport to the five
B
zones and outcomes.
• e mindful of the opportunities and limitations of sport-based
B
activities.
Early signs and referral Facilitators of sport-based interventions do not have the capacity and
should not have to handle the additional task of conducting risk assess-
ments for the prevention of violent extremism. However, they are impor-
tant actors within the prevention process and may identify cases that are in
need of further support. Therefore, it is important for facilitators to be
able to identify the early behavioural signs that could be tipping points
towards violent extremism.
The non-exhaustive list below includes key behavioural signs and indica-
tors that may be observed and can be used for potential referrals to special-
ized staff and services for additional support. If more than one of these
warning signs are noted, facilitators should speak to parents and others in
the participant’s support network to see if they have also noticed shifts in
behaviour and also seek more information to understand the participant’s
situation. In this process, it is essential to respect and ensure confidential-
ity in order to avoid stigmatization and ensure that support is provided.
>> T I P
Coaches may be confronted by
young people who are radicalizing
towards violence, and this can
threaten the programme and the
safety of the participants. As a
coach, you should be as inclusive
as possible, but also have clear
boundaries and rules. Make it clear
that participants who threaten the
safety of others will be removed
from the programme with the
support of specialist services.
19
Key behavioural signs and indicators include the following:
• Sudden break with family and long-standing friendships

• Suddenly dropping out of school and/or conflicts with school
• Expression of doubts about self-identity and changes in behaviour
relating to food, clothing, language or finances
• Emerging or increased violent behaviour towards others, antisocial
comments, rejection of authority, refusal to interact socially
• Regular viewing of Internet sites and participation in social media
networks that condone radical or extremist views
• Hate statements and/or references to extreme views or conspiracy
theories
• Possession of extremist material
• Targeting or harming other participants on the basis of conflicting
views or beliefs
20
Project spaces and procedures
Did you receive training on safety and safeguarding from

expert-trained staff before/upon joining the programme?
Checklists Are the facilities safe and fit for purpose?
Is the equipment safe and appropriate?

Use the checklists as a
guide to create safe spaces Has a risk assessment been conducted?
for the project and to
develop good practice Can you identify risks?
principles. If the criteria are
Are the participants safe from outside groups?
not met, then speak with
programme managers and Have the parents or guardians of all child participants given
ask for support. consent for them to attend?
Are the facilities appropriate for boys and girls? For example, are
there separate changing areas and spaces for separate
discussions?
Are there procedures in place for first aid?
How do you report risks, changes in behaviour and concerns about

individual participants?
Good practice principles for coaching
Clearly introduce yourself.
Clearly communicate the aims of each session.
Ensure that each session relates to one or more of the five zones.
Be open to working with other experts and stakeholders in the

prevention of violent extremism.
Ensure that the sport space and equipment is safe and used
appropriately.
Create a cooperative environment and encourage participants to

take on leadership roles.
Do not use stigmatizing language that may cause harm (e.g.,

direct references to terrorism or violent extremism, labelling
persons of a specific religion, beliefs or other characteristics as
potential terrorists).
Listen to participants and encourage open communication.
Collaboratively create a project philosophy and rules document.
Create a code of conduct in the form of an informal contract on

accepted behaviours signed by you and the participants.
21
CHAPTER 3.
HUMAN RIGHTS-BASED
APPROACH AND
SAFEGUARDING
3. HUMAN RIGHTS-BASED
APPROACH AND SAFEGUARDING
Human rights A human rights-based approach to sport and the prevention of violent
extremism recognizes that everyone, regardless of age, gender, ability,
religion, race or political views, has the same rights. Children and youth
have the right to be heard, to participate in society and to be treated fairly
and with respect.
Sport projects in this area should be designed and delivered using a partici
patory approach. This means that participants in a project should feel free
to communicate, give suggestions and work with coaches to deliver and
enjoy sessions.
Many concepts and principles in sport can be used to highlight key themes
that can then be discussed in relation to violent extremism. For example, in
promoting human rights among young participants, it is helpful to con-
sider the “fair play” ethic in sports as a point of reference. Fair play involves
far more than just following the rules of the game; it is about the attitude of
the sportspersons, as well as integrity, respect, inclusion and justice.
Human rights and

sports principles
P LAY E CT RIT Y SION JUST

ICE
FAIR RESP INTEG INCLU
According to the Declaration of the International Fair Play Committee,
“We cannot understand fair play unless we link it to moral values such as the
spirit of justice, fairness and human dignity. This ‘broad’ vision makes fair play
accessible to all and underpins all its specific applications. … Respect must go
to the loser as well as to the winner. In order for there to be justice, equality of
opportunity is … necessary.”
24
CHAPTER III. HUMAN RIGHTS-BASED APPROACH AND SAFEGUARDING
GUIDANCE FOR FACILITATORS ON APPLYING

A HUMAN-RIGHTS BASED APPROACH
• Introduce participants to human rights principles through play and
sport using the themes of fair play, respect for all and integrity.
• o-create a project “code of practice” with participants based on fair
C
play principles.
• upport children and youth in identifying ways in which human rights
S
influence how they play sport and make decisions. For example,
coaches may wish to address the following questions:
– How can we demonstrate fair play in sport?
– How can we demonstrate fair play outside of sport?
– Can participants think of real-life examples?
• se sport to encourage youth to challenge discrimination and create
U
inclusivity.
– For example, can participants identify any groups or individuals who
are not participating in the project, then identify reasons and find
safe and fun ways to integrate them?
• se sports activities to talk about fairness and respect. Identify
U
“teachable moments” (e.g., opportunities to discuss rule-breaking or
fair play).
• Encourage participants to relate those principles to everyday life.
Gender and preventing Violent extremist groups have recruited both boys and girls for different
violent extremism reasons and by different methods. For example, women and girls have his-
torically been used to force moral codes upon other women or used as
“wives”, caregivers, teachers and fundraisers. In more recent times, women
have been used to carry out violent attacks. On the other hand, men are
often seen as the “face” or the physical strength of violent extremism.
Gender equality and human rights should be part of the good practice
principles of all projects, and coaches should understand what that means
in their local context.
Applying a gender perspective to projects for sport and the prevention of

violent extremism requires facilitators to understand the needs of all partic-
ipants equally and challenge stereotypes associated with gender.
25
GUIDANCE FOR FACILITATORS ON APPLYING A GENDER

PERSPECTIVE IN A PROJECT
Practical matters
• Ensure that facilities are gender-friendly.
– For example, provide access to separate changing facilities.
• Encourage mixed-gender coaching teams.
• At the same time, coaches must be aware of any restrictions on
single- or mixed-gender programmes.
• Within mixed-gender programmes, allow for gender
considerations.
– How can activities be delivered safely in mixed spaces?
Gender considerations
• Be aware that some sports are seen as more “masculine” than
others.
– Consider how martial arts or contact sports may prevent girls
from participating and consider ways to open them to girls, or
choose sports that are more likely to attract their participation.
• Be aware of the different ways in which girls and boys are at risk of
violent extremism.
• Injuries pose a risk to all sports participants but can be a major
deterrent for women and girls.
– Planning for risk in programme activities can be an important
element in convincing families to allow their girls to play.
• The use of female sport and non-sport role models is helpful
within communities that are not familiar with the participation of
women in sport.
Sociocultural factors
• Make sure that all participants have the support of their families to
take part in the project.
• Consider participants’ roles in the household when scheduling
programmes.
• Identify harmful gender stereotypes in communities and in sport,
including rigid masculinities.
26
Child rights Thousands of children have been abducted, recruited, and used by terror-
ist and violent extremist groups in recent years.6 Children are particularly
vulnerable to recruitment and exploitation by terrorist and violent extrem-
ist groups and are specifically targeted by such groups for a number of
reasons, including as an investment in the future of those criminal organ-
izations and groups, and they are exploited in different ways. Children are
In sport-based projects for often forced to carry out domestic duties, used as spies, exploited sexually
the prevention of violent or for forced labour or services, including the commission of crimes,
extremism, facilitators must enslaved or used in combat and, increasingly, as suicide bombers.
recognize the rights and
welfare of all participants. A Children and youth who are vulnerable to violent extremism may be radi
child safeguarding policy calized, groomed and exposed in different ways:
and a code of conduct must • They may be groomed online or in person by people who intro-
be in place for the project
duce them to extremist ideas. Youth may be radicalized over the
and the staff engaged in
Internet or through the influence of their friends.
sport activities.
• They may be groomed by family members who hold extremist
beliefs.
• They may be exposed to violence, extremist imagery, promotional
materials and writings that can lead to the development of extrem-
ist beliefs.
In sport-based projects for the prevention of violent extremism, facilitators

must recognize the rights and welfare of all participants. A child safeguard-
ing policy and a code of conduct must be in place for the project and the
staff engaged in sport activities.
FIGURE 10.
KEY PRINCIPLES FOR
ENSURING CHILDREN’S
RIGHTS IN SPORT-BASED All persons under 18 years of age
are children and subject to specific
INTERVENTIONS FOR
rights under international and
THE PREVENTION OF national laws
VIOLENT EXTREMISM
Coaches and volunteers KEY PRINCIPLES

must be mindful of the FOR ENSURING
different impacts of CHILDREN'S RIGHTS
violent extremism on
girls and boys
The best interests of the child
must always be the priority for
coaches and volunteers
6
Office of the Special Representative of the Secretary-General for Children and Armed
Conflict, Child Recruitment and Use. Available at https://childrenandarmedconflict.un.org/
six-grave-violations/child-soldiers/. 27
Safeguarding and Safeguarding is the protection of people’s health, well-being and human
welfare considerations rights, and it enables them to live free from harm, abuse and neglect. For
in sport the purposes of this practical guide, safeguarding is used to refer to the
facilitators’ responsibility to ensure that sport-based activities and coach-
ing behaviours do no harm to participants.7
Facilitators should not expose youth to the risk of harm and abuse, which
can include excessive training and punishment. They should always safe-
guard themselves and their participants from physical and mental harm
and abuse.
If you have any concerns about a participant’s safety and protection, you must report
those concerns immediately and appropriately, ensuring confidentiality. Make sure that
you are aware of the reporting and referral procedures in place. If none are available or
you are not aware of them, you must raise this issue with the programme manager and
the implementing organization.
FIGURE 11.
ENSURING SAFETY AND
SAFEGUARDING RISKS
Bullying
Child labour Physical injury

and trafficking due to unsafe
training methods
or practices
SAFEGUARDING
RISKS
Peer aggression,
with participation
Sexual violence
as a potential
and exploitation
opportunity
to release
frustrations and
Emotional and aggression
psychological abuse
including in the form
of parental, coaching
or peer pressure
and bullying
7
International Service, Safeguarding Policy, “Safeguarding children, young people and vulner-
able adults policy”. Available at www.internationalservice.org.uk/safeguarding-policy.
28
Safeguarding and welfare are especially important in the context of efforts

to prevent violent extremism given the unpredictable nature of sport itself.
An overview of the main risks is provided in figure 11.8 The following
should also be noted:
• In the context of the present guide, bullying is defined as any

hostile or offensive action against child participants who are per-
ceived as “different”. Such actions might include verbal, physical
or emotional harassment, degrading comments, name-calling,
gestures, taunts, insults or “jokes”, or humiliating, excluding or
refusing to work or cooperate with others because of such differ-
ences as gender, sexual orientation, religion or ethnicity.
• Child labour and trafficking are often associated with talented
young athletes but may also be a concern given the potential for
extremist groups to recruit fit and healthy children and youth
who participate in sports programmes.
• The perpetrators of sexual violence and exploitation against chil-
dren in sport have been identified primarily as authority figures,
in particular coaches, as well as other trainers and counsellors.
>> T I P
Recognizing the specific
risks and vulnerable status
of children and youth in the
context of sport-based
activities for preventing
violent extremism,
facilitators should take part
in the process of creating
codes of conduct and good
practice measures.
8
United Nations Children’s Fund, Protecting Children from Violence in Sport: A Review with
a Focus on Industrialized Countries (Florence, Italy, Innocenti Research Centre, 2010).
29
The list below can be used as a guide to ensure that good practice princi-
ples are understood. If you do not understand or cannot answer any of the
questions below, please ask for guidance from project managers and staff
or speak with relevant experts.
Good practice
checklist Is the space safe for communicating and delivering sport
activities?
Is there an opportunity for mixed-gender teams?
Do you know what to do if the space is unsafe or a risk is

identified or concerns are raised regarding specific participants? If
you cannot answer this question, then you should ask the project
manager straight away.
I understand that I should never be alone with any of the

participants.
I understand that I need to communicate using age-appropriate

language that is contextually sensitive to social and cultural norms
and risks.
Have all participants under the age of 18 provided evidence of

parental consent?
I understand that participants should not be exposed to any

individuals who are not associated with the project during sports
training and project sessions.
Have you planned sport-based activities so that they are appropriate

for your target age group and for boys and girls in order to ensure
safe practices and reduce the risk of physical injury?
Have all coaches, volunteers and peer/youth leaders been trained

in best practices relating to child rights and human rights and in
safe practices for sport?
Do all coaches, volunteers and peer/youth leaders understand and

recognize the risk of exploitation and abuse that may arise within
sport spaces?
Do all coaches and participants understand the codes of conduct,

values and co-created rules in the project?
Do all coaches understand the need to monitor the language they

use to ensure that it is not stigmatizing or harmful to participants?
30
CHAPTER 4.
FIVE ZONES FOR PREVENTING

VIOLENT EXTREMISM
THROUGH SPORT
4. FIVE ZONES FOR PREVENTING VIOLENT
EXTREMISM THROUGH SPORT
The approach of the present guide targets the primary prevention

stage and is focused on five interrelated core development themes:
• Creating safe spaces
• Social inclusion
• Education
• Resilience
• Empowerment
As shown in figure 12, these five themes connect to key life skills and
educational outcomes, more specifically:
FIGURE 12.
SPORT AND PREVENTING EMP
N OW
VIOLENT EXTREMISM:
ATIO ER
M
PRIMARY PREVENTION
UC Yout EN
D ills h lea
sk
E
de
fe
T
Li r
sh
engagem
uth
ip
en
Yo t
SO
SAFE S ACES
CIAL I LUSION
engagement
Meaningful
participation
Sport and
preventing Active
P
violent extremism:
Primary NC
prevention
Yo t
u th e en
ngage m
Pe
er g
le a in
nk
rnin
g/Critical t hi
R E S I L IE N C E
32
CHAPTER IV. FIVE ZONES FOR PREVENTING VIOLENT EXTREMISM THROUGH SPORT
• Meaningful engagement: Through sports activities, children and

youth can safely communicate about attitudes towards violence
and extremism. Participants’ experiences and reflections can also
be captured as part of the programme monitoring and evaluation
process (see chap. 5).
• Active participation: Sport can be a tool for actively engaging chil-
dren and youth, and this provides initial opportunities to position
at-risk individuals and groups as active participants, and not as
passive recipients, in sports interventions and learning.
• Life skills: Sport is seen as a strategy to empower participants.
Empowering children and youth through decision-making and
leadership tasks in sports can help them develop their soft skills.
• Peer learning and critical thinking: Sport can establish and support
youth mentoring and peer-to-peer learning on the prevention of
violent extremism on the sports field. Great care needs to be taken
in deciding how best to engage youth and children in a way that is
safe and consensual and ensures their right to be heard, to question
what is taught and to participate in such a way that their dignity is
respected.
• Youth leadership: Children and youth can take on different roles in
sports programmes, such as those of coaches, referees, captains,
administrators and team managers, and they can use those roles to
create and lead in activities related to the prevention of violent
extremism. Sport can help to build trusting relationships between
coaches and youth.
33
ZONE 1: In locations at risk of or affected by violent extremism, a safe space represents

a place where participants and facilitators feel confident that they will not be
SAFE SPACES exposed to discrimination, criticism, harassment or any other emotional or
physical harm. In turn, this allows youth to openly express their individuality,
protect their dignity and pursue opportunities to participate in sport while
engaging in meaningful dialogues that tear down barriers of judgment, hate
speech and violence.9
FIGURE 13. T EXTREMISM

LEN TH
SPORT, PREVENTION VIO RO
NG RUST-BUILDING UG
TI T H
OF VIOLENT EXTREMISM EN S
AND SAFE SPACES P OR T S
EV
PO
PR
RT
KALEIDOSCOPE
CT
PE Psychological
ES
OW
Use sport to break the
TOLER CE AND R
ice and build trust
NER
SAFE SPACES
SAFE S CES
SHIP OF SAFE SP
S POR T
Sociocultural
T
Experimental
PA
SAFE Create
R
AN
Develop critical individual and

O
thinking and SPACES

group
P
problem-solving familiarity
S
ED
Political
AC
AS
ZONE 1
Create meaningful
E
E
youth-led dialogue
CR
IN
CO
NFL NT
ICT MANAGEME
Sport and safe spaces Sport can enable facilitators to build safe spaces through the strategic plan-
ning of sport-based activities and through its inherent power, neutrality
and popularity.
Figure 13 shows the priority development areas to be worked on in the

safe spaces zone. Games and activities in this zone will thus focus on those
dimensions.
9
United Nations, Department of Economic and Social Affairs/Division for Inclusive Social
Development Program on Youth and UN-Habitat, “International Youth Day 2018: Safe Spaces
for Youth – Informational Packet” (July 2018); Audrey Azoulay, Director General of the United
Nations Educational, Scientific and Cultural Organization (UNESCO), “Safe spaces for youth”,
message for the International Youth Day, Brasilia, 8 August 2018.
34
→ There should be procedures in place to address any violations of the

rules and regulations.
→ It may be a good practice to have trusted supporting practitioners
(e.g., social workers, volunteers and community leaders) as points
Insights of reference to ensure that conflict does not escalate.
Commit to policies that celebrate and welcome diversity; know the

cultural setting and context of the people or place.
Adopt a multi-agency approach that includes all relevant

stakeholders and specialized services from the beginning in order
Prevention factors to offset risks.
checklist
All coaches and participants need to adhere to a collaborative code
of practice and behaviour to which all participants agree, including
nurturing and sustaining an open and safe space.
Ensure that coaches and youth leaders are aware of the potential
for their space to be used as a recruitment opportunity and aware
ZONE 1
of attempts to isolate individual participants.
Create a separate programme for coaches in which they can

check in on a regular basis to get supplementary psychosocial and
employability skills training.
Ensure that the identities of participants are protected by putting

procedures in place for people who want to join the programme.
→ Be welcoming to ensure that a diverse group of youth will enrol in

the programme.
→ Gain local support and access. Establishing community buy-in to the
programme will lead to a more holistic integration of marginalized
Practical youth back into their society.
guidelines
→ Collaborate with youth to construct a code of practice and rules.
→ Use sport as an icebreaker and an entry point into sensitive or risky
discussions.
→ Encourage peer-to-peer dialogue and interaction, as this will help
to build a good rapport within the safe space, which will then spill
over into strong social bonds and positive networks outside the
programme.
→ Involve volunteers to promote intercultural dialogue and offer extra
support in programme delivery.
35
A CT I V I T I E S
Facilitate the co-creation of a code of conduct
ACTIVITY 1: CODE OF CONDUCT
Begin the training session with a discussion on behaviours. Have

participants draw up and sign a code of conduct for training sessions
Goal: to establish a and sensitive discussions. Have them decide among themselves and
in collaboration with practitioners what parameters will be selected
code of practice
and the resulting penalties if the agreed-upon code is broken.
Discuss as a group how they will react and manage situations when
the rules are not followed.
Reflection
Creating the code of practice collaboratively increases a sense of
ownership among participants and increases emotional safety
within the space. Encourage peer-to-peer dialogue in creating the
code and have participants create a poster of the code in order to
increase familiarity with the rules.
ZONE 1
Facilitate activities that encourage effective communication
ACTIVITY 2: LOOK AT AN IMAGE AND COMMUNICATE

WITH GESTURES
Divide the participants into groups of 5 to 10 persons and have each

Goal: to encourage group form a line with their backs to the facilitator. The groups
participants to understand should play the game one after another. The participant closest to
differences in personal the facilitator should turn and face the facilitator, who will show him
perceptions and how or her an image of an object or animal. That participant will then
turn, touch the next person in line and, using only signs and ges-
communication travels
tures, describe or communicate what he or she saw. The second
participant should then turn, tap the next person in line and use
those signs and gestures to describe the image to that person. This
process is to be repeated until it reaches the person at the other end
of the line, who will have to name the object or animal aloud.
Reflection
In the course of this activity, the other participants should act as
observers and evaluate the process. After the exercise, the facilita-
tor will reveal what was on the image and ask the participants to
reflect on the challenges of communicating effectively and on how
information can be altered as it moves from person to person.
36
Facilitate activities that simulate conflict
ACTIVITY 3: CHEATER GAME
Create a challenge such as one in which participants are expected to

fill a bucket with balls in a race-like experience. Without other par-
Goal: to encourage ticipants knowing, simulate “cheating” by telling one of the partici-
pants to knock over their opponents’ bucket. Use the situation as an
conflict management
opportunity for conflict management and non-violent means of
resolving conflict.
Post-game reflection
How did the other participants react to the act of cheating? What did
you do to resolve the conflict? Did the participants voice their frus-
tration? Encourage dialogue among participants.
Facilitate activities that increase participant familiarity through

meaningful interaction
ACTIVITY 4: PASS AND SHARE
ZONE 1
Have participants pass each other the ball in a circle and rotate posi-
tions. As they pass the ball, encourage them to share something
Goal: to increase and about themselves with the person receiving the ball.
create familiarity Post-game reflection
Did the participants learn more about each other? Can they explain
what they learned? What aspects of their lives or personalities did
they share? How did the participants feel about the activity?
GUIDING QUESTIONS
FOR FACILITATORS
• Have conflicts been resolved in a

non-violent way?
• Do participants voice their frustrations?
• Do they participate in discussions and
dialogue?
• How do you rate the space in terms of
the dimensions identified at the beginning
of the chapter?
37
→ Have participants in groups of four design posters to be put up in a

corner of the room.
→ The participants in each group should work together to create
posters with images of safe spaces and their associated meanings.
Design a poster → They may cut images out of magazines, take photos or create their
own drawings.
→ Stimulate a discussion based on the images chosen in the posters.
What does a safe space mean to them? What is needed for a space
to be safe?
SAFE SPACES ZONE Definition: A safe space represents a place where participants and coaches
SUMMARY feel confident that they will not be exposed to discrimination, criticism,
harassment or any other emotional or physical harm.
Objective and outcomes: The objective is to transform the idea of a safe

ZONE 1
space from a physical location to a representation of the values that embody

such a space: emotional and physical safety, effective communication,
peaceful conflict resolution, respect and inclusion. As a result, young par-
ticipants will be able to reflect on the positive lessons and ideas gained in
the safe space and widen their networks.
Reflection points • Have I committed to celebrating and welcoming diversity?

for facilitators • Have I used an incident of conflict as a discussion point to help partici-
pants develop their conflict management skills?
• Has any participant been isolated or felt excluded?
• Have participants been participating in group dialogue?
38
→ Subgroups or social hierarchies may form among participants.

→ Exclusion in and of itself can be difficult to identify.
→ The competitive nature of sport can challenge the inclusion goals of
the programme.
Things to → The impact can be limited to sport spaces, and youth at risk of
look out for violent extremism may return to other external pressures in their
day-to-day lives.
→ Youth leaders and coaches need to be able to recognize exclusion

and discuss strategic measures to prevent it. The culture of the
project should aim to create new ideas of individual and group
identity.
→ Perpetrators of violent extremism can threaten the space and
Risks to mitigate disrupt social inclusion.
→ Coaches need to be aware of the potential for separate networks to
be formed and should use youth leaders to prevent association with
networks that are linked to violent extremist groups and/or views.
ZONE 1
FIGURE 14.
SUMMARY INFOGRAPHIC FOR
THE SAFE SPACES ZONE WHAT IS IT ? W H AT IS N E E DE D?
A safe space is a place where Access for all without risk of

participants and coaches feel assured physical harm
that they will not face any kind of Acceptance of conflict that is free
emotional or physical harm. of violence
Participants feel that they are part
of the programme; participants feel
protected and supported
S A F E S PACE
A safe space allows youth to openly

express their individuality, protect To create a positive environment to
A safe space allows youth to openly
their dignity and pursue opportunities
express their individuality, protect their which participants feel they belong
to participate in sport while engaging
dignity and pursue opportunitiesintomeaningful dialogues without To encourage open dialogue between
participate in sport while engaging in hate speech or violence. diverse groups of people
judgment,
meaningful dialogues without judgment, To show non-violent ways of dealing
hate speech or violence. with conflict
HOW DOE S IT H E L P? GOA L S
39
Session evaluation template for the safe spaces zone
Date of session: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Name of facilitator: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Topic or session objective: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Complete the evaluation for today’s training session.
RATING FROM STRONGLY DISAGREE (1)

KEY THEMES CRITERIA TO STRONGLY AGREE (5)
Access and
Facilities are welcoming and
adequate 1 2 3 4 5
fit for purpose
facilities
Participants were playing

1 2 3 4 5
safely
ZONE 1
Participants are attending

1 2 3 4 5
sessions regularly
Facilities are gender-friendly

1 2 3 4 5
(e.g., changing rooms)
Increased trust Participants communicate

and high freely and respectfully with 1 2 3 4 5
retention rates one another
Participants feel confident

1 2 3 4 5
and included during sessions
Participants continue to
1 2 3 4 5
participate in sessions
Follow-up activity for facilitators
Reflect on why you have given these ratings and how they can be improved in the future.
What can be learned and improved?
40
SAFE SPACES: NOTES
ZONE 1
41
ZONE 2: Social inclusion represents a defence against violent extremism and connects
strongly to building resilience and setting the mental and social bases for
SOCIAL being open to learning and making good decisions, including actively reject-
INCLUSION ing the push and pull factors towards violent extremism and terrorism.
Social inclusion is the process by which efforts are made to ensure equal
opportunities so that everyone, regardless of their background, can achieve
their full potential in life.
T EXTREMISM
FIGURE 15. LEN TH
VIO RO
SPORT, PREVENTION OF ING CIAL INTEGRATIO UG
T SO N H
VIOLENT EXTREMISM AND EN S
P OR T S
SOCIAL INCLUSION
EV
PO
PR
RT
KALEIDOSCOPE
T
EN
CO
Opportunities
EM
MM
for new social
AG
networks
UN
ENG
ITY S
SOCIAL INCLUSIO
L INCLUSION
TION AND
S
S POR T
TRUCTURES
POR T
Capacity Sense of
development SOCIAL belonging
Individual INCLUSION Build
leaders acceptance
A
Team cultures
ICIP
Social
CIA
SPA
RT
ZONE 2
protection
PA
SO
Remove political,
CE
N
cultural and
S
C
VI
religious pressures
CI
CIVIC NORMS
Sport and social As a tool for realizing and strengthening social inclusion, sport can be highly
inclusion impactful when used within the framework of a well-structured programme,
in particular one that addresses issues of social and personal development10 of
children and youth who are considered to be at risk of violent extremism.11
Social inclusion through sport increases social bonds between participants
and provides them with a feeling of purpose, thereby countering radical
activities.12
Figure 15 shows the priority development areas to be worked on in the social

inclusion zone. Games and activities in this zone will thus focus on those
dimensions.
10
Public Safety Canada, “Research highlights: crime prevention – sports-based crime preven-
tion programs” (2017- H03-CP).
11
Cara Richardson, Paul A. Cameron and Katherine M. Berlouis, “The role of sport in derad-
icalization and crime diversion”, Journal for Deradicalization, No. 13 (2017).
12
Leesa Morris and others, “Sport, physical activity and antisocial behaviour in youth”, Youth
Studies Australia, vol. 23, No. 1 (March 2004), pp. 47–52.
42
Research suggests that social networks are very important in the process
of radicalization, justifying the need to incorporate a social inclusion dimen-
sion in any discussion or intervention focused on violent extremism.
Insights
Stakeholders and partners need to be aware of the specific

cultural and social context at the local level before opening up
the space for participants.
Winning in sport should be framed to include success through

Prevention factors teamwork, taking on responsibility, and learning.
checklist
Coaches need to facilitate games and lessons on the sports field
that highlight the need for soft skills to enhance inclusive
interaction.
Coaches and administrative staff need to act as role models who

show inclusive practices and should be aware of potential risks
posed to participants beyond the project.
Coaches need to be aware of the potential for separate networks
ZONE 2
to be formed and should use youth leaders to prevent association
with networks linked to violent extremist groups and/or views.
The culture of the sport-based intervention should aim to create

new ideas of individual and group identity through positive
interactions between young people from different backgrounds.
→ Facilitate games that require communication and encourage active

listening.
→ Plan activities that deliver messages of fair play, respect for each
other and for rules, equality and celebrating differences.
Practical → Allow participants time between activities to reflect on and discuss
guidelines the lesson in each game.
→ Reinforce positive messages through sport and acknowledge the
challenging situations of everyday life outside of sport and the
skills that participants are learning to support themselves and each
other.
→ Work to encourage participants to influence and adopt best
practices and social inclusion policies for the project and team.
43
A CT I V I T I E S
Facilitate activities that require communication and active

listening
ACTIVITY 1: BLINDFOLD POINTS
Have participants work in pairs. One of them should be blindfolded,

and the other must direct him or her, using verbal instructions only,
to a particular area in order to score a point.
Goal: to encourage
participants to listen Post-game reflection
to each other and
Allow discussions on the difficulties encountered when listening to
work together to instructions. On the other hand, how hard was it to give directions?
achieve a goal Encourage participants to switch roles and experience how their
partner was feeling. The activity can be followed by discussions on
the need to give proper directions, to control tempers, to listen and
to tailor instructions to a partner’s needs.
ZONE 2
Facilitate activities that encourage teamwork
ACTIVITY 2: TEAM POINTS
Choose a team-based sport, such as football or basketball, and add

a new rule for scoring: a team can score a point only after all mem-
bers of the team have touched the ball at least once. Encourage
Goal: to facilitate
team members to assign roles, with one player responsible for
increased positive
counting out loud and another in charge of making sure that each
interactions between person has touched the ball.
participants
Encourage discussions on the process of making sure all members
have touched the ball. Did the participants come up with a system to
ensure that no one was skipped? Did the members with assigned
roles encounter any difficulties?
44
Facilitate activities that reward fair play behaviour
ACTIVITY 3: FAIR PLAY POINTS
In this activity, which can be integrated and practised in a variety of

team sports, teams get extra points for displaying good sporting and
positive social skills towards opponents. Another variation of this
Goal: to promote activity is to give the team that displays the most positive behaviour
messages of fair play a coloured card that is worth bonus points as the game goes on.
and positive social skills Teams “compete” to receive the card through positive behaviours.
Have the participants decide on behaviours that should be rewarded
through the fair play point system. This will encourage discussions
about desirable behaviours and their advantages.
Facilitate activities that promote inclusion
ACTIVITY 4: ROLLER BALL
ZONE 2
Prepare the session by marking out a pitch. It can be of any size, but it
must accommodate all of the players with room to move between
them. Set up a small goal at each end, marked by different coloured
Goal: to promote cones, and set up a row of cones across the pitch to mark the final third
inclusion and the on either side. The ball used can be a football, netball or volleyball.
success that results
from including all The rules of the game are a mix between hockey and netball. Once a
player has the ball, that player cannot move with it, and he or she
people on a team
can only score from within the final third of the pitch. The ball must
be passed on the floor or ground, and the opponents must defend
from at least one metre away. A team cannot score a goal until all
members of the team have touched the ball at least twice.
In sport, it is easy to “lose” players or “hide” people on a pitch
during games; this resembles life. Ask the players to reflect on the
benefits of having to use all players in a game.
GUIDING QUESTIONS FOR FACILITATORS
• Have the participants shown increased

positive interactions with each other?
• Have the participants started acting more as a
team or a cohesive unit?
• Are participants more aware of human rights, and
do they understand different aspects of each
other’s cultures/religions and demonstrate
inclusive behaviour?
45

corner of the room.
posters with images of social inclusion practices and their
Design a poster associated meanings.
→ They may cut images out of magazines, take photos or create their
own drawings.
What does social inclusion mean to them? What is needed to
ensure social inclusion?
SOCIAL INCLUSION Definition: Social inclusion can be defined as the process of improv-
ZONE SUMMARY ing participation in society. It may also refer to a process of encour-
aging social interaction between people with different attributes
ZONE 2
and opening up access to participation in all spheres of social life.
Objective and outcomes: Reinforcing a sense of community and

positive peer group interactions to build defences against recruit-
ment to violent extremism.
Reflection points • Have I created opportunities for positive interactions between

for facilitators participants?
• Do I have a good understanding of the participants’ cultural and
contextual environment?
• Have I worked to develop participants’ soft skills, such as
communication, respect and active listening?
46
→ Subgroups or social hierarchies may form among participants.

→ Exclusion in and of itself can be difficult to identify.
→ The competitive nature of sport can challenge the inclusion goals of
the programme.
Things to
→ The impact can be limited to sport spaces, and youth at risk of
look out for violent extremism may return to other external pressures in their
day-to-day lives.
→ Youth leaders and coaches need to be able to recognize exclusion

and discuss strategic measures to prevent it. The culture of the
project should aim to create new ideas of individual and group
identity.
Risks to mitigate → Perpetrators of violent extremism can threaten the space and
disrupt social inclusion.
→ Coaches need to be aware of the potential for separate networks to
be formed and should use youth leaders to prevent association with
networks that are linked to violent extremist groups and/or views.
ZONE 2
FIGURE 16.
SUMMARY INFOGRAPHIC
FOR THE SOCIAL WHAT IS IT ? W H AT IS N E E DE D?
INCLUSION ZONE Social inclusion means making everybody Team games with frequent
feel equal and included, regardless of opportunities to talk
their background, gender, beliefs, physical Development of group listening skills
appearance or differences. Delivering positive messages of
respect, fair play and equality
Strong encouragement by facilitators to
increase confidence
S OCIA L
IN CLU S ION
Social inclusion through sport allows To create a friendly environment where

participants to make friends and to feel all participants feel safe, included and
confident taking part in group activities. encouraged to contribute to group
Feeling socially included gives youth a discussions and activities
purpose within the programme. To build a sense of community
47
SOCIAL INCLUSION: SUMMARY
Session evaluation template for the safe spaces zone
Date of session: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Name of facilitator: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Topic or session objective: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Increased
ZONE 2
sense of Participants felt included in

1 2 3 4 5
belonging and the programme
participation
Participants willingly took part in

1 2 3 4 5
the group activities
Participants grasped how we

can promote inclusion in our 1 2 3 4 5
everyday lives
Positive Participants interacted with each

approaches other instead of remaining in 1 2 3 4 5
to teamwork separate groups
The number of negative incidents

or conflicts experienced on the 1 2 3 4 5
field has decreased
Use of
Conflicts have been resolved in
positive 1 2 3 4 5
positive ways
conflict
resolution
Participants have taken initiative
strategies
and demonstrated peer-led 1 2 3 4 5
conflict resolution
48
SOCIAL INCLUSION: NOTES
ZONE 2
49
ZONE 3: This zone provides the link to the formation of new ideas, identities and
perspectives in order to equip youth with new information and skills as
EDUCATION they begin to develop new pathways towards feeling empowered and
valued in society. This is done firstly through the continued practical use
of sport to create spaces for personal growth and critical thinking, and
secondly through interactions with key stakeholders inside and outside the
project space.
T EXTREMISM
LEN TH
FIGURE 17. VIO RO
NG SOCIAL NETW UG
I DER OR
SPORT, PREVENTION OF T I KS H
EN
W
VIOLENT EXTREMISM AND P OR T S
SP
EV
O
EDUCATION KALEIDOSCOPE
PR
RT
TR
AN
Awareness
SF
Y of community experts
LIT
ER
E ACCOUNTABI
ABL
EDUCATION
EDUCATION
S POR T
E EMPLOYABIL
S POR T
Enhanced Opportunities
communication EDUCATION for vocational
and formal
and social skills
qualifications
EAS
I
CR
TYS
Mentoring
IN
ZONE 3
KI
LL
S
TEA TS
CHABLE MOMEN
Sport and education In sport interventions, it is critical that the educational environment,
instruction and good practices complement each other. Learning opportu-
nities may arise throughout the programme, whether within formal training
workshops or through sport’s informal “teachable moments”. Ultimately, the
goal of sport programmes targeting the prevention of violent extremism is
to help participants learn and put new skills and values gained within pro-
grammes into action in their communities and daily lives.

education zone. Games and activities in this zone will thus focus on those
dimensions.
“Teachable moments” are events or experiences that present good

opportunities to learn more about a particular aspect of life. Sport
practices and activities on the sports field can offer many such learn-
ing opportunities.
50
→ Educational experiences may be spontaneous and may not follow

a curriculum, making it more difficult to plan and standardize a
programme experience.
→ When educational opportunities are not integrated into sporting
Insights activities and throughout the programme, participants will not
benefit from teachable moments and may miss valuable learning
outcomes.
Facilitators need to encourage positive programme experiences

without focusing too heavily on sport or non-sport components.
It is useful to use a “train the trainers” approach to building skills

and other educational activities. It is also advisable to use
Prevention factors peer-to-peer bonding in order to facilitate participants acting as
checklist role models.
Partnering with experts and community leaders helps to create

pathways for participants towards improving their livelihoods.
Programmes can be used to disseminate accurate information

about religions, cultures and ideologies and to counter false
ZONE 3
perceptions.
Life skills such as negotiation, listening, teamwork, critical

thinking and communication should be emphasized just as much
as formal qualifications.
Formal qualifications and vocational training opportunities should

be provided through programmes. This can also be achieved
through partnerships with relevant educational institutions.
Programme activities should be used to expand educators’ and

participants’ knowledge through peer-to-peer learning.
→ Facilitate activities that focus on certain learning outcomes.

→ Play games that encourage communication and social skills.
→ Invite partners and internal staff members to speak about their
experiences, and invite external speakers relevant to a particular
Practical learning topic.
guidelines → Connect participants with opportunities to earn formal educational
qualifications.
→ Simulate mentorship opportunities and apprenticeships.
→ Encourage shared learning experiences and team bonding to
strengthen the participants’ sense of belonging.
→ Be mindful of the teachable moments and lessons provided on the
playing field and ensure that participants have time to reflect on
those moments in order to optimize learning outcomes.
51
A CT I V I T I E S
Facilitate pathways towards gaining qualifications and vocational

training
ACTIVITY 1: GET QUALIFIED
Work with participants and community stakeholders to offer rele-

vant vocational training courses that offer qualifications to partici-
pants when they complete the course. The qualifications must be
Goal: to enhance the relevant to the participants and the wider community. Vocational
qualifications of training courses may include, but should not be limited to, profes-
participants sions and qualifications linked to the sport sector.
Reflection
Are there courses that would interest the participants but are not
available? Are the qualifications relevant to the community and job
market? Work with participants to improve the courses in terms of
their approach and scheduling in order to make them more attrac-
tive and to encourage increased enrolment and interaction.
ZONE 3
Facilitate interest in learning and introduce different learning

environments
ACTIVITY 2: PLAYMAKERS
Split the group into smaller groups. Each group then has a set time
period in which their only instruction is to create an original sports
game. They are given a method of recording the rules they come up
Goal: to introduce
with. After the time is up, the groups are paired up and given time to
techniques for
set up and introduce the other team to their game.
education and practice
educational delivery Reflection
A “flipped classroom” in which students are asked to think about
leading a session and educating people about a new concept gives
them an appreciation for the challenges that surround education
and educating others. Once the teams have both had a chance to
deliver their sessions, ask each team to share positive feedback
about the game they have been shown with the larger group.
52
Facilitate opportunities for practical training
ACTIVITY 3: VOLUNTEERING
Form relationships with community business owners and arrange

opportunities for participants to volunteer for job training. Invite
Goal: to increase job selected owners to speak to the participants at training sessions.
Such arrangements should always be in line with applicable legal
training opportunities
requirements, and the rights and safety of participants must always
be ensured in order to prevent any type of exploitation, including
labour exploitation.
Reflection
Were the participants aware of the business before the training ses-
sion? Did they like the idea of volunteering or doing internships for
job skills training? Does the business have other social initiatives
that can benefit participants?
Facilitate mentoring opportunities
ZONE 3
ACTIVITY 4: MENTORSHIP PROGRAMME
Encourage exceptional participants who complete the programme

or are distinguished senior members of the programme to sign up
Goal: to connect as mentors for new participants. This will help to expand social
networks and facilitate the sharing of experiences and feelings.
mentors and mentees
and enhance Reflection
peer-to-peer learning
How do participants feel about the mentorship programme? Are
and youth engagement
they encouraged to eventually become mentors themselves? What
have they gained from the programme?
GUIDING QUESTIONS
FOR FACILITATORS
• Have participants learned

new skill sets?
• Have participants obtained any formal
qualifications as a result of the programme?
• Have “teachable moments” been utilized as
learning opportunities?
53
Within the programme space, set up a bulletin board where

vocational training and apprenticeship opportunities can be posted
that participants can apply for, and key contact numbers included.
Training and Make sure the board is visible to participants as they enter and exit
apprenticeship the space.
opportunities Discuss the opportunities posted with participants at the beginning
or end of each session.
EDUCATION ZONE Definition: The education zone refers to the values that can be learned
SUMMARY through sport participation, such as fairness, team-building, equality, disci-
pline, inclusion, perseverance and respect, in addition to formal learning
opportunities for capacity-building and qualifications.
Objective and outcomes: In sport for development and peace interventions,

in particular those aimed at preventing violent extremism, the key is in
ZONE 3
encouraging positive educational experiences – both formal and informal.

Ultimately, the goal is to help participants transfer the skills learned and
values gained and put them into action in their communities and lifestyles.
Reflection points • Have I committed to being trustworthy and dependable for

for facilitators participants?
• Have I furthered the participants’ understanding of a subject and their
skill sets?
• Have any participants taken training courses for formal qualifications?
• Have I identified possible role models and mentors?
54
→ Participants with weaker educational backgrounds or weaker skills

may feel excluded.
→ The participants’ desire to play sport may not be enough motivation
for them to join educational classes.
Things to → Be watchful of any conflicts or deviant behaviours. In the event of a
look out for conflict, it is necessary to have rules and regulations that the staff
can turn to and remind the participants of their commitments.
→ Experts need to be vetted before being invited into the programme

to interact with participants.
→ Educators who are not aware of the participants’ background may
unintentionally offend or exclude certain participants.
Risks to mitigate → Practitioners must be adequately trained. A lack of training may
lead to a diminished sense of trust among participants who have
come to know and depend on the facilitators.
FIGURE 18.
ZONE 3
THE EDUCATION ZONE WHAT IS IT ? W H AT IS N E E DE D?
Education in programmes for preventing Activities that have educational value,
violent extremism through sport means such as decision-making and critical
developing life skills and knowledge and thinking
an understanding of values and social Identifying experts who can teach
skills. specific skills, such as safe Internet use
Encouragement of participants to
attend school and courses to gain
qualifications
E DU CATION
Education and developing life skills To enable participants to learn new

help participants transfer new skills and knowledge that will help
knowledge, and the abilities and them develop their social skills
values learned will help youth make and improve their ability to make
good decisions in their communities. good decisions
To build participants’ confidence to
communicate and share their new
skills with others
55
EDUCATION: SUMMARY
Session evaluation template for the education zone
Date of session: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Facilitating learning Participants are engaged in

opportunities within formal and informal 1 2 3 4 5
programme setting learning activities
ZONE 3
Participants can demon-

Demonstrating
strate capacities that have
increased knowledge 1 2 3 4 5
been developed through the
and skill attainment
programme
Furthering under- Participants can identify
standing of concepts extreme ideological,
related to the religious, political messages 1 2 3 4 5
prevention of violent and effective ways to deal
extremism with them
56
EDUCATION: NOTES
ZONE 3
57
ZONE 4: Resilience-based strategies strengthen local communities and limit

instances of violence based on the ability to manage and overcome hard-
RESILIENCE ships in a non-violent manner.13
Programmes should be geared towards increasing resilience skills and

building the participants’ capacity to navigate and negotiate their way to
the mental, social, cultural and physical principles that lead to good
decision-making.
T EXTREMISM
LEN TH
VIO RO
FIGURE 19. ING
ACTER DEVELOP
ME
UG
T A R N H
SPORT, PREVENTION OF N CH T S
E P OR T
VIOLENT EXTREMISM AND
S
EV
PO
PR
RT
RESILIENCE KALEIDOSCOPE
Ability
to overcome loss
SOC
T
ITIVE MINDSE
RESILIENCE
RESILIENCE
IAL INTEGRATION
S POR T
S POR T
Develop Increase
critical thinking RESILIENCE empathy,
tolerance and
understanding
POS
ZONE 4
Conflict
resolution
EM Y
BRAC SIT
ING DIVER
Sport and reslilience Sport presents itself as a complement to resilience-building efforts. Sport
and in-game action can be used as a real-world simulation of the pressures
encountered by young people. In addition, sport can be used to foster
positive collective experiences and help individuals to recognize their
strengths.

resilience zone. Games and activities in this zone will thus focus on those
dimensions.
Dealing with loss is a part of sport and can be turned into a teachable
moment for the participants.
Sport clubs can be utilized as safe spaces where participants can simulate
Insights moments of adversity (through sport) in a controlled setting.
13
United Nations Development Programme (UNDP), “Resilience building in response to the
Syria crisis” (Amman, UNDP Regional Bureau for Arab States, 2015)
58
Controlled adversity games can facilitate better understanding and

encourage empathy.
Building relationships with authority figures and official

organizations establishes links for strengthening youth resilience
Prevention factors and awareness of the resources available.
checklist
Coaches need to facilitate games that are attuned to the
normalization of violence in the everyday lives of participants in
order to manage conflict escalation.
Coaches should identify participants’ attitudes towards violence

and incorporate games that suggest positive ways in which youth
can address the drivers of violent extremism, which includes
building their ability to manage and overcome hardships in a
non-violent manner by drawing on their inner strength and their
>> T I P interpersonal and community connections.
Athletes may serve as
positive role models of Sport clubs can be used as sites of socialization that decrease the
the “resilient individual”. polarization of society.
Their ability to overcome
injuries, keep their Positive engagement with other groups will help to create bridging
composure in the face of capital and decrease feelings of marginalization and
adversity and deal with discrimination.
ZONE 4
loss, and their discipline
in training make athletes Participants should be given opportunities and access to various
ideal role models for resources within their communities that help to expand their
resilience. networks and support systems.
In project activities, the role of family should be highlighted as a

vital component that protects participants and sustains their
resilience.
→ Encourage critical thinking.

→ Expand the participant support network.
→ Manage conflicts; do not let them escalate to violence.
→ Build understanding and recognition of difference to foster
Practical tolerance.
guidelines
→ Use sport as an opportunity to showcase hardships, loss and
adversity in a controlled setting.
→ Encourage reflection to foster empathy and tolerance.
→ Use reinforcing language that builds self-determination in
participants.
→ Engage the community in efforts to build society-level resilience
through partnerships and outreach programmes and by involving
the community through stakeholder engagement and articulating
local needs.
59
A CT I V I T I E S
Facilitate activities that purposefully simulate unfair situations
ACTIVITY 1: LEFT-HAND BASKETBALL/LEFT-FOOT FOOTBALL
Choose a team-based sport, such as football or basketball, and

instruct one team to play an entire match with their left hand or left
foot only. Make it clear to those participants that points will not
Goal: to simulate
count if they score using their right hand or foot. In contrast, the
unfair situations and opposing team is free to use both hands or feet.
allow for reflection on
what can be done in Post-game reflection
spite of hardships Allow discussions on how the team dealt with the unfair situation.
Did they manage to overcome their disadvantage? How did the situ-
ation make them feel? Ask the group if they would like to challenge
the other team and play again.
ZONE 4
Facilitate activities that encourage reflection and

decision-making
ACTIVITY 2: BE THE REFEREE
This activity can be integrated and practised in a variety of team

sports. Select a participant (or participants) to act as a referee,
umpire or official during a game. Secretly instruct one player from
Goal: to challenge
each team to disagree or argue with the referee’s decisions. Monitor
resilience and the
how individuals and groups respond to the challenges against the
ability to deal with
referee.
differences of opinion.
The activity will allow Post-game reflection
reflection on how to
keep calm and keep Have a group discussion either after the activity or during the activ-
going despite being ity if it is being too disrupted because the referee is unable to control
challenged. It also tests the game. The key questions are as follows: Did the referee stay
whether a participant calm? Did he or she change any decisions? Did the other players
will change his or her defend the referee or try to discipline the player who questioned the
mind if challenged. referee? Did any players join the argument with the referee?
60
Facilitate activities that help participants seek and negotiate to

obtain creative resources
ACTIVITY 3: BUILD A PITCH
Hide tools and materials in the playing area. Encourage the teams
to build their own mini-pitches using whatever resources they can
find. Award extra points if participants negotiate successfully to
Goal: to encourage
obtain resources from another team.
resource-seeking and
allow participants Post-game reflection
to search for Have the team that successfully negotiated the most resources
useful resources share their strategies. What worked? What did not work? Stimulate
a discussion about creative resources and about repurposing
objects.
Facilitate activities that engage the community through

high-profile events
ZONE 4
ACTIVITY 4: COMMUNITY TOURNAMENT
Create a monthly tournament in which participants in the pro-

gramme engage with and play in front of community stakeholders.
Encourage attendance by community members and facilitate inter-
Goal: to help
actions through fun skills-challenge games on the side. Encourage
participants expand
good behaviour at the events by making the end-of-month tourna-
their networks and to ment something participants look forward to.
strengthen community
engagement Post-game reflection
Who attended the event? Did the participants meet new people?
What were the reactions of the community members?
GUIDING QUESTIONS
FOR FACILITATORS
• Are participants more aware of
the community resources
available to them?
• Have the participants demonstrated better
conflict management attitudes and
behaviours?
• Do participant interactions reflect increased
empathy and appreciation for diversity?
61

corner of the room.
posters with images of what resilience means to them.
Design a poster → They may cut images out of magazines, take photos or create their
own drawings.
What does resilience mean to them and how do they understand
the concept? What is needed to build resilience at the individual and
community levels?
RESILIENCE ZONE Definition: Resilience refers to the capacity to “bounce back” from
SUMMARY setbacks and personal difficulties. It acknowledges the tragedy and
loss faced by individuals or communities.
Objective and outcomes: Participants should build skills that can

help them to overcome hardships and crises. In turn, this will help
ZONE 4
them to resist being swept into violent extremist ideologies and

environments.
Reflection points • Do I understand participants’ attitudes towards violence?

for facilitators • Have I used sport to challenge and prepare youth for the
pressures they experience in their communities?
• Have I helped participants recognize their strengths?
• Have I turned the experience of dealing with loss in sport into a
“teachable moment”?
62
→ Resilience is not a fixed trait; it needs to be built up constantly.

→ Isolating some participants based on a lack of talent or skill will
adversely affect the process.
→ Adversity games may lead to "us versus them" mentalities if not
Things to accompanied by dialogue.
look out for → Coaches may be unprepared and/or unable to deal with the
emotions or trauma felt by participants.
→ Activities must not be deemed too difficult by participants, as too

much hardship and adversity may lead to an increase in drop-out
rates.
→ Emotions may be highly charged during sessions and may
Risks to mitigate exacerbate conflicts if not controlled.
→ Radicalization may occur through groups that target sports
participants because of their desired physical ability.
→ Experts, including mental health experts and specialized services,
must be linked to and work in close cooperation with sport
programmes.
ZONE 4
FIGURE 20.
THE RESILIENCE ZONE WHAT IS IT ? W H AT IS N E E DE D?
Resilience is the ability to “bounce back” Use sport to challenge decision-making

from setbacks, challenges and personal and manage emotions
difficulties. Resilient individuals never Use sport to show challenges and loss
give up and always keep going, even in order to develop greater perseverance
when things are hard.
Reflect on and discuss the principles of
tolerance, understanding of others and
perseverance
R E S ILIE N CE
Being resilient enables participants Programmes should aim to increase

to make good decisions even when they resilience skills and the ability of young
face challenges in their communities. people to understand and manage
It also enables youth to manage and themselves in times of difficulty. The
overcome hardships in a non-violent goals should be to build skills to help
manner. participants overcome hardships and
challenges and make good decisions.
63
RESILIENCE: SUMMARY
Session evaluation template for the resilience zone
Date of session: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Name of facilitator: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Topic or session objective: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Demonstrating the Participants are more aware

ZONE 4
ability to see things of how people are different

1 2 3 4 5
from different and see difference as a
perspectives positive aspect
Demonstrating Participants can identify
positive conflict extreme ideological,
resolution strategies religious and political 1 2 3 4 5
messages and ways to deal
with them
Demonstrating The number of positive
positive approaches interactions based on skills
to teamwork participants have learned 1 2 3 4 5
through the programme has
increased
64
RESILIENCE: NOTES
ZONE 4
65
ZONE 5: In the present guide, it is recognized that the term “empowerment” is

understood, interpreted and experienced differently across cultural and
EMPOWERMENT religious contexts, and practitioners should remain aware of those differ-
ences as they co-create approaches towards empowerment with the youth
in their communities. In this context, youth empowerment can be under-
stood as a philosophy and approach that proactively identifies and encour-
ages the use of youth’s assets and potential.14 Empowerment serves to
better equip youth in the face of victimization or recruitment to violent
extremism.
T EXTREMISM
FIGURE 21. LEN T
VIO ARE, ACCOUNT HRO
SPORT, PREVENTION OF ING TERC EMPLOYABILI ABILI UGH
T AF AND TY TY
VIOLENT EXTREMISM EN P OR T
S
S
EV
PO
AND EMPOWERMENT
PR
RT
KALEIDOSCOPE
Capacity-building
IVE YO H VOICE
SOC
EMPOWERMENT
OWERMENT
IAL INTEGRATIO
S POR T
S POR T
Positive Self-
UT
EMPOWERMENT
identity confidence
ZONE 5
EMP
SIT
Increased
N
PO
responsibility
and knowledge
CI
VI
C NT
PA EME
RT
ICIP AG
ATION AND ENG
Sport and It is worth recognizing that the mere process of playing sport can be
empowerment empowering at times. Providing the opportunity to participate in sport
and to be part of a positive environment can have a lasting impact on the
development of youth participants.
Sport can also contribute to the empowerment of women and girls by

enabling them to challenge gender stereotypes and social norms, act as
inspiring role models and show the capabilities of women and girls in
sport.15

empowerment zone. Games and activities in this zone will thus focus on
those dimensions.
14
United Nations High Commissioner for Refugees (UNHCR), International Olympic
Committee and Terre des hommes organisation, Sport for Protection Toolkit: Programming with
Young People in Forced Displacement Settings (2018).
15
Phumzile Mlambo-Ngcuka, “Op-ed: empowering women through sport”, UN-Women,
2 April 2019.
66
Sport may not always be the preference of youth or even

encouraged by their families. Certain sports can also
ostracize participants. It is therefore important for pro-
grammes to apply a broader definition of sport that
includes physical play, recreation, dance, online sports
and competitive, traditional and indigenous sports and
games in their diverse forms in order to encourage the
engagement of those who do not enjoy traditional sports.
Avoid the use of stigmatizing language, especially in areas facing height-

ened levels of radicalization and violent extremism.
Apprenticeship opportunities with different stakeholder organizations

introduced in the education zone should lead to increased responsibility
Insights
and new pathways to empowerment.
Establish a strategy for the next steps for participants so that they
are empowered to continue their development after the
ZONE 5
programme.
A referral mechanism should be established for those in need of

Prevention factors support and/or specialized services.
checklist
Commit to framing the language and lessons on empowerment
through sport taught to participants so that they remain respectful
of their cultural environments.
Ensure that the space and timing of the programme are

gender-friendly and accommodative of parents’ and guardians’
requests in order to encourage young women and girls to
participate in the programme.
Be aware of the need to design a programme that is operational

and relevant to the local community.
Encourage buy-in among the community and local stakeholders

regarding the need for such a programme in order to strengthen
the reach for funding and to show ownership, which will translate
into sustainability.
Use the values and power of sport to increase the leadership and
independence of youth who will be finishing their learning in the
programme.
Play games and develop activities that encourage participants to

recognize the positive social outcomes of being empowered.
67
→ Carefully teach participants to be responsible with their new

knowledge and to avoid overconfidence.
→ Engage youth participants in the implementation of the project by
assigning them different roles.
Practical → Encourage participants to reflect on what empowerment looks like
guidelines to them. What does it mean to them and their community?
→ Encourage youth to voice their localized solutions through sport.
→ Achieve community buy-in to extend the reach and influence of the
programme beyond the sports grounds.
→ Reinforce positive community connections to help youth continue
their empowered paths outside of the programme.
→ Foster social encounters that encourage the realization of ideas
such as social enterprise, and advocate collective agency.
→ Encourage youth participants to exercise good decision-making
grounded in the positive values of sport (i.e., teamwork, fairness,
respect and discipline).
ZONE 5
68
ACTIVITIES
Facilitate activities that expand post-programme opportunities
ACTIVITY 1: COMMUNITY DAY
Invite stakeholders and organizations within the community to take

part in mixed teams during a community tournament. Encourage
programme participants to lead each team and learn more about
Goal: to help the organizations represented at the tournament.
participants expand
their networks Post-game reflection
Have each participant share what they have learned about the com-
munity organizations and what those organizations do. This will
help participants expand their network and reach and offer oppor-
tunities for connections after the tournament.
ZONE 5
Facilitate activities that encourage reflection and
decision-making
ACTIVITY 2: COACH THE COACHES
Tell participants that they will be leading the next session. You
should select a theme for their session (e.g., social inclusion, equal-
ity, peace, fair play or respect). They will need to plan warm-up
Goal: to allow
activities and games and activities for the session. They will also
participants to
need to think of creative ways to reflect on the session at the end.
experience leadership
and opportunities to Reflection
make decisions. This
Coaches and participants should sit together on the same level. The
experience will allow key questions are as follows: Did the participants manage the ses-
reflection on how to sion well? What did they learn? What makes a good leader in sport
manage power and how and in life? What leaders do they look up to?
to be a good leader. It
will also test the
participants’ confidence,
their ability to
communicate and their
knowledge of inclusive
practices, safety and
good practice principles.
69
Facilitate activities that encourage participants to take

responsibility
ACTIVITY 3: SELF-DIRECTED LEARNING
Encourage participants to design their own games. Each session

can be led by a group of four who are tasked with coming up with a
Goal: to encourage lesson plan and directing the overall group’s activities for the day.
This experience will encourage self-confidence, responsibility and
participants to take
good decision-making skills.
responsibility
Discuss how the directing group felt as lesson leaders for the day.
What difficulties did they encounter? What did they enjoy? Did the
overall group interact with the lesson?
Facilitate activities that help participants believe in their

capabilities
ZONE 5
ACTIVITY 4: THE PROTECTOR
In dodgeball or a similar game, assign the status of “protector” to

certain participants, whose role is to protect another participant
from getting hit. This exercise encourages them to take responsibil-
Goal: to promote
ity, engage in group work and look beyond self-interests. Participants
self-confidence and
should alternate roles.
strength of character
How did the participants feel acting as protectors? Did they come up
with a strategy such as moving in unison? Did they enjoy being the
protectors or the ones being protected?
GUIDING QUESTIONS
FOR FACILITATORS
• Have the participants shown

increased initiative as they
progress through the programme?
• Have some of the participants emerged as
leaders or possible mentors for other
participants?
• Do the participants have post-programme
plans and goals?
70
Have participants in groups of four design posters to be put up in a

corner of the room.
The participants in each group should work together to create posters

with images of empowerment and its associated meanings.
Design a poster
They may cut images out of magazines, take photos or create their
own drawings. Stimulate a discussion based on the images chosen
in the posters. How is empowerment understood and what does it
mean to them as a group and as individuals? What is needed in
order to empower young people?
EMPOWERMENT ZONE Definition: The phrase “youth empowerment” represents an attitude

SUMMARY towards youth as well as a structural and cultural process by which
youth gain power and leadership opportunities to implement change
in their lives and in the lives of others in their communities and wider
society.
ZONE 5
Objective and outcomes: To support youth in confidently voicing their
ideas and in making good decisions, to increase their empathy
towards people and to develop their goal-setting skills. These experi-
ences will help create youth leaders within their communities.
Reflection points for • Have I encouraged participants to reflect on what

facilitators empowerment means to them?
• Have I encouraged youth to voice localized solutions and
take initiative?
• Have I encouraged participants to be responsible with their
new-found knowledge and skills?
71
→ Empowered children and youth can easily become overconfident

and speak out in high-risk zones of radicalization and extremism
or in spaces where people are not prepared to accept their positive
growth, which may expose them to risks.
Things to → It is critical to plan adequately for continuity after the programme,
look out for as inadequate planning can weaken the impacts of the intervention
and create disappointment.
→ Facilitators need to commit to framing the language and lessons

on empowerment through sport taught to their participants so that
they remain respectful of their cultural environments.
→ If a young person is not “welcomed” back from the programme
Risks to mitigate after graduating and there is no other support framework, it could
be hard for them to adjust and can make them susceptible to
recruitment by violent extremist groups. Relevant pathways for
employment and opportunities will therefore need to be explored as
participants reach the end of the programme.
ZONE 5
FIGURE 22.
SUMMARY INFOGRAPHIC
FOR THE EMPOWERMENT WHAT I S I T ? W H AT IS N E E DE D?
ZONE
Empowerment means becoming more Youth should feel safe in order to
confident, understanding your ability to understand how to manage power and
lead and make decisions, and recognizing support others
the rights you have as an individual. Youth Use sport to encourage youth to solve
empowerment is a process through which their own problems and use their
youth understand themselves and can use voices to overcome problems
their voices to make positive changes in
their lives and in the lives of others Encourage youth to become leaders,
in their communities. and give them responsibility
within the programme
EMPOWERMENT
Feeling empowered can have a

lasting impact on the development To support youth in confidently voicing
of youth participants by allowing their ideas and making good decisions
them to use their voices positively To develop youth leaders who can
and to show others how to make support their peers and positively
good decisions. Having confidence influence their communities
also allows youth to apply their
skills and communicate effectively.
HOW D O E S IT H E L P? GOA L S
72
RESILIENCE: SUMMARY
Session evaluation template for the empowerment zone
Date of session: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Enhanced Participants are confident in
ZONE 5
self-confidence voicing their ideas and
thoughts
1 2 3 4 5
Participants are confident in
making decisions
Enhanced critical Participants are leading
thinking exercises and activities
1 2 3 4 5
Participants are acting as
peer leaders for one another
73
EMPOWERMENT: NOTES
ZONE 5
74
CHAPTER 5.
MONITORING, EVALUATION
AND LEARNING
5. MONITORING, EVALUATION AND
LEARNING
How do we know MONITORING: ARE WE DOING THE THINGS WE SAY WE

whether sport ARE DOING?
is working? Monitoring involves the regular collection of and reflection on information
related to sports sessions. This is an ongoing activity and can be used to
adapt and change parts of sessions or plans to achieve certain outcomes.
EVALUATION: HAVE WE REACHED OUR OBJECTIVES?

IF NOT, WHY?
The evaluation process requires ongoing assessment and monitoring of
information to understand how and why outcomes have been achieved or not.
LEARNING: ARE WE REFLECTING ON THE LESSONS LEARNED?

This is the process of reflecting on information gathered during monitoring
and evaluation activities. Any learning outcomes should be used to influ-
ence changes in sport-based activities in the future.
What have we learned? Why did certain things happen? Why did certain
things not happen? What can I do to improve next time?
Why are monitoring, Understanding the impact of a project is crucial. Monitoring, evaluation
evaluation and learning and learning are important because expected results may not be achieved
important? even though a sport-based activity may be aimed at empowering children
and youth and building their resilience to prevent victimization and/or
recruitment by violent extremism groups. The expected results and antici-
pated impact need to be questioned, measured, proven and understood.
In this context, facilitators play a central role and can contribute to

collecting information from youth and the community, reflecting on the
outcomes of sport sessions and documenting the results. They also see
first-hand any individual or group changes in behaviour and attitudes.
Coaches, sports leaders and volunteers often build positive relationships
with participants. Therefore, they can speak with individual participants
and groups to better understand whether, how and why participants are
enjoying the project and what they are learning. That information can
contribute to changes in how and what activities are delivered in sessions.
The results of good monitoring, evaluation and learning practices include

the following:
• Increased capacity and sustainability and improved project impacts
• Greater participant ownership and empowerment within the
project
• Improved self-reflection and critical thinking skills
76
CHAPTER V. MONITORING, EVALUATION AND LEARNING
Measuring impact: To effectively participate in and contribute to the monitoring, evaluation

what do coaches and learning process, coaches should have a sound knowledge and under-
need to know? standing of the following:
• How is violent extremism defined in the local context?
• What are the main root causes of violent extremism?
• What facilities and resources are available, and has a risk assess-
ment been conducted?
• What group or groups are targeted by the project?
• What are the aims and objectives of the project?
• What is the theory of change underlying the project and how is
sport part of it?
• How are concerns or risks reported?
• What is the monitoring, evaluation and learning strategy of the
project and how are coaches expected to contribute?
• What strategies are in place to protect staff and participants during
monitoring activities?
A theory of change should explain how programme activities and

interventions are expected to contribute to a chain of results that
produce the intended and/or actual impacts.
It defines the aims and key change objectives of a programme and

maps the necessary changes that must take place in reaching the
expected outcomes. It is the basis for understanding the partici-
pants’ progress through the stages of change towards the intended
results and the final stage.
77
The basic premise of monitoring, evaluation and learning activities is to

better understand the impact of sport and sport-based activities. This can
be achieved by continuously reflecting on and finding activities that
address the three key questions shown in figure 23.
FIGURE 23.
MONITORING,
EVALUATION AND
LEARNING QUESTIONS
W ha t wo rke d How? Why?
well? What
didn’ t?
Additional guiding questions for facilitators are provided in annex II to

the present guide. Those questions can be used for self-reflection or posed
to participants in order to monitor learning and youth experiences. It is
essential for coaches to reflect on what they and the youth participants
have learned, why and how, and on what they and the other project staff
and managers can do to improve the intended outcomes.
Reflection After each session, coaches should reflect on the activities, what they did,
how they did it and what the outcomes were. By doing so, they can under-
stand the outcomes of the session, the experiences of the participants and
reflect on their own experiences and learning opportunities to take for-
ward to the next session.
FIGURE 24.
REFLECTION QUESTIONS
ON PARTICIPANTS’
DIALOGUE PROCESS
What is the objective How did participants During the session, How did participants Did I create
of the session? settle into the did participants reflect after sports opportunities for
session? enjoy learning new activities? participants to speak
Have I planned my skills? and be heard?
activities and do I Did they enjoy the Did any participants
understand how to warm-up? Did all participants make any significant Could I be more
achieve my aims play? statements during creative in the ways
through sport? Did they understand the session? in which I ask them
the aims of the Did they understand to communicate?
How did participants session? the game and Were there any
enter the sports activities? conflicts between Are there any
area? Could I have participants? situations I feel
explained anything How did participants unsure of or where I
Were they talking to better? play together? Any changes in need more training
their peers? behaviour? or support?
Did I give them How did they
Were they happy or opportunities to lead communicate? Any debates between What kind of
did they look the start and ask participants? sports/activities are
anxious? questions? Did I need to
improvise or adapt Did participants have participants enjoying
Did they greet activities to achieve fun? or responding to the
coaches and staff? my aims? most?
Did they ask Were the session

questions about the aims achieved?
78 day's session?
CHAPTER V. MONITORING, EVALUATION AND LEARNING
Approaches to In prevention of violent extremism settings, it is vital that any sport or

monitoring, evaluation communication activities with participants follow the safeguarding, welfare
and learning in the and child rights principles discussed in chapter 3. Coaches should recog-
prevention of violent nize the complexity of violent extremism and the specific sensitivities sur-
extremism rounding the local context in which the programme is implemented, and
they should be guided at all times by the “do no harm” principle. To that
end, when working with participants to monitor project activities, coaches
and other project staff should always keep the checklist below in mind.
Checklist for coaches Make the participants feel safe.

when engaged in
Respect their right not to participate.
monitoring, evaluation
and learning Promote equality and inclusion principles.
Identify any forms of exclusion and try to better understand why it

is happening and how to integrate excluded participants.
Do not share or misuse the personal information of participants.
Follow the guidance given by programme managers.
Co-creation and A guiding philosophy in the present guide is the coaches’ commitment to
participation working with youth participants and the local community, including
youth and sport leaders. Coaches should apply a collaborative approach
with sports leaders and youth participants and should include them in
reflection activities.
Coaches should also be creative and think of different ways to find out
what participants enjoyed, what they did not enjoy and what kinds of
skills and knowledge they are developing. They should also consider ways
to start group discussions and ways for participants to show how they are
feeling, for example by asking them to design a poster or to act as sports
reporters on a project.
79
Concluding remarks Figure 25 provides a visual summary of the intended impacts for our
programme participant after going through all of the zones. It is impor-
tant to note, however, that sport has the power to support prevention
aims, but it is not a magical solution, nor is it a stand-alone project. The
approach developed through the present guide is intended as a comple-
mentary framework to be integrated into wider efforts to prevent violent
extremism.
FIGURE 25.
NEW THOUGHT PROCESS “I am now a
youth leader.” “I make good
decisions.”
“I am confident
in my voice!”
“I am applying “I have a
all my learned strong sense of
skills.” self-worth.”
80
ANNEXES
ANNEX I. TERMINOLOGY
Countering violent extremism: Proactive, non-coercive actions to counter efforts by violent

extremists to radicalize, recruit and mobilize followers to violence,
and to address specific factors that facilitate and enable violent
extremist recruitment and radicalization to violence.1
Counter-terrorism: Actions and activities to prevent, deter and disrupt terrorist acts
and to weaken terrorist organizations and networks.
Deradicalization: The process of changing one’s belief system, rejecting extremist

ideology and embracing mainstream values. Deradicalization refers
primarily to a cognitive rejection of certain values, attitudes and
views – in other words, a change in mindset. It implies a cognitive
shift, that is, a fundamental change in understanding resulting
from activities intended to help individuals to renounce radical or
extreme ideas, beliefs and groups.2
Disengagement:
The social and psychological process whereby an individual’s com-
mitment to, and involvement in, violent extremism is reduced to
the extent that the person is no longer at risk of involvement and
engagement in violent activity. Disengagement from using, or
supporting the use of, violence does not necessarily mean a change
in an individual’s commitment to a radical or extremist cause.
Disengagement involves a change in behaviour (renouncing the
use of violence) rather than a change in fundamental beliefs.3
Facilitator:
For the purposes of the present guide, the term “facilitator” (or
“coach”) is used to describe all types of qualified practitioners who
deliver or implement sport-based interventions and/or programmes.
Facilitators should possess professional, social and methodological
competencies to instil positive values and convey life skills to their
participants through sports. Sport coaches, workers at non
governmental organizations, teachers and/or other community
workers might act as facilitators in sport-based interventions for the
prevention of violence and crime, including violent extremism.
Gender: “A concept that refers to the social differences, as opposed to the
biological ones, between women and men that have been learned,
are changeable over time and have wide variations both within and
between cultures”.4 Gender-based roles and other attributes there-
fore change over time and vary in different cultural contexts.
1
Organization for Security and Cooperation in Europe (OSCE), The Role of Civil Society in Preventing and Countering
Violent Extremism and Radicalization that Lead to Terrorism: A Guidebook for South-Eastern Europe (Vienna, 2018), p. 6.
2
UNODC, Handbook on the Management of Violent Extremist Prisoners and the Prevention of Radicalization to Violence
in Prisons, Criminal Justice Handbook Series (Vienna, 2016).
3
Ibid.
4
European Commission, Directorate-General for Employment, Industrial Relations and Social Affairs, One Hundred
Words for Equality: A Glossary of Terms on Equality between Women and Men (Luxembourg, Office for Official Publications
of the European Communities, 1998).
82
ANNEXES
Human rights approach: A conceptual framework that integrates the norms, standards and
principles of the international human rights system into the
policies, programmes and processes of development and humani-
tarian actions. It therefore focuses on both procedures and
outcomes.5
Prevention of violent extremism: Efforts to influence individual and/or environmental factors that
are believed to create the conditions in which violent extremism
can flourish, using social or educative rather than security-driven
measures.6
Radicalization: A dynamic process whereby an individual may adopt ever more

extreme ideas and goals. The reasons behind the process can be ide-
ological, political, religious, social, economic and/or personal. A
radical may seek to bring about a system-transforming radical solu-
tion for government and society through violent or non-violent
means (e.g., democratic means using persuasion and reform).7
There are several phases in the radicalization process to take into
consideration, such as activism, extremism, violent extremism and
terrorism, each constituting different levels of growing radicaliza-
tion.8 In the present guide, radicalization is acknowledged as a
process leading into violent extremism, and the importance of
preventing that process, including through sport and sport-based
interventions, is also acknowledged in the context of primary
prevention.
Safeguarding:
Protecting people’s health, well-being and human rights and
enabling them to live free from harm, abuse and neglect.9 For
the purposes of the present guide, safeguarding is used to refer to
the responsibility that organizations, programmes and individuals
have to ensure that operations, programmes and actions do no
harm to participants and beneficiaries, including children, mean-
ing that they do not expose them to the risk of harm and abuse
and that any concerns the organization has about the safety and
protection of participants are reported to the appropriate
authorities.
“Do no harm” is a principle that has been used in the humanitar-

ian sector but can equally be applied to the development ﬁeld. It
refers to organizations’ responsibility to minimize the harm they
may do inadvertently as a result of their activities.
5
UNHCR, “The context, concepts and guiding principles”, in A Manual on a Community-Based Approach in UNHCR
Operations (Geneva, 2008).
6
William Stephens, Stijn Sieckelinck and Hans Boutellier, “Preventing violent extremism: a review of the literature”,
Studies in Conflict and Terrorism, 2 January 2019, pp. 1–16.
7
UNODC, Handbook on the Management of Violent Extremist Prisoners.
8
Kees Van Den Bos, Why People Radicalize: How Unfairness Judgments Are Used to Fuel Radical Beliefs, Extremist
Behaviors, and Terrorism (New York, Oxford University Press, 2018).
9
International Service, Safeguarding Policy, “Safeguarding children, young people and vulnerable adults policy”.
Available at www.internationalservice.org.uk/safeguarding-policy.
83
Sport: Unless specified otherwise in the present guide, the term “sport” is
used as a generic term, comprising sport for all, physical play,
recreation, dance and organized, casual, competitive, traditional
and indigenous sports and games in their diverse forms.10
Sport-based approaches: The utilization of sport as a key component of policies, program-

ming or interventions aimed at achieving economic, human or
social development outcomes.
Sport for development and peace:

The intentional use of sport to coherently and systematically
establish partnerships and build bridges between individuals and
across communities. Since 2000, the United Nations has encour-
aged the use of sport to attain health, education, development and
peace objectives.11
Terrorism: Although there is no universally agreed definition, terrorism can

be broadly understood as a method of coercion that utilizes or
threatens to utilize violence in order to spread fear and thereby
attain political or ideological goals.12
Violent extremism: There is no universally agreed definition of violent extremism.

However, it is used to refer to the beliefs and actions of someone
who promotes, supports, facilitates or commits acts of violence to
achieve ideological, religious or political goals,13 which can
encompass terrorism and other forms of politically motivated vio-
lence.14 Typically, violent extremism also identifies an enemy, or
enemies, who are the object of hatred and violence.15 General
Assembly resolution 70/291 on the United Nations Global
Counter-Terrorism Strategy Review contains references to “terror-
ism and violent extremism as and when conducive to terrorism”
and “terrorism and violent extremism conducive to terrorism”. In
line with that resolution, the terms “violent extremist” and “vio-
lent extremism” in the present guide should always be regarded as
referring to “violent extremism as and when conducive to
terrorism”.
Youth: There is no universally agreed definition of the term “youth”. For

statistical purposes, the United Nations defines “youth” as persons
between the ages of 15 and 24 years. It is also recognized that
Member States use other definitions of the term. The Secretary-
General recognizes that, apart from that statistical definition, the
meaning of the term “youth” varies in different societies around
the world. However, age is the easiest way to define this group,
particularly in relation to education and employment, because
“youth” is often used to refer to a person between the ages of leav-
ing compulsory education and finding their first job.16 For the
10
Kazan Action Plan, adopted at the sixth International Conference of Ministers and Senior Officials Responsible for
Physical Education and Sport, held in Kazan, Russian Federation, in July 2017.
11
Right to Play, Harnessing the Power of Sport for Development and Peace: Recommendations to Governments (Toronto,
Canada, Sport for Development and Peace Working Group, 2008).
12
UNODC, “Module 1: Introduction to international terrorism”, Education for Justice University Module Series:
Counter-Terrorism (Vienna, 2018).
13
UNODC, Handbook on the Management of Violent Extremist Prisoners.
14
UNESCO, Preventing Violent Extremism through Education: A Guide for Policymakers (Paris, 2017), p. 19.
15
Ibid.
16
United Nations, Department of Economic and Social Affairs, “Definition of youth”.
84
ANNEXES
purposes of the present guide, the term “youth” is used to refer to

persons between 15 and 24 years of age. At the same time, it is
noted that, as defined in article 1 of the Convention on the Rights
of the Child, all persons under the age of 18 years are “children”
and enjoy specific rights and safeguards under international law.
Youth engagement: The meaningful inclusion of young people in all stages of develop-
ing, implementing, monitoring and evaluating programmes, poli-
cies and investments of resources, as well as in decision-making
that affects them and others.17
Youth violence: Violence is broadly defined as “the intentional use of physical force
or power, threatened or actual, against oneself, another person,
or against a group or community, that either results in or has a
high likelihood of resulting in injury, death, psychological harm,
maldevelopment or deprivation”.18 Youth violence is defined as
violence that occurs among individuals aged 10–29 who are
unrelated and who may or may not know each other, and that
generally takes place outside of the home.19
17
Women Deliver, “Engage youth: a discussion paper on meaningful youth engagement” (New York, April 2016).
18
World Health Organization (WHO), World Report on Violence and Health (Geneva, 2002).
19
WHO, Preventing Youth Violence: An Overview of the Evidence (Geneva, 2015).
85
ANNEX II. PRACTICAL TOOLS FOR PLANNING,
MONITORING AND LEARNING REFLECTION
1. SESSION PLANNING TEMPLATE
DATE: ZONE FOCUS: NUMBER OF

PARTICIPANTS:
SESSION OBJECTIVE:
PARTICIPANT
ORGANIZATION: FEEDBACK AND
EQUIPMENT AND LEARNING POINTS/ FACILITATOR
ACTIVITY PARTICIPANTS MESSAGES OBSERVATIONS
Warm-up
Drills and games
Cool-down
FACILITATOR REFLECTIONS, OUTCOMES AND LEARNING
86
ANNEXES
2. TEMPLATE FOR FAIR PLAY RUBRIC
Coaches can use the template below as a guide to identify how well participants are inter
acting, respecting the rules and demonstrating good values within the project.
Excellent Very good Good Still learning

Respect for • Displays an • Shows a very • Has a good • Struggles to
rules excellent good understand- understanding of control emotions
understanding of ing of the rules. the rules but can when he or she
the rules. Follows the rules forget them at does not agree
• Always follows most of the time. times. with a decision.
the rules and • Sometimes • Can often raise • Finds it difficult
encourages questions the disputes with to play by the
teammates to official’s official’s rules.
respect them, decisions but is decisions.
too. able to do so • Is very good at
• Never argues calmly and following the
with the referee. appropriately. rules but can
forget them when
feeling overly
competitive.
Interaction • Has positive • Interacts well • Works well with • Is often shy or
with peers interaction with with teammates. teammates but nervous to
peers. • Has many friends not all project communicate.
• Demonstrates in the project and participants. • Tends to stand at
excellent communicates • Sometimes the back of a
communication very well with singles out peers group.
and listening peers and with critical • Does not make
skills. coaches. comments. friends easily.
• Always treats • A great addition • A good teammate • Finds it difficult
people fairly and to group/team when comforta- to contribute to
ensures that activities. ble with friends, group/team
everyone is but sometimes activities.
included. needs encour-
agement to
communicate
and listen
appropriately.
Integrity • Strong moral • Has a very good • Shows values of • Finds it difficult
principles, which understanding of honesty, kindness to play by the
include being the values and and good rules.
caring, kind, principles of the sportsmanship • Can be disruptive
truthful and project. most of the time, and can show
encouraging of • Demonstrates a but sometimes poor behaviour.
others. very good needs reminding.
• Gives up easily
• Shows a attitude and good • Mostly demon- when challenged.
“champion” behaviour strates a positive
• Tends to not care
mentality and throughout attitude but
about others and
never gives up. sessions. sometimes needs
can exclude
• Is always honest. • Occasionally has encouragement.
people from
• Shows leadership to be reminded of group work.
qualities. the rules or the
key messages
behind activities.
87
3. SPORT AND PLANNING FOR OUTCOMES IN THE PREVENTION OF

VIOLENT EXTREMISM
Outcome Sport and activity considerations
Reduced youth • Longer-term programmes are better suited for this purpose.
violence • Mentorship and role models play a major role in adding support
systems for disadvantaged youth and helping them to envision
positive future directions.
• Certain sports have been found to increase participants’ sense of
belonging to violent representations and forms (e.g., judo, karate,
soccer and basketball), while others do not involve violent physical
behaviour (e.g., swimming, tennis, table tennis and volleyball).
Increased • Safe spaces, ease of access and mitigating the risk of injury are key
participation considerations.
of women • It is important to avoid unsafe environments (e.g., road running) and
injury-prone sports or those that are not commonly accepted within
gender norms.
• Evidence suggests that girls are more likely to practise individual
sports than team sports and more leisurely physical activities than
competitive sports. However, this is not always the case.
Social cohesion • Consider non-contact sporting activities or those with lower chances
among of physical violence (e.g., volleyball).
members of • Team sports are to be used with safeguarding in place to minimize
different violent confrontations.
factions or
• Owing to the nature of the activities involved, individual sports are
divided groups
less likely to foster positive interaction opportunities compared with
team sports, which facilitate increased interaction and communica-
tion. However, some individual sports, such as running, swimming
and boxing, can be used with a prosocial/team mindset.
Migrant • Programmes can help facilitate better learning about the local
integration culture and increased interaction opportunities with community
members.
• Learning about national sporting practices and fandom helps
migrants socialize and promotes a shared identity.
Strengthened • By encouraging greater self-control and discipline and teaching
prosocial participants how to deal with difficult situations, programmes in this
behaviours area can reduce anti-social behaviour that may lead to violent
extremism.
• Activities need to integrate reflective, collaborative group sessions to
help participants develop communication skills and greater respect
for each other.
• Programmes are more impactful when used within wider develop-
mental efforts in education and support (e.g., integrated mentoring,
training, volunteering and work experience programmes).
Reduced gang • Having a strong support network and connecting participants with
violence mentors greatly increases the chances of impact.
• Sporting activities are often complemented by employability work-
shops on writing curricula vitae or building skills to help participants
transition out of gang environments.
88
ANNEXES
4. KEY GUIDING QUESTIONS TO MONITOR AND REFLECT ON SPORTING

ACTIVITIES AND LEARNING
Key guiding questions for coaches, volunteers and sports leaders
Sport-based • Describe a successful project activity.

activities • Describe an activity that brought about a negative response or
unintended consequence or behavioural response.
• Describe how you responded to negative impacts and the effect of
that response. What was your key learning?
• Describe measures taken to ensure gender equality and inclusive
practices.
• Describe steps taken to ensure that the sport space is safe for
youth and children.
• Describe how you responded to managing challenges with partici-
pants and explain what those challenges are.
• How can those responses be improved?
Prevention of • What primary risks of violent extremism were identified at the start
violent extrem- of the programme? Are they still relevant? Are they still important?
Do they need to be reviewed?
ism changes in
• How are those risks experienced differently by women and men?
the programme
• How are changes over time being monitored and recorded? Is that
context
process effective and embedded in the standard practices of the
programme?
• How would you describe changes in the frequency or intensity of
violence risks? Have participants communicated any changes?
• Have there been any notable successes or challenges since the last
reflection meeting?
Other changes • Have there been any specific events or social/political changes in
the area since the last meeting?
• Have there been any environmental changes or local challenges
that may affect the future delivery of sessions?
• Has there been any engagement with community members,
partners or stakeholders?
Source: Adapted from Lucy Holdaway and Ruth Simpson, Improving the Impact of Preventing Violent
Extremism Programming: A Toolkit for Design, Monitoring and Evaluation (Oslo, UNDP, 2018).
89
5. SELF-ASSESSMENT: GENERAL KNOWLEDGE QUIZ FOR COACHES
1. How would you define violent extremism?
2. Can you think of any examples of violent extremism in your country or region?
3. What are the main causes of violent extremism for children and youth in your community?
4. Why do you think children and youth are at risk in your community?
5. What role can sport play in tackling violent extremism?
6. Can you identify the five zones for tackling violent extremism through sport?
7. How can you make sport spaces safe?
8. How can you make sure that all participants feel included?
9. How can you promote gender equality?
10. How can you encourage participants to become leaders during your sessions?
11. How can you safely educate children and youth about extreme beliefs?
12. How can you create opportunities to discuss serious issues related to beliefs on violence?
13. How do you reflect and learn from your coaching sessions?
90
ANNEXES
6. SELF-REFLECTION ACTIVITY FOR COACHES
Drivers of violent extremism
ACTIVITY AND
REFLECTION
Political exclusion/
Economic exclusion Radical attitudes
opportunities for
Can you identify where Limited opportunities for Insufficient self-corrections
participation/weak State
World views
improved mobility "Us versus them"
the various causes and capacity
drivers of violent
extremism fit into the Unfairness
Background variables
zones presented in Perceptions
Age/gender Rejection of socioeconomic
Uncertainty Injustice
this guide? Corruption
Education and political system
Living environment
Mistreatment
Individual, Socialization
emotional and Radicalization (friends, family, education,
psychological church, mosques, etc.)
factors
Active recruitment
Violent extremism
Zone 2
Zone 1
Social
Safe spaces
inclusion
Zone 3
Education
Zone 4 Zone 5
Resilience Empowerment
91
ANNEX III. ADDITIONAL RESOURCES
1. VIOLENT EXTREMISM: PUSH AND PULL FACTORS AND THE ROLE OF

SPORT-BASED PROGRAMMES
Below is a non-exhaustive list of push and pull factors towards violent extremism that could
be addressed through sports programmes:
PUSH FACTORS (conditions conducive to violent extremism)
Lack of socioeconomic opportunities Sport can provide increased opportunities

(poverty, unemployment, corruption) for income generation through the develop-
ment of life skills and increased identity
and purpose.
Marginalization and exclusion Sport provides an opportunity to foster

social inclusion and a sense of belonging.
Violations of human rights and the rule of Sport allows the voices of young people to
law; lack of means to make voices heard or be heard through sport intervention
to vent frustrations programming, utilizing a collaborative
approach within activities and responding
flexibly to the needs of participants.
PULL FACTORS (individual motivations)
Individual backgrounds (search for identity Sport has been proven to break down
and purpose, boredom, sense of mission barriers between ethnicities and individual
and heroism, promise of adventure and backgrounds.
power, attraction to violence) Sport can provide a sense of purpose,
belonging and empowerment.
Sport sets the scene for excitement, the
creation of new heroes from professional
athletes, captains and coaches, and
recognition for good performance.
Identification with narratives of Sport programmes can help to create safe

victimization that provoke powerful spaces to challenge negative notions of
emotional reactions, which can be identity. Critical thinking skills can be
manipulated by charismatic leaders enhanced through sport-based initiatives,
which helps to build resilience against
manipulation and empowers young people
to make good decisions.
Distortion and misuse of beliefs, political Sport can create new, positive social groups
ideologies and ethnic and cultural that safely challenge notions of difference.
differences (“us versus them” mentality)
Attraction of charismatic leadership and Sport can form new, positive and charis-
social communities and networks (e.g., a matic leaders, such as youth leaders and
charismatic recruiter providing access to captains, and can inspire active youth
money and power, a sense of belonging to a engagement.
powerful group or community)
92
ANNEXES
2. OBSERVING BEHAVIOURS OF CONCERN
As coaches, you need to be able to identify changes in behaviour that may be of concern or
indicate that a participant is at higher risk of violent extremism. The figure below provides
examples of such changes in behaviour.
ALIENATION RADICALIZATION ADHERENCE TO

VIOLENCE
• Sudden break with • Change in attitude and • Increased violent
family and friends behaviours towards behaviour towards
• Changes in behaviour others: making hurtful others
relating to food, comments, arguing • Targeting or harming
clothing, language against rules, refusal other participants on
to interact with peers the basis of conflicting
• Possible difficulties
interacting with others • Regular viewing of views or beliefs
in the project Internet sites and
participation in social
• Suddenly dropping out media networks that
of school and conflicts condone radical or
with teachers extremist views
• Comments made in a
hateful way
• Reference to extreme
views or conspiracy
theories
If you see any changes in behaviour, overhear any comments about beliefs or extreme views,
you should speak with the participants in a friendly way. Try to ask them questions about
what you have seen or heard and see if you can educate them through sport to challenge
those behaviours and beliefs. You should also speak to the project manager and staff.
93
3. USEFUL RESOURCES
Brown, Katherine. Guidance Note: Gender Mainstreaming Principles, Dimensions and Priorities for PVE.
New York: UN-Women, 2019. Available at www.unwomen.org.
De Marinis, Valerie and Eolene Boyd-MacMillan. A mental health approach to understanding violent
extremism. Ex Post Paper RAN Policy and Practice. Paris: Radicalization Awareness Network, 2019.
Elsemann, Katrin and others. Monitoring and evaluation in sport for development. N.p.: Street Football
World, n.d.
German Agency for International Cooperation. Sport for development programme online sources.
Available at www.giz.de/en/worldwide/43770.html.
Holdaway, Lucy and Ruth Simpson. Improving the Impact of Preventing Violent Extremism Programming:
A Toolkit for Design, Monitoring and Evaluation. Oslo: UNDP, Oslo Governance Centre, 2018.
Lenos, Steven and Annelies Jansen. The role of sports and leisure activities in preventing and countering
violent extremism. RAN EX Post Paper. N.p.: Radicalization Awareness Network, March 2019.
United Nations Children’s Fund. Protecting Children from Violence in Sport: A Review with a Focus on
Industrialized Countries. Paris, 2010.
United Nations Development Programme. Regional Bureau for Africa. Journey to Extremism in Africa:
Drivers, Incentives and the Tipping Point for Recruitment. New York, 2017.
__________. Preventing violent extremism through promotion inclusive development, tolerance and
respect for diversity: a development response to addressing radicalization and violent extremism. New York,
2016.
United Nations Educational, Scientific and Cultural Organization. A teacher’s guide on the prevention of
violent extremism. Paris, 2016.
United Nations High Commissioner for Refugees, International Olympic Committee and Terre des
hommes. Sport for Protection Toolkit: Programming with Young People in Forced Displacement Settings.
Geneva, 2018.
United Nations Office on Drugs and Crime. “Line Up, Live Up” initiative. See www.unodc.org/doha
declaration/en/topics/crime-prevention-through-sports.html.
__________. Handbook on the Crime Prevention Guidelines: Making Them Work. Sales No. E.10.IV.9.
__________. Handbook on the Management of Violent Extremist Prisoners and the Prevention of Radicalization
to Violence in Prisons. Criminal Justice Handbook Series. Vienna, 2016.
__________. Key principles and recommendations for the management of violent extremist prisoners and
the prevention of radicalization to violence in prisons. Available at www.unodc.org.
___________. Roadmap on the treatment of children associated with terrorist and violent extremist
groups. Vienna, 2019.
__________. The Use of the Internet for Terrorist Purposes. New York, 2012.
United Nations Youth Strategy, entitled “Youth 2030: Working with and for Young People”.
United Nations, Department of Economic and Social Affairs. World Programme of Action for Youth.
__________. World Youth Report: Youth Civic Engagement. New York, 2016.
94
Vienna International Centre, P.O. Box 500, 1400 Vienna, Austria
Tel.: (+43-1) 26060-0, Fax: (+43-1) 263-3389, www.unodc.org

PVE PracticalGuide en

Uploaded by

Copyright:

Available Formats

PVE PracticalGuide en

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

PVE PracticalGuide en

Uploaded by

Copyright:

Available Formats

PREVENTING

PREVENTING VIOLENT EXTREMISM

CRIMINAL JUSTICE HANDBOOK SERIES

© United Nations Office on Drugs and Crime, 2021.

CHAPTER 1. Understanding violent extremism. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

CHAPTER 2. Sport and the prevention of violent extremism. . . . . . . . . . . . . . . . . . . 14

CHAPTER 3. Human rights-based approach and safeguarding. . . . . . . . . . . . . . . . . 23

CHAPTER 4. Five zones for preventing violent extremism through sport. . . . . . . . . 31

II. Practical tools for planning, monitoring and learning reflection. . . . . . . . . . 86

III. Additional resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

About the practical guide

• Safety and contextual awareness, in order to strengthen the ability of facilitators to

Who is the practical guide for?

How to use the practical guide

The present guide is built upon three core principles:

The welfare, well-being and safety of participants and facilitators is a primary

Glossary of key terms

FIGURE 1. GLOSSARY OF KEY TERMS

SPORT FOR DEVELOPMENT PREVENTION OF VIOLENT

How sport can help to prevent violent extremism

FIGURE 2. SPORT AND PREVENTION OF VIOLENT EXTREMISM DIAGRAM

LACK OF LIFE SKILLS DEPRIVATION, LACK OF A

LIMITED EDUCATION EMP

FEELING AND WITHIN

BELIEF THAT LIFE Sport and

Definitions of violent extremism may also include references to radicaliza-

Violent extremism is a global problem that is not constrained by borders.

The use of technology, including social networking sites, online video

Violent Online At-risk children Spreading Terrorist and

As shown in figure 5, sport and sport-based programmes can offer chil-

SPORT AND Through sport, children and youth can feel

Positive youth development builds confidence, character, competence,

Broad targeting may lead to “suspect communities”, a term referring to the

To avoid stigmatization of programmes and their participants, when

It is advisable, for example, to avoid specific references to the terms “radi-

The role of coaches and facilitators is essential in building an inclusive

SPORT AND THE PREVENTION

Sports can contribute to the empowerment of youth and the prevention of

 e long-term impact of sport-based programmes has been called into

Identify youth leaders

Good coaches/facilitators do the following:

To this end, it is important for facilitators of sport programmes to be

• Understand why children and youth may be vulnerable to violent

GUIDANCE FOR FACILITATORS ON GETTING STARTED

• Anticipate challenges and be prepared to adapt activities or ask for

• Recognize that you are a role model.

• Encourage youth leadership and participant-led dialogue.

Key behavioural signs and indicators include the following:

• Sudden break with family and long-standing friendships

Project spaces and procedures

Did you receive training on safety and safeguarding from

Checklists Are the facilities safe and fit for purpose?

Is the equipment safe and appropriate?

Are there procedures in place for first aid?

How do you report risks, changes in behaviour and concerns about

Good practice principles for coaching

Clearly introduce yourself.

Clearly communicate the aims of each session.

e long-term impact of sport-based programmes has been called into

ACTIVITY 2: LOOK AT AN IMAGE AND COMMUNICATE