EUROSCHOOLS 008 - Streetfootballworld

CONTENTS 

Project Overview 

Kick-Off 

Module 1: The Gateway to Europe 

Intercultural Dialogue 

The Ambassador Role 

Organising a Project Day 

Module 2: Fair Play 

Fair Play Football 

Fair Play in Society 

Organising the Football Tournament 

Module 3: EUROSCHOOLS CUPS 

Team 

Funding Partners and Sponsors 

8 

12 

19 

20 

30 

37 

42 

44 

50 

54 

62 

64 

66

EUROSCHOOLS 008: 

LOOKING AHEAD WITH MICHEL PLATINI 

“Football as a common 

language!” 

Dear Teachers and Pupils, 

Sport unites peoples and nations. Europe is a culturally diverse entity − 

and football is the common language encouraging communication 

between nations in the friendly competition to win UEFA EURO 2008. 

I am very glad that the EUROSCHOOLS 2008 project is helping innumerable 

pupils to access Europe‘s diversity and cultural riches in a lively and exciting 

way. And, in this process, the pupils themselves have a quite particular role 

to play. UEFA is proud to be a funding partner of the EUROSCHOOLS 2008 

project and wishes you lots of fun with Fair Play and football, and in your 

dialogue with Europe! 

Michel Platini, UEFA President

UEFA EURO 2008 − OFFICIAL SCHOOLS PROJECT 

FOOTBALL UNITES 

53 UEFA Countries − One Project. 

Europe in Dialogue 

Which is the smallest country in Europe? Where 

exactly is Uppsala? And why do 26 ethnic groups 

call Georgia home? In the international EURO- 

SCHOOLS 2008 project, pupils from schools in 

Austria, Switzerland and Liechtenstein are set to 

become experts on Europe! And not only that − for 

an entire year, they will be ambassadors for the 53 

UEFA countries and of fair play. Both on and off the 

pitch. 

The UEFA EURO 2008 official schools project 

integrates pupils into the run-up to this major 

sporting event. The EUROSCHOOLS 2008 project is 

not just about exciting football matches using the 

„Fair Play Football“ rules, but also aims to create 

an awareness of cultural diversity. The pupils gain 

access to cultural particularities and differences 

– and can actually experience them first hand! 

Football and Europe‘s diversity flow into a personal 

learning experience for innumerable pupils. 

EUROSCHOOLS 2008 aims to make a definite and 

sustainable contribution to cultural understanding 

and to the European Year of Intercultural Dialogue 

2008. 

Wishing everyone involved a fascinating and exciting 

time! 

Your EUROSCHOOLS 2008 TEAM 

Please Note 

These Guidelines pursue a gender-neutral 

policy. Consequently, they use either „s/he“, or 

a plural form, or appropriate gender-neutral 

words (pupil, teacher, teamer, and so on). 

EUROSCHOOLS 008 TEAM 

„Viele kleine Leute, die an vielen 

kleinen Orten viele kleine 

Dinge tun, verändern das 

Leben auf der Erde.“ (1) 

Lots of little people doing 

lots of little things in lots 

of little places can change 

the way we live together on 

earth.

8 

PROJECT OVERVIEW 

EUROSCHOOLS 

008 – 

An Introduction 

After Level 1 secondary schools in Switzerland and 

Liechtenstein and school grades 6 to 9 in Austria 

successfully applied to take part in the project, the 

kick-off included a draw allocating the 53 UEFA 

countries to individual federal states and cantons. 

Regional kick-off events are scheduled for September 

and October 2007 when the EURO schools will 

again be given a detailed overview of the project. And 

then − the players are off! First of all, the schools 

start on their projects: 

MODULE 1: THE GATEWAY TO EUROPE 

This module is designed to allow the EURO pupils to 

work intensively on both intercultural dialogue and 

their ambassador role for their allotted country. The 

schools will also be holding a project day to give a 

real-life flavour to their new „identity“. More details 

on p. 19. 

MODULE 2: FAIR PLAY 

The EURO schools learn about “Fair Play Football” 

by playing it − and also deal with the topic of Fair 

Play in Society. They arrange football tournaments 

themselves, actively experiencing fair play, and also 

present the Fair Play approach to other schools. 

More details on p. 42. 

MODULE 3: EUROSCHOOLS CUPS 

The EURO schools enter their „national teams“ in 

the EUROSCHOOLS CUPS scheduled to take place 

in eight cities in Austria and Switzerland. 

More details on p. 62. 

53 schools qualify, as winning teams, in the EURO- 

SCHOOLS CUPS tournaments −and they go on to 

take part in the international final tournament. 

(See diagram on right.) 

PROJECT OVERVIEW 

Project Structure and Modules 

th June 00 Kick-off 

Draw of UEFA countries for the federal states/cantons 

September/October 00 Regional Kick-off Events 

Project Information for EURO schools 

September/October 00 Schools Start With Their Projects 

Module 1: The Gateway to Europe 

Topic: Intercultural Dialogue 

Who am I? 

Who are the others? 

What do we have in common? 

Topic: Ambassador Role 

What does it mean to be an ambassador? 

Aim: Project Day 

Presenting projects on intercultural 

dialogue and the ambassador role 

Module 2: Fair Play 

Topic: Fair Play Football 

Module 3: EUROSCHOOLS CUPS 

What does fair/unfair mean? 

Do the teams stick to the agreed 

rules? 

Topic: Fair Play in Society 

What does fair play mean in everyday 

life? 

Aim: Football Tournament 

Successful completion of Modules 1 and 2 

Organising a football tournament using 

the „Fair Play Football“ rules 

Major football tournament and exhibition 

of schools‘ projects 

International Final Tournament in Innsbruck 

Austria 

26 EURO schools 

Liechtenstein 

1 EURO school 

Switzerland 

26 EURO schools 

− 8 June 008

0 

PROJECT OVERVIEW PROJECT OVERVIEW 

Project Realisation 

Information for Teachers 

EUROSCHOOLS 2008 gives pupils a variety of 

opportunities to take on exciting and responsible 

tasks. The primary aim is to make pupils more 

aware of intercultural dialogue and fair play, to 

foster an enthusiastic interest in taking on the 

„new citizenship“, and promote football matches 

using Fair Play Football rules. 

All pupils ought to be able to find areas suited 

to their own particular interests and skills, for 

example: 

> as ambassadors presenting the „new“ citizenship 

in the school and to the local public sphere 

> as points of contact for schools, clubs, and/or 

embassies from their allocated UEFA country 

> as experts on intercultural dialogue and fair play 

> as players at the local and supra-regional football 

tournament 

> as fans providing creative support for the tournaments 

> as organisers of the project day and/or the 

school‘s football tournament 

> as „school reporters“ responsible for publicity 

and documenting events, (e.g., for the 

www.euroschools2008.org web page) 

> as points of contact for local and funding partners 

(e.g., the mayor as project patron and the 

local bank branch as a sponsor) 

These are just suggestions from a range of fields 

and tasks. The only limits to the design and realisation 

of the project are the pupils‘ own imaginations! 

Naturally, it makes sense to use class time to deal 

extensively with the topics of intercultural dialogue, 

the ambassador role and fair play, together with 

the exercises suggested in the Guidelines. 

It is also advisable to explore the ambassador 

and player roles in detail so that pupils can see 

the responsibilities involved. Many other subjects, 

such as ethics/religious knowledge, geography 

and history, also offer the possibility to adapt and 

to support the exercises and project work. Existing 

cross-class working groups (media, theatre, etc.) 

can take up the topics and present their results at 

the project day, in project weeks or at the EU- 

ROSCHOOLS CUPS. Schools are entirely free in 

deciding how best to coordinate and implement the 

topics and their projects. 

BINDING RULES 

To take part in the EUROSCHOOLS CUPS, 

the EURO schools have to meet the following 

requirements: 

> Organise a project day 

> Organise a football tournament 

> Set up their own school profile on the 

www.euroschools2008.org web page and 

enter their project day into the calendar 

Schools may, if they wish, hold both the football 

tournament and the project day on the same day, 

but this is not mandatory. 

www.euroschools 008.org 

School Profile, Video Blog, Downloads 

You can find all the necessary information on 

EUROSCHOOLS 2008 when you log on to the 

www.euroschools2008.org project web page. Each 

EURO school presents details about itself and all 

the projects about „its“ country. School reporters 

send reports back from the „embassies“ on project 

days and tournaments. The EURO pupils can 

upload short videos on the project modules onto 

the video blog. The site also offers a range of useful 

downloads and extra materials, plus the chance to 

exchange experience with other schools. 

All the EURO schools are required to enter the key 

dates of events (football tournaments, project days, 

other events) into the on-site event calendar at 

www.euroschools2008.org.


KICK-OFF 


008 

Who will be the ambassador for Iceland? Or play 

as the Portuguese national team? Which school 

will learn about about which culture? Those were 

the questions answered when the EUROSCHOOLS 

2008 draw allocated all 53 UEFA countries to the 

different Swiss cantons, Austrian federal states and 

Liechtenstein. 

The draw was held during the „One Year to Go“ 

Gala in Interlaken, exactly twelve months before 

the kick-off for the Euro 2008. 

Equipped with a massive chart for the 53-country 

draw, four EURO pupils from the Steffisburg sixth 

form college in Berne joined many prominent 

guests in helping at the official EUROSCHOOLS 

2008 draw. Lots were drawn personally by an 

array of well-known figures from politics and sport, 

including Austrian Chancellor Alfred Gusenbauer 

and member of the Federal Council Samuel 

Schmid, ÖFB (Austrian Football Association) 

President Friedrich Stickler, President of the Swiss 

Football Association Ralf Zloczower, UEFA Vice- 

President Gerhard Mayer-Vorfelder, former and 

current national team members Andreas Herzog, 

Philipp and David Degen, as well as Martin Kallen, 

Chief Operating Officer of EURO 2008 SA, who all 

enthusiastically joined in the draw. 

SUMMIT MEETING WITH EUROSCHOOLS 2008 

PATRON URS MEIER 

The next day involved a trip to the Alps – 3454 

meters up! Stars of the Swiss and Austrian 

national teams gathered right on the summit of 

the Jungfraujoch, dubbed the ‚Top of Europe‘, for 

a very special football match. 

And, of course, the four EURO pupils were there 

with them! They took over as ball boys and girls for 

the famous players out on the pitch. After an exciting 

match, the ball kids had the chance to meet 

EUROSCHOOLS 2008 patron Urs Meier and players 

Alexander Frei and Johan Djourou. 

It was a fantastic start to an exciting year that will 

be packed with interest and action for innumerable 

pupils in their role as ambassadors for the 53 UEFA 

countries and as players in numerous “Fair Play 

Football” tournaments.

SWITZERLAND 

Aargau 

Appenzell Innerrhoden 

Appenzell Ausserrhoden 

Berne 

Basel-Landschaft 

Basel-Stadt 

Fribourg 

Geneva 

Glarus 

Grisons 

Jura 

Lucerne 

Neuchâtel 

LIECHTENSTEIN 

Liechtenstein Azerbaijan 

AUSTRIA 

Vienna 1 

Innere Stadt 

Landstrasse 

Wieden 

Margareten 

Mariahilf 

Neubau 

Josefstadt 

Vienna 2 

Favoriten 

Simmering 

Meidling 

Hietzing 

Penzing 

Liesing 

Vienna 3 

Alsergrund 

Rudolfsheim-Fünfhaus 

Ottakring 

Hernals 

Währing 

Lithuania 

Andorra 

Israel 

Bosnia-Herzegovina 

Bulgaria 

Finland 

Austria 

Germany 

Kazakhstan 

Moldova 

Slovenia 

Slovakia 

Faroe Islands 

Armenia 

Czech Republic 

Albania 

Nidwalden 

Obwalden 

St. Gallen 

Schaffhausen 

Solothurn 

Schwyz 

Thurgau 

Ticino 

Uri 

Vaud 

Valais 

Zug 

Zurich 

Vienna 4 

Leopoldstadt 

Döbling 

Brigittenau 

Floridsdorf 

Donaustadt 

Lower Austria 5 

Amstetten 

Scheibbs 

Melk 

Lilienfeld 

Waidhofen a. d. Ybbs 


Wiener Neustadt* 

Neunkirchen 

Wiener Neustadt** 

Baden 

Iceland 

San Marino 

Portugal 

Serbia 

Italy 

F. Y. R. Macedonia 

Spain 

England 

Malta 

Norway 

Greece 

Ukraine 

Wales 

Belarus 

Scotland 

Liechtenstein 


Sankt Pölten** 

Sankt Pölten* 

Hollabrunn 

Krems an der Donau* 

Tulln 


Bruck an der Leitha 

Mödling 

Vienna and environs 

Gänserndorf 

Korneuburg 


Mistelbach 

Gmünd 

Horn 

Krems** 

Waidhofen a.d. Thaya 

Zwettl 

Burgenland 10 

Eisenstadt* 

Rust* 

Eisenstadt** 

Güssing 

Jennersdorf 

Mattersburg 

Neusiedl am See 

Oberpullendorf 

Oberwart 

Upper Austria 11 

Linz* 

Steyr* 

Linz** 


Wels* 

Braunau am Inn 

Grieskirchen 

Ried im Innkreis 

Schärding 

Wels** 


Eferding 

Freistadt 

Perg 

Rohrbach 

Urfahr and environs 


Gmunden 

Kirchdorf a. d. Krems 

Steyr** 

Vöcklabruck 

Styria 15 

Graz* 

Graz** 

Voitsberg 

Estonia 

Montenegro 

Denmark 

Switzerland 

Poland 

Cyprus 

France 

Luxembourg 

Turkey 

Styria 16 

Bruck an der Mur 

Hartberg 

Mürzzuschlag 

Weiz 

Styria 17 

Deutschlandsberg 

Feldbach 

Fürstenfeld 

Leibnitz 

Radkersburg 

Styria 18 

Judenburg 

Knittelfeld 

Leoben 

Liezen 

Murau 

Salzburg 19 

Salzburg* 

Salzburg** 

Salzburg 20 

Hallein 

St. Johann i. Pongau 

Tamsweg 

Zell am See 

Tyrol 21 

Innsbruck* 

Imst 

Landeck 

Reutte 

Tyrol 22 

Innsbruck** 

Schwaz 

Tyrol 23 

Kitzbühel 

Kufstein 

Lienz 

Carinthia 24 

Klagenfurt* 

Sankt Veit a. d. Glan 

Völkermarkt 

Wolfsberg 

Carinthia 25 

Villach* 

Hermagor 

Klagenfurt** 

Spittal a. d. Drau 

Villach** 

Feldkirchen 

Vorarlberg 26 

Bludenz 

Bregenz 

Dornbirn 

Feldkirch 

* City / ** Federal state and environs 

Republic of Ireland 

Northern Ireland 

Hungary 

Latvia 

Netherlands 

Russia 

Georgia 

Sweden 

Romania 

Croatia 

Belgium


LOOKING AHEAD WITH DR. ALFRED GUSENBAUER 


The upcoming UEFA EURO 2008 in Austria and Switzerland is the third 

largest sporting event in the world – and as such it offers a very special 

chance to experience intercultural life and contacts at first hand. Football‘s 

particular sporting quality lies in showing how success only comes to an 

entire team, all together, and irrespective of any individual player‘s ethnicity 

or country of origin. 

In this spirit, I am looking forward to EUROSCHOOLS 2008 and happy to 

support the project in my work as Federal Chancellor. From June 2007, in 

the run-up to the EURO 2008, our young football fans will be starting a year 

of intensive cultural dialogue. As ambassadors of one of the 53 UEFA countries, 

they will be making a crucial contribution to curbing discrimination 

and encouraging better cultural understanding in the world. 

I am sure that all those involved cannot only expect emotions, but also 

exciting encounters! 

Dr. Alfred Gusenbauer, Austrian Federal Chancellor

8 

EUROSCHOOLS 008 Patron 

Brigitta M. Gadient 

„A unique chance to experience 

just how exciting it 

can be to get in contact and 

exchange ideas with young 

people from other countries 

and cultures through direct 

encounters. Let‘s make the 

most of this opportunity!” 

Swiss National Councillor 

MODULE 1 

The Gateway 

to Europe 

Intercultural Dialogue and the Ambassador Role 

How do people from different cultures communicate 

with one another? What does it mean to 

represent a different culture in your own country? 

In dealing with the subject of „Intercultural Dialogue“, 

EURO pupils begin with their own identity 

and sense of belonging. Afterwards, by looking at 

who the alleged „others“ are, they discover the 

many similarities and differences that people from 

diverse cultural backgrounds can have. 

Taking on the ambassador role for one of the 53 

UEFA countries is a further challenge! In this case, 

the aim is to apply, in a sensitive and differentiated 

way, what has already been learnt. After the EURO 

schools have taken on their new identity, they will 

be getting in touch – if possible – with people from 

their allocated country. 

At the project day, the EURO pupils then present 

information about their „new“ country, letting 

people from their local and regional area become 

involved in their work on intercultural dialogue and 

the ambassador role. 

Learning Method 

Dealing intensively with intercultural dialogue 

and the ambassador role helps to generate a 

lively and exciting project day. 

The following pages not only give general 

advice on how to encourage intercultural 

dialogue, but also offer a series of practical 

exercises. The basic exercises are designed to 

give pupils an insight into the main issues. The 

additional exercises then deal with the topics 

more intensively.

0 

MODULE 1 

Intercultural Dialogue 

Achieving better understanding and creating dialogue across 

cultures – just two of the major challenges we face today. 

The school and sports environments allow us to consciously 

create and experience intercultural relations. To live fruitfully in 

a multicultural society, we need to be curious about culture and 

society and to reflect on ourselves. 

CULTURAL DIVERSITY AT SCHOOLS AND 

IN SPORT 

All areas of our lives are shaped by migration 

and cultural diversity. They are an integral part 

of everyday life and are especially visible in 

sport and, in particular, in football. They harbour 

significant potential for our society‘s development, 

yet everyday they present it with new challenges. 

Contact with the „foreign“ is fascinating yet, at 

the same time, bewildering. Other ways of living 

and behaving, other languages, religions, views 

and values can strike us as strange, can lead to 

misunderstandings and conflicts, yet can also 

enrich our lives. 

The school environment offers a chance to positively 

influence intercultural relations and, hence, 

to positively influence the conflicts linked to them. 

The period of general compulsory school education 

coincides with the years when the way we 

think and behave takes on a concrete form – and 

so do our prejudices. 

Sport can also help to strengthen intercultural relations 

and reduce fears. Non-verbal communication 

and the universal validity of rules can bridge 

social differences and reduce social isolation. 

Sport has both aspects that unite and aspects, 

such as racism and violence, which divide. 

INTERCULTURAL DIALOGUE AS 

A LEARNING AREA 

Intercultural describes the processes in which 

people from different cultural backgrounds find 

new common ways of living together and communicating 

on a basis of equality and mutual respect. 

In a multicultural society, people do not live in 

parallel worlds but engage in and share a common 

world. This can lead to learning and adaptation 

for all those involved. Perhaps your EURO 

school is just such an intercultural location where 

new ways of living together can be found? 

Acceptance and mutual respect, though, require a 

basis comprising specific fundamental elements. 

On an individual level, these include an interest 

and openness for new experiences, having as few 

reservations as possible, and a common language 

to communicate in. On a social level, one needs a 

climate encouraging mutual respect. 

To understand others and to be understood, one 

needs to critically question one‘s own self-understanding 

and – if necessary – also change it. And 

this can best be achieved in a constructive dialogue 

and an exchange of views with the supposed 

or factual „others“. 

FOSTERING UNDERSTANDING FOR 

THE „OTHERS“ 

A sympathetic approach to other ways of thinking 

and behaving are crucial in successful dialogue 

with people from other cultures. But one other 

basic factor in this process is knowing one‘s own 

perspective and being able to convey it. 

Everyone has their own culture or cultural background. 

To learn from each other, though, we 

need to become aware of our own perspective on 

things, to reflect on ourselves. 

Only when we relativise our own cultural perspective, 

can we develop an awareness of cultural 

diversity. 

IDENTITY AND BELONGING 

There‘s a widespread notion that each of us has 

a particular and definite identity primarily coined 

by our country of origin. That idea underlies 

such common questions as „Where do you come 

from?“, „Do you feel more Swiss, Austrian or Italian?“, 

or „What nationality are you?“. 

A person‘s identity becomes limited to her/his 

citizenship. Depending on the mode of comparison, 

that identity is extended by other qualities. 

In that way, identity also embraces belonging to 

a particular family, gender, village, or school. 

Consequently, it seems more realistic to imagine 

identity as a mosaic constructed from a mass of 

key elements in an individual‘s life. 


Urs Meier 

“It‘s just these kinds of 

encounters that make life 

so meaningful, and which 

I have always ranked as the 

most important. I‘m really 

proud that football – “my” 

sport – can make it happen.” 

Former FIFA referee

MODULE 1 

Exercises 

BASIC EXERCISE 

The teacher asks the class a series of questions 

on identity and belonging. The EURO pupils stand 

up whenever they can answer a question with ‚yes‘. 

The teachers themselves decide on the questions, 

e.g., “Who speaks another language/a particular 

dialect at home?” (other questions might be, for 

example, about religion, club membership, etc.). 

This basic exercise aims to initiate a process 

of sensitization to and awareness of minorities 

(commonalities and differences are collectively 

perceived). Identities can then be established and 

questioned on the basis of the affiliations in the 

questions. This can also lead to a discussion of 

majority and minority experiences. 

ADDITIONAL EXERCISE 

Working together in small groups, the EURO pupils 

consider the nature of their own identity, for example, 

what characterizes them particularly, where 

do they have a feeling of belonging, where do they 

feel different. 

In the next step, the results are visualized. The 

EURO pupils each produce their own profile with a 

photo of themselves adding, if they want to, photos 

from magazines or advertising material to create 

a collage. 

The profiles can be read aloud in a joint group session 

(without naming the author) and the class has 

to guess whose profile it is. 


Working in small groups, the EURO pupils explore 

their own personal relationship to their own 

country – for example, Switzerland, Austria and 

Liechtenstein – and exchange ideas on what they 

find characteristic, positive and negative. 

What qualities are considered „typical“ for their 

own country? The results can be presented on 

posters shown to the whole class at the end of the 

lesson or the start of the next. Any questions that 

come up should be used to encourage discussion. 


The pupils perform sketches in which first-time 

visitors to Austria, Switzerland or Liechtenstein 

learn all about the customs and manners in those 

countries. 

The audience considers whether the information 

given is convincing or not. What notions, images 

and ideas form the basis of the EURO pupils‘ 

sketches? Is it all just clichés? Stereotypes? 

DEALING WITH CULTURAL DIVERSITY 

There are many different ways of thinking and 

behaving, all over the world. Others could interpret 

seeming normal things we say or do in a very different 

way – and some things might even provoke 

totally unexpected reactions. 

For that reason, it‘s especially important to be 

open to „others“, to try and establish dialogue, 

and find a way to build a bridge between different 

interpretations and cultures. 


Working in small groups, the EURO pupils think 

about the kinds of different customs (e.g. birthdays, 

festive holidays) and manners (greetings, table 

manners) they recall from trips abroad or have 

experienced among others. They then make a list 

of points to present to the entire class. 

This ought to lead to a discussion on various different 

customs and traditions, highlighting the range 

of cultural diversity. 


In small groups, the EURO pupils discuss whether 

they have ever experienced a faux pas with foreign 

friends or when abroad, i.e., have they said or done 

something that is considered bad manners in 

another culture? 


In small groups, EURO pupils discuss whether 

there are different traditions, customs and manners 

in the different regions of their own country, 

e.g., in the cantons, federal states, or language 

regions in Switzerland, Austria and Liechtenstein. 

The groups make notes of the points and present 

them to the entire class. 

In a similar way to the exercise above, the wholeclass 

discussion here is intended to highlight how 

countries such as Switzerland, Austria and Liechtenstein 

do indeed have areas with quite different 

manners, customs and traditions. Sometimes, the 

cultural differences within single countries can be 

larger than cross-border differences.

MODULE 1 

Teams and fans are the living proof that cultural 

diversity is also an integral part of football. Even if 

football in itself does not actually promote integration, 

it certainly has considerable potential to foster 

fair play and overcome differences. 

Cultural diversity is enriching, yet also harbours 

potential conflict. Various group processes, for 

example, discrimination mechanisms, can also 

be found in professional and amateur football. In 

such processes, identification with the group is 

only too apparent and factual or felt commonalities 

(the „we feeling“) comprise a key central feature. 

The definition of the group often functions via its 

dissociation from „others“, generating group cohesion 

and helping group members to feel strong. In 

extreme cases, an individual or group is deemed to 

be „good“, while the „others“ are considered to be 

„bad“ or even „dangerous“. Creating such foe images 

draws attention away from, and defuses, internal 

conflicts and tensions: the common „external 

foe“ strengthens the feeling of solidarity in the 

group. Minorities are stigmatised as scapegoats in 

order to reinforce the community‘s homogeneity. 

Just as in other areas of society, racism and 

discrimination can also be found in football, and 

in sport generally. In sport, there are negative and 

positive mechanisms. Sport also offers a chance 

for people from migrant backgrounds, for instance, 

footballers from Africa becoming acclaimed superstars 

in Europe. In this case, football can have 

profound impact here, highlighting commonalities 

and mutual support. For example, when Barcelona‘s 

Eto‘o was playing in a match against Real 

Zaragoza and was insulted by chants from the opponent‘s 

fan-block, he wanted to quit the pitch. The 

players and referee all gave him their full support, 

persuading him to carry on. In the second half, he 

scored a goal. 


The aim is to help EURO pupils define „prejudice“ 

and „stereotype“, „discrimination“ and „racism“, 

and distinguish between them. 

Afterwards, the following issues can be addressed: 

> How can we tell whether someone has been 

treated in a discriminating way? 

> What kind of discriminating behaviour or racist 

incidents are there? 

> How does someone feel who has been treated 

discriminatingly? 

> What social and institutional measures are 

there? For example: UEFA rules, ÖFB regulations, 

SFV guidelines, initiatives by NGOs (e.g. 

FARE), clubs and fan groups, equal opportunities 

law, etc. 

> In what ways can individuals or groups take 

action? 

These questions can also serve as a basis for 

project work (research, visits to institutions, preparing 

information, presentations, etc.).

MODULE 1 

Useful Terms 

PREJUDICE 

An opinion about people or situations, frequently 

based on stereotypes, that has not been sufficiently 

checked against the real facts. In dealing 

with prejudices, one first needs to realise that an 

opinion actually is a prejudice, and then compare 

it with the objective facts. 

STEREOTYPE 

Stereotyping means taking a person‘s membership 

of a group as the basis for judgements or 

generalisations about her/him, or the reason 

to ascribe particular qualities to her/him (see 

„Diversity“). More often than not, the stereotypical 

„images“ we have are unconscious and disseminated 

in an unreflected form in our upbringing, 

and in society and the media. 

DISCRIMINATION 

Discrimen, the Latin root, originally meant „to 

separate by sifting“ or „distinguish“. Over the 

years, the word „discriminate“ came to imply 

„making a distinction and judging on that basis“. 

The person or group with the power to judge in 

some particular situation devalues some person 

or group defined as „other“. For the person judging, 

such a move has advantages, for example, 

increasing „self-esteem“ by downgrading others. 

Those „downgraded“ can be exploited. They also 

serve as a ‚lightening rod‘ to off-load aggression. 

Discrimination appears in a variety of forms, from 

discriminating attitudes and opinions to actions 

such as disregard, insults, marginalisation, and 

physical aggression. It can even be legally enshrined 

(institutional discrimination). 

RACISM 

Discrimination on the grounds of race, culture or 

religion. Historically constructed characteristics 

and stereotypes are ascribed and seen as unchangeable, 

aiming to portray one‘s own culture 

as “superior“ and “worthy of protection“. Racism 

is not only reflected in individual encounters or 

relations but is structurally embedded in society. 

SEXISM 

Discrimination on the basis of a person‘s sex. 

MOBBING /BULLYING 

On the group level, individuals are marginalized 

as outsiders and pressed into the victim or 

scapegoat role. Mobbing and bullying deliberate 

aim at making the affected person suffer. 

Generally speaking, mobbing and bullying does 

not only occur as a one-off instance, but usually 

involves behavioural patterns where „internalised 

suppression“ may lead the affected person to 

increasingly adopt a victim role and the „aggressors“ 

to increasingly act as perpetrators. Essentially, 

anyone can be the victim of mobbing. 

DIVERSITY 

The Latin „diversitas“ means „difference“ or 

„manifold“. Diversity, both as a concept and term, 

does not simply refer to different cultures but also 

includes a wide range of other differences. 

In many cases (though not exclusively), discrimination 

is based on what are known as a person‘s 

„internal dimensions“ (gender, ethnicity, nationality, 

age, sexual orientation, physical capabilities). 

Such differences between people are visible 

(except for sexual orientation, often kept secret 

because of the fear of discrimination); moreover, 

they cannot be changed or are not easily 

changed. Similarly, religion, appearance, style of 

clothing, personal preferences, etc. can also lead 

to discrimination. Anyone may find themselves 

discriminated against as „different“ for belonging 

to a particular group or coming from a specific 

environment. 

Differences can lead to conflicts, injuries and 

discrimination – yet they can also be seen as a 

resource. Whether diversity of experience and 

access enriches all those involved or culminates 

in the differences being highlighted depends on 

how contact between people is structured. Fruitful 

personal encounters take place in an atmosphere 

of mutual respect and equality, with a personal 

readiness to acknowledge connections and reflect 

on, and work on, one‘s own attitude and behaviour.

8 

MODULE 1 

Values and Value Systems 

What similarities and commonalities are there 

between different countries and cultures? After all, 

the focus should not only be on differences, but also 

on shared values. Who or what defines these human 

rights? „Our“ notion of democracy? Tolerance 

and respect? In an increasingly multicultural world, 

it is crucial to strive for common values, to try and 

develop basic rules and codes of behaviour that 

can create peaceful and harmonious co-existence 

between cultures. 


Working in small groups, the EURO pupils discuss 

whether some values apply to all human beings 

across the board. The groups consider how such 

values could be defined and what they are based 

on. In discussing this issue, one can also include 

the question of basic human needs. The results 

are presented to the class. In the subsequent 

discussion phase, the emphasis should shift from 

cultural differences and heighten the pupils‘ understanding 

of similarities. 


Working in small groups, the EURO pupils consider 

what minimum codes of conduct are needed 

to make social life viable. Are there any codes of 

behaviour mentioned by all pupils that facilitate 

life in a school class? What rules do sports need to 

ensure that a match or game is played fairly? 

The results are noted down and presented to the 

entire class. 

In the subsequent class discussion phase, pupils 

come to see that they follow codes of conduct 

everyday and social life would not function without 

them. 


NB: Copy the next page and hand it out in class. 

Working in pairs, the EURO pupils look at the 

photos of all three national teams. Are there any 

players they know? Do any of the players have roots 

in another country? What aspects might help the 

players view their team as a unit? 

The pairs of pupils make notes and present their 

results to the class. Having realised that life in a 

culturally diverse society is shaped both by similarities 

and differences, the pupils can now apply 

that notion to the national teams in the photos – in 

this instance, Switzerland, Austria and Liechtenstein. 

What factors could play a role in creating a 

team feeling? 


Discussion questions, first in small groups and 

then as a class: 

In which ways do the pupils identify themselves 

with these national teams? How can someone born 

in Kosovo and now playing for an Italian club have 

taken part in the FIFA World CupTM on the Swiss 

national team? Why is a player born in Bosnia and 

playing in the Swiss league wearing the Austrian 

national team jersey? Why is it that, out on the 

street, someone from the Balkans is not generally 

accepted but is acclaimed as a hero in the FC 

Zurich league-winning team? 

SWITZERLAND 

AUSTRIA 

LIECHTENSTEIN 

Front row (L-R): Philipp Degen, Christoph Spycher, Ludovic Magnin, Alexander Frei, Raphaël Wicky, Fabio Coltorti, Pascal Zuberbühler, Diego Benaglio, Johann Vogel, Patrick 

Müller, Ricardo Cabanas, Daniel Gygax, Johan Vonlanthen 

Middle row (L-R): Christian Meissgeier (Physio), Rudolf Roder (Team Doctor), Marco Streller, Philippe Senderos, Pier-Luigi Tami (Assistant Coach), Jakob Kuhn (Team 

Coach),Michel Pont (Assistant Coach), Erich Burgener (Goalkeeping Coach), Tranquillo Barnetta, Mauro Lustrinelli, Cuno Wetzel (Team Doctor), Roland Grossen (Team Doctor) 

Back row (L-R): Daniel Griesser (Physio), Xavier Margairaz, Johan Djourou, Valon Behrami, Martin Suter (Kit Manager) Fredy Häner (Medical Kit Manager), Jean-Benoit 

Schüpbach (Kit Manager), Stéphane Grichting, David Degen, Blerim Dzemaili, Stephan Meyer (Physio) 

Front row seated (L-R): Helmut Legenstein, Joachim Standfest, Martin Hiden, Peter Persidis, Josef Hickersberger, Andreas Herzog, Emin Sulimani, Erwin Hoffer, Klaus 

Lindenberger 

Middle row (L-R): Wolfgang Hartweger, Ernst Schopp, Thomas Prager, Klaus Salmutter, Cem Atan, Sanel Kuljic, Alexander Manninger, Helge Payer, Jürgen Macho, Markus 

Katzer, Jürgen Säumel, Christoph Leitgeb, Willi Ruttensteiner, Günter Amesberger 

Back row (L-R): Roger Spry, Michael Vettorazzi, Andreas Ivanschitz, Yüksel Sariyar, Rene Aufhauser, Sebastian Prödl, Jürgen Patocka, Martin Stranzl, Roland Linz, Marion 

Haas, Christian Fuchs, Andreas Ibertsberger, Michael Trattner, Patrick Bernatzky 

Front row (L-R): Thomas Beck, Benjamin Fischer, Franz-Josef Vogt, Peter Jehle, Daniel Hasler, Daniel Steuble, Roger Beck, Martin Telser, Mario Frick 

Middle row (L-R): Erich Bürzle, Josef Weikl, Dietmar Kupnik, Marco Ritzberger, Martin Stocklasa, Bidu Zaugg (National Team Coach), Michael Stocklasa, Fabio D‘Elia, Christof 

Ritter, Andreas Enggist, Roland Müller 

Back row (L-R): Urs Meier, Yves Oehri, Ronny Büchel, Raphael Rohrer, Wolfgang Kieber, Franz Burgmeier, Daniel Frick, Josip Topic, Ecki Hermann

0 

MODULE 1 

Ambassador Role 

This section is structured as three steps: firstly, the 

definition of what ambassadors are; secondly, their 

tasks; and finally, guidelines for EURO pupils to 

help them successfully implement their own ambassador 

role. To make the ambassador role work, 

it‘s a good idea to practice all the basic exercises. 

Getting in touch with „their“ country, in particular, 

generates lots of exciting new ideas and insights 

and plays a crucial part in developing a successful 

and fun project day! 

WHAT IS AN AMBASSADOR? 

An ambassador is one country‘s highest-ranking 

diplomatic representative in another country. Ambassadors 

are involved in all areas of international 

relations and are often described as the „eyes, ears 

and voice of their home countries“. 

They represent their country‘s interests and cultivate 

bilateral relations across a broad spectrum of 

areas, e.g., culture, research, technology, industry 

and development policy, and are responsible for 

press and public relations. 

In addition, an ambassador keeps her/his home 

country informed of key events and the main developments 

on the political, social, economic, and 

military fronts. S/he also prepares treaties and state 

visits. The main thrust of an ambassador‘s work 

varies from country to country, depending on the 

political background and the specific aims of the 

diplomatic representation. 


The EURO pupils are asked to work in small groups 

and list an ambassador‘s various tasks, taking the 

description of ambassadors as the „eyes, ears and 

voice of their home countries“ as the starting point. 

The groups present their results to the entire class. 

This exercise is intended to help pupils become 

aware of the ways they themselves could fulfil the 

ambassador role. It should also sensitize them to 

the challenges they face as representatives of a 

„new“ country they have possibly never lived in. 

TIP 

The pupils could start from what they already 

know about the country and research into different 

aspects of life there. This might include presenting 

their sources of information, e.g., standard resources, 

Internet portals, etc. 

In the final stage, the groups discuss how what they 

have discovered can be applied to “their” ambassador 

role. 

An ambassador does not always work in the political 

sphere. For example, many sports personalities 

often function as “ambassadors”. They represent 

their countries at international competitions, set an 

example to others and, as a country‘s ambassador, 

campaign for mutual understanding between countries 

and nations. 

Football, too, has its own ambassadors. One should 

not underestimate how much players function as 

role-models. Fans see how their heroes behave on 

the pitch, what they say in interviews, how they treat 

others, and take it seriously. Respect and appreciation 

can have a significant impact on a player‘s 

self-esteem and help her/him then set a positive 

example for the supporters. For example, headed 

by outstanding player Thierry Henry, a multicultural 

„team“ comprising current and former top footballers 

and coaches is spearheading a worldwide 

campaign for football against discrimination and 

racism. 


Working in small groups, the EURO pupils try to find 

other examples where sports personalities from a 

range of areas not only adopted an ambassador role 

for their country but also for a good cause. For example, 

world-famous tennis player Roger Federer 

has been appointed as a Goodwill Ambassador for 

the United Nations Children‘s Fund UNICEF. 

The groups present their research results to the 

entire class. This exercise aims to establish when 

you can say that a sports personality has an ambassador 

role, what that role looks like, and what aim 

it has. 

In this sense, sports personalities are not just ambassadors 

for a country or a general cause, but are 

taking on a role as ambassadors for specific issues 

and concerns.

MODULE 1 

The School as Ambassador 

What does it mean for a school to represent a country? 

An ambassador‘s tasks are, in essence, extremely 

varied. The primary aim is to communicate with the 

general public in another country, making them 

aware of one‘s own country, gaining their support 

for that country and its concerns. And this may 

well be the greatest challenge for the EURO pupils 

– successfully taking on responsibility as ambassadors 

for a „new“ country that they have never 

lived in. 

In the section on intercultural dialogue, EURO 

pupils learnt that a person‘s identity is more than 

merely citizenship of a particular country, but embraces 

a range of aspects. Since identity includes 

the most diverse influences, it is important to grasp 

it as a multi-faceted phenomenon, as a mosaic 

comprising influences of differing significance. 

This section aims at integrating that knowledge 

into the work on the ambassador role. Treating the 

„new“ country with respect is especially crucial in 

collecting information, compiling a country profile, 

and in the way terms and concepts are used. 

Ultimately, a holistic approach is the only way of 

avoiding selective perception and stereotyping. 


The EURO pupils work in pairs to prepare a portrait 

of their „new“ country. They can start from the 

standard aspects of geography, political system, 

history, industry and so on. However, to create a 

more differentiated picture, other aspects should 

also be taken into account (see „Additional Aspects“). 

NB: Pupils may find categorizing the information 

easier when it‘s related to facts that they already 

know. For example: How many people live in our 

„new“ country – and how many in our own country? 


Sebastián Martínez 

“The EURO schools give new 

impulses to living together in 

Europe. EUROSCHOOLS 2008 

unites!” 

Austrian National Football Team Member 

ADDITIONAL ASPECTS 

HUMAN RIGHTS 

Guaranteed by the constitution, human rights 

abuses, 

refugee rights, children‘s rights 

www.amnesty.ch 

www.amnesty.at 

www.liga.or.at 

www.politik-lernen.at 

www.amnesty.ch/youth 

www.unhcr.org 

www.hri.ca 

www.zara.or.at 

www.unicef.org 

www.kompass.humanrights.ch 

www.etc-graz.at 

www.derechos.net/links/edu 

www.kinderhabenrechte.at 

www.humanrights.ch 

PRODUCTS 

Goods and products from the 

particular country and available here 

www.maxhavelaar.ch 

www.fairtrade.at 

www.transfair.org 

www.suedwind.at 

FOOTBALL 

www.uefa.com 

www.oefb.at 

www.football.ch 

www.lfv.li 

MEDIA AND INFORMATION 

Range of media/sources of information, 

media comparisons, media status and situation 

www.unhcr.org 

www.rsf.org 

www.rog.at


Mirjam Weichselbraun 

“EUROSCHOOLS 2008 is all 

about encounters with foreign 

cultures: lively dialogues, 

exciting experiences, and new 

perspectives. A different nationality 

experienced at first 

hand. For countless pupils, a 

truly enriching experience.” 

Austrian TV presenter

MODULE 1 

The next step involves checking the picture the 

school has created of its „new“ country. Does the 

picture really reflect the country‘s reality? Can people 

from that country recognise their own country 

in the profile? 

To answer these questions, the EURO schools contact 

ordinary people or experts from the school‘s 

„new“ country. 

The initial encounter is an exciting experience, 

fostering intercultural exchange and enriching the 

school‘s everyday life. 

POSSIBLE POINTS OF CONTACT: 

> Cultural associations and communities located 

in one‘s own region 

> Universities with courses on the school‘s „new“ 

country 

> Visiting students from the „new“ country 

> The country‘s embassy and twinned towns 

> Schools in the „new“ country 

> Footballers originally from the „new“ country 

What do we know? What don‘t we know? What do 

we want to know? These questions can provide 

guidelines in preparing for the initial contact to 

dialogue partners, organisations, and institutions. 

The exchange offers a chance to check the profile 

of the „new“ country and make sure it‘s complete 

and correct. 

LEARNING FOR LIFE AT SCHOOL 

− UNLIMITED LEARNING 

The pupils have already acquired a substantial 

amount of knowledge about their „new“ country. 

Their initial contact to people living there or experts 

has allowed them to give that profile a „reality 

check“. After establishing a profile of „their“ country, 

it‘s time for the EURO pupils to ask how people 

living there see them – and discover if knowing that 

perspective changes the way they see their own 

culture. 


Each pupil thinks of five key words that a person 

from the „new“ country might use to describe the 

pupils‘ country – for example, how would they describe 

Switzerland, Austria or Liechtenstein? Each 

pupil makes a note of her/his words. 

All the terms are then presented to the class. 

The discussion then focuses on whether the picture 

generated in this way really fits, or accurately 

reflects, the country in question. 


In small groups, the pupils try to define an ambassador 

role for their own country (for example, for 

Switzerland, Austria or Liechtenstein). What is important? 

And can the insights gained as an ambassador 

be transferred to everyday life (school, family, 

friends)? Have the pupils changed their perspective 

on their own country during the project? 

In class, the results are collected and discussed. 

Encounters with foreign cultures are multi-faceted 

and have many exciting aspects. Commonalities 

and differences can be experienced at first hand. 

This learning process encourages a basic curiosity 

and interest in the unknown, and openness 

towards it. In the spirit of sustainability, these are 

significant personal experiences for each person 

– not only within the framework of this project as 

such, but also far beyond it. 

MODULE 1 

Tasks in Module 1: 

The Project Day 

The project day brings the „new“ country to life, 

giving it a tangible form. 

These suggestions are intended to help you hold 

a successful project day. 

First, before you start thinking about the content, 

decide on the overall design for your school‘s 

project day. What is the aim of your project day and 

what style is best suited to that aim? 

There are two basic key areas in any project day 

design: 

INFORMATION ABOUT THE „NEW“ COUNTRY 

> Presentations on and information about the 

country in the form of collages, posters, information 

packs, photos and film reports 

> Fun elements, e.g., a play or dance performance, 

or examples of the country‘s traditional cuisine 

PARTICIPATION 

Exchanges between pupils and people from the 

„new“ country, e.g., political representatives, members 

of cultural associations, visiting students and 

others. These exchanges are important to ensure 

sufficient first-hand information to check the EURO 

pupils‘ picture of their „new“ country. In addition, 

within this structure, the pupils experience genuine 

cultural dialogue and become involved in an exciting 

cooperative venture. The results can then be 

presented during the project day. 

TIPS: 

> A project day design needs to closely reflect the 

pupils‘ own interests. A range of familiar methods 

(e.g., brainstorming) can actively involve the 

pupils in selecting and preparing the project day 

elements. 

> Apart from inviting the pupils and their parents, 

it is also advisable to invite local authority representatives 

and the local press. In this way, the 

project day and the school can both be presented 

to a broader general public. Our web page 

contains a number of suggestions on PR and 

publicity. 

PLEASE NOTE! 

The EURO schools are not required to hold their 

project day on the same date. However, to participate 

in the EUROSCHOOLS CUPS, schools do need 

to ensure that the project day is held before the end 

of May 2008 and the report on is published on 

www.euroschools2008.org. 

CHECK LIST 

A project day check list can be downloaded from 

www.euroschools2008.org.

8 

MODULE 1 

Addresses and 

Information 

WWW.GLOBALEDUCATION.CH 

The Foundation for Education and Development is 

the Swiss national centre for Global Education. It 

offers teaching aids, advice, and themed courses 

for teachers on human rights, cultural diversity, 

conflict/peace management, North-South relations 

and sustainable development. 

(eng, ger, fr, it) 

WWW.PESTALOZZI.CH 

The Pestalozzi Children‘s Foundation focuses 

specifically on work with children and adolescents. 

Thanks to the Foundation‘s projects abroad, more 

than 220,000 children and adolescents are able to 

attend school regularly. The Foundation has been 

active in Switzerland for more than 60 years, working 

in projects focused on the reality of cultural 

diversity and the need to develop peaceful ways of 

intercultural living. 

(eng, ger, fr) 

WWW.EKR-CFR.CH 

The Federal Commission against Racism (FCR) 

deals with racial discrimination, promotes better 

understanding between persons of different racial 

backgrounds, colour, national or ethnic origins and 

religions, and combats all forms of direct or indirect 

racial discrimination, with a particular focus on effective 

prevention. (eng, ger, fr, it) 

WWW.ALLER-ANFANG-IST-BEGEGNUNG.CH 

„Aller Anfang ist Begegnung“ (Everything starts 

with movement) is a joint campaign run by a 

number of Swiss cantons together with the Swiss 

Federation to encourage encounters between people 

of different ethnic backgrounds. (ger) 

WWW.HUMANRIGHTS.CH 

Humanrights.ch offers a comprehensive source 

of information on human rights issues related to 

Switzerland. Apart from the information platform, 

the site also provides teaching aids and introductory 

literature on human rights issues. (eng, ger, fr) 

WWW.TIKK.CH 

The „Task Force Interkulturelle Konflikte“ web page 

offers professional advice on intercultural conflicts, 

in particular, crisis intervention/ mediation, consultation, 

analysis, further training, etc. (ger) 

WWW.LERNEN.BILDUNG.HESSEN.DE 

The official educational provider homepage for the 

German Land of Hesse, with information on intercultural 

issues, migration and integration. (ger) 

WWW.E-REPORTER.AT 

E-Reporter is a „KulturKontakt Austria“ project 

providing an extensive package of information on 

European Union enlargement designed specifically 

for young people. (ger) 

WWW.ABC-NETWORK.ORG 

The ABC Network (Across the Borders Cooperation) 

is a cross-border educational initiative inviting 

schools from existing and future EU Member States 

to join in an exchange of experience and views. 

(eng, ger) 

WWW.IZ.OR.AT 

„Das Interkulturelle Zentrum“ (Intercultural Centre) 

promotes encounters and communication between 

people from different cultural backgrounds. The 

organisation supports cross-border cooperation 

between schools, international youth work and 

intercultural education. (eng, ger) 

WWW.POLITIK-LERNEN.AT 

The polis centre is a comprehensive Austrian 

information platform specialised in civic education, 

human rights, and sustainable development. The 

platform supports teachers interested in addressing 

these issues in school and offers information on 

the theoretical background, teaching tips, project 

suggestions and a wealth of other free materials. 

(ger) 

WWW.EINE-WELT-NETZ.DE 

„Eine Welt Internet Konferenz“ (One World Internet 

Conference) provides information and material on 

„Global Learning“ for all ages and types of educational 

facilities. (ger) 

MODULE 1 

Other Services 

for EURO Schools 

PESTALOZZI CHILDREN´S FOUNDATION 

> Encounters and exchanges with children and 

young people from abroad 

> Workshops on intercultural living, children‘s 

rights, prejudice, fair play, anti-racism 

> Radio programmes on these topics (recorded onsite 

or in the Foundation‘s studio) 

> CD productions (radio jingles/short reports) 

> Live web radio/FM programme designed and 

presented by pupils 

www.schulprojekte.org/www.powerup.ch 

Pestalozzi Children´s Foundation, www.pestalozzi.ch 

Email: austausch@pestalozzi.ch 

Tel: +41 (0)71 343 73 44 

KICK-KULTUR 

> Free advice for teachers 

> Contacts to artists and cultural providers 

> Sponsorship for the fees of artists running process-oriented 

creative workshops and school 

projects – so-called dialogue events – in architecture, 

visual arts, film, video, new media, 

literature, music, dance, and theatre. 

„KICK-KULTUR“ offers teachers a special range 

of cultural school projects developed especially for 

the EURO 08. 

Roman Schanner Kultur Kontakt Austria 

Universitätsstrasse 5, 1010 Vienna, Austria 

Email: roman.schanner@kulturkontakt.or.at 

Tel: +43 (1)523 87 65 37 

SWISS ACADEMY FOR DEVELOPMENT (SAD) 

> Workshops on intercultural dialogues and dealing 

with diversity (in German and French), available 

in a range of independent or combinable 

modules 

> „Xenophilia-Schweiz“ – an intercultural teaching 

game on CD-Rom for young people between 13 

and 17 years old. An entertaining question and 

answer game sensitizing adolescents to topics 

such as migration, identity, prejudice, racism and 

cultural difference. 

> „Begegnung durch Bewegung“ (Encounters 

through Movement) – teachers‘ handbook and 

further training module on using movement and 

sport to promote social integration. 

Swiss Academy for Development 

Email: info@sad.ch 

Tel: +41 (0)32 344 30 50

0 


LOOKING AHEAD WITH BENEDIKT WEIBEL 


Expect emotions at the 2008 UEFA European Football Championship and 

not only on the pitch! This feast of football brings people together, creating 

a space where cultures meet and learn from one another. And the international 

EUROSCHOOLS 2008 project is impressively supporting this process: 

Our pupils are taking on ambassador roles for different nations. In that way, 

they are not only extending a warm welcome to our guests from all over the 

globe but also learning, in „Fair Play Football“, what it takes to play together 

as a team. We are very much looking forward to this open and exciting period 

of cultural exchange! 

Benedikt Weibel, EURO 2008 Delegate of the Swiss Federal Council

MODULE 2 

FAIR 

PLAY 

What does it mean to be fair in 

sports and in life? 

Am I always prepared to keep 

to the rules myself? 

What do I get out of fairness? 

In Fair Play Football the pupils are involved in 

a hands-on form of social learning. The special 

Fair Play rules teach them to take on responsibility 

for themselves and for others. 

What does fair play mean off the sports field? 

The topics dealt with in Fair Play in Society ask 

EURO pupils to consider how far fair play on the 

sports field can be transferred to other areas of 

society and what contribution “Fair Play Football” 

can make to this process. 

TASKS IN MODULE 2: 

ORGANISING A FOOTBALL TOURNAMENT 

The independent organisation and realization of 

a “Fair Play Football” tournament is a great way 

to come to grips with the subject of fair play. The 

tournament provides a larger stage to apply the 

Fair Play rules and, at the same time, makes the 

method accessible to other schools. 

International Fair Play Charter 

“Fair Play is more than just keeping to the rules of the game. 

Fair Play is about a player‘s attitude: respect for an opponent 

and keeping her or him free from mental or physical injury. 

Players who play fair put themselves in the other‘s shoes.” 

Learning Method 

The following pages offer the EURO schools a 

few suggestions on how to deal with some key 

topics in lesson time. The basic exercises serve 

to give pupils an insight into the main issues. 

The additional exercises then deal with the 

topics more intensively.

MODULE 2 

Fair Play Football 

EUROSCHOOLS 2008 matches 

are played with a „different“ set 

of rules that most pupils may 

not know: “Fair Play Football”. 

In a variety of ways, “Fair Play Football” has 

much in common with social learning. “Fair Play 

Football” creates a structure for learning and 

action where, in an hands-on and responsible 

way, pupils can directly experience what treating 

others fairly – and being treated fairly – actually 

means. For example, players have to decide on 

the rules for the match – and then stick to them. 

The teams are mixed – each team has both girls 

and boys. And there is no referee to take over the 

responsibility for the match. 

Please Note 

“Fair Play Football” started in Columbia and 

came to Germany around 5 years ago as 

„Street Football for Tolerance“. The approach 

was developed in out-of-school youth work, 

especially in Brandenburg and in Baden- 

Württemberg. It was introduced to a wider 

audience in Germany during the „World Cup 

Schools – Fair Play for Fair Life“ project accompanying 

the FIFA 2006 World Cup TM – and 

lots of school welcomed it enthusiastically. 

MODULE 2 

The „Fair Play Football“ Rules 

For school tournaments, the EUROSCHOOLS CUPS – and for life 

“Fair Play Football” has a very flexible set of rules. However, to ensure that matches are played fairly, there 

are some basic rules that cannot be changed. Other rules, though, are more designed to get players to 

think about how they play – and teams can decide whether they use these rules in their match or not. They 

can even change some rules or add new rules and the players‘ creativity is the only limit to the new rules 

they come up with! Over the last years, this is the basic set of rules that have proven their worth in a whole 

range of different matches: 

SMALL SIDE PITCHES 

Matches are played on a small side pitch (approx. 

10 x 15 m) with small size goals (approx. 1.50 m 

wide and 1.20 m high). A match lasts seven minutes. 

TEAMS 

Teams can have up to six players. Only four players 

from each team can be on the pitch at the same 

time. Matches are played with mixed teams. There 

is no goalkeeper and no limit to the number of 

times each player can be substituted. 

GIRLS‘ GOALS – BOYS‘ GOALS 

Two girls from each team always have to be on the 

pitch during the match and one girl has to score. 

Only when a girl scores do any boys‘ goals also 

count – even if they were scored before the girl put 

the ball in the back of the net. This rule is crucial 

for the team‘s social learning and cooperation. 

TEAMER 

The matches are played without referees. Instead 

of referees, there are „teamers“ – and their role is 

just as crucial in the way the game is played. However, 

it‘s not easy to be a teamer – and it requires 

regular practice. A teamer can mediate, conduct 

and assist in discussions in the dialogue zone – 

the dedicated area to talk over any conflicts that 

may arise during play. Teamers observe 

the match off-pitch and do not actively 

interfere in the flow of play. 

DIALOGUE ZONE AND AGREEMENTS 

Before the match, the teams meet in the dialogue 

zone and work out the three „agreements“ (three 

supplementary rules in the fair play spirit) that they 

intend to adhere to during the match. After the 

match is over, the teams meet up again in the dialogue 

zone and discuss how far they kept to their 

three agreements. The teamer can support the 

discussion and point out any particular situations 

on the pitch that s/he noticed. 

EXAMPLES OF „FAIR PLAY AGREEMENTS“ 

The agreements mentioned here are only examples 

of possible supplementary rules. You are free to 

invent any rules you want to – and they can be as 

creative as you like! The important thing is that all 

the players mutually agree to follow these self-imposed 

rules. Directly before the match starts, the 

players from both teams meet in the dialogue zone 

to discuss the agreements. This process may (and 

often does) take a few minutes. 

a) All players shake hands at the end of the match 

b) Goals only count if shot from within a set area 

(„shooting zone“) 

c) If a player commits a foul, s/he has to help 

her/his opponent back up again 

d) No insults can be used – neither to the 

opposing team nor to your own team mates 

e) When a player shoots a goal, s/he has to 

be substituted

MODULE 2 

POINTS 

The team with the most goals receives three 

points, the team with fewer goals receives one 

point. If the match is drawn, both teams receive 

two points. Both teams can also be awarded up to 

three Fair Play points. The following points distribution 

has proved itself in a range of matches: 

> A team receives three Fair Play points if the 

team members kept to all three agreements and 

played in an especially fair way 

> A team receives two Fair Play points if the team 

members kept to all three agreements but the 

game was not completely fair 

> A team receives one Fair Play point if the team 

members only kept to some of the agreements 

> A team receives zero Fair Play points if the team 

members kept to none of the agreements or they 

were grossly unfair 

THE RULES AT A GLANCE 

These rules are set and cannot be altered (relevant 

for the EUROSCHOOLS CUPS) > Teams consist of 

at least two girls and two boys 

> The matches are played without a referee; 

instead of referees, there are teamers 

> In the dialogue zone before the match all players 

agree on the Fair Play rules (agreements) 

> The Fair Play points are awarded in the dialogue 

zone after the match 

> One goal has to be shot by a girl 

> The match is played without goalkeepers 

> The final result is the total of the points awarded 

for both fair play and goals 

The following rules can be altered (e.g., for the 

school tournament): 

> Size of the pitch and duration of the match 

> Team size and structure 

(Recommended team size: six players) 

> Teamer structure 

(Recommended teamer structure: 

mixed teams of two) 

> Content of the „agreements“ 

> Types of decision making 

EXPERIENCE AND CONTEXTUALIZATION 

Learning the “Fair Play Football” rules and applying 

them on the pitch can raise a number of questions 

and trigger considerable discussion. It is especially 

important to give the pupils enough time to 

discuss their new experience and contextualize it. 

There are three core elements that highlight the 

problems and learning potential in the “Fair Play 

Football” method. 

1. THE DIALOGUE ZONE AND FAIR PLAY 

AGREEMENTS 

In the dialogue zone, the concept of „fair play“ is 

given concrete meaning. The agreements are the 

interface where the children and adolescents give a 

definite form to their general notion of fair play and 

their idea of what it means to treat others fairly. 

This provides defined points of reference for everyday 

interaction with others and for other issues 

that can then be discussed in class. 


Working in small groups, the EURO pupils discuss 

these questions: 

> In which (match) situations do we feel strong and 

when do we tend to feel weak? What is it that 

makes us feel that way? 

> Where does the spirit of fair play function off 

the pitch as well? Are there similarities? 

Differences? 

> What does it mean to set up rules? 

> What happens when these rules are not followed? 

What is the difference between self-imposed 

rules and rules imposed by others? 

As the final phase, the results are then presented 

to the class. 


Each group is given one of the issues to discuss 

from the basic exercise. The individual groups 

present their results and then discuss them with 

the entire class. The discussion phase may well 

require several lessons.

8 

MODULE 2 

2. THE TEAMER ROLE 

It‘s not easy to be a teamer – they have to be 

neutral and, as match observers, refrain from 

interfering in the action on the pitch. Teamers are 

moderators, ensuring the pre- and post-match 

dialogue zone discussions run smoothly. The aim 

is for these mutual discussions to defuse any 

potential conflict situations. In this way, the players 

gain a new kind of access to football and learn 

to see standard match situations from the „other 

side“, even possibly integrating that perspective 

into the next match. 

BEFORE THE MATCH 

The teams prepare for the match and decide on 

their Fair Play „agreements“! 

> Are all the players present? 

> Are all the players equally involved in discussing 

and deciding on the agreements? 

Are they all happy about the results? 

> Do the agreements reflect the spirit of fair play? 

DURING THE MATCH 

Observe the match and only interfere in an emergency! 

> Do the teams keep to the agreements? 

> Has a girl shot a goal? 

> How fairly/unfairly do the players behave 

towards the other team and their own? Is the 

match marked by disputes, fouls, and insults 

or by mutual support, help and empathy? Is the 

match played for a win at all costs or is it fun for 

all those involved? 

> What characteristic situations in the match 

need to be noted down as supporting examples 

for the upcoming dialogue zone discussion? 

AFTER THE GAME 

Take the teams back to the dialogue zone and 

establish the result of the match! 

> Are all the players involved in the match in 

the dialogue zone? 

> Is the record of the number of goals scored 

correct? 

> Do all players join in the discussion equally 

when mutually deciding on Fair Play points? 

> Were there any outside influences (teachers, 

parents, spectators)? 

> Is it necessary to join in the discussion to find 

common ground for a solution? 

> Do the Fair Play points awarded reflect the 

teamer‘s own impression of the game? 

The teamer role requires practice and a readiness 

to discuss and debate. For this reason, it is 

especially suited to older EURO pupils. It is also 

recommended for teamers and players to discuss 

the match afterwards with the entire group, since 

this provides the pupils with hands-on access to 

various ways of resolving conflict. 

3. TEAM ROLES 

The fact that “Fair Play Football” gives girls a 

special role ought to be a topic treated extensively 

in (sport) lessons as well. The special „goal rule“, 

in particular, puts boys and girls under pressure 

during the match. However, experience has 

shown that applying this particular rule is central 

to the conceptual aim of social learning. 

TIP: You can find more specific information on 

the role of girls and teamers, and details about 

fair play at www.euroschools2008.org. 


Michel Pont 

”Mixed teams, no referees, 

and jointly agreed Fair Play 

rules – an exciting, diverse 

and enriching experience for 

all EURO schools.” 

Assistant Coach, Swiss National Team 


It is advisable to initially play “Fair Play Football” 

in sport lessons. This also requires planning in 

sufficient time to explain the rules and ensure 

that questions or ambiguities can be dealt with as 

extensively as needed. 

Pre-match discussion topics: 

> What is fair play between boys and girls on one 

team? 

> What does treating the other team fairly involve? 

> What can a team do to prevent itself feeling 

under pressure? 

Post-match discussion topics: 

> Did all players acknowledge and implement the 

„We‘re only successful as a team!“ idea? 

> How were the girls integrated in the team? 

> Are girls really „weaker“?

0 

MODULE 2 

Fair Play in Society 

What does fair play mean off the sports field? How far can the 

idea of fair play in sport be transferred to other social areas, 

e.g., to the way we live together in society, or to one‘s own 

immediate environment? 

Fair Play Education 

“Fair play is used to express 

a form of human behaviour 

that is characterized by 

fairness towards one‘s self, 

towards others and towards 

society and the wider environment. 

Fair play proves 

itself in sport, but not only in 

sport.” 

(First principle of Fair Play Education, 1989 

Canadian Olympic Association) 

Fair play is not just a maxim in sport. It can also 

apply equally to every aspect of the way people live 

together in society. To get an understanding of what 

fair play could be off the sports field, the EURO 

schools are asked to look at the issue of fair and 

unfair behaviour in detail. Here, fair play in sports 

can serve as a springboard: 

> All those involved keep to the agreed rules 

> The rules are not discriminatory 

> The key focus is on playing the game and not on 

winning at all costs 

> Players treat each other with respect 

> Difference is regarded as a positive and not a 

negative quality 

Fair play involves more than just keeping to the 

rules of the game. Fair play is about the general 

attitude of a player or person in society. Fair play is 

equally valid outside sports and forms an important 

basis for mutual respect. 

Apart from respect towards others irrespective of 

social status, gender, hierarchical position, nationality 

and religious beliefs, the concept of „fair play“ 

also includes taking into account and allowing for 

a variety of interests and aims under transparent 

conditions and opportunities. Furthermore, fairness 

means, for example: 

> Keeping to agreed rules in dealing with each 

other 

> No discriminating laws and rules 

> Mutually fair treatment, e.g., at school, in court, 

in looking for a flat, or at work 

> Democratic co-determination 

> Respecting the needs of others, e.g., wheelchair 

access 

> On the global level, the responsible use of 

resources and their equitable distribution 

> Refusing to become involved in corrupt practices 


In small groups, the pupils discuss the above definition 

of fair play: 

> What happens when a player does not keep to 

the agreed rules? 

> Are there discriminatory rules? If yes, why? (see 

page 24 on the subject of discrimination) 

> What does „winning“ mean in sport? Can one 

lose and still win? 

> Where do we see differences as something 

positive – and in which situations are they viewed 

as negative? Why? 


The questions above are applied to the concept of 

“Fair Play Football”. The EURO pupils can use the 

special printed version of the rules (see page 45) 

for the basis of their discussion. The discussion 

phase may well take several lessons.

MODULE 2 


The concept of fair play covers many topics, and raises many issues, far beyond the realm of sport. The 

following worksheet should be initially filled in by the EURO pupils working on their own; afterwards, the 

answers can be discussed with the entire class. 

What is fair play at school? 

What is fair play between friends? 

What is fair play in family life? 

What is fair play in other areas of life (e.g., on the roads)? 

ADDITIONAL QUESTIONS 

> What non-violent ways are there of resolving conflicts 

and how can the school establish a culture 

of resolving conflict in debate? 

> What is fair play in global working conditions, 

e.g., for people making sports equipment and 

sportswear? 

The EURO schools have already been introduced to 

one especially appealing approach to fair play issues: 

independently organising and realizing a Fair 

Play Football tournament. However, those specific 

rules and the central role of the teamer are not 

simply related to sports. They also offer fundamental 

insights into the way we live together in society 

(see page 50). For example, the teamer concept 

can also be applied to (everyday) situations off the 

football pitch. 


The EURO pupils need to think about, and come 

back to, the following issues, with each pupil first 

thinking about them her/himself and then discussing 

the topics with others. This process of 

constantly reviewing their ideas helps prepare the 

pupils thoroughly for everyday (school) life, the 

EUROSCHOOLS CUPS and life in general. 

> What is, in my view, behaving fairly or unfairly? 

What are the limits of my tolerance and my own 

readiness to behave fairly? 

> In which way have I experienced friends, parents 

or teachers behaving fairly/unfairly? 

> What does it mean to be fair in sports and in an 

everyday life influenced by the meeting of different 

cultures? 

> Does behaving fairly lead to equitable solutions? 

What do unequal starting conditions (powerful, 

weak) mean for fair behaviour? 


Developing Fair Play rules in everyday (school) life 

1. Review: What does fair play mean for me? 

2. Group phase: Discussing various notions of fair 

play in small groups, agreeing on at least five 

rules and a maximum of ten. 

3. Class phase: Presenting the group results to 

the class. A selected group puts together a set 

of valid rules for an entire class and agrees on 

them with that class. At the same time, the class 

discusses and decides on how to deal with contraventions 

of the rules. 

4. School phase: The rules agreed on in the classes 

are made public in the school in a small exhibition, 

e.g., on the project day. 

5. Resolution: The School Council (comprising 

pupils, parents, and teachers representatives) 

decides on rules for the entire school.

MODULE 2 

Tasks in Module : 

Organising a Football Tournament 

Each EURO school is required to organise a Fair 

Play Football tournament by the end of May 2008. 

The EURO schools should organise their own 

tournament independently, adapting it to their own 

particular needs. They are free to „only“ involve 

teams from their own school (e.g., different grades) 

or invite other schools and institutions from the 

local and regional area to join in. Whichever model 

is chosen, the tournament provides pupils with 

a crucial chance to experience Fair Play Football 

and ensure they are well prepared for the EURO- 

SCHOOLS CUPS in June 2008. 

FOOTBALL TOURNAMENT 

Number of Teams: 8 (recommended number) 

Rules: Fair Play Football 

Pitch: Approx. 10 x 15 m, small goals 

Venue: School playground, sports hall, field, 

local village or town square, or street 

PLEASE NOTE! 

EURO schools are not required to hold their tournaments 

on any particular day. However, to participate 

in the EUROSCHOOLS CUPS, schools do need 

to ensure that the tournament (and project day) 

is held before the end of May 2008. By that date, 

EURO schools are also expected to have published 

an article on their tournament (and their project 

day) on www.euroschools2008.org. (see page 11) 

The overview that follows is intended to help the 

EURO schools organise their tournaments. The individual 

steps can also be used as topics in school 

lessons. In addition, the steps are designed in such 

a way that pupils themselves could take on the 

tasks (e.g., as a working party or as a project day). 

STEP ONE: „FLEX THOSE BRAIN MUSCLES!“ 

(about 4 months before the tournament) 

The best football tournaments begin with mental 

exercises – taking the time to plan the event in 

peace and quiet, and discussing the proposed planning 

with others. That approach applies to every 

well-planned (school) project – but especially to 

your football tournament! 


Taking the example of a Premier League match, 

the EURO pupils make a brief note of the people or 

institutions helping to make this „event“ a success 

and why (players, referees, organisers, team 

management and support, spectators, logistics, 

catering, medical orderlies, etc.). Afterwards they 

discuss their ideas and present their results in a 

suitably visual form, i.e., posters, etc. 


A class assembly discusses how to organise the 

school‘s football tournament. The initial questions 

could be, for example: 

> How many teams should take part? 

> When should the tournament take place? 

> Who is concretely responsible for organising 

the tournament? 

At the end of the discussion, a Coordination Committee 

should be appointed – a team of teachers 

or responsible pupils – able to organise, steer and 

monitor the concrete planning. 

TOURNAMENT PREPARATION CHECK LIST 

The check list on pages 56/57 gives you a good 

overview of the key responsibilities and tasks. 

TIP 

You can find a downloadable list at: 

www.euroschools2008.org 

STEP TWO: “TRAINING” 

(10 - 12 weeks before the tournament) 

Once the teams have been formed, the training 

phase can start! The teams work independently, 

reporting back regularly to both the Coordination 

Committee and the other teams on how they are 

getting on with their preparation. 

STEP THREE: “TEAM TALK” 

(1 - 5 days before the tournament) 

A few days before the tournament starts, all the 

procedures on the day should be run through once 

more. Does each person know what s/he has to 

do? When are the first teams scheduled to arrive? 

When are the guests arriving? Is there a Plan B if 

some parts of the tournament don‘t run as scheduled, 

or if something unexpected occurs? 


All the concrete tasks and procedures are discussed 

in a class assembly. Enough time needs 

to be allowed for this discussion (possibly several 

lessons) to ensure than all that questions or 

ambiguities can be dealt with in as much detail as 

necessary. To conclude the discussion, the Coordinating 

Committee draws up a timetabled plan of 

the schedule and distributes it to everyone involved. 

STEP FOUR: “KICK-OFF” 

And now, the moment you‘ve been waiting for! 

Get out on the pitch! 

STEP FIVE: “TEAM TALK – DEBRIEFING” 

(2 - 5 days after the tournament) 

Any event has to be comprehensively documented 

and assessed – and so does your tournament. 

Here, the key task is to critically analyse the individual 

elements that made up the tournament. 

The debriefing also incorporates general feedback 

and reports, possible press articles, and photos 

and/or videos. 


All those involved in the football tournament get 

together a few days after the event for a final 

feedback and evaluation session. This final meeting 

should not take place too close to the end 

of what was, undoubtedly, an exciting day when 

people might still be quite emotionally involved in 

the tournament. In the final session, all the „team 

players“ report on their best moments and their 

less positive ones. The subsequent discussion can 

focus on two aspects: firstly, the organisation itself 

and, secondly, in particular, the experience of playing 

Fair Play Football. 

If questions come up that cannot be answered in 

this context, or if there are suggestions on organising 

successful tournaments, the pupils can contact 

the responsible project coordinators.

MODULE 2 

“Tournament Preparation” 

Check List 

OVERALL COORDINATION 

4 WEEKS BEFORE THE TOURNAMENT 

o Work out the schedule and programme 

o Invite the teams (which clubs/schools/youth 

clubs or facilities are to be invited?) 

o Prepare invitations with: 

Letter of invitation, rules, registration form 

o Set the registration deadline 

o Send off the invitations in good time 

o Prepare the teamers 

o Decide concretely on who does what task, 

assigning responsible people for: 

a) Set-up/dismantling and clear up 

b) Tournament supervision 

c) Catering (food, drinks) 

d) Accompanying programme 

FINAL WEEK BEFORE THE TOURNAMENT 

o Design the match schedule 

o Make large format copies for main 

information boards, and provide small copies 

for the tournament supervisors 

o Copy the teamer sheets 

o Send a confirmation to participating teams 

o Seal off the playing area and mark the pitches 

TIP 

The Coordination Committee representatives 

provide a point of contact for teachers and pupils 

and are (primarily) responsible for the tournament. 

They do not necessarily have to be teachers, but 

could also be older pupils. 

TOURNAMENT SUPERVISORS 

o Design the fixture schedule 

o Select the area for the pitches 

o Record the results 

o Put the pairs of teamers together 

TIP 

Tournament supervisors can find downloadable 

fixture lists (in MS Excel) at 

www.euroschools2008.org. 

TEAMERS 

> Moderate the pre- and post-match dialogue zone 

discussions 

> Observe the matches 

> Prepare the next matches 

TIP 

Teamers can find a downloadable „Teamer” handbook 

at www.euroschools2008.org. 

PHOTO/VIDEO GROUP 

> Documenting the tournament and atmosphere 

on film or video 

> Photos or videos can be made available for the 

press, tournament partners, participants, or the 

school 

> Uploading photos/videos onto 

www.euroschools2008.org (see page 11) 

TIP 

It might be useful to agree on a presentation 

design beforehand (e.g., will photos/videos be 

portraits or focus on action on the pitch) 

PRESS COORDINATION 

> Preparing a press invitation and press release 

> Contact point for newspapers and TV, looking 

after journalists at the tournament (Also possible, 

depending on the size of the tournament) 

TIP 

A downloadable handbook on “Press relations and 

Publicity” is available at www.euroschools2008.org. 

GUEST RELATIONS 

> Contact partner for participating teams 

> Looking after politicians, sports personalities, 

parents and any other interested on-site guests. 

SPONSORING COORDINATION 

> Preparing a sponsoring plan 

(What can we offer? What do we expect?) 

> Acquiring the support of local partners and 

companies 

> Looking after sponsors at the tournament 

> Compiling a record of sponsorship and sponsors 

(working together with the photo/video group) 

TIP 

You can find a downloadable „Sponsoring“ handbook 

at www.euroschools2008.org. 

CATERING 

> Coordinating catering (food, snacks, drinks) for 

everyone involved: players, teamers, teachers, 

partners and guests 

TIP 

The food and snacks could be typical for the UEFA 

country that your school is representing.

8 

MODULE 2 

Internet Portals 

for Further 

Information 

WWW.PROJEKTEGEGENRASSISMUS.CH 

A selection of school projects in anti-racist education 

and human rights education supported by the 

“Fond für Schulprojekte gegen Rassismus und für 

Menschenrechte“ (Fund for School Projects against 

Racism and for Human Rights) which have already 

been successfully carried out in schools and school 

classes in Switzerland. (Ger, Fr) 

WWW.GRA.CH 

The „Stiftung gegen Rassismus und Antisemitismus“ 

(Foundation against Racism and Anti- 

Semitism) provides advice, handbooks and 

support, both organisational and financial, to interconfessional 

and non-party institutions and 

individuals committed to combating racism and, 

in particular, anti-Semitism. (Ger, Fr, It) 

WWW.STREETFOOTBALLWORLD.ORG 

Streetfootballworld is a centre of competence for 

organisations and individuals working in the field 

of “Development through Football”. It coordinates a 

global network of over 80 organisations that use the 

social and local potential of football as an instrument 

in such areas as conflict resolution and peace 

building, social integration, health awareness, etc. 

(Eng, Ger, Fr) 

WWW.UEFA.COM/TRAININGGROUND 

These web pages contain a wealth of information 

on UEFA grassroots football (incl. tips and ideas for 

training). (Eng, Ger, Fr, It) 

WWW.EDI.ADMIN.CH/ARA 

The „Fachstelle für Bekämpfung von Rassismus“ 

(Anti-Racism Unit) is under the Swiss Federation‘s 

Federal Department of Home Affairs (FDHA) and deals 

specifically with the topics of anti-Semitism, xenophobia 

and right-wing extremism. (Eng, Ger, Fr, It) 

WWW.SET-TOLERANZ.CH 

The „Stiftung für Erziehung zur Toleranz“ (Foundation 

for Teaching Tolerance) promotes tolerance and 

respect among adolescents and between adolescents 

and adults. (Ger) 

WWW.SPORT2005BILDUNG.CH 

This web page on the International Year of Sport 

and Physical Education 2005 offers downloads, 

teaching materials, (including „Sport – globales 

Spiel“, poster and CD-ROM), films, etc., highlighting 

the role of sport in social and development policy 

issues. (Ger, Fr, It) 

WWW.SPORTMEDIATHEK.CH 

The Media Centre of the Federal Office of Sports 

(FASPO) is the largest public media centre in 

Switzerland and has over 42,000 books and other 

documents covering most areas of sport. It offers 

dedicated youth and sports sections and information 

material on related sports science topics in 

other disciplines, e.g., medicine, education, psychology, 

sociology, history or law. (Ger, Fr, It) 

WWW.FAIRPLAY.CH/WWW.SPIRITOFSPORT.CH 

The Ethics Charter in Sports is calling for sports to 

be fair, healthy and coined by mutual respect. 

(Ger, Fr, It) 

WWW.SCHULE.AT 

The Austrian schools web page is a cooperation 

between Education Highway and the Austrian 

Federal Ministry for Education, the Arts and 

Culture (bm:ukk). The topics include „Sports and 

Politics“ and „Fair Play in Sports Lessons“. In 

addition, the site offers advice and tips, literature 

references, links and teaching materials. (Ger) 

WWW.SPORTUNTERRICHT.DE/FAIRPLAY 

Sportunterricht.de deals with fair play in sports and 

offers a range of teaching materials and ideas, plus 

advice for teachers and pupils. (Ger) 

WWW.FRIEDENSPÄDAGOGIK.DE/ 

THEMEN/FAIR-PLAY 

The „Institut für Friedenspädagogik“ (Insitute for 

Peace Education) presents exemplary projects on 

such topics as „Fair Play and Sport“, „Global Learning“ 

and „Sport and Violence Prevention“ and offers 

downloadable teaching materials. (Ger) 

WWW.ARGEJUGEND.AT 

„ARGE Jugend gegen Gewalt und Rassismus“ 

(ARGE Youth Against Violence and Racism) is an 

NGO platform for the Austrian federal state of 

Styria. (Ger) 

WWW.ZARA.OR.AT 

ZARA is committed to anti-racism work and 

provides a range of services, including social 

information and awareness activities. ZARA also 

offers workshops for businesses and educational 

institutions, as well as an annual training course in 

anti-racism work. (Eng, Ger) 

WWW.SPORTANDDEV.ORG 

The International Platform on “Sport and Development” 

is a major information resource on all issues 

related to sport and development, and hosts an 

important discussion forum for these topics. The 

web pages include an overview and summary of the 

key topics and events, a range of databases, a news 

and publications archive, a discussion forum, and a 

bulletin with interviews and background reports on 

current concerns in this innovative and future-viable 

area of development cooperation. (Eng) 

WWW.ARBEITENGEGENRASSISMEN.NET 

“arbeiten gegen rassismen” (working against 

racism) is an initiative developed jointly by 

artists and anti-racism campaigners. Their 

series of poster designs vividly portray the mechanisms 

of racism and possible ways of resistance. 

(Ger) 

WWW.BAOBAB.AT 

A platform for global learning that sets out to serve 

as an information and communication resource, facilitating 

a concrete network of information, action 

and development in the „Global Learning“ area and 

fostering enhanced dialogue. The platform offers 

both global learning theory and examples of global 

learning in practice. (Ger)

0 

Football on Film EURO Schools – Workshops 

and Materials 

There have been many interesting films on and about 

football which would be ideal to stimulate discussion 

in class on a range of topics including fair play, crossborder 

communication, gaining an insight into foreign 

cultures, etc. The following are only some examples: 

BANDO ET LE BALLON D’OR (The Golden Ball) 

Feature film directed by Cheik Doukoure. 

Guinea/France 1993, 90 minutes 

The story of a 12-year-old boy in Guinea, his everyday 

life and (football) dreams 

Rental: Landesmedienzentren (Regional Media Centres) 

Details at www.filmeeinewelt.ch 

THE OTHER FINAL 

Documentary by Johan Kramer. 

Italy/Japan/Holland 2003, 78 minutes 

The film tells the story of an unusual match between 

football teams from the Caribbean island of Montserrat 

and the Himalayan kingdom of Bhutan 

CHEMUSA STARS 

Feature film directed by Cyril Gfeller and Nicola Carpi. 

Switzerland 2006, 27 minutes 

150 street children from a township in Malawi in 

southeast Africa train with a Swiss U21 national coach 

and subsequently compete in a football tournament. 

Details at www.martinschaer.ch 

BEND IT LIKE BECKHAM 

Comedy directed by Gurinder Chadha. 

UK/Germany 2002, 112 minutes 

The story of an Anglo-Indian Sikh girl with an aptitude 

for soccer who dreams of football fame despite her 

traditionally-minded parents 

Rental: Landesmedienzentren (Regional Media Centres) 

Details at www.kickitlikebeckham.de 

THE CUP 

Comedy directed by Khyentse Norbu. 

Australia 1999, 94 minutes 

The story of the 13-year-old monk Orgyen who lives 

in a Tibetan Buddhist monastery in the foothills of the 

Himalayas and wants to watch the World Cup on TV 

Rental: Landesmedienzentren (Regional Media 

Centres) 


THE CHAMPIONS 

Documentary by Christoph Hübner 

and Gabriele Voss. 

Germany 2003, 129 minutes 

The story of four young players in the Borussia Dortmund 

Junior A Team, their hopes and the reality of 

the behind-the-scenes world of professional soccer 

Details at www.die-champions-der-film.de 

BALLJUNGS – WOHER KOMMEN UNSERE FUSS- 

BÄLLE? (Ball Boys – Where do our Footballs come 

from?) 

Documentary by Svea Andersson and Anke Möller. 


Football production in Pakistan highlighting the issue 

of child labour 

Rental: Landesmedienzentren (Regional Media 

Centres), Evangelische Medienzentralen (Protestant 

Church Media Centres) 

Details at www.gep.de 

ADELANTE MUCHACHAS! 

Documentary by Erika Harzer. 

Honduras/Germany 2004, 92 minutes 

A film about four Honduran female football players, 

everyday life for girls and the importance of football in 

Honduras 

Details at www.adelante-muchachas.de 

THE MIRACLE OF BERNE 

Feature film directed by Sönke Wortmann. 


The story of the German team‘s victory in the 1954 

World Cup seen from the perspective of 11-year-old 

Matthias Lubanski: 

Details at www.wunder-von-bern.de 

DIE WELT IST RUND (The World is Round) 

Fußballträume – Fußballrealitäten 

Films for One World 

DVD-Video/DVD-ROM, 5 films and accompanying 

material, 120 minutes 

Five films that explore football dreams and realities 

set against diverse themes such as “Fair Trade”, 

“Games”, “Human Rights” or “Encounters across 

Social Borders”. 


1. AUSTRIAN FOOTBALL ASSOCIATION (ÖFB) 

> „Coordination Training“ DVD. The DVD takes a 

multi-disciplinary approach to encouraging children 

to exercise and improve coordination skills. 

> „BALLSPIELSPASS IN DER VOLKSSCHULE“ 

Workshops. These workshops are designed as 

further training for elementary school teachers 

at schools taking part in the project. The workshops 

focus on theoretical and practical aspects 

of the „Fünf mit Fünf“ festival of ball games, 

teaching ball games and the effective use of the 

“Coordination Training” DVD in elementary 

schools. 

Austrian Football Association 

Meiereistraße 7, 1020 Vienna, Austria 

Tel.: +43 (1) 727 18 37 

Fax: +43 (1) 727 18 24 

www.oefb.at 

2. VIENNA INSTITUTE FOR DEVELOPMENT AND 

COOPERATION (VIDC)/FAIRPLAY 

Workshops on discrimination and sport, especially 

football, where children and adolescents are 

made aware of the problem of racism in football. 

The workshops are designed as interactive and 

resource orientated and are conducted by trained 

and experienced instructors. The main workshop 

content can be jointly decided on in advance and 

varied to suit a range of needs. Duration: Three to 

four hours. The workshops are subject to a fee. 

FairPlay-vidc 

Mag.a Alexa Bluma 

Möllwaldplatz 5/3, 1040 Vienna, Austria 

Tel.: +43 (1) 713 35 94 79 

Fax: +43 (1) 713 35 94 73 

E-mail: bluma@euroschools2008.org 

3. KICKFAIR E.V. (KICK FORWARD) 

> In-depth material on the Fair Play Football/ 

Street Football for Tolerance method 

KICKFAIR e.V. is involved in realizing educational 

projects that promote development policy aims. 

Using football as a vehicle for education (in particu- 

lar through the Fair Play Football/Street Football 

for Tolerance method), KICKFAIR e.V. projects create 

a learning and experiential framework where 

young people can acquire the skills they need to 

cope successfully with their everyday lives. KICK- 

FAIR e.V. is a member of the global streetfootballworld 

network and is involved in numerous projects 

worldwide. 

KICKFAIR e.V. 

Senefelderstrasse 19, 73760 Ostfildern, Germany 

www.kickforward.org 

4. FD21 

> Workshops and in-depth material on football in 

sports lessons 

FD21 is an initiative founded by star football players 

and sports scientists to support and promote 

the new generation of footballers. The web page 

provides extensive material on football skills and 

training, plus football camps and events, further 

training for teachers and coaches, teaching materials, 

books on football for young people and much 

more. The FD21 portal is designed for children and 

adolescents, parents, football coaches and anyone 

interested in football. 

fussballD21 GmbH 

Merianstraße 26, 90409 Nuremberg, Germany 

Tel.: +49 (0)911 23 88 3 6 

Fax: +49 (0)911 23 88 3 88 

Internet: www.FD21.de 

E-mail: kontakt@FD21.de 

5. STREETFOOTBALLWORLD 

(together with World Cup Schools project partners 

– Fair Play for Fair Life) 

> Handbook: U. Jäger: Schulen entdecken die Welt 

(Schools Discover the World). Ideas for lessons 

and project days 

streetfootballworld 

Waldenserstr. 2-4, 10551 Berlin, Germany 

www.streetfootballworld.org

MODULE 3 


CUPS 

For many pupils, the EURO- 

SCHOOLS CUPS represent the 

highpoint of the entire project. 

This is where they have the 

chance to meet other EURO 

pupils and present their work on 

„their“ country. Plus, of course, 

enjoy a feast of Fair Play Football 

on up to 5 courts in 8 cities in 

Austria and Switzerland! 

53 SCHOOLS IN THE BIG FINALE 

The EUROSCHOOLS CUPS rules ensure that one 

EURO school per UEFA country qualifies for the 

international final tournament. And then, on 28 

June 2008, 53 schools will compete for the title of 

European Champion! 

WHO GETS TO GO? 

After successfully completing Module 1 and Module 

2, the EURO schools are entitled to take part in 

the EUROSCHOOLS CUPS. Each EURO school 

team consists of three girls and three boys and two 

teachers. The players have to be between 12 - 15 

years old (cut-off date: 01.01.1993). Teamers are 

appointed by the EUROSCHOOLS CUPS organisers. 

EXHIBITING PROJECT WORK 

All schools are requested to present a part of their 

project work within the larger EUROSCHOOLS 

CUPS country exhibition. The EURO schools will 

receive more details on the exhibition directly from 

their responsible project coordinators. 

ACCOMPANYING PROGRAMME 

Schools that have been especially active in the 

project phase are to be given a chance to provide 

performances or other inputs for the EURO- 

SCHOOLS CUPS accompanying programme. For 

example, the pupils can sing their own songs on 

stage, show films, or perform their dance routines. 

THE PRELIMINARY SCHEDULE 

DAY 1 

> School teams arrive at the venue 

> Settle into their accommodation 

> Welcome dinner 

> Evening programme with the draw for 

the competition 

DAY 2 

> “Fair Play Football” tournament 

> Exhibition of projects on intercultural dialogue 

and fair play 

> Accompanying programme with lots of 

fun things to join in 

> Awards ceremony 

> Grand EUROSCHOOLS 2008 Party 

DAY 3 

> Departure of school teams 

All schools will receive a detailed schedule in good 

time prior to the final tournament. The organisers 

will bear all the travel, accommodation and catering 

expenses. 

TIP: 

Playing in jerseys you have designed yourself adds 

to the fun 

TEAM EUROSCHOOLS 2008 

“The Cups will be a major 

festival with school ambassadors 

for fair play and better 

understanding. In that sense, 

all the EURO schools are already 

winners!”

TEAM 

EUROSCHOOLS 008 

TEAM 

EUROSCHOOLS 2008 is run by 

three non-profit organisations 

from Switzerland, Austria and 

Germany. 

TEAM GERMANY TEAM SWITZERLAND TEAM AUSTRIA 

OVERALL COORDINATION 

streetfootballworld 

streetfootballworld is an international organisation 

headquartered in Berlin and dedicated to promoting 

an exchange of knowledge and experience between 

organisations and individuals working in the field 

of „Development through Football“. It is engaged in 

the representation of interests on an international 

level, coordinating a global network of, at present, 

over 80 independent organisations that use the 

social potential of football to work on topics such as 

violence prevention, health issues, social integration, 

peace building, environmental protection or 

education. In addition to its support work, streetfootballworld 

also develops its own projects in this 

area. 

Simon Groscurth, Project Manager 

groscurth@euroschools2008.org 

Claudia Stura, Communication Manager 

stura@euroschools2008.org 

Fabian Heinl, Webmaster 

heinl@euroschools2008.org 

Tel.: +49 (0)30 780 062 47 

www.streetfootballworld.org 

PROJECT COORDINATION SWITZERLAND/LIECHTENSTEIN 

Swiss Academy for Development 

The Swiss Academy for Development SAD is dedicated 

to a constructive approach to social change 

and cultural diversity. It researches into the consequences 

of rapid social change and the lack of 

orientation (anomie) resulting from it and, using the 

instruments of intercultural dialogue and sport, offers 

concrete alternative approaches. 

The SAD was founded in 1991 as a non-profit foundation. 

It is financed by private and public funds and 

is headquartered in Biel/Bienne, Switzerland. 

Reto Rhyn, Project Manager 

rhyn@euroschools2008.org 

Maya Umher, Project Assistant 

umher@sad.ch 

Stefan Wyss, Project Assistant 

wyss@sad.ch 

Tel.: +41 (0)32 344 30 57 

www.sad.ch 

TEAM GERMANY 

Simon Groscurth 

Project Manager 

TEAM GERMANY 

Claudia Stura 

Communication Manager 

TEAM GERMANY 

Fabian Heinl 

PROJECT COORDINATION AUSTRIA 

Vienna Institute for Development and Cooperation 

The Vienna Institute for Development and Cooperation 

(vidc) was founded in 1987 and is an international 

non-governmental organisation (NGO). The 

vidc continues the work of the former Wiener Institut 

für Entwicklungsfragen, founded in 1962 by Bruno 

Kreisky and Jawaharlal Nehru as a forum for North- 

South dialogue. 

The institute is organised into three separate departments 

and is involved in scientific and scholarly 

research in the fields of development cooperation 

(Department for Policy Research), cultural exchanges 

with the countries and peoples of Africa, Asia and 

Latin America (moving cultures), and anti-racism 

and anti-discrimination activities in the world of 

sport (FairPlay). 

Alexa Bluma, Project Manager 

bluma@euroschools2008.org 

Njideka Stephanie Iroh, Project Assistant 

iroh@vidc.org 

Tel.: +43 (1) 713 35 94 79 

www.vidc.org 

TEAM SCHWEIZ 

Reto Rhyn 

TEAM SCHWEIZ 

Maya Umher 

TEAM SCHWEIZ 

Stefan Wyss 

TEAM ÖSTERREICH 

Alexa Bluma 

Project Manager Project Manager 

TEAM ÖSTERREICH 

Njideka Stephanie Iroh 

Webmaster Project Assistant Project Assistant Project Assistant


FUNDING PARTNERS 

AND SPONSORS 

UEFA 

UEFA − the Union of European Football Associations 

− is the governing body of football on the 

continent of Europe. UEFA‘s core mission is to 

promote, protect and develop European football 

at every level of the game, and to promote the 

principles of unity and solidarity. UEFA is involved 

in both professional and amateur football and in 

social issues that deal with all areas of football. By 

supporting EUROSCHOOLS 2008, UEFA is promoting 

football in schools and, in the spirit of fair play, 

contributing to living together in Europe. 

www.uefa.com 

DISCOVER THE PLUS 

Switzerland is thrilled about UEFA EURO 2008! 

Now, 54 years after it was the World Cup venue, 

Switzerland, together with Austria, is hosting the 

world‘s third largest sporting event. The Project 

Organisation Swiss Authorities UEFA EURO 2008 

is coordinating and implementing all the tasks that 

fall into the public sphere. It also coordinates cooperation 

with the Euro 2008 SA, the Swiss Football 

Association (SFA), civil society partners, and the 

requisite authorities and offices in Austria. 

www.switzerland.com 

2008 – ÖSTERREICH AM BALL 

„2008 − Österreich am Ball“ is an initiative 

directed towards enhanced public awareness 

of the importance of UEFA EURO 2008. The 

initiative, supported by the Austrian Federal 

Government and run in cooperation with ÖFB 

(Austrian Football Association), has developed 

the requisite measures and projects to achieve 

this goal. „2008 - Österreich am Ball“ supports 

the EUROSCHOOLS 2008 project in encouraging 

an exchange on the topics of football and fairness 

and highlighting international understanding. 

www.oesterreich-am-ball.at 

AUSTRIAN FEDERAL CHANCELLERY 

Through its support for the „2008 − Österreich am 

Ball“ initiative, the Austrian Federal Chancellery is 

promoting the EUROSCHOOLS 2008 project first 

and foremost for its concern with those sporting 

values, such as fairness and tolerance, that 

crystallize the potential educational impact of 

sport, and especially of football, and similarly do 

justice to the „Intercultural Dialogue“ scheduled 

for 2008. The Austrian Federal Ministry for Education, 

the Arts and Culture (BMUKK) and the school 

authorities are providing significant organisational 

assistance. 

www.bka.gv.at 

AUSTRIAN FOOTBALL ASSOCIATION (ÖFB) 

No other type of sport in Austria comes close to 

interesting as many people as football. The ÖFB 

takes a vital interest in football‘s social and political 

significance – as a meaningful leisure time activity, 

a part of education, and a lifestyle. Naturally, 

football is all about sport and exercise but it‘s also 

about teamwork – fusing a group of individuals 

together into a team. And, of course, it‘s also all 

about learning how to cope with highs and lows on 

and off the field. 

www.oefb.at 

LIECHTENSTEIN FOOTBALL ASSOCIATION (LFV) 

You would be hard pressed to find a country more 

interested in sport than Liechtenstein. And football 

is ranked number one: The LFV, a FIFA and UEFA 

member, has 2700 members organised in seven 

clubs, making it the principality‘s largest sports‘ 

association. In particular, the LFV dedicates itself 

to encouraging and promoting the upcoming 

generation of players. In this spirit, it is especially 

proud to be a EUROSCHOOLS 2008 funding partner, 

since here too the spotlight is firmly on the 

young players. 

www.lfv.com 

SWISS AGENCY FOR DEVELOPMENT 

AND COOPERATION (SDC) 

The SDC is Switzerland‘s international cooperation 

agency within the Federal Department of Foreign 

Affairs (FDFA). As such, it is responsible for the 

overall coordination of development activities 

and cooperation with Eastern Europe with other 

federal authorities, as well as for Swiss humanitarian 

aid. The Agency undertakes direct actions, 

supports programmes of multilateral organisations, 

and helps to finance programmes run by 

Swiss and international aid organisations. SDC is 

providing both content and funding support for the 

EUROSCHOOLS 2008 project. 

www.deza.ch 

COPYRIGHT 

2007, EUROSCHOOLS 2008. For information about this work, 

please contact EUROSCHOOLS 2008. Permission is hereby 

granted to reproduce and distribute copies of this work for 

non-profit educational purposes, provided that the author, 

source, and copyright notice are included on each copy 

PUBLISHED BY 

EUROSCHOOLS 2008 

Overall Coordination: Johannes Axster 

streetfootballworld gGmbH 

Waldenserstr. 2-4 

10551 Berlin, Germany 

www.streetfootballworld.org 

PLANNING AND CONCEPT 

Simon Groscurth (streetfootballworld) 

Reto Rhyn (SAD) 

Alexa Bluma (FairPlay-vidc) 

EDITORS 

Simon Groscurth (Editorial Management), Claudia Stura, 

Fabian Heinl (streetfootballworld) 

Reto Rhyn, Maya Umher (SAD) 

Barbara Rainer, Njideka Stephanie Iroh (vidc-FairPlay) 

DESIGN, CREATIVE DIRECTION 

Hug&Dorfmüller Design AG, www.hvmd.ch 

GUIDELINE CONTENT CONSULTING 

Foundation for Education and Development (Module 1) 

KICKFAIR (KickForward) (Module 2) 

Institute for Peace Education Tübingen (Module 2) 

TRANSLATIONS 

Coordination and Production Editor: Yildiz Gümüs 

Andrew Boreham (English), Elisabeth Hartel (French) 

PRINTING 

Kromer Print AG, www.kromer.ch 

PAPER 

Plano Art, www.papier.ch 

FONT 

Dirty-SevenTwo and DIN, www.fontshop.de 

PHOTO CREDITS 

Daniel Beinert: pp. 35, 46/47, 56/57; 

Mauricio Bustamante: pp. 8, 22/23, 25, 50; Berger: p. 34 

(Weichselbraun); BK: p. 18 (Gadient); 

FairPlay-vidc: p. 65 (Bluma, Iroh); Simon Groscurth: pp. 12, 

13, 16/17 (large format), 31, 33, 48/49; Fabian Heinl: pp. 62/63; 

KickFair: p. 41 (large format); 

Antonia Kilian: p. 10; Peter Körner: p. 21; 

Holger Kruse: p. 7; LFV: p. 29 (Liechtenstein); 

Urs Meier: p. 21 (Meier); Jörg Niebergall: pp. 3, 4 

(large format), 44, 53, 59; ÖFB: p. 29 (Austria); 

Österreich am Ball: p. 16 (Gusenbauer); POÖH: p. 40 (Weibel); 

Ismet Ramicevic: p. 18; SAD: pp. 37, 65 (Rhyn, Umher, Wyss); 

SFV: p. 29 (Switzerland), 49 (Pont); Florentine Sievers: p. 42; 

streetfootballworld: pp. 64 (Groscurth, Stura), 65 (Heinl); 

SV Josko Ried: p. 32 (Martínez); UEFA: p. 5 (Platini); 

Henrique Vilela: pp. 19, 26, 55 

TEXT CREDITS 

Individual extracts in Module 2 have been taken from „Straßenfußball 

für Toleranz“ (Streetfootball for Tolerance), pub. 

KICKFAIR e.V. (KickForward) and Institute for Peace Education 

Tübingen.

EUROSCHOOLS 008 - Streetfootballworld

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