As a foundation module of the YDF project, which aims to educate disadvantage youths in ten African countries, the "Manual for Coaches" contains introductions to the other manuals focusing on the complex topics of "HIV Prevention", "Tuberculosis Prevention", "Gender Awareness", "Violence Prevention", "Disability Inclusion","Environmental Awareness" and "Sport Event Management". 

It is intended for coaches who work with children ages ranging from 6 and 12 years-old.

The Guideline “Treino Social e Esportes Coletivos” complements the Manual. The Guideline was developed by the Brazilian non-governmental organization, Promundo, to expand its application to other sport disciplines.

The Manual "Treino Social 14+, Apostila do Treinador" is dedicated to football coaches working with youth who are 14 years-old and older. The manual include the following key contents:

• Roles and responsibility of a coach.
• The development of the age groups (children 6-12 years; youth 14+).
• Environment, Health, Culture of Peace and Gender.
• Definition, description and operational principles of team sports (football, handball, volleyball, basketball, hockey, rug-by).
• Description of the method Treino Social and the development of competences (social, personal, technical and tactical).
• Exemplarily training sessions and activities; adaptations of the method to other sports.

The Manual “Active Communities – A Coach’s Guide for getting kids active before and after school” assist coaches in community-based programs to deliver positive sport before and after school. The manual was developed in 2013, for the context of Brazil, with the aim of providing “fun options” of physical activity to children to assist in the development of their academic and social performance. Key elements include:

• A description of the power of Coachesr to be most influential person in a child’s life- both on and off the field.
• Delivering early positive experiences through the seven design filters: universal access; age appropriateness; dosage and duration; fun; feedback to kids; and Teacher/Coach/Mentor.
• Four coaching strategies for the promotion of early positive experiences including: dynamic stretching, instruction, encouragement and modifications.
• A framework which explains how a coach can begin and start getting kids active before and after school. 

The Manual "Futebol para o Desenvolvimento para multiplicadoras/es" is intended for professionals and volunteers, working with football for development with adolescents and young people between the ages of 14 and 24. Key elements include:

• Themes to stimulate the participation of students, as well as encourage them to find examples across different topics (e.g. gender, health, environment).
• Examples of practical sport activities as well as guidelines hosting discussions during class.
• Outlining of conducting lessons on health, gender, environment, peace culture, culture, communication and work.

The manual focuses on how sport can be a tool for employability, technical vocational education and training. Key elements of the manual include:

• Utilization of sport tool to teach employability skills, such as teamwork, communication, perseverance and personal development.
• Strategies for coping with difficult circumstances and how to interact with others – both on the field and in the workplace.
• A Holistic model for career orientation and preparation.
• Skills trainers need to have to be a role model for young people to develop their personality.
• Design and structure of a training session, as well as potential materials and didactical methods to be used for training. 

The Manual "Learn to play - play to learn" focuses on developing the creativity of coaches to merge games and sport activities to enhance competences and life skills. The manual:

• presents a toolbox “Learn to Play – Play to Learn”, which outlines the merging of games and sport activities.
• Addresses key learning environments coaches should be able to arrange (e.g. working with random groups on single or regular basis).
• Reviews the potential life skills that can be enhanced and targeted through sport, such as strategic thinking, effective communication, solidarity, fairplay, trust, teamwork, and emotional intelligence.
• Describes how life skills learned on the pitch can be transferred into daily and professional life.
• Provides examples of small games, active learning and team sports. 

The manuals aim to facilitate and promote positive youth development, education, and healthy lifestyles through the use of football, basketball, volleyball or netball. The manuals explain how coaches, operating in schools as well as in the community, can conduct their sport sessions to integrate these topics. Key elements of the manual include:

• Introduction and explanation of the Sport2Life (S2L) and S4D approach and how it enables participants to make healthy choices, avoid risky behaviour and be active citizens.
• Outlining long term coach and player development stages, as well as roles and themes associated with a coach in creating positive youth development through sports.
• Explanation step-by-step procedures of planning, structuring and adapting coaching sessions.
• Sample sessions for coaches with background information on healthy lifestyles (e.g. HIV/AIDs, sexual health) and life skills.
• Definitions of community mapping, as well as monitoring and evaluation, and a description of performing these concepts.
• Promotion of sports leadership skills of young people on-and-off of the court.

The Manuals "Physical Education4Life" provide educators with a methodical approach to integrate holistic developmental elements into PE sessions at schools in an innovative and unique way. The sample activity sessions in the guide align to themes and topics from the PE Syllabus regarding different grades (pre primary to grade 3, grade 4-7, grade 10 and 11) and incorporate inclusiveness, life skills and healthy lifestyle themes.

The drill book was developed for a Namibian NGO called Media and Information Literacy Learning Initative (MILLI*) to raise awareness on Media and Information Literacy through sport. It can be used by any coach/facilitator/multiplier who wants to address such topics through sport targeting children between 6-16 years. The aims of the drill book are: 

• To equip facilitators with guidelines, tips and skills, which will enable them to integrate messages on Media and Information Literacy into activity sessions involving movement, sport and play.
• To provide facilitators with sample activity sessions which integrate movement skills and games with messages on Media Information and Literacy.
• To integrate the Sport 4 Development approach into sessions on Media and Information Literacy.

Through the football training they are taught in a practical way the principles that children should replicate in their daily life for coexistence in community.
Key elements of the manual include:

• Role and responsibility of the coach inside and outside the field.
• Skills and practical competencies of a coach.
• Bases for a training session based on violence prevention by group ages.
• Practical activities along with reflections in each of them that can be applied during the activities.

The Manual "Deporte con principios" is an updated version of the "Fútbol con principios" manual that can be apllicable to various types of sport. The key elements stay the same.

The illustrated book “Ino salgas, está lloviendo!” (Don't go out, it's raining!) tells several life stories of children, youth and adults who have developed important social competences through sport, changing their lives and that of their communities. It recognizes the benefits and impacts of the use of sport as a tool for social transformation and can be used as a pedagogical instrument to work in S4D training sessions.

 

The drills in this guide are extracted of the Manual “Violence Prevention Through Football” and are meant to be directly implemented on the field. Key elements of the drill book include:

• Practical activities to prepare and design football clinics with a focus on violence prevention and mutual understanding.
• A guide “how-to” conduct these practical activities such as: number of participants, equipment needs, adaptations, variations, principles for follow-up discussions and key concepts.

The Manual S4DA "Violence Prevention through Football" includes:

• Role of S4D in Violence Prevention.
• Outlining Host Community and Refugee context.
• Concepts for Instructors.
• Coaches’ Role in Violence Prevention.
• Organisation, Planning and Tools for Training Sessions.
• Practical Training Sessions Activities.
• Monitoring and Evaluation Questionnaires.

The aim of the drill book “WASH and Mental Health in Crisis Situations” is:

• to equip facilitators with the guidelines, tips and skills which will enable them to integrate messages on WaSH and Mental Health during crisis situations into S4D activity sessions.
• to enable facilitators to keep communities, including vulnerable groups, physically and mentally active during crisis situations.
• to provide facilitators with sample activity sessions which integrate accessible and inclusive movement skills and physical activity games with messages on WaSH and Mental Health.
• to integrate the S4D approach into practical activities.

The manual is addressed to teachers and coaches, empowering them to deliver sport activities that are useful to challenge youth unemployment. The manual includes the following key elements:

• Introduction of the “Sport2Work” Manual’s three pillars: developing employability competences on the field; developing employability competences off the field; and helping players find work.
• Definition of roles and responsibilities of a “Sport2Work” Coach.
• Explanation how competences through sport are transferable to the workplace by making a connection between sport and workplace competences.
• Practical examples for training sessions and guidelines on organizing a sports tournament that engage youth in developing employability competences.
• Guidelines for coaches how they can assist young people to use the employability developed through participation in the program to find work.

The "S4D TVET Teacher's Guideline" provides an overview of how to develop a session plan and the benefits of S4D as innovative pedagogy for the TVET sector. This guideline focuses on the employability skills which are essential for young people entering the labor market. S4D incorporates collaborative learning to enhance learning, engagement, and empowerment and to impact the performance of students, classes, teachers and TVET colleges. S4D takes place when students learn/work/act together to complete an activity or assignment. Accomplishing an activity or assignment together assist students to acquire the knowledge and skills of solving a problem while promoting deeper learning through doing. Nowadays, the labor market demands skills like collaboration, critical thinking, problem-solving, communication, adaptability, and social awareness.

The classroom S4D activities are designed to easily be implemented in a classroom setting and to be integrated into teacher’s PowerPoint slides.

Key elements of the manual include:

• Planning participatory sports lesson into reasonable steps.
• Key factors for the implementation of an effective PE lessons.
• Successful lesson management and communication techniques.
• Technical and physical skills associated with generalized movements like, kicking, throwing, catching, striking, stretching and balance.
• Reviews units associated with life skills, such as cognitive skills, social development, motivation, resilience, fairplay, cooperation, and goal setting.

The Guideline “Inclusive Child-Centered Education In Sports” is associated with the Basic Education Programme for Afghanistan, which aims to improve the quality of education. Key elements of the manual include:

• Pedagogical approaches of inclusion and child-centred learning, which strengthen children in preparing them for healthy and success life.
• A learner focused approach, where the teacher is the facilitator guiding the learner to achieve their educational, social and physical potential.
• The importance of physical education and how this can be a vehicle for social and mental development.
• Rights and needs for education systems to offer girls a healthy and happy live.
• Definition of inclusion in sport education and description why it is important.
• Description of the advantages of self-efficacy and resilience amongst primary school children.

It is based on the goal to utilize S4D in host communities to promote psychosocial support, nonviolent conflict resolution, and gender equality. The manual provides a solid foundation and should be used with complimentary, sport-specific manuals. Key elements of the manual include: 

• Description of the role of the coach in the development of a player as well as practical advices for coaches.
• A practical guide for coaches with regards to  goal-orientated training structure and the organisation of a training session
• Tips for facilitating S4D training, ensuring a social and motivational environment, and conflict-resolution
• Examples of age specific methods, principles and training.
• Sport´s role in facing global social challenges, especially in connection with the SDGs
• Promoting the practice-oriented qualification amongst individuals such as teachers, coaches, social workers and multipliers.
• Specific topics related to first aid, stretching exercises, use of equipment and the organisation of sport festivals and tournaments
• Provision of useful training sheets

The sport specific manuals for Football, Basketball, Handball and Ultimate Frisbee are supplements to the Sport Builds Generation Manual and serve as additional support and add more technical and sport specific topics. Structured identically, all sport-specific manuals encompass:

• An introduction to the sport
• A section about technical skills
• Practical tips for the coach
• Regular Training Sessions-Structure and Examples
• Sport Class Training Sessions-Structure and Examples
• Age-specific Training Sessions (only included in the Ultimate Frisbee manual)
• Useful Training sheets

The “Yalla Nela B - Guidebook for active and healthy communities” provides fun games and a hands-on facilitation guide. Its goal is to create a more active and healthy community through active play experiences anytime, anywhere, and with anyone. The guidebook includes:

• Information on how to build active communities through sport and play
• Guidelines to facilitate games and Responsibilities of the Facilitator
• Examples of active play activities

The Poster Development of a Player was created to summarize the phases of development of players based on a player’s age. Key aspects are:

• Phases of ages: Playful (up to age 9); golden age of learning (ages 9-12); puberty, insecurity, searching (ages 13-16); consolidation phase (ages 16 and older).
• Social, mental, physical and sporting characteristics of development phases.
• Teaching objectives and durations associated with social and sporting competences.
• Characteristics of methodology such as physical conditioning, training principles and types of games.

Combining learnings on capacity development for sport for development and on the construction of grassroots sports grounds from 13 African countries the Knowledge Box gives guidance how to create ‘Sports Grounds with Concepts!’.

THE FRAMEWORK - Sports Grounds with Concepts! gives an overview of Sport for Development (S4D) and explores how to assure its sustainable implementation. The framework that is outlined in this introductory section is relevant for all following parts of the knowledge box: it shows how to link the S4D approach to the organisation to obtain sustainability – both in regards to the long term maintenance of sports infrastructure and the regular implementation of S4D-activities.

PART 1 - Sustainable Sports Infrastructure explores the question ‘How to construct, renovate and maintain grassroots sports grounds’. First, it presents a Standard Design Manual for Grassroots Sports Grounds, which guides you through all key questions of constructing sports grounds and proposes an easy-to-implement and cost-efficient standard design. Second, it contains a Maintenance and Repair Manual for Grassroots Sports Grounds, which explains how to extend the life span of sports grounds by keeping them functional and of high quality.

PART 2 - Expanding S4D-Capacities explores the question ‘How to train coaches and instructors, organise S4D-camps and handle sports equipment’. It contains a guideline dedicated to S4D coaches and instructors: their roles, their selection and their qualification. A second guideline introduces S4D-camps as a special format, where coaches can apply their knowledge and children and youth can experience S4D in a concentrated way during several days in a row. Finally, this part explores the purpose and handling of sports equipment and provides tips and tricks for practitioners.

PART 3 - Putting S4D into Practice explores how to promote life skills through sports and gives you an idea how S4D can look like in practice. It contains sport-pedagogical manuals and drillbooks that give suggestions how to prepare and implement S4D-sessions and illustrate specific S4D-exercises.

It builds up on the “Outline of a Training Course for Sport for Development-Volunteers in the Balkan Region” and is aimed at providing practical guidance for those being active as a facilitator, coach or coach on the ground. Therefore, the booklet builds up on the structure of the workshop and provides additional practical examples for every unit. The provided examples are part of different S4D manuals being created jointly by the GIZ, several partner countries, regions and sport related organizations worldwide.  

The manual includes the following key elements:

• Guidelines (preconditions and steps) on how to implement S4D in a community.
• Sport and the Sustainable Development Goals (SDGs).
• Roles and responsibilities of a coach.
• Planning of a S4D training session.
• Guideline on how to link training sessions with social and healthy lifestyle topics.

The four Drillbooks S4DA “Le football/ handball/ basketball/ volleyball au service du civisme et de la bonne citoyennete" contains different drills illustrating how the different sports football, handball, basketball and volleyball can be used as tools for community development and civic education. Focus points of the Drillbook are the following:

• Competences addressed through the drill.
• Equipment needed to perform drills.
• Description of the drill.
• Illustration of the drill on the sports ground.
• Proposals for drill variations.
• Discussion points for after the drill.

It will focus mainly on how to make sports grounds open to the local population and make it a place to live and not just a place to practice sports (SDG 11 Sustainable Cities and Communities - Ensure that cities and human settlements are inclusive, safe, resilient and sustainable).

The objective of the guide is to present an "inclusive management" framework to community ground managers in order to foster the integration of migrants, refugees and Moroccans through sport. More specifically, this guide aims to strengthen the capacities of municipalities to manage community grounds (1) and to make them more inclusive (2). It is therefore addressed to all those involved in the management of community pitches: municipalities, associations, management committees or even the managers themselves.

The Practical Guideline Panduan Sepak Bola untuk semua di sekolah is aimed at teachers who are interested in using football as an innovative teaching and learning medium. It explains basic football techniques such as dribbling, passing and shooting and links the experiences with topics like respect, fairness and consideration. Furthermore, the guideline contains:

• Basics of a healthy lifestyle and a peaceful coexistence
• Suggestions for the development of codes of conduct for teachers, parents and students
• Checklists and schedules for the organisation of football festivals
• Tips on how to replace sports-specific equipment with inexpensive everyday objects

It aims an age-appropriate and inclusive approach and exercises adapted to the circumstances in order to create a learning environment in which everyone feels comfortable.

The Booklet of Small Games was developed for a three-day S4D course for employees of 20 hotels on Lombok Island. It contains games in line with the training’s focus on skills related to discipline, teamwork, communication and leadership.

Key elements of the manual include:

• Bases of the concept sport for development.
• Role and responsibility of the coach inside and outside the field.
• Skills and practical competencies of a coach.
• Bases for a training session.
• Explanation how competences/life skills are transferable through sport.
• Practical activities examples.

g. gender equality, inclusion). The A4D manual includes the following key elements: 

• Theoretical (e.g. skill/competence development, age approppriate training) and practical knowledge (e.g. how to structure training sessions) about A4D
• Roles and responsibilities of a coach
• Local equipment production
• Practical A4D training sessions 
• Local traditional games 
• Games for mariginalized children and youth (visual impaired including albinism)
• Planning A4D festivals

During the beginning of the pandemic in 2020 Viva con Agua and GIZ partnered up to develop the hygiene manual “Become the next Washampion”. This comic book filled with activities and information on hygiene measures aims at educating young people in a fun way on how to behave within a sports team and in their respective communities during pandemic times. More than 5000 children and teenagers have been reached through the manual already and both partner organizations are busy planning the distribution of a lot more comic books throughout all districts in Uganda.

It is based on the goal to utilize S4D in host communities to promote psychosocial support, nonviolent conflict resolution, and gender equality. The manual provides a solid foundation and should be used with complimentary, sport-specific manuals. Key elements of the manual include: 

• Description of the role of the coach in the development of a player as well as practical advices for coaches.
• A practical guide for coaches with regards to  goal-orientated training structure and the organisation of a training session
• Tips for facilitating S4D training, ensuring a social and motivational environment, and conflict-resolution
• Examples of age specific methods, principles and training.
• Sport´s role in facing global social challenges, especially in connection with the SDGs
• Promoting the practice-oriented qualification amongst individuals such as teachers, coaches, social workers and multipliers.
• Specific topics related to first aid, stretching exercises, use of equipment and the organisation of sport festivals and tournaments
• Provision of useful training sheets

The “Yalla Nela B - Guidebook for active and healthy communities” provides fun games and a hands-on facilitation guide. Its goal is to create a more active and healthy community through active play experiences anytime, anywhere, and with anyone. The guidebook includes:

• Information on how to build active communities through sport and play
• Guidelines to facilitate games and Responsibilities of the Facilitator
• Examples of active play activities

The Poster Development of a Player was created to summarize the phases of development of players based on a player’s age. Key aspects are:

• Phases of ages: Playful (up to age 9); golden age of learning (ages 9-12); puberty, insecurity, searching (ages 13-16); consolidation phase (ages 16 and older).
• Social, mental, physical and sporting characteristics of development phases.
• Teaching objectives and durations associated with social and sporting competences.
• Characteristics of methodology such as physical conditioning, training principles and types of games.

Key elements of the manual include:

• Bases of the concept sport for development.
• Role and responsibility of the coach inside and outside the field.
• Skills and practical competencies of a coach.
• Bases for a training session.
• Explanation how competences/life skills are transferable through sport.
• Practical activities examples.

  While the theoretical part focuses on the essentials of S4D and PE intervention science, the exhaustive practical part offers about 80 S4D exercises, elaborated by experts from various sports disciplines, including basketball, football, traditional wrestling and athletics, aiming to foster 15 selected soft skills, such as adaptability, empathy, conflict resolution, active listening and decision making.

The four „Standing Out“ manuals have been designed to promote employability through sport by developing labour-market relevant soft skills. They have been specially conceived to prepare young people in education or (vocational) training to enter the labour market but are not limited to this group of people.

The pocket manual “Les bases du S4D” is the best starting point for immersion in the topic as it introduces the reader to the basics of the S4D approach by presenting the S4D terminology, the principles of S4D, and the cycle of S4D training sessions and by focusing on safeguarding in sports and the creation of safe spaces.

The other three manuals of the series focus on three areas of employability, for each of which five competences have been identified as listed below.

• effective communication: active listening, self-confidence, adaptability, empathy, self-reflection
• entrepreneurship: decision-making, motivation, problem-solving, networking, innovation
• teamwork: accepting differences, cooperation, critical analysis, reliability and sense of responsibility, conflict resolution

Each pocket manual contains 15 exercises and has been designed as a practical resource for coaches, instructors, teachers, and educators. They can be used on the sports ground, in the classroom or in any other appropriate setting to prepare and conduct S4D sessions.

• The Guideline "S4D Toolkit Glossary" contains a list of shortly defined terms related to S4D which can be supportive in advising organizations or institutions.
• The Guideline "S4D and the Agenda 2030" summarise the contribution of sport regarding certain SDGs.
• The Guideline "General S4D Background" gives some useful background information about S4D and answers some basic wuestions, such as "Which role can play sport in development". 
• The Guideline "Capacity Development in the field of S4D" describes CD activities on different levels, including actors and methodological approaches in the field of S4D.

The M&E Tools reflect scaling-up processes from different perspectives. They aim to reflect scaling-up processes within a programme from the point of view of employees and partner organizations working in the development cooperation context.

Combining learnings on capacity development for sport for development and on the construction of grassroots sports grounds from 13 African countries the Knowledge Box gives guidance how to create ‘Sports Grounds with Concepts!’.

THE FRAMEWORK - Sports Grounds with Concepts! gives an overview of Sport for Development (S4D) and explores how to assure its sustainable implementation. The framework that is outlined in this introductory section is relevant for all following parts of the knowledge box: it shows how to link the S4D approach to the organisation to obtain sustainability – both in regards to the long term maintenance of sports infrastructure and the regular implementation of S4D-activities.

PART 1 - Sustainable Sports Infrastructure explores the question ‘How to construct, renovate and maintain grassroots sports grounds’. First, it presents a Standard Design Manual for Grassroots Sports Grounds, which guides you through all key questions of constructing sports grounds and proposes an easy-to-implement and cost-efficient standard design. Second, it contains a Maintenance and Repair Manual for Grassroots Sports Grounds, which explains how to extend the life span of sports grounds by keeping them functional and of high quality.

PART 2 - Expanding S4D-Capacities explores the question ‘How to train coaches and instructors, organise S4D-camps and handle sports equipment’. It contains a guideline dedicated to S4D coaches and instructors: their roles, their selection and their qualification. A second guideline introduces S4D-camps as a special format, where coaches can apply their knowledge and children and youth can experience S4D in a concentrated way during several days in a row. Finally, this part explores the purpose and handling of sports equipment and provides tips and tricks for practitioners.

PART 3 - Putting S4D into Practice explores how to promote life skills through sports and gives you an idea how S4D can look like in practice. It contains sport-pedagogical manuals and drillbooks that give suggestions how to prepare and implement S4D-sessions and illustrate specific S4D-exercises.

 

Template "Agenda for Workshops" A detailed and informative agenda is not only helpful for organisers and instructors, but also for participants it can be used as a guideline.

Template "Workshop Reporting short/long Version": The reporting guidelines (long and short versions) provide structure for the documentation a workshop. Detailed documentation is necessary for knowledge management and the positive development of contents and organization of workshops in the future.

Template "Pre Course Information Sheet": If distributed to participating persons in advance, the pre-course information sheet gives valuable information such as educational backgrounds and/or level of knowledge, which helps shape the design and organization of a workshop. 

Template "Attendance Sheet Workshop": When planning a workshop, it is important to consider M&E from the beginning. Attendance sheets should be used to monitor and track participation. 

Template "Certificate of Particpation": After having completed a workshop successfully, the participants should get a certificate including contents of the workshop. 

Template "Overview Workshops and other Activities": If you are offering a lot of workshops (or other activities and events) within a year, this monitoring tool will assist you to keeping an overview of your workshops. 

• M&E Tool "Pre/Post Questionnaire for Workshops": Focusing on the knowledge gained in the workshop and/or attitude changes, and the feasibility of the workshop, pre- and post-questionnaires should be handed to workshop participants before and after the workshop.
• M&E Tool "Extended Post Questionnaire for Coach/Instructor Workshops": If resources or preparation have not allowed assessing participants before the workshop, using an extended post-questionnaire, like this one, will help to gain first insights as well. 

The process is divided into three phases: preparation, implementation, and follow-up. Each phase has its own objectives and tasks. By considering this model, including the M&E activities, S4D practitioners and instructors will achieve high-quality training which supports sustainable CD. The guidelines are available in eight different languages.

• The Manual/Guideline "Coaches and Instructors" explores the roles and responsibilities of coaches and instructors, gives orientation for selecting the right candidates for these positions, and finally offers a standard for the implementation of S4D workshops for coaches and instructors, where those candidates learn how to apply S4D in practice. 
• Guideline "Alternative Options for Receiving Feedback": If you want to receive feedback after a workshop without distributing a questionnaire, have a look on this guideline, it contains a range of alternative options.
• Guideline "Giving Constructive Feedback": Constructive feedback is information-specific, issue-focused, and based on your observations. In this guideline you will find rules to respect while giving feedback to persons (e.g. after a workshop). 
• Guideline "How to perform Follow-up Coaching Visits": The guideline gives an overview on which steps are necessary when conducting follow-up coaching visits. 

• M&E Tool "Follow-up Coach Questionnaire": Looking on how workshop participants implement what they have been learning, follow-up assessments are necessary a few weeks or even months after the workshops. These can be conducted as survey, e.g. via online survey as a quick way. The questionnaire for coaches is available in five different languages. 
• M&E Tool "Follow-up Instructor Questionnaire": Looking on how workshop participants implement what they have been learning, follow-up assessments are necessary a few weeks or even months after the workshops. These can be conducted as survey, e.g. via online survey as a quick way. The questionnaire for instructors is available in five different languages.
• M&E Tool "Follow-up Training Observation and Interview" Looking on how workshop participants implement what they have been learning, follow-up assessments are necessary a few weeks or even months after the workshops. These can be conducted in an extensive way as field-observation and interview.   

• Guideline "S4D Competences as Part of a Training Session - The S4D Training Session Cycle": The guideline gives an overview how your S4D training session should be planned, delivered and assessed so that the development of competences of children and youth is prioritized. 
• Guideline "Planning a Training Session": The guideline was developed by the Regional Programme in Jordan and assists to plan and structure a S4D training session in advance.  
• Guideline "Systems to organize Tournaments": The guideline was developed by the Regional Programme, in Jordan, and provides different systems to organize tournaments. 
• Guideline "Code of Conduct S4D Coach": An example on how S4D coaches can confirm their role and responsibility that comes along with their work with children and youth.
• Guideline "Code of Ethics Coach-Player": An example on how a code of ethics about respect, fair play and tolerance could look like.  

• Template "Planning and Reviewing Sheet for S4D Training Sessions": If you want to perform a S4D training session with children and youth, the following sheet can assist you to plan, conduct and review a well-structured course.
• Template "Attendance Sheet for Training Sessions" (absolute, moderate and minimalist Approach): Looking at the different contexts and circumstances that frame sporting activities, tracking participants is not always easy. But, there are several different approaches that can be used. Ranging from an absolute approach, which provides an abundance of exact and specific details, to a minimalist approach, which provides more estimate and average details. 

• The Poster "The 5 Principles of S4D" ....
  
• The Poster "Development of a Player" -.....
  

Combining learnings on capacity development for sport for development and on the construction of grassroots sports grounds from 13 African countries the Knowledge Box gives guidance how to create ‘Sports Grounds with Concepts!’.

THE FRAMEWORK - Sports Grounds with Concepts! gives an overview of Sport for Development (S4D) and explores how to assure its sustainable implementation. The framework that is outlined in this introductory section is relevant for all following parts of the knowledge box: it shows how to link the S4D approach to the organisation to obtain sustainability – both in regards to the long term maintenance of sports infrastructure and the regular implementation of S4D-activities.

PART 1 - Sustainable Sports Infrastructure explores the question ‘How to construct, renovate and maintain grassroots sports grounds’. First, it presents a Standard Design Manual for Grassroots Sports Grounds, which guides you through all key questions of constructing sports grounds and proposes an easy-to-implement and cost-efficient standard design. Second, it contains a Maintenance and Repair Manual for Grassroots Sports Grounds, which explains how to extend the life span of sports grounds by keeping them functional and of high quality.

PART 2 - Expanding S4D-Capacities explores the question ‘How to train coaches and instructors, organise S4D-camps and handle sports equipment’. It contains a guideline dedicated to S4D coaches and instructors: their roles, their selection and their qualification. A second guideline introduces S4D-camps as a special format, where coaches can apply their knowledge and children and youth can experience S4D in a concentrated way during several days in a row. Finally, this part explores the purpose and handling of sports equipment and provides tips and tricks for practitioners.

PART 3 - Putting S4D into Practice explores how to promote life skills through sports and gives you an idea how S4D can look like in practice. It contains sport-pedagogical manuals and drillbooks that give suggestions how to prepare and implement S4D-sessions and illustrate specific S4D-exercises.