1
OLYMPIC VALUE FRIENDSHIP
Fishim evri fren
Objective
To understand that everyone
different skills and abilities.
has
15-30 players
30 cones
7-12
Key messages
•
•
We should take the time to get to
know people who are different from
us.
7 -12 years old
3 sets of bibs
10x25 metres
We should always include everyone
in what we do, even if it is not easy.
45 minutes
GAME WITHOUT THEME
15
AIM OF GAME:
For chasers to tag as many players in the shortest time possible. For
the dodgers; not to be tagged. The winner is the team with the most
dodgers at the end of the game.
Rules
•
•
•
INSTRUCTIONS:
If a player leaves the playing area they must join
the closest chain.
Tagging is a gentle touch with one hand on the
upper body.
Any player in the chain can tag another - with hands
only, no kicking! The chain can never be broken.
Divide the players into four equal teams, and select a team to be the chasers.
Ask the chasers to select their captain.
Variations and tips
Ask the other teams to spread out along one edge of the playing field. When
the captain of the chasers shouts ‘GO’ all the players have to try to run to the
other end of the field without being tagged.
•
If tagged they become a chaser by forming a human chain with the chaser
who tagged them. The chasers join hands, and continue chasing the
dodgers.
Once all players reach the opposite side of the field, the game begins again
with the captain saying ‘GO’.
Play four games of about 3 minutes so that each team has a turn at being the
chasers.
Remember to have a water break.
•
•
•
•
To change the level of difficulty, begin directly with
chasers in chains of two.
Change the way in which chasers tag the dodgers
(two hands) or how the chain is joined (linking elbows,
hands on shoulders, etc.).
Stop chasers from going backwards – they always
have to move towards the dodgers starting line.
Use bibs as blindfolds.
Make the field larger.
GAME WITH THEME
15
RULES AND INSTRUCTIONS:
Play the same game again where the four teams now represent different abilities:
•
•
•
•
Yellow – blindfolded – one player per pair with blindfold
Red – only use one arm – one hand in pocket (or on head) other hand holding partner
Blue – walking
Green – talking all the time
A chaser represents ‘friendship’, when they tag a dodger they are accepting them into their friendship chain. Players play using
the ability they were assigned. To begin, choose one pair from each ability to be ‘friendship’. Only tell the ‘friendships’ the rules, and
ask them not to share the rules with the dodgers. Change the ‘friendships’ at the end of each round.
At the end of each round ask all players to swap bibs, choose new pairs and ‘friendships’.
•
•
•
The ‘YUMI NOMO’ round: The ‘friendship’ pairs can only tag dodgers who have the same ability as them. The first ability team
to construct their friendship chain is the winner, remembering that only the ‘friendship’ know the objective; they tell the dodgers
when they join the friendship chain.
The ‘YUMI BE INO EVRIWAN’ round: The ‘friendship’ pairs can only tag the dodgers who have a different ability to them. A
dodger who is tagged joins the middle of the friendship chain and is unable to tag. Make sure everyone knows this rule at the
start.
The ‘YUMI EVRIWAN’ round: The ‘friendship’ pairs can tag dodgers with any ability. When a dodger is tagged, they join the
chain. They can choose where in the chain they join. Everyone can tag with hands only.
Remember to have a water break.
DISCUSSION
15
QUESTIONS:
KEY POINTS:
Which round did you find the most
interesting – yumi nomo, yumi be ino
evriwan or yumi evriwan? Why?
The yumi nomo round is quite restrictive. Just like in real life if you choose to
associate only with those who are the same as you it can quickly become boring. The
yumi be ino evriwan round is more interesting, with more choice, but those who join
are passive and not able to participate in the tagging. The yumi evriwan round is
more interesting for everyone involved; all the children participate in the creation of
the chain and are able to play. It is not enough to simply welcome new friends into a
group, but they must also be actively included by allowing everyone the opportunity to
discover their place and fully participate.
What effect did your ability have on the
way you played the game? How did it
make you feel?
During the game children have different abilities which could cause difficulties and
make them upset. Those that could run may get bored once they caught everyone, on
the other hand those that could only walk may get upset when children kept running
away. Those that could not see had an added difficulty, but always had a guide,
meaning that they needed to rely on someone else. While those that could tag with
only one hand would have had difficulties once they begun to form a chain.
In real life, do you think there are times
when some people are not included
because of their differences? When?
Why? How?
In Vanuatu, 1 in 8 people have a disability. For children in primary school, it is around
1 in 14 children. This suggests that there are children who have a disability but are
unable to attend school. Children with sight, hearing or learning disabilities tend to be
in school, but often have difficulty in the classroom. Children with physical disabilities
are often left out because of distances to school and difficulty with access (ramps,
stairs, doors, toilets, etc).
2
OLYMPIC VALUE RESPECT
Kakae stret
Bases
Objective
To understand that it is important to
take care of your mind and body.
14-25 players
7-12
Key messages
•
•
20 cones
1 ball
7 -12 years old
Being active is important for our
health – it helps to prevent illness
and injury, while improving our
fitness and mental health.
4 bases
15x30 metres
It is important to eat lots of fresh
fruits and vegetables.
1 whistle
50 minutes
2 sets of bibs
GAME WITHOUT THEME
15
AIM OF GAME:
To score a point by passing the ball to a teammate on any of the two
bases in the other teams’ half.
INSTRUCTIONS:
Rules
•
•
•
•
Divide the players into two equal teams. If you have a lot of players, create 3
teams, and play three rounds of 3-4 minutes so all the teams can play against
each other.
•
Players throw the ball amongst their team, while the other team is trying
to steal the ball. The players are trying to progress down the field towards the
bases in the other teams’ half. Play continues when the ball is stolen by the
other team.
•
After a goal is scored (catching the ball on a base equals one goal), teams’
return to their half of the field and the team that did not score restarts the
game.
Play two rounds of 5 minutes. Between each round the teams swap ends.
Remember to have a water break.
No physical contact. It is not allowed to take the
ball when it is being held by an opponent.
A player can not take more than 2 steps with
the ball, or to hold it for more than 5 seconds.
Bouncing and dribbling the ball is not allowed.
Players cannot stay more than 10 seconds on a
base.
Passes can be made with or without a bounce.
Variations
•
•
Use a ball (shape and size) that the players can
easily throw and catch.
Change the rules of the game so that players
have to make a certain number of passes, and/or
that the ball cannot be passed back to the player
who passed it to them.
Ask one of the players to be the
umpire.
GAME WITH THEME
20
RULES AND INSTRUCTIONS:
Play the same game again. Now one base represents healthy eating and the other one represents physically active.
Round one: The challenge on the healthy eating base is to shout a fresh fruit or vegetable – banana, mango, pawpaw, etc. The
challenge on the physically active base is to shout a healthy activity – running, swimming, football, etc.
The goal only counts once the player on the base catches the ball and shouts out the words that matches with the base they are on.
Teams can help the player on the base, but cannot shout something that has already been said by their team.
Round two (for older children): The bases now represent why it is important to eat healthy or be physically active. When the ball
is caught on a base the player has to say a reason to eat healthy – reduce risk of getting sick, get all the right nutrients, not become
obese, stop being hungry, etc. On the other base the player says a reason why they should be physically active – have a good state
of mind, burn off energy, get fit, play with friends, etc.
Play rounds of about 8 minutes. Before each round, allow 2 minutes for teams to think of ideas.
Remember to have a water break.
DISCUSSION
15
QUESTIONS:
KEY POINTS:
Is it important to eat healthy and be
physically active? Why?
In Vanuatu, 7 in 10 people die because of non-communicable diseases (NCDs diseases that can not be passed from person to person), for example obesity, cardiac
problems, diabetes, etc. The main cause of NCDs are poor eating habits and a lack
of physical exercise. By eating well and being active you are showing respect to
yourself, taking care of your body and and helping prevent illnesses. At the same time
you will feel better – be physically fitter and have improved mental health.
What might happen if you do not eat
healthy? What might happen if you are
not physically active? Can you give
some examples?
Many island nations in the Pacific, including Vanuatu, have a large number of people
suffering from under-nutrition and at the same time a large part of population suffers
from obesity. Children who suffer from under-nutrition are more likely to become ill
and have more difficulty in school, on the sports field and all aspects of their lives.
3
OLYMPIC VALUE EXCELLENCE
BTB (Become the best)
Objective
To understand that excellence is a
personal challenge to do better.
Key messages
•
•
•
Excellence is not about being the
best or a world champion.
10-25 players
Blindfolds, balls,
rackets, etc.
(if available/needed)
7-12
7 -12 years old
12 cones
15x15 metres
4 stopwatches
45 minutes
Annex to
be printed
Excellence is setting a goal and
putting in the effort to achieve it.
Everyone has the right to pursue
their own goal; for some it might
be to play with friends, to have fun.
For others it might be to achieve a
personal best or improve their
technique. The essential thing is to
try to do better.
GAME WITHOUT THEME
AIM OF GAME:
To complete the relay faster each time.
INSTRUCTIONS:
Divide the players into four teams. Set up four lanes, about 15 metres
long, and two metres apart. Players can use a cone, ball, racket or bib
as the baton.
Teams choose which activity they do to complete the relay. Options
can include: running, walking, hopping, skipping, crawling, jumping,
blindfolded, dribbling a football/basketball, controlling a ball in the air,
etc. See annex for printable cards.
Choose activities depending on equipment available.
Use a stopwatch to time each team, and give them the challenge to
complete the next relay faster than their previous time.
Play 2-3 relay races with teams choosing a different activity to
complete the relay each time.
Remember to have a water break.
10
Rules
•
•
•
•
Players must go all the way to the cone and back, before
passing the baton.
Players must sit behind the cone until their turn.
Once all players in a team have finished the team
must sit down. This is when the clock stops.
It is not a competition between teams but a challenge
for each team to do better.
Variations
•
•
If no stopwatch is available; you could use a watch,
phone, clock or ask the players to count.
Change the distance and activities depending on age
and abilities of players.
GAME WITH THEME
20
RULES AND INSTRUCTIONS:
Play the same game again. This time each child chooses one activity – their favourite activity – each team agrees on at least 3
different activities.
•
•
•
Individually: Provide each team with a stopwatch and ask them to time the performance of each player. Rotate through the
group so that each player completes at least three timed legs. Ask players to keep a track of their times by writing on a separate
piece of paper. Players are trying to obtain their personal best by doing better each time. It is not a race. Players should be
encouraged to provide advice to their teammates in order to improve.
By team: Remind each team of their best time during the relay race (game without theme) and ask them to define a more
ambitious but achievable objective. Thinking how fast they can complete the relay as a team – depending on individual
records. Give each team two opportunities to achieve or improve on their objective. Encourage the other players to cheer and
clap their teammates.
Challenge: Can they beat their best team time if each person is doing a new activity? Ask all the players to change activities to
something they haven’t done and complete a timed race.
Remember to have a water break.
DISCUSSION
15
QUESTIONS:
KEY POINTS:
What can you do to do better? Why?
Excellence is trying to improve and progress to reach an objective and develop skills.
It is not the team that completed the relay the fastest who wins the game but teams
win if they have improved their time, from one race to the next. Even teams that did
not achieve their goal, if they did their best to improve, they are pursuing excellence.
What is a personal goal?
A personal goal is something that you tell yourself that you want to achieve or be able
to do. It can be in sport, school or the community. It can be something you can do
tomorrow or maybe in years.
How do you motivate yourself to
achieve goals?
A personal reason is usually the driving motivation – to have fun, to be faster, or a
personal best. This goal is not defined by your gender or physical ability, but by your
dreams and desires.
In 2015, despite the damage caused by Tropical Cyclone Pam, Team Vanuatu won
more medals at the Pacific Games in Papua New Guinea than at any other previous
games. This shows that motivation drives excellence.
4
OLYMPIC VALUE FRIENDSHIP
Sikrasem hed!
Objective
To understand that everyone has the
right to be heard.
15-25 players
50 cones
7-12
Key messages
•
•
•
The opinions and beliefs of girls
and boys should be treated
equally. Everyone has a right to
express themselves.
To solve problems we need to be
able to explain our opinions and
listen to those of others.
7 -12 years old
1 ball
15x30 metres
45 minutes
Discussing and agreeing are
important parts of all friendships.
GAME WITHOUT THEME
AIM OF GAME:
To score the most points by hitting the others player’s cones with
the ball, while protecting your own.
INSTRUCTIONS:
Give all players a cone, except for three players. Ask the players to
place the cones upside down anywhere they like on the playing field.
Ask the players without cones to wait in a line outside the playing area.
10
Rules
•
•
•
•
•
Cones must be at least one meter from all cones,
including the sidelines.
Players cannot touch their cone. Cones cannot be
moved.
If a rule is broken, the player must give their cone to the
next player in the line.
If the ball goes out of the field it is thrown back in by
the closest player.
No physical contact.
Players kick the ball and try to hit the cones of other players.
When the ball hits a cone, the player of the cone that was hit must give it
to the first player waiting in the line, and join the end of the line. Play
continues.
The player who was given the cone can place it upside down anywhere
they like on the field and begin playing.
Players can move anywhere on the field.
Remember to have a water break.
Variations
•
•
•
Introduce a rule that players have to be moving all
the time.
Play a handball or basketball style where players
throw the ball at cones.
Add a second ball.
GAME WITH THEME
20
RULES AND INSTRUCTIONS:
Discussion area
Play the same game again. Everyone starts on the field with their own cone.
No one is waiting on the sidelines.
Ask players to form mixed pairs, and create a cone tower by putting the
cones on top of each other.
Part one (5min): Players put their cone towers upside down on the field.
When a cone tower is hit the four players, who the cones belong to, must go
to the discussion area and create new pairs.
Each player takes a turn to say what they think the new pairs should be.
When everyone has shared their opinion they discuss and agree on new
pairs. Players can only re-enter the game once everyone has agreed.
Part two (15min): Begin with new mixed pairs. When towers reach more
than five cones, players must go to the discussion area. The tower can be
divided into multiple towers that have a maximum of three cones – towers of
one, two or three.
Again, players must agree how to split the tower and where they will place
the tower when they re-enter the playing area. All players must agree before
returning to the field.
Variations and Tips
•
•
•
Create one or two discussion areas outside the
playing field with extra cones.
During part one, introduce the rule that players
must create a pair with someone new each time.
When splitting towers, introduce the rule that there
has to be at least one girl and one boy per tower.
Remember to have a water break.
DISCUSSION
15
QUESTIONS:
KEY POINTS:
How did you decide to split your shared
towers? Was it easy to decide?
Game strategy and friendship are two key factors that may drive the decision making
process. But when we have more children in a group means that there are more
choices. This also means that there are more discussions.
How did you feel when your opinion
was (or was not) listened to? Why?
Discussion is about hearing the wants and needs of others. We feel good when our
opinions are listened to and heard. When they are not listened to we can feel upset or
stop being interested. It should not always be the leader who decides; it is everyone’s
responsibility to help make the decision. By sharing opinions and advice, which may
not always be easy because of different interests, we are developing our identity and
personality and shaping our own future.
Were the opinions of girls or boys
more important to you? Or it did not
matter? Why?
In Vanuatu less than 3% of women are involved in national decision making
processes, despite more than half the population being female. Everyone has their
own ideas and their own understanding of things. Finding a solution that everyone
agrees with can be difficult. It should not matter if you are a boy or girl. Girls and boys
opinions, ideas and beliefs are as important as each other; they both have an
important role in making decisions.
5
OLYMPIC VALUE RESPECT
Rispek
Objective
To understand that respect is about
treating everyone equally.
Fielding team
12-25 players
20 cones
7-12
Key messages
•
•
Violence is never acceptable. It
is never ok to use physical,
verbal, psychological or sexual
violence against anyone.
7 -12 years old
1 ball
20x30 metres
5 bases
I respect you, you respect me.
Bowler
(in square)
50 minutes
Annex to be
printed
Backstop
GAME WITHOUT THEME
Hitting team
15
AIM OF GAME:
For hitters, to score the most points.
INSTRUCTIONS:
Rules
•
•
•
•
Divide the players into two equal teams – one team are the fielders, the other
are the hitters.
The fielders spread out into the field and choose a bowler (in the centre
bowlers square) and a backstop. The hitters wait on the side-line, taking it in
turn to hit the ball.
The bowler throws the ball and a hitter tries to hit it - volleyball bump with
hands together.
If the player tries to hit the ball and misses, or if they are not happy with their
hit, they can shout “PRACTICE” and the backstop throws the ball back to the
bowler (2 tries maximum).
If the hitter hits the ball then they must try to complete a lap by running
around all the bases. Hitters can stop on a base, and continue their lap again
only when a teammate hits the ball. One point is scored for every lap
completed.
The fielding team is trying to get all the hitters out. Fielders throw the ball
back to the bowler as quickly as possible. The bowler shouts “STOP” when
they have the ball. If a hitter is not on a base by then, they are out.
Play 2 rounds of the game during which both teams get an opportunity to hit
and field. Swap teams once everyone has had a chance to be the hitter.
Swap the bowler and backstop regularly. Remember to have a water break.
The bowler throws the ball easily for the hitter. The
bowler must stay in the bowlers square.
Hitters cannot run if the ball goes out of the field
Only one player can be on a base at any time.
Hitters are not allowed to pass a teammate who
is on a base.
Variations
•
•
Change the way to throw the ball (in the air or
with a bounce) football style, tennis style, etc.
Reduce or increase the distance between the
bases to play a more/less intensive game.
GAME WITH THEME
20
RULES AND INSTRUCTIONS:
Play the same game again. Now the players collect a card (see annex) on
the first base. They leave it either on a base labeled rispek or no rispek
Place all the respect cards on the first base, nothing on the second base,
the ‘no rispek’ label on the third base and the ‘rispek’ label on the fourth
base.
Ask players to pick up one card as they pass the first base. Players can
stop to reflect on the second base if they want. Players must put the card
down on either the third or fourth base depending on what they think.
No rispek
Rispek
Players can not pass a teammate while they are deciding.
Play a game where both teams get the opportunity to hit and field, and all
players have a chance to kick. Leave the cards at the end of each round
on the bases.
Collect the cards from the bases to use for the discussion.
Remember to have a water break.
DISCUSSION
15
QUESTIONS:
KEY POINTS:
Choose a couple of cards and have a
discussion about why they were placed
on certain bases. Ask for examples of
rispek (respectful) and no rispek
(disrespectful).
During the discussion it is important to remember and highlight that there is no
excuse for violence and abuse.
Is it important to be respectful to
others? How can we do that?
Treating others the way that we want to be treated ourselves is showing respect. It is
not using bullying, violence or abuse. It is listening to and asking for the ideas,
opinions and beliefs of everyone – boys, girls, people with disabilities.
What are some examples of no rispek
behaviour? What can you do if you
see no rispek?
No rispek behaviours include teasing, bullying, hitting or excluding others. If someone
is no rispek it is important to do something, otherwise they may never understand the
effects of their actions. This could be talking to them, to a friend, a teacher, a parent
or the police.
6
OLYMPIC VALUE EXCELLENCE
Kam antap
Objective
To understand that everyone can ‘kam
antap’.
15-25 players
50 cones
(5 colours)
7-12
Key messages
•
•
7 -12 years old
3 sets of
bibs
15x25 metres
2 bases
We should help all children access
opportunities so they can reach
their goals.
Continuous
learning
helps
everyone to chase their dreams.
50 minutes
GAME WITHOUT THEME
Annex to be
printed
10
AIM OF GAME:
Rules
To score more points than the other teams.
•
INSTRUCTIONS:
•
•
Divide the players into three equal teams. One team are the defenders, the
other two teams are attackers. Ask the attackers to go to either end of the field
(see diagram – red and blue players). Ask the defenders (green players) to
spread the cones out on the field.
Start the game by blowing a whistle.
If an attacker successfully collects a cone they return it to their team’s base.
If tagged by a defender, the attacker must leave the cone on the ground and
go back and touch their base. They then re-join the game. The defender puts
the cone back into its original position.
Cones for both attacking and defending teams are counted at the end of the
game. One point per cone.
Play three rounds of 90 seconds, rotating the teams between rounds. After
three rounds the team with the most points wins.
Remember to have a water break.
Players have to be tagged with 2 hands, no
violence.
Attackers can only carry 1 cone at a time.
Cones cannot be taken from an attacker’s base.
Variations and tips
•
•
•
Choose a new way for the players to tag
each other - throwing a ball.
Make the playing field larger.
Use bibs as blindfolds.
GAME WITH THEME
25
RULES AND INSTRUCTIONS:
Play the same game again. The cones now represent improvement and the
defenders represent challenges. Each zone (5) represent different levels of
effort (see the plan to place cones).
•
•
•
Red and white cones = 1 improvement point.
Yellow and orange cones = 5 improvement points.
Blue cones = 10 improvement points.
Give three players on each team a disability card (see annex). These players
must play the games with the disability they were given.
Play a first game, with 3 rounds of 90 seconds (maximum of 2 minutes),
rotate teams and give new disability cards at the end of each round. Count
points at the end of each round and the team with the most points after 3
rounds win.
Play a second game, where teams set a goal for how much progress they will
make. This goal has to be more than result of the previous game. Points are
only counted if every player collected at least two cones.
Before each round, allow 1 minute for each teams to come up with ideas to
‘kam antap’. Give 20 bonus points if the team reaches their goal or improves
their score.
Remember to have a water break.
DISCUSSION
15
QUESTIONS:
KEY POINTS:
What disabilities do you think the cards
represent?
There are many different types of disability – from physical (difficulty moving, obesity,
lost limb), sensorial (difficulty seeing, hearing, speaking), or psychological (autistic,
slow learners). Ask children for ideas.
In the game, defenders represent
challenges. In real life, what kind of
challenges do we face to progress and
succeed?
Challenges make it difficult for us to achieve our goals. In sport this might be an
injury, a lack of motivation, a lack of technical skills, or a bad atmosphere. At school, it
might be stereotypes because; ‘I’m a girl’, ‘my classmates bully me’, or ‘my disability
might make some activities more challenging’. Having a clear focus on our goals
means that we know why we are putting the effort in to overcome a challenge. If we
have a disability we might need more support from those around us, just as in the
game.
Why do you think that children with
disabilities in Vanuatu are less likely to
attend school? Should something be
done about this? What?
All children have a right to education. In real-life, we need to adapt so that those with
disabilities can fully participate because they often face more difficulties.
Governments, communities and schools should do everything they can to include and
provide support for all children. Parents of children with disabilities should be
encouraged and supported to work with schools to ensure their children can ‘kam
antap’. As children, you can help others get to school by travelling together, you could
exchange a seat in the classroom so they see the board better, you could ask your
teacher to explain something again if you saw a classmate did not really understand
it. We all need to help each other achieve.
One arm
One arm
Walking
Walking
Talking nonsense
XEAY56
Talking nonsense
XEAY56
Hopping
Hopping
Blindfolded
Blindfolded
Annex: KAM ANTAP
One copy per session – print and cut
Annex: BTB
One copy per session – print and cut
Hopping
Keeping ball in the air
(volleyball)
Dribbling
(football)
Dribbling
(basketball)
Walking
Jumping
Running
Skipping
Blindfolded
Keeping the ball in the air
(tennis)
Throwing and
catching a ball
Crawling
Annex: RISPEK
© UNICEFPacific/2016
© UNICEFPacific/2016
© UNICEFPacific/2016
© UNICEFPacific/2016
© UNICEFPacific/2016
© UNICEFPacific/2016
© UNICEFPacific/2016
© UNICEFPacific/2016
© UNICEFPacific/2016
© UNICEFPacific/2016
RESPECTFUL
© UNICEFPacific/2016
DISRESPECTFUL
© UNICEFPacific/2016
© UNICEFPacific/2016
© UNICEFPacific/2016
© UNICEFPacific/2016
© UNICEFPacific/2016
RISPEK
© UNICEFPacific/2016
NO RISPEK
One copy per session – print and cut
© UNICEFPacific/2016
© UNICEFPacific/2016
© UNICEFPacific/2016
© UNICEFPacific/2016
© UNICEFPacific/2016