Courage Loyalty Courtesy Effort Determination Sacrifice Generosity
Courtesy Effort Determination
Generosity Honesty ResponsibilityResponsibility Self-discipline Team spirit Sacrifice Honesty ResponsibilitySelf-discipline Team spiritLoyalty Courtesy Courage EffortCourtesy Effort DeterminationResponsibility Self-discipline Team spirit
Sacrifice Honesty ResponsibilityCourage Loyalty Courtesy EffortGenerosity Honesty ResponsibilityResponsibility Self-discipline Team spirit
Determination Sacrifice Generosity
Self-discipline Team spirit
Through a community of sports clubs JP2F4S aims to turn John Paul IIÕs vision of sport into reality. Our hope is that children and young people in schools and parishes around the country can meet their potential, improve their lives and find peace through sport.
S Spiritual development‘Life can be compared to a unique marathon which we are all called to run, each in his own way
and at his own pace. A common goal awaits us, however, and it is the encounter with Christ.’2
English/RE link: Create an acrostic prayer, poem or reflection about sporting values and forging peace through sport. Students can use words such as SPORT, VALUES, PEACE or choose a theme of their own.
P Peace through sport‘Make sports an opportunity for meeting and dialogue,
over and above every barrier of language, race or culture.’3
RE/PSHE Link: Discuss the meaning of peace, conflict and resolution. Explore different ways to resolve conflict and reflect on how sport can be used to bring people together peacefully.
O Olympic & Paralympic valuesCelebrate values in action. Use the activities in this resource to enable your class to reflect on sporting values and how they can benefit all aspects of their lives. History/ICT link: Research the Olympic and Paralympic values.
R Role Models‘Sportspeople, especially the more famous, should never forget that they infact
become models for the world of youth. It is therefore important that, apart
from typically sporting skills, they also carefully develop human and spiritual
qualities which will make them truly positive examples in the public mind.’4
PSHE/Science link: Consider what characteristics make a person a good role model. Discuss the benefits of exercise for both physical and mental health and identify positive personality traits that enable a person to work towards achieving their full potential. Ask students to draw their own sporting hero and imagine what message they would give.
T Team SpiritUse sporting events in your school and parish to bring the whole community together in an atmosphere of joy, peace and friendship. PE/RE links: Create a display of Ôreflection stationsÕ; presenting different sporting values, to enable visiting parents the opportunity to focus on the benefits of sport in developing the whole person.
2Angelus message: World Day of Peace (January 1, 2000) 3Jubilee of Sports People Homily of John Paul II (October 29, 2000) 4Address to the European Union of Football Association (May 8, 2000)
Key stage 2/3
edition includes:
Board game
Sporting values
activity
Case Studies
Using sporting values to develop.
the whole person.
The Sporting PopeJohn Paul II was known as Ôthe sporting popeÕ. He was a keen footballer as a child, playing in goal, and as a young priest he took groups of young adults kayaking, hiking and skiing. In 2004, he created a special department in the Vatican devoted to promoting sport as integral to human development.
Through his teaching, John Paul II showed us that sport, at both the amateurand the competitive level, requires commitment, perseverance, effort, courage, sacrifice, honesty, collaboration and friendship. These sporting values have the potential to impact positively on all aspects of young peoplesÕ lives.
‘Sport can help young people to develop a positive attitude to themselves, their community and God by helping them develop their physical, intellectual, emotional and spiritual aspects of their life.’CEO Mgr Vladimir Felzmann
Sports SquaredSports Squared is a club founded by JP2F4S in partnership with Sion-Manning Girls School, St Charles VI Form College and Queens Park Rangers Community Trust. It opens its doors weekly to children and young people in an area of the country with the greatest wealth disparity. Using the sports facilities at Sion-Manning Girls School and the expertise from local sports clubs and coaches, Sports Squared is the place to be on a Friday night! Offering sessions in basketball, dance, fitness, football and trampolining, itÔs a popular alternative to hanging out on the street.
Samba Street SoccerSamba Street Soccer was set up in 2005 byex-professional footballer Andrew Amers-Morrison and became a JP2F4S affiliated club in 2012. Working in partnership, JP2F4S supports SSS with funding that will provide an additional qualified coach for a year and enable children from the most disadvantaged backgrounds the opportunity to attend sessions.
Emphasising the importance of ball skills, the school teaches the South American form of football ÔfutsalÕ or Ôfutebol de sal‹oÕ to players aged 4 to 16. Based in a disadvantaged area in West London the club offers youngsters a chance to master the art of shooting, passing and dribbling while keeping them off the streets and away from the pressure to join gangs.
The story so far.
Samba Street Soccer photographs: Sophie Stanes Illustrations and words: Claire Bogue Design: Cathy Hull
The John Paul II Foundation for Sport was launched in 2010 by Pope Benedict XVI during his visit to the UK. Inspired by John Paul II’s vision of sport as means to building spiritual character, the Foundation aims to enable children and young people with opportunities to develop their physical, intellectual, emotional and spiritual capacities through sport.
Sport can improve concentration and self-discipline;it can also reduce stress and aggression. Governmentguidelines suggest a minimum of 60 minutes of moderate intensity activity every day. But reports show that only
32% of boys and 24% of girls achieve the daily target.1
Yet studies show that children and young people want to do more sport. We want to make that happen!
What we do The John Paul II Foundation for Sport is committed to enabling an
ever-increasing number of children and young people to take part in sport through the creation of new sports clubs in their schools, parishes and local communities.
‘Sport is one means of developing a more positive sense of belonging and identity’
Vincent Nichols Ð Archbishop of Westminster
Alongside the obvious physical benefits to leading an active life Ð children and teenagers engaging in physical activity can also benefit from improved mental wellbeing, raised self-esteem
and increased opportunities for social interaction.
Establishing physical activity as a habit during childhood can lead to a more physically active lifestyle in the teenage years and beyond into adulthood.
Our mission is to realise John Paul IIÕs vision by coming together to support children & young people realise their potential through sport.
Get involved! To find out more about how your school can get involved visit our website
http://www.johnpaul2foundation4sport.org
1 https://catalogue.ic.nhs.uk/publications/public-health/surveys/heal-surv-tren-tabl-2010/hse-tren-comm-2010-rep1.pdf
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Your team lose the cup final. You’re disappointed but you’re the first to shake hands with the winners. Moveforward one space.
‘Sport trains body and spirit for perserverance, effort, courage, balance, sacrifice, honesty, friendship and collaboration’
Start
You’re team captain in cricket today. You know a classmate feels down when he’s picked last. You pick him first, it makes his day. Move forward three spaces.
You’re team captain in hockey
today. You know a classmate
feels down when she’s picked
last. You pick her first, it
makes her day. Move
forward three spaces.
It’s raining, you decide not to bother going training, even though you know an important match is coming up. Miss a go. You promise a friend
that you’ll go cycling but your favourite film is on
tonight – you text to say you’re not feeling well.
Move back one space.
Charity raceday! You can see the finishing line. Roll again to race forward!
FinishWhat will you try?
You move
up a level
on your fitness
DVD. Move forward
two spaces.
You score the winning goal. Move forward one space.
You hit a hurdle. Step back one space.
You hit a hurdle. Step back one space.
You’re on the home stretch, don’t give up now!You miss training. Miss a go
You cycle to school. Whizz
forward three spaces.
You hit a hurdle. Step back one space.
You enter a race for charity. Move forward two spaces
You try
something
new!
Climbing.
You try something
new! Trampolining.
Clim
b u
p!
Jum
p
up
!
You’ve been going to an
exercise class for a whole month! Hop forward one space.
You go to a new sports club for
the first time even though you don’t
know anybody there! Move forward two spaces
You hit a hurdle. Step back one space
Run the good race
✂
✂
✂
✂
✂
✂
PERSONAL BESTRoll again!
PERSONAL BESTRoll again!
PERSONAL BESTRoll again!
PERSONAL BESTRoll again!
Ab
out
thi
s ac
tivi
ty:
Spor
t ha
s th
e p
oten
tial t
o in
itiat
e ch
ang
e. T
he v
alue
s re
qui
red
to
achi
eve
and
exc
el in
sp
ort
can
pos
itive
ly
ben
efit
child
ren
and
you
ng p
eop
le in
all
asp
ects
of t
heir
lives
. In
this
act
ivity
, you
r cl
ass
will
look
at
John
Pau
l IIÕs
st
atem
ent
on h
ow s
por
t ca
n co
ntrib
ute
to d
evel
opin
g
bot
h th
e p
hysi
cal a
nd s
piri
tual
sel
f.
You
will
tal
k ab
out
wha
t sp
orts
the
chi
ldre
n ha
ve
take
n p
art
in a
nd h
ow it
mak
es t
hem
feel
bot
h p
hysi
cally
and
em
otio
nally
. You
will
the
n ta
lk a
bou
t w
hat
each
wor
d m
eans
in t
he q
uote
. Fin
ally
you
will
us
e al
l the
info
rmat
ion
gat
here
d t
o cr
eate
a c
lass
d
isp
lay
to c
eleb
rate
and
ack
now
led
ge
that
eve
ryon
e in
the
cla
ss e
xhib
its t
hese
qua
litie
s at
diff
eren
t tim
es
in b
oth
spor
ting
and
non
-sp
ortin
g c
onte
xts.
War
m u
p: S
po
rt –
wha
t ha
ve y
ou
trie
d?
(5-1
0 m
ins)
Split
the
cla
ss in
to s
mal
l gro
ups.
Ask
the
m t
o th
ink
abou
t al
l the
diff
eren
t sp
ortin
g a
ctiv
ities
th
ey h
ave
trie
d. E
xper
ienc
es m
ay v
ary
from
b
eing
an
activ
e p
art
of a
tea
m, c
omp
etin
g a
s an
in
div
idua
l, ta
king
par
t in
sp
orts
at
scho
ol (f
or
som
e, b
ecau
se it
is c
omp
ulso
ry),
info
rmal
g
ames
of f
ootb
all e
tc w
ith fr
iend
s, c
yclin
g
or w
alki
ng t
o sc
hool
, urb
an s
por
ts (B
mX
, sk
ateb
oard
ing
etc
), d
ance
or
usin
g e
xerc
ise
DV
Ds
or g
ames
con
sole
s. C
omp
ile a
cla
ss li
st.
Stre
tch:
Sp
ort
– h
ow
do
es it
mak
e yo
u fe
el?
(5-1
0 m
ins)
In p
airs
, ask
the
chi
ldre
n to
thi
nk a
bou
t ho
w t
hey
feel
whe
n th
ey t
ake
par
t in
sp
ort.
Thi
s ca
n b
e ho
w t
hey
feel
phy
sica
lly
and
how
the
y fe
el a
bou
t th
e ex
per
ienc
e. S
ome
pup
ils
may
hav
e ha
d n
egat
ive
exp
erie
nces
; ack
now
led
ge
this
se
nsiti
vely
. Oth
ers
will
hav
e ha
d v
ery
pos
itive
exp
erie
nces
p
erha
ps
of jo
inin
g a
tea
m o
r ac
hiev
ing
a p
artic
ular
goa
l. Pr
ovid
e th
e p
upils
with
pos
t it
note
s so
the
y ca
n w
rite
thei
r ex
per
ienc
es.
Wo
rko
ut: S
hare
the
quo
te
‘Spo
rt t
rain
s bo
dy a
nd s
piri
t fo
r pe
rsev
eran
ce, e
ffor
t, c
oura
ge,
bala
nce,
sacr
ific
e, ho
nest
y, fr
iend
ship
and
coll
abor
ation
’
Prov
ide
each
gro
up w
ith s
ome/
all o
f the
wor
ds
from
the
quo
te.
Ask
the
m t
o d
iscu
ss w
hat
each
wor
d m
eans
to
them
and
to
thin
k ab
out
exam
ple
s (b
oth
spor
ting
and
non
sp
ortin
g) t
hat
dem
onst
rate
the
qua
lity
in a
ctio
n.
Lap
of
hono
ur: T
eam
pla
yers
Use
the
wor
ds,
pos
t-its
and
the
cla
ss li
st fr
om e
ach
of t
he a
ctiv
ities
to
mak
e a
clas
s d
isp
lay
that
can
be
add
ed t
o ov
er t
ime.
Ask
the
cla
ss t
o lo
ok o
ut fo
r ex
amp
les
of w
hen
thei
r p
eers
live
out
one
or
mor
e of
the
se q
ualit
ies.
Whe
n so
meo
ne in
the
cla
ss d
emon
stra
tes
one
of
thes
e q
ualit
ies
in P
E, t
he w
ider
cur
ricul
um o
r in
th
e d
ay t
o d
ay a
dd
the
ir na
me
to t
he d
isp
lay
as
a w
ay t
o ac
know
led
ge
and
cel
ebra
te.
My
legs
ach
ed b
ut
I fel
t pr
oud
to ge
t
to t
he f
inis
h lin
e.
I fel
t a
bit
emba
rras
sed
that
I c
ould
n’t
hit
the
ball
stra
ight
, but
I ha
d an
othe
r go.
I was
so t
ired
but
I cou
ldn´
t st
op s
mili
ng.
I lik
e be
ing
part
of a
tea
m w
e
wor
k ha
rd
toge
ther
.
Whe
n I f
irst
star
ted
I nev
er t
houg
ht
I wou
ld b
e ab
le
to d
o it
but
now
I fin
d it
eas
y!
Bo
ard
Gam
eB
ackg
roun
d:
To b
ecom
e th
e b
est
we
can
be
and
fulfi
l our
pot
entia
l w
e m
ust
wor
k on
all
asp
ects
of o
urse
lves
hol
istic
ally
Ð
phy
sica
l, in
telle
ctua
l, em
otio
nal a
nd s
piri
tual
. Thi
s g
ame
help
s us
to
thin
k ab
out
our
per
sona
l jou
rney
to
bec
omin
g t
he b
est
we
can
and
how
we
can
dev
elop
ke
y va
lues
alo
ng t
he w
ay.
Bot
h am
ateu
r an
d c
omp
etiti
ve s
por
tsm
en a
nd w
omen
ha
ve a
ll st
arte
d t
heir
jour
ney
at t
he b
egin
ning
and
all
have
hit
hurd
les
and
set
bac
ks a
long
the
ir jo
urne
y.
Spor
t ca
n te
ach
child
ren
abou
t ke
y va
lues
suc
h as
fa
ir p
lay,
tea
mw
ork,
res
pec
t fo
r yo
urse
lf an
d y
our
opp
onen
t, e
ffort
, per
seve
ranc
e an
d h
ones
ty. A
sk t
he
child
ren
to s
ee if
the
y ca
n id
entif
y ex
amp
les
of t
hese
ke
y va
lues
on
the
boa
rd a
s th
ey p
lay
the
gam
e.
Inst
ruct
ions
:En
larg
e th
e b
oard
gam
e to
A3
and
cut
out
the
co
unte
rs p
rovi
ded
.
Each
pla
yer
pla
ces
thei
r co
unte
r on
the
sta
rtin
g li
ne.
The
pla
yer
who
rol
ls t
he h
ighe
st n
umb
er o
n th
e d
ice
beg
ins.
Pla
yers
rol
l the
dic
e in
tur
n to
mov
e fo
rwar
d.
Each
pla
yer
mus
t re
ad o
ut t
he s
qua
re t
hey
land
on
and
follo
w t
he in
stru
ctio
n. T
he fi
rst
pla
yer
to t
he
finis
h lin
e is
the
win
ner.
Aft
er t
he g
ame:
Ask
the
chi
ldre
n to
say
whe
n th
ey s
aw a
n ex
amp
le
of o
ne o
f the
virt
ues
on a
sq
uare
in t
he g
ame.
Ad
diti
onal
mat
eria
l Ð C
riter
ia fo
r M
emb
ersh
ip o
n JP
2F4S
web
site
.
Pers
evera
nce
Eff
ort
Coura
ge
C
oll
abora
tion
Fri
en
dsh
ip S
acri
fice
B
alan
ceH
on
est
y
Boy
sw
imm
ing
pho
tog
rap
h: K
arel
Nop
pe/
123R
F St
ock
Phot
o
Tal
king
sp
ort
, liv
ing
val
ues.