• Promote respect and equality
• Combating racism, xenophobia, homophobia, sexism and any form of discrimination against persons
• Sensitize the community (boys, girls and families) on the importance of respect and equality


• Participants will have understood the advantages of being part of a community where respect, empathy and good relations of friendship and cooperation
• Participants will be able to detect and react to situations of high or low intensity discrimination.
• Participants will become aware of the importance of language, gestures and offensive actions against vulnerable minorities.
• Participants will have developed a sense of empathy
• Participants will know a little more about the norms and institutions that protect the minorities and vulnerable groups, in favor of equality.

Created by

Fundacion Red Deporte Y Cooperacion (RDC)

Length of the session


Number of participants

8 - 22

Age of participants

7 or older


• Two goal posts • Cones (minimum 20) • Soccer balls • Bibs of four different colors • Paper, felt-tip pen and cellophane

Required knowledge, skills and preparation of the trainer

The trainer must have ability to communicate and ability to motivate during the game. A minimum soccer technical knowledge at the level of basic football coach. Basic knowledge on issues related to equality.

Session plan

Session plan

Warm-up (20')


Warm-up can be done with various games with and without the ball, to facilitate contact, fun and interaction between participants. Short stretching exercises, in pairs.



First half (15')


During he first part, the mediator must introduce the issue of equality (eg, start by asking if someone has ever felt discriminated against by doing sports, or if they know of a close case). Short introduction, to quickly open a space for discussion. We must identify and agree on the great enemies and friends of equality, as well as the institutions or groups on which to support us to overcome any problem related to discrimination.
Teams are made randomly, explaining that "the level of play" is also a form of disguised discrimination, because in the end, they always remain the last ones (girls, chubby kid, not very skilled with the ball, etc.)
We introduce three types of players that condition the match
A. SAFE BOX: marking a perimeter behind goal, in which any player cannot attack the player receiving it. Examples of "Safe Box" are: the community, the authorities, the police, or the institutions and organizations of civil society that support us.
B. FOES OF EQUALITY: two or more players (depending on the number of field players) whose job is solely to destroy the game. They only play to remove the ball or take it out of the field, no matter what team has possession. The destroyers will be asked to play with intensity, and may be a bit intimidating. Each player fulfills his role, whose attribute is written on the breastplate. They are enemies of equality: "fear of the unknown", "prejudices", "bad influences", "inferiority complex" (or superiority), "racism", "verbal and gestural violence", etc.
C. FRIENDS OF EQUALITY: two or more players (depending on the number of field players) whose function is to always play in favor of the team that has possession of the ball. They will also be asked to exercise a positive reinforcement role on all field players. They are examples of friends of equality: "respect", "empathy", "dialogue", "reporting abuses", etc.
Players discuss which are the most important attributes for and against equality, and which institutions guarantee and defend it. Once decided the most relevant, we place them on the shirt or breastplate of each. Another variant is to have different shells with an attribute each, previously printed, and the players discuss which they seem more important.


Second half (20')


The game is played with the safe areas delimited and the roles assigned. Two 10 minute periods are played, changing sides in the middle.



Cool-down (5')


Water break



Third Half (20')


Players are placed in a circle, with the coaching staff, holding hands. They pass the ball, and whoever receives it, comments on how he/she felt during the session. All must intervene at least once.
Comment on the value of introducing positive factors (game builders) or negative factors (game destroyers) in the encounter. It is also interesting to hear the feedback of the "friends and enemies of equality" and how they have felt in those roles.














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