Empowering children from socially vulnerable backgrounds through the use of roles in sport education

Sport and physical education are considered a powerful tool to empower children from socially vulnerable backgrounds (SVB). The purpose of this study was analyse coaches’ perceptions the effect Education (SE) pedagogical model, use allocation roles beyond player in particular, on empowerment SVB who participated community-based programme. Participants included three coaches, lead researcher 31 nine- eleven-year-olds (17 boys 14 girls) diverse ethnic groups (Roma, North African, Latin-American, Caucasian sub-Saharan). A 36 one-hour session’s SE season implemented. data were obtained by four focus (before implementing programme; at end pre-season; after first round formal competition; when programme completed) diary as participant observer. Coaches’ perceived that authentic empowering strategies help have experiences meaningful participation safe environment, sharing power through responsibilities they assumed, collaboration, challenging gender stereotypes. In order accomplish those results, had flexible implementation terms duration assignment become more student-centred, clearly defined guarantee environment for coaches showed an ethic care, stereotypes broken going equality opportunities.