Translation of Summary into English
Football for girls and dancing for boys – since when have pupils been able to choose these activities in PE at your school?
In what way has PE developed in your countries? What prejudices are there (still) among pupils, teachers and parents or in society in general against certain sports for girls or boys?
The project will culminate in and terminate with an international football- and dance tournament and a debate about gender roles in PE.
The theoretical aspects of the project will include a look at the historical development of PE and gender roles in that subject, as well as their cultural-historical and social background in the participating countries.
Surveys will be conducted by pupils in and outside of school on prejudices there are against certain sports for boys and girls and what the reasons for their existence might be.
A comparison of these data on an international level may reveal interesting details as to similarities and intercultural differences. The pupils will also recognize the social and cultural importance of sports.
The communication will be in English, but there will also be crash courses in the partner languages and a plurilingual mini dictionary.
Teachers will discuss new teaching methods in PE concerning non role-conform types of sports and fix them in a booklet.
Apart from the theoretical focus, there is a practical one:
In PE the pupils are to engage actively in the “new” activities that are supposedly the domain of the opposite sex.
They will practise these skills in the course of the project and compete peacefully in an international contest.
They will get to know and document the reaction of their environment towards uncommon gender-specific sport activities.So they are meant to achieve social and intercultural competences.
Please describe the motivation for this project and why this project is needed.
The project offers a combination of theoretical and practical aspects. One important aim is to underline and increase the importance of PE and physical wellness at school. The pupils will train non-traditional types of sport and learn many things about the meaning of sport. In the centre of the project there will be international meetings and collaboration between students and schools. The countries participating in this project represent an interesting overview of the European community. There are two old members - Germany and Italy, two new ones -
Poland and Hungary, and a candidate country - Turkey. All partners can present themselves and learn a lot about other countries. For Germany, especially Poland - for certain parts of the common history - and Turkey - for the huge Turkish community in Germany - are very interesting partners. Turkey as a candidate country can present itself as a modern country and widen the horizon of students and teachers. For Italy it is important to stimulate students to learn foreign languages especially giving the opportunity to use English in a real-life situation. Poland would like to make teachers aware of gender roles in education and make students aware of gender roles in society. All partners hope that there will be a transfer from school to other social contexts concerning gender roles.

- What are the concrete objectives of the partnership?
- Explain what subjects or problems you intend to address.
- What approach will you take to achieve your objectives?
Pupils should: o create an awareness of traditional role models in PE and their historical and social background o try to get rid of clichés through physical activities typical of the opposite sex o achieve intercultural competence (e.g. get to know different regions, customs, traditions, cultural characteristics of the participating countries), detect differences and similarities o understand different countries and different cultural-historical roots and social developments o learn to overcome cultural patterns such as role patterns in PE through personal experience o raise (critical) awareness of gender differences in general and in different cultures o develop their own personal (gender) identity o open up their horizon and become aware of their own culture
The main subjects are: o to cooperate by organizing a football and dance tournament and by leading the same surveys ın all partıcıpatıng countrıes o to get to know theoretical aspects and historical development of gender roles o to improve one’s personal fitness and well-being o to develop one’s self-esteem through physical exercise o to improve the quality of teaching in PE exchanging the respective methods
The strategies are: o to develop one’s organizational skills by working on the project in workshops and seminars o to improve spoken and written competence in English and to realize the importance of
English as lingua franca for international communication: the pupils will use the language in real contexts during visits and CLIL (Content Language Integrated
Lerning) PE lessons, chat sessions on the project website and working on project tasks. o to achieve basic knowledge of the recpective partner language by crash courses and by the topic-specific mini dictionary in six languages, o to improve the tolerance of different behaviour and cultural patterns and to fight prejudices through intercultural cooperation by getting hosted in families during the visits.
What is the added value of your project towards a more intensive European cooperation?
Students from old, new and prospective EU members will come together, stay in their respective families and schools and work together on practical and theoretical issues:
Practising sport together with students from different countries in international events and workshops is much more stimulating than taking part in the normal national PE lessons.
Organizing and taking part in international meetings and workshops will increase the fun and the motivation in sports activities which is so important for the personal physical wellness.

The reflection about gender roles not only in their own countries (research and survey), but in five European countries will bring the pupils to know other cultures and social backgrounds and different school systems. So they can overcome prejudices and stereotypes especially in education. This can also help to integrate pupils with different cultural backgrounds in the national school systems.
The presentation of results and the working process in English will motivate to achieve foreign language competence, in English but also in the partner languages. The basic language knowlegdes in partner languages (crash courses, mini dictionary) can be developed during and after the project. Long-lasting international contacts and friendships that hopefully will come out of the project can create a network of young people all over Europe.
What impact do you expect partnership activities to have on persons
(pupils/learners/trainees and staff) and on the participating institutions? for pupils and teachers:
having the possibility to visit “uncommon” destinations that are often not part of exchange programmes
improving intercultural, communicative and social competences and the ability to cooperate (cooperative learning)
founding long-lasting contacts and friendships by developing the project for two years
fighting prejudices and stereotypes by visiting other countries, by working together with students from these countries on the project's topics and by practising sports together
getting foreign language competence by using CLIL approach
being motivated to teach/learn foreign languages by doing/giving crash courses in the language of the project partners and by developing topic-specific mini dictionaries,
knowing and using new teaching methods in PE from the partner countries
improving team work skills for the institutions:
getting to know other school systems and the correlation between gender roles in society and school
improving intercultural, communicative and social competences and the ability to cooperate in organizing meetings, workshops and tournaments
founding a long-lasting cooperation with the partner schools
creating a school network that can be used as platform for other cooperation projects
creating a better atmosphere at school by increasing the motivation of the pupils to learn
Describe the relevance of the project in your context (national and/or regional or other) and in the context of the programme objectives chosen by you.
The main importance is to bring together pupils and teachers of old, new and prospective EU members. Students and schools can get longlasting contacts and friendships in other countries.
We will increase the meaning of PE by practising sport, by reflecting theoretical aspects
(sport and society) and by using and exchanging new and effective methods of learning in PE.
Physical wellness by doing sport is an important aspect in the modern society. The international comunication in English will underline the importance of this language. The participating staff and the students will get basic knowledge in other langages. The reflection about gender roles in PE will open the mind for the gender theme in other life sectors. So the

project will help to overcome cultural and social barriers in the national society and between the partner countries.