| The title of the tool | Play For Your Right to Health |
| The learning objective of the tool | • To understand that access to health is influenced by social, economic, environmental factors.• To understand that health is a fundamental human right.• To experience the links to connect sport, human rights and health.• To reflect on how sport and physical activities can be used to learn about the right to health. |
| Target Group | 20-24 people at the age group of 16-30 y.o. |
| Duration of the Tool | 70 Minutes |
| Preparation (Preparation before the implementation, needed materials etc.) | – Ensure the working space is safe for delivering the exercise- Print out the role cards- Gather the playing bibs for selecting the teams Needed Materials:• Basketball court• 2 basketballs• Role-cards• Playing bibs x 6 in 3 colours. |
| Instructions to implement the tool | There are 4 teams of 5-6 participants. There are two referees, one on each side. Two teams are playing on one side of the basketball court using only one basket. The usual rules of one-side basketball match apply (the one who scored can start from the middle, if opposite team takes the ball away player with the ball must take the ball out of the three point arc). Each player gets a role card (see below). They get 3 minutes to imagine what this person would be like, what feelings he would have, how she would play, what life she would have…). The game starts at the same time on both sides of the court. The goal is to play the game and win. The game lasts for 20-30 minutes. Each minute the facilitator shouts the one of the following condition of health: • information on health issues• proper education on health• proper health service• medical insurance• healthy, good quality food• clean water• safe and hygienic home• good environmental conditions• violence-free life• no discrimination• freedom• mental and psychological health• sport• healthy working conditions If the person with the actual role could not have access, or could not get that condition he/she will have to stand still for 30 seconds (can get and throw the ball, but cannot move). After 30 seconds he/she can move on in the game. It is important to explain that this element should be played honestly, so if that role would not be likely to have access, the player must freeze. If someone scores a basket he/she receives a so called “extra chance”. The extra chance can be used up when the announced condition would freeze the player. If a player has an extra chance and the announced condition would freeze him for 30 seconds, all he/she has to do is to raise both his hands up and shout his own name to show to the referee that he/she is using up one extra chance. Extra chances can also be given to someone else in need, by going to the frozen person and putting both hands on his/her shoulders and shouting his/her own name. The role of the referees: they are identifying the faults; they are noting and observing the extra chances. He/she notes down if a player scores a basket, and keeps record of the extra chances players receive or use up. They are both given a notepad, a pen and a whistle. |
| Skills – SDGs – Key Competences Chart | SDG 4 – Quality in EducationSDG10 – Reducing Inequalities |
| Sum Up / Debriefing / Reflection at the end of the implementation | The facilitator does a short de-rolling exercise before debriefing. For debriefing the whole group sits down on the floor. Facilitator is using the following questions for debriefing:• How did you feel during the game?• What do you think of your role person (on the role card)?• How did the game go? What happened? • Was there any major problem or conflict during the game?• What relevance do you see to human rights issues?• In light of the exercise what links do you see between health and human rights?• Did everyone have the right to health during the exercise?• What did you learn?• Do you think the right to health service is a human right? |
| Any tips / suggestions to the trainers for the further implementations | This exercise can be used with other team games such as football or handball. Please note the sensitivity of the roles and how people could get uncomfortable with them. Role cards:You are a young person from Africa. You are illegally staying in the country and working on a temporary basis every now and then. You are a youngster who has just left anorphanage at the age of 19. You are basically homeless and live at friends’ or on the street. You are still unemployed. You are a local young person with a very poor background. You live with your mother and you have to do some work to help at home. You are a wealthy young person from a very rich family. You are a student and your parents give you everything. You are a drug addict. You are a young prostitute. You have to obey your pimp. You have no education and come from the countryside.ou have just finished university and have a very good job. You earn well and you stand on your own feet. You are very selfish and mean. |
| Resources / References | Council of Europe – COMPASS Human Rights |
