Using football for HIV/AIDS prevention in

Africa
June 2010

usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

2
Table of Contents
Introduction..................................................................................... 4!
Context ......................................................................................................................... 5!
Using football for HIV/AIDS prevention in Africa ........................................................ 6!
Approach......................................................................................... 7!
Methods and Aims of Analysis ..................................................................................... 1!
Presentation Format ..................................................................................................... 8!
Findings.......................................................................................... 8!
Implementation............................................................................. 8!
FINDING 1: Football is an exceptionally flexible platform for HIV prevention in
Africa. ........................................................................................................................... 8!
1.1 Football uniquely draws and engages people..................................................... 9!
1.2 Football is a prevention platform that is adaptable to many types of audiences. 9!
1.3 Football HIV prevention programs can be implemented in places that are
difficult to reach for other types of interventions....................................................... 11!
1.4 Effective football-based programs have easily been replicated in other regions
and countries without major modifications ................................................................ 12!
FINDING 2: Football-based HIV prevention programs uniquely empower and utilize
individuals in the fight against HIV. ........................................................................... 13!
2.1 Coaches .............................................................................................................. 13!
2.2 Peer educators.................................................................................................... 14!
2.3 Professional football coaches and professional footballers ............................... 14!
FINDING 3: Football prevention programs are rooted in the lives of participants. .. 15!
3.1 Social norms........................................................................................................ 17!
3.2 Gender inequality............................................................................................... 18!
3.3 Stigma and discrimination .................................................................................. 20!
3.4 Life skills ............................................................................................................. 21!
3.5 Football programs are therefore comprehensive, bottom-up interventions
employing educational techniques and communication styles that football makes
possible. ..................................................................................................................... 21!
FINDING 4: Widely-implemented prevention programs can be a key means of
teaching correct use of condoms. .............................................................................. 23!
FINDING 5: Evidence is building that football-based HIV prevention programs are
working. ..................................................................................................................... 24!
FINDING 6: Many football programs serve vulnerable groups................................. 24!
Media ........................................................................................ 25!
FINDING 7: Media can put a spotlight on the work and stories of individuals fighting
HIV.............................................................................................................................. 25!
FINDING 8: Football is an excellent platform for transmitting prevention messages
through media. ........................................................................................................... 26!

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8.1 Information about HIV that can promote prevention efforts can be effectively
transmitted to youth using football-themed literature............................................... 26!
FINDING 9: Media can be a link between implementation and advocacy................ 27!
FINDING 10: Local media, especially local radio stations, have an important role to
play............................................................................................................................. 27!
Advocacy.................................................................................... 28!
FINDING 11: Football is a framework and tool for large-scale yet also locally-based
HIV efforts at prevention. ........................................................................................... 28!
11.1 The potential of a global phenomenon with local reach .................................. 28!
11.2 Social entrepreneurs and expanding organizations have made use of the
football movements resources and renown.............................................................. 28!
FINDING 12: Celebrity footballers and coaches can be advocates with
transformative influence. ........................................................................................... 29!
FINDING 13: Football tournaments can be used as testing and stigma reduction
opportunities. ............................................................................................................. 30!
FINDING 14: Football can be a focal point for the delivery of a range of social
services important for the prevention of HIV............................................................. 31!
FINDING 15: Football has had particular success at creating partnerships. ............. 32!
15.1 Partnerships with government.......................................................................... 32!
15.2 Community partnerships .................................................................................. 32!
15.3 Partnerships with healthcare service providers............................................... 32!
Conclusion .................................................................................... 33!
Bibliography.................................................................................. 36!
Annex A......................................................................................... 38!
Profiles ...................................................................................... 38!
Annex B......................................................................................... 54!
Sample Survey............................................................................. 54!







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Football for an HIV-free Generation (F4) partners:
Special thanks:
looLball for an Plv free CeneraLlon would llke Lo exLend lLs slncere Lhanks and appreclaLlon
Lo Lhe many sLakeholders who wllllngly gave Lhelr Llme Lo parLlclpaLe ln Lhe e-survey,
consulLaLlons, and phone lnLervlews conducLed by Coxswaln Soclal lnvesLmenL plus (CSl+)
over Lhe course of Lhe pasL few monLhs. l4 would especlally llke Lo Lhank Lhe followlng
organlzaLlons:
AlLus-SporL
Coachlng for Pope
looLballers lor Llfe
CrassrooL Soccer
klck4Llfe
Lovellfe
MaLhare ?ouLh SporLs AssoclaLlon
nAWALlfe 1rusL
lay Soccer
8lghL Lo lay
SLu?LL - SouLh LasL ulsLrlcL ?ouLh LmpowermenL League
1argeLed AluS lnLervenLlons
vl[ana Amanl amo[a
Whlzzklds unlLed
klcklng AluS CuL!
sLreeLfooLballworld

***
1hls reporL was prlmarlly researched, wrlLLen, and prepared by nazlr khan of CSl+. lnlLlal
daLa collecLlon, surveys, and lnLervlews were conducLed by MaLLhew Pendren of CSl+.



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Introduction

Context

1here has been Lremendous progress and remarkable successes ln many counLrles around
Lhe world ln hamperlng Lhe spread of Plv and AluS. 1he unAluS 2009 AluS epldemlc
updaLe reporLs LhaL new Plv lnfecLlons have been reduced by 17 over Lhe pasL elghL
years. 1he epldemlc remalns, however, Lhe mosL slgnlflcanL publlc healLh challenge on Lhe
Afrlcan conLlnenL. An esLlmaLed 22.4 mllllon adulLs and chlldren were llvlng wlLh Plv ln
Afrlca aL Lhe end of 2008, accounLlng for over Lwo Lhlrds (67) of all people llvlng wlLh Plv.
An esLlmaLed 1.4 mllllon dled from AluS, nearly Lhree quarLers (72) of AluS-relaLed deaLhs
ln Lhe world.
1
Around 14.1 mllllon Afrlcan chlldren have losL one or boLh parenLs Lo Lhe
epldemlc.
2


revenLlng new Plv lnfecLlons ls Lhe key Lo reverslng Lhe epldemlc.
3
Calns ln expandlng
access Lo LreaLmenL cannoL be susLalned wlLhouL greaLer progress ln reduclng Lhe raLe of
new Plv lnfecLlons. 1he unllkellhood of a vacclne belng developed for several years or of
Plv LreaLmenL belng scaled up enough Lo end Lhe epldemlc ln Lhe shorL- and medlum-Lerm,
glven Afrlca's low-resource seLLlng and lnfrasLrucLure consLralnLs, make a scale-up of
prevenLlon efforLs crlLlcal ln Afrlca. Plgh raLes of Plv lnfecLlon resulL largely from fallure Lo
use avallable, effecLlve prevenLlon sLraLegles and Lools, and poor coverage of Plv
prevenLlon programs. Accordlng Lo unAluS, Plv prevenLlon servlces were globally only
reachlng 20 of people ln need ln 2003, whlle coverage for key populaLlons aL hlgher rlsk of
exposure Lo Plv was conslderably lower.
4


1he Plv epldemlc varles slgnlflcanLly ln dlfferenL reglons of Lhe world, buL ln each of Lhese
reglons young people are aL Lhe cenLer. Palf of all new lnfecLlons ln sub-Saharan Afrlca are
esLlmaLed Lo occur among Lhose beLween Lhe ages of 13 and 24 years.
3
?oung people also
are Lhe besL hope of reverslng Lhe epldemlc: counLrles LhaL have reporLed a decllne ln Plv
prevalence have recorded Lhe blggesL changes ln behavlor and prevalence among younger
age groups.
6
Many young people, however, do noL have Lhe baslc knowledge and skllls Lo
prevenL Lhemselves from becomlng lnfecLed wlLh Plv. 1hey conLlnue Lo have lnsufflclenL
access Lo lnformaLlon, counsellng, LesLlng, condoms, harm-reducLlon sLraLegles, and
LreaLmenL and care for sexually LransmlLLed lnfecLlons. CLher socloeconomlc facLors beyond
Lhe conLrol of lndlvlduals also need Lo be addressed.

As a sexually LransmlLLed dlsease, Lransmlsslon of Plv ls dlrecLly medlaLed by human
behavlor, so changlng behavlors LhaL lncrease Lhe rlsk of Plv Lransmlsslon ls Lhe ulLlmaLe
goal or ouLcome requlred for Plv prevenLlon. Puman behavlor, however, ls complex, and

1
hLLp://daLa.unalds.org/pub/lacLSheeL/2009/20091124_lS_SSA_en.pdf
2
hLLp://www.slldeshare.neL/unAluS/global-summary-of-Lhe-alds-epldemlc-2008-2372046
3
8eporL on Lhe global Plv/AluS epldemlc 2008: execuLlve summary. unAluS/08.27L / !C1311L (Lngllsh orlglnal, !uly 2008)
4
unAluS webslLe. hLLp://www.unalds.org/en/ollcyAndracLlce/revenLlon/defaulL.asp
3
unAluS 2004 8eporL on Lhe Clobal Plv/AluS Lpldemlc: 4Lh Clobal 8eporL. Ceneva, unAluS, 2004.
6
uavld 8oss, 8ruce ulck, !ane lerguson, lteveotloq nlv/Alu5 lo yoooq people. o systemotlc tevlew of tbe evlJeoce ftom Jeveloploq
cooottles. WPC 1echnlcal 8eporL Serles (2006): 13.
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wldespread behavlor changes are dlfflculL Lo achleve. 1here are also gaps ln our knowledge
abouL Lhe effecLlveness of Plv prevenLlon efforLs. ?eL Lhe research Lo daLe clearly
documenLs Lhe lmpacL of numerous behavloral lnLervenLlons ln reduclng Plv lnfecLlon. ln all
cases ln whlch naLlonal Plv epldemlcs have reversed, broad-based behavlor changes were
cenLral Lo success.
7



Using football for HIV/AIDS prevention in Africa

numerous organlzaLlons ln Afrlca use fooLball as Lhe medlum for Plv prevenLlon programs
focused on behavlor change. Some programs have been operaLlng for more Lhan a decade
and by now have esLabllshed Lhemselves ln many schools, prlsons, and oLher lnsLlLuLlons as
Lhe sLandard Plv prevenLlon currlculum or ouLreach. LxLernal as well as lnLernal evaluaLlons
of Lhelr ouLcomes have been poslLlve, and whlle Lhere are few large-scale and/or bllnd
conLrolled sLudles analyzlng Lhelr effecLlveness, research suggesLs LhaL profound behavlor
changes have lndeed occurred and, moreover, are belng susLalned among a large
proporLlon of youLh parLlclpanLs (see llndlng 3 below).

looLball has been used as a plaLform for Plv prevenLlon for more reasons Lhan lLs
ublqulLous appeal as boLh specLaLor and parLlclpaLory sporL ln Afrlca, Lhough lLs popularlLy
underlles much of lLs success and poLenLlal.

lor example, Lhere are feaLures lnherenL ln sporLs and especlally ln fooLball LhaL can be
harnessed Lo creaLe susLalned behavlor change ln parLlclpanLs. looLball-based prevenLlon
programs employ Lhe compeLlLlve, parLlclpaLory, Leam-based, and communlcaLlve aspecLs
of Lhe game Lo faclllLaLe boLh knowledge acqulslLlon and Lhe developmenL of
communlcaLlon skllls, leadershlp skllls, and llfe skllls (such as reslllence, self-esLeem, self-
efflcacy, rlsk awareness, good declslon-maklng, reslsLance Lo peer pressure, and poslLlve
soclal behavlors llke muLual supporL and respecL).

8y dependlng on local coaches/Leachers/role models/peer educaLors, fooLball programs
make use of and empower Lhe lndlvlduals mosL cruclal Lo Plv prevenLlon efforLs: Lhose
lmmedlaLely affecLed by Lhe epldemlc-who have deep local knowledge of Lhelr
communlLles, auLhenLlclLy as prevenLlon advocaLes, and much aL sLake ln flghLlng Lhe
dlsease. CperaLlng Lhrough such lndlvlduals glves fooLball programs crlLlcal access and
lnfluence wlLhln communlLles.

looLball's naLural convenlng power creaLes a plaLform for Lhe dellvery of oLher healLh and
soclal servlces lmporLanL for Plv prevenLlon, such as volunLary counsellng and LesLlng, and
LreaLmenL and care servlces for Plv-poslLlve lndlvlduals. lLs convenlng power can also be
used Lo draw large crowds ln order Lo dellver Plv prevenLlon messages, Lo creaLe
moblllzaLlon wlLhln communlLles agalnsL Lhe dlsease, whlch many people are afrald Lo
dlscuss, and agalnsL sLlgma assoclaLed wlLh Plv/AluS, and Lo faclllLaLe local program
lmplemenLers ln Lhelr efforLs Lo gaLher people and creaLe an approprlaLe envlronmenL Lo
dlscuss senslLlve lssues.

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Clobal Plv revenLlon Worklng Croup 8eporL. AugusL 2008: hLLp://www.globalhlvprevenLlon.org/reporLs.hLml#hlvAugusL2008

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looLball-based Plv prevenLlon programs are also parL of a larger sporL for soclal change"
movemenL, whlch enables programs Lo llnk up wlLh oLher programs ln order Lo share besL
pracLlces and collaboraLe, and Lo scale up and move forward ln organlzaLlonal developmenL
uslng Lhe resources of Lhe larger movemenL. looLball prevenLlon programs can also make
use of fooLball's sLaLus as a global phenomenon Lo draw upon celebrlLy fooLballers,
numerous advocacy channels, and powerful medla posslblllLles.
Approach

Methods and Aims of Analysis

CrganlzaLlons selecLed for lncluslon ln Lhls reporL were chosen because Lhelr approaches
have already resulLed ln meanlngful ouLcomes and ln several cases have been excepLlonally
successful aL produclng comprehenslve and large-scale Plv prevenLlon. 1he organlzaLlons ln
Lhe box Lo Lhe rlghL were selecLed as sub[ecLs for close
analysls.

1hls reporL ls developed on Lhe basls of a comblnaLlon of
daLa and lnformaLlon collecLlon meLhods. A quesLlonnalre
was developed based on crlLerla hlghllghLed ln Lhe
Compendlum of Plv revenLlon lnLervenLlons wlLh
Lvldence of LffecLlveness
8
, and clrculaLed Lo Lhese
organlzaLlons vla emall. 1he quesLlonnalre, whlch can be
found ln Annex 8, capLures a range of lssues, lncludlng
approaches, sLraLegles, lmpacL, resulLs, prlmary and
secondary beneflclarles, as well as operaLlonal, managerlal,
and programmaLlc lssues. 1he quesLlonnalre was
complemenLed by one-on-one lnLervlews wlLh
represenLaLlves of several organlzaLlons. AddlLlonally, news
reporLs, organlzaLlon newsleLLers, and especlally reporLs
(lncludlng blogs) by volunLeers and lnLerns, followed up by
emalls or phone lnLervlews, were cruclal ln reveallng or
clarlfylng Lhe deLalls of program operaLlons, program
developmenL, and Lhe ma[or and mlnor on-Lhe-ground
reallLles of Plv prevenLlon efforLs ln Afrlca.

lL should be noLed LhaL Lhere are many oLher organlzaLlons
LhaL use fooLball and fooLball-relaLed acLlvlLles for Plv
prevenLlon and oLher sporLs for developmenL purposes,
some of whlch have achleved Lremendous successes or

8
hLLp://www.cdc.gov/hlv/resources/reporLs/hlv_compendlum/
Crgan|zat|ons stud|ed |n
th|s report
AlLus-SporL
Coachlng for Pope
looLballers 4 Llfe
CrassrooL Soccer
klck4Llfe
Lovellfe
MaLhare ?ouLh SporLs
AssoclaLlon
nAWALlfe 1rusL
lay Soccer
8lghL Lo lay
SLu?LL - SouLh LasL ulsLrlcL
?ouLh LmpowermenL League
1argeLed AluS lnLervenLlons
vl[ana Amanl amo[a
Whlzzklds unlLed

networks and p|atforms
klcklng AluS CuL!
sLreeLfooLballworld

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show greaL poLenLlal. 1hls sLudy does noL seek Lo presenL a compleLe or fully represenLaLlve
deplcLlon of fooLball-based Plv prevenLlon ln Afrlca, buL raLher Lo presenL a conclse yeL ln-
depLh evaluaLlon of fooLball as a prevenLlon plaLform ln Afrlca.

Presentation Format

1hls sLudy presenLs Lhe dlsLlncLlve feaLures, operaLlonal reallLles, and fuLure posslblllLles of
fooLball-based Plv prevenLlon programs from Lhree perspecLlves: 1) |mp|ementat|on of
Lhese programs, 2) Lhe ways ln whlch Lhey use med|a, as well as Lhe unlque poLenLlal of Lhe
comblnaLlon of fooLball and medla ln Plv prevenLlon efforLs, and 3) fooLball as an effecLlve
plaLform for advocacy efforLs.

Analysls has been organlzed lnLo 13 flndlngs dlvlded among Lhese Lhree larger perspecLlves.
A mlx of case sLudles, references Lo exLernal and lnLernal evaluaLlons, maLerlal from
currlculums, reporLs from Lhe fleld, and references Lo Plv prevenLlon research help
lllusLraLe each flndlng. Some flndlngs are broken down lnLo sub-flndlngs for Lhe purpose of
clearer presenLaLlon.
Findings

Implementation


FINDING 1: Football is an exceptionally flexible platform for HIV
prevention in Africa.
numerous organlzaLlons conducLlng Plv prevenLlon programs ln Afrlca uLlllze or draw on
fooLball Lhrough a varleLy of approaches. Some of Lhese approaches lnclude:

1. uslng local coaches Lo dellver Plv prevenLlon currlculums as supplemenLary
coachlng sesslons Lo Leams ln regular youLh fooLball leagues.
2. uslng local communlLy role models (professlonal soccer players, youLh sporL
coaches, Leachers, peer educaLors, eLc.) Lo dellver Plv prevenLlon currlculums ln
school durlng school hours or afLer school.
3. uslng celebrlLy fooLballers Lo conducL ouLreach and dellver Plv awareness sesslons
Lhrough dlscusslons lnsLead of acLlvlLles.
4. uslng peer educaLors Lo organlze Lhelr own prevenLlon acLlvlLles (see llndlng 2.2)

looLball-based Plv prevenLlon programs presenL an excellenL opporLunlLy for scale-up of
prevenLlon efforLs because of fooLball's flexlblllLy as a prevenLlon plaLform. lor example, a
campalgn uslng lllA World Cup 2010 as a sLage Lo focus aLLenLlon on Lhe power of fooLball
Lo flghL Plv can resulL ln many dlfferenL organlzaLlons wlLh varled approaches belng scaled
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9
up, affecLlng dlfferenL audlences ln dlfferenL seLLlngs. 1hls can help achleve comprehenslve,
wldescale behavlor change.

lacLors LhaL make fooLball flexlble as a prevenLlon plaLform are lllusLraLed below.

1.1 Football uniquely draws and engages people
looLball has become a medlum for so many Plv prevenLlon programs because lL ls such a
popular acLlvlLy ln Afrlca. looLball makes Leachers' faclllLaLlon sLyles much more engaglng,
fun, and enLerLalnlng Lhan ln more dldacLlc currlculums, allowlng program currlculums Lo be
lmplemenLed wlLh llLLle need Lo compel youLh Lo aLLend. lor varlous reasons-noL only
because Lhey are fun, youLh ofLen seek ouL fooLball Plv-prevenLlon programs.

CrassrooL Soccer's lessons, for example, are sLrucLured as lnLeracLlve acLlvlLles LhaL help
creaLe dlalogue ln a comforLable and famlllar envlronmenL. Lessons conLlnuously lnLegraLe
soccer and Plv Lransmlsslon and prevenLlon knowledge whlle coaches and players pracLlce
and compeLe, developlng and LesLlng skllls. Speclflc examples of currlcular acLlvlLles lnclude:
1. llnd Lhe 8all," ln whlch Lhe person holdlng Lhe ball behlnd Lhelr back represenLs
someone lnfecLed by Plv. 1hls acLlvlLy alms Lo Leach players LhaL a person's physlcal
appearance does noL reveal Plv-sLaLus, and LhaL Lhe only sure way Lo know one's
sLaLus ls Lo geL LesLed.
2. 8lsk lleld" challenges Leams Lo drlbble a ball around cones LhaL represenL rlsky
behavlors. 1he coach-able momenL" lles ln Leachlng young parLlclpanLs LhaL Laklng
rlsks has consequences, some more serlous Lhan oLhers.

Coaches parLlclpaLlng ln an exLernal evaluaLlon of nawaSporL, a fooLball program operaLlng
ln namlbla LhaL uses coaches Lralned Lo Leach an Plv prevenLlon currlculum, reporL LhaL Lhe
program has become so popular ln communlLles LhaL lL requlres llLLle lf any promoLlonal
efforLs Lo recrulL new parLlclpanLs. ?ouLh ofLen approach coaches seeklng Lo [oln Lhe
program. Accordlng Lo Lhe evaluaLlon, one of Lhe key challenges has been explalnlng Lo Lhe
burgeonlng number of lnLeresLed candldaLes LhaL Lhey need Lo paLlenLly walL unLll new
sesslons begln."
9


Several programs (e.g. 8roLhers for Llfe, Whlzzklds unlLed, CrassrooL Soccer, nawaSporL,
1argeLed AluS lnLervenLlons) also have reporLed (vla exLernal and lnLernal evaluaLlons and
research sLudles) Lhe speclflc flndlng LhaL sLudenLs reporL Lhey are drawn Lo Lhese programs
because Lhey provlde a comforLable seLLlng Lo dlscuss dlfflculL and personal Loplcs (also see
llndlng 3).

1.2 Football is a prevention platform that is adaptable to many
types of audiences
Students
looLball-based Plv prevenLlon currlculums have been lmplemenLed ln schools LhroughouL
Afrlca, and sLudenLs are Lhe mosL popular LargeL group of many programs (lncludlng
CrassrooL Soccer, Whlzzklds unlLed, AlLus-SporL). School-based programs have Lhe

9
8rlan Coercke, uSAlu nawaSporL rogram LvaluaLlon 2009
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10
advanLage of a capLlve audlence LhaL can progress Lhrough programs and currlcula. Schools
also have resources Lo provlde supporL Lo Lhe efforLs of prevenLlon programs, lncludlng
Leachers, prlnclpals, school governlng bodles, and school faclllLles.

ln a meLa-analysls of 22 sLudles of school-based prevenLlon educaLlon programs ln low- and
mlddle-lncome counLrles, 16 programs LhaL lnvolved currlculum-based, adulL-led
lnLervenLlons had poslLlve effecLs on age of flrsL sex, frequency of sex, number of parLners,
use of condoms or conLracepLlves, and frequency of unproLecLed sex.
10


looLball-based currlculums also have advanLages over Lyplcal school-based lnLervenLlons.
CfLen, regular Leachers fear communlLy dlsapproval, are relucLanL Lo dlscuss sex and Plv,
suffer from currlculum overload, and prefer Lo use docLrlnalre lnsLrucLlon.
11, 12

!
Cut-of-schoo| youth
CuL-of-school youLh are a dlverse group LhaL lncludes young people who have dropped ouL
of school for varlous reasons, chlldren from famllles LhaL cannoL afford Lo send Lhem Lo
school or LhaL need Lhelr labor aL home, orphans, and chlldren llvlng on sLreeLs. 8esearch
has found LhaL school aLLendance ofLen ls assoclaLed wlLh proLecLlve facLors agalnsL sexual
rlsk Laklng.
13
An analysls by Lhe lCCuS on ?oung AdulLs ro[ecL ln 2001 of youLh surveys ln
10 counLrles found LhaL glrls ln school were slgnlflcanLly less llkely Lo have experlenced
sexual lnLercourse Lhan glrls who were noL aLLendlng school.
14
Clven Lhelr lncreased rlsk, lL
ls Lherefore exLremely lmporLanL Lo dlrecL Plv prevenLlon efforLs aL Lhese youLh.

CuL-of-school youLh, however, are dlfflculL Lo reach and Lhelr levels of llLeracy vary.
13

rovldlng Lhem wlLh Lhe lnformaLlon and skllls Lhey need Lo proLecL Lhemselves from Plv ls
a speclal challenge, and sLandard currlcular approaches may lack efflcacy. looLball ls unlque
ln lLs capaclLy Lo reach and affecL Lhese youLh.

Several fooLball prevenLlon programs have organlzed and are runnlng fooLball leagues as a
way Lo regularly convene ouL-of-school youLh. 1hese young people aLLend pracLlces and
games regularly malnly because Lhey love Lo play soccer. 8elng parL of a fooLball league
adds sLrucLure Lo Lhelr llves and keeps Lhem away from rlsky acLlvlLles, buL lL also provldes
fooLball prevenLlon programs Lhe opporLunlLy Lo dellver Plv prevenLlon currlculums and llfe
skllls Lralnlng. lor example, besldes lLs school-based programs, CrassrooL Soccer also
dellvers lLs currlculum Lhrough SLreeL Sklllz programs, whlch are sLreeL soccer leagues LhaL lL
organlzes and runs. SLreeL Sklllz parLlclpanLs also recelve Lhe Sklllz magazlne, whlch llnks
readers Lo healLh servlces, promoLes healLh-seeklng behavlors, and relnforces messages
from Lhe Sklllz currlculum.


10
WPC 1echnlcal 8eporL: lteveotloq nlv/Alu5 lo oooq leople. A 5ystemotlc kevlew of tbe vlJeoce lo ueveloploq cooottles, 2006
11
klnsman, !. eL al, LvaluaLlon of a comprehenslve school-based AluS educaLlon programme ln rural Masaka, uganda." neoltb Jocotloo
keseotcb, 16, no. 1 (2001): 83-100.
12
vlsser, M., LvaluaLlon of Lhe llrsL AluS klL, Lhe AluS and llfesLyle educaLlon programme for Leenagers." 5ootb
Aftlcoo Iootool of lsycboloqy 26, no. 2 (1996): 103-113.
13
AugusL 8urns, eL al, 8eachlng CuL-of-School ?ouLh wlLh 8eproducLlve PealLh Servlces." lamlly PealLh lnLernaLlonal, ?ouLhneL rogram
(2004). 8eLrleved from www.fhl.org/youLhneL
14
!ames-1raore 1, Magnanl 8, Murray n, eL al. AJvoocloq oooq AJolt keptoJoctlve neoltb. Actloos fot tbe Next uecoJe. WashlngLon, uC:
aLhflnder lnLernaLlonal/lCCuS on ?oung AdulLs, 2001
13
unAluS webslLe: hLLp://www.unalds.org/en/ollcyAndracLlce/revenLlon/LducaLlon/defaulL.asp
usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

11
AnoLher example ls namlbla SLreeL Soccer, an Plv prevenLlon program run by Lhe Academy
for LducaLlonal uevelopmenL (ALu) wlLh supporL from !ohnson & !ohnson. 1hls program
has engaged over 7,000 namlblan youLh by creaLlng 20 sLreeL soccer clubs conslsLlng of
over 200 Leams, 40 of whlch are all-glrls Leams. 1eams meeL aL leasL Lhree days a week Lo
work on soccer skllls, llfe skllls, and Lo compeLe. Lach week, one day ls dedlcaLed Lo llfe skllls
and prevenLlon acLlvlLles. 1eams compeLe ln acLlvlLles boLh on and off Lhe fleld as parL of
Lhelr sLreeL soccer club and lncenLlves are ln place for Leams once Lhey reach speclflc
benchmarks of Lhe program.

outh |n Correct|ona| Iac|||t|es and the Armed Serv|ces
Plv prevenLlon research has shown LhaL prlsoners
16
and members of Lhe mlllLary
17
are aL a
very hlgh rlsk of Plv lnfecLlon. 8ecause school-based prevenLlon programs cannoL reach
Lhem, fooLball programs LhaL LargeL Lhese Lwo vulnerable groups are very valuable ln Lhe
flghL agalnsL Plv.

1he SouLh Afrlcan program looLballers 4 Llfe, for example, uses elghL reLlred SouLh Afrlcan
fooLball legends Lralned as Llfe Wellness Coaches Lo dellver a llfe skllls and wellness
program Lo youLh ln correcLlonal faclllLles as well as members of Lhe Armed Servlces. 1hls
program reporLs many lnsLances of profound behavlor change, especlally ln prlsoners
lnsplred and moLlvaLed Lo change Lhelr own llves by Lhe sLorles and personal examples of
Lhelr soccer heroes.

nawaSporL ln namlbla lmplemenLs lLs Plv prevenLlon program ln four prlsons. 1he coaches
ln Lhese slLes are correcLlonal faclllLy personnel, whlch ls furLher evldence of Lhe flexlblllLy
of fooLball-based prevenLlon programs. A commenL by one of Lhese coaches reveals Lhe
ablllLy of fooLball programs Lo make parLlclpanLs more Lhan slmply recelvers of Plv
lnformaLlon:

?ou have Lo be aL Lhe same level wlLh Lhe person you are deallng wlLh.
So, you don'L have Lo puL yourself as hlgher.When you come Lo
nawaSporL, you forgeL abouL Lhe members and Lhe lnmaLes. ?ou Lake lL
as lf you were (conducLlng sesslons) ouL (of Lhe prlson faclllLy), because ln
Lhls way we are also rehablllLaLlng Lhem.
18


1.3 Football HIV prevention programs can be implemented in
places that are difficult to reach for other types of interventions
8esldes prlsons, fooLball-based Plv prevenLlon programs and currlculums are belng
dellvered ln oLher locaLlons LhaL demonsLraLe fooLball's flexlblllLy as a medlum for
prevenLlon efforLs. 8ural vlllages, for example, may noL have schools, and Lhere ofLen ls
llLLle accuraLe knowledge abouL Plv ln Lhese areas. Several Plv prevenLlon programs LargeL
slums, where Lhe rlsk of Plv lnfecLlon ls exLremely hlgh and where soclal servlces may be
lacklng. 8esldes provldlng essenLlal lnformaLlon and llfe skllls Lo a populaLlon whlch has a
parLlcularly hlgh rlsk of Plv lnfecLlon, many fooLball programs also connecL Lhls populaLlon

16
Source: unlLed naLlons Cfflce on urugs and Crlme: hLLp://www.unodc.org/unodc/en/fronLpage/hlv-and-prlsons-ln-sub-saharan-
afrlca.hLml
17
A. WhlLeslde, eL al, AluS, SecurlLy and Lhe MlllLary ln Afrlca: a Sober Appralsal." Aftlcoo Affolts, !anuary 2006.
18
8rlan Coercke, uSAlu nawaSporL rogram LvaluaLlon 2009
usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

12
Lo Plv LesLlng and counsellng servlces, as well as servlces lmporLanL for LreaLlng and
prevenLlng Plv and oLher dlseases.

Cne of Lhe programs of vl[ana Amanl amo[a (formerly CASL-CaplLal Area Soccer League) ln
kenya reaches ouL Lo Lhe dlsadvanLaged and marglnallzed young women and glrls of Lhe
Ma[engo slum area. Many young glrls lack lnformaLlon on how Lo Lackle lssues relaLlng Lo
Lhelr reproducLlve healLh, and as a resulL are aL hlgh rlsk of conLracLlng Plv.

klck4Llfe ln LesoLho conducLs Chlldren's PealLh uays," whlch LargeL hard-Lo-reach and
exLremely vulnerable rural vlllage communlLles. A day-long evenL of acLlvlLles engages
chlldren and adulLs ln lnLeracLlve Plv educaLlon for careglvers and older chlldren. Plv
LesLlng ls conducLed, and Lhere ls a follow-up day on whlch Plv poslLlve chlldren are
LransporLed Lo Lhe nearesL A81 (anLlreLrovlral) cllnlc for evaluaLlon, LreaLmenL, and care.

Coachlng for Pope (ClP) ls an lnnovaLlve example of a fooLball prevenLlon currlculum belng
dellvered ln hard-Lo-reach locaLlons. 1he program model of Coachlng for Pope lnvolves
professlonal coaches from world-famous uk Leams llke 1oLLenham PoLspur glvlng Lralnlng
courses Lo local Afrlcan coaches ln SouLhern Afrlca and WesLern Afrlca, as well as Lralnlng
Lhem Lo dellver Plv awareness sesslons Lo young people ln Lhelr communlLles. Many of
Lhese coaches are from remoLe rural areas where Lhe youLh Lhey coach may noL oLherwlse
have access Lo an Plv prevenLlon currlculum. lor example, Lhe sevenLh Coachlng for Pope
Lralnlng course ln 8urklna laso ln !une 2008 lncluded fooLball coaches from ClP parLner
8eseau Afrlcaln !eunesse SanLe eL ueveloppemenL au 8urklna laso (8A!S/8l), who reLurned
Lo Lhelr communlLles ln rural 8urklna laso and began rolllng ouL Lhelr sexual healLh
awareness workshops.

Amandla ku LuLsha, a program LhaL operaLes ln Cape 1own, provldes sLrucLured fooLball
leagues Lo chlldren and young people who llve ln chlldren's homes, sLreeL klds shelLers,
youLh Lrlbunals, and drug rehablllLaLlon programs.

1.4 Effective football-based programs have easily been
replicated in other regions and countries without major
modifications
As wlll be dlscussed ln llndlng 3, effecLlve prevenLlon programs comblne prevenLlon and
comprehenslve LargeLlng of mulLlple drlvers of Lhe dlsease. Whlle currlculums are flexlble
and easy Lo lmplemenL, Lhey have Laken research, effecLlve monlLorlng and evaluaLlon, and
Llme Lo develop. 1herefore, lL ls ofLen besL for programs seeklng Lo lmplemenL a fooLball-
based Plv prevenLlon currlculum Lo lmporL from organlzaLlons LhaL have developed well-
performlng programs.

CrassrooL Soccer's currlculum was lnlLlally launched ln Zlmbabwe, repllcaLed ln SouLh Afrlca
and Zambla and has now been lnLroduced Lhrough communlLy based organlzaLlons ln more
Lhan 14 counLrles lncludlng 8oLswana, 1anzanla, kenya, LesoLho, Llberla, and LLhlopla.
8uL CrassrooL Soccer provldes organlzaLlons wlLh more Lhan lLs currlculum developmenL
experlence. AfLer lLs global Leam ldenLlfles parLners capable of susLalnlng a fooLball-based
Plv prevenLlon program, lL maLches Lhem wlLh funders, provldes ln-counLry Lralnlng and
ongolng Lechnlcal asslsLance, and asslsLs ln Lhe overall capaclLy bulldlng of Lhese
usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

13
organlzaLlons. Lxamples of such programs lnclude nawaSporL ln namlbla and klck4Llfe ln
LesoLho.


FINDING 2: Football-based HIV prevention programs uniquely
empower and utilize individuals in the fight against HIV.
AL Lhe core of fooLball-based Plv prevenLlon ls Lhe recognlLlon LhaL lndlvlduals deLermlne
Lhelr faLes and ulLlmaLely Lhe faLe of Lhe Plv epldemlc. Plv ls prlmarlly spread ln Afrlca by
Lhe acLlons of lndlvlduals. Successful Plv prevenLlon efforLs, as demonsLraLed ln counLrles
llke Lhe unlLed SLaLes, 1halland, and uganda, depends on lndlvlduals belng convlnced and
empowered Lo change Lhelr bellefs and behavlors. looLball programs also operaLe from Lhe
bellef LhaL lndlvlduals can also be empowered Lo change oLhers.

2.1 Coaches
1he role and responslblllLles of coaches ln every organlzaLlon analyzed ln Lhls reporL expand
beyond Lhem belng slmply lmplemenLers of currlculums or ouLreach workers. Many coaches
are also counselors, menLors, role models, lnformaLlonal resources for Lhelr communlLles,
and organlzers of lnnovaLlve prevenLlon acLlvlLles.

Coaches Lake on Lhls dlverslLy of funcLlons malnly Lhrough Lhelr relaLlonshlps wlLh Lhelr
players/sLudenLs. looLball programs have LranslaLed Lhe unlque relaLlonshlps coaches have
wlLh Lhelr players Lo Plv prevenLlon: [usL as coaches provlde supporL, advlce, and
moLlvaLlon Lo Lhelr players, Lhey can do Lhe same for young people ln a prevenLlon
program, ln many cases becomlng carlng adulLs who seL a poslLlve example. Coaches can
help gulde young people Lhrough Lhe challenges Lhey face, and can personallze Lhe dlsease,
maklng vlvld Lhe human cosL of Plv and deplcLlng ln a way LhaL youLh undersLand Lhe
lndlvldual reallLy of Lhe epldemlc. Coaches can also lndlvlduallze prevenLlon messages so
LhaL messages make sense ln Lhe face of Lhe real sLruggles and Lough cholces LhaL youLh
face.

1he relaLlonshlp beLween Lhe coach and parLlclpanLs ls fundamenLal Lo a program's lasLlng
lmpacL. CrassrooL Soccer's Sklllz lnLervenLlon, Lo Lhls end, emphaslze LhaL coaches develop
personal connecLlons wlLh parLlclpanLs. Safe spaces for developlng llfe skllls and learnlng
abouL Plv prevenLlon become more Lhan [usL physlcal spaces. 1he sense of supporL LhaL
parLlclpanLs feel lf Lhey have someone Lo go Lo when Lhey have problems or quesLlons may
be a fundamenLal elemenL ln parLlclpanLs maklng beLLer declslons.

More lmporLanL Lhan Lhe memorlzaLlon of an acLlvlLy's key messages ls Lhe ablllLy of
parLlclpanLs Lo lnLernallze Plv-prevenLlon messages, whlch ofLen resulLs from meanlngful
conversaLlons wlLh role models. Sklllz Coaches recelve exLenslve Lralnlng ln faclllLaLlng vlLal
conversaLlons," Lhus movlng from a meLhod of slmply Lralnlng youLh Lo one of faclllLaLlng
dlalogue, wlLh Lhe goal of caLalyzlng lasLlng behavlor change.

usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

14
2.2 Peer educators
Plv prevenLlon research has sLrongly advocaLed peer educaLors as alLernaLlves or ad[uncLs
Lo Leachers or oLher adulLs.
19
lL ls argued LhaL peer educaLors are able Lo relaLe more closely
Lo youLh Lhan older people can. A meLa-analysls of research sLudylng Lhe lnfluence of peer
educaLors found Lhem Lo have poslLlve effecLs on rlsky behavlors and Plv-prevenLlon
awareness.
20


looLball helps peer educaLors ln Lhelr efforLs because fooLball ls such a powerful way for
Lhem Lo convene oLher youLh. eer educaLors can use fooLball evenLs as a background for
prevenLlon acLlvlLles. lurLhermore, Lhe skllls LhaL Lhey develop Lo gaLher people and
organlze a game, or Lo make a Leam funcLlon well, can be useful for prevenLlon acLlvlLles.
Such skllls lnclude Leam bulldlng, communlLy ouLreach, and evenL admlnlsLraLlon and
managemenL.

lor example, 1argeLed AluS lnLervenLlons (1Al), a SouLh Afrlcan nCC, has made peer
educaLors Lhe cenLerplece of lLs lnLervenLlons. 1lme ls glven, lf needed, for peer educaLors
Lo flrsL come Lo Lerms wlLh Plv ln Lhelr own llves. When peer educaLors feel prepared, Lhey
begln Lo lmplemenL small pro[ecLs wlLhln Lhelr communlLles: holdlng Lralnlng workshops for
nelghborlng soccer Leams, organlzlng Plv-orlenLed soccer evenLs, engaglng specLaLors aL
maLches, dlsLrlbuLlng condoms, and holdlng personal sesslons wlLh frlends. looLball ls Lhe
plaLform for mosL of Lhelr Plv prevenLlon acLlvlLles.

2.3 Professional football coaches and professional footballers
rofesslonal fooLball players and coaches are ofLen a fundamenLal componenL of fooLball
Plv-prevenLlon programs. ln Lhe program Coachlng for Pope, for example, coaches from
world-famous Leams llke 1oLLenham PoLspur, LverLon, Pull ClLy, and Cueens ark 8angers,
Lraln local coaches Lo Lhe recognlzed sLandards of lA (looLball AssoclaLlon, Lhe governlng
body of fooLball ln Lngland), as well as Lralnlng Lhem Lo dellver Plv awareness sesslons. 1he
local coaches learn advanced coachlng Lechnlques and leadershlp and communlcaLlon skllls
LhaL empower Lhem Lo creaLe hlgh-quallLy Leams LhaL aLLracL parLlclpanLs and noLlce.
Coachlng for Pope's professlonal coaches have coached over 700 grassrooLs coaches who
have worked wlLh over 30,000 chlldren and young people. Coachlng for Pope provldes local
coaches wlLh ongolng supporL, and compeLlLlons are held (wlLh prlzes) Lo see whlch coaches
held Lhe mosL workshops and supervlslons of workshops. Such compeLlLlons, accordlng Lo
Coachlng for Pope, are effecLlve aL lncreaslng Lhe amounL of sexual healLh awareness
workshops coaches dellver.

CrassrooL Soccer has used acLlve professlonal soccer players ln lLs flagshlp programs, and
noL [usL because of Lhe power of Lhelr celebrlLy. rofesslonal soccer players generally have
Llme durlng Lhe school day Lo parLlclpaLe ln school-based programs. 1hey are Lralned
speclflcally for Lhe program and do noL Leach oLher courses, and Lhey develop comforL wlLh
Lhe conLenL and are able Lo embrace an lnLeracLlve Leachlng sLyle. Whlle noL lmmune Lo
fear of communlLy dlsapproval, professlonal soccer players are ln a poslLlon Lo change

19
WPC 1echnlcal 8eporL: lteveotloq nlv/Alu5 lo oooq leople. A 5ystemotlc kevlew of tbe vlJeoce lo ueveloploq cooottles, 2006
20
M8 uuranLlnl, eL al, ConcepLuallzlng Lhe lnfluence of Soclal AgenLs of 8ehavlor Change: A MeLa-Analysls of Lhe LffecLlveness of Plv-
revenLlon lnLervenLlonlsLs for ulfferenL Croups." sychologlcal 8ulleLln 132, no. 2 (2006): 212-248.
usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

13
communlLy norms. ln addlLlon, professlonal and school or afLer-school soccer Leams provlde
an lnfrasLrucLure upon whlch Lo bulld fuLure lnLervenLlons.
21


1he program looLballers 4 Llfe, dlscussed earller (llndlng 1), uses SouLh Afrlcan soccer
legends Lo dellver Plv awareness workshops. 1he reLlred players ofLen Lell personal sLorles
abouL how Lhey have made crlLlcal changes ln Lhelr own llves. 1hls language of self-
empowermenL can have a dramaLlc lnfluence on Lhelr audlences. lL ls also an advanLage of
havlng fooLball be Lhe background of dlscusslons, glvlng people who may have llLLle else ln
common a language ln whlch Lo speak Lo each oLher and a feellng of camaraderle and
belonglng LhaL ls vlLal lf people are Lo pay aLLenLlon Lo someone persuadlng Lhem Lo change
Lhelr aLLlLudes and behavlors.


FINDING 3: Football prevention programs are rooted in the lives of
participants.
Many fooLball prevenLlon programs esLabllsh a long-Lerm and slgnlflcanL local presence ln
communlLles. As dlscussed ln Lhe prevlous flndlng,
program lmplemenLers can become counselors, menLors,
role models, lnformaLlonal resources for Lhelr
communlLles, and organlzers of evenLs LhaL can
conLrlbuLe Lo healLh and Plv prevenLlon. rogram
lmplemenLers ofLen have deep knowledge and
undersLandlng of Lhe llves of parLlclpanLs LhaL allows
Lhem Lo Lalk ln a language LhaL parLlclpanLs wlll
undersLand. 1hey can reach parLlclpanLs because of Lhelr
ablllLy Lo empaLhlze and grasp Lhe dlfflculLy of cerLaln
declslons. 1he followlng sLory from Lhe Coachlng for
Pope currlculum capLures how reallsLlc programs are
abouL Lhe dlfflculLles of maklng Lhe rlghL declslon. ln Lhls
sLory, a woman's declslon Lo Lake an Plv LesL and reveal
Lhe poslLlve resulL Lo her husband resulLs ln her geLLlng
Lhrown ouL of her house.

nIV test|ng - Cather|ne's story
Alm: 1o conslder Lhe lmpllcaLlons of Plv LesLlng and Lhe besL ways Lo
offer counselllng.

1he declslon Lo be Plv LesLed ls noL slmple. Conslder Lhe followlng sLory.

CaLherlne vlslLed a healLh cenLre wlLh a vaglnal dlscharge. 1here she was
glven LreaLmenL and was also LesLed for Plv. She was Lold she was Plv-
poslLlve. She was advlsed Lo use condoms and Lo reLurn regularly for
check-ups. When she Lold her husband, he Lhrew her ouL of Lhe house.

21
1homas Clark, eL al, An AdolescenL-LargeLed Plv revenLlon ro[ecL uslng Afrlcan rofesslonal Soccer layers as 8ole Models and
LducaLors ln 8ulawayo, Zlmbabwe." Alu5 8ebovlot 10, no. 7 (2006): 78.
SporL has Lhe power Lo unlLe
people ln a way llLLle else can.
SporL can creaLe hope where
Lhere was once only
despalr.lL laughs ln Lhe face
of dlscrlmlnaLlon. SporL
speaks Lo people ln a
language Lhey can
undersLand.

"#$%&'!()'*#$)+!!
,-#%.*#'/!&0!1&2/3!40-.5)+!
677896777!


usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

16
She was cuL off from her chlldren and Lurned Lo prosLlLuLlon ln a nearby
Lown. Meanwhlle her husband marrled anoLher woman."

now conslder Lhe followlng polnLs:
WhaL were Lhe consequences of Lhe Plv LesL for CaLherlne, her
husband and Lhelr new parLners?
uld CaLherlne's LesL help Lo prevenL Plv?
WhaL could have happened lnsLead Lo make Lhe LesL helpful Lo
everyone concerned and Lo help Plv prevenLlon generally?
arLlclpanLs could dlscuss Lhls ln small groups and glve feedback or
you may wanL Lo dlscuss Lhls as a group

Such a lesson reaches beyond Lhe dlssemlnaLlon of Plv prevenLlon lnformaLlon Lo real
problems and Lough declslons LhaL are noL easlly labeled rlghL and wrong. ?eL parLlclpanLs
wlll be beLLer prepared Lo make dlfflculL declslons because programs lnLroduce Lhem Lo Lhe
pros" of a good declslon, whlch Lhey may noL oLherwlse have known or been able Lo Lhlnk
Lhrough on Lhelr own.

rogram lmplemenLers are able Lo Lallor program currlculums, ouLreach, and evenLs Lo
speclflc lssues LhaL a communlLy mlghL face because Lhey have lnLlmaLe knowledge of Lhelr
communlLles. Alcohollsm, for example, ls a noLably serlous problem ln a few communlLles
LhaL nawaSporL operaLed ln, and so many coaches parLlcularly sLress alcohol consumpLlon
as a facLor ln rlsky behavlor and poor declslon-maklng.
22
LvaluaLlons and many reporLs from
Lhe fleld aLLrlbuLe Lhe popularlLy of programs Lo Lhelr appllcablllLy Lo parLlclpanLs' llves:

'1hey are even Lelllng Lhelr frlends and colleagues Lo come and [oln so
LhaL Lhey can know Lhe knowledge or Lhe basls of Plv.' ln nyangana, one
parLlclpanL sald LhaL parenLs were encouraglng Lhelr chlldren Lo [oln Lhls
program for Lhe llfe skllls educaLlon.
23


rograms also bulld local capaclLy and become lnLegral parLs of communlLy llfe by operaLlng
as frameworks Lhrough whlch parLlclpanLs can Lhemselves become prevenLlon advocaLes
and currlculum dellverers. Sharlng knowledge and Laklng acLlon ln Lhe communlLy are
fundamenLal plllars of CrassrooL Soccer, as lLs currlculum explalns:

Share - Sharlng means Lo Lake all Lhe lnformaLlon you learn from Lhe
CrassrooL Soccer programme wlLh your frlends, famlly, nelghbours, and
Lhe whole communlLy! noL everyone ln your communlLy ls as forLunaLe
as you Lo go Lhrough Lhe CrassrooL Soccer programme. ?ou musL use
your knowledge and skllls Lo Leach oLhers.

1ake Act|on |n our Commun|ty - 8y playlng sporLs, moblllzlng peers ln
Plv prevenLlon, organlzlng evenLs and/or dolng servlce ln your
communlLy, you wlll galn valuable skllls for llfe LhaL wlll help you develop

22
8rlan Coercke, uSAlu nawaSporL rogram LvaluaLlon 2009.
23
8rlan Coercke, uSAlu nawaSporL rogram LvaluaLlon 2009.
usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

17
your sLrengLhs and sLay sLrong ln llfe.
24


Currlculums are noL [usL creaLed and developed based on Lhe laLesL flndlngs from Plv
prevenLlon research, buL also are lnLervenLlons addresslng and respondlng Lo Lhe speclflc
lssues LhaL parLlclpanLs face ln Lhelr llves. CuLreach sesslons are also more Lhan awareness-
ralslng acLlvlLles: Lhe programs analyzed ln Lhls reporL LhaL used ouLreach sesslons
employed fooLball because lL allowed Lhem Lo sLeer away from dldacLlc meLhodologles and
Lo approach Plv prevenLlon wlLh a personallzed and real-llfe" approach. CuLreach sesslons
conducLed by looLballers 4 Llfe and 1argeLed AluS lnLervenLlons ofLen led Lo one-on-one
conversaLlons beLween Lhe Leacher" and sLudenL."

Currlculums LhaL were obLalned for analysls (Coachlng for Pope, CrassrooL Soccer,
CrassrooL Soccer-based currlculums, eLc) offer a mulLl-faceLed approach Lo Plv prevenLlon
LhaL ls grounded ln Lhe real rlsks and Lough declslons lndlvlduals face, and ln Lhe
vulnerablllLles of dlfferenL LargeL audlences. unAluS pollcy and pracLlcal guldance on Plv
prevenLlon sLresses LhaL effecLlve and comprehenslve Plv prevenLlon requlres addresslng
boLh lndlvldual rlsk as well as vulnerablllLy.
23


ln Lhe conLexL of Plv, r|sk ls deflned as Lhe probablllLy LhaL a person may acqulre Plv
lnfecLlon. CerLaln behavlors creaLe, enhance, and perpeLuaLe such rlsk. 1hese lnclude
behavlors such as ln[ecLlng drug use, unproLecLed casual sex, and mulLlple concurrenL long-
Lerm sexual parLners wlLh low and lnconslsLenL use of condoms. 8lsk arlses from lndlvlduals
engaglng ln rlsk behavlors for a varleLy of reasons, lncludlng lack of lnformaLlon, lnablllLy Lo
negoLlaLe safer sex, and unavallablllLy of condoms.

Cn Lhe oLher hand, vu|nerab|||ty from a healLh perspecLlve, resulLs from socleLal facLors
LhaL adversely affecL one's ablllLy Lo exerL conLrol over one's healLh. vulnerablllLy ls
lnfluenced by Lhe lnLeracLlon of a range of facLors lncludlng cerLaln personal, soclal,
economlc and pollLlcal facLors LhaL make people or cerLaln groups of people more
vulnerable Lo lnfecLlon Lhan oLhers. 1hese lnclude age, sex, poverLy, gender lnequallLles,
cerLaln laws, eLc.

looLball prevenLlon programs, accordlng Lo analysls of Lhe represenLaLlve organlzaLlons ln
Lhls sLudy, have soughL Lo produce behavlor change ouLcomes by meeLlng Lhe dlverse and
changlng needs of parLlclpanLs, and by addresslng Lhe characLerlsLlcs of Lhelr soclal, culLural,
and physlcal envlronmenLs LhaL place Lhem aL rlsk. Lvldence ls bulldlng LhaL Lhese
prevenLlon programs are worklng (see llndlng 3). Some of Lhe speclflc rlsks, vulnerablllLles,
and needs of parLlclpanLs LhaL programs address-and a few represenLaLlve and compelllng
meLhods used Lo address Lhem-are dlscussed below.

3.1 Social norms
Long-term concurrent sexua| re|at|onsh|ps, ln whlch a person has more Lhan one long-Lerm
sexual parLner, have been found Lo be a ma[or drlver of Lhe Plv epldemlc ln sub-Saharan
Afrlca. Whlle condoms may be used ln one-Llme sexual encounLers, research suggesLs LhaL

24
CrassrooL Soccer Coach's Culde, !une 2007
23
unAluS webslLe: hLLp://www.unalds.org/en/ollcyAndracLlce/revenLlon/lLCbehavlChange/defaulL.asp
usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

18
Lhey are used lnconslsLenLly ln long-Lerm relaLlonshlps.
26
looLball-based prevenLlon
currlculums and ouLreach speclflcally LargeL concurrenL parLnershlps as a rlsky pracLlce and
advlse parLlclpanLs Lo pracLlce absLlnence, falLhfulness, and conslsLenL use of condoms.

Cross-generat|ona| re|at|onsh|ps, parLlcularly Lhose ln whlch Lhere are large age and
economlc asymmeLrles beLween Lhe older and younger parLner (l.e. sugar
daddles/mommles"), are assoclaLed wlLh non-use of condoms and are Lherefore anoLher
drlver of Lhe epldemlc.
27
1hls cusLom parLlcularly makes glrls vulnerable Lo Plv lnfecLlon.
Currlculums speclflcally menLlon Lhe danger of Lhe sugar daddy/mommy relaLlonshlp, and
use lessons Lo warn parLlclpanLs away from Lhe pracLlce. CrassrooL Soccer's currlculum
repeaLedly deflnes Lhls pracLlce as a danger faced ln llfe, and lncludes lL alongslde oLher
more obvlous rlsks Lo drlve home lLs slgnlflcance Lo parLlclpanLs: Crlme, dlseases, drugs
and alcohol abuse, negaLlve peer pressure, sugar daddles/mommles, abuslve relaLlonshlps,
unplanned pregnancy, S1ls."
28
ln anoLher lesson ln Lhe CrassrooL Soccer Coach's Culde LhaL
deplcLs no-rlsk, low-rlsk, and hlgh-rlsk acLlvlLles uslng sLorles, Lhe sugar daddy/mommy
pracLlce ls deflned as hlgh-rlsk:

ke||y goes out w|th an o|der man who buys her g|fts....n|gh k|sk
Some older men, Sugar uaddles," llke Lo glve young glrls glfLs and money ln order Lo geL
Lhem Lo have sex wlLh Lhem. 1hese men ofLen have many sexual parLners and lL ls hard for a
glrl Lo lnslsL on condom use, Lhus, belng ln Lhls Lype of relaLlonshlp ls a hlgh rlsk for glrls.
(Sugar Mommles," whlle less common, are also a hlgh rlsk for young boys.)

3.2 Gender inequality
1he spread of Plv has much Lo do wlLh gender lnequallLy. Plv ls prevalenL much more
among women Lhan men, and abouL Lwo Lhlrds of newly lnfecLed young people aged 13-19
years ln sub- Saharan Afrlca are female.
29
CrassrooL Soccer sLresses Lhe lmporLance of glrls
beneflLlng from prevenLlon efforLs by maklng sure LhaL half of lLs parLlclpanLs are female. ln
CrassrooL Soccer's SLreeL Sklllz sesslons (see llndlng 1.2), fooLball game rules are deslgned
Lo lnvolve glrls as much as posslble, for example by counLlng each goal scored by a glrl as 2
polnLs.

negaLlve male aLLlLudes Lowards women have much Lo do wlLh Lhe dlfferences ln lnfecLlon
raLe and prevalence. Many men do noL respecL women's rlghLs as lndlvlduals and belleve
LhaL men should have sole declslon-maklng auLhorlLy. Several fooLball-based Plv prevenLlon
programs, such as 8roLhers lor Llfe and Lhe lnkunzl lsemaLholenl ro[ecL of 1argeLed AluS
lnLervenLlons (1Al), speclflcally seek Lo change male aLLlLudes.

CLher programs recognlze LhaL whlle male aLLlLudes and behavlors conLrlbuLe greaLly Lo Lhe
epldemlc, glrls also can be empowered Lo Lake more conLrol of Lhelr llves. Currlculums
evaluaLed ln Lhls sLudy use lessons and dlrecL communlcaLlon Lo convlnce glrls LhaL Lhey

26
uanlel Palperln, Pelen LpsLeln, Why ls revalence So Severe ln SouLhern Afrlca? 1he 8ole of MulLlple ConcurrenL arLnershlps and Lack
of Male Clrcumclslon: lmpllcaLlons for AluS revenLlon. 5ootbeto Aftlcoo Iootool of MeJlcloe 26, oo. 19 (2007). 19-25.
27
nancy Luke, "ConfronLlng Lhe 'Sugar uaddy' SLereoLype: Age and Lconomlc AsymmeLrles and 8lsky Sexual 8ehavlor ln urban kenya."
lotetootloool lomlly lloooloq letspectlves 31, no. 1 (2003):6-14.
28
CrassrooL Soccer Coach's Culde, !une 2007
29
WPC 8eglonal Cfflce for Afrlca, nlv/Alu5 eplJemloloqlcol sotvelllooce opJote fot tbe wnO Aftlcoo keqloo. 2002. Parare, WPC 8eglonal
Cfflce for Afrlca, 2003.
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19
have Lhe rlghL Lo say no Lo sex. rograms also Leach communlcaLlon skllls so LhaL glrls can
negoLlaLe condom use. ln Coachlng for Pope's currlculum, glrls are provlded wlLh speclflc
responses Lo common argumenLs used by boys Lo pressure Lhem lnLo noL uslng a condom:


kLSSUkL LINL

kLSCNSL
lL's noL naLural Lo use a condom." lL ls naLural - people have been uslng
condoms for cenLurles."
l don'L have a condom. LeL's do lL [usL Lhls
once."
Shall we do someLhlng else lnsLead?"
lL's llke eaLlng a banana wlLh Lhe skln on." 1haL's [usL a llne. 1he pleasure can lasL
longer."
?ou Lhlnk l have a dlsease? Cr, you don'L
LrusL me? uo you Lhlnk l have AluS?"
no l Lhlnk LhaL now we all have Lo be careful
and l have made a declslon noL Lo have sex
wlLhouL a condom."
A condom would make lL so awkward" LeL me help you wlLh Lhe condom."
1hey spoll Lhe mood." Cnly lf you leL lL"
l'd be embarrassed Lo use a condom." ?ou're embarrassed wlLh me? uon'L be."
l'd be embarrassed Lo geL Lhem from a
healLh cenLre."
l'll geL Lhem. l'm noL embarrassed abouL
healLh lssues."
lL's agalnsL my rellglon." ?our rellglon wanLs you Lo Lake care of
yourself and proLecL agalnsL Plv/AluS."
We've had sex before. WhaL's Lhe
problem now?"
8efore l dld noL know whaL l know now -
LhaL condoms proLecL agalnsL S1ls and Plv
and pregnancy."
8uL l love you. uon'L you love me?" 1rue love means noL pressurlng Lhe one you
love Lo do someLhlng agalnsL Lhelr wlshes.
1rue love means you wanL Lo proLecL me."
noLhlng wlll go wrong, don'L worry." l won'L worry when we use a condom, and
nelLher wlll you."
l know you wanL Lo - you're [usL afrald." l wanL Lo have sex wlLh you buL l'm noL
puLLlng myself aL rlsk for someLhlng LhaL ls
prevenLable."
Lveryone ls dolng lL" or nobody worrles
abouL LhaL."
1haL's noL Lrue. 1oday people know how Lo
proLecL Lhemselves."
5ootce. coocbloq fot nope nlv/Alu5 mooool


1he Coachlng for Pope currlculum Lhen uses a role play abouL negoLlaLlng condom use Lo
glve sLudenLs pracLlce communlcaLlng and Lo lmprlnL Lhe lesson. A meLa-analysls of
programs Lo promoLe gender equallLy found LhaL Lhose LhaL expressly almed Lo Lransform
gender roles Lhrough crlLlcal reflecLlon, role play, and oLher lnLeracLlons were mosL llkely Lo
be effecLlve ln produclng changes ln Lhe LargeLed aLLlLudes and behavlors.
30
1he currlculums
evaluaLed ln Lhls sLudy used crlLlcal reflecLlon, role play, and oLher lnLeracLlve acLlvlLles LhaL
resembled real-llfe slLuaLlons Lo empower glrls and change Lhe aLLlLudes of boys and glrls.
Currlculums also clarlfled Lhe dlfferenL challenges and rlsks LhaL boys and glrls faced. lor

30
8arker C, 8lcardo C, nasclmenLo M (2007). oqoqloq meo ooJ boys lo cbooqloq qeoJet-boseJ loepolty lo beoltb. evlJeoce ftom
ptoqtomme lotetveotloos. Ceneva, World PealLh CrganlzaLlon, in unAluS 2008 8eporL on Lhe Clobal AluS Lpldemlc
usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

20
example, Lhe CrassrooL Soccer Coach's Culde Leaches LhaL, wlLh regard Lo sex, 8oys are
more ofLen pressured by Lhelr frlends, glrls by Lhelr parLners."

3.3 Stigma and discrimination
All fooLball-based Plv prevenLlon programs analyzed ln Lhls sLudy placed slgnlflcanL
lmporLance on addresslng Lhe sLlgma and dlscrlmlnaLlon LhaL Plv-poslLlve people face.
rograms correcL mlspercepLlons abouL how Plv ls LransmlLLed, whlch can help reduce
sLlgma by maklng lL clear LhaL Plv-poslLlve people are noL dangerous Lo Louch, klss, or be
around. rograms also emphaslze LhaL parLlclpanLs are responslble for flghLlng sLlgma ln
Lhelr communlLles and LhaL parLlclpanLs should provlde supporL Lo people wlLh Plv. 1hese
messages can have LransformaLlve effecLs on parLlclpanLs and coaches, as quoLes from a
nawaSporL evaluaLlon make clear:

!'''lf we goL LesLed and Lhen laLer found ouL LhaL we are poslLlve, or leL me say Lhe woman ls Lhe one
who was found poslLlve, l can [usL maybe sLarL Lo proLecL her. 1here ls no way l can chase her from
my house.'"

A nyangana-based parLlclpanL learned LhaL LWPA can sLlll make dynamlc conLrlbuLlons Lo socleLy.
'ln Lhe pasL, l used Lo Lhlnk lL ls a wasLe.Lhe person ls already dead. 8uL now l know LhaL Lhey are
noL (dead), and l found ouL LhaL Lhey are [usL llke me.'"
31


1here are many program parLlclpanLs who are Plv-poslLlve. Pearlng Lhese messages and
belng ln Lhls supporLlve envlronmenL can have a poslLlve effecL on Lhelr llves. Moreover,
many fooLball prevenLlon programs have Lhe addlLlonal funcLlon of belng supporL neLworks
for Plv-poslLlve chlldren. rograms llke klck4Llfe and Whlzzklds unlLed also connecL Plv-
poslLlve chlldren Lo LreaLmenL and care servlces.

CrassrooL Soccer's currlculum has a role play ln one lesson LhaL addresses dlfferenL aspecLs
of sLlgma and ls parLlcularly comprehenslve
32
:


Activity Steps
Step 1
8reak Lhe group lnLo 3 Leams and asslgn each Leam one of Lhe followlng scenarlos:
- A Leam member ls Lhlnklng abouL golng for an Plv LesL aL Lhe local vC1 cllnlc and approaches
hls/her LeammaLes abouL lL for advlce.
- A nelghbour ls Plv+. uemonsLraLe how Lhey are LreaLed by oLhers ln Lhe communlLy.
- A group of frlends ls havlng a dlscusslon abouL anoLher frlend of Lhelrs who Lhey suspecL has
Plv/AluS.

Step 2
Pave each Leam develop and perform a role play based on Lhelr scenarlo LhaL demonsLraLes Lhe
sLlgma assoclaLed wlLh Plv/AluS. AL leasL one characLer ln each group musL Lry Lo combaL Lhe
sLlgma ln each scenarlo, Lhe resL musL show Lhe varlous Lypes of sLlgma relaLed Lo LhaL scenarlo.

Step 3

31
8rlan Coercke, uSAlu nawaSporL rogram LvaluaLlon 2009
32
CrassrooL Soccer Coach's Culde, !une 2007
usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

21
ulscusslon olnLs afLer each performance
- WhaL happened ln Lhls role play?
- WhaL ls sLlgma? Pow was (were) Lhe parLlclpanL(s) sLlgmaLlzed?
- Why are people wlLh Plv sLlgmaLlzed?
- Pow can you reduce sLlgma ln your communlLy? WhaL can you say Lo someone who sLlgmaLlzes
people wlLh Plv ln your communlLy?

5ootce. Ctosstoot 5occet coocbs ColJe, Iooe 2007


1hls role play, calllng upon parLlclpanLs Lo acL ouL slLuaLlons LhaL many of Lhem have faced
or wlll face ln Lhelr llves, demonsLraLes how fully fooLball prevenLlon programs are rooLed ln
Lhe real llves of parLlclpanLs-and Lherefore how relevanL such programs can be Lo
parLlclpanLs.

3.4 Life skills
8esldes addresslng Lhe facLors LhaL drlve Lhe dlsease and dlssemlnaLlng correcL Plv
prevenLlon lnformaLlon, fooLball programs also seek Lo provlde parLlclpanLs wlLh llfe skllls
llke declslon-maklng, communlcaLlon, and negoLlaLlon skllls. Such skllls can empower
parLlclpanLs ln Lhelr everyday llves, as has been lllusLraLed earller ln Lhls secLlon wlLh regard
Lo condom negoLlaLlon, sLlgma reducLlon, and awareness of Lhe rlsks of sugar
daddles/mommles.

1hrough sLorles LhaL many parLlclpanLs can ldenLlfy wlLh, coaches make parLlclpanLs aware
of Lhe rlsks Lhey face and Lhe need for maklng good declslons. Lessons ln currlculums
lnvolve role-playlng, crlLlcal reflecLlon, and personal dlscusslons LhaL Leach parLlclpanLs
reslsL peer pressure, have reslllency when faced wlLh dlfflculLles and seLbacks, and malnLaln
self-esLeem and self-efflcacy.

3.5 Football programs are therefore comprehensive, bottom-up
interventions employing educational techniques and communication
styles that football makes possible.
looLball prevenLlon programs are grounded ln parLlclpanLs' llves. 1hey seek Lo noL only
lnform and educaLe, buL also Lo empower parLlclpanLs. rograms alm Lo provlde
parLlclpanLs wlLh Lhe lmpeLus and Lools Lo change Lhelr behavlor-and by puLLlng lessons ln
Lhe language of parLlclpanLs' llves, programs make lessons more llkely Lo be applled.

Cne reason fooLball ls effecLlve as an educaLlonal plaLform ls because Lhe coach-player
relaLlonshlp ls ln lLself a Leachlng-learnlng lnLeracLlon. looLball coachlng has advanLages
over LradlLlonal classroom Leachlng, however, LhaL make lL parLlcularly sulLed for a behavlor
change program. Coachlng calls for acLlve parLlclpaLlon and lmmedlaLe demonsLraLlon of
learnlng, as Lhe many role plays and fooLball-based acLlvlLles found ln currlculums
demonsLraLe. Also, because coachlng lnvolves skllls Lransfer and noL [usL roLe learnlng, lL ls
lnherenLly seL up Lo empower players wlLh skllls Lhey can lmmedlaLely use.

1he Coach's SLory, a cenLral parL of Lhe CrassrooL Soccer currlculum, ls an example of Lhe
usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

22
lnLlmacy and connecLedness LhaL fooLball-based prevenLlon programs can creaLe. 1he coach
spends a few mlnuLes Lelllng parLlclpanLs how Plv has personally affecLed hlm/her and why
Leachlng youLh abouL Plv ls lmporLanL Lo hlm/her. Some coaches Lhen ask for volunLeers Lo
presenL Lhelr own sLorles. 1he goals of Lhe Coach's SLory are Lo show parLlclpanLs LhaL
Plv/AluS ls noL [usL on blllboards and 1v-lL affecLs llves, Lo creaLe a safe, comforLable
space for parLlclpanLs Lo speak openly abouL Plv, Lo de-sLlgmaLlze Plv by sharlng personal
experlences wlLh Plv/AluS freely, and Lo convey why Lhe program and Lhe parLlclpanLs are
lmporLanL Lo Lhe coach. Such an open, auLhenLlc, and LrusLlng aLmosphere ls conduclve Lo
parLlclpanLs underLaklng an honesL self-appralsal of Lhelr behavlor, bellefs, and aLLlLudes,
and seeklng Lo develop and lmplemenL llfe skllls Lo change Lhelr behavlor.


THE COACHS STORY

l'll never forgeL our flrsL lnLervenLlon aL W.8. 1shume rlmary School ln Zwlde, orL LllzabeLh ln AugusL 2009.
When we began, lL was clear LhaL some sLudenLs dld noL wanL Lo parLlclpaLe. 1he down-Lurned faces, Lhe
curlous glances and Lhe hushed whlspers all sald Lhe same Lhlng: Lhe klds were uncomforLable. We learned
laLer LhaL Lhey LhoughL CrassrooL Soccer was for llLLle klds because Lhey saw sLudenLs [usL runnlng around, and
oLhers dld noL wanL Lo parLlclpaLe because Lhey knew we Lalk abouL Plv and AluS and Lhey feared belng
sLlgmaLlzed.

1he Leacher aL W.8. 1shume Lold us noL Lo pressure Lhose LhaL dld noL wanL Lo parLlclpaLe and menLloned LhaL
several klds had personal/behavlor problems. We felL llke ouLslders as we began Lo run Sklllz pracLlces wlLh
shy, relucLanL klds. lL was a monumenLal challenge. Some klds were absenL for days aL a Llme. lL was dlfflculL Lo
Lell lf we were reachlng anyone wlLh our messages. Cne 17 year-old glrl named nLombl always caughL my eye.
She would [usL slL ln Lhe back, never speaklng or parLlclpaLlng ln games.

1he Lurnlng polnL of Lhe lnLervenLlon came durlng racLlce 8, Lhe flnal Sklllz pracLlce, whlch feaLures an acLlvlLy
called My Coach's SLory." uurlng Lhe acLlvlLy, we asked volunLeers Lo come Lo Lhe fronL of Lhe class and share
an experlence LhaL challenged Lhem and explaln how Lhey Lrlumphed ln Lhe face of adverslLy. volunLeers
only," we repeaLed. 1here would be no pressure Lo perform. A young boy, one of our mosL enLhuslasLlc
parLlclpanLs, was Lhe flrsL Lo sLep forward. When hls sLory concluded, he saL down, leavlng Lhe sLage for a new
presenLer. As sllence descended upon Lhe room, l scanned Lhe classroom for slgns of llfe. no one could have
predlcLed whaL happened nexL.

ln Lhe back corner of Lhe room saL nLombl, who had noL spoken all week. WlLhouL llfLlng her gaze, she quleLly
goL up from her chalr and walked slowly down Lhe alsle Loward Lhe fronL of Lhe class. Per quleL confldence
mlrrored Lhe class's sLunned sllence.

ln a sofL buL sLeady volce, she Lold Lhe group LhaL her moLher was Plv poslLlve and had been bedrldden aL
uora nglnza PosplLal for Lhe pasL slx monLhs. 8ecause her moLher had fallen lll, she had moved ln wlLh her
aunL. 8uL raLher Lhan love and supporL, nLombl was meL wlLh scorn and dlsapproval. Ashamed of her slsLer's
condlLlon," her aunL was deLermlned Lo Lake lL ouL on her young nlece. She galned confldence wlLh every
word and slowly galned Lhe courage Lo confess someLhlng she had never shared wlLh anyone before.

ln May 2009, one day afLer school, nLombl wenL Lo Creenacres Mall wlLh her broLher's frlend. Cn Lhe way
back, he raped her. uesplLe Lhe fear and paln LhaL consumed her, nLombl knew whaL she had Lo do. nLombl
wenL Lo Lhe uora nglnza 8ape Crlsls CenLre, where one of Lhe dlagnosLlcs ls an Plv LesL. 1here she learned
LhaL she had, lndeed, been lnfecLed wlLh Plv. Shocked and confused, she dldn'L know how Lo handle Lhe
slLuaLlon. WlLhouL a sLrong supporL base aL home, she chose Lo run away Lo llve wlLh a frlend ln MoLherwell.
1hls was why she had mlssed so many school days.

She dldn'L have anyone. 1here was no one Lo proLecL her and no one Lo Lurn Lo. AlLhough weakened by Lhe
experlence, she was noL broken. She sLlll had Lhe courage Lo conflde ln us, her CrassrooL Soccer Coaches and
usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

23
fellow parLlclpanLs, Lo seek help from Lhose who cared for her. She Lold us her sLory, and we connecLed her
wlLh Lhe ubunLu LducaLlon lund, a long-sLandlng parLner of C8S LhaL provldes long-Lerm counsellng and
supporL for youLh ln orL LllzabeLh.

1hls year, when we wenL Lo her school, she was frlendly and open and shared wlLh us LhaL she really llked Lhe
My Coach's SLory acLlvlLy because she goL Lo share whaL she was feellng lnslde. She parLlclpaLed ln 8lsk lleld
and Lalked Lo Lhe class abouL Lhe danger of sugar daddles. nLombl's LransformaLlon from shy and recluslve Lo a
classroom leader demonsLraLes Lhe lmpacL our program can have.

now when we head Lo W.8. 1shume, sLudenLs ask us Lo come early so Lhey can Lell us abouL Lhelr frlends who
also need help accesslng counsellng servlces, Plv LesLlng, and rape vlcLlm supporL. 1hese were Lhe same
sLudenLs who wouldn'L even Lalk Lo us before, and now Lhey are open Lo share and even help recrulL klds for
CrassrooL Soccer programs. l am proud LhaL, slnce 2006, our Leam ln orL LllzabeLh has Louched Lhe llves of
more Lhan 7000 youLh llke nLombl.
:-)%%-&&/!1&55#-!1;.$$<!=&)53!1.>)?&'@)!:$#'!(@A)*$#'.


FINDING 4: Widely-implemented prevention programs can be a key
means of teaching correct use of condoms.
8esearch on condom use has suggesLed LhaL condom use errors and problems may be qulLe
common.
33
revenLlon messages should Lherefore emphaslze Lhe correcL use of condoms ln
addlLlon Lo currenL emphasls on Lhe lmporLance of always uslng condoms.



33
8lchard Crosby, eL al. Condom-use errors and problems: A neglecLed aspecL of sLudles assesslng condom effecLlveness." Ametlcoo
Iootool of lteveotlve MeJlcloe 24, no. 4 (2003): 367-370.

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24
looLball prevenLlon currlculums lndeed do dlscuss correcL condom use and poLenLlal
problems one mlghL face when uslng a condom, as deplcLed ln Lhe flgure above, Laken from
Lhe Coachlng for Pope Plv prevenLlon currlculum.

A parLlclpanL ln a program evaluaLlon of nawaSporL ln 2009 speclflcally menLloned Lhls
beneflL of fooLball prevenLlon currlculums: ln nyangana, one of Lhe parLlclpanLs sald LhaL
he has learned a loL abouL Lhe correcL use of condoms: 1he flrsL Lhlng l was LaughL whlch l
wasn'L aware of was Lo check Lhe explraLlon daLe on Lhe packaglng and Lo make sure LhaL
Lhere are noL alr ln Lhe condom."'
34



FINDING 5: Evidence is building that football-based HIV prevention
programs are working.
numerous evaluaLlons have documenLed Lhe effecLlveness of fooLball-based lnLervenLlons.
Several evaluaLlons-conducLed by SLanford unlverslLy's Chlldren's PealLh Councll,
consulLanLs from 1he opulaLlon Councll and Lhe Parvard School of ubllc PealLh, and
researchers from uarLmouLh College, !ohns Popklns unlverslLy and Lhe unlverslLy of Cape
1own-have found Lhe CrassrooL Soccer currlculum Lo be effecLlve ln slgnlflcanLly reduclng
sexual rlsk behavlor, decreaslng sLlgma and lmprovlng sLudenLs' knowledge, aLLlLudes,
communlcaLlon, declslon-maklng skllls and percelved soclal supporL relaLed Lo Plv and
AluS. Surveylng over 300 sLudenLs ln 8ulawayo, Zlmbabwe, SLanford unlverslLy's Chlldren's
PealLh Councll concluded LhaL 1he C8S rogramme ls a culLurally approprlaLe,
lnLernaLlonally sulLable, creaLlve, and effecLlve way Lo educaLe aL-rlsk youLh abouL Plv/AluS
and lLs prevenLlon."
33


A 2008 behavloral survey found LhaL 2-3 years afLer Lhe lnLervenLlon, C8S graduaLes ln
Zlmbabwe were nearly slx-Llmes less llkely Lhan Lhelr maLched peers Lo reporL sexual debuL
beLween 12-13 years, four-Llmes less llkely Lo reporL sexual acLlvlLy ln Lhe lasL year, and
elghL-Llmes less llkely Lo reporL ever havlng had more Lhan one sexual parLner. Slx years
afLer lncorporaLlon, Lhere already exlsLs subsLanLlal evldence documenLlng C8S' lmpacL ln
averLlng rlsky behavlor, lncreaslng Plv/AluS knowledge, dlmlnlshlng sLlgma, and breaklng
Lhe sllence surroundlng Plv.
36



FINDING 6: Many football programs serve vulnerable groups
1here are 12 mllllon AluS orphans ln Afrlca-Lhe vasL ma[orlLy of Lhe 13 mllllon AluS
orphans ln Lhe world. 1he emergence of a generaLlon of orphans poses new challenges Lo
Lhe conLalnmenL of Lhe epldemlc, as Lhese young people are more llkely Lo be aL rlsk for Plv
lnfecLlon Lhemselves. Many fooLball-based Plv prevenLlon programs aLLempL Lo deal wlLh
Lhls crlsls.


34
8rlan Coercke, uSAlu nawaSporL rogram LvaluaLlon 2009
33
Luba 8oLcheva, Lynn Puffman, Ctosstoot 5occet nlv/Alu5 Jocotloo ltoqtom. Ao lotetveotloo lo 2lmbobwe. Chlldren's PealLh Councll,
2004.
36
www.grassrooLsoccer.org/proven-resulLs
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23
ln klck4Llfe, for example, 70 of all parLlclpanLs are orphans and vulnerable chlldren.
37

klck4Llfe has seL up Lhe Crphans & vulnerable Chlldren (CvC) Scholarshlp Scheme. 1hls
program glves selecLed CvCs a chance Lo have a secondary educaLlon, provldlng fundlng for
fees, unlforms, and books. 1hrough Lhe dellvery of oLher lnlLlaLlves and lnpuL from key local
parLners, klck4Llfe ls able Lo ldenLlfy, selecL, and Lhen regularly monlLor each chlld's
progress LhroughouL Lhelr educaLlon, supporLlng Lhem Lhrough Lo employmenL. Lach chlld ls
expecLed Lo regularly asslsL as peer leaders wlLh dellvery of Lhe k4L Plv prevenLlon
currlculum LhroughouL Lhe duraLlon of Lhelr scholarshlp. ln Lhelr flnal year of school each
scholar musL compleLe Lhe k4L llL 4 Work program whlch supporLs Lhe LranslLlon Lo
employmenL or furLher educaLlon, wlLh sesslons on rouLe plannlng, Cv wrlLlng, lnLervlew
Lechnlques, and lnLerpersonal skllls.



Media


FINDING 7: Media can put a spotlight on the work and stories of
individuals fighting HIV.
lnsLead of uslng only celebrlLles, some medla lnlLlaLlves publlclzlng Lhe work of fooLball Plv
prevenLlon programs have been uslng coaches, peer educaLors, and Leachers as
spokespersons who are ln many ways leadlng Lhe flghL agalnsL Plv.

lor example, CrassrooL Soccer ls Lhe cenLerplece of a nlke(red) campalgn onllne spoL LhaL
deplcLs C8S's and nlke's [olnL Plv-prevenLlon efforLs ln SoweLo, whlch was a focal polnL for
nlke ln SouLh Afrlca leadlng up Lo Lhe World Cup. A palr of CrassrooL Soccer coaches are
narraLors ln Lhe vldeo, sharlng Lhelr personal experlences wlLh Plv, Lhelr expecLaLlons for
World Cup 2010, and Lhe power soccer has glven Lhem and Lhe youLh Lhey coach ln Lhe flghL
agalnsL Plv.

rograms also use coaches and peer educaLors as Lhe cenLerplece of vldeos presenLlng Lhelr
organlzaLlon Lo a larger audlence. ln a Whlzzklds unlLed vldeo LhaL descrlbes Lhe work of
Lhe organlzaLlon, a peer educaLor, a coach, and an Plv-poslLlve counselor are used Lo deplcL
Lhe work of Lhe organlzaLlon Lhrough Lhe lndlvlduals LhaL lL has empowered Lo flghL Lhe
epldemlc.
38
1he peer educaLor ln Lhls vldeo, 18 year-old hlllle Mban[wa (plcLured on Lhe
cover of Lhls reporL ln Lhe cenLer phoLo), was such a compelllng flgure LhaL she has become
a spokesperson for Lhe program, speaklng for example aL an lnLernaLlonal Plv/AluS
conference ln London.

1he medla aLLenLlon LhaL Lhese coaches and peer educaLors recelve can lncrease Lhe
commlLmenL and moLlvaLlon of oLher coaches and peer educaLors, and may help ln
recrulLlng new ones. Such aLLenLlon also creaLes a llnk beLween program lmplemenLaLlon
and advocacy, as dlscussed ln llndlng 9.

37
klck4Llfe webslLe: hLLp://klck4llfe.org
38
Whlzzklds unlLed webslLe: hLLp://www.whlzzkldsunlLed.org/lndex.php
usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

26

lL ls lmporLanL Lo noLe how lnsplraLlonal Lhese program lmplemenLers can be ln fronL of Lhe
camera or on Lhe radlo. 1helr sLruggles, Lrlumphs, and lnslghLs carry Lhrough powerfully Lo
an audlence, noL only because Lhey are excellenL communlcaLors buL also because Lhey
have Lhe auLhenLlclLy of flrsL-hand narraLors. 1he Plv epldemlc ls of such scale LhaL lL can
seem Lo Lranscend Lhe lndlvlduals lL affecLs. Coaches and oLher program lmplemenLers
remlnd people LhaL Lhe flghL agalnsL Plv ls occurrlng face-Lo-face, lndlvldual by lndlvldual.
1helr parLlclpaLlon ln masslve medla campalgns grounds Lhese lnlLlaLlves ln Lhe real baLLle
belng waged for lndlvldual llves.

FINDING 8: Football is an excellent platform for transmitting
prevention messages through media.
looLball ls a specLaLor sporL LhaL conslsLenLly aLLracLs Lhe hlghesL global and naLlonal
Lelevlslon and radlo audlences of any evenL or program ln Afrlca. 1he popularlLy and
enLerLalnmenL-value of fooLball can help prevenLlon messages reach large audlences.

8.1 Information about HIV that can promote prevention efforts can be
effectively transmitted to youth using football-themed literature
As menLloned before, ln addlLlon Lo dlscovery-based educaLlon, CrassrooL Soccer Sklllz
currlculum parLlclpanLs also recelve Sklllz magazlne, a unlque communlcaLlons Lool
feaLurlng many of Lhe world's Lop soccer sLars. Sklllz magazlne was creaLed Lo supporL
school and communlLy-based lnLervenLlons wlLh age-approprlaLe broadcasL and prlnL
medla. 1he magazlne ls a quarLerly 8-page healLh communlcaLlon magazlne LhaL uses soccer
language and celebrlLles Lo dellver llfe skllls and Plv prevenLlon messages Lo youLh.

ueveloped ln con[uncLlon wlLh Sklllz lnLervenLlons and
communlLy ouLreach, Sklllz magazlne llnks readers Lo
healLh servlces, promoLes healLh-seeklng behavlors, and
relnforces messages from Lhe Sklllz currlculum. 1he
magazlne adds Lo and relnforces Lhe Sklllz currlculum, as
lLs Coach's Corner" feaLures new acLlvlLles allgned wlLh
concepLs ln Lhe core currlculum. Lach of Lhe Lwelve
edlLlons Lo be produced beLween 2009 and 2011 focus
on a parLlcular Plv and AluS and llfe skllls relaLed Lheme,
such as mulLlple concurrenL parLners, gender-based
vlolence, LesLlng and LreaLmenL, relaLlonshlps,
challenglng gender norms, eLc.

ln collaboraLlon wlLh Avusa LducaLlon, 360,000 coples of Sklllz magazlne are dlsLrlbuLed
quarLerly LhroughouL SouLh Afrlca as an lnserL ln Lhe popular 5ooJoy 1lmes and 5owetoo
newspapers, ln addlLlon Lo dlrecL dellvery Lo over 3,000 SouLh Afrlcan schools.


usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

27
FINDING 9: Media can be a link between implementation and
advocacy
1he role of medla ls noL slmply llmlLed Lo ampllfylng prevenLlon messages for LargeL
audlences. Local, naLlonal, and lnLernaLlonal coverage can brlng Lhe work of organlzaLlons
LhaL are successfully lmplemenLlng prevenLlon programs Lo Lhe aLLenLlon of poLenLlal
donors and Lhe general publlc.

When medla covers Lhe vlslLs of global celebrlLles llke lablo Capello Lo programs, such as
when Capello vlslLed klck4Llfe ln LesoLho, lnLernaLlonal audlences are provlded wlLh a look
aL Lhe real and observable work belng done Lo save lndlvldual llves. lnLernaLlonal medla
coverage of chlldren havlng fun playlng soccer glves anoLher perspecLlve on Lhe flghL
agalnsL Plv. lnsLead of only hearlng abouL Lhe negaLlve slde of Lhe flghL-Lhe asLonlshlng
lnfecLlon raLe and numbers of vlcLlms kllled by Lhe dlsease, lnLernaLlonal audlences see Lhe
on-Lhe-ground efforLs belng made Lo flghL Lhe dlsease. 1hey may sense Lhe hope behlnd Lhe
exlsLence of such programs, whlch can help ward off Lhe pesslmlsm and sense of fuLlllLy LhaL
many feel regardlng Plv ln Afrlca. Slnce pollLlcal wlll Lo address Lhe epldemlc depends upon
publlc engagemenL, supporL, and lnducemenL, an lnvolved and commlLLed publlc ls cruclal.
Medla coverage also can help programs aLLracL lncreased fundlng from small donors, whlch
mosL organlzaLlons are prepared for Lhrough easy-Lo-use uonaLe now" llnks on Lhelr
webslLes.

Local medla coverage, on Lhe oLher hand, assoclaLes Lhese programs wlLh lnLernaLlonal
celebrlLles, and can generaLe lncreased lnLeresL and parLlclpaLlon ln programs, whlch may
help esLabllsh programs ln Lhe areas where Lhey operaLe. 1hey can also lncrease
commlLmenL Lo organlzaLlons on Lhe parL of boLh youLh parLlclpanLs and coaches: belng
parL of a program vlslLed by celebrlLles wlll be an lncenLlve for many Lo sLay lnvolved. 1he
program Coachlng for Pope, as descrlbed earller (ln llndlng 2.1), provldes unlque rewards
for conLlnued lnvolvemenL and parLlclpaLlon-speclflcally, lncreaslng sklll as a fooLball
coach, galned from belng LaughL by professlonal Lngllsh lA coaches.


FINDING 10: Local media, especially local radio stations, have an
important role to play
looLball prevenLlon programs can use local medla Lo garner lnLeresL ln Lhelr lnLervenLlons,
Lo publlclze upcomlng LournamenLs, and Lo esLabllsh Lhemselves ln Lhelr LargeL
communlLles. Several programs have weekly radlo shows. klck4Llfe, for example, has a
weekly radlo show on a naLlonal radlo sLaLlon, whlch ls used Lo promoLe Lhe work lL does as
well as Lo sLage a weekly debaLe on lssues surroundlng Plv. AlLus-SporL conducLs weekly
local radlo lnLervlews Lo spread Lhe word abouL Plv and abouL lLs work. lL also has a weekly
column ln a newspaper ln one of Lhe Lowns lL operaLes ln.

nawaSporL adverLlses lLs upcomlng LournamenLs, Lralnlng, and speclal evenLs on radlo and
1v, and ln newspapers. MaLhare ?ouLh SporLs AssoclaLlon works especlally wlLh medla ln
Lhe slum lL operaLes ln, organlzlng Lalk shows and lnLervlews on varlous Loplcs ln order Lo
creaLe awareness abouL Plv/AluS and oLher soclal lssues.

usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

28


Advocacy


FINDING 11: Football is a framework and tool for large-scale yet also
locally-based HIV efforts at prevention.
looLball-based Plv prevenLlon programs have unlque advanLages because Lhey are parL of a
larger movemenL uslng sporLs for developmenL and soclal change.

11.1 The potential of a global phenomenon with local reach
looLball ls a sporL waLched on Lelevlslons and llsLened Lo on radlos by people all over Lhe
world. looLball maLches draw some of Lhe largesL naLlonal and lnLernaLlonal Lelevlsed
audlences of any evenL or acLlvlLy. looLball ls also a game played ln formal leagues, lnformal
games, and counLless LournamenLs LhroughouL Lhe world, lncludlng Afrlca. lLs promlnence
aL such dlfferenL levels slLuaLes fooLball Lo help caLalyze a movemenL for Plv prevenLlon ln
Afrlca.

A small case sLudy LhaL may have larger ramlflcaLlons demonsLraLes Lhe opporLunlLles of
uslng a prevenLlon program LhaL ls parL of a popular global phenomenon. MaLLhlas kaspar, a
Whlzzklds unlLed volunLeer from Cermany, helped launch a fundralslng LournamenL for
Whlzzklds unlLed ln Cermany wlLh hls former coach. kaspar worked wlLh hls coach Lo
organlze Lhe LournamenL whlch ralsed over 1000 Luros for Whlzzklds. AnoLher Whlzzklds
unlLed ex-volunLeer aLLended Lhe LournamenL as a represenLaLlve of Whlzzklds. Whlzzklds
has encouraged oLher volunLeers Lo slmllarly fundralse and promoLe Lhe organlzaLlon.
39
1he
sLory of Lhe LournamenL and MaLLhlas' work wlLh Whlzzklds was reporLed ln a local Cerman
newspaper.

1hls case sLudy demonsLraLes how fooLball's popularlLy creaLes an enLry polnL for
worldwlde fundlng opporLunlLles and lnLernaLlonal parLlclpaLlon ln Lhe flghL agalnsL Plv.
Many people [oln Lhe fooLball-for-developmenL movemenL or buy ln Lo Lhe fooLball-for-
prevenLlon model because of Lhelr currenL or pasL lnvolvemenL ln fooLball.

11.2 Social entrepreneurs and expanding organizations have made
use of the football movements resources and renown.
LnLrepreneurs seeklng Lo creaLe new fooLball-based Plv prevenLlon programs can uLlllze Lhe
fundlng opporLunlLles, organlzaLlonal creaLlon and developmenL experlence, currlculum
developmenL experLlse, and credlblllLy of fooLball as a plaLform for Plv prevenLlon.

A cenLral feaLure of CrassrooL Soccer's sLraLegy ls Lo look for such opporLunlLles for
expandlng Lhe fooLball-for-prevenLlon movemenL. As menLloned earller, lLs global Leam
maLches organlzaLlons [udged Lo be capable of esLabllshlng successful programs wlLh

39
Whlzzklds news lebruary 19, 2010: hLLp://www.whlzzkldsunlLed.org/blog.php
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29
funders, provldes ln-counLry Lralnlng and ongolng Lechnlcal asslsLance, and asslsLs ln Lhe
overall capaclLy-bulldlng of Lhese organlzaLlons. CrassrooL Soccer has asslsLed organlzaLlons
ln more Lhan 14 counLrles.

CrganlzaLlons seeklng Lo expand or sLarL new pro[ecLs also beneflL from belng parL of a
larger movemenL.

looLball for Pope rogramme SupporL, for example, provldes fundlng for speclflc pro[ecLs of
applylng organlzaLlons, based on Lhelr relevance wlLhln Lhe overall sLraLegy of Lhe
organlzaLlon. looLball for Pope parLlcularly supporLs pro[ecLs whlch represenL a ma[or sLep
forward ln Lhe lmplemenLlng organlzaLlon's developmenL. Many promlslng and successful
organlzaLlons, lncludlng CrassrooL Soccer, AlLus-SporL, and MaLhare ?ouLh SporL
AssoclaLlon, LhaL are ready for Lhe nexL sLep ln Lhelr developmenL have connecLed Lo Lhls
ma[or fundlng source and parLner.


FINDING 12: Celebrity footballers and coaches can be advocates with
transformative influence.
8ecause of senslLlvlLles assoclaLed wlLh human sexuallLy and drug use, many pollLlcal and
oplnlon leaders have shled away from open, frank dlscusslons of how Lo change behavlors
Lo prevenL Plv Lransmlsslon.
40


CelebrlLles and sporLs flgures have been lnfluenLlal ln oLher movemenLs for soclal change.
Some have even had LransformaLlve effecLs. lor example, Maglc !ohnson's revelaLlon LhaL
he was Plv-poslLlve became a caLalysL for changes ln aLLlLudes and behavlor Lowards Plv ln
Lhe unlLed SLaLes, especlally among young people.
41
Slmllarly, professlonal fooLballers and
coaches can use Lhelr celebrlLy Lo galn people's aLLenLlon and convlnce Lhem Lo change
Lhelr llves. ln Lhe program looLballers 4 Llfe, for example, ln whlch SouLh Afrlcan fooLball
legends conducL ouLreach-based programs aL schools, youLh cenLers, correcLlonal faclllLles
and unlverslLles, Lhe fooLballers' celebrlLy sLaLus and recognlLlon glves Lhelr messages
parLlcular force. 1he lnLlmaLe dlscusslons and honesL dlsclosures LhaL occur ln sesslons wlLh
parLlclpanLs can convlnce Lhem Lo change Lhelr llves, as relaLed ln Lhe followlng anecdoLe,
whlch was recounLed ln maLerlals from looLballers 4 Llfe:

lollowlng a sesslon aL 8osasa ?ouLh CenLre (an awalLlng-Lrlal correcLlonal faclllLy)
looLballers 4 Llfe Wellness Coach Sllver Shabalala had a conversaLlon wlLh a young man
named lunny. Llke Sllver, lunny was a goalkeeper. lunny had been deLalned for
housebreaklng. 1ogeLher Lhey dlscussed lunny's problems and consldered poslLlve fuLure
ouLcomes. Cne monLh laLer, lunny called Sllver Lo say he had been released and LhaL l4L
and Sllver had lnsplred hlm Lo sorL ouL hls llfe. Pe wenL on furLher Lo say LhaL lL was hls goal
ln llfe Lo be lnvolved ln a program llke l4L and Lalk Lo young men abouL hls sLruggles wlLh

40
Clobal Plv revenLlon Worklng Croup reporL AugusL 2008
41
88 8rown !r, eL al, Searchlng for Lhe Maglc !ohnson effecL: AluS, adolescenLs, and celebrlLy dlsclosure." AJolesceoce 31, no. 122 (1996):
233-64.


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30
hls self- desLrucLlve behavlors. Pe ls ln ongolng conLacL wlLh Sllver, who ls asslsLlng hlm ln
geLLlng goalkeeplng equlpmenL and provldlng hlm wlLh ongolng supporLlve menLorlng.


FINDING 13: Football tournaments can be used as testing and stigma
reduction opportunities.
A ma[or reason why only llmlLed behavlor change has been achleved for Plv prevenLlon ls
LhaL few people aL rlsk have access Lo Lhe mosL baslc prevenLlon sLraLegles. 1he vasL
ma[orlLy of Plv-lnfecLed people worldwlde are unaware of Lhelr Plv sLaLus, and mosL young
people lack baslc knowledge abouL Plv (u.n. SecreLary-Ceneral 2008).
42
looLball
LournamenLs have been used by many organlzaLlons as a way Lo convene parLlclpanLs and
specLaLors so LhaL Lhey can recelve volunLary LesLlng and counsellng.


1CUkNAMLN1S AND VC1

Cn CcLober 31, 2009, over 3,000
communlLy members converged on
8aulenl 8aslc School grounds ln
Lusaka, Zambla where Grassroot
Soccer 2amb|a held lLs second
volunLary Counsellng and 1esLlng
fooLball LournamenL of 2009. AmldsL
a fun-fllled day compleLe wlLh
fooLball, drummlng, danclng, and
muslcal performances, enormous
sLeps were Laken Lo overcome Lhe
sLlgma assoclaLed wlLh Plv LesLlng,
and 716 members of Lhe communlLy
were LesLed for Plv!

1he LournamenL began ln Lhe early
mornlng, wlLh few aLLendees oLher
Lhan Lhe fooLball players and a few
groups of curlous Zamblan youngsLers. A slow Lrlckle of people qulckly lncreased Lo a sLeady sLream when
C8S Zambla's parLner organlzaLlon 8arefeeL 1heaLre Croup began beaLlng Lhelr drums and performlng
LradlLlonal Zamblan dances. 8y Lhe Llme Lhe popular Zamblan muslc group 1he 1hlrd performed around
mldday, Lhere was a masslve crowd of young and old slnglng, danclng, and waLchlng fooLball LogeLher.

volunLary counsellng and LesLlng acLlvlLles were handled by C8S Zambla's LesLlng and LreaLmenL parLners
LaLklngs, newsLarL, CenLer for lnfecLlous ulsease 8esearch Zambla (Clu8Z), 8aulenl CommunlLy Cllnlc, 1lny
1lm's and lanned arenLhood AssoclaLlon Zambla (AZ). C8S and lLs parLners seL ouL wlLh Lhe goal of
maLchlng Lhe LesLlng LoLals of Lhelr prevlous LournamenL, consldered a lofLy LargeL slnce Lhe communlLy where
Lhe prlor LournamenL was held, kallngallnga, ls far larger Lhan 8aulenl. 1he record of 373 LesLed ln
kallngallnga was easlly surpassed, wlLh a LoLal of 716 LesLed.

5ootce. www.qtosstootsoccet.otq

CrassrooL Soccer's Sklllz 1ournamenL model, for example, ls almed aL gaLherlng a large
number of communlLy members whlle promoLlng LesLlng, counsellng, and know ?our SLaLus

42
Clobal Plv revenLlon Worklng Croup reporL AugusL 2008
usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

31
messages. 1hese evenLs also lncrease awareness abouL local Plv LesLlng and LreaLmenL
servlces and promoLe poslLlve peer pressure so LhaL youLh are convlnced Lo learn Lhelr
sLaLus. CnslLe rapld Plv LesLlng and lmmedlaLe enrollmenL lnLo care and LreaLmenL
provlded by parLners brldges Lhe gap beLween Plv prevenLlon and LreaLmenL servlces, and
demonsLraLes Lhe power of collecLlve acLlon ln communlLles.

klck4Llfe ln LesoLho also uses LournamenLs as opporLunlLles Lo provlde people wlLh access
Lo prevenLlon sLraLegles. klck4Llfe noL only conducLs vC1 (volunLary counsellng and LesLlng)
durlng lLs one-day LournamenLs, buL also ldenLlfles chlldren who are Plv poslLlve and llnks
Lhem wlLh lmmedlaLe medlcal follow-up. A sLudy of klck4Llfe's one-day fooLball
LournamenLs found LhaL 70.7 of Lhose who Look parL ln Plv educaLlon aL Lhe LesLlng
evenLs wenL on Lo geL LesLed, 90.9 of Lhose LesLed aL evenLs were LesLlng for Lhe flrsL Llme,
and 98.2 of Lhose who were found Lo be poslLlve were on A8v LreaLmenL or Lhe necessary
regular monlLorlng.
43


ln 2003, Lhe u.k.'s ueparLmenL for lnLernaLlonal uevelopmenL (ullu) ln Malawl and Lhe
Lngllsh looLball AssoclaLlon broughL Lhree professlonal fooLballers, 8lo lerdlnand, Cary
nevllle and uavld !ames, Lo Malawl Lo promoLe Plv awareness, prevenLlon, and LesLlng, and
Lo reduce Lhe sLlgma of Plv. More Lhan 3,000 chlldren Lurned up aL fooLball fesLlvals ln
Lllongwe and 8lanLyre and heard messages from Lhese celebrlLy fooLballers abouL how Lo
prevenL Plv lnfecLlon, Lhe lmporLance of knowlng one's Plv sLaLus, and were encouraged Lo
supporL Plv+ frlends and famlly members. 1he vlslL was wldely reporLed on radlo, Lelevlslon
and ln Lhe ma[or naLlonal dally newspapers.


FINDING 14: Football can be a focal point for the delivery of a range of
social services important for the prevention of HIV.
8ecause fooLball-and a good fooLball plLch ln parLlcular-can cause people Lo conslsLenLly
frequenL one flxed locaLlon, lL can be a pracLlcal and effecLlve place Lo locaLe healLh,
counsellng, and oLher servlces.

looLball for Pope CenLers, for example, conslsL of a mlnl-plLch wlLh surroundlng
grandsLands as well as faclllLles LhaL provlde local communlLles wlLh access Lo counsellng,
healLh, and educaLlon servlces. 1he looLball for Pope organlzaLlon seeks Lo sLrengLhen Lhe
acLlvlLles of Lhe lmplemenLlng organlzaLlons lL supporLs ln order Lo lmprove baslc educaLlon,
prevenL dlseases, and promoLe healLh, as well as encourage Lhe soclal lnLegraLlon of
mlnorlLles and dlsadvanLaged populaLlons, all of whlch are lmporLanL ln addresslng Plv.

1he organlzaLlon Whlzzklds unlLed has launched a PealLh Academy ln Ldendale, SouLh
Afrlca Lo provlde long-Lerm follow-up and supporL for youLh and adolescenLs, lncludlng vlLal
cllnlcal servlces such as Plv LesLlng, counsellng, LreaLmenL and managemenL of sexually
LransmlLLed dlseases, admlnlsLraLlon and managemenL of anLlreLrovlral (A8v) LreaLmenL,
and psycho-soclal supporL groups for klds llvlng wlLh Plv/AluS. Whlzzklds PealLh Academles
bulld upon local hosplLal and school servlces Lo prevenL new youLh lnfecLlons, provlde
LreaLmenL, and underLake vacclne preparaLory sLudles focuslng on Lhose mosL ln need.

43
hLLp://www.klck4llfe.org/1esL_?our_1eam.hLm
usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

32


FINDING 15: Football has had particular success at creating
partnerships.
looLball-based Plv prevenLlon programs have demonsLraLed ln many ways Lhe poLency of
fooLball aL forglng parLnershlps.

15.1 Partnerships with government
Several organlzaLlons have been able Lo creaLe parLnershlps wlLh governmenL. Such
parLnershlps leglLlmlze Lhe value of an organlzaLlon, help esLabllsh an organlzaLlon where lL
operaLes, and open Lhe door Lo scale-up.

Whlzzklds unlLed, for example, formed a parLnershlp ln 2008 wlLh Lhe remler's Cfflce of
kwaZulu-naLal, a provlnce ln SouLh Afrlca LhaL many conslder Lo be Lhe naLlonal and global
eplcenLer of Lhe epldemlc. Mr. vuma Mfeka, SLraLeglc CoordlnaLor of Lhe 2010 World Cup
Legacy for Lhe provlnce, charged Whlzzklds unlLed wlLh rolllng ouL lLs program provlnce-
wlde ahead of 2010.

15.2 Community partnerships
arLnershlps LhaL organlzaLlons esLabllsh wlLhln a communlLy, for example wlLh local chlefs,
C8Cs (communlLy-based organlzaLlons), and lmporLanL communlLy flgures, are of cruclal
lmporLance. looLball prevenLlon programs parLlcularly requlre Lhese Lypes of parLnershlps
because Lhey are usually grassrooLs, boLLom-up efforLs LhaL rely on communlLy buy-ln Lo
operaLe and succeed.

15.3 Partnerships with healthcare service providers
As fooLball Plv prevenLlon programs develop and esLabllsh Lhemselves ln Lhe communlLles
ln whlch Lhey operaLe, Lhey have become lncreaslngly lmporLanL Lo healLhcare servlce
provlders. lnLernaLlonal healLh organlzaLlons, local hosplLals and cllnlcs, and a varleLy of
oLher healLhcare servlce provlders (e.g. moblle counsellng and LesLlng unlLs) depend on Lhe
convenlng power of fooLball, Lhe local repuLaLlon and leglLlmacy of coaches and peer
educaLors, and Lhe resources of fooLball prevenLlon programs Lo dellver LesLlng, counsellng,
care, LreaLmenL, and oLher servlces.

AlLus-SporL, for example, has formed a parLnershlp wlLh 8lghL Lo Care, a non-proflL
organlzaLlon esLabllshed ln 2001 ln !ohannesburg LhaL bullds publlc- and prlvaLe-secLor
capaclLy for Lhe provlslon of anLlreLrovlral Lherapy Lo Plv-poslLlve lndlvlduals. As parL of lLs
servlces, 8lghL Lo Care also deploys moblle counsellng and LesLlng unlLs ln communlLles (as
of !une 2009, lL has LesLed 31,341 people aL 80 ouLleLs). 8lghL Lo Care ofLen uses AlLus-SporL
evenLs Lo dellver vC1 Lo people gaLhered for evenLs and Lo promoLe Lhe lmporLance of
geLLlng LesLed.

AnoLher frulLful and promlslng parLnershlps has been beLween CrassrooL Soccer and 8aylor
lnLernaLlonal edlaLrlc AluS lnlLlaLlve (8lAl) ln Malawl. 8lAl uses CrassrooL Soccer coaches
ln lLs lnnovaLlve door-Lo-door LesLlng program. An Plv counselor accompanles a coach as
Lhey go walk Lhrough Lhe coach's communlLy, recrulLlng people for LesLlng by explalnlng Lhe
usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

33
beneflLs of knowlng one's Plv sLaLus. 1he access and auLhenLlclLy LhaL CrassrooL Soccer
coaches provlde are cruclal Lo Lhe success of Lhls program.

CrassrooL Soccer coaches also are lnvolved ln 8aylor PosplLal's 1een Club sesslons, whlch
are monLhly evenLs ln whlch 8aylor PosplLal hosLs abouL 100 Plv-poslLlve youLh. 1he
purpose of Lhese evenLs are Lo check up on each one of Lhe youLh on a regular basls Lo
ensure LhaL Lhey are adherlng Lo Lhelr A8v medlcaLlon and Lo provlde counsellng and
supporL. 1een Club ls also an opporLunlLy for Plv-poslLlve youLh Lo make frlends and be ln a
supporLlve envlronmenL. CrassrooL Soccer coaches dlrecL many of Lhe acLlvlLles run durlng
1een Club (e.g. day LournamenLs and Sklllz currlculum acLlvlLles). 1he coaches are used
because Lhey are recognlzed role models Lo Lhe youLh ln Lhelr communlLles.


Conclusion

1hls sLudy flnds LhaL fooLball ls for many reasons an effecLlve vehlcle for Plv prevenLlon.
Clven Lhe lnadequaLe prevenLlon sLraLegles and efforLs of mosL Afrlcan sLaLes, clvll socleLy-
especlally non-governmenLal organlzaLlons (nCCs) focuslng on Plv prevenLlon
lnLervenLlons-are cruclal lf slgnlflcanL Plv prevenLlon ls Lo be achleved ln Afrlca. looLball ls
CCMMUNI1 Ak1NLkSnIS
A Ma|aw| Ch|ef at a Grassroot Soccer graduat|on ceremony

1hls mornlng we had our 8
Lh
and flnal graduaLlon for Lhe second cycle of 2010. 1he
graduaLlon was lnLended for abouL 23 klds buL almosL 300 showed up Lo waLch us
dance and make a fool ouL of ourselves.Cne of our mosL ma[or guesLs, Lhe head chlef
of Lhe kawale dlsLrlcL, aLLended our evenL and seemed Llred all afLernoon. CranLed he
was a falrly old man, maybe 80 years old or more, buL l was sLlll sllghLly worrled LhaL he
wasn'L engaged or someLhlng. AfLer Lhe evenL Lhe C8S Malawl Leam wenL Lo go Lalk Lo
hlm Lo Lhank hlm for comlng and lL was durlng Lhls lnLeracLlon LhaL he sald one of Lhe
mosL Louchlng Lhlngs l've heard slnce l've been here. AfLer we were done saylng Lhank
you and all LhaL [azz, Lhe chlef Lurned Lo us and sald 8efore l came here l was hungry"
(aL Lhls polnL all of us were a blL worrled because maybe he was upseL LhaL we kepL hlm
ln a room for four hours buL neglecLed Lo feed hlm) buL Lhen he conLlnued wlLh now, l
am full". l guess Lhls ls a popular saylng ln Malawl and baslcally whaL lL means ls LhaL hls
hearL and soul are full of happlness. 1urns ouL Lhe chlef was absoluLely Lhrllled by Lhe
evenL and as he lefL he promlsed us LhaL he would help us ln any way posslble ln Lhe
fuLure - a really greaL promlse when you conslder how much power Lhls man has ln Lhe
communlLy."
B-#'!(2'.-+!:C1!.'/#-'!.'!()$)A.

usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

34
a parLlcularly valuable medlum Lhrough whlch nCCs can conducL Plv prevenLlon ouLreach,
currlculum dellvery, and oLher acLlvlLles and servlces because of lLs flexlblllLy as a plaLform
for prevenLlon, whlch enables lL Lo reach a varleLy audlences, some of whlch are
slgnlflcanLly more vulnerable Lo Plv lnfecLlon Lhan Lhe general populaLlon, and Lo be
lmplemenLed ln hard-Lo-reach locaLlons. lLs unlversal appeal as specLaLor and parLlclpaLory
sporL ln Afrlca allow programs Lo be repllcaLed LhroughouL Lhe conLlnenL. lf effecLlvely
scaled up, fooLball programs can reach much wlder audlences Lhan Lhey currenLly do. And
because fooLball programs reach a dlverslLy of audlences ln many Lypes of seLLlngs, effecLlve
scale-up may resulL ln Plv prevenLlon LhaL ls comprehenslve as well as wldespread.

looLball ls also an effecLlve educaLlonal Lool. lL can creaLe behavlor change by drawlng on
Lhe educaLlonal Lechnlques and communlcaLlon sLyles LhaL Lhe unlque coach-player
relaLlonshlp allows for. looLball-based prevenLlon currlculums alm Lo achleve learnlng
ob[ecLlves Lhrough movemenL games, workshops, compeLlLlons, role plays, sLorles, crlLlcal
self-reflecLlon, eLc. LhaL are consLrucLlvely debrlefed ln safe group dlscusslons.

looLball-based Plv prevenLlon programs make use of and empower lndlvlduals who are
dlrecLly affecLed by Lhe dlsease and Lherefore have a large sLake ln flghLlng Lhe dlsease.
CfLen, Lhese lndlvlduals, who are also members of communlLles affecLed by Plv, are
powerful advocaLes whose own sLorles and examples can moLlvaLe behavlor change ln
program parLlclpanLs. 8y educaLlng communlLy members wlLh correcL lnformaLlon abouL
Lhe dlsease and effecLlve ways of prevenLlng Lhe dlsease, programs creaLe soclal agenLs and
communlLy moblllzers. 1hls sLudy came across counLless examples of lndlvlduals who
became dedlcaLed volunLeers and acLlvlsLs whose meanlng and purpose ln llfe, by Lhelr own
accounLs, was Lurned Lo flghLlng Plv once programs had glven Lhem Lhe knowledge and
Lools Lo do so.

AddlLlonally, Lhe llne beLween Lralnlng peer educaLors" and slmply spreadlng Plv
awareness and bulldlng llfe skllls ln parLlclpanLs was ofLen blurred. 1haL ls, parLlclpanLs
ofLen were expecLed Lo become peer educaLors once Lhey had been Lhrough programs,
even lf Lhey were noL expllclLly called as such. Cne of Lhe greaLesL advanLages of fooLball-
based prevenLlon ls LhaL lL draws on Lhe power of lnsplred and commlLLed lndlvlduals.
ermanenL and dedlcaLed acLlvlsLs for Plv prevenLlon moLlvaLe behavlor change LhaL can
acceleraLe Lhrough Lhelr communlLles and LhaL ls rooLed noL ln ofLen-lnaccesslble publlc
healLh experLlse buL ln communlLy members who are role models and communlLy
resources.

looLball ls also a global phenomenon and Lhe keysLone of a genulne soclal movemenL. 1he
fooLball for soclal change" or fooLball for developmenL" models, exempllfled Lhrough Lhe
work of organlzaLlons llke sLreeLfooLballworld, klcklng Alds CuL!, looLball for Pope, and
CrassrooL Soccer, have esLabllshed fooLball as an effecLlve vehlcle for soclal change.
CrganlzaLlons worklng on Lhe ground can use Lhe neLwork Lo access ma[or lnLernaLlonal
donors, Lo esLabllsh parLnershlps or Lemporary collaboraLlons for a varleLy of purposes,
lncludlng holdlng evenLs, conducLlng medla campalgns, seeklng beLLer coordlnaLlon of
prevenLlon efforLs, sharlng besL pracLlces, eLc., Lo draw on Lhe Lechnlcal experLlse and
resource moblllzaLlon capaclLy of Lhe neLwork for asslsLance ln organlzaLlonal developmenL,
usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

33
and, glven Lhe promlnence LhaL such neLworks have, Lo presenL Lhelr work on an
lnLernaLlonal sLage,.

?eL fooLball ls more Lhan [usL a plaLform LhaL organlzaLlons can use Lo neLwork and galn
credlblllLy for Lhelr work. 1he sporL also offers a way ln for Lhose ouLslde Afrlca who are noL
lmmedlaLely affecLed by Lhe epldemlc.

looLball's popularlLy-Lo sLaLe llndlngs 1 and 2 sllghLly dlfferenLly-noL only allows
programs Lo be lmplemenLed wlLh excepLlonal flexlblllLy, buL also enables programs Lo draw
on Lhe vasL reservolr of lndlvlduals who have fooLball skllls, elLher as players or coaches. 8y
uslng a popular game for such an lmporLanL purpose, fooLball programs empower many
people wlLh Lhe capaclLy Lo become prevenLlon advocaLes and soclal agenLs. Slmllarly,
fooLball's popularlLy offers people ouLslde of Afrlca an enLry polnL lnLo Plv prevenLlon. As
dlscussed earller, fooLball programs allow lnLernaLlonal audlences Lo see whaL Lhe flghL
agalnsL Plv looks llke on Lhe ground, provldlng a dlfferenL perspecLlve Lo Lhe usually
dlshearLenlng sLaLlsLlcs of Lhe epldemlc. A concerned and commlLLed publlc, as dlscussed ln
llndlng 9, ls noL only cruclal Lo pollLlcal wlll Lo flghL Lhe dlsease, buL also can resulL ln
lnLernaLlonal volunLeers [olnlng ln Lhe flghL agalnsL Plv. Many organlzaLlons are dependenL
on local volunLeers as well as lnLernaLlonal volunLeers. A large proporLlon of Lhe CrassrooL
Soccer and Whlzzklds unlLed sLaff, for example, are volunLeers from oLher conLlnenLs, and
many of Lhese lnLernaLlonal volunLeers have a connecLlon Lo fooLball (ofLen havlng played
on unlverslLy Leams or local clubs). looLball can be Lhe language Lhrough whlch Lhey enLer
and communlcaLe wlLh anoLher, uLLerly forelgn culLure, and Lhrough whlch Lhey become
lmporLanL moblllzers agalnsL Lhe epldemlc, brlnglng Lhelr own dlsLlncL skllls Lo bear ln Lhe
flghL, and becomlng represenLaLlves for carrylng ouL lnLernaLlonal advocacy (e.g. by helplng
Lo organlze fooLball LournamenLs ln Lhelr home counLrles Lo ralse money for prevenLlon
programs).

looLball also provldes an enLry polnL for celebrlLy fooLballers Lo become lnvolved ln Lhe
flghL agalnsL Plv. 8esldes enabllng fooLball programs Lo reach an lnLernaLlonal audlence
Lhrough Lhe medla aLLenLlon LhaL celebrlLles brlng wlLh Lhem, Lhe assoclaLlon of programs
wlLh celebrlLles and wlLh forelgn volunLeers can lncrease lnLeresL and parLlclpaLlon ln
programs and esLabllsh Lhem ln areas where Lhey operaLe.

Cn Lhe oLher hand, medla aLLenLlon has also focused on Lhe local coaches and peer
educaLors carrylng ouL Plv prevenLlon efforLs ln Lhelr communlLles. 1hese lndlvlduals are
Lhe hearL of fooLball-based Plv prevenLlon programs. 1helr own sLorles and examples noL
only are lnsplraLlonal Lo Lhelr sLudenLs, buL also Lo an audlence hearlng Lhem descrlbe Lhe
flghL LhaL Lhey are engaged ln. 1hey ground efforLs Lo combaL a global epldemlc ln Lhe
sLruggle belng waged for each lndlvldual's llfe.

**

1hls reporL flnds fooLball Lo be an ldeal vehlcle for Plv prevenLlon efforLs focused on
behavlor change, wlLh Lhe poLenLlal lf sufflclenLly funded and effecLlvely scaled-up Lo
achleve wldespread prevenLlon LhroughouL Afrlca.
usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

36
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18. hLLp://www.unalds.org/en/ollcyAndracLlce/revenLlon/lLCbehavlChange/defaulL.a
sp
usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

37
19. Palperln, u., LpsLeln, P., Why ls revalence So Severe ln SouLhern Afrlca? 1he 8ole of
MulLlple ConcurrenL arLnershlps and Lack of Male Clrcumclslon: lmpllcaLlons for
AluS revenLlon. 5ootbeto Aftlcoo Iootool of MeJlcloe 26, oo. 19 (2007). 19-25.
20. Luke, n., "ConfronLlng Lhe 'Sugar uaddy' SLereoLype: Age and Lconomlc AsymmeLrles
and 8lsky Sexual 8ehavlor ln urban kenya." lotetootloool lomlly lloooloq
letspectlves 31, no. 1 (2003):6-14.
21. CrassrooL Soccer Coach's Culde, !une 2007
22. WPC 8eglonal Cfflce for Afrlca, nlv/Alu5 eplJemloloqlcol sotvelllooce opJote fot tbe
wnO Aftlcoo keqloo. 2002. Parare, WPC 8eglonal Cfflce for Afrlca, 2003.
23. 8arker, C., 8lcardo, C., nasclmenLo, M., oqoqloq meo ooJ boys lo cbooqloq qeoJet-
boseJ loepolty lo beoltb. evlJeoce ftom ptoqtomme lotetveotloos. Ceneva, World
PealLh CrganlzaLlon (2007), lo unAluS 2008 8eporL on Lhe Clobal AluS Lpldemlc
24. Crosby, 8., eL al. Condom-use errors and problems: A neglecLed aspecL of sLudles
assesslng condom effecLlveness." Ametlcoo Iootool of lteveotlve MeJlcloe 24, no. 4
(2003): 367-370.
23. 8oLcheva, L., Puffman, L., Ctosstoot 5occet nlv/Alu5 Jocotloo ltoqtom. Ao
lotetveotloo lo 2lmbobwe. Chlldren's PealLh Councll, 2004.
26. 8rown !r., 8.8., eL al, Searchlng for Lhe Maglc !ohnson effecL: AluS, adolescenLs, and
celebrlLy dlsclosure." AJolesceoce 31, no. 122 (1996): 233-64.
usl ng fooLbal l for Pl v usl ng fooLbal l for Pl v/Al uS /Al uS prevenLl on l n Afrl ca prevenLl on l n Afrl ca | |

38
Annex A
Profiles

A|tus-Sport

Locat|on
1ownshlps and rural areas ln SouLh Afrlca

M|ss|on
1o flghL Plv/AluS among youLh uslng Lhe klckAlds
program. 1he ldea for klckAluS was concelved ln 2004,
when Lhe Lhen SouLh Afrlcan resldenL 1habo Mbekl and
Cerman lederal Chancellor Cerhard Schrder agreed Lo
hold SouLh Afrlcan-Cerman culLural weeks ln SouLh Afrlca
Lo sLrengLhen Lhe culLural llnks beLween Lhe Lwo counLrles.
1hls ldea led Lo Lhe esLabllshmenL of Lhe pro[ecL klckAluS,
a cooperaLlve program beLween Lhe Cerman 1echnlcal
CooperaLlon (C1Z-?ul) and AlLus-SporL, whlch comblnes
fooLball skllls wlLh awareness and prevenLlon of Plv/AluS.
1he maln goals are Lo acceleraLe Lhe dlssemlnaLlon of
successful ldeas and programs, Lo supporL professlonallsm ln
all member acLlvlLles, Lo encourage lnnovaLlon, local
ownershlp and enLrepreneurshlp among members, Lo
sLlmulaLe youLh empowermenL Lhrough sporL for soclal
change lnlLlaLlves wlLh a speclal emphasls on empowerlng
glrls, and Lo creaLe a supporLlve sLakeholder envlronmenL for Lhe sporL for soclal change movemenL ln
SouLhern Afrlca.

Aud|ence
?ouLh 10+ from dlsadvanLaged areas

Act|v|ty
1he Llfe's a 8all programs funcLlon on Lwo levels: Lralnlng
?ouLh SporL Leaders (?SL) ln baslc sporL coachlng,
leadershlp, and llfe sklll programs. WlLh Lhe 2010 World
Cup on our doorsLep, soccer ls currenLly playlng a ma[or
role. 1ralnlng ln lnnovaLlon, buslness, and soclal
enLrepreneurshlp was recenLly lncorporaLed lnLo Lhe ?SL's developmenL program. CreaL emphasls ls lald upon
ersonal uevelopmenL Lo promoLe educaLlon and faclllLaLe poLenLlal employmenL. 1he second level ls Lhe
lmplemenLaLlon of Lhe Llfe's a 8all and sLreeLs soccer programs by ?SL ln prlmary schools and communlLy
based sporL cenLers, addresslng healLh, envlronmenL, and morallLy bulldlng Lhrough sporLlng skllls.

Impact
1housands lndlvlduals have been reached over a perlod of 6 years, maklng provlslon for mlxed gender, from
prlmary Lo youLhs (10 Lo 27 yrs).

uslng fooLball slnce: 2004
number of arLlclpanLs
per ?ear:
3,000
neLworks and plaLforms: Convener of Sport for
Soc|a| Change SouLhern
Afrlcan neLwork Pub,
sLreeLfooLballworld,
looLball for Pope
WebslLe: www.alLussporL.co.za

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39


Coach|ng Ior nope

Locat|on
WesL Afrlca and SouLhern Afrlca

M|ss|on
Coachlng for Pope ls an lnnovaLlve program whlch uses
fooLball Lo creaLe beLLer fuLures for young people ln
WesL and SouLhern Afrlca. As parL of Lhe lnLernaLlonal
volunLeerlng and developmenL charlLy Sk|||share
Internat|ona|, lL Laps lnLo Lhe unlversal passlon for
fooLball and organlzes coachlng courses ln whlch
professlonal coaches from Lhe uk Lraln local youLh
workers Lo recognlzed lA sLandards. AL Lhe same Llme,
Lhe local coaches learn how Lo dellver Plv awareness
sesslons Lo young people ln Lhelr communlLles. Cnce
Lhe uk coaches leave, program sLaff provlde ongolng
supporL Lo Lhe graduaLes. 1hls means Lhey can dellver
Coachlng for Pope sesslons and develop Lralnlng lnlLlaLlves
of Lhelr own. 1he focus ls on: Plv/AluS prevenLlon, Cender,
ulsablllLy, ?ouLh, LmpowermenL & Llfe Skllls, and Coach
1ralnlng.

Aud|ence
?ouLh 7+

Act|v|ty
Coachlng for Pope sLarLed ln 2003 by runnlng a course
ln 8urklna laso aL Lhe naLlonal 1eam's Lralnlng cenLre
CCML1. ln Mall, lL flrsL ran a course for glrls ln
SepLember 2003 and also coached lLs flrsL 40 coaches
on a course led by Lwo senlor lA coaches. 1he
organlzaLlon ls worklng closely wlLh local coaches ln
SouLhern Afrlca Lo provlde Lralnlng and Lo supporL Lhem Lo dellver Plv and subsLance abuse programs ln Lhelr
local communlLles.

1he SouLhern Afrlca program began ln uecember 2007 wlLh a plloL course ln Cape 1own, Lralnlng 30 coaches
and youLh workers Lo plan and dellver lnsplrlng fooLball coachlng sesslons and ralse awareness of Plv. Coaches
from C8, Lhe 1oLLenham PoLspur loundaLlon, Pull ClLy and Lhe Lngland Women's Leam coach Pope owell
faclllLaLed Lhe sesslons. arLlclpanLs Lraveled Lo Lhe course from rural areas ln Lhe LasLern and WesLern Cape
and even from Zambla. ln !une 2008 Coachlng for Pope organlzed lLs second Lralnlng course ln Cape 1own,
Lhls Llme for 30 local coaches from dlfferenL parLs of Lhe clLy. Coaches were empowered Lo roll ouL 16
awareness-ralslng sesslons (8 on Plv and 8 on subsLance abuse) Lo young people as a resulL. ln uecember 2008
lL held a Lhlrd course ln Cape 1own, provldlng Lop-up Lralnlng for coaches who had already puL Lhelr new skllls
lnLo pracLlce. Slnce Lhen, Lhe organlzaLlon has been worklng wlLh local organlzaLlons and leagues Lo dellver
soclal messages abouL Plv and subsLance mlsuse.

Impact
So far, over 700 grass-rooLs coaches have worked wlLh over 30,000 chlldren who have beneflLed from fooLball
and Plv awareness sesslons. 1he klds who beneflL are vulnerable - ofLen orphans or wlLh dlsablllLles. 1hey
have llLLle access Lo sporL and healLh educaLlon and Lhe chance Lo play fooLball ln proper klL and Lake parL ln a
LournamenL can be a llfe-changlng experlence LhaL ralses Lhelr confldence and self-esLeem and bullds valuable
llfe skllls. ClP has been asked Lo run courses for unlCLl, Lhe eace Corps and Lhe Cralg 8ellamy Academy ln
Slerra Leone uslng lLs senlor Afrlcan coaches.
Coachlng for Pope ln Mall
uslng fooLball slnce: 2003
number of arLlclpanLs
per ?ear:
30,000+
neLworks and plaLforms: klcklng Alds CuL,
sLreeLfooLballworld,
looLball for Pope
WebslLe: www.coachlngforhope.org

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40

Iootba||ers 4 L|fe

Locat|on
SouLh Afrlca

M|ss|on
1o flghL Plv by changlng Lhe behavlors and aLLlLudes of
men.

Aud|ence
Men 18+

Act|v|ty
MaLchboxology ln parLnershlp wlLh !PPLSA (!ohn
Popklns PealLh LducaLlon ln SouLh Afrlca) lnvesLed
conslderable energy and resources lnLo Lralnlng a Leam
of elghL reLlred SouLh Afrlcan fooLball legends as Llfe
Wellness Coaches. 1he Lralnlng Lhey recelved has
equlpped Lhem Lo faclllLaLe an accredlLed and
cusLomlzed llfe skllls and wellness program for currenL
professlonal players and Lo conducL ouLreach sesslons aL
schools, youLh cenLers, correcLlonal faclllLles and
unlverslLles uslng Lhe popular ScruLlnlze Campalgn.
Comblnlng Lhe celebrlLy sLaLus of Lhe fooLballers wlLh
experL knowledge and faclllLaLlon skllls Lhe coaches are
able Lo reach lndlvlduals ln a manner LhaL sLeers away
from dldacLlc meLhodologles. 1he sLyle of faclllLaLlon from
Lhe coaches ls engaglng, fun, and enLerLalnlng so LhaL parLlclpanLs don'L consclously reallze LhaL Lhey are
learnlng - a welcome approach ln Lhls age of Plv lnformaLlon overload and faLlgue. 1he coaches are real
people who men can relaLe Lo" and Lhe self-dlscloslng naLure of Lhe coaches (ofLen descrlblng Lhelr own
personal sLruggles and soluLlons) ln Lhe course of Lhelr work encourages deep connecLedness beLween coach
and parLlclpanL.

Mass Med|a Campa|gn and Advocacy
1he popular Scrut|n|ze Campa|gn comprlses a seL of anlmaLed adverLlsemenLs (anlmerLs) addresslng Lhe key
drlvers of Lhe epldemlc ln SouLh Afrlca. 1he ScruLlnlze Campalgn ls a publlc-prlvaLe parLnershlp wlLh Lhe Lwo
publlc broadcasLers ln SouLh Afrlca (Lelevlslon and radlo), ouLdoor medla owners, and oLher collaboraLors.
looLballers 4 Llfe also employs a Men's Wellness 1oolklL, pamphleLs ln varlous languages, M1C1 llLeraLure for
men, posLers and uvus.

Impact
Compelllng anecdoLal evldence. An evaluaLlon ls planned for laLer ln 2010.
uslng fooLball slnce: 2009
number of
arLlclpanLs per ?ear:
33,000+
neLworks and
plaLforms:
MaLchboxology
WebslLe: www.maLchboxology.com

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41

Grassroot Soccer

Locat|on
C8S runs lLs flagshlp pro[ecLs ln Zlmbabwe, SouLh
Afrlca, and Zambla.

M|ss|on
CrassrooL Soccer was founded by professlonal
soccer players ln Zlmbabwe who undersLood Lhe
power of soccer and role models, and who had
experlenced Plv/AluS flrsL-hand, havlng losL frlends
and LeammaLes Lo Lhe dlsease. 1hey almed Lo
moblllze Lhe global fooLball communlLy ln Lhe flghL
agalnsL Plv/AluS. 1he organlzaLlon Lralns local role
models (lncludlng professlonal fooLball players) Lo
dellver an lnLeracLlve, fooLball-Lhemed behavlor
developmenL currlculum Lo young people, who
are Lhen empowered as peer educaLors Lo Leach
Lhe communlLy aL large whaL Lhey have learned.

Aud|ence
?ouLh 12+

Act|v|ty
AL Lhe core of CrassrooL Soccer ls Lhe acLlvlLy-
based Sk|||z 8ehav|or Change Curr|cu|um.
CommunlLy members ln a poslLlon Lo be role models dellver a serles of acLlvlLy-based, fooLball-Lhemed, llfe
skllls lnLervenLlons Lo youLh aged 10-18. C8S also reaches mllllons Lhrough dlsLrlbuLlon of Sklllz educaLlonal
magazlnes and uvus.

Impact
A 2008 behavloral survey found LhaL 2-3 years afLer Lhe lnLervenLlon, C8S graduaLes ln Zlmbabwe were nearly
slx-Llmes less llkely Lhan Lhelr maLched peers Lo reporL sexual debuL beLween 12-13 years, four-Llmes less llkely
Lo reporL sexual acLlvlLy ln Lhe lasL year, and elghL-Llmes less llkely Lo reporL ever havlng had more Lhan one
sexual parLner. Slx years afLer lncorporaLlon, Lhere already exlsLs subsLanLlal evldence documenLlng
C8S' lmpacL ln averLlng rlsky behavlor, lncreaslng Plv/AluS knowledge, dlmlnlshlng sLlgma, and breaklng Lhe
sllence surroundlng Plv. CrassrooL Soccer operaLes flagshlp slLes ln SouLh Afrlca, Zambla and Zlmbabwe and
as a Lechnlcal asslsLance parLner have helped deslgn and launch susLalnable pro[ecLs ln 8oLswana, LLhlopla,
kenya, LesoLho, Malawl, namlbla, Sudan, 1anzanla, CuaLemala and Lhe uomlnlcan 8epubllc. WlLh a solld Lrack
record ln parLnershlp bulldlng, C8S has launched effecLlve collaboraLlons wlLh more Lhan 30 governmenL
agencles, corporaLlons, nCCs, C8Cs, and l8Cs worldwlde. As a dlrecL resulL of Lhese parLnershlps as well as
flagshlp programs, C8S has provlded comprehenslve Plv prevenLlon and llfe skllls educaLlon Lo more Lhan
270,000 young people LhroughouL sub-Saharan Afrlca.
uslng fooLball slnce: 2002
number of
arLlclpanLs slnce
program began:
320,000+ Lhrough currlculum,
many more Lhrough
LournamenLs and oLher
acLlvlLles
neLworks and
plaLforms:
CrassrooL Soccer,
sLreeLfooLballworld, looLball
for Pope, SporL for Soclal
Change neLwork
WebslLe: www.grassrooLsoccer.org

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42

k|ck4L|fe

Locat|on
LesoLho

M|ss|on
klck4Llfe's mlsslon ls Lo develop and dellver hlghly
effecLlve and lnnovaLlve developmenL Lhrough fooLball
programs LhaL address soclal dlsadvanLage among
chlldren and youLh and provlde opporLunlLles and
lnsplraLlon for Lhem Lo Lransform Lhelr llves and
achleve Lhelr poLenLlal. klck4Llfe ls a reglsLered charlLy
ln boLh LesoLho and Lhe uk, and uses fooLball Lo
educaLe, LesL and share oLher llfe-skllls programs ln
LesoLho, whlch has Lhe world's Lhlrd hlghesL
prevalence of Plv and hlgh levels of poverLy.

Aud|ence
?ouLh, parLlcularly orphans and vulnerable chlldren.

Act|v|ty
1. k4L Curr|cu|um. PealLh educaLlon and llfe-skllls
course based on Lhe CrassrooL Soccer model. Slx-
week program. ldenLlfles and Lralns school Leachers,
coaches, youLh leaders and oLher communlLy role
models Lo dellver Lhe currlculum Lo a varleLy of
communlLy groups. 1he program LargeLs all youLh
(ages 10-18), wlLh a parLlcular focus on orphans and
vulnerable chlldren.
2. 1est our 1eam campa|gn. lncorporaLes Plv
educaLlon and LesLlng wlLh fooLball LournamenLs.
- ldenLlfles chlldren who are Plv poslLlve llnklng
Lhem wlLh lmmedlaLe medlcal follow up,
- Spreads awareness of Plv and Lhe avallablllLy of
free LesLlng and LreaLmenL,
- Lncourages famllles Lo brlng Lhelr small chlldren ln for screenlng and LesLlng.
3. Crphan & Vu|nerab|e Ch||dren Scho|arsh|p Scheme. Clves selecLed CvCs a chance Lo have a secondary
educaLlon, provldlng fundlng for fees, unlforms and books. 1hrough Lhe dellvery of oLher lnlLlaLlves and
lnpuL from key local parLners, k4L ls able Lo ldenLlfy, selecL and Lhen regularly monlLor each chlld's progress
LhroughouL Lhelr educaLlon, supporLlng Lhem Lhrough Lo employmenL. Lach chlld ls expecLed Lo regularly
asslsL as peer leaders wlLh dellvery of Lhe k4L Currlculum LhroughouL Lhe duraLlon of Lhelr scholarshlp. ln
Lhelr flnal year of school, each scholar musL compleLe Lhe k4L llL 4 Work program whlch supporLs Lhe
LranslLlon Lo employmenL or furLher educaLlon wlLh sesslons on rouLe plannlng, Cv wrlLlng, lnLervlew
Lechnlques and lnLerpersonal skllls.
4. 1he Street outh In|t|at|ve. ually program for 'sLreeL klds' Lo play fooLball and access key supporL servlces.
S. Ch||dren's nea|th Days (CnD). 1argeL hard-Lo-reach and exLremely vulnerable rural vlllage communlLles.
1. A day-long evenL of acLlvlLles LhaL engage chlldren and adulLs ln lnLeracLlve Plv educaLlon for careglvers and
older chlldren, Plv LesLlng, vlLamln supplemenLaLlons (u3), healLh screenlngs for 18 and Severe AcuLe
MalnuLrlLlon (u3), lmmunlzaLlons (u3), oLher healLh needs (e.g. LesLlng pregnanL women).
2. lollow-up day: Plv poslLlve chlldren are LransporLed Lo nearby A81 cllnlc for evaluaLlon, LreaLmenL and care.

Impact
k4L dellvered Lhe lnLervenLlon ln elghL of Lhe Len dlsLrlcLs across LesoLho wlLh over 8000 youLh LesLed beLween
Lhe age of 14 and 18. (32.1 female, 47.9 male) and over 20,000 dlrecL graduaLes Lhrough Lhe k4L
Currlculum (34.3 male, 47.3 female) beLween 12-22 years old.
arLlclpanL ln Lhe 1esL ?our 1eam campalgn
uslng fooLball slnce: 2003
number of
arLlclpanLs slnce
program began:
20,000+ Lhrough currlculum,
many more Lhrough
LournamenLs and oLher
acLlvlLles
neLworks and
plaLforms:
CrassrooL Soccer,
sLreeLfooLballworld, looLball
for Pope, SporL for Soclal
Change neLwork
WebslLe: www.klck4llfe.org

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43
|oveL|fe

Locat|on
SouLh Afrlca

M|ss|on
ConsLlLuLes SouLh Afrlca's naLlonal Plv prevenLlon
program for youLh. Launched ln SepLember 1999 by a
consorLlum of leadlng SouLh Afrlcan publlc healLh
organlzaLlons ln parLnershlp wlLh a coallLlon of more
Lhan 100 C8Cs, Lhe SouLh Afrlcan governmenL, ma[or
SouLh Afrlcan medla groups, and prlvaLe foundaLlons.
loveLlfe comblnes a hlghly vlslble susLalned naLlonal
mulLl-medla Plv educaLlon and awareness campalgn
wlLh counLrywlde adolescenL frlendly servlce
developmenL ln governmenL cllnlcs, and a naLlonal neLwork of ouLreach and supporL programs for youLh.
loveLlfe ls a comprehenslve, evldence-based approach Lo youLh behavlor change LhaL lmplemenLs, on an
unprecedenLed scale, Lhe lnLernaLlonal experlence of Lhe pasL 20 years-comblnlng well-esLabllshed publlc
healLh Lechnlques wlLh lnnovaLlve markeLlng approaches Lo promoLe healLhy AluS-free llvlng among SouLh
Afrlcan Leenagers.

Aud|ence
?ouLh and young adulLs

Act|v|ty
1. A susLalned mu|t|-med|a educat|on and awareness campa|gn - lncludlng Lelevlslon, radlo, ouLdoor medla
and prlnL - educaLlng young people abouL Plv and promoLlng dlalogue abouL sexual healLh lssues.
2. 1he Nat|ona| Ado|escent-Ir|end|y C||n|c In|t|at|ve, a ma[or drlve Lo esLabllsh adolescenL healLh servlces ln
SouLh Afrlca's 3,000 publlc cllnlcs.
3. A naLlonal neLwork of 16 mulLl-purpose youLh faclllLles, known as -Centres," provldlng recreaLlon and
skllls Lralnlng, as well as sexual healLh educaLlon and care ln non-cllnlcal seLLlngs.
4. A counLrywlde program of communlLy-level ouLreach and supporL Lo young people (lncludlng 3,300 schools)
led by a naLlonal volunLeer corps of more Lhan 1,300, 18-23 year olds known as |oveL|fe ground8kLAkLkS.
3. A naLlonally accesslble Loll-free Lelephone helpllne for young people provldlng speclallzed sexual healLh
lnformaLlon, counsellng and referrals averaglng 300,000 calls per monLh.
6. 1he |oveL|fe Games, Lhe largesL school sporLs compeLlLlon ln SouLh Afrlca, promoLlng healLhy llvlng, self-
moLlvaLlon and personal achlevemenL Lo more Lhan 400,000 school sLudenLs annually.

Impact
|oveL|fe's eva|uat|on program ls one of Lhe mosL comprehenslve of lLs klnd ln Lhe world, comblnlng a large-
scale naLlonal survelllance sLudy (repeaLed aL Lwo year lnLervals) wlLh ln-depLh surveys aL 33 senLlnel slLes.
|oveL|fe ls Lracklng lLs lmpacL over Llme noL only on aLLlLudes and self-reporLed rlsk behavlor among Leenagers,
buL also on Plv, oLher sexual LransmlLLed lnfecLlons, and Leenage pregnancy. 1he evaluaLlon program ls led by
Lhe 8eproducLlve PealLh 8esearch unlL of Lhe unlverslLy of Lhe WlLwaLersrand ln parLnershlp wlLh Lhe Medlcal
8esearch Councll of SouLh Afrlca. 1he CenLer for AluS ollcy aL Lhe unlverslLy of Callfornla aL San lranclsco
provldes lndependenL exLernal revlews. 1he resulLs of Lhe flrsL of Lhls serles of loveLlfe evaluaLlons were
publlshed ln Aprll 2004.

lL has a slgnlflcanL communlLy fooLprlnL, operaLlng ln 3,200 secondary schools (47 of LoLal), 300 publlc cllnlcs
(14 of LoLal), and ln parLnershlp wlLh 180 communlLy-based organlzaLlons. lLs communlLy programs are
supporLed by a large mulLl-medla componenL lncludlng radlo programs on 10 reglonal radlo sLaLlons. loveLlfe
has operaLed as a non-proflL organlzaLlon for Lhe pasL Len years, funded by Lhe ueparLmenL of PealLh, Soclal
uevelopmenL, SporLs and 8ecreaLlon and oLher donors, lncludlng Lhe kalser lamlly loundaLlon and 8lll &
Mellnda CaLes loundaLlon. See, hLLp://www.kff.org/abouL/lovellfe.cfm

|ove||fe games
uslng fooLball slnce: 2003
number of
arLlclpanLs per year:
300,000+ Lhrough currlculum,
LournamenLs, leagues, camps
and oLher acLlvlLles
neLworks and
plaLforms:
SporL for Soclal Change
neLwork
WebslLe: www.lovellfe.org.za

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44
Mathare outh Sports Assoc|at|on
(MSA)

Locat|on
nalrobl, kenya

M|ss|on
1o help young people become responslble clLlzens and
develop healLhy bodles and mlnds. AcLlvlLles lnclude
provldlng Lralnlng and organlzlng LournamenLs ln Lhe 16
mosL deprlved areas of nalrobl. 1he focus ls on behavlor
change and communlcaLlon wlLh youLh aged 10-24 Lo
address rlsky behavlors such as unproLecLed sex, havlng
mulLlple sexual parLners, and cross-generaLlonal relaLlonshlps.
rograms lnvolve leadershlp Lralnlng, envlronmenLal cleanups,
Plv/AluS awareness programs, and oLher communlLy servlce
acLlvlLles.

Aud|ence
?ouLh 10-24

Act|v|ty
1he program lnLegraLes sporL and llfe skllls and empowers
peer educaLors who ln Lurn Lraln fellow youLhs and oLher
members of Lhelr respecLlve communlLles wlLh workshops,
communlLy ouLreach program, and supply of lLC maLerlal
boLh Lo M?SA players and Lhe communlLy aL large. lL uses a
M?SA Lralnlng currlculum on Plv/AluS and reproducLlve
healLh Lo gulde Leachers and Lralned peer educaLors ln local
schools and peer Lo peer educaLlon sesslons.

Impact
M?SA leaders, coaches and player Lralned as peer educaLlon
- 60. eople reached Lhrough communlLy ouLreach
lnLeracLlve program - 13,300. ?ouLh counseled and LesLed on
Plv - 361. ?ouLh ln schools reached wlLh Plv/AluS
lnformaLlon - 40,000.







uslng fooLball slnce: 2003
number of
arLlclpanLs slnce
program began:
40,000+ Lhrough currlculum
(18,000 glrls, 22,000 boys),,
13,000+ Lhrough communlLy
ouLreach, 60 peer educaLors
Lralned (30 male, 30 female)
neLworks and
plaLforms:
klcklng Alds CuL-conducLs
Plv leader Lralnlngs ln oLher
counLrles Lhrough kAC
neLwork (e.g. ln 8oLswana
wlLh SLu?LL), sLreeLfooLball-
world, looLball for Pope,
WebslLe: www.mysakenya.org

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43
NawaL|fe 1rust (NL1)

Locat|on
Wlndhoek, namlbla

M|ss|on
1o lmprove Lhe quallLy of llfe ln publlc healLh by
empowerlng communlLy members and sLakeholders
Lhrough lnnovaLlve behavlor change communlcaLlon.
nawaLlfe 1rusL's NawaSport rogram uses fooLball
as a means of educaLlng youLhs ln areas such as
Plv/AluS prevenLlon and care, and llfe skllls
acLlvlLles. lL Laps lnLo Lhe power of fooLball Lo
capLure Lhe aLLenLlon of young men and creaLe an
envlronmenL where Lhey feel comforLable explorlng
boLh serlous and senslLlve lssues. Speclflcally, Lhe
focus ls on breaklng sLereoLypes and assoclaLed
sLlgma, developlng an awareness of rlsky behavlors-
speclflcally mulLlple-concurrenL parLners, alcohol
abuse, and gender lnequallLy, and provldlng
opporLunlLles for Plv LesLlng, male clrcumclslon
programs, and llfe skllls developmenL.

Aud|ence
rlmarlly men 13-33, prlson lnmaLes

Act|v|ty
ln addlLlon Lo currlculum dellvery, nawaSporL runs
naLlonally renowned SLreeL Soccer LournamenLs and
engages former namlblan naLlonal 1eam players as
champlons for Plv prevenLlon. nawaSporL ldenLlfles
coaches from fooLball Leams who are lnLeresLed ln
aLLendlng 14 Lralnlng sesslons over 1 week wlLh Lhe
nawaSporL gulde. 1he Lralned coaches Lhen work wlLh formal and lnformal soccer Leams, leadlng Lhem
Lhrough Lhe 12 nawaSporL Lralnlng componenLs. Slnce 2006, nL1 has also lnLroduced lLs nawaSporL Lralnlng
lnLo prlsons. rlson lnmaLes are consldered Lo be one of Lhe mosL Plv aL-rlsk populaLlons ln namlbla. 1he
nawaSporL program provldes prlson lnmaLes wlLh knowledge Lo help Lhem proLecL Lhemselves agalnsL sexually
LransmlLLed dlseases. AfLer Lhe successful plloL program aL Walvls 8ay prlson, nL1 ls now conslderlng
expandlng Lo lnvolve lnmaLes aL Lwo more prlsons.

nawaSporL acLlvlLles are usually adverLlsed on radlo, 1vs, and ln newspapers. 1hls lncludes LournamenLs,
upcomlng Lralnlngs, and oLher speclal evenLs organlzed by nawaSporL. A prlvaLe 1v sLaLlon, Cne Afrlca
1elevlslon, has slgned an agreemenL wlLh nL1 Lo cover all nawaSporL 1ournamenLs. nawaLlfe 1rusL ls also
lnvolved ln produclng mass medla campalgns for naLlonal Plv AluS medla campalgns. lormer naLlonal Leam
players, namely Congo Plnd[ou and Lolo Coraseb, are nawaSporL ambassadors. 1hey have been ambassadors
slnce 2007 and promoLe Lhe program ln Lhe dlfferenL communlLles where Lhe pro[ecL ls acLlve. 1hey also do
moLlvaLlonal speeches ln schools on Lhe lmporLance of behavlor change among young people.

Impact
nL1 operaLes lLs nawaSporL rogram aL 12 dlfferenL slLes and has reached more Lhan 10,000 lndlvlduals.

uslng
fooLball
slnce:
2003
number of
arLlclpanLs
slnce 2007:
10,000+ Lhrough currlculum
neLworks
and
plaLforms:
CrassrooL Soccer, sLreeLfooLballworld,
looLball for Pope, SporL for Soclal Change
neLwork
WebslLe: www.sLreeLfooLballworld.org/neLwork/all-
nwm/nawallfeLrusL

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46
|ay Soccer

Locat|on
SouLh Afrlca, Senegal, Chana, Cameroon, Malawl,
Zambla

M|ss|on
1o empower chlldren and youLh Lo lead change ln
Afrlca's mosL underserved communlLles. uslng a
grassrooLs educaLlonal program and recreaLlonal
sporL, lay Soccer unlLes chlldren, youLh, and
communlLles, whlle promoLlng Lhelr healLh and
physlcal and soclal developmenL.

Aud|ence
?ouLh ages 3-24

Act|v|ty
A year-round educaLlonal program ls presenLed! wlLh
physlcal, healLh and soclal skllls packaged lnLo a fun,
acLlvlLy-based currlculum. lL ls Lhe resulL of
collaboraLlon wlLh academlc lnsLlLuLlons, sporLlng
bodles, nCCs and lnsLlLuLlonal experLs, and ls
carrled ouL by lay Soccer's CounLry neLwork
across Afrlca. key Loplcs lnclude: how Lhe body
works and how Lo care for lL, nuLrlLlon and
sanlLaLlon, dlsease prevenLlon, self-esLeem,
respecL, confllcL resoluLlon, leadershlp and
Leamwork. lay Soccer's neLwork of lndependenLly
run counLry organlzaLlons encourages communlLy-
led change.

Impact
8y recrulLlng and Lralnlng vulnerable youLh Lo Leach Lhe program, prevlously unaLLalnable knowledge and
communlLy leadershlp skllls are galned and dlsLrlbuLed. lay Soccer fosLers global solldarlLy among chlldren
and youLh and supporLs Lhe unlLed naLlons Mlllennlum uevelopmenL Coals Lhrough Lhe organlzaLlon of an
annual hlgh-proflle advocacy evenL: 1he Clobal eace Cames.



uslng fooLball slnce: 1999
number of
arLlclpanLs slnce
program began:
40,000+ Lhrough currlculum
neLworks and
plaLforms:
sLreeLfooLballworld, looLball
for Pope
WebslLe: www.playsoccer-nonproflL.org

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47

k|ght to |ay Internat|ona|

Locat|on
Clobal

M|ss|on
8lghL 1o lay ls commlLLed Lo every chlld's rlghL Lo play.
1he organlzaLlon glves chlldren a chance Lo become
consLrucLlve parLlclpanLs ln socleLy, regardless of gender,
dlsablllLy, eLhnlclLy, soclal background, or rellglon.
1hrough games and sporLs, 8lghL Lo lay helps
creaLe soclal change ln communlLles affecLed by war,
poverLy, and dlsease. 1he organlzaLlon engages key
declslon-makers from Lhe developmenL, sporL, buslness,
medla, and governmenL secLors and furLher ensures
every chlld beneflLs from Lhe poslLlve power of sporL and play.

Aud|ence
?ouLh worldwlde

Act|v|t|es
A Leam of Lop aLhleLes from more Lhan 40 counLrles
supporL 8lghL Lo lay. As role models, Lhese aLhleLes
lnsplre chlldren and ralse awareness abouL 8lghL 1o lay
lnLernaLlonally. Lach week, more Lhan 688,000 chlldren
Lake parL ln regular sporL and play acLlvlLles and a
comblned LoLal of more Lhan 1 mllllon chlldren aLLend
regular programmlng and speclal sporLs evenLs and
fesLlvals.

Impact
ln 2007, 8lghL 1o lay publlshed kesolts, lLs flrsL
comprehenslve revlew of Lhe organlzaLlon's lmpacL slnce
embarklng upon on lLs mlsslon Lo lmprove Lhe llves of
chlldren ln some of Lhe world's mosL dlsadvanLaged areas. 8lghL 1o lay has seen Lhe number of chlldren
reached ln regular acLlvlLy (as well as fesLlvals, summer camps and oLher evenLs) grow from 37,178 ln 2001 Lo
more Lhan 1 mllllon ln 2009. Slmllarly, Lhe number of acLlve Coaches LhaL are engaglng chlldren ln regular
acLlvlLy lncreased from 180 ln 2001 Lo almosL 14,000 ln 2009.
8lghL Lo play Lralnlng program ln Llberla and "Lhe red ball"
uslng fooLball slnce: 2000
number of
arLlclpanLs:
688,000+ per week (all
programs-lndlvldual program
sLaLs unavallable), 14,000
acLlve coaches
neLworks and
plaLforms:
klcklng Alds CuL,
WebslLe: www.rlghLLoplay.com

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48
South Last D|str|ct outh
Lmpowerment League (SLDLL)

Locat|on
SouLh LasL ulsLrlcL 8eglon, 8oLswana

M|ss|on
1o dellver hlgh quallLy and creaLlve youLh sporLs
programmlng wlLh a focus on leadershlp and llfe skllls
ln order Lo faclllLaLe greaLer youLh ownershlp of Lhe
program. Speclflcally, Lhe program alms Lo: 1) faclllLaLe
youLh Plv/AluS prevenLlon ln SouLh LasL ulsLrlcL (SLu),
2) CreaLe real opporLunlLles for male and female youLh
Lo be lnvolved ln Lhelr own developmenL whlle worklng
Lowards change (sysLemlc, pollcy, or communlLy
coheslon), 3) 8ulld lndlvldual reslllence, self confldence,
communlLy connecLlons, and crlLlcal analysls, 4) 1o lncrease
youLh undersLandlng of soclal and pollLlcal sysLems and
sLrucLures, 3) 1o develop faclllLaLlon and pracLlcal skllls (e.g.
reporL wrlLlng, flnanclal managemenL, proposal developmenL),
and 6) 1o creaLe safe spaces for young women Lo reallze Lhelr
poLenLlal.

Aud|ence
Chlldren and young people ages 9-23 wlLhln Lhe SouLh LasL
ulsLrlcL of 8oLswana, parLlcularly Lhose aL rlsk of conLracLlng
Plv/AluS,

Act|v|ty
SLu?LL operaLes vla Lhree sLreams: 1) SporL, 2) eer
LducaLlon, and 3) Clrls Safe Spaces. SLu?LL runs dlsLrlcL-
wlde, communlLy-led fooLball leagues lnvolvlng 100 fooLball
Leams (73 male and 27 female Leams) wlLh 2000
parLlclpanLs parLlclpaLlng ln LournamenLs ln flve vlllages ln
SouLh LasL 8oLswana. 1he fooLball league, LournamenLs and
educaLlon acLlvlLles are all led by youLh leaders and are deslgned Lo boLh empower parLlclpaLlng young people
and promoLe llfe skllls and safe sexual behavlor. ln addlLlon Lo Lhe leagues, SLu?LL runs a peer leadershlp and
llfe skllls pro[ecL, whlch organlzes sporL and llfe skllls educaLlon acLlvlLles ln schools and communlLles wlLhln
Lhe flve vlllages ln whlch lL works. SLu?LL has a pro[ecL dlrecLor and each sLream has a pald coordlnaLor
supporLed by zonal ouLreach volunLeers ln each of Lhe flve vlllages ln Lhe dlsLrlcL.

Impact
SLu?LL has applled MaLhare ?ouLh SporLs AssoclaLlon's (M?SA) experlence ln bulldlng youLh-led Leams whlle
creaLlng safe spaces for healLh educaLlon, Plv/AluS prevenLlon, and gender equlLy, and ls seen naLlonally as a
besL pracLlce wlLh growlng recognlLlon for lLs work lnLernaLlonally. SLu?LL ls currenLly seeklng Lo expand lLs
program Lo oLher dlsLrlcLs ln 8oLswana.


SLu?LL LournamenL
uslng
fooLball
slnce:
2002
number of
arLlclpanLs:
2,000+
neLworks
and
plaLforms:
klcklng Alds CuL, sLreeLfooLballworld,
looLball for Pope, SporL for Soclal Change
neLwork, parLnershlp wlLh M?SA
WebslLe: www.sLreeLfooLballworld.org/neLwork/all-
nwm/sedyel

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49
1argeted AIDS Intervent|ons (1AI)

Locat|on
kwazulu-naLal, SouLh Afrlca, focus on rural communlLles

M|ss|on
1o provlde men and oLher LargeL groups wlLh approprlaLe
lnformaLlon and skllls (negoLlaLlon, declslon-maklng eLc)
ln S1ls, Plv/AluS and oLher healLh relaLed lssues by
uslng a non-dlrecLlve approach LhaL wlll apply Lhe
prlnclples of kAMSL (knowledge, ALLlLudes, MoLlvaLlon,
Skllls and creaLlng an Lnabllng LnvlronmenL). 1hls wlll
enable 1Al cllenLs/beneflclarles Lo uLlllze Lhe
lnformaLlon and skllls galned Lo deslgn Lhelr own
programs and make lnformed declslons. 1hey work on
Lhe assumpLlon LhaL by empowerlng and senslLlzlng men,
Lhe llves of women wlll be lmproved.

Aud|ence
ulfferenL pro[ecLs LargeL dlfferenL audlences (e.g. Shosholoza AluS ro[ecL: young men 16-21, lnkunzl
lsemaLholenl ro[ecL: boys 9-13)

Act|v|ty
1Al lnlLlally focused on women ln rural areas. Powever, women were unable Lo lmplemenL Lhelr prevenLlon
declslons because Lhelr male parLners were decldlng mosL sexual maLLers. 1Al Lhus declded Lo work wlLh men.
ro[ecLs address Lhe followlng: Plv prevenLlon and condom use, personallzlng rlsks, demysLlfylng sexuallLy,
undersLandlng puberLy, men's lnvolvemenL ln care and supporL for Lhose lnfecLed and affecLed by Plv and
AluS, de-sLlgmaLlzaLlon, poslLlve mascullnlLy: belng a man and a faLher, and undersLandlng and promoLlng
women's rlghLs as equal rlghLs, ouLreach. 1Al has used soccer ln Lhe Shosho|oza AIDS ro[ect as a means of
moblllzlng and moLlvaLlng parLlclpanLs, LargeLlng young male fooLball players 16-21 Lhrough school or sporLlng
sLrucLures, wlLh Lhe assumpLlon LhaL Lhey are more open Lo dlscusslons abouL sexuallLy and changes ln values,
bellefs, and aLLlLudes Lhan older men. 1hey are Lralned Lo dlssemlnaLe Plv prevenLlon messages Lo oLhers ln
Lhelr soclal neLworks. 1lme ls glven for Lhe peer educaLors Lo flrsL come Lo Lerms wlLh Plv ln Lhelr own llves.
When Lhe groups feel prepared, Lhey lmplemenL small pro[ecLs wlLhln Lhelr communlLles: holdlng Lralnlng
workshops for nelghborlng soccer Leams, organlzlng Plv-orlenLed soccer evenLs, engaglng specLaLors aL
maLches, dlsLrlbuLlng condoms, and holdlng personal sesslons wlLh frlends. ln addlLlon, Lhe naLlonal fooLball
squad, 8afana 8afana, has helped promoLe Lhe Shosholoza pro[ecL by wearlng pro[ecL 1-shlrLs and dellverlng
Plv prevenLlon messages aL naLlonal games Lo large crowds of people. 8ased on experlence ln Lhls pro[ecL, 1Al
lnlLlaLed Lhe Inkunz| Isematho|en| ro[ect ln 2001, whlch Lralned boys 9-13 as peer educaLors ln order Lo
address early sexual debuL (l.e. boys 16-21 could already be Plv-poslLlve) and change aLLlLudes and behavlors
aL an even earller age (lnkunzl lsemaLholenl ls a Zulu ldlom meanlng how Lhe calf ls ralsed wlll deLermlne Lhe
quallLy of Lhe bull"). ro[ecL acLlvlLles are very slmllar Lo LhaL of Shosholoza wlLh conLenL changed Lo be age-
approprlaLe. 1he pro[ecL expanded Lo lnclude a "buddy" sysLem ln whlch chlldren help oLher chlldren ln
dlsLress Lalk Lo Leachers or 1Al sLaff, spend Llme wlLh Lhem, or help Lhem wlLh homework.

Impact
lor Lhe Shosholoza pro[ecL, a basellne survey of 100 young men, ascerLalnlng Lhe values, bellefs, and posslble
rlsk-Laklng behavlors of parLlclpanLs, showed LhaL 93 of Lhe boys had never used condoms, all Lhose who
were sexually acLlve had more Lhan one currenL sexual parLner, and 3 sald LhaL a woman has a rlghL Lo say
no" Lo sex. none of Lhem belleved LhaL elLher Lhey or Lhelr parLners could be lnfecLed wlLh Plv. A survey of
parLners of peer educaLors reporLed LhaL 93 reporLed LhaL Lhelr parLner had spoken Lo Lhem abouL Plv/AluS
and 100 of Lhe female parLners could clLe 3 reasons for uslng condoms (Lo prevenL Plv/AluS and S1ls, and Lo
avold pregnancy). 1he Shosholoza pro[ecL's Lralned groups' ouLreach program for soccer clubs educaLed an
esLlmaLed 2000 men ln baslc Plv lnformaLlon and prevenLlon. lnkunzl lsemaLholenl Lralned 200 boys and
young men as peer educaLors. lL has become self-susLalnlng and has also acqulred a group of female peer
educaLors ln one of lLs orlglnal 20 schools (1Al coordlnaLors regularly vlslL groups Lo relnforce Lralnlng.)
uslng fooLball slnce: 1998
number of
arLlclpanLs:
[ulfferenL programs]
Shosholoza pro[ecL: 2000 men,
340+ Lralned peer educaLors,
lnkunzl lsemaLholenl pro[ecL:
200 Lralned peer educaLors
WebslLe: www.LargeLedalds.co.za

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30
V|[ana Aman| amo[a (VA)
(former|y Cap|ta| Area Soccer League)

Locat|on
nalrobl, kenya

M|ss|on
1o lnLegraLe soclal and economlc acLlvlLles Lhrough fooLball by
creaLlng a pro-acLlve healLh envlronmenL. vA Lralns youLh Lo
be boLh healLhy and acLlve, and Lo also encourage healLhy
llfesLyles and Plv prevenLlon ln Lhelr communlLles. vA
challenges youLh Lo Lhlnk creaLlvely and crlLlcally and Lo share
lnformaLlon wlLh Lhelr peers.

Aud|ence
vA works wlLh boLh boys and glrls aged 12-18 years old. Plv/AluS
has affecLed mosL of Lhelr llves and some are Plv-poslLlve. Many
have also losL one or boLh parenLs Lo Plv/AluS and come from
famllles llvlng ln exLreme poverLy.

Act|v|ty
vA uses CrassrooL Soccer's currlculum Lo supporL lLs fooLball
program and Plv/AluS prevenLlon acLlvlLles. ln May 2006, vA
hosLed an lnLernaLlonal youLh workshop ln con[uncLlon wlLh
naLlonal Alllance ?ouLh SporLs (nA?S). vA member and youLh
coaches parLlclpaLed ln Lhe workshop, wlLh Lhe aLLendees
belng Lralned on leadershlp skllls and on how Lo lnLegraLe soclal
lssues lnLo sporL and lnLeracLlve games as parL of Lhe on-golng
Came Cn" program. Came Cn" - a nA?S program - ls acLlve ln kenya and provldes youLh wlLh an
opporLunlLy Lo acLlvely parLlclpaLe ln sporL and physlcal educaLlon, lL also allows Lhem Lo dlscuss Lhelr feellngs
abouL lssues LhaL dlrecLly affecL Lhem.

ln supporL of Lhe 2010 lllA World Cup, vA has organlzed Lhree klck n 1esL vC1 re-World Cup"
LournamenLs, Lhe flrsL of whlch Look place on uecember 12, 2009 and Lhe second on Aprll 4, 2010.

Impact
ln 2009, vA lmpacLed Lhe llves of 3,000 parLlclpanLs recrulLed from schools and communlLy cenLers.
Accordlng Lo evaluaLlve pre and posL lnLervenLlon quesLlonnalres, feedback reporLs, and lnLervlews measurlng
changes ln sLudenL knowledge and aLLlLudes abouL Plv/AluS (dellvered by vA peer educaLors and sLaff),
parLlclpanLs conslsLenLly galned more knowledge abouL Plv/AluS, avoldlng rlsky behavlors and dellverlng Lhelr
own Plv/AluS lnLervenLlon messages Lo Lhelr frlends, famllles and Lhe communlLy.
uslng fooLball slnce: 2000
number of
arLlclpanLs:
3,700+ graduaLes of CrassrooL
Soccer's Sklllz Currlculum ln
2009-2010
neLworks and
plaLforms:
CrassrooL Soccer,
sLreeLfooLballworld, looLball
for Pope
WebslLe: www.vap.co.ke

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31
Wh|zzk|ds Un|ted

Locat|on
SouLh Afrlca, uganda, Chana

M|ss|on
uses fooLball as a medlum Lo Leach boys and glrls
essenLlal llfe skllls deslgned Lo enable healLhy behavloral
change. Wku sLrlves Lo enhance Lhe chlldren's soclal
envlronmenL Lhrough eer LducaLlon and Lo supporL
Lhem wlLh adolescenL-frlendly healLh and counsellng
servlces Lhrough PealLh Academles. Whlzzklds unlLed's
goal ls Lo provlde Plv/AluS prevenLlon, care, LreaLmenL,
and supporL for youLh worldwlde.

Aud|ence
?ouLhs aged 11-16 ln areas heavlly affecLed by Plv/AluS

Act|v|ty
Afrlcald, Wku's parenL organlzaLlon, flrsL sLarLed ln 2003
by fundlng and bulldlng a ?ouLh SporLs CenLre/Plv Cllnlc
ln norLhern Chana, whlch ls currenLly used by over 330
klds each day. Afrlcald ln 2003 also developed one of Lhe
flrsL A8v Lralnlng manuals for PealLh rofesslonals ln
SouLh Afrlca, whlch has been used globally and LranslaLed
lnLo over 3 dlfferenL languages.

Afrlcald founded Whlzzklds unlLed ln 2003. 1he plllar of
Wku's program ls a fooLball-based Plv prevenLlon
currlculum (prlmarlly dellvered ln schools) LhaL alms Lo
Leach young people Lhe necessary llfe skllls Lo avold
lnfecLlon. Wku also seeks Lo provlde conLlnual follow-up
supporL Lhrough Wku PealLh Academles, one of whlch so
far has been launched ln Ldendale, SouLh Afrlca.

lncorporaLlng elemenLs and prlnclples from Lhe 'beauLlful
game', Whlzzklds unlLed ensures LhaL behavloral change ls
creaLed ln a fun and moLlvaLlonal learnlng envlronmenL.
uslng fooLball as an analogy, experLs lnform parLlclpanLs of
Lhe rlsks of Plv lnfecLlon and abouL prevenLaLlve
measures. 1he llfe skllls LaughL range from healLh-
orlenLaLed values Lo speclflc capablllLles whlch are
deslgned Lo help Lhe chlldren reacL wlLh confldence and knowledge Lo Lhe obsLacles and dangers of everyday
llfe.

Impact
Whlzzklds unlLed now runs ln Lhree Afrlcan counLrles, and puL a LoLal of 3,099 klds Lhrough Lhe Llfe Skllls
program ln 2008/09, roughly a Lhreefold lncrease over prevlous years (1,190 ln 2007/08 and 1,001 ln
2006/07). Afrlcald has a sLraLeglc plan Lo expand Lhe reach of lLs llfesavlng program over Lhe nexL four years,
and ln so dolng, Lo harness Lhe exclLemenL generaLed by Lhe 2010 lllA World Cup as a vehlcle for soclal
change. 1here have been more Lhan 10,000 graduaLes of Lhe Whlzzklds unlLed program Lo daLe.

1 Whlzzklds ln Lralnlng sesslon
uslng fooLball slnce: 2003 (Afrlcald founded ln
2002)
number of
arLlclpanLs:
3,099 ln 2008-2009
neLworks and
plaLforms:
sLreeLfooLballworld, looLball
for Pope, SporL for Soclal
Change neLwork
WebslLe: www.whlzzkldsunlLed.org


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32

k|ck|ng A|ds Cut (kAC)

Locat|on
klcklng Alds CuL ls a global neLwork wlLh member
organlzaLlons, parLners, and assoclaLes operaLlng ln
many sub-Saharan Afrlcan counLrles (see webslLe for
deLalls).

M|ss|on
klcklng AluS CuL promoLes Lhe use of sporL as a Lool
for developmenL. klcklng AluS CuL sees sporL as a way
of brlnglng people LogeLher Lo parLlclpaLe ln fun and
educaLlonal games and acLlvlLles whlle allowlng for
Lhe dellvery of knowledge and pracLlcal skllls abouL
how Lo llve a poslLlve and healLhy llfe. SporL and
physlcal acLlvlLy are used Lo bulld awareness abouL Plv
and AluS, and Lo creaLe an envlronmenL where peers
can dlscuss lssues affecLlng Lhelr llves and Lhelr
communlLles. 1he concepL goes beyond Plv and AluS
educaLlon and places a sLrong emphasls on faclllLaLlng
Lhe developmenL of llfe skllls ln youLh.

Aud|ence
?ouLh

Network Mode|
klcklng AluS ouL ls an lnLernaLlonal neLwork of sporL-
for-developmenL nCCs, organlzaLlons, and naLlonal
sporL sLrucLures worklng as a collecLlve Lo ralse
awareness abouL how sporL and physlcal acLlvlLy
programs can be adapLed Lo promoLe dlalogue and
educaLlon abouL Plv and AluS and Lo faclllLaLe llfe skllls
Lralnlng. Members musL complemenL exlsLlng
developmenL programs of naLlonal sporL sLrucLures ln
Lhelr counLry raLher Lhan operaLlng as parallel
programs and sLrucLures: organlzaLlons seeklng
membershlp ln Lhe klcklng AluS CuL neLwork are asked
Lo demonsLraLe how Lhey are worklng wlLh naLlonal
sporL sLrucLures ln Lhelr counLry. A ma[or focus of Lhe
neLwork ls Lo supporL locally run lnlLlaLlves ln bulldlng up
capaclLy of youLh leaders as klcklng AluS CuL faclllLaLors so LhaL Lhe concepL can be woven lnLo Lhe fabrlc of
communlLy programs and sporL lnlLlaLlves. 1hrough membershlp ln Lhls neLwork, organlzaLlons are afforded
Lhe opporLunlLy Lo share and dlscuss Lhelr unlque experlences of comblnlng sporL, physlcal acLlvlLy, and Plv
and AluS educaLlon. varlous forums exlsL for members Lo share Lhelr learnlng abouL sporL and lLs currenL and
poLenLlal lmpacLs ln successful Plv and AluS educaLlon meLhodologles, youLh leadershlp developmenL, glrl's
empowermenL, and Lhe promoLlon of healLhy llfesLyle cholces.

Membershlp ln Lhls lnLernaLlonal neLwork also means opporLunlLles for youLh leaders and parLlclpanLs Lo
come LogeLher Lo share and learn from one anoLher's experlences of how lndlvldual organlzaLlons are uslng
sporL Lo empower youLh. 8eyond youLh developmenL, Lhe klcklng AluS CuL neLwork places a greaL deal of
lmporLance on supporLlng Lhe sLrengLhenlng of sporL-speclflc educaLlon and programmlng. CuallLy coaches,
Lralners, and programs are lnLegral Lo promoLlng poslLlve communlLy developmenL. 1he klcklng AluS CuL
neLwork also supporLs members ln sLrengLhenlng Lhelr organlzaLlonal capaclLy.
uslng fooLball slnce: 2001
number of members: 24+
neLwork rooL: SecreLarlaL: norweglan
Clymplc and aralymplc
CommlLLee and ConfederaLlon
of SporLs (nll) ln Cape 1own,
SouLh Afrlca, Crlglnally
lnlLlaLlve of LdusporL
loundaLlon ln Zambla whlch
was adopLed by nC8Au
(norweglan uevelopmenL
Agency) and nll
Ma[or arLners: uk SporL, CommonwealLh
Cames Canada, and nll
WebslLe: www.klcklngaldsouL.neL

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33
streetfootba||wor|d

Locat|on
More Lhan 80 organlzaLlons

M|ss|on
1o effecL soclal change on a global scale.
sLreeLfooLballworld ls a soclal proflL organlzaLlon LhaL
llnks relevanL acLors ln Lhe fleld of developmenL
Lhrough fooLball. 1he organlzaLlon encourages global
parLnershlps for developmenL ln order Lo conLrlbuLe Lo
poslLlve soclal change. sLreeLfooLballworld develops
approaches Lo soclal challenges by worklng wlLh
governmenLs, buslnesses and nCCs, and provldlng
advlce on developmenL, lnvesLmenL and buslness
sLraLegy.

Aud|ence
?ouLh worldwlde

Network Mode|
1. 8r|ng|ng |oca| |n|t|at|ves together
A cornersLone of sLreeLfooLballworld's work ls Lhe
streetfootba||wor|d Network, whlch connecLs and
sLrengLhens fooLball-based communlLy lnlLlaLlves from
around Lhe globe. WlLh over 80 organlzaLlons
worldwlde, Lhe neLwork enables members Lo share
besL pracLlces, creaLe new parLnershlps, and enrlch
Lhelr own programs by bulldlng on Lhe experlences of
oLhers.

2. Connect|ng |nvestors and soc|a| entrepreneurs
sLreeLfooLballworld draws on Lhe successful fleld
experlences of locally acLlve organlzaLlons ln Lhe
neLwork LhaL are creaLlng new and lnnovaLlve
soluLlons for soclal challenges. sLreeLfooLballworld
helps LranslaLe Lhese soluLlons lnLo lnvesLmenL
opporLunlLles or helps make Lhese soluLlons lnLegral
parLs of reglonal and global developmenL sLraLegles.
sLreeLfooLballworld unlLes organlzaLlons, companles,
and lnsLlLuLlons Lo lmplemenL susLalnable approaches
Lo uevelopmenL Lhrough looLball.

3. artner|ng w|th profess|ona| footba||
1hrough Lhe looLball for Pope movemenL, [olnLly
lmplemenLed wlLh lllA, sLreeLfooLballworld ls
acLlvaLlng Lhe world of professlonal fooLball. Clubs,
assoclaLlons, players, and commerclal parLners are
recrulLed Lo help use fooLball as an lnsLrumenL ln
solvlng a varleLy of soclal challenges. 1he goal of Lhe
movemenL ls Lo have made a meanlngful conLrlbuLlon Lo Lhe un Mlllennlum uevelopmenL Coals by 2013.
uslng fooLball slnce: 2001
number of members: 80+
neLwork rooL: SLraLeglc alllance wlLh lllA,
home offlce ln 8erlln,
Cermany, reglonal offlces ln
SouLh Amerlca and SouLhern
Afrlca
Ma[or arLners: ArchlLecLure for PumanlLy,
Adldas, Ashoka, AvlnA
S1ll1unC, buw, Clsco
neLworklng Academy, uLA
lper, lllA, Cerman lederal
MlnlsLry for Lconomlc
CooperaLlon and uevelopmenL
(8MZ), Cerman lederal
MlnlsLry for lamlly Affalrs,
Senlor ClLlzens, Women and
?ouLh (8MlSl!), Creenflelds,
1he lnLer-Amerlcan
uevelopmenL 8ank (lu8), 1he
!acobs loundaLlon, SCn?,
unlon of Luropean looLball
AssoclaLlons (uLlA), ?ouLh
looLball loundaLlon,
?ouLhbulld lnLernaLlonal

WebslLe: www.sLreeLfooLballworld.org

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34
Annex B
Sample Survey

Survey uest|ons for Crgan|zat|ons Us|ng Iootba|| as a Veh|c|e to
rov|de for nIV]AIDS revent|on

A) Intervent|on
1. lease deflne your LargeL audlence as speclflcally as posslble.

2. lease provlde your deflned goals and ob[ecLlves.

3. ls your lnLervenLlon based on behavlor or soclal sclence Lheory?
lleose moke tefeteoces.

4. ls your lnLervenLlon focused on a speclflc hlgh-rlsk behavlor?
(e.q. soqot-JoJJles, moltlple coocotteot pottoets, optoke of cooJoms)

3. ls your lnLervenLlon gender speclflc?
lf yes, bow?

6. uoes your lnLervenLlon dlsLlngulsh beLween Plv poslLlve /AluS lnfecLed and unLesLed?
lf yes, bow?

7. ls your lnLervenLlon generlc or ls lL Lallored Lo counLry or communlLy conLexL?
lf lt ls tolloteJ, bow ls tbot Jooe?

8. uo you conslder your lnLervenLlon reproduclble ln oLher conLexLs?
lleose explolo wby ooJ wby oot.


8) Imp|ementat|on
1. uoes your lnLervenLlon follow a plan or lmplemenLaLlon schedule?
lf yes, pleose sbote Jetolls.

2. uoes your lnLervenLlon requlre Lralned personal or sLaff?
lf yes, pleose explolo wby ooJ bow tbey ote ttoloeJ.

3. WhaL are Lhe elemenLs of your lnLervenLlons when dellvered?
(e.q. ttololoq, wotksbop, tepeot nlv pteveotloo messoqes)

4. uoes your lnLervenLlon requlre Lools, maLerlals, or handouLs?
lf yes, pleose speclfy ooJ sbote tools lf posslble.

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33
3. uoes medla (radlo/Lelevlslon) form parL of your lnLervenLlons.
lf yes pleose explolo bow

6. uo you have pre-exlsLlng relaLlonshlps wlLh medla ouLleLs?
lf yes, wblcb ooJ wbot ls tbe ootote of yoot collobototloo?

7. Pave you ever used professlonal or seml- professlonal fooLballers ln con[uncLlon wlLh
your lnLervenLlons?
lf yes, pleose explolo bow ooJ wbot beoeflt ot Jlffeteoce tbelt lovolvemeot boJ lo tbe
Jellvety of yoot lotetveotloo.


C) Crgan|zat|on
1. WhaL are Lhe admlnlsLraLlve lnpuLs provlded by your organlzaLlon for Lhe
lnLervenLlon?
Ate tbese oJepoote?

2. Pow much does Lhe lnLervenLlon cosL?
lleose ptovlJe o bteokJowo lf posslble.

3. lease provlde lnLervenLlon cosL per person lf known.

4. Pow ls your lnLervenLlon funded?

3. Pow ls your fundlng generaLed?

6. uoes your organlzaLlon moblllze pollLlcal/lnsLlLuLlonal supporL for your lnLervenLlon?
lf yes, pleose Jesctlbe bow


D) Impact
1. Pow many lndlvlduals have been reached by your lnLervenLlon?
lleose loJlcote tlme ftome ooJ bteokJowo loto seqmeots lf posslble.
(e.q. ltlmoty/secooJoty totqets, CeoJet, Aqe qtoop)

2. uo you have a quanLlfled cosL savlngs for whlch your lnLervenLlon ls responslble?
lf yes, pleose sbote bow lt wos colcoloteJ.

3. ln whlch counLrles, sLaLes, provlnces and clLles has your lnLervenLlon been carrled
ouL?

4. ls Lhere daLa/evldence avallable evaluaLlng Lhe success/ lmpacL of your lnLervenLlon aL
prevenLlng Plv/AluS?
lf yes, pleose ptovlJe ooJ tefeteoces.