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I n t r o d u c t i o n Ragball International (ragballinternational.com) is a social enterprise in which young people from South Africa produce handmade soccer balls (“ragballs”) from recycled materials in exchange for a fair wage and financial education. Ragball was founded in South Africa in 2009 and has sold more than 9,000 ragballs, which are available at soccer.com. The Ragball Financial Educational curriculum has been implemented in several countries throughout Africa and Europe. R A G B A L L F i n a n c i a l E d u c a t i o n Ragball Financial Education is designed to increase financial education for young people ages 15-24 years old. Appropriate settings include sports teams, schools, youth development projects, youth clubs, or existing financial education programs. Ragball Financial Education is designed to be implemented as a stand-alone program or to supplement income-generation projects. Child & Youth Finance International has certified Ragball Financial Education complies with the requirements of the Economic Citizenship Education Leaning Framework. Ragball Financial Education is comprised of the following tools:

! Ragbal l Coach’s Guide : A series of interactive, soccer-based sessions that enable young people to gain financial, environmental, and social life skills.

! Monitor ing and Evaluat ion Tools : A pre- and post-survey and focus group discussion guide to measure changes in knowledge, attitudes, and communication.

! Make Your Own Ragbal l Guide : A short step-by-step manual on how to make your own “ragball” from materials such as newspaper and plastic bags.

G r a s s r o o t S o c c e r Grassroot Soccer (GRS) is an adolescent health organization that leverages the power of soccer to educate, inspire, and mobilize youth to overcome their greatest health challenges, and live healthier, more productive lives. GRS trains coaches, teachers, and peer educators to deliver an interactive curriculum covering sexual and reproductive health and rights, gender-based violence and HIV prevention, and life skills. GRS and its partners have provided health education to over 2 million youth in over 48 countries. The Ragball curriculum was developed using the GRS curriculum development methodology.

P e a c e C o r p s The mission of Peace Corps (PC) is to promote world peace and friendship by helping countries to meet their need for trained men and women, to promote a better understanding of Americans on the part of the peoples served, and to promote a better understanding of other peoples on the part of Americans. More than 200,000 Peace Corps Volunteers have served in 139 host countries to work on issues ranging from AIDS education to information technology and environmental preservation.

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C o n t a c t P l e a s e c o n t a c t R a g b a l l I n t e r n a t i o n a l w i t h a n y q u e s t i o n s o r i d e a s .

Please let us know if you need any help. The Ragball curriculum can always be improved, so please send your feedback on how we can make it better.

Also, please send any photos and stories of your Ragball program in action.

info@ragballinternational ragballinternational.com facebook.com/ragball

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C o n t e n t s !USING&THE&COACH’S&GUIDE& 4!GETTING&STARTED& 5!LOCALIZE& 6!FACILITATION& 9!1.&RESILIENT& 10!2.&GOALS& 17!3.&MONEY& 24!4.&VALUES& 29!5.&NEEDS&&&WANTS& 36!6.&SAVING&1& 41!7.&SPENDING& 46!8.&SAVING&2& 52!9.&PLANNING& 56!10.&TRADE&OFF& 62!11.&BUDGETING& 67!12.&RISKS& 73!13.&ENVIRONMENT& 81!14.&RECYCLING& 86!15.&OPPORTUNITY& 91!16.&GRADUATION& 96!

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U s i n g T h e C o a c h ’ s G u i d e Learning to use the guide

> To be prepared, read each practice twice the day before your session.

> Review the different sections of the Coach’s Guide, explained below:

Activities |Suggested Time 1 | Major steps

> Instructions to READ to yourself

" Things to SAY to the players

• Responses you might HEAR from the players

1. Key messages

# R e a d t h e s e s t a t e m e n t s a l o u d t o p l a y e r s .

Coach’s Tips: Useful advice and definitions to help you out!

// Discussion // Use these questions To spark conversation amongst players

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G e t t i n g S t a r t e d R e a d t h e f o l l o w i n g t i p s f r o m r e a l P e a c e C o r p s V o l u n t e e r s w h o h a v e s u c c e s s f u l l y i m p l e m e n t e d t h e R a g b a l l c u r r i c u l u m i n t h e i r c o m m u n i t i e s .

> Consider the age of your participants (“players”). The curriculum is appropriate for your people ages 15-24; however Peace Corps Volunteers have reported the curriculum works best with 18-24 year-olds. Younger players tend to connect to the future planning, environment, and goal setting themes while the older players better grasp the financial concepts. Work with your counterpart to determine which players will achieve the maximum benefit of this curriculum in your community.

> Review all practices to determine the necessary materials. Some materials may be difficult to find at your site. Be creative to come up with materials that still allow you to meet the objectives of each practice. These needs will likely be unique in each of your sites.

> The curriculum may not be available in the local language of your site. Some groups might be comfortable with the original English curriculum, while others prefer a local language. Work with your counterpart to translate the curriculum, if necessary. Some PCVs have found it beneficial to just translate the key messages.

> The Ragball practices are sequenced so the themes build upon each other. When designing your Ragball program, plan to implement the practices in the order they are listed in the curriculum. Review key themes from previous practices as you progress through the curriculum.

> Complete the Ragball pre-test with players before Practice 1 and again after Practice 15 to measure change in knowledge, attitudes, and communication on key themes.

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L o c a l i z e T h e R a g b a l l c u r r i c u l u m i s a g u i d e , n o t a s c r i p t . T h e m e s s u c h a s m o n e y , e d u c a t i o n , a n d e n v i r o n m e n t v a r y g r e a t l y b e t w e e n s i t e s . U s e t h e f o l l o w i n g t i p s t o m a k e y o u r R a g b a l l p r o g r a m w o r k i n y o u r c o m m u n i t y .

> Scenarios: The Ragball curriculum utilizes “scenarios,” or short stories to generate discussion to connect lessons to real life situations. Review and modify scenarios so they reflect the context of your community while still meeting the objectives of the practice. Make changes to currency and characters names as well as content related technology, transportation, opportunity, or education.

o Example: A PCV wants to localize the following scenario. In her community, it is unrealistic that a young person could become a nurse and it would not be expected for a family to help pay for the funeral.

# M u l e n g a i s a 1 6 y e a r - o l d g i r l t h a t i s s a v i n g m o n e y s o s h e c a n s t u d y t o b e a n u r s e . O n e d a y , s h e f i n d s o u t h e r u n c l e h a s p a s s e d a w a y a n d h e r f a t h e r a s k s h e r t o h e l p p a y f o r t h e f u n e r a l . M u l e n g a h a s a l w a y s w a n t e d t o b e c o m e a n u r s e , b u t s h e l o v e s h e r f a m i l y a n d w a n t s t o s u p p o r t t h e m .

o The PCV works with her counterpart and “localizes” this scenario while still meeting the objectives of the practice:

# A d a i s a 2 0 y e a r - o l d w o m a n t h a t i s s a v i n g m o n e y s o s h e c a n o p e n h e r o w n s h o p . O n e d a y , h e r n e i g h b o u r ’ s h o u s e b u r n s d o w n . A d a ’ s f a m i l y p r e s s u r e s h e r t o u s e h e r m o n e y t o s u p p o r t h e r n e i g h b o u r s . A d a r e a l l y w a n t s t o o p e n h e r s h o p , b u t s h e a l s o w a n t s t o p l e a s e h e r f a m i l y a n d s u p p o r t h e r n e i g h b o u r s .

> Saving: The Ragball curriculum mainly focuses on saving money. If players can access to even a small amount of money, they can start saving. However, saving doesn’t only involve money. Find ways players can save other resources, such as water, food, or seeds. The concept of delaying consumption for future benefit is the same and these behaviors can later be transferred to saving money. Work with your counterpart to find out if players have access to money, how much, and if discussion on saving other resources is more relevant than money.

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> Savings methods: In many communities, access to formal financial institutions is limited due to lack of services or high fees or interest rates. There are no right answers on how and where to save money; rather, the curriculum provides the space for discussion on different methods and helps players make their own decisions. People everywhere find realistic and creative ways to save money. Work with your counterpart to identify these methods to discuss in the curriculum.

o Example: In the “Saving 1” practice, players discuss the benefits and drawbacks of saving money in the bank, with parents, or hiding it at home. To localize this practice, a PCV identified community saving clubs, hiding the money, and opening an account at the post office as the most realistic methods in her community and discussed these in the practice.

> Culture: The Ragball Coach’s Guide was originally developed for an African context. Work with your counterpart to modify the curriculum to adapt the practices to reflect the local culture and norms (and let us know how you modified them!). For example, some communities may restrict interest bearing accounts or conducting business on certain days of the week.

o Example: A PCV modified the Budget practice to account for remittances (money sent from abroad), which is an important source of income in her community.

> Gender: Gender norms related to money and sport vary greatly between communities. Work with your counterpart to localize activities to challenge harmful gender norms, while showing respect to local culture and values.

o Example: A PCV localized the My Community activity so that the team is split into boys and girls because it is not acceptable for boys and girls to touch each other.

> Soccer skill level: Modify activities based on the skill level of your team. For more advanced teams, make the games more challenging by instructing players to use their weaker legs or provide time limits. For less experienced teams, make the games easier by reducing the size of the pitch or allowing players to their use hands. You can also use another sport such as netball, volleyball, or kickball if it is more appropriate.

> Going deeper: Explore ways to make the practices even more memorable and special.

o Example: A PCV asked players to write their goals and their “savings pledges.” The PCV collected these and wrote each player a motivating letter in response. She distributed these letters at graduation along with the certificates.

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> Make connections: The Ragball curriculum is a great way to get players thinking about money, the environment, and their futures. Use this program as an entry point to connect players to additional community resources such as youth clubs, financial services, schools, health services, and local role models.

o Example: During the Goals practice, a PCV invited a successful local restaurant owner to give a short presentation on how she set goals and became successful. A few of the players became interns at the restaurant.

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F a c i l i t a t i o n T h e 1 1 B E ’ s a r e 1 1 t h i n g s t h a t y o u a n d y o u r c o u n t e r p a r t s h o u l d B E t o m a k e y o u r R a g b a l l t e a m e f f e c t i v e , m e a n i n g f u l , a n d m o s t i m p o r t a n t l y , f u n !

1. BE engaging: Bring excitement and energy to every practice. Speak in a loud clear voice and use your body language to show players how much you care.

2. BE an elephant: An elephant has big ears and a small mouth—listen more than you speak! A strong Coach only speaks about 10% of the time. Ask lots of questions and let players answer each other’s questions.

3. BE aware: Understand the background of your players and the issues they face. Ensure that all players have an opportunity to participate and be aware that some players on your team may be vulnerable.

4. BE a referee: A referee makes the game fair and fun for all players. Create a safe and fun environment for all your players.

5. BE a team player: Use language and words that your players understand and can relate to. Remember that you are a member of the team as well as the coach. Let players laugh and treat them as equals.

6. BE prepared: Review the practice goals, schedule, and preparation sections before each practice. Bring all materials, Coach’s Guide and M&E materials to every practice. Take the time to “localize” each practice so it is relevant for your team.

7. BE flexible: Consider new ideas and change plans when appropriate. Use alternative materials when suggested materials aren’t available. Innovate by modifying activities to make them more relevant to your players.

8. BE positive: Use the TLC (Tell it, Label it, Celebrate it) praise approach. Continually praise your players’ effort and progress.

9. BE focused: Start and end practices on time. Balance “play time” and “discussion time” to ensure practice goals are achieved. Keep discussion relevant and on-topic.

10. BE a captain: Lead by example. Create safe space for players to talk to you outside of practice time. Share powerful personal stories.

11. BE real: Allow your own personality to come out with your coaching. Use the Coach’s Guide as a guide, NOT as a script. When you don’t know the answer to something, be honest. Do research and respond to the player at the next practice.

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1 . R e s i l i e n t G o a l s : B y t h e e n d o f t h e p r a c t i c e , p l a y e r s s h o u l d b e a b l e t o …

> Define the term “resilient” in their own words.

> Commit to the rules of the team.

> Identify communities they are a part of.

> Explain how they can participate in the development of their communities.

M a t e r i a l s : > Flip chart

> Marker(s)

P r e p a r a t i o n :

> Prepare a Team Contract on a flip chart, soccer ball, or piece of paper.

> Identify a local word or phrase that is similar to “resilient.”

S c h e d u l e :

> Welcome to the team! (5 min)

> Take a Stand (5 min)

> Money Talk (5 min)

> My Community (20 min) > Game Plan: Team Contract (20 min) > Cool Down (5 min)

Team Contract

Team Contract set up

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A c t i v i t i e s :

Welcome to the Team! | 5 min 1 | Introduction

Coach’s Tips: Make this fun! Run energizers and name games with players to keep them engaged.

> Introduce yourself and explain why you’re dedicated to the team.

" We will learn skills that will help you to achieve your goals in life.

" We will learn about money – how to save it, how to spend it, and how money can also help you achieve your goals.

> Instruct players introduce themselves. Ask players to say their name, where they’re from, and their favorite soccer team.

Coach’s Tips: Use this time to get to know the players and for players to get to know you. Learn all players’ names and something interesting thing about them.

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Take a Stand | 5 min > Explain:

" We will start every practice with “Take a Stand.” This will help us get our minds warmed up and ready for the activity.

" There are no right or wrong answers and it is okay to disagree with your friends.

" After I read the statement, close your eyes so you can’t see anyone else’s response.

" If you agree with the statement, put your hands on your head. If you disagree, put your hands on your knees.

" After everyone has made a choice, I’ll ask you to open your eyes and Take a Stand by defending your position.

> Read the statements. After each statement, spend 1 to 2 minutes trying to heat up the discussion. Use the follow-up questions if necessary. Once the participants have shared some interesting ideas, move on to the next activity.

# People my age can make a change in their communities. " Why or why not?

Money Talk | 5 min > Explain Money Talk:

" Each practice we will introduce a new word or term that will help us reach our goals.

Coach’s Tip: Celebrate each time the money talk term is used by quickly snapping, Cheering, or dancing.

> Introduce Money Talk term: RESILIENT " What does RESILIENT mean?

• Staying strong and bouncing back from challenges. • The ability to recover from difficult conditions and become stronger.

> Drop a soccer ball and the Coach’s Guide on the floor and ask players what happened to each object. Explain that the ball is RESILIENT because it bounces back. The book is not RESILIENT because it does not bounce back

" When have you been RESILIENT in football? What about in life?

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My Community | 20 min 1 | Introduction

> Ask players:

" What does the word “community” mean?

• A community is a group of people with something in common, like a set of values, an interest, a location, or a religion.

" What communities are you a part of?

• City, village, or even country.

• School, religious, or political groups.

• Sports teams.

• Music or arts clubs.

" How do people in communities support each other?

2 | Set up the game > Instruct players to pair up with

someone who is about the same height.

> Explain the rules:

" Sit back-to-back and link arms.

" Try to stand up at the same time, without putting your hands on the ground.

Coach’s Tip: encourage players to be resilient and work together to come up with a strategy to complete the activity.

> Play a few rounds.

// Discussion // " In this round, you tried to stand up with 1 partner. Was it easy or

difficult? Why?

First round of My Community

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" How were you RESILIENT in the 1st round?

" How did you support your partner in the 1st round?

3 | Play with teams of 4 > Instruct players to form team of 4 and explain:

" You will now try to stand up in team of 4.

" Remember, you can’t use your hands.

> Play a few rounds.

// Discussion // " In this round, you tried to stand up with a team of 4. Was it easy to

stand up?

" How were you RESILIENT in the 2nd round?

" How did you support your team in the 2nd round?

4 | Play with the whole team > Instruct players to play the game with the

entire team.

> Play a few rounds with the whole team.

// Discussion // " In this round, you tried to stand up

with the whole team. Was it easy to stand up?

" How were you RESILIENT in the 3rd round?

" How did you support your team in the 3rd round? How do members of a community support each other?

" Just like people, communities can be resilient. How can you help your community be resilient?

Final round of My Community

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Game Plan: Team Contract | 20 min

> Explain:

" Each practice we will have a “Game Plan” activity where we explore what what we’ve learned and discuss ways to take action.

> Ask players:

" What is a contract?

• An agreement, understanding, or commitment.

" Why is it important to sign a contract?

• A contract is important because it allows everyone to know what is expected of them and what they have committed to do.

> Explain:

" Joining the team is a choice; it’s not something you have to do. We invite you to sign the contrat if you want to be part of the team.

" By signing the Team Contract, all coaches and players agree to all of its terms.

> Ask players:

" What do you expect of the other players and coaches?

Coach’s tip: use the team contract example to guide the conversation.

> Write players’ suggestions on the Team Contract or instruct players to write the contract themselves. Encourage all players to share their ideas.

> Explain your expectations for players:

" You can say whatever you want in our practices, but you must be respectful of

Team Contract

Respect

Listen

Lead

Plan

Save

Example of the Team Contract

Player signing the Ragball Contract

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your teammates and be prepared to answer questions.

> Invite players to add, change, or debate anything on the Team Contract.

Coach’s Tip: Allow players to design their own Team Contract to show them you respect them and that This is their program.

> Sign the Team Contract in front of players to show that you’re committed to the team.

> Invite players to sign the Team Contract and welcome them to the team!

Review 1. We are all resilient, meaning we can stay strong and bounce back from

challenges

2. We are all members of different communities, including our schools, our sports teams, and even our country.

3. By signing the contract it means that you agree to all the rules of the team.

4. feel free to share you thoughts, feelings, and stories with the team. If you’re not ready to share with the team, it’s ok to remain quiet.

Cool Down | 5 min 1 | Recap the practice

2 | Team Cheer

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2 . G o a l s G o a l s : B y t h e e n d o f t h e p r a c t i c e , p l a y e r s s h o u l d b e a b l e t o …

> Define the term “strategy” in their own words. > Describe the difference between goals and

dreams. > Identify 1 realistic goal and 2 steps to achieve

their goals. > Name 1 obstacle they expect to face and 1

strategy they will use to overcome it. M a t e r i a l s :

> 18 cones > Challenge cards

P r e p a r a t i o n : > Prepare and practice your Coach’s Story. > Set up the field. Put one challenge card in each

line in this order: • Challenge 1: Juggle the ball with your

hands for 5 touches without touching the ground (like volleyball). • Challenge 2: Juggle the ball 5 times without touching the ground (no

hands!). • Challenge 3: Make 10 consecutive passes with your weaker leg. • Challenge 4: Move the ball 10 meters without using your hands or

letting the ball touch the ground. Everyone must touch the ball! • Challenge 5: Sing a song as a team.

> Modify any of the challenges if they are too easy or too difficult for your players. Challenges should get more difficult the closer teams get to the goal.

S c h e d u l e :

> Warm Up (10 min) > Money Talk (5 min) > Go For Goal (20 min) > Game Plan (20 min) > Cool Down (5 min)

Go for Goal set up

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A c t i v i t i e s :

WARM UP | 10 min 1 | Energizer

2 | Recap last practice

3 | Take a Stand

# E v e r y o n e c a n a c h i e v e t h e i r g o a l s .

" Why or why not?

Money Talk | 5 min > Review Money Talk:

" Each practice we will introduce a new word or term that will help us reach our goals.

Coach’s Tip: Celebrate each time the money talk term is used by quickly snapping, Cheering, or dancing.

> Introduce Money Talk term: STRATEGY

" What does STRATEGY mean?

• A plan of action designed to achieve a goal.

• The steps you take to achieve your goal.

• The people that can help you reach your goal.

• The skills or knowledge you need to learn.

" What are some examples of STRATEGY that you’ve seen in football? What about in life?

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Go For Goal | 20 min 1 | Introduction

2 | Set up the game > Divide players into 3 equal teams.

> Instruct teams to decide on a team name and team celebration.

// Discussion // " What is a goal in soccer? What does it take to score a goal? " What is a goal in life?

• The purpose of your hard work, dedication, or desire. • What you are willing to make sacrifice for. • What you want to achieve in regards to your career, education,

relationships, health, etc. " What is a dream?

• Big ideas, hopes, and visions for what you want to achieve. • Some dreams are realistic and some are not.

" What is the difference between goals and dreams? • Goals are achievable, even if they take hard work and sacrifice. • Dreams are important too! They are more like fantasies and unlikely

to really happen. • A goal is a dream with a STRATEGY.

2 | Goal declaration > Within teams, instruct players to discuss some of their goals. > Visit each group. Ask questions such as “why is that important to you?”

Encourage players to think about the careers, education, and relationships they would like to have.

> Instruct participants to remember each others’ goals and to check-in with each other on their progress every few weeks.

> Instruct players to each state or “declare” one goal they want to accomplish in the next year.

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Players completing the first challenge.

Coach’s Tip: check-in with your players about their goals throughout your program. This will hold them accountable to achieving their goals.

3 | Introduce the game > Explain and demonstrate the rules:

" We will practice taking steps to achieve a goal.

" Each team will move through this game as a team. At each cone, you will read a challenge card. Read each card with your teammates and make a STRATEGY to complete the challenge.

" Move to the next cone only when you have fully completed the challenge.

" Everyone on your team needs to participate in the challenges.

" This is not a race! Complete the challenges fully before moving on.

" When you have completed all the challenges, select one player to score a goal.

4| Play the game > Encourage teams to support each

other. Make sure teams fully complete the challenges before moving on.

// Discussion // " What were the steps you went

through before scoring a goal in this game? What was easy? What was difficult?

" What was your goal in this game? What was your STRATEGY to complete some of the challenges in this game?

Player flipping the first challenge card