For my CAS experience, I had the opportunity to teach football to children from government schools. We were given several options for activities to teach—ranging from science projects, frisbee, and dance to art & craft and ICT—but I chose football. My passion for the sport and six years of learning it made this the perfect choice for me. Teaching a skill I deeply enjoyed felt natural and rewarding.

Over the course of six days, we taught nearly 40 students from 3-4 schools. Our primary objective was to introduce the basics of football, help them develop their skills, and ensure they had fun while learning. We started by teaching fundamental techniques such as ball control, dribbling, and passing, as most students were unfamiliar with the game. As their understanding grew, we progressed to more advanced skills like heading, throwing, and trapping.

We incorporated fun activities to keep the kids engaged, like “Monkey in the Middle” and shooting challenges, which allowed them to practice while having fun. In the final days, we focused on defensive tactics, including one-on-one and two-on-two duels. On the last day, we held a match, showcasing everything they had learned. Beyond the technicalities of the game, we also emphasized the importance of exercise and cooling down post-game to ensure their physical well-being and prevent injuries.

Learner Profiles:

Throughout this experience, I engaged with several IB learner profiles, particularly Caring, Open-minded, and Communicators. Effective communication with my fellow supervisors was crucial to planning activities and teaching techniques, as was ensuring the children understood what was being taught. I also practiced empathy, ensuring that each child was given equal attention and care, regardless of their abilities. By maintaining an open mind, I respected their different levels of skill and knowledge while helping them enjoy the process of learning football.

Learning Outcome 4 – Perseverance and Commitment:

This CAS activity required a significant level of dedication and persistence, especially as it disrupted my usual weekend routine. For three weeks, I had to wake up early and set aside time on weekends to travel to the community service sessions. There were moments when I felt the urge to give up due to fatigue or a desire to keep my weekends free, but remembering the impact I was having on these kids kept me going. Seeing the smiles on their faces and knowing that I was sharing my passion with them made every effort worth it. Perseverance was essential to ensure that the students developed their skills and enjoyed every part of the process.

Learning Outcome 5 – Collaborative Skills:

Organizing and teaching nearly 40 students across several schools required excellent collaboration and teamwork. Managing such a large group—most of whom were unfamiliar with football—was challenging. The supervisors worked in pairs or small groups, each assigned to different tasks. One supervisor would explain the activity, while others ensured the kids followed instructions, maintained order, and participated properly.

Moreover, collaboration extended beyond simply teaching football. Tasks like escorting the children to various locations, setting up activities, and keeping an eye on all participants required a collective effort. Without solid teamwork, the sessions would have been chaotic. Through this experience, I learned the value of teamwork, particularly in situations where everyone must depend on each other for the overall success of the activity.

Learning Outcome 6 – Global Significance:

One of the key global issues we encountered during this experience was communication. The children we worked with came from diverse linguistic backgrounds—some understood Hindi, while others only spoke Gujarati. Similarly, our team was more comfortable in certain languages, which created a language barrier. Despite this, we learned to bridge this gap by using non-verbal communication, body language, and clear demonstrations of techniques.

This experience also tied into **Sustainable Development Goal (SDG) 10: Reduced Inequalities**. By offering these students a chance to learn football, we provided them with access to a resource and experience they might not have had otherwise. They deserved the same opportunity to enjoy, learn, and explore the sport just as much as we did. It was a privilege to be part of an initiative that gave them equal opportunities for growth, no matter their background.

Learning Outcome 7 – Ethical Considerations:

During this CAS activity, I constantly reflected on the ethics of our actions and decisions. One important ethical concern was ensuring that we treated all students equally, regardless of their abilities. Some children were naturally more athletic and picked up the skills quickly, while others struggled. It was crucial to maintain fairness and patience with every child, encouraging those who were slower to learn and praising everyone’s effort equally. Ensuring no student felt left out or demotivated became an ethical responsibility for us as supervisors.

Moreover, we had to be mindful of their safety. Football, being a physically demanding sport, could potentially lead to injuries if not played with care. We taught them how to stretch and cool down properly to prevent strain and injury. The decisions we made during these sessions—whether it was about managing behavior, addressing language barriers, or ensuring safety—required careful ethical consideration. By prioritizing their well-being and treating them with respect, we recognized the importance of making thoughtful choices that benefitted all the participants.

This experience was not only about teaching football but also about gaining insight into the importance of collaboration, perseverance, and ethical responsibility. It was a rewarding journey that left both the students and supervisors with valuable lessons that go beyond the football field.