• We Design Curriculum to Address the UN SDGs

  • Published Methodology and Theory of Change

  • Free Resource Packets for 5 UN Global Days


Global Leaders Creating Curriculum for Purposeful Play

  • Curriculum Developed for 5 UN Global Days impacting organizations in 110+ countries
  • Over 450 unique play-based games addressing the UN SDGs.
  • Created Curriculum for Standard Chartered Goal Programme, Pathfinder, Nike Global Community Impact, & more
  • We create curriculum to address any social issue and Create Legacies through Purposeful Play.
  • We Design, Develop, and Implement Purposeful Play to Create Legacies addressing the UN SDGs and key local social issues like gender equality, conflict prevention, environmental protection, social inclusion, financial literacy, and much more. Our success lies in our published Self-Directed Learning methodology and Education Outside the Classroom philosophy. #WhatsYourLegacy?

    To have CAC create a unique curriculum for your corporation or organization or to learn more please contact .

    Education Outside the Classroom

    Coaches Across Continents works with governments, corporations, foundations, and community-based organizations to implement our Education Outside the Classroom programming and create lasting social change based on the UN Sustainable Development Goals. Education Outside the Classroom (EOC) addresses the issues highlighted by UN Sustainable Goal #4 for inclusive and equitable quality education and promoting lifelong learning opportunities for everyone. It supports traditional education by providing safe spaces for children and communities to discuss harmful traditional, religious, and cultural practices. Our intentionally designed EOC methodology and curriculum empower children to learn problem solving leadership skills and communities to design pathways towards social change. It is play-based and designed for an ever-changing world. Education Outside the Classroom empowers young people and communities to analyze their needs and implement strategies to choose their futures.

    Coaches Across Continents caught my attention as a Sport for Development organization because it is the only one I’ve seen that has a clearly stated methodology and theory of change.

    — Jay Coakley, Ph.D., Professor Emeritus, Sociology Department, University of Colorado at Colorado Springs

    The Four Pillars of Education Outside the Classroom

    Our Core Values

    The basis for all of Coaches Across Continents' work across the globe is based on the value of equal human rights, and that everyone should have the opportunity to learn and choose their future. Our philosophy and methodology is grounded in three key UN documents and allow us to Create Legacies for a better world:

  • UN Declaration of Human Rights
  • UN Convention on the Rights of the Child
  • UN Convention on the Elimination of All Forms of Discrimination Against Women.
  • Our Published Self-Directed Learning Methodology

    Self-Directed Learners possess attitudes such as independence of mind, confidence in their own judgment, a sense of self-esteem leading to self-actualization and the ability to cooperate and collaborate with others. They are independent thinkers who can define and solve problems, reason logically, engage in the projection of their own ideas and set goals and strategies to achieve them. They reflect upon experience and learn from it.

    Dr. Judith Gates and Chief Executive Brian Suskiewicz have published an article in Soccer & Society, Soccer Changes Lives: from learned helplessness to self-directed learners.

    CAC's "Chance to Choice" Educational Philosophy

    Dr. Judith Gates first postulated that young people throughout the world go through 7 similar stages of development, from circumstances of birth and the conformity of an unquestioned lifestyle, through deepening insight, to the recognition of potential choices:

  • Chance of birth: the inheritance of country, culture, religion, family, and traditions.
  • Conformity of childhood: unquestioning acceptance, fitting in to inherited culture, unawareness of alternatives, lead to cultural acquiescence.
  • Conflict of adolescence: ritual rebellion, self-assertion, questioning of the taken for granted contribute to the emerging individual.
  • Certainty of post-adolescence: need for peer approval, for similarity, for acceptance, for the avoidance of doubt, leads to culturally created complacency.
  • Contradictions: awareness of ambiguities and complexity, acceptance that no one answer is sufficient, deepening uncertainty supporting rejection of what was previously taken for granted.
  • Challenge: gaining insights, glimpsing alternative ways of thinking, considering options, imagining a different future, open up to possibilities for new ways of living.
  • Choice: growing in confidence, taking personal responsibility, owning your life, creating oneself, choosing a future, empower and liberate from the constraints of the past.
  • Coaches Across Continents' Theory of Change

    The predominant approach to change in developing countries is typically top-down, outside in, and deficit based. This frequently manifests itself in a “west knows best” approach, by which foreign experts identify what they perceive to be local community issues. Externally determined solutions are then presented to local recipients with the expectation that they will be accepted and long term change will result. The change process is thus based on primary ownership by outsiders who analyse the situation based upon their perspectives, issues external directives and seek to change local communities without input from the community itself.

    Conversely the guiding principles of Coaches Across Continents’ Theory of Change. are that it should be bottom up, inside out and based on building community capacity. Change is fostered from within by empowering local partners to question previously taken for granted cultural certainties, challenge damaging local traditions and make responsible choices for their future. The Coaches Across Continents curriculum is structured to create Self-Directed Learners who have the capacity to identify, analyze and address local concerns and to see the world in a fundamentally different way.

    Vision, Mission, and Beliefs


    We envision the day when all governments, corporations, foundations, schools, and communities have the skills to use sport as a social impact tool and make the choice to do so.


    We ensure human rights by empowering communities with the knowledge and skills to create their own future.


    What inspires us the most:

    • The capacity of communities to change
    • The need to question harmful traditional, religious, and cultural practices
    • The opportunity for women to be treated as equals in sport and society
    • The power of sport and education
    • The chance for children to laugh
    • The ability for individuals, groups, and communities to choose their future