• CAC’s COVID-19 Curriculum Resource

    CAC is going to be part of the solution as we fight this global COVID-19 pandemic. As the global leader in Purposeful Play, CAC have released a new curriculum packet to educate communities, coaches, and children on best practices associated with the coronavirus and other communicable diseases. The COVID-19 resource has been distributed FREE to all of our 75 impact partners in 45 countries addressing UNSDG3: Good Health and Well-being and UNSDG4: Quality Education.

    The packet has three key parts:
    1. Education about the virus including Frequently Asked Questions
    2. Best practices to avoid contracting the virus (hand washing, social distancing, and more)

    3. Best practices to avoid spreading the virus if you become infected (testing, isolation)

    For those communities where it is still safe to host programming we recommend preparing your children and coaches with this packet in order to mitigate the spread of the virus should it impact your community and country.

    Unlike most CAC Purposeful Play curriculum all activities in this packet are designed to be played with as little physical contact as possible. For more information about our COVID-19 Curriculum contact us at

  • CAC & Football United Going The Extra Mile

    March 20th 2020. Although the Bloomberg Square Mile Relay Sydney has been postponed for 2020 the race runners are still selecting an Extra Mile program to support in 2020. This week they are selecting one of three ’causes’ to support that have a specific focus on public health with the ongoing COVID-19 pandemic. The 3 causes are mental health, physical activity and healthy living including hygiene. This program, once selected, will be delivered by CAC partner Football United, supported by CAC. We are disappointed to not be able to be on the ground in Sydney during this fun event but are delighted Bloomberg are still going The Extra Mile with Football United and CAC again in 2020.

    This is our 3rd consecutive year working with Bloomberg as The Extra Mile partner in Sydney. Over the past 12 months the Football United program has effectively delivered school based programs which promote social inclusion and community cohesion, as selected by the 2019 race runners. We have also worked with Bloomberg on this initiative in Tokyo in 2018 and Beijing in 2019.

  • Reclaim Childhood & UKSD Latest Accredited Organizations

    As part of CAC’s 2020 celebrations of International Women’s Day worldwide we are very excited to announce that another amazing organization in our global collaboration has been accredited in Purposeful Play: Congratulations to Reclaim Childhood!!!

    CAC and Reclaim Childhood have been working closely together for more than 3 years. During this time we have shared resources and experiences, played lots of games, learned through honest dialogue on and off the field, and evolved in our understanding of what it takes to deliver programs for girls, led by women and in contexts complicated by politics and war. Nora Dooley, who has been with CAC for 7 years working with community partners worldwide, says of Reclaim Childhood: “I have said this to CAC staff, to the RC team, and to anyone who is listening – these programs in Jordan are some of the best examples I have ever experienced first hand and from a distance of what a ‘safe space’ looks like for girls and women to play and learn. Every interaction I have with RC holds honesty and a fierce commitment to these women and girls at its center. Personal strong opinion: Anyone in this space of sport/play/education for local and global development should check out this program and see what they can learn.”

    Explore here for more information on Reclaim Childhood.

    We also wanted to take this moment to give another shout-out to recently accredited organization, UKSD! Our two years working alongside this powerful organization based in Massachusetts have been intense, thoughtful and always very fun. This is a group of humans building a legacy in a country that values developing talent in sport, making money and winning championships to the extreme extent that programs like UKSD are few and far between. We are so energized working closely with UKSD to support their use of Purposeful Play as a tool to challenge the harmful cultures around sport in the US and inspire young female leaders to find and share their voices in this complicated society. And a special shout-out to a particular young leader, Lexi Papavasiliou, who has been a superpower driving the incredible impact of UKSD in communities around Massachusetts and worldwide. CAC met Lexi in 2018 and we are constantly inspired by her strength and commitment to social change. Congratulations again to UKSD!!

    Find more information here about UKSD.

  • Addressing UNSDG 4 in Sonora

    Over the next three weeks the CAC team is back in Sonora, Mexico working with PE teachers from across the state to design and deliver Purposeful Play curriculum and Self-Directed Learning teaching methodology to address UNSDG 4: Quality Education.

    In the past 4 years the partnership between Coaches Across Continents and Sonora Ministry of Education has provided opportunities for life-long learning and professional development to 500 PE teachers across Sonora state, Mexico, centered on equitable, quality education through sport. Now the Secretary has asked for us to continue consulting for the schools of Sonora, with the goal of reaching all school districts in the state (2,500+ schools and 600,000+ youth). Over 70% of teachers trained by CAC apply the curricula in their classes every week, and over 97% of respondents said they have learned useful tools to complement the objectives of their classes

    How do we address UNSDG4: Quality Education in this partnership?

    Global Goal Target 4.5: Eliminate gender disparities in education.
    – 100% of these Sonoran educators agree that they are better prepared to create equal opportunities for girls and boys.
    Global Goal Target 4A: Education facilities are child, disability and gender sensitive; learning
    environments are safe, nonviolent, inclusive.
    – Over 95% of teacher respondents now find ways to include students with physical and intellectual disabilities in their class.
    Global Goal Target 4.7: Learners acquire the knowledge and skills needed to promote sustainable
    development.
    – Over 87% of respondents feel that because of CAC they can support their students in gaining skills
    needed to promote sustainable development. The top reasons cited are: we can create consciousness
    easily, the tools are extremely versatile, and the content is relevant.

    Quotes from Sonora teachers

    “ Following the CAC training I do not push troubled students aside if they are acting out. We do not always know their story and it is our role as educators to make them feel welcomed and safe in the environment we create.” – Raúl Arvizu Ríos
    “Thanks to CAC I have created a game about a real issue for my students, the changes in US border laws under President Trump, in order to teach them their rights but also to discuss what it means to respect people who are different from you.” – Javier Salas Fierro
    “I have seen the children change, for they have the highest self-esteem. Now they look for me if they
    have any problems like violence within the family. They trust me and we are solving problems.” – Laura
    Elena Olivia Gaxiola
    “CAC’s curriculum allows me to address difficult issues in my class because the students can play a role
    on the field that they cannot play in real life. It allows them to put themselves in each other’s shoes and
    be respectful with each other.”- Veronica Rodríguez

  • Gender Equality With CONCACAF Women

    CAC is delighted to be working with Concacaf W supporting their Next Play programs across the region. So far CAC has joined Concacaf W in Barbados, Los Angeles, and Dominican Republic addressing UNSDG5: Gender Equality in conjunction with Women’s Soccer events.

    In LA we trained 34 young female coaches and then supported these coaches to deliver an exciting event for over 160 girls ages 6-12 from the Los Angeles area. These coaches came from all over Southern California and for most of them it was their first experience in coaching – especially in coaching Purposeful Play with a focus on social impact. We were also energized by the participation of several former and current professional women’s football players from all over the Concacaf region – including Costa Rica, México, USA and Canada. And it was great to see an old CAC friend and World Cup Champion with US Women’s National Team in Lorrie Fair.

    We are looking forward to using football, CAC Purposeful Play and the Concacaf W Next Play methodology to create more safe, fun spaces for girls in other Concacaf countries in the near future including México. Contact CAC to find out how you can get involved in this exciting inspirational partnership.

  • Fun: is it fun-damental to ‘Education Outside the Classroom’?

    Guest Blog- Sarah Huxley, PhD research student with the Open University.

    ‘Fun’ is a tricky, illusive and bouncy concept. Is it a sensation? Is it something you can create, or something that creates you? What places enable ‘having fun’? Is writing about fun, fun? Welcome to my world.

    I am a PhD research student with the interdisciplinary research centre of RUMPUS at the Open University, and these are the types of thoughts that fill my head. We have recently started a collaboration with Coaches Across Continents (CAC) to explore, experience and understand what ‘fun’ means and does (its roles) in the context of CAC’s educational initiatives. I’ll be researching fun as a partially embedded researcher: this means participating in their staff skype meetings, running around ‘on field’ (probably out of breath) during their educational sessions; in order to experience if and how opportunities for fun arise. The research endeavour will by its very nature be a process of co-creation.

    In particular, I’ll be looking and reflecting upon fun in the context of CAC’s active ‘Self Directed Learning’ approach – an approach embedded in ‘education outside the classroom’ and ‘purposeful play’. ‘Self-Directed learning’ was described to me by one staff member as “honouring that the individual – who is developing – who is learning in this world, is the expert of their experience.” According to interviews and organisational documents, Self-Directed Learning is a question-based methodology that offers an alternative to didactic classroom-based practices of learning. But more than this, it also confronts what ‘knowledge’ and ‘development’ (personal or social) intrinsically can be. CAC continually ask participants/players to think of these concepts in terms of diversity; challenging the assumptions and biases they bring to their communities and vice versa; and that we are all learners in motion, constantly being re shaped by the world around us, as well as if we choose, doing the reshaping.

    Play and fun in CAC’s world are often used interchangeably and integral to its educational enterprise. At this stage in the research process, all I can say is that CAC’s view of ‘Purposeful Play’ is provocative and builds on values of choice. For example, one staff member in seeking to explain what Purposeful Play means, used the analogy of a Scandinavian playground he had heard of, whereby all the objects can be freely moved by players. In doing so, the “freedom of movement in that type of playground [provides] a world that pushes back at your learning, and you are not being confined by this pre-determined idea of this is how the slide is going to be…you get to play around. I don’t have to do any of the things that someone else has already done. From that the idea that play becomes more purpose driven: the play is more expressive of you as an individual, whereas it may be in a more traditional playground that you are not expressing yourself. You are just going up the slide, going across the monkey bars and repeat. Play with that bit of purpose is what points in a more positive direction.” This analogy suggests that CAC’s ‘on-field’ sessions are in a way a playground for all ages. There is a lot more teasing out to be done of the relationship and attributes that are ascribed to play and fun, but for now, there is plenty to slip and slide through.

    For CAC, fun and play are a fundamental aspect of a progressive learning experience. This research will examine this claim. Firstly, by exploring the meanings of fun for different coaches (educators, mentors, youth leaders) in different cultures and contexts, and then secondly by turning to look at purposes (what does fun do/enable?) and why.

    By the way, did I mention I have never played football?

    If you are interested to learn more about the research as it progresses, or indeed have some reflections or provocations of your own, please do reach out: or @AidHoover.