We think big, but are committed to ensuring that our daily activities and our long-term goals remain interconnected.

  • OUR THEORY OF CHANGE

    We have developed a clear rationale for what we do in our sport for development program. Our approach is focused on how change for children is driven at three levels: players, coaches and communities:
  • PLAYERS

    Young players complete integrated rugby and life skills learning modules to improve their leadership and life skills, sports skills, attitudes and behaviours in a safe and structured way. Playing as part of a team provides disadvantaged children with access to an expanded support network. Players can carry their learning’s back to their communities, and become future coaches in the program.

  • COACHES

    Coaches are supported to deliver rugby and life skills activities to children in their communities. These coaches have increased resilience, confidence, vision, voice and the ability to drive positive change and promote learning in their communities. They become active citizens promoting positive social change.

  • COMMUNITIES

    Community members, including parents and caregivers, allow their children to participate in Soweto Rugby Schools Academy and over time place an increased value on young people’s participation in structured sport. This, in turn, allows parents and caregivers to place an increased value on their children’s participation in activities contributing to positive social change.

    Supporting every child’s right to play, learn and grow Soweto Rugby Schools Academy training sessions offer a safe space for coaches to engage players in a wide range of important life skills learning through rugby. Community coaches are key to the success of the Soweto Rugby Schools Academy program, and are trained in a number of areas.

  • LIFE SKILLS EDUCATION

    Coaches are trained to deliver life skills content to children in their communities and provided with tools to facilitate learning through discussions in their communities.

    • Rugby and life skills are integrated into each session.
    • Each session provides a strong link to rugby’s values.
    • Child safeguarding measures are built into every Soweto Rugby Schools Academy session.
    • A life skills rugby based game is conducted, focusing on play-based, experiential learning.
    • The life skills game transitions into a discussion, supported by the Soweto Rugby Schools Academy curriculum and facilitated by the Soweto Rugby Schools Academy coach.
    • Teams work in same gender groups to ensure that discussions are open and safe for everyone to participate.
  • RUGBY

    As children in many communities where we work have often not seen rugby, we teach them how to play the game. Those interested can also take up the opportunity of further training to become coaches. Regular support is given to coaches to support their professional development and to ensure delivery quality. As coaches progress through the different levels of certification their knowledge is expanded through the likes of Boksmart and other training institutions to stay relevant and informative in their field of expertise.

  • MEASURING CHANGE

    Soweto Rugby Schools Academy places a high value on developing a coordinated and scientific approach to measuring change. We have developed an infrastructure that utilises a range of tools to measure outputs, outcomes and impact at coach, player and community levels. This goes beyond measuring participation through monitoring attendance, to also incorporating a focus on the development of individuals and communities from both a rugby and life skills learning standpoint.

    • The number of females have increased at a high rate in the past year
    • The coach development process not only gives young people the chance to develop and use new skills sets, but it can also change the way they see themselves and their value to the community.
  • Gender-Based Violence and Femicide Prevention & Awareness Programmes