All activities were timed with a periodicity of two weekly football training sessions of one hour each session, and divided into monthly didactic units, with 8 sessions according to the school calendar.

Together with the social educator each sports technician of the Foundation was responsible for planning, designing, developing and evaluating  each didactic unit and all the information collected in coordination the FRM sports advisor.

The training session was structured in three content blocks, two of them related to football and a third related to social skills in general. The latter were agreed with the social educators of each neighbourhood.

Regarding the Participant as a Federated Player, it’s worth mentioning the following steps that were taken as part of the project:

• Searching for football clubs in each territory that were open to admit program participants with accompaniment and follow-up as a sports mediator.
• Agreeing with the club on the type of collaboration as consideration for the federal fee.
• Meeting between the social educator, the participant’s family and the FRM sports advisor, to find out the ideal characteristics for accessing a federated football team in their territory.
• Giving advice to families to facilitate the process of adaptation and inclusion of the participant.

In relation with the Participant as Student of the Football Coach or Base Football Referee Course, the following steps were taken:

• Searching for the corresponding courses (sports coach or grassroots referee) through the committee of coaches and referees.
• Analysing the requirements for registering in courses.
• Joint detection of the participant, between the social educator, the FRM sports technician and the sports advisor.
• Participant registration in due time and form.

During the programme, monitoring of attendance and evaluations were undertaken.

• To the Participant as Voluntary Player of Own Activities of the FRM
• Joint detection of the participant, between the social educator, the FRM sports technician and the sports advisor.
• Training and advising to the participant.

Provision of the volunteer certificate they have achieved.

On the part of the social educators, the expected results have been met in terms of their roles and responsibilities in the activity. Among them the following can be highlighted:

• All the neighbourhoods have been able to start practicing the activity thanks to the recruitment of users and with an adherence average ratio of 1/16.
• Participation in the evaluations, both of the didactic units as well as the team and network meetings.
• Link with the participants.
• Regular presence in the activity and registration of methodological aspects and case analysis.
• Proposal of more specific objectives in each territory based on the profile of users.
• Assessment and participation in study that may occur during training.

The expectations of the expected results by the FRM sports technicians have also been met as in the following terms:

• Programming, design, and practice of sports sessions.
• Interdisciplinary work with the social educator in programming, monitoring and evaluations.

On the part of the Sports Coach, FRM has met their expectations with good results:

• Coordination with the FRM sports area.
• Evaluate the suitability of the users in relation to playing federated football or taking the course of sports coach or football referee.
• Guide, follow up of selected users.
• Difficulty finding candidates for the referee or coach courses due to the demands of the committees at the formal curriculum level.

The Childhood, Youth and Family and Community Support Team always responded with its presence at the Network meetings.

Among the aspects that were evaluated we could mention:

• The design of the work program.
• Practice this design.
• The interaction between sports technicians – educators – participants.
• The relationship of the sports technician with his/her didactic work.
• Knowledge and adjustment of their proposals to the needs of the group.
• Control and evaluation of learning results.
• Study of case analysis.
• Study of the participant’s inclusive process by the sports counsellor and his field diary.
• Study of the report of the social educator for the group of beneficiaries.

This is a community project requested by the social agents since there was a real and analysed need.

Due to the existing coordinated community network they know that there are more potential users thanks to the waiting lists collected in previous years from a group / neighbourhood.

Many of the young people are or have been linked to Social Services and Minors, for issues related to absenteeism, lack of protection, problems with justice, etc.

Common transversal issues have been identified for all groups:

• Low tolerance to frustration.
• Lack of communication skills.
• Lack of supervision and accompaniment of family references.
• Truancy and / or school failure. In some cases, they present learning difficulties and, in general, lack of motivation for the studies.
• Difficulty working in a team.
• Lack of punctuality and commitment to the activity.
• Sexist behaviours.
• Participants with disability certificates.
• Low prospects for the future.
• Low or no training to find work.
• Start of contact with toxic substances.

On the part of the participants the behaviours and attitudes have been improved in addition to being able to work on other aspects related to the social sphere.

Highlighting the quantitative level, we can mention the following results:

– Number of participants per teaching unit in each territory: 15.9 Participants.

– Average attendance per didactic unit / territory: 13 Participants.

– Adherence to training: 81%

– Results in participant surveys (Degree of Satisfaction): 8.8

At a qualitative level, we can highlight very positive contributions and a high degree of satisfaction through surveys.

Football is a very powerful tool to intervene in the socio-educational field, to promote styles of healthy life, to connect minors and young people with professionals in the third sector and also to create social networks to carry out preventive actions at the community level. In short, «make neighbourhood».