Experiential Learning in Quindío, Colombia: Asomujer y Deporte’s Dream Building Fund Journey

ITTF Foundation’s Dream Building Fund (DBF) provides financial resources and knowledge to projects prioritising sport as an intervention tool to tackle local challenges. From March 2022 to October 2024, the project “Affective Leadership: Empowering Teenagers through Table Tennis” was implemented in Quindío, Colombia, by Asomujer y Deporte. The initiative deployed a rights-based model of education, focused on using table tennis, in combination with experiential learning activities, to educate teenagers, parents and community leaders on topics related to children’s and teenagers’ rights, gender equity, sexual and reproductive health, drug abuse and gender-based violence.

As the project concludes its DBF journey, we are proud to share the inspiring and impactful outcomes it has achieved.

The Coffee Triangle: Operating in a High-Risk Environment

The existing Colombian conflict has fractured society, creating high-risk territories being exploited and deprived of fundamental human rights. The Affective Leadership project was created to support the vulnerable population of girls, boys and adolescents experiencing harassment and abuse, forced displacement, recruitment into organised crime and other human rights violations in Quindío, Colombia.

Quindío sits within the “Coffee Triangle” - a region known for high levels of substance abuse (alcohol, cocaine, marijuana) among the adolescent population. Gang activity, drug trafficking and various forms of corruption have scared the local community, creating overall insecurity for young people, including the subjection to various forms of domestic, sexual and emotional violence. Additionally, to make matters worse, Quindío receives the smallest budget allocation for physical activity and recreational programmes within the region, limiting the ability to implement more secure environments and enforce inclusive standards to protect girls and young people in the community.

Socio-Educational Model of Listening and Learning

The Affective Leadership project relied on an experiential pedagogy based on the notion of knowledge generation through active learning and listening. The socio-educational methodology deployed by the project mobilised adolescents, as well as the community leaders (parents, coaches, educators) responsible for the safeguarding of adolescent rights and the establishment of protective environments, to participate in a variety of experiential learning sessions, in combination with regular table tennis lessons.

Through a variety of activities dedicated to self-reflection and collective discussions on personal experiences, relationships and values, teenagers and participating leaders developed the skills to critically analyse their own lives, acknowledge limitations, strip away previously held norms, and create space for more inclusive perspectives, essential for the construction of safer and more inclusive environments.

Within this model, table tennis emerged as a holistic activity to teach adolescents how to manage emotions and remain calm and disciplined throughout competition, reinforcing the importance of self-control and body awareness, while also providing a platform for creative expression and self-confidence. Moreover, providing access to safe places for physical activity not only increased the levels of participation in table tennis in Quindío, but also enhanced the physical health levels of the beneficiaries.

Complementary Table Tennis Training & Socio-Educative Workshops Underpin Holistic Approach to Learning

Teenagers from four schools in Quindío participated in two-hour table tennis training sessions, three times weekly for six months. To further strengthen the project's impact, the training sessions were designed following the Table Tennis for Development (TT4D) methodology, seamlessly blending sport with social development. Each session followed a structured format that included an introductory phase (topic sensitisation and session overview), a warm-up with educational group games, a main phase focused on table tennis skills, and a cool-down period dedicated to reflection and feedback.

The main phase incorporated both foundational and advanced table tennis techniques, such as grip, stance, footwork, forehand and backhand drives, posture, agility, and game rules. Activities ranged from obstacle relays and ball control drills to partner challenges and learning offensive/defensive strategies like flicks, loops, and spin.

Importantly, the warm-up phase was used to introduce key principles, values, adolescent rights, and healthy habits, while the cool-down provided a safe space for participants to reflect on the session's topic, reinforcing the connection between sport and personal development. This holistic approach ensured that every session contributed not only to technical skill-building but also to meaningful social learning.

Participants came from the following schools:

• Group 1: 31 teenagers - Institución Educativa Jorge Robledo
• Group 2: 36 teenagers - Instituto Tecnológico de Calarcá
• Group 3: 25 teenagers - Institución Educativa Antonio Nariño
• Group 4: 22 teenagers - Institución Educativa General Santander

Three teenager workshops per group and two parent workshops per group were administered as well, with topics ranging from sexual and reproductive health to leadership and life purpose. Three workshops for administrative, coaches, and educational rights promoters were held to improve participant understanding of existing gender barriers and advance the prevention of violence against women.

The first teenager Workshop, “Spinning Dreams and Weaving Realities Through My Body”, was a 6 to 8-hour "Learning through Doing” interactive workshop designed to provide teenagers with a safe space to learn about and discuss a range of topics related to gender and sexual and reproductive rights. The second Workshop, “Beyond Being a Woman...Each One is a Different World”, conducted at all four schools, was a 6 to 8-hour experiential learning session to share knowledge about sexual and reproductive health and informed decision-making. The third and final Workshop, “Closure Activity – Life Purpose & Core Values”, was a 2-hour session at each of the four different schools aimed at providing the participants a platform to share their feedback on the workshop experiences.

The first Workshop for administrative staff, coaches, and educational rights promoters, “Beyond That You Are Different...I Am Also Different”, engaged the actors in a series of activities to critically analyse and deconstruct previously held personal beliefs regarding gender and sexuality through interactive learning sessions and open discussions.

Similarly, the second Workshop, “Beyond Being a Woman...Each One is a Different World”, put the participants through various experiential learning activities, where actors examined various topics related to gender-based violence in sports, women’s life stages, and athlete management.

Finally, the third Workshop, “Playing with an Equity Approach – Addressing Imbalances in the Sports Sector”, introduced mainstream gender-equality principles and concepts, providing participants with a comprehensive understanding of the interplay between gender and sports and to enable the advancement of equal opportunities for both men and women in the sports sector.

One 4-hour Workshop entitled “Understanding and Supporting their Dreams”, was administered for the parents of each group of teenagers from the four schools, focused on the sexual and reproductive rights of boys and girls.

Additional activities

In addition to the core interventions of the Affective Leadership project, the following activities were also implemented throughout the project’s lifespan, reinforcing the transformative and inclusive impact of sport:

• "Playing with a Pro": Professional player was invited to play with the kids and promote the sport of table tennis.
• International Women's Day Events: Promotion of women’s rights and gender empowerment through sport.
• World Table Tennis Day: Following the guidance of the ITTF Foundation, developed TT Day activities with moments set aside for community and discussion.
• Safe Sports Day: Participated in the ITTF Foundation’s #SafeSportDay through the promotion of safe and inclusive environments.
• Disability Awareness Day: Designed activities to foster empathy and shift the perception of individuals with disabilities.
• Olympic Games Viewing Activity: Provided engagement with high-level sports.
• Pregnancy Prevention Surveys: Notable improvement across all four institutions on questions related to violence against women, reproductive rights and responsible sexual behaviour.

Identified Achievements: Transformed Behaviours & Shifting Norms

The sports training and social learning combination cultivated healthier lifestyle habits, shifted traditional gender narratives, provided a deeper understanding of gender rights and sexual health, and highlighted the roles and responsibilities of individuals and institutions responsible for protecting adolescent health and preserving a safe avenue for girls to participate in sports.

Academic & Behavioural Improvements

At the end of the project, 70% of students exhibited better teamwork, communication, and discipline. 60% of participants had improved levels of hand-eye coordination and basic sports skills. A handful of the students carried on with their table tennis careers and continued training with the Quindío Table Tennis League.

Social Change and Awareness

A key figure from the Affective Leadership project was that 80% of students improved their knowledge of sexual and reproductive health. Additionally, there was a demonstrated reduction in gender bias, as well as an increased awareness of the types of gender equality.  

Personal Success Stories

Liyeirot Guevara conquered academic difficulties and through a newfound level of discipline and commitment to his schoolwork. He not only remained eligible for the table tennis program, but even cited, “Others can count on me: my friends and schoolmates can approach me if they have any problems”.

Honey Lizeth Mendez was falling behind academically and was vocal about her aversion to studying. By the end of the project, Honey made significant strides to recover her grades, crediting the workshops and conversations with the social worker for her increased participation in class and greater accountability at home.

Strengthening Protective Environments Moving Forward

Though the Affective Leadership project has concluded, we remain united with Asomujer y Deporte in our efforts to connect the world through table tennis and using sport as a platform to transform communities and promote social change. We extend our deepest gratitude to Laura Forero (Project Coordinator), Auris Espinel (Asomujer y Deporte President and Budget Coordinator), Gloria Montoya (Academic and Methodological Coordinator), Claudia García (Sports Program Coordinator), as well as our volunteers, dedicated technical and organisational supporters, and of course, our participants for taking an active and engaged role in this journey, showcasing a true commitment to building a more equitable world.

For more general information about the Affective Leadership project, or a more detailed breakdown of activities and results, please visit the project page.