The Comprehensive Model University School Hebron

Utilising Table Tennis to Improve Integration and Social Skills

The project addresses the limited accessibility to sports for Palestinian children due to restrictions and security concerns. Children with learning difficulties often struggle with social and physical skills and face bullying and marginalization from their peers.

Project support start: 01-06-2024

Status: Project implementation

Project location: Hebron, Palestine

The Comprehensive Model University School Hebron (CMUS) is a programme developed to use table tennis for enhancing integration and social skills among students with learning disabilities in a mainstream elementary school in Palestine. This programme addresses the limited accessibility to sports for Palestinian children and aims to promote teamwork, friendship, and social inclusion.

Contribution to the Global Goals

Target 10.3: By 2023, ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action in this regard.

Individual Change
- Develop essential skills, including teamwork, strategy, and physical fitness of 42 students (ages 8-12) yearly.
- Empower students with and without learning disabilities to build confidence, overcome barriers, and achieve their full potential. With expert guidance from trainers from Hebron University College of Sports, participants will experience a transformative learning journey that goes beyond the sport itself, shaping their personal and social development.

Community Change
- Raise the awareness within Hebron Community throughout strengthening the relationship with different stakeholders such as Families, Sports leagues, Community leaders (educators, school administrators, heads of counseling departments at other institutions) and Media professionals

Institutional Change
- Promote for the programme by creating partnerships with Partnerships with Hebron University, The Comprehensive Model University School and Hebron elementary schools.

Behaviour and attitudes
- Enhanced Motor Skills and Physical Fitness through participation in table tennis, particularly beneficial for students with learning disabilities, as physical activity has been linked to cognitive and emotional well-being.
- Improved Social Skills: including interpersonal skills, communication, cooperation, and teamwork.
- Boosted self-esteem and confidence through positive reinforcement and recognition of achievements.
- Positive Peer Relationships: The programme's group activities and peer interactions can foster positive relationships among students, leading to a sense of belonging and support from their peers.
Knowledge and skills
- For the students: increased inclusivity due to attitude shifts and awareness, increasing the awareness about the capabilities and potential of students with learning disabilities, which can contribute to a more inclusive school culture.
- For the community: partnerships strengthened as a result of collaborations on this project with stakeholders and other sports institutions in the community.
- For the institution: the faculty and students at the College of Sports will gain experience and skills in dealing with sports for kids with disabilities.
Circumstance, quality of life or well-being
- For the learning-disabled students and their peers: Improved interpersonal relationships, increased well-being, and academic achievements.
- For the community: Community Building around Table Tennis: Involving families, teachers, and stakeholders in the table tennis championship matches and assessment meetings can contribute to community building.
- For institutions: Model for Replication: This program will serve as a model for other educational institutions, expecting a ripple effect positively impacting the education and social development of our students with learning disabilities and their mainstream peers.

Create a multi-disciplinary team: A steering committee team is formed from the school leadership (Headmistress, Sports teacher, Social worker) and the Head of sports at HU ‘the team’; parents' representative.
2 cohorts of 42 students each trained in TT aged 8 to 12, divided half and half by gender (males and females), and disability (with and without learning disabilities).
12 training sessions, 1.5 hours per session, one session per week for 12 weeks.
A minimum of 6 student sport educators per year will train.
One championship completed per cohort, 42 students (50% females) Each cohort.

Create a multi-disciplinary team: Initial meeting followed by regular meetings at least quarterly.
Conduct the Table Tennis training: 2 cohorts of 42 students each will be trained. Students aged 8 to 12, males and females, with and without learning disabilities.
Final championship: Championships will be held at end of each year with full participation of children (all those in the appropriate age groups), their parents, local media, sports experts, educators, etc.
Evaluation and reporting: Evaluation to assess the program's impact on their experiences and perspectives. Publications and dissemination through journals, meetings, local radio and TV, and social media.