International Cooperation for Development through Sport : In the case of the Project in Democratic Republic of Madagascar based on Unesco's Quality Physical Education Concept

抄録

　According to the growing of the sedentariness over the world and to its negative resulting consequences for the society, it is now mandatory to act. Following the socioecological model, the solution of this challenge can be found in a multi-sectoral approach involving all pillars of the society. School represents the corner stone of any project aiming to influence the future. It has been pointed out as a determining element in the impact of projects aiming to promote physical activity in children as well as in adolescents, particularly when combined with other actors such as the community (Biddle et al., 2012; van Sluijs et al., 2007). During school time, several opportunities are available in order to increase the time spent in physically active behavior (Pate et al., 2006). A quality physical education (QPE) plays a central role in such action of the school. In 2015, UNESCO proposed guidelines aiming to promote QPE all around the world (McLennan & Thompson, 2015). In fact, it appears that, in many countries, stakeholders as well as physical educators do not have the resources needed to change the current policies and practices. We will present the results of a study built on the collaboration between the ICSP, IFAPA and the National Academy of Sports of Madagascar. The project was designed to reform and modernize physical education and sports organization in this country. The cooperation focused on the improvement of the quality of physical education, school sports, and leisure/competitive sports practice. It was based on a bottom-up process involving 30 communities selected according to their geographical, social, and economical characteristics. The major aim of this process was to identify the priorities of the country in order to improve the quality of physical education in schools, sports clubs and communities emphasizing diversity, accessibility, inclusion and equity. Qualitative and quantitative approaches have been implemented in order to take into account the needs of the people and the available resources. We will present the outcomes of the process as experienced at Madagascar.