Multiplier activities

Bringing Safeling Tools Closer to Coaches, Teachers and Youth Workers 

As part of the Safeling project, partners implemented a series of multiplying activities for professionals working with young people. These activities were organized in all three participating countries, Serbia, Greece and Germany, with the purpose of presenting the Safeling Guidebook, sharing the main research findings, and encouraging professionals to use sport and physical activity as practical tools for youth gambling prevention.

In line with the project plan, partners implemented six capacity-building workshops in total, with two activities organized in each participating country. In practice, the workshops kept this small and interactive format, gathering approximately 10–15 participants per activity, and reaching around 75 professionals overall.

The participants included coaches, physical education teachers, youth workers, facilitators, sport instructors, teachers, NGO staff and other professionals who work directly with young people. This target group was especially important because the Safeling Guidebook was designed for youth professionals who meet young people in everyday, non-clinical settings such as schools, sport clubs, youth centres, community clubs and recreational spaces.

Why these activities mattered

The multiplying activities were created to make the Safeling project results useful beyond the project partnership. The project did not want the Guidebook to remain only a final document or a project deliverable. The goal was to place it directly into the hands of people who can use it in real life: coaches during training sessions, teachers in school environments, youth workers in workshops, and facilitators in community activities.

This was especially important because the research and focus groups showed that many professionals feel unsure how to address gambling with young people. The Guidebook itself recognizes that youth-focused professionals often lack formal training in gambling prevention, are unsure how to recognize early signs of risky behaviour, and do not always have structured tools, games or workshops adapted to their work settings.

For that reason, the multiplying activities had a very practical purpose. They helped professionals understand that they do not need to be addiction specialists or psychologists to contribute to prevention. Their role is different but very important: they can notice early signs, open safe conversations, provide positive alternatives, use structured activities, and refer young people to appropriate support when needed.

What was presented during the workshops

Each activity introduced participants to the Safeling project and its main logic: youth gambling prevention can be more effective when education is connected with movement, group work, sport values and reflection. Partners presented the research findings from the beginning of the project, including insights from youth surveys and focus groups conducted in Serbia, Greece and Germany.

The research helped professionals understand that youth gambling is not a distant or marginal issue. It appears through sports betting, online gambling, betting shops, gaming features, loot boxes, skins, influencer content, sponsorships and peer culture. The educational output explains that the project research combined surveys, national reports, focus groups and cross-country comparison, allowing partners to capture both statistical data and contextual understanding across the three countries.

Participants were also introduced to the focus group conclusions. Across all countries, experts highlighted that gambling among young people is often underestimated, that early initiation is a concern, and that influencers, advertising and blurred gaming-gambling boundaries increase the risks. They also stressed that sport and physical activity offer strong prevention opportunities, but only when combined with structured reflection, skill-building and community engagement.

The central part of the workshops was the presentation of the Safeling Guidebook. Facilitators explained how the Guidebook can be used in schools, sport clubs, youth organizations and community settings. The manual provides clear background information on gambling risks, practical workshops using Education Through Sport methods, step-by-step activity guides, and implementation tips for building safe and effective learning environments.

Special attention was given to the activities from the practical part of the Guidebook. Professionals were introduced to activities such as The Gamble Game, Temptation Islands, The Odds Arena, Bet on Reality, Gambling's Ripple Effects, Gambling in Gaming, Awareness Quest and Balance in the Storm. These activities combine movement, teamwork, decision-making, reflection and discussion. They help young people understand chance, odds, peer pressure, emotional triggers, digital risks, advertising, false control and healthier alternatives.

The atmosphere during the activities

The atmosphere during the multiplying activities was open, curious and constructive. At the beginning of the sessions, many participants approached the topic with caution. For some, gambling prevention was not something they had previously connected with sport, physical education or youth work. Others recognized the problem immediately, especially those who had already noticed young people talking about betting, following odds, buying loot boxes or being influenced by gambling advertisements.

As the workshops continued, the atmosphere became more confident and participatory. Participants appreciated that Safeling does not approach young people through fear, blame or moralizing. Instead, it offers practical activities that open conversation naturally. This was particularly important for coaches and teachers, who often said that they need tools that fit into their existing work and do not feel like an additional burden.

Many participants responded positively to the idea that sport can be used as a metaphor and learning platform. The Guidebook explains that its activities are based on group play, active learning and sport-like experiences that combine movement, reflection and cooperation, while also supporting social and emotional skills alongside practical knowledge about gambling. This approach was well received because it felt realistic, flexible and close to the daily work of professionals.

Feedback from participants

Feedback gathered through the multiplying activities was very encouraging. Participants especially appreciated that the Guidebook is written in clear language and that it does not require advanced technical knowledge. Many said that gambling prevention often feels too complex or sensitive to address, but the Safeling materials made the topic easier to approach.

Coaches and physical education professionals liked the fact that the activities can be adapted to sport settings. They saw clear potential to use short reflection moments after training drills, team games or sport-based challenges. Several participants noted that young people are more likely to engage when the topic is introduced through movement and play rather than through a traditional lecture.

Teachers appreciated the workshop structure because it can also work in classroom settings. Some activities do not require a full sport hall or advanced equipment, which makes them suitable for schools, youth centres or smaller indoor spaces. This was important because professionals often work with limited time, space and resources.

Youth workers and facilitators particularly valued the non-formal education approach. They recognized that activities such as roleplay, group decision-making, reflection circles and gamified challenges can help young people speak more openly about sensitive topics. They also appreciated that the Guidebook includes reflection questions and adaptation tips, which make facilitation easier and safer.