RCB Sports Programme at Talwada Ashram School
RCB’s Sports Development Programme at Talwada Ashram School and S. T. Kadam School focuses on three key areas: capacity building through learning programmes for students and coaches, with the aim of making Ashram School a hub for sports; promoting recreational sports among all students through an engaging programme; and developing a pathway for talented athletes to excel in sports. Additionally, the schools are involved in community outreach by implementing Sports Development programmes in underserved schools and communities, in collaboration with supported government schools. RCB’s vision is to start holistic sports training for Grades 1 to 12, with 1,124 students at Ashram School Talwada and over 2,500 students from S. T. Kadam School.
Intended Impact of the Project: 1. Holistic Development Through Play: Leveraging play to enhance children’s physical, social, cognitive, and emotional skills.
2. Increased Participation and Inclusivity: Striving to boost children’s engagement in sports, with a special focus on increasing participation among girls, while contributing to the achievement of SDGs
3 (Good Health and Well-being),
4 (Quality Education), and
5 (Gender Equality).
3-Day Training on Motor Skills Development, Recreation-Based Learning, Session Facilitation, and Talent Identification Through Physical Fitness Assessment RCB, in collaboration with the Dani Foundation, organised a three-day training programme at Ashram School, Vikramgad, Palghar. Held on November 13th, 2025, it included 27 participants, including Rotary Club of Bombay’s Project Director, teachers from Ashram School and Taparia College, trainers, and students from Grades 11 and 12.
Day 1: Building Foundations The programme began with icebreakers promoting rapport, teamwork, and communication, including name games and the “Spider Web” activity. Sessions highlighted the importance of Fundamental Motor Skills (FMS)— gross, fine, locomotor, non-locomotor, and manipulative—for overall physical and mental growth. The value of FMS assessments for planning development activities was emphasised through practical exercises.
Day 2: Structuring Successful Sessions
• Recap and reflection opened the day.
• Trainers introduced a four-part structure for physical education sessions: Introduction, WarmUp Drill, Main Drill, and Debriefing.
• Four principles—fun and fearless learning, maximum participation, maximum play time, and problem solving— were stressed.
• Facilitation techniques were demonstrated, focusing on motivation, observation, discipline, and communication.
• Participants conducted real sessions for Grades 7 and 8.
Day 3: Talent Identification and Assessment
• Trainers demonstrated fitness tests for strength, speed, endurance, flexibility, and agility.
• Participants practised assessments, improving their instruction, safety, data recording, and interpretation skills.
• Trainers offered feedback for further improvement
Key Outcomes
• Participants reported enhanced confidence, teamwork, and facilitation skills.
• The programme equipped teachers and trainers to conduct structured, inclusive physical education sessions and identify sports talent using scientific tools.