This STELLA workshop on energy efficiency through sport-based learning was implemented in Verim, Portugal, at the Centro Interpretativo de Educação Ambiental, bringing together international participants in a non-formal and intercultural learning setting. The activity aimed to raise awareness of energy efficiency by drawing a clear connection between physical energy expenditure and the energy demands of sports infrastructure. Through teamwork, movement, and strategic decision-making, participants explored sustainability concepts in an engaging and embodied way while exchanging perspectives from different cultural contexts.
Objectives:
- To increase youth awareness about energy efficiency and its relevance in everyday life, particularly within the context of sports and recreation.
- To draw a tangible connection between physical energy (as exerted through sports) and the energy required to operate sports infrastructure (e.g., stadium lighting, scoreboards, water systems).
- To promote sustainable thinking and behavioral change among young people by encouraging reflection on energy consumption and conservation.
- To develop teamwork, leadership, and problem-solving skills in a non-formal, interactive learning setting.
- To foster intercultural exchange and peer learning among international participants through collaborative activities addressing global environmental issues.
Desired outcomes:
- Participants would understand the concept of energy efficiency and its application in sports and daily life.
- Participants would be able to identify practical ways to reduce energy consumption, both behaviorally and structurally.
- Participants would have experienced an embodied understanding of energy consumption through active movement and play.
- Teams would have collaborated to strategize energy use within simulated sports facilities, reinforcing systems thinking.
- Participants would reflect critically on their personal energy use habits and be inspired to make sustainable changes in their communities.
Description and Implementation:
The original design of the workshop, as outlined in the STELLA Manual, was centered around a dynamic team-based activity in which participants earned “energy points” through physical challenges. These points could then be strategically “spent” to power different components of a simulated sports stadium, represented by a 3×3 grid. The idea was to make participants reflect on the real energy demands of sports facilities while using their own physical energy as a metaphor for resource consumption. This core concept was maintained during the implementation in Verim, but several adaptations were introduced to better align the workshop with the international context and local setting.
To begin with, the workshop was contextualized to the Portuguese environment by integrating examples from local community sports centers during the debriefing. This helped participants draw direct connections between the activity and the energy challenges faced in their own communities. Furthermore, the physical challenges were diversified to include a broader range of movement types, making the activity accessible and enjoyable for participants with different physical abilities. Low-impact and wheelchair-adaptable options were provided to ensure everyone could fully engage in the energy-earning process.
An added creative element was the use of eco-symbol tokens to represent energy points. These visual and tangible tokens helped reinforce the concept of sustainable energy and gave participants a concrete link between their exertion and the environmental theme of the activity. In terms of communication and inclusivity, cultural adaptation was key. All rules and instructions were translated or clearly explained in multiple languages to guarantee that every participant could understand and participate fully, regardless of their native language.
Lastly, the debriefing phase was significantly expanded to promote deeper reflection and intercultural exchange. Participants were encouraged to discuss not only what they experienced during the activity but also how energy efficiency is approached in their home countries. This dialogue enriched the learning process and emphasized the broader, cross-border nature of sustainability efforts. Overall, these adaptations enhanced the impact and accessibility of the activity, while preserving the educational goals laid out in the STELLA Manual.
Feedback:
Participants responded very positively to the experience, appreciating its interactive and physical format. Many noted that the activity helped them understand the complex topic of energy efficiency in a more tangible and relatable way. The connection between their physical effort and the simulated energy consumption was described as both fun and impactful. Several participants mentioned feeling inspired to adopt energy-saving habits in their own lives and youth work. The team dynamic also helped foster intercultural connections and group cohesion.
Conclusion and Recommendations:
The workshop successfully translated the abstract concept of energy efficiency into a tangible and memorable learning experience through physical activity and collaborative reflection. Participants demonstrated strong engagement, deep understanding, and motivation to apply sustainable practices in their own communities. The rich intercultural exchange and high level of inclusion exceeded expectations and reinforced the value of adaptable, non-formal learning approaches within the STELLA project. For future activities, combining physical action with structured reflection, visual resources, and follow-up challenges can further strengthen learning outcomes and long-term impact, especially in international and multicultural contexts.