Calcio Femminile e Diritti delle Donne

Introduction to Women's Football and the Senior Project

The speaker transitions into their project on women's football, a sport they have actively practiced for $4\,years$. The central product of this presentation is a physical model (plastico) of the locker room of the Concordia football club, constructed at a scale of $1:10$. This model represents the specific environment where the speaker played during the $2024/25$ and $2025/26$ seasons. The locker room was chosen as the subject to distinguish the project from more common choices like stadiums or fields. The locker room is described as the most meaningful part of the team experience—a place for socializing, preparation, and emotional processing. It is where teammates share laughter, pre-match anxiety, and the post-game reflections of both victory and defeat. The speaker highlights that during a challenging season where the team frequently lost due to a physical disadvantage (theirs was an '$012$' team, whereas opponents were '$011$' teams), the locker room was where the captain, Elena, maintained calm and provided comfort, truly defining the meaning of a team.

Presentation of the Model Product

The physical model took approximately $1.5\,months$ to complete. The construction process was particularly arduous during the final assembly of the walls; because the walls were extremely thin, driving nails into them was difficult. This step required assistance from the speaker’s father, who possessed more practical experience in assembly. The interior of the model features a variety of handcrafted elements: $5\,wooden\,benches$, $3\,showers$ with $3\,drains$, a football bag, $3\,match\,jerseys$, $1\,ball$, the team's official logo, $1\,mirror$, and $1\,bathrobe$. The most difficult items to create were the benches, due to the wood not adhering well to the glue, and the bathrobe, which required the speaker to learn sewing techniques from scratch to join the fabric pieces. Despite these complications, the final product was successfully completed through dedicated effort.

Physical Education: Rules and History of Football

Football is categorized as a team contact sport played by two sides consisting of $11\,players$ each. A standard match spans $90\,minutes$, which is divided into two halves of $45\,minutes$ each. The fundamental rule prohibits players from touching the ball with their hands or arms; however, the goalkeeper is uniquely permitted to use their hands within their own penalty area. Because of the frequent physical contact, a referee is present to whistle for fouls when interventions are violent or technically incorrect. There are four primary roles on the pitch: goalkeeper, defender, midfielder, and attacker. Over their $4\,years$ of playing, the speaker has experienced every role except for goalkeeper, with a personal preference for the defender position.

Historically, football rules were formalized in $1857$ in Sheffield, England, marking the birth of the modern game. In $1904$, the Fédération Internationale de Football Association (FIFA) was founded in Paris to serve as the international governing body, organizing global events such as the World Cup. Women's football history saw its first match in North London in $1895$. Although initially relegated to charity matches, women's football underwent a shift in perception during the $1970$s, moving toward being recognized as a legitimate sport. The official FIFA Women's World Cup was established in $1991$ and takes place every $4\,years$.

Geography: Women’s Rights and Football in Afghanistan

The presentation examines Afghanistan, a South Asian country bordering Iran, where the rights of women have been severely curtailed. Since the Taliban returned to power in $2021$, women have been banned from practicing sports, including football, as it is deemed "unsuitable." The Afghan economy is described as fragile, devastated by conflict, and largely dependent on the illegal cultivation of opium poppies and sheep farming. Historically, during the first Taliban regime ($1996$ through $2001$), women lived under strict mandates: no education, no employment, mandatory wearing of the burqa, and prohibition of leaving the home without a male relative. While urban centers saw some improvement after $2001$, the return of the Taliban in $2021$ effectively erased these gains.

In the wake of these events, many female Afghan footballers fled abroad. By $2025$, FIFA recognized a squad formed by Afghan female refugees, aiming to create a group of $23\,athletes$ capable of participating in international tournaments. While not an official national team, this refugee squad represents hope and resistance, with players expressing that football provided them with a sense of security, a voice, and the freedom to dream of a different future.

Religion: Islamic Principles and Women’s Status

Islam is the primary religion in Afghanistan and the second largest in the world, with over $2,000,000,000$ followers. It is a monotheistic faith founded in the $7th\,century$ in Arabia by Muhammad, based on submission to Allah. While the Quran specifies that women are equal to men before God, the Sharia (Islamic law) establishes distinct behavioral rules that often create a hierarchy. In many interpretations, women are under the tutelage of a male family member from birth. Restrictions can include prohibitions against driving, voting, or studying. Marriage is often a family-arranged contract, and men are permitted more rights, including the practice of polygamy and the right to repudiate their wives.

Women are often required to wear various types of veils: the Hijab (two scarves covering the head and neck), the Niqab (covering the full body and face except the eyes), the Chador (a shawl covering the body but leaving the face open), and the Burqa (covering the entire body and eyes with a mesh screen, prevalent in Afghanistan). The transcript also notes that gender-based violence, including the practice of stoning for adultery, remains a severe issue in some contexts.

Civic Education: Article 3 and Personal Experience of Prejudice

The speaker cites Article $3$ of the Italian Constitution, which declares that all citizens have equal social dignity and are equal before the law without distinction of sex, race, language, religion, or political/social condition. However, the speaker argues that reality often contradicts these legal standards. Drawing from personal experience, the speaker describes being subjected to insults and ridicule for playing a sport traditionally viewed as "masculine." Every game and training session was marred by derogatory comments based on their gender.

The speaker identifies several reasons for the persistence of this inequality: deep historical/cultural roots that viewed women as inferior, the fact that laws alone cannot change behavior without proper education and respect, the stereotype that women should strictly focus on domestic roles, and the prevalence of gender-based violence (physical, verbal, and psychological). Furthermore, it is noted that women face significant barriers in politics and the workplace, often earning less and struggling more to reach positions of power. The speaker recalls the difficulty of their first year in an all-male team, where peers doubted their proficiency, but emphasizes the strength they found to continue regardless of judgment.

Carolina Morace: A Pioneer in Italian Football

Carolina Morace is presented as a central figure in the struggle for gender equality in sports. Morace is an Italian politician, coach, and former player who debuted for the Italian National team in $1978$. She scored a total of $105\,goals$ during her international career and was ranked among the strongest players globally. Beyond her athletic achievements, she was vocal about the injustices in women's football, such as low wages, lack of visibility, and deep-seated prejudice, even bringing these issues to Parliament. In $1999$, she made history as the first woman to coach a professional men's team (Viterbese). The speaker mentions they were introduced to Morace's legacy by Professor Inserra and currently view her as an inspirational model.

English and German Presentations

In the English portion of the presentation, the speaker shares that they have played football since the age of $10$. Their current team is described as the best they have belonged to over the past $2\,years$, characterized by a culture of mutual aid during mistakes. The captain, Elena, is noted for her kindness and shared commute to matches. The team's coaches are praised for their pedagogy and availability to discuss non-sporting problems. The team recently finished $10th$ out of $15$ in the championship. Despite the joy the sport brings, the speaker admits that they suffer from anxiety and may consider switching teams or quitting in the future. Nevertheless, football has taught them teamwork and perseverance in the face of difficulty.

During a German exchange with Professor Dell'Orco, the speaker identifies women's football as their favorite sport. When asked what it means to them, the speaker describes it in terms of team spirit, inclusion, friendship, respect for the opponent, and the collective experience of both victory and defeat.

Music and National Identity: Il Canto degli Italiani

The speaker performs the Italian National Anthem, written by Goffredo Mameli in $1847$. It was provisionally adopted on October $12, 1946$, and eventually recognized as the official legal anthem in $2017$. The anthem originated during the Risorgimento, the period of Italian unification that culminated in $1861$. It serves as a call for citizens to unite and fight for freedom. The historical context reflects a return to the values of the Risorgimento following the Fascist era, during which other songs like Giovinezza were used. The speaker also discusses Republic Day (Festa della Repubblica), celebrated on June $2$. This date commemorates the $1946$ referendum where Italians chose a Republican form of government over the monarchy/fascism; the Republic was officially proclaimed on June $18, 1946$. The day is marked by military parades in Rome and the singing of Mameli's anthem to celebrate Italian values.

Questions & Discussion

Prof. Dell'Orco (in German): Was ist dein Lieblingssport? Was bedeutet für dich? Speaker Response (in German): Mein Lieblingssport ist Frauenfußball. Für mich ist Frauenfußball Teamgeist, Inklusion, Freundschaft, Respekt des Gegners, Niederlage aber auch Sieg.

Final Conclusions

The speaker reflects on how the project deepened their understanding of what football represents. It is framed as an accumulation of experiences that transcend simple gameplay. The locker room specifically taught the speaker the essence of being part of a team. Whether or not the speaker continues to play in the future, they intend to carry the lessons of dedication and resilience forward. The presentation concludes with a formal expression of gratitude to the teachers for their support over the three years of middle school, contributing to both the speaker’s academic and personal growth.