Training for Development

Tutorial — Best Practices for Media Relations

Admin — 2026-07-23T07:33:41Z

This tutorial helps organizations within the 2% for Future ecosystem and users of the Step and Go website contact the media in a simple, useful and professional manner.

Media relations do not consist of sending a press release to a large number of journalists. They consist of becoming a reliable source for a few carefully selected journalists.

A press release sent to a thousand journalists often produces zero articles. A useful phone call to one carefully selected journalist can lead to a genuine story being covered by the media.

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1. The Right Reflex: Help the Journalist

A journalist is short on time. They are looking for information that is clear, verifiable and interesting to their audience.

Before contacting them, ask yourself:

What is the news?
Why now?
Who is concerned?
What issue does the subject help people understand?
What concrete solution, action or experience can be shown?
What facts, figures, images or testimonials can be provided?
Why might this specific media outlet be interested?

If you do not have a clear answer to these questions, it is better to refine the angle before sending anything.

2. What Deserves Media Outreach

A media story must contain genuine news or useful information.

Good media story	Story that is too weak
Launch of a programme, event or call for participation	Internal activity with no external consequence
Result, review, new data, field experience	Vague intention or project that is still unclear
Strong testimonial, concrete solution, useful learning	Institutional message without evidence
Local, educational, scientific, social or environmental issue	Communication focused solely on the organization

A good story may be small, but it must be clear.

3. Build the Angle in One Sentence

Before making any contact, formulate the main information in a single sentence.

Example:

[Name of organization] is bringing together stakeholders from [sector] on [date] at [location] to transform [concrete problem] into [action, solution or expected result].

This sentence then serves as a guide for the press release, phone call, email and follow-up.

4. Choose the Right Journalists

A good media list is not a large list. It is a qualified list.

For each contact, note:

the media outlet;
the section;
the journalist's name;
their direct email;
their phone number, if available;
the topics they usually cover;
the date of the last exchange;
what interests them;
the next step to take.

Keep this file up to date after every exchange. One well-documented direct contact is more valuable than a massive unqualified database.

5. Adapt the Approach to the Type of Media

Media	Useful angle	Indicative lead time
Daily newspaper, radio, TV	Upcoming news, event, fieldwork, testimonial	10 days to 3 weeks in advance
Weekly publication	Prepared subject, clear angle, resources ready	3 to 4 weeks in advance
Monthly publication	In-depth feature, trend, profile, report	3 to 6 months in advance
Quarterly publication	Long-form subject, investigation, thematic feature	3 to 6 months in advance

These lead times are not absolute rules. They are intended to help you contact the journalist while they can still make a decision.

6. Phone First, Then Email: the Most Effective Method

For priority media outlets, begin with a short call.

Purpose of the call:

check that the subject fits the section;
state the news in one sentence;
propose a concrete angle;
ask whether the journalist would like to receive the materials;
agree on a next step: email, interview, visit, video call, photos, press kit.

After the call, send a short email with the press release in the body of the message. The PDF may be attached, but it should never replace text that can be read directly.

7. Short Email Template

Subject:
[Main information in one line]

Hello [First name],

I am contacting you because you cover topics related to [theme, territory or section].

[Name of organization] is announcing [clear news] on [date] at [location]. The subject may be of interest to your readers because [concrete reason].

I can send you the press release, press kit and visuals, and arrange an interview with [name / role].

Kind regards,

[Signature]
[Mobile]
[Email]
[Link to press resources]

8. The Press Release

The press release announces the news. It must be short, clear and directly usable.

It must answer very quickly:

Who?
What?
When?
Where?
Why?
How?
For whom?

The first sentence must provide the essential information. Avoid general introductions such as: “In a changing world...”

Prefer:

[Name of organization] is launching on [date] at [location] a programme intended for [audience] to address [concrete problem].

The press release must contain:

an informative title;
a short standfirst;
three very clear opening paragraphs;
a useful quote;
practical information;
a press contact;
a link to the resources.

9. The Press Kit

The press kit supplements the press release. It must not overwhelm the journalist.

It is used to provide:

the context;
key figures;
dates;
confirmed partners;
spokesperson biographies;
available quotes;
photos, videos, logos and credits;
useful links;
answers to sensitive questions.

The press kit must remain a resource. The main message must always be conveyed through direct contact, the email and the press release.

10. The Media Kit

Prepare a simple online folder containing:

the press release in copyable text;
the press kit in PDF;
high-resolution photos;
logos;
portraits;
captions;
credits;
usage rights;
press contacts.

Do not overload the email with large files; provide a clear link to the resources, unless they amount to only 2 attachments, in which case it is preferable to provide everything as attachments.

11. Preparing a Journalist's Field Visit

Before a journalist visits, clarify the subject with them.

Prepare:

the exact subject you want them to understand;
the people to interview;
the interesting scenes to observe;
the schedule;
permissions for images and quotations;
the exact name of the organization to be mentioned;
the correct website and public contact number.

Make a simple moral agreement:

The field offers several angles. For us, the important point is [central subject]. I therefore suggest that you meet [person / group] in order to cover this aspect properly.

The journalist remains free to choose their angle. Your role is to help them avoid missing the point.

Of course, all this work will have been pointless if your on-site team talks about another subject, so speak directly with the colleagues who will receive the journalist.

12. Radio, Television, Print Media: Useful Reflexes

Radio

Prefer a telephone interview when travelling adds nothing.
Have a quick discussion before going on air about the planned questions.
Prepare three simple messages.
Speak in short sentences.

Television

Propose visual scenes, not explanations alone.
Show people in action.
Plan the locations, sounds, gestures, objects and images.
Anticipate what the camera can actually film.

Print Media

Provide facts, figures, tellable stories, quotes and photos.
Freelance journalists (paid per article) can be good contacts because they actively look for stories.
For local media, always connect the subject to the territory.

13. Asking for a Review Without Antagonizing the Journalist

Do not ask to review the article in order to control the style or point of view.

You may request a factual check:

As the subject includes scientific elements and issues requiring precision, could we review only the technical facts, names, figures and quotations? We will not intervene in the tone or journalistic angle.

This wording protects accuracy without challenging the journalist's independence.

14. Following Up Without Being Overly Insistent

A follow-up must provide useful information.

Good reasons to follow up:

a date is approaching;
a result has just been obtained;
someone is available for an interview;
photos or videos are ready;
the journalist had shown interest.

Avoid:

“Did you receive my press release?”
“When are you going to publish?”
“Our management is waiting for your response.”
repeated follow-ups with no new information.

15. After the Event: Do Not End the Relationship

Once the event has taken place, the angle can become:

the results achieved;
the lessons learned;
participation figures;
testimonials;
the next steps;
the local or sectoral impact;
the opening to other partners.

Then propose an interview by video call or telephone with someone who experienced or led the action.

16. Becoming a Regular Source

The best media relationships are built over time.

To become a useful contact:

respond quickly;
provide reliable information;
suggest experts;
share resources even when they are not exclusively about you;
point out the limitations of the subject;
sometimes direct journalists toward other serious actors;
simply thank them after publication.

A journalist returns to people who genuinely help them.

17. The Monthly or Quarterly Press Release

A monthly or quarterly press release is not used solely to request an article.

It can position Step and Go, 2% for Future or your organization as a regular source of ideas for journalists.

In one page, it can present:

emerging subjects;
upcoming events;
projects to follow;
people available for interviews;
field locations that can be visited;
useful data or trends;
important deadlines.

It is a story-sourcing tool: it helps newsrooms identify subjects before they become urgent.

18. AI and Document Production

AI can help prepare a press release, press kit or list of questions.

However, all generated text must be reviewed by a responsible person before distribution.

Systematically check:

names;
roles;
dates;
locations;
figures;
partners;
quotations;
links;
impact claims;
wording that is overly promotional.

Never send AI-generated text without human review.

19. What to Avoid

Poor practice	Why avoid it
Send the same message to every journalist	The subject appears untargeted
Oversell with adjectives	This reduces credibility
Hide limitations	The journalist may lose trust
Send a large PDF without text in the email	The message becomes difficult to process
Be unreachable after sending	The opportunity may disappear
Confuse media coverage with advertising	The journalist retains their independence
Demand a particular angle or title	This damages the relationship
Forget photo credits	The media outlet may refuse the image
Fail to update the media list	The team loses its memory of contacts

20. Measure What Matters

Do not measure only the number of articles.

Also consider:

the quality of the angle;
the accuracy of the information reproduced;
the presence of the important messages;
the quotes used;
the media outlets that are genuinely relevant;
the requests received after publication;
the journalist relationships strengthened;
the lessons for the next action.

After each campaign, update the shared file.

Checklist Before Sending

The news can be expressed in one sentence.
The targeted media outlet is genuinely concerned.
The right journalist has been identified.
The email subject announces the information.
The press release is in the body of the email.
The PDF is light and useful.
The visuals are available through a link.
The photo credits are clear.
The spokespersons are ready.
The quotations have been approved.
The figures have been verified.
The press contact is reachable.
The planned follow-up provides genuine value.
The media list will be updated after the exchange.

Phrase to Remember

Good media relations do not seek to force an article. They provide the journalist with clear, verifiable and useful information, at the right time, with the right people available.

PROMPTS

Press Release Prompt

Hold an internal meeting or interview and record it
Provide the existing documents, the recording, and YOUR MANUAL COMMENTS in the prompt
Generate the Press Release using the prompt
Read it again and correct it systematically; you have saved time, so in return, provide genuine value, reality and authenticity.

You are a senior consultant in

You are a senior consultant in media relations, institutional communication, impact strategy, journalistic writing and news storytelling. Your mission is to generate a professional, ready-to-use press release based on three sources of information: 1. The complete history of this chat concerning the project; 2. The documents attached to this chat; 3. The clarification provided below by the operator regarding what must be communicated. OPERATOR'S CLARIFICATION REGARDING WHAT MUST BE COMMUNICATED [Paste the precise instruction here: announcement, launch, result, event, call for contributions, partnership, publication, report, appointment, review, response to a news event, etc.] FINAL OBJECTIVE Produce a press release that can be used directly by the organization, without excessive promotional language, without invention, with a clear journalistic structure, a strong media angle, verifiable facts, usable quotations and all the information a journalist needs. The press release must capture attention immediately. Journalists receive too many emails and have very little time. The text must therefore announce the news in the first sentence, make the angle obvious from the opening lines, and enable the reader to understand the essentials effortlessly. The press release must tell a news story, not merely present a project. It must set out: - the problem; - the context; - the issue at stake; - what is changing now; - the proposed solution; - the actors taking action; - the concrete next steps. WORKING METHOD TO APPLY 1. Analyse the complete chat history You must reread and use all relevant information already contained in the project history: - origins of the project; - objectives; - actors involved; - partners; - dates; - locations; - figures; - results; - issues; - audiences concerned; - contextual elements; - previously approved vocabulary; - strategic positioning; - important wording; - key messages already produced; - risks of misunderstanding; - messages to avoid; - level of project maturity; - expected call to action. 2. Analyse the attached documents You must use the attached documents to extract: - factual information; - figures; - exact names; - official titles; - dates; - locations; - partners; - important quotations or wording; - the official description of the project or organization; - useful contextual elements; - evidence, data, appendices or resources that may interest the media. If information in the documents contradicts the chat history, you must briefly flag this before proposing a harmonized version. 3. Identify the journalistic angle Before writing, you must determine the most relevant angle for journalists. You must explicitly formulate: - the main news; - why this information deserves to be communicated now; - who is taking action; - what is being announced; - when it is happening; - where it is happening; - why it matters; - what is new; - what is concrete; - what is verifiable; - which problem is being addressed; - which solution is being proposed; - which type of media outlet may be interested: local, national, specialist, business, institutional, scientific, environmental, social, international press, etc. 4. Build a clear journalistic narrative The press release must follow a simple, readable and effective narrative progression: 1. The news immediately. 2. The problem or tension that makes this news important. 3. The context explaining why this is happening now. 4. The issue at stake for the people, organizations, territories or sectors concerned. 5. The solution or action being announced. 6. The evidence: figures, dates, partners, results, verifiable facts. 7. The quotation that provides human or strategic meaning. 8. The concrete next steps. 9. Practical information and the press contact. The text must not begin with a general introduction, an abstract vision, an institutional formula or an overly broad contextual sentence. The first sentence must announce the essential information. Examples of effective opening sentences: - “[Organization] is launching on [date] in [location] a programme designed to [concrete objective].” - “[Organization] today publishes [report / study / call] to address [concrete problem].” - “[Organization] is bringing together [actors concerned] on [date] in order to [concrete action].” - “[Organization] today opens [call / programme / event] to [audience concerned].” Examples of opening sentences to avoid: - “In a rapidly changing world…” - “For several years, issues relating to…” - “Faced with contemporary challenges…” - “Innovation is now at the heart of…” - “True to its values, the organization…” 5. Answer the key journalistic questions quickly The key questions must be answered within the first three paragraphs: - Who? - What? - When? - Where? - Why? - How? - For whom? - With whom? - What is changing in concrete terms? The first paragraph must announce the essential information. The second paragraph must set out the problem, context and issue at stake. The third paragraph must present the solution, concrete action, beneficiaries, partners, data or next steps. 6. Follow the rules of a professional press release The press release must: - begin with the essential information; - use the inverted-pyramid structure; - answer the key journalistic questions within the first three paragraphs; - remain factual; - avoid slogans, superlatives and advertising language; - limit jargon; - provide elements that a journalist can reuse directly; - contain one or two credible quotations; - include the important data; - include practical information; - include an “About” section; - include a press contact; - be publishable as written. 7. Write with action verbs You must replace passive formulations with active constructions wherever possible. Avoid: - “An initiative is being launched by…” - “An event will be organized…” - “A reflection will be conducted…” - “A contribution is expected…” - “A dynamic will be established…” Prefer: - “[Organization] launches…” - “[Organization] organizes…” - “[The partners] bring together…” - “[The programme] supports…” - “[The call] invites…” - “[The initiative] enables…” - “[The participants] will build…” - “[The project] responds to…” 8. Replace nominal style with verbs You must avoid overly nominal, abstract or administrative sentences. Avoid: - “The launch of a process to structure collaborations…” - “The establishment of support for stakeholders…” - “The creation of a space for dialogue…” - “The contribution to improving governance…” - “The development of an impact dynamic…” Prefer: - “[Organization] structures collaborations…” - “[The programme] supports stakeholders…” - “[The event] brings together decision-makers and practitioners…” - “[The project] improves governance…” - “[The partners] develop an impact dynamic…” 9. Prioritize concrete, concise and evocative writing The text must be lively without becoming promotional. It must prioritize: - concrete facts; - visible actions; - human subjects; - precise verbs; - short sentences; - short paragraphs; - useful figures; - concrete consequences; - understandable examples. Avoid: - long abstract sentences; - empty institutional formulas; - accumulations of concepts; - endless lists; - promotional adjectives; - abstract nouns without action; - internal expressions that an external reader cannot understand. 10. Invent nothing You must not invent: - figures; - names; - dates; - partners; - attributed quotations; - results; - amounts; - contacts; - legal statuses; - links; - institutional commitments; - impact promises. If information is missing, use a clear bracketed field: [to be completed: name of press contact] [to be completed: telephone number] [to be completed: exact figure] [to be completed: link to the media kit] [to be verified: exact date] [to be verified: partner confirmed for public communication] 11. Distinguish facts, objectives and projections You must clearly distinguish: - what has already been completed; - what has been confirmed; - what is under way; - what is planned; - what still requires funding; - what constitutes an objective; - what constitutes a hypothesis; - what constitutes a projection; - what depends on future partners or funding. Never present an objective as a result that has already been achieved. 12. Managing quotations If quotations exist in the documents or chat history, you may reuse them or improve them slightly while preserving their meaning. If no approved quotation exists, propose quotations ready for approval, clearly marked as proposals: “[Proposed quotation to be approved by Name, position]” Quotations must: - be short; - be human; - not repeat the title; - provide meaning, responsibility, vision or interpretation; - be reusable by a journalist; - contain an action verb or concrete image where possible; - avoid institutional expressions of satisfaction. Avoid: “We are very pleased to launch this innovative initiative.” Prefer: “This programme responds to a very concrete difficulty: stakeholders want to cooperate, but they often lack a common framework for transforming their ideas into fundable and measurable actions.” 13. Target length Produce a press release of between 300 and 600 words. If the subject is highly institutional or complex, you may write up to 700 words, but only if this improves clarity. The text must remain dense, readable and immediately usable. 14. Expected tone The tone must be: - journalistic; - clear; - restrained; - credible; - professional; - active; - concrete; - evocative; - institutional when necessary; - accessible to a journalist who is not yet familiar with the project. Avoid: - “revolutionary”; - “unique in the world” unless explicitly proven; - “exceptional”; - “incredible”; - repeated use of “innovative” without justification; - repeated use of “ambitious” without concrete evidence; - “systemic transformation” without a simple explanation; - overly long sentences; - abstract paragraphs; - passive formulations; - excessive nominalizations; - internal vocabulary that the media cannot understand. 15. Mandatory self-review before final output Before delivering the final press release, you must silently review it using the following checklist: - Does the first sentence announce the news immediately? - Do the first three paragraphs answer Who? What? When? Where? Why? How? - Is the problem clear? - Is the context understandable? - Is the issue at stake concrete? - Does the solution appear quickly? - Have passive sentences been replaced with active constructions wherever possible? - Have abstract nouns been replaced with action verbs wherever possible? - Does the title genuinely communicate the news? - Can a journalist understand the press release in less than one minute? - Is unverified information placed in brackets? - Does the text avoid slogans and superlatives? - Does the quotation add something beyond an expression of satisfaction? EXPECTED OUTPUT FORMAT Begin with a short diagnostic section, then provide the ready-to-use press release. Exact output structure: I. DIAGNOSTIC BEFORE WRITING 1. Main news selected [Formulate in 2 to 4 lines. The sentence must clearly state what is happening.] 2. Recommended journalistic angle [Formulate in 3 to 6 lines. Explain why this information may interest a journalist now.] 3. Problem, context, issue at stake, solution Problem: [Formulate in 1 to 2 lines] Context: [Formulate in 1 to 2 lines] Issue at stake: [Formulate in 1 to 2 lines] Announced solution: [Formulate in 1 to 2 lines] 4. Priority media audiences [Short list] 5. Missing information or information to verify [Short list only if necessary] II. READY-TO-USE PRESS RELEASE FOR IMMEDIATE RELEASE [Clear, informative, news-oriented title, using an action verb where possible] [Subtitle / standfirst: a short sentence summarizing the issue, scope or key figure] [City], [date] — [First sentence: immediately announce the essential information. State who is doing what, when and where where possible.] [End of the first paragraph: explain very quickly why and for whom.] [Second paragraph: set out the problem, context and issue at stake. Use concrete sentences with action verbs.] [Third paragraph: present the solution, the announced action, the method, beneficiaries, partners, data or next steps.] “[Short, human and reusable quotation],” says [Name, position]. “[Optional second sentence giving the meaning, responsibility or scope of the announcement].” [Next paragraph: operational details, timetable, call for participation, event, report, registration, access, next steps.] [Additional paragraph if necessary: partners, territorial, scientific, economic, social or international dimension.] About [Name of organization] [Short presentation in 4 to 6 lines: mission, status, history, field of action and key figures if available. Use action verbs and avoid overly abstract institutional wording.] Press contact [Name] [Position] [Telephone] [Email] [Website] [Link to media kit / visuals / reference page] III. SHORT VERSION FOR EMAILS TO JOURNALISTS Proposed subject: [Clear, informative and news-oriented email subject] Hello, [First sentence: immediately explain why you are writing and what the news is.] [Second sentence: explain why this may interest the journalist or their media outlet.] [Third sentence: state what is available: press release, press kit, visuals, interview, figures, report.] [Sentence indicating availability for an interview or further information.] Kind regards, [Signature] IV. TITLE VARIATIONS Propose 5 title variations: 1. Institutional title 2. General-public title 3. Specialist-media title 4. Impact / society-oriented title 5. Event or call-for-participation-oriented title Each title must: - clearly announce the news; - avoid slogans; - use an action verb where possible; - remain understandable out of context. V. CHECKLIST BEFORE SENDING Provide a short checklist of the elements to verify before distribution: - the first sentence immediately announces the news; - the first three paragraphs answer Who? What? When? Where? Why? How?; - the problem is clear; - the context is useful; - the issue at stake is concrete; - the solution appears quickly; - passive sentences have been reduced; - action verbs replace nominal formulations; - names are correct; - positions are correct; - dates are correct; - locations are correct; - figures have been verified; - quotations have been approved; - links are correct; - press contacts are complete; - visuals are available; - photo rights have been clarified; - any embargo is indicated; - any required translation has been planned. FINAL CONSTRAINT The press release must be directly copyable and usable by the operator after validation of any fields placed in brackets. The text must be self-contained, understandable without knowing the chat history, and sufficiently precise to be reused by a journalist. The press release must prioritize information, action and clarity. It must avoid a slow introduction, generalities, passive formulations, nominal abstractions and institutional sentences that delay access to the news.

Press Kit Prompt

Same quality and authenticity methodology.

WARNING: a press kit will often not be necessary and could have the opposite effect (making things complicated and reducing the number of media outlets covering the story to zero).

You are a senior consultant in

You are a senior consultant in media relations, institutional communication, impact strategy, journalistic writing and press kit design. Your mission is to generate a professional, ready-to-use PRESS KIT based on six sources of information: 1. The complete history of this chat concerning the project; 2. The documents attached to this chat; 3. The clarification provided by the operator regarding what must be communicated; 4. The previously generated press release; 5. The corrected / approved press release; 6. The document or instructions describing the differences between the initially generated press release and the corrected press release. OPERATOR'S CLARIFICATION REGARDING WHAT MUST BE COMMUNICATED [Paste the precise instruction here: announcement, launch, result, event, call for contributions, partnership, publication, report, appointment, review, response to a news event, etc.] INITIALLY GENERATED PRESS RELEASE [Paste the initial press release here or indicate the corresponding attached document] CORRECTED / APPROVED PRESS RELEASE [Paste the corrected press release here or indicate the corresponding attached document] DIFFERENCES BETWEEN THE INITIAL PRESS RELEASE AND THE CORRECTED PRESS RELEASE [Paste the differences, comments, corrections or annotations here, or indicate the corresponding attached document] FINAL OBJECTIVE Produce a press kit that can be used directly by the organization, complements the corrected press release, uses no excessive promotional language, invents nothing, and provides a clear journalistic structure, verifiable facts, usable quotations, useful figures, media resources, contextual information and everything a journalist needs. The press kit must enable a journalist to: - understand the announcement quickly; - verify the facts; - place the project in context; - identify the actors; - access figures, dates, resources and quotations; - know whom to contact; - reuse passages directly in an article; - access visuals, logos, portraits, infographics or reference documents. WORKING METHOD TO APPLY 1. Analyse the complete chat history You must reread and use all relevant information already contained in the project history: - origins of the project; - objectives; - actors involved; - partners; - dates; - locations; - figures; - results; - issues; - audiences concerned; - contextual elements; - previously approved vocabulary; - strategic positioning; - important wording; - key messages already produced; - risks of misunderstanding; - messages to avoid; - level of project maturity; - expected call to action; - practical information; - previously approved communication style. 2. Analyse the attached documents You must use the attached documents to extract: - factual information; - figures; - exact names; - official titles; - dates; - locations; - partners; - important quotations or wording; - the official description of the project or organization; - useful contextual elements; - evidence, data, appendices or resources that may interest the media; - any limitations, precautions or information that must not be overinterpreted. If information in the documents contradicts the chat history, you must briefly flag this before proposing a harmonized version. 3. Use the corrected press release as the primary source The corrected / approved press release is the priority source for: - the main angle; - the level of language; - the facts retained; - sensitive wording; - vocabulary choices; - approved quotations; - the information to emphasize; - the information to minimize or avoid. The initial press release must not be reused mechanically. It must serve only to understand how the writing evolved, which mistakes must be avoided and which choices were made in the corrected version. 4. Use the differences between the initial and corrected press releases You must analyse the differences between the initial version and the corrected version to understand: - what was removed; - what was reworded; - what was added; - what was considered too promotional; - what was imprecise; - what was too long; - what was too institutional or too vague; - what lacked evidence; - what risked being misleading; - the tone ultimately preferred; - the operator's editorial decisions. These differences must guide the writing of the press kit. The press kit must extend the corrected version, not return to the flaws of the initial version. 5. Identify the exact role of the press kit The press kit must not repeat the press release. It must supplement it. It must provide: - additional context; - useful explanations; - key figures; - a project fact sheet; - spokesperson biographies; - additional quotations; - a timetable; - practical information; - the partners and their roles; - media resources; - visual usage rights; - a clear presentation of the organization; - press contacts. 6. Determine the journalistic angle of the press kit Before writing, you must explicitly formulate: - the main news; - why this information deserves to be communicated now; - what the press kit adds to the press release; - who is concerned; - what is new; - what is concrete; - what is verifiable; - which media outlets may be interested: local, national, specialist, business, institutional, scientific, environmental, social, international press, etc. 7. Invent nothing You must not invent: - figures; - names; - dates; - partners; - attributed quotations; - results; - amounts; - contacts; - legal statuses; - links; - institutional commitments; - impact promises; - nonexistent media resources. If information is missing, use a clear bracketed field: [to be completed: name of press contact] [to be completed: telephone number] [to be completed: exact figure] [to be completed: link to the media kit] [to be completed: photo credit] [to be completed: link to HD visuals] [to be completed: exact position] [to be verified: partner confirmed for public communication] 8. Distinguish facts, objectives and projections You must clearly distinguish: - what has already been completed; - what has been confirmed; - what is under way; - what is planned; - what still requires funding; - what constitutes an objective; - what constitutes a hypothesis; - what constitutes a projection; - what is conditional on future partnerships or funding. Never present an objective or ambition as a result that has already been achieved. 9. Managing quotations If approved quotations exist in the corrected press release, you must reuse them as a priority. If additional quotations exist in the history or documents, you may propose them if they are consistent with the corrected press release. If no approved additional quotation exists, propose quotations ready for approval, clearly marked as proposals: “[Proposed quotation to be approved by Name, position]” Quotations must: - be short; - be human; - be directly usable; - not repeat the title; - provide meaning, responsibility, vision or interpretation; - remain consistent with the tone of the corrected press release. 10. Expected style The tone of the press kit must be: - journalistic; - clear; - restrained; - credible; - professional; - institutional when necessary; - accessible to a journalist who is not yet familiar with the project; - more explanatory than the press release, without becoming a complete report. Avoid: - “revolutionary”; - “unique in the world” unless explicitly proven; - “exceptional”; - “incredible”; - repeated use of “innovative” without justification; - overly long sentences; - abstract paragraphs; - endless lists; - internal vocabulary that the media cannot understand; - unmeasured impact promises; - wording that is more promotional than journalistic. 11. Target length Produce a complete but readable press kit. Indicative length: - short version: 6 to 8 pages; - standard version: 10 to 15 pages; - long version: 15 to 20 pages only if the subject is highly institutional, international, scientific or complex. In all cases, the press kit must be structured into clear sections, with headings, boxed content and directly reusable material. EXPECTED OUTPUT FORMAT Begin with a short diagnostic section, then provide the ready-to-use press kit. Exact output structure: I. DIAGNOSTIC BEFORE WRITING 1. Main news selected [Formulate in 2 to 4 lines] 2. Recommended journalistic angle [Formulate in 3 to 6 lines] 3. What the press kit adds to the press release [Formulate in 3 to 6 lines] 4. Lessons learned from the corrections to the press release [Short list: tone, wording, information removed, precautions, vocabulary to prioritize or avoid] 5. Priority media audiences [Short list] 6. Missing information or information to verify [Short list only if necessary] II. READY-TO-USE PRESS KIT PRESS KIT [Main title of the press kit] [Subtitle: announcement, issue, date, territory or scope] [Lead organization] [Date] [Link to press area or reference page: to be completed if necessary] ------------------------------------------------------------ 1. AT A GLANCE [Very short summary in no more than 5 to 8 lines] Key points: • [Main fact] • [Date / location] • [Number of participants / countries / organizations if available] • [Audiences concerned] • [Result already achieved or clearly identified objective] • [Next step] • [Useful link] Press contact: [Name] [Position] [Telephone] [Email] ------------------------------------------------------------ 2. PRESS RELEASE Insert the corrected / approved press release here. FOR IMMEDIATE RELEASE [Title of the corrected press release] [Standfirst] [City], [date] — [Complete text of the corrected press release] About [organization] [Approved boilerplate] Press contact [Contact details] ------------------------------------------------------------ 3. WHY THIS ANNOUNCEMENT NOW? [Explain the immediate context] [State why the announcement is being made now] [Present the problem, opportunity or need to which it responds] [Clarify what is changing today] [Avoid generalities and remain connected to the announced news] ------------------------------------------------------------ 4. THE PROJECT / INITIATIVE Official name: [Name] Lead organization: [Name, status, country] Objective: [Main objective] Audiences concerned: [Audiences] Method: [How it works] Results already achieved: [Confirmed results only] What is under way: [Elements under way] Next steps: [Timetable] What remains to be built: [Elements not yet finalized, if relevant] ------------------------------------------------------------ 5. CONTEXT AND ISSUES [Present the general context useful to the journalist] [Explain the problem or need addressed by the project] [Provide the available trends or contextual elements] [Connect the project to social, scientific, economic, environmental, educational, institutional or territorial issues, as appropriate] [Do not turn this section into an advocacy document or manifesto] ------------------------------------------------------------ 6. WHAT IS NEW OR DISTINCTIVE [Explain what distinguishes the announcement] [Clarify the genuine novelty] [Present what the project contributes in concrete terms] [Do not use “unique”, “first” or “unprecedented” without evidence] ------------------------------------------------------------ 7. KEY FIGURES • [Figure 1 + source or origin] • [Figure 2 + source or origin] • [Figure 3 + source or origin] • [Figure 4 + source or origin] • [Figure 5 + source or origin] If the figures are projections, state this clearly: • [Projection / objective: cautious wording] ------------------------------------------------------------ 8. TIMETABLE [Date] — [Completed / confirmed / planned stage] [Date] — [Completed / confirmed / planned stage] [Date] — [Completed / confirmed / planned stage] [Date] — [Completed / confirmed / planned stage] Clearly distinguish: - past stages; - confirmed stages; - planned stages; - deadlines that remain indicative. ------------------------------------------------------------ 9. PARTNERS AND ACTORS INVOLVED [Partner 1] — [Confirmed role] [Partner 2] — [Confirmed role] [Partner 3] — [Confirmed role] Note: mention only partners approved for public communication here. If some partners are being considered but have not been confirmed, use cautious wording or exclude them. ------------------------------------------------------------ 10. AVAILABLE QUOTATIONS Main quotation from the corrected press release: “[Approved quotation]” — [Name], [position], [organization] Proposed additional quotation: “[Proposed quotation to be approved]” — [Name], [position], [organization] Partner / expert / field quotation, if available: “[Quotation]” — [Name], [position], [organization] ------------------------------------------------------------ 11. AVAILABLE SPOKESPERSONS [Name] Position: Organization: Expertise: Languages: Available for: Contact via: [Name] Position: Organization: Expertise: Languages: Available for: Contact via: ------------------------------------------------------------ 12. QUESTIONS / ANSWERS FOR JOURNALISTS Question 1: [Likely question from a journalist] Answer: [Short, factual and cautious answer] Question 2: [Likely question] Answer: [Answer] Question 3: [Sensitive question or risk of misunderstanding] Answer: [Clear and controlled answer] Question 4: [Question about financing, impact, partners or governance] Answer: [Factual answer, without extrapolation] ------------------------------------------------------------ 13. AVAILABLE MEDIA RESOURCES HD photos: [Link to be completed] Logos: [Link to be completed] Spokesperson portraits: [Link to be completed] Infographics: [Link to be completed] Videos: [Link to be completed] Reference documents: [Link to be completed] Reference webpage: [Link to be completed] Conditions of use: [Indicate any rights, credits and restrictions] Photo credits: [Credits to be completed] ------------------------------------------------------------ 14. ABOUT [ORGANIZATION] [Presentation in no more than 8 to 12 lines] Include only verified elements: - mission; - status; - history; - field of action; - presence; - key figures if available; - institutional recognition if verified; - website. Website: [Link] Social media: [Links] ------------------------------------------------------------ 15. PRESS CONTACT [Name] [Position] [Mobile telephone] [Email] [Availability] [Organization] [Website] [Link to press area] III. SHORT VERSION OF THE PRESS KIT FOR EMAILS TO JOURNALISTS Proposed subject: [Clear and informative subject] Hello, [Short accompanying message, in no more than 6 to 10 lines, explaining that the press release is accompanied by a press kit, why the subject may interest the journalist, which resources are available and who can be contacted.] The press kit includes: - the complete press release; - key figures; - the context; - spokespersons; - media resources; - available visuals; - press contacts. Kind regards, [Signature] IV. TITLE VARIATIONS FOR THE PRESS KIT Propose 5 variations: 1. Institutional title 2. General-public title 3. Specialist-media title 4. Impact / society-oriented title 5. Event or call-for-participation-oriented title V. RECOMMENDED STRUCTURE FOR THE ONLINE MEDIA KIT Propose a media kit folder structure: /01_Press-release /02_Press-kit-PDF /03_HD-Images /04_Logos /05_Portraits /06_Infographics /07_Videos /08_Reference-documents /09_Spokesperson-bios /10_Credits-and-rights For each folder, briefly indicate what it should contain. VI. CHECKLIST BEFORE DISTRIBUTION Provide a short checklist of the elements to verify before distribution: - names; - positions; - dates; - locations; - figures; - approved quotations; - approved partners; - links; - press contacts; - visuals; - photo credits; - usage rights; - PDF file size; - any English version; - consistency with the corrected press release; - removal of elements from the initial press release that were corrected or discarded. FINAL CONSTRAINT The press kit must be directly copyable and usable by the operator after validation of any fields placed in brackets. The text must be self-contained, understandable without knowing the chat history, and sufficiently precise to be reused by a journalist. The corrected press release is authoritative. The press kit must expand upon it, place it in context and provide supporting resources, without contradicting it or reintroducing the flaws of the initial press release.

EXEMPLES

Exemple de Communiqué de Presse Genève Capitale de l'Impact

Sample Press Release Geneva Impact Capital

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Best Practices for Media Relations With a Quarterly Press Release

Admin — 2026-07-23T07:33:38Z

A quarterly press release is not intended to request an article. It is intended to help you become a useful source for journalists.

Its role is simple: to announce in advance the subjects, field opportunities, spokespersons and resources that may interest editorial teams over the next three months.

A good quarterly press release does not say “talk about us.” It says: “here are useful subjects you can cover.”

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1. Think Like an Editorial Team

Before writing, ask a single question:

What subject could help a journalist prepare an article, interview, report or feature?

A good subject must have:

a date or period;
a clear angle;
a reason to cover it now;
people available for interview;
verifiable facts;
available resources.

Avoid:

the organization's complete agenda;
internal news with no public interest;
vague announcements;
promises without evidence;
texts that talk only about the organization.

2. Select Only a Few Subjects

The quarterly press release must remain short.

Choose 3 to 6 subjects maximum.

For each subject, retain only what helps the journalist:

why the subject is timely;
what story they can tell;
what is visible or verifiable;
who can speak;
which resources are ready.

A weak subject should be removed or kept for later.

In exceptional cases, for topics that are of long-term significance, a previously major topic may reappear as a minor topic in a subsequent quarterly press release.

3. Send It Before the Quarter Begins

The quarterly press release is intended to anticipate.

A good rhythm:

prepare the following quarter during the preceding month;
send it before the beginning of the quarter;
follow up according to the deadlines;
take media lead times into account.

Type of media	Useful lead time
Daily newspaper, radio, TV	Approximately 10 days to 3 weeks in advance
Weekly publication	3 to 4 weeks in advance
Monthly publication	3 to 6 months in advance
Quarterly publication	3 to 6 months in advance

Avoid:

sending it after the subject has already passed;
contacting a monthly publication as though it were a daily outlet;
waiting until everything is perfect;
forgetting media production deadlines.

4. Use a Useful Title

The title must announce the content of the document.

Good examples:

Subjects to Follow From October to December on Learning Through Impact Projects
Media Agenda: Field Opportunities, Projects and Spokespersons Available This Quarter
3 Subjects to Follow This Quarter on Impact Projects

Avoid:

Our News This Quarter
An Exceptional Dynamic Serving Impact
Step and Go Revolutionizes Training

The journalist must immediately understand that they are receiving story ideas, not a newsletter.

5. Present Each Subject as a Mini Fact Sheet

Simple structure:

Subject 1 — [Clear title]

Why now:
[One sentence about the news, date or context.]

Possible angle:
[What the journalist can cover.]

What is concrete:
[Event, field opportunity, figures, people, result, experiment.]

Available to the media:
[Interview, visit, photos, data, press kit, contact.]

This structure avoids long paragraphs and requires precision.

6. Adapt the Angle to the Media Outlet

The same subject may interest several media outlets, but not for the same reasons.

Media	Possible angle
Local press	What is happening in the territory
Education press	What this changes for learners
Business press	Skills, employment, entrepreneurship
Environmental press	Climate, biodiversity, transition
Society press	Young people, engagement, inclusion
Innovation press	Method, experimentation, tools

Avoid:

sending the same angle to everyone;
contacting a section without checking the subjects it covers;
assuming that an “impact” subject will automatically interest every media outlet.

7. Speak as a Source, Not as a Requester

The right tone:

We are bringing these subjects to your attention because they may inform your editorial choices.

The wrong tone:

Thank you for sharing our information.

Do:

propose;
provide insight;
provide contacts;
supply resources;
allow the journalist to choose their angle;
remain available.

Avoid:

demanding an article;
imposing a title;
applying pressure;
following up without new information.

8. Create Clear Deadlines

A journalist can make a decision more easily when a date exists.

Examples:

public presentation on 12 October;
field visit available from 20 to 24 November;
registration open until 15 September;
results available from 3 December;
spokesperson available during the week of 10 December.

Avoid:

“soon”;
“shortly”;
“in the coming months”;
“under way” without a date;
no concrete appointment.

9. Prepare the Resources Before Sending

Before distributing the release, check that everything is ready:

reachable press contact;
exact names and positions;
available spokespersons;
verified figures;
usable photos;
photo credits;
usage rights;
links to useful pages;
clarified sensitive information.

Avoid:

proposing an unconfirmed interview;
citing an unapproved partner;
announcing an uncertain figure;
sending a temporary link;
providing images without credits.

10. Put the Text in the Body of the Email

The journalist must be able to read the essentials without opening an attachment.

Good practice:

main text in the email;
lightweight PDF as a supplement;
link to press resources;
visible direct contact.

Avoid:

“please find the press release attached”;
PDF only;
a large file;
a link without a summary;
sending a Word document without prior contact.

11. Follow Up for a Genuine Reason

A follow-up must add something.

Good follow-ups:

“The presentation takes place on Friday, and it is still possible to come and film.”
“The results are now available.”
“A spokesperson can respond tomorrow morning.”
“The HD photos are ready.”
“Two participants come from your region.”

Avoid:

“did you receive my email?”;
“when are you going to publish?”;
following up every two days;
calling to force a response;
insisting without any new information.

12. State Clearly What Is Confirmed

A quarterly press release can announce future subjects, but it must remain reliable.

Distinguish between:

confirmed;
planned;
in preparation;
subject to confirmation;
result achieved;
target objective.

Avoid:

presenting an ambition as a result;
announcing an unconfirmed partner;
promising an uncertain event;
using “unique”, “first” or “unprecedented” without evidence.

13. Write Briefly and Actively

Prefer action verbs.

Good examples:

Step and Go brings together...
Participants design...
The programme supports...
The partners test...
The presentation will showcase...

Avoid:

A dynamic will be implemented...
A reflection will be conducted...
The promotion of the activities will be carried out...

The style must be clear, concrete and quick to read.

14. Establish a Regular Appointment

The quarterly press release works when it becomes a useful habit.

Do:

always send it during the same period;
maintain a stable structure;
record journalists' reactions;
update the media list;
simply thank them after publication;
prepare the following quarter as soon as the current release has been sent.

Avoid:

sending it once and then abandoning it;
changing the format every time;
losing the feedback received;
forgetting interested journalists.

Short Template

FOR MEDIA INFORMATION

[Title]
Subjects to Follow From [month] to [month] [year] on [main theme]

During the next quarter, [organization] will make several subjects, field opportunities, spokespersons and resources available to journalists concerning [issue].

Subject 1 — [Clear title]

Why now:
[One sentence.]

Possible angle:
[One sentence.]

What is available:
[Interview / figures / field opportunity / visuals / press kit.]

Subject 2 — [Clear title]

Why now:
[One sentence.]

Possible angle:
[One sentence.]

What is available:
[Interview / figures / field opportunity / visuals / press kit.]

Press Resources
[Link to media kit / photos / webpage.]

Press Contact
[Name]
[Position]
[Mobile]
[Email]

Checklist Before Sending

The document remains short.
Each subject has a date or period.
Each subject proposes a clear angle.
The information has been verified.
Uncertain subjects are clearly identified.
The spokespersons are available.
The visuals are ready.
The photo credits are indicated.
The text is in the body of the email.
The media list is segmented.
The follow-up provides genuine value.
The next release is already planned.

Phrase to Remember

A successful quarterly press release gives journalists a useful head start on the subjects they may cover.

Prompt

Here is a prompt to help you draft the basic outline of your quarterly press release. It's up to you to ensure the accuracy and authenticity of the information (in exchange for saving time, deliver quality content).

You are a senior consultant in

You are a senior consultant in media relations, institutional communication, editorial strategy, journalistic writing and the design of quarterly press releases. Your mission is to generate a professional, ready-to-use QUARTERLY PRESS RELEASE based on the information available in: 1. the complete history of this chat concerning the project, the organization, the events, the actions, the partners and the audiences concerned; 2. the documents attached to this chat; 3. any clarifications provided below by the operator. OPERATOR'S CLARIFICATION [Paste the specific instructions here: quarter concerned, organization, subjects to highlight, events to announce, priority media audiences, countries or territories, links, constraints, desired tone, information to avoid, etc.] QUARTER CONCERNED [Example: October-November-December 2026] ORGANIZATION / PROGRAMME CONCERNED [Name of the organization, programme, initiative or ecosystem concerned] OBJECTIVE OF THE QUARTERLY PRESS RELEASE The quarterly press release must not be a standard press release. It is not intended solely to secure an immediate article. It is intended to position the organization as a useful, reliable and regular source for journalists. It must tell journalists: “Here are the subjects that will become interesting over the next three months, here is why, here are the possible angles, here are the people available for interview, and here are the available resources.” The press release must help an editorial team prepare: - an article; - an interview; - a report; - a feature; - a radio segment; - a television story; - a column; - local, sector-specific or national coverage. It must not resemble an institutional newsletter, an internal agenda or a promotional brochure. WORKING METHOD 1. Analyse the chat history You must identify within the history: - ongoing projects; - upcoming events; - recent results; - calls for participation; - final presentations; - field locations available for visits; - available people; - confirmed partners; - useful figures; - important dates; - possible media angles; - previously approved contextual elements; - wording to prioritize; - sensitive or uncertain information. 2. Analyse the attached documents You must extract from the documents: - factual information; - dates; - locations; - exact names; - partners; - events; - results; - figures; - available press resources; - contacts; - links; - any visuals; - useful contextual elements. If information is missing or appears uncertain, do not invent it. Place it in brackets: [to be completed: exact date] [to be completed: press contact] [to be verified: confirmed partner] [to be completed: link to visuals] [to be completed: exact figure] 3. Select the subjects Select only subjects that may interest a journalist. Choose a maximum of 3 to 6 subjects. For each subject, check that it contains at least several of the following elements: - a news item; - a date or period; - a public, local, educational, scientific, economic, social or environmental issue; - a concrete angle; - a person available to speak; - a visible field location, event or experience; - a figure or verifiable fact; - an available media resource; - a next step. Exclude subjects that are too internal, too vague or too promotional. 4. Build each subject as a mini press fact sheet Each subject must be presented briefly and usefully. Mandatory structure for each subject: Subject [number] — [Clear title] Why now: [One sentence explaining the date, deadline, context or reason for discussing it this quarter.] Possible angle: [One sentence explaining what the journalist can cover.] What is concrete: [Event, field location, result, figures, people, experiment, presentation, call, publication.] Available to the media: [Interview, visit, visuals, figures, press kit, spokesperson, report, webpage, contact.] 5. Adapt the media angles For each subject, propose several angles where possible according to the media: - local press; - national press; - specialist press; - education press; - business press; - environmental press; - society press; - innovation press; - radio; - television; - international press where relevant. Do not provide every angle if it is not useful. Prioritize the most realistic ones. 6. Create clear deadlines The press release must help journalists make decisions quickly. Clearly indicate: - event dates; - periods when field visits are possible; - presentation dates; - dates when results will be published; - registration deadlines; - spokesperson availability; - relevant times for filming, interviewing or publishing. Avoid vague wording: - “soon”; - “in the next few months”; - “upcoming”; - “under way” without further details. 7. Write as a useful source, not as a requester The tone must be: - informative; - restrained; - useful; - professional; - journalistic; - concrete; - non-promotional. The press release must encourage the journalist to retain the organization as a regular source. Absolutely avoid: - “thank you for sharing”; - “we are counting on your support”; - “revolutionary initiative”; - “exceptional event”; - “unique in the world” unless explicitly proven; - “we are delighted to”; - lengthy institutional presentations; - unproven superlatives; - unmeasured impact promises. 8. Write briefly and actively Use short sentences. Prioritize action verbs: - brings together; - launches; - publishes; - presents; - tests; - supports; - opens; - invites; - reports back; - organizes; - makes available; - documents. Avoid passive and nominal formulations: - “a dynamic will be implemented”; - “a reflection will be conducted”; - “the promotion will be carried out”; - “the establishment of support”. 9. Distinguish what is confirmed from what is planned You must clearly distinguish: - confirmed; - planned; - in preparation; - subject to confirmation; - result achieved; - target objective; - projection; - hypothesis. Never present an ambition as a result. Never cite an unconfirmed partner as though they were committed. 10. Provide for press resources The press release must indicate the available resources or those to be completed: - press contact; - telephone; - email; - webpage; - media kit; - HD photos; - photo credits; - usage rights; - logos; - portraits; - spokespersons; - reports; - figures; - FAQ; - reference documents. If the resources are not available, indicate: [to be completed: link to media kit] [to be completed: HD photos] [to be completed: photo credits] EXPECTED OUTPUT FORMAT Begin with a short diagnostic, then provide the ready-to-use quarterly press release. Exact output structure: I. DIAGNOSTIC BEFORE WRITING 1. Quarter concerned [Indicate the selected quarter] 2. Role of the quarterly press release [Explain in 2 to 3 lines why this press release serves as an editorial resource for journalists] 3. Subjects selected [List the 3 to 6 selected subjects, with one sentence explaining the reason for each] 4. Subjects excluded or postponed [Short list only if necessary, with the reason: too vague, insufficiently dated, unconfirmed, too internal, lack of evidence] 5. Priority media outlets [Short list: local press, specialist press, radio, TV, business press, education press, etc.] 6. Missing information or information to verify [Short list only if necessary] II. READY-TO-USE QUARTERLY PRESS RELEASE FOR MEDIA INFORMATION [Clear title] Subjects to Follow From [month] to [month] [year] on [main theme] [Short standfirst] During the next quarter, [organization] will make several subjects, field opportunities, spokespersons and resources available to journalists concerning [main issue]. Subject 1 — [Clear title] Why now: [One sentence] Possible angle: [One sentence] What is concrete: [One or two sentences] Available to the media: [Interview / field visit / visuals / figures / press kit / contact] Subject 2 — [Clear title] Why now: [One sentence] Possible angle: [One sentence] What is concrete: [One or two sentences] Available to the media: [Interview / field visit / visuals / figures / press kit / contact] Subject 3 — [Clear title] Why now: [One sentence] Possible angle: [One sentence] What is concrete: [One or two sentences] Available to the media: [Interview / field visit / visuals / figures / press kit / contact] [Add Subject 4, Subject 5 or Subject 6 only if necessary] Press resources [Media kit / photos / reports / webpage / useful links] Available spokespersons [Name, position, subject on which the person can speak] [Name, position, subject on which the person can speak] Press contact [Name] [Position] [Mobile] [Email] [Website] [Link to press area] III. SHORT EMAIL VERSION FOR SENDING TO JOURNALISTS Proposed subject: [Clear, useful and informative subject] Hello [First name], [First sentence: announce that the organization is making several subjects available for the quarter.] [Second sentence: state the general theme in one sentence and explain why it may interest the media outlet.] [Sentence including the 2 or 3 subjects most relevant to this journalist.] [Sentence indicating the available resources: interviews, field visits, visuals, figures, press kit.] I remain available should you wish to receive a more targeted angle, arrange an interview or prepare a story. Kind regards, [Signature] IV. EMAIL SUBJECT VARIATIONS Propose 5 subjects: 1. Subject for local press 2. Subject for national press 3. Subject for specialist press 4. Subject for radio / TV 5. General subject Each subject must be short, clear and focused on the story, not promotional. V. FOLLOW-UP PLAN Propose a simple follow-up plan: - follow-up 1: when and why; - follow-up 2: only if a new element exists; - field or event follow-up: if a date is approaching; - results follow-up: after an event or presentation. Never propose an empty follow-up such as “did you receive my email?”. VI. CHECKLIST BEFORE SENDING Check: - the press release remains short; - each subject has a date or period; - each subject has a journalistic angle; - the subjects are confirmed or identified as planned; - the partners cited have been approved; - the figures have been verified; - the spokespersons are available; - the press resources are ready; - the photo credits are indicated; - the text is in the body of the email; - any PDF is lightweight; - the media list is segmented; - the follow-up provides genuine value; - the information in brackets is completed before sending. FINAL CONSTRAINT The result must be directly usable by the operator after the fields in brackets have been checked. The text must remain concise, clear, concrete, free of repetition and without promotional language. The quarterly press release must give journalists a useful head start on the subjects they may cover, rather than asking them to relay institutional communication.

Exemples de Communiqués de Presse Trimestriels

Exemple Com Press Europe Mars Avril 2009

Exemple Com Press Europe Mai 2009

Exemple Com Press Trim Canada Mai 2009

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Stakeholders in the ecological transition (non-profit and private sectors)

Tiphaine Riaux — 2026-07-23T07:25:15Z

🌊"Waves of Change" Hackathon Program

Modules for Ecological Transition Stakeholders (Associative and Private Sectors)

Réunion Island, 2–6 November 2026

As part of the exceptional edition of the Participatory Science Hackathon for the SDGs on Réunion Island, several stand-alone modules are available for ecological transition professionals->https://www.training-for-development.com/En-Novembre-Hackathon-Vagues-de-changement-a-la-Reunion].

Environmental transition stakeholders, however diverse they may be, all face the same challenges: difficulties in engaging people around the ecological transition; existing data that is fragmented, incomplete, or disconnected from local realities; and decisions that often lack territorial grounding and scientific legitimacy...

To overcome these challenges, participatory science provides a powerful solution.

The "Waves of Change" Participatory Science Hackathon offers dedicated modules specifically designed to help ecological transition stakeholders address these issues.

As an ecological transition stakeholder, join these modules and leave with:
(Free participation upon mandatory registration)

Practical methods to structure and improve the reliability of local environmental data collection
Effective techniques for engaging communities over the long term in biodiversity monitoring and field observation programs
Strategies for grounding your environmental transition projects in a recognized and collaborative scientific approach
Case studies and firsthand experiences from organizations that have successfully integrated participatory science into their initiatives
A deeper understanding of current trends and best practices in citizen science applied to environmental challenges
Opportunities to connect and exchange ideas with other environmental transition stakeholders, NGOs, and local authorities
A firsthand look at the projects developed during the Hackathon during the final showcase, providing inspiration and practical models for your own initiatives

Economic actors in development

Tiphaine Riaux — 2026-07-23T07:23:38Z

🌊"Waves of Change" Hackathon Programme

Modules for Economic Development Stakeholders

As part of the exceptional edition of the Participatory Science Hackathon for the SDGs on Réunion Island, several stand-alone modules are available for economic development professionals->https://www.training-for-development.com/En-Novembre-Hackathon-Vagues-de-changement-a-la-Reunion].

As environmental, social, and economic transformations reshape our territories, economic development stakeholders are facing major challenges: supporting businesses through their transitions, strengthening territorial attractiveness, anticipating changes across economic sectors, developing new skills, and fostering more resilient economic models.

Meeting these challenges requires new approaches based on collaboration, knowledge sharing, and the active involvement of all stakeholders.

This is where integrating participatory science activities becomes especially valuable.

In this context, the Participatory Science Hackathon is far more than a meeting point for researchers, citizens, project leaders, and economic stakeholders: it is a space for collective exploration to identify new opportunities, share solutions, and build new synergies around impact-driven innovation.

The "Waves of Change" Participatory Science Hackathon offers dedicated modules specifically designed to help economic development stakeholders address these challenges.

As an economic development stakeholder, join these modules and leave with:
(Free participation upon mandatory registration)

Practical methods for identifying economic opportunities emerging from participatory science projects
Strategies for integrating local scientific and environmental data into your territorial development initiatives
A better understanding of emerging economic models related to the blue economy, sustainable finance, and impact-driven innovation
Case studies and feedback from project leaders who have successfully transformed scientific initiatives into economic activities
Practical guidance for supporting or financing impact projects emerging from participatory approaches
Opportunities to connect and exchange with other economic stakeholders, funders, and impact project leaders
A firsthand look at the projects developed during the Hackathon's final presentation, offering inspiration and potential investment opportunities

Tourism stakeholders (public, non-profit, and private)

Tiphaine Riaux — 2026-07-23T07:23:25Z

🌊 "Waves of Change" Hackathon Programme

Modules for Tourism Stakeholders (Public, Non-profit and Private Sectors)

Réunion Island, 2–6 November 2026

As part of the exceptional edition of the Participatory Science Hackathon for the SDGs on Réunion Island, several stand-alone modules are open to tourism professionals->https://www.training-for-development.com/En-Novembre-Hackathon-Vagues-de-changement-a-la-Reunion].

Over the past few years, the tourism sector has undergone profound changes, driven by evolving traveller expectations. Increasingly, visitors are seeking experiences that are environmentally responsible, socially meaningful and respectful of the destinations they visit.

To meet these new expectations, tourism professionals face a dual challenge: diversifying their offers while contributing to the development of genuinely sustainable tourism. It is no longer enough to promote sustainability through marketing messages alone. Concrete, measurable and coherent actions are now essential to address today's sustainable development challenges and contribute to the Sustainable Development Goals (SDGs).

Tour guides, tour operators and tourism organisations have a unique opportunity to play a key role in this transition. Their daily presence in the field, privileged access to natural environments (beaches, lagoons, forests, etc.) and close relationship with visitors position them as valuable contributors to the understanding and preservation of local ecosystems.

Participatory science provides a practical way to turn this potential into action.

The "Waves of Change" Participatory Science Hackathon offers dedicated modules for sustainable tourism stakeholders, specifically designed to address these challenges.

As a tourism professional, join these modules and leave with:
(Free participation upon mandatory registration)

Practical methods for integrating participatory science protocols into your tours, excursions and tourism activities
Techniques for engaging your visitors as active contributors to scientific data collection (biodiversity, oceans and natural environments)
Ideas for developing a distinctive tourism offer based on genuine and verifiable scientific contributions
Case studies and feedback from tourism operators who have already integrated participatory science into their activities
A better understanding of current visitor expectations regarding responsible and sustainable tourism
Networking opportunities with other sustainable tourism professionals and environmental conservation stakeholders
First-hand insights into the projects developed during the Hackathon through the final project presentations, providing inspiration for your own initiatives

Low-tech and participatory sciences: two complementary approaches

Admin, Tiphaine Riaux — 2026-07-23T07:22:41Z

Low-tech empowers people to do. Participatory sciences empower them to understand, document and share what they do. Together, they transform a hands-on activity into a knowledge project — structured, testable and transmissible.

🔧 What participatory sciences add to a low-tech activity

🗂️A method for moving from a "workshop" to a genuine "project"

A low-tech training can teach participants how to build a solar oven, a water filter, an irrigation system, a simple sensor, a repaired object or a lightweight housing solution.

Participatory sciences allow us to go further and invite participating audiences to contextualise their designs and take an interest in the effects they produce. Integrating a participatory sciences approach into a low-tech activity means asking:

✅ what problem do we want to solve?
✅ for which audience?
✅ how do we verify that the solution works?
✅ with what success criteria?
✅ how do we document the results?

The activity thus no longer limits itself to producing an object, but allows us to contextualise its role as well as its effects within a broader environment. By integrating participatory sciences, low-tech activities are then transformed into structured, testable and replicable projects.

🎓An expanded pedagogical stance

Technical training in the low-tech field provides both the practical expertise specific to the discipline and the learning methods specific to it.

The Participatory Sciences Step One training operates at a different level. It helps supervisors, facilitators, trainers, teachers, researchers, project leaders and advanced participants to design activities in which audiences are not merely beneficiaries, but progressively become:

✅ observers;
✅ investigators;
✅ contributors;
✅ transmitters;
✅ and sometimes even co-authors of the project.

This makes it possible to act on participant engagement and not simply offer training "for them", but to progressively build an approach "with them".
With a participatory sciences approach, the person is not merely "trained", they are recognised as a holder of useful knowledge. Combining participatory sciences and low-tech is also an opportunity to recognise the knowledge of communities, indigenous knowledge and ancestral practices as fully-fledged scientific knowledge.

🌱Skills development and participant empowerment

Low-tech activities welcome different people with different ambitions.
In a low-tech activity, some people come to discover, others to meet an immediate need, and others quickly show a desire to go further.
Participatory sciences make it possible to create differentiated pathways.

For example, among participants in a low-tech activity, some may become:

✅ workshop leads;
✅ facilitators for other groups;
✅ peer trainers;
✅ co-designers of new prototypes;
✅ links between several communities;

The practical autonomy that low-tech initially offers is complemented by participatory sciences, which organise the growing responsibility of participants.
Indeed, participatory sciences add another dimension: they enable participants to understand, explain, document and transmit.
From an individual, personal and professional standpoint, the benefits of this approach are numerous. They strengthen:

✅ self-confidence;
✅ self-image;
✅ the ability to speak up;
✅ the ability to train others;
✅ access to associative, professional or entrepreneurial opportunities.

The dimension of simple technical facilitation is transcended and transformed into a genuine capacity-building pathway.

📊A resource for producing useful data

A low-tech activity can be very concrete, yet difficult to evaluate if what it actually produces is not documented. By integrating a citizen science or participatory research dimension, low-tech workshops can become spaces for collecting data that is useful both to the organisation itself and to society at large. Integrating a "participatory sciences dimension" into one's activity allows for collectively asking concrete questions such as:

✅ what are the actual uses of the manufactured object?
✅ what is its lifespan?
✅ which materials work best?
✅ what are the actual costs?
✅ what local adaptations are needed?
✅ what are the impacts on autonomy, comfort, health, energy, water or food?

An enormous amount of useful, open-source material can emerge from combining low-tech activities with participatory sciences: improved prototypes, technical sheets, explanatory videos...
Ultimately, the improvement of low-tech can be made possible by field experience, and not solely by initial technical expertise.

🌍A link between science, technology and society

Low-tech often responds to concrete needs: water, energy, food, housing, mobility, health, material autonomy... Universal needs, often urgent ones.

The Participatory Sciences Step One training makes it possible to connect these everyday realities to broader challenges: climate adaptation, public health, territorial resilience, social inclusion, SDGs...

This goes beyond simply giving the low-tech workshop a deeper dimension; it ensures that it is not viewed merely as a technical space, but also as a venue for dialogue among citizens, organizations, local governments, researchers, engineers, funders, and institutions.
By breaking down the barriers between science, technology, and society, participatory science enables low-tech projects to emerge as as genuine impact projects.

👥A training that is equally useful for supervisors and advanced participants

The Step One training can be aimed at two levels.

First, at supervisors : facilitators; low-tech trainers; social workers; mediators; teachers; association managers; engineers; researchers; project coordinators.
It enables them to better design, facilitate, document and promote their activities.

But it can also be aimed at the most engaged participants.
For example, members of a low-tech programme or laboratory can take the Step One training in order to in turn become:

✅ links;
✅ co-facilitators;
✅ trainers;
✅ workshop coordinators;
✅ project leaders;
✅ social entrepreneurs;
✅ documentation managers;
✅ community mediators.

This is an important distinction: participatory sciences do not only serve to improve the low-tech activity; they can enable participants to become actors in its development.

✨In brief

The complementarity between low-tech and participatory sciences is therefore not merely technical. It is first and foremost methodological and pedagogical.

Low-tech poses the question: How do we do better, simpler, more sober, more repairable, more accessible?

Participatory sciences add: How do we work with the people concerned, how do we learn together, how do we produce useful knowledge, how do we document results, how do we improve over time, how do we pass it on to others?

It is this combination that creates the power of the model.
Together, they can transform a technical activity into a project of learning, autonomy, action research, inclusion and impact.

Low-tech provides concrete solutions.
Participatory sciences provide the method for testing, improving, documenting, transmitting and scaling them up with the people concerned.

Study of Trends and Best Practices in Learning Through Hands-On Impact Projects

Admin — 2026-07-14T15:36:13Z

Creation, Development, Management, Evaluation and Scaling Up

Strategic Version — 14 July 2026

Scope and Framing Assumptions

This study focuses on programmes in which people learn by effectively contributing to the creation, development or management of a project aimed at generating a positive social, environmental, educational, scientific, territorial, economic or institutional impact.

It covers in particular:

initial and continuing education;
higher education;
vocational training;
hackathons and innovation laboratories;
incubation and pre-incubation;
non-profit, scientific, entrepreneurial and citizen-led projects;
career transition programmes;
leadership and governance development programmes;
programmes led by companies, local authorities, NGOs, foundations or international organizations;
projects conducted in intercultural or multi-stakeholder contexts.

The analysis pays particular attention to possible applications within the ecosystem formed around Objectif Sciences International, Step & Go, KEMENESI, 2% for the Future, Geneva Foundation for the Future and the Global Impact Projects.

The geographical scope is international, with priority given to Europe, Switzerland, France and transnational programmes.

Participatory science and teaching

Tiphaine Riaux — 2026-07-13T15:29:29Z

🌊“Waves of Change” Hackathon - Modules available specifically to teachers

Réunion Island, from 2 to 6 November 2026

As part of a partnership with the Rectorat, several modules are available individually to teachers throughout the week-long Hackathon.

In the classroom, raising awareness of scientific and environmental issues must of course succeed in providing information, but also in fostering a comprehensive understanding and lasting engagement.

In the same way, we all face the same challenges in learning more generally: to ensure that it does not take a top-down format, and thus avoid limiting the appropriation of knowledge, we all use our imagination and original techniques to capture students' involvement. The objective is for them not only to understand the concepts, but also to make them their own.

To successfully meet these everyday challenges, Participatory Science is a powerful lever.

The “Waves of Change” Participatory Science Hackathon offers modules dedicated to teachers, specifically designed to address these issues.

As a teacher, attend these modules and leave with:
(Free participation, registration required)

Methods for using Participatory Science in support of the school curriculum
Facilitation techniques and methods for managing classroom dynamics around scientific projects
Ways to integrate interdisciplinary skills (science, humanities, arts, digital technology...)
Case studies and feedback from teachers who have already carried out this type of project
Keys to understanding current issues in science education and public awareness
Practical guidance on empowering young people through Participatory Science
A network for exchanging with other teachers and stakeholders in science education
Direct access to the projects developed during the Hackathon at its final presentation, ready to use and also able to serve as models for your own initiatives.

Sport, participatory science and project-based learning: an ecology of autonomy, commitment and self-transcendence

Admin — 2026-06-14T10:05:54Z

Following the facilitation of the module "Sports and Science in Support of a Participatory Research Project" by Stephanie Mériaux-Scoffier and Philippe Wiscart-Goetz, as part of the Hackathon "Participatory Science for the Ocean" organized in connection with the 3rd United Nations Ocean Conference in June 2025 in Nice, this article proposes a conceptual model of the contributions of sports practice, whether individual or collective, to project-based learning and participatory science projects. It argues that sport should not be regarded as a peripheral, recreational or merely health-related activity, but as a complete ecology for developing autonomy, commitment, responsibility, resilience, robustness and self-transcendence.

Drawing on the intersection of sport psychology, project-based learning, participatory science, participatory research, field practices and outdoor sports activities, particularly kayaking, the article shows that sport can play a structuring role in training research participants. It engages the body, emotions, cognition, the relationship to the collective, the perception of the environment and the ability to act under uncertainty. It can thus help transform participants into actors capable of observing, deciding, cooperating, documenting, learning, transmitting and contributing to the production of knowledge.

In this perspective, sport can be considered a true school of research. The athlete's journey, especially when it reaches a high level of demand, presents strong analogies with that of the researcher: long-term learning, managing uncertainty, confronting failure, setting goals, concentration, emotional regulation, cooperation, productive solitude and the need to transform experience into progress. A broader question then arises: what would happen if researchers were trained more like high-level athletes, and athletes like researchers? Such an approach would make it possible to connect performance with reflexivity, effort with the production of knowledge, and research with broader societal challenges: public health, equal access, well-being at work, social climate, team cohesion and the collective capacity to act in complex environments.

The article proposes an eight-dimensional model: bodily activation, situated experience, observation, formalization, cooperation, empowerment, restitution and transfer. This model makes it possible to integrate sports practice into participatory science systems without instrumentalizing it, while respecting cultures, bodies, levels, ages, vulnerabilities and territorial contexts.

Authors

Stephanie Mériaux-Scoffier, Associate Professor (HDR), LAMHESS, Université Côte d'Azur

Philippe Wiscart-Goetz, company director, Cap Kayak, Nice Kayak Club, graduate of the UFR STAPS in Nice

Thomas EGLI, founder of the NGO Objectif Sciences International, specialist in project-based learning and high-river kayaking practitioner

To read all the content, log in for free to the website.

Keywords

Introduction: why introduce sport into Participatory Science?

Participatory Science is often described as an approach enabling citizens, students, residents, associations, families or non-specialist audiences to contribute to the production of scientific knowledge. This definition is accurate, but it remains incomplete if it reduces participation to data collection, occasional observation or assistance provided to research already entirely designed by specialists.

From a more ambitious perspective, Participatory Science can become a space for capacity-building. It enables people who do not come from the academic world to understand the issues involved in research, discuss its objectives, learn protocols, contribute to the interpretation of results, propose improvements, and even gradually become co-authors of a project. The question is therefore not only how to enable participation. It is how to foster the emergence of capable participants.

Project-based learning provides a decisive framework here. It does not simply consist of having a group work on a concrete activity. It organizes a pathway in which learners gradually become responsible for a real objective, a process, a production and a restitution. It transforms learning into a situated, collective, progressive experience oriented toward a useful result.

In this perspective, sport appears as a lever that is still under-modelled. It is not merely a question of saying that sport is good for health, that it reduces stress or that it promotes cohesion. It is a matter of understanding how sporting experience can prepare, strengthen and structure the skills necessary for project-based learning and Participatory Science.

In sport, the body learns before discourse. The practitioner must act in a real environment, sometimes uncertain, sometimes changing, sometimes demanding. They must perceive, decide, adjust, start again, cooperate, manage their emotions, accept fatigue, recognize their limits, build confidence and develop a finer relationship with their environment. These dimensions are also at the heart of Participatory Science projects.

The central hypothesis of this article is therefore the following: when integrated intentionally, progressively, safely and in a culturally adapted way, sporting practice acts as a bodily laboratory for the skills necessary for Participatory Science. It prepares participants for autonomy, responsibility, initiative-taking, emotional robustness, attention to the environment, cooperation and the transformation of experience into shareable knowledge.

1. Three traditions to connect: sport, project-based learning and Participatory Science

1.1. Project-based learning: learning by producing

Project-based learning is based on a simple but demanding idea: people learn better when learning is oriented toward a real production, a concrete problem, an identifiable audience and a shared responsibility. The project is not a pretext. It is the medium of learning, but also its revealer.

In a project, participants must understand the context, clarify the objective, identify constraints, distribute roles, produce solutions, test, fail, adjust and present the results. They therefore learn knowledge, methods, attitudes, social skills and organizational skills at the same time.

Project-based learning does not aim only to transmit content. It aims to build a capacity to act.

1.2. Participatory Science: producing knowledge with society

Participatory Science can take several forms. Some approaches mobilize citizens as observers or data collectors. Others involve them in analysis, the formulation of questions, the design of protocols or the governance of the project.

The typology proposed by Haklay distinguishes several levels of participation, from simple contribution to more advanced forms of citizen science in which participants take part in defining problems, methods and uses of the results. This distinction is essential, because it makes it possible not to confuse contribution with autonomy.

In the most transformative projects, Participatory Science does not only seek to obtain more data. It seeks to produce knowledge that is more situated, more open, more democratic and more capable of acting on territories, behaviours, public policies or social practices.

1.3. Sport psychology: mental, psychosomatic and cognitive skills

Sport psychology has long identified mental skills that are decisive in performance and learning. The model by Durand-Bush, Salmela and Green-Demers distinguishes in particular basic skills such as confidence, commitment and goal setting; psychosomatic skills such as stress management, fear control and regulation of the activation level; and cognitive skills such as concentration, distraction control, mental imagery and planning.

These skills are not specific to sport. They are also necessary in research, project management, cooperation, education, impact entrepreneurship and Participatory Science. A participant in a scientific project must also maintain an objective, manage uncertainty, remain focused, learn from failure, regulate their emotions, cooperate with others and act within a constrained framework.

Sport can therefore be understood as a space for intensive training in transferable skills.

2. Sport as a gentle limit-situation

Sporting practice places the participant in a particular situation: they are confronted with a real but generally framed challenge; with a difficulty, but a progressive one; with a risk, but a regulated one; with uncertainty, but accompanied uncertainty. This is what can be called a gentle limit-situation.

In a hard limit-situation, the individual is exposed to a constraint that is too strong and may disorganize, injure or exclude. In a gentle limit-situation, by contrast, the constraint is strong enough to produce learning, but safe enough to allow progression.

This logic is central to sport. Effort, fatigue, balance, speed, coordination, the relationship to the environment, competition or cooperation force the practitioner to move out of a passive position. But supervision, rules, equipment, progressivity and the collective make this movement possible.

Project-based learning functions in a similar way. A good project must be demanding enough to set participants in motion, but not to the point of overwhelming them. It must create a fruitful tension between what one already knows how to do and what one must learn to do.

Participatory Science needs this tension. If the project is too simple, it does not transform. If it is too complex, it discourages. Sport helps participants bodily experience this point of balance.

3. Typology of sporting forms that can be mobilized in participatory projects

3.1. Individual sports

Individual sports, such as running, swimming, climbing, kayaking, cycling, hiking or martial arts, strongly develop the relationship to oneself. They confront the practitioner with their real level, pace, limits, progress and emotions.

They are particularly useful for working on:

self-confidence;
effort management;
autonomy;
perseverance;
personal responsibility;
the ability to set goals;
acceptance of failure and starting again.

In a Participatory Science project, these skills are decisive for participants who must learn to observe, measure, document or contribute regularly, sometimes without immediate gratification.

3.2. Team sports

Team sports, such as football, rugby, basketball, volleyball or relay races, develop cooperation, communication, mutual trust and understanding of roles.

They are particularly useful for working on:

mutual support;
distributed leadership;
rapid decision-making;
coordination;
responsibility toward the group;
listening;
conflict management;
the ability to accept a collective strategy.

In Participatory Science, participants often have to act in networks, share protocols, produce comparable data and accept that their individual contribution only makes sense within a collective dynamic.

3.3. Outdoor sports

Outdoor sports occupy a special place. Kayaking, sailing, hiking, canyoning, diving, orienteering, surfing, skiing, mountain walking or navigation put the participant in direct contact with an environment.

They develop:

attention to environmental conditions;
reading the terrain;
risk awareness;
observation;
humility in relation to the environment;
adaptation;
the ability to act with nature rather than against it.

These dimensions are central in environmental Participatory Science. The participant is not merely in a learning space. They are in a living, moving, complex environment that responds to their gestures.

3.4. Endurance sports

Endurance sports make it possible to work on the long term. They teach that action is not limited to initial intensity. One must endure, manage resources, know oneself, anticipate fatigue and accept fluctuations in motivation.

They are particularly relevant for participatory research projects, which are often long, repetitive, demanding and sometimes invisible in their immediate results.

3.5. Technical sports

Technical sports, such as kayaking, climbing, archery, sailing, diving or certain martial arts, develop a precise relationship between gesture, safety, protocol and repetition.

They make it possible to work on:

rigour;
progressive learning;
precision;
attention to instructions;
safety;
acceptance of correction;
understanding the consequences of a poorly executed gesture.

These forms of learning are directly transferable to participatory scientific protocols.

4. Socio-anthropological modelling: sport as a producer of collective life

Sport is a social fact. It does not only produce individual effects. It organizes relationships, belongings, rites, rules, roles and forms of recognition.

In many cultures, bodily practices play a role in social integration, education, transmission, entry into adulthood, the symbolic resolution of tensions or the construction of a collective identity. Even when practised in a modern framework, sport retains this capacity to create bonds.

In Participatory Science projects, this dimension is valuable. Many audiences may feel distant from science because they do not recognize themselves in its codes, places, languages or institutions. Sport can act as a mediator. It creates a shared space of action in which social statuses are temporarily redistributed.

A researcher, an adolescent, an educator, a parent, a resident, a migrant, an athlete, a technician or an elected representative may find themselves in the same bodily activity. They do not bring the same knowledge to it, but they share an experience there. This experience can become the starting point for a more balanced relationship.

Sport can thus help transform a beneficiary audience into a learning collective.

It also makes it possible to open scientific projects to audiences that would not spontaneously come to a conference, a laboratory or an abstract protocol. Children, families, people with disabilities, disadvantaged groups or audiences distant from science can enter into a research process through an accessible, joyful, useful and situated sporting experience.

Sport does not replace scientific mediation. It can become one of its pathways.

5. Psychological modelling: confidence, commitment, resilience

5.1. Self-confidence

Sport develops confidence because it gives the participant concrete evidence of progress. What was impossible becomes difficult, then possible, then manageable. This progression is visible in the body.

In a participatory scientific project, this confidence is essential. Many participants initially think that science is not for them. They doubt their ability to observe properly, understand a protocol, handle tools, produce reliable data or speak up.

Sporting practice makes this progression tangible: learning means beginning awkwardly, starting again, receiving feedback, adjusting and realizing that one is becoming capable.

5.2. Commitment

Sporting commitment is supported by several dimensions: pleasure, challenge, the group, the objective, progress, identification with the role and recognition. These same levers are necessary in Participatory Science.

A participant does not commit sustainably only because they are told that the project is important. They commit because they understand their place, feel their usefulness, see their progress and experience a bond with others.

Sport offers a concrete model of embodied commitment.

5.3. Resilience

Resilience is not only the ability to endure a difficulty. It is the ability to reorganize after a difficulty, learn from an error, transform a failure into information and continue without being reduced to the difficulty encountered.

In sport, error is permanent: poor gesture, wrong trajectory, fatigue, fall, defeat, fear, hesitation, imbalance. But if the framework is good, error becomes material for learning.

In Participatory Science, this culture of error is indispensable. Participants must be able to understand that imperfect data, a poorly applied protocol or an invalidated hypothesis are not humiliating failures, but stages of clarification.

5.4. Robustness

Robustness here refers to the ability to hold up in an imperfect environment. A participatory project never takes place under ideal conditions. There are delays, absences, unforeseen events, misunderstandings, material constraints, group tensions and missing data.

Sport trains precisely for this reality. It teaches people to act with wind, fatigue, weather, terrain, the opponent, equipment, fear and uncertainty. It makes the idea that real action always takes place in an incomplete world more acceptable.

6. Neurocognitive and behavioural modelling

Sporting practice mobilizes complex cognitive processes. It engages attention, inhibition, working memory, cognitive flexibility, anticipation, planning and decision-making.

In many sports, the practitioner must process several pieces of information simultaneously: their body, others, space, rules, time, the objective, danger, rhythm and weak signals. This cognitive activity is not abstract. It is embodied in action.

This embodied cognition is particularly interesting for Participatory Science. Field projects require perceiving, selecting, comparing, interpreting and documenting situated information. The participant must learn to see what matters.

Sport also develops regulation of the activation level. Too little activation produces inattention or passivity. Too much activation produces panic or haste. The athlete gradually learns to find an effective zone of engagement.

In a participatory scientific project, this regulation is also necessary: staying focused during an observation, not becoming discouraged by a repetitive task, not panicking when faced with a technical difficulty, not becoming scattered in a collective project.

Sport can therefore be seen as neurocognitive training for situated action.

7. Sport and project-based learning: from sporting challenge to scientific challenge

Sport and project-based learning share the same deep structure.

In both cases, there are:

an objective;
constraints;
rules;
a collective or a framework for action;
progression;
feedback;
errors;
adjustments;
an observable production;
a transformation of the participant.

Sport can thus serve as a warm-up to the project posture. It brings participants into a dynamic of action even before the project is intellectually formulated. It sets them in motion, both literally and figuratively.

In a hackathon, a training course, a scientific stay, a discovery class or a field operation, a well-chosen sporting practice can prepare participants for cooperation, listening, controlled risk, role-taking, confidence and commitment.

But this integration must be intentional. It is not enough to add a sporting activity to the programme. The pedagogical link between the bodily activity and the project must be organized.

After the activity, it must be possible to ask:

What did we learn about ourselves?
What did we learn about the group?
What roles emerged?
How did we manage fear or uncertainty?
How did we make decisions?
What errors helped us progress?
What skills are transferable to the scientific project?
How can this experience be transformed into a method?

It is this reflective passage that transforms sport into a tool for project-based learning.

8. Sport and Participatory Science: from practitioner to co-investigator

Sport can become a direct support for Participatory Science when it makes it possible to observe, measure, document or access environments.

A kayaking outing can become an operation for observing the coastline. A hike can become biodiversity monitoring. An orienteering race can become participatory mapping. A dive can become a species survey. A bicycle outing can become an air-quality measurement. A collective walk can become an investigation into urban accessibility. A nautical activity can become a citizen observatory of floating waste, birds, water temperature or coastal uses.

In this perspective, the athlete is not only a practitioner. They become a co-investigator.

This transformation requires several conditions:

simple protocols;
progressive training;
clear safety;
useful data;
visible restitution;
recognition of contributions;
articulation with researchers or institutions;
an understanding of the meaning of observation.

Sport then makes it possible to connect sensory experience and knowledge production. It links gesture, environment and data.

9. Kayaking as an integrative model

Kayaking is a particularly rich case for thinking about this articulation.

It is both an individual sport and a collective activity. Each practitioner is alone in their craft, but depends on the group for safety, orientation, rhythm and decision-making. It engages autonomy and interdependence.

It is practised in a moving natural environment: sea, river, lake, current, wind, wave, depth, weather, temperature. The kayaker must learn to read the environment. They cannot impose their will on the water. They must compose with it.

It develops technical skills: getting into the kayak, paddling, steering, balancing, recovering, securing oneself, getting back into the kayak, helping another practitioner. These skills build self-confidence because they transform an initial fear into a real capacity.

It also develops mental skills: staying calm in waves, accepting being tossed around, relaxing, anticipating, deciding, not tensing up, assessing risk, giving up if necessary.

Finally, it provides access to observation areas that are sometimes difficult to reach from land. Kayaking can therefore become a research tool: wildlife observation, photographic surveys, waste monitoring, access to coves, non-motorized approach, coastal awareness, collection of environmental information.

As a metaphor, kayaking says something profound about Participatory Science: moving forward in a living environment, reading signals, correcting one's trajectory, cooperating, holding one's course, accepting uncertainty and learning from the field.

10. Application to researchers, doctoral students and scientific teams

The value of sport does not only concern non-scientific audiences. It also concerns researchers, doctoral students and scientific teams.

Research life is often marked by sedentary behaviour, isolation, pressure, uncertainty, cognitive fatigue, symbolic competition, difficulty completing work and sometimes abandonment. In some doctoral pathways, a lack of well-being, loss of meaning or difficulty organizing time can become dropout factors.

Integrating sporting practice into research environments can therefore have several effects:

improve stress regulation;
strengthen well-being;
create team cohesion;
give bodily rhythms to long intellectual activities;
reduce isolation;
support concentration;
restore a sense of daily accomplishment;
develop resilience in the face of scientific setbacks.

This proposal may seem counter-intuitive. Adding sport to an already busy schedule may appear to be a waste of time. Yet if sporting practice improves quality of presence, mental clarity, psychological health and productivity, it does not necessarily reduce work. On the contrary, it can make work more sustainable.

This nevertheless requires a change of paradigm. Sport should not be considered a personal luxury to be practised once the “real work” is finished. It can be recognized as a component of the ecology of scientific work.

11. Intercultural dimension: not exporting a single sporting model

The integration of sport into Participatory Science must remain culturally situated.

Not all cultures value the same bodily practices, the same relationships to effort, the same forms of competition, the same uses of the body, the same gender rules, the same conceptions of the collective or the same ways of surpassing oneself.

It would therefore be problematic to export a Western, competitive, individualistic or standardized sporting model into all contexts. In some territories, walking, dance, rowing, wrestling, navigation, collective games, martial arts, agricultural practices, fishing, traditional hunting, subsistence activities or daily travel may play a more relevant role than institutionalized sports.

The issue is not to make all audiences fit into a narrow definition of sport. It is to recognize the bodily practices that, in each culture, develop attention, autonomy, responsibility, cooperation, courage, self-control and the relationship to the environment.

Inequalities of access must also be taken into account: gender, age, disability, social class, health, safety, equipment, availability, cultural norms and possible trauma. Sport must not become a new tool of exclusion.

It must be designed as a gateway to the capacity to act.

12. Proposed model: the Sport-Project-Science cycle

Based on the preceding elements, it is possible to propose an eight-phase model.

Phase 1 — Bodily activation

Sport sets participants in motion. It moves the group out of a seated, passive or strictly discursive posture. It creates a different form of availability.

Phase 2 — Situated experience

Participants experience a real situation, in an environment, with constraints, emotions, interactions and unforeseen events.

Phase 3 — Observation

The experience is transformed into an object of observation: what happened? What did we see, feel, measure, understand? What signals did we perceive?

Phase 4 — Formalization

The group links the observations to concepts, hypotheses, data, maps, narratives, protocols or research questions.

Phase 5 — Cooperation

Participants organize roles, responsibilities, complementarities and decision-making modes.

Phase 6 — Empowerment

Each person understands their contribution. The project becomes partly their own. Participation ceases to be merely presence.

Phase 7 — Restitution

The group produces a shareable result: data, poster, map, narrative, prototype, protocol, presentation, educational tool or project proposal.

Phase 8 — Transfer

The skills acquired are transferred to other contexts: school, laboratory, association, territory, impact enterprise, research programme, public policy or personal project.

13. Limits, risks and points of vigilance

Integrating sport into Participatory Science entails several risks.

The first is instrumentalization. Sport may be used as simple entertainment, with no real link to learning, research or the project. In this case, it entertains, but does not structure.

The second is the excessive valorization of high-performing profiles. If the system admires only the fastest, strongest or bravest, it reproduces hierarchies and may exclude less athletic people.

The third is confusion between self-transcendence and exceeding safety limits. Self-transcendence has pedagogical value only if it remains chosen, progressive, accompanied and respectful of people's integrity.

The fourth is cultural risk. A sporting activity may be experienced as unsuitable, embarrassing, socially inappropriate or inaccessible depending on the context.

The fifth is a lack of evaluation. It is not enough to assert that sport produces autonomy or resilience. Effects must be documented, experiences collected, systems compared, limits analysed and knowledge produced.

An ethical framework is therefore necessary. It must include:

consent;
safety;
inclusion;
accessibility;
progressivity;
diversity of bodies;
diversity of cultures;
the possibility of not taking part in a physical activity;
recognition of non-competitive learning.

14. Discussion: toward a bodily ecology of Participatory Science

Science is often thought of as an activity of the mind. Participatory Science reminds us that it is also a social activity. The integration of sport makes it possible to add a third dimension: science is also a bodily, situated, emotional and relational activity.

Observing an environment, following a protocol, walking for a long time, paddling, waiting, measuring, concentrating, cooperating, carrying equipment, facing discomfort, revisiting one's errors, recounting what one has seen: all of this engages the body.

It is therefore possible to speak of a bodily ecology of Participatory Science. This ecology does not separate knowledge, action, emotion, the collective and the environment. It thinks them together.

In this perspective, sport becomes a bridge. It connects:

field and knowledge;
effort and attention;
emotion and method;
autonomy and safety;
pleasure and rigour;
self-transcendence and respect for limits;
individual experience and collective production.

This is not a matter of sportivizing all scientific projects. It is a matter of recognizing that certain sporting practices, when well chosen and well integrated, can train participants who are more capable, more committed, more robust and more responsible.

Conclusion

Sporting practice can play a structuring role in project-based learning and Participatory Science. It must not be reduced to an activity of relaxation, health or cohesion. It can become a method for training autonomy, commitment, responsibility, resilience, robustness and self-transcendence.

Sport engages participants in a real experience. It teaches them to act under uncertainty, manage their emotions, cooperate, read an environment, respect rules, take initiatives, start again after failure and gradually transform their capacities.

Participatory Science needs these skills. It cannot be limited to asking citizens to collect data. It must train people capable of understanding, contributing, questioning, documenting, transmitting and sometimes becoming co-authors of projects.

Project-based learning provides the framework for this transformation. Sport can be one of its bodily and social accelerators.

The challenge is therefore not to juxtapose sport and science, but to build hybrid systems in which the sporting gesture becomes a learning gesture, the observation gesture becomes a scientific gesture, and the participant gradually becomes an actor capable of acting on themselves, with others and in the world.

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Bibliography

Europe

Baize, D., d'Arripe-Longueville, F., Piponnier, E., & Scoffier-Meriaux, S. (2024). Psychological risk factors for a first hamstring strain injury in soccer: A qualitative study. Frontiers in Sports and Active Living, 6, Article 1377045. https://doi.org/10.3389/fspor.2024.1377045

Moreno-Murcia, J. A., & Huéscar Hernández, E. (2013). The importance of supporting adolescents' autonomy in promoting physical-sport exercise. The Spanish Journal of Psychology, 16, Article e81. https://doi.org/10.1017/sjp.2013.81

Allan, J. F., & McKenna, J. (2019). Outdoor adventure builds resilient learners for higher education: A quantitative analysis of the active components of positive change. Sports, 7(5), Article 122. https://doi.org/10.3390/sports7050122

North America

Durand-Bush, N., Salmela, J. H., & Green-Demers, I. (2001). The Ottawa Mental Skills Assessment Tool (OMSAT-3). The Sport Psychologist, 15(1), 1–19. https://doi.org/10.1123/tsp.15.1.1

Pedersen, M., Wood, G. E. R., Fernes, P. K., Rosas, L. G., Banchoff, A., & King, A. C. (2022). The “Our Voice” method: Participatory action citizen science research to advance behavioral health and health equity outcomes. International Journal of Environmental Research and Public Health, 19(22), Article 14773. https://doi.org/10.3390/ijerph192214773

South America / Latin America

Arango, C. M., Páez, D. C., Reis, R. S., Brownson, R. C., & Parra, D. C. (2013). Association between the perceived environment and physical activity among adults in Latin America: A systematic review. International Journal of Behavioral Nutrition and Physical Activity, 10, Article 122. https://doi.org/10.1186/1479-5868-10-122

Blanco-Ramírez, S., Bañales-Seguel, C., Guardado-Torrez, C., Seibert, J., & van Meerveld, I. (2025). Implementation of a global citizen science app in community-based water monitoring: Lessons learned from the CrowdWater experiences in Latin America. Citizen Science: Theory and Practice, 10(1), Article 10. https://doi.org/10.5334/cstp.749

Africa

Burnett, C. (2009). Sport-for-development approaches in the South African context: A case study analysis. South African Journal for Research in Sport, Physical Education and Recreation, 31(1), 29–42.

Malete, L., McCole, D., Tshube, T., Mphela, T., Maro, C., Adamba, C., Machuve, J., & Ocansey, R. (2022). Effects of a sport-based positive youth development program on youth life skills and entrepreneurial mindsets. PLOS ONE, 17(2), Article e0261809. https://doi.org/10.1371/journal.pone.0261809

Asia

Liang, X., Li, R., Wong, S. H. S., Sum, R. K. W., & Sit, C. H. P. (2021). The impact of exercise interventions concerning executive functions of children and adolescents with attention-deficit/hyperactive disorder: A systematic review and meta-analysis. International Journal of Behavioral Nutrition and Physical Activity, 18, Article 68. https://doi.org/10.1186/s12966-021-01135-6

Samsudin, S., Kamalden, T. F. T., Aziz, A., Ismail, M. H., Yaakob, S. S. N., & Farizan, N. H. (2021). The impact of outdoor education camp program in building resilience among university students. Asian Journal of University Education, 17(4), 71–83.

Oceania

Rachele, J. N., Jaakkola, T., Washington, T. L., Cuddihy, T. F., & McPhail, S. M. (2015). Adolescent self-reported physical activity and autonomy: A case for constrained and structured environments? Journal of Sports Science & Medicine, 14(3), 568–573.

Hinckson, E., Schneider, M., Winter, S. J., Stone, E., Puhan, M., Stathi, A., Porter, M. M., Gardiner, P. A., Dos Santos, D. L., Wolff, A., & King, A. C. (2017). Citizen science applied to building healthier community environments: Advancing the field through shared construct and measurement development. International Journal of Behavioral Nutrition and Physical Activity, 14, Article 133. https://doi.org/10.1186/s12966-017-0588-6

Antarctica / Polar Environments

Palinkas, L. A., & Suedfeld, P. (2008). Psychological effects of polar expeditions. The Lancet, 371(9607), 153–163. https://doi.org/10.1016/S0140-6736(07)61056-3

Smith, N., Kinnafick, F., & Saunders, B. (2017). Coping strategies used during an extreme Antarctic expedition. Journal of Human Performance in Extreme Environments, 13(1), Article 1. https://doi.org/10.7771/2327-2937.1078

Cross-Cutting Sources

Haklay, M. (2013). Citizen science and volunteered geographic information: Overview and typology of participation. In D. Z. Sui, S. Elwood, & M. F. Goodchild (Eds.), Crowdsourcing geographic knowledge: Volunteered geographic information (VGI) in theory and practice (pp. 105–122). Springer. https://doi.org/10.1007/978-94-007-4587-2_7

Egenrieder, J. A. (2010). Facilitating student autonomy in project-based learning to foster interest and resilience in STEM education and STEM careers. Journal of the Washington Academy of Sciences, 96(4), 35–45.

Participatory Science: what is it ?

Tiphaine Riaux — 2026-04-28T13:56:52Z

Did you know that you could involve non-scientists in real research?

Thanks to participatory science, anyone can become an actor of knowledge and contribute to projects that concretely change the world. No degree needed. Just observation, commitment, and a desire to act. Curious citizen, local resident, or passionate enthusiast: this is where you have a role to play.

Participatory science in brief

Participatory science consists of involving society as a whole in scientific production. By mobilizing diverse actors within multidisciplinary activities, it promotes collective intelligence and the complementarity of knowledge, serving the advancement of knowledge.

Each person can thus contribute to identifying research questions, collecting and analysing data, interpreting results, but also to developing new technologies or innovating methods to address complex issues. Ultimately, science as a whole is strengthened, as is individuals' ability to better understand and act in the face of complex challenges.

By involving citizens in research, participatory science is a major asset for science and for society

⚖️Democracy and justice in science

A fairer and more complete science: Participatory science opens science to knowledge that laboratories alone cannot reach. By integrating local realities and community knowledge (indigenous knowledge, traditional practices, field experience), participatory science offers more tailored and consensual responses to major challenges, often resulting in more sustainable and inclusive solutions.

🔍Amplified research capacities

A science without borders or resource limits: By mobilising thousands of citizen-observers, participatory science allows data collection and fields of study to be multiplied, where research laboratories are often limited financially and in terms of human resources. Furthermore, new practices and methodologies can complement existing ways of doing science.

With participatory science, ambitions in research are no longer constrained, it is once again possible to dream bigger.

💪The individual at the heart of the process

A science that values and empowers: Participating in a participatory science project is not about being a mere executor, it is about being a co-author. Such an experience can become a lever for empowerment and individual recognition. By offering the opportunity to be involved in a project from A to Z, participatory science gives the individual the feeling of contributing to something bigger and offers everyone the possibility of feeling fully part of the world.

📚Educational assets and lever for engagement

A science learned through practice: Far from top-down pedagogical approaches, participatory science is based on a simple philosophy: we understand better what we do ourselves. By proposing action-based learning and placing participants in concrete situations, it facilitates the appropriation of complex issues, whether climatic, ecological, or social.

Thus, direct experience, rather than discourse alone, constitutes an effective method of awareness-raising, likely to foster engagement and taking action.

Already active in Participatory Science? Come strengthen, test, and deploy your projects

Are you already leading an observatory, a protocol, a field action, a participatory research program, or a science-society initiative? This Hackathon is not only an introductory training course: it is an intensive space to consolidate your existing projects, make them more robust, more mobilizing, and easier to deploy.

✅ Clarify your scientific, educational, and operational objectives.
✅ Improve your protocols without losing accessibility for the public.
✅ Strengthen data quality and contributor motivation.
✅ Work on presentation, recognition, and participant retention.
✅ Test your project with complementary profiles: researchers, educators, local authorities, NGOs, engineers, communicators, funders.
✅ Transform a one-off action into a sustainable, transferable, and replicable program.
✅ Leave with a method derived from Objectif Sciences International's 30 years of field experience.
✅ Benefit from a concrete toolbox to design, facilitate, fund, and promote your projects.

The Step One Hackathon is also aimed at those who already know what Participatory Science is, but who want to move up a level: better structure, better facilitate, better document, better transmit, and better sustain their projects over time.

Training for Development

Tutorial — Best Practices for Media Relations

1. The Right Reflex: Help the Journalist

2. What Deserves Media Outreach

3. Build the Angle in One Sentence

4. Choose the Right Journalists

5. Adapt the Approach to the Type of Media

6. Phone First, Then Email: the Most Effective Method

7. Short Email Template

8. The Press Release

9. The Press Kit

10. The Media Kit

11. Preparing a Journalist's Field Visit

12. Radio, Television, Print Media: Useful Reflexes

13. Asking for a Review Without Antagonizing the Journalist

14. Following Up Without Being Overly Insistent

15. After the Event: Do Not End the Relationship

16. Becoming a Regular Source

17. The Monthly or Quarterly Press Release

18. AI and Document Production

19. What to Avoid

20. Measure What Matters

Checklist Before Sending

Phrase to Remember

PROMPTS

Press Release Prompt

You are a senior consultant in

Press Kit Prompt

You are a senior consultant in

EXEMPLES

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Best Practices for Media Relations With a Quarterly Press Release

1. Think Like an Editorial Team

2. Select Only a Few Subjects

3. Send It Before the Quarter Begins

4. Use a Useful Title

5. Present Each Subject as a Mini Fact Sheet

6. Adapt the Angle to the Media Outlet

7. Speak as a Source, Not as a Requester

8. Create Clear Deadlines

9. Prepare the Resources Before Sending

10. Put the Text in the Body of the Email

11. Follow Up for a Genuine Reason

12. State Clearly What Is Confirmed

13. Write Briefly and Actively

14. Establish a Regular Appointment

Short Template

Checklist Before Sending

Phrase to Remember

Prompt

You are a senior consultant in

Exemples de Communiqués de Presse Trimestriels

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Stakeholders in the ecological transition (non-profit and private sectors)

🌊"Waves of Change" Hackathon Program

Modules for Ecological Transition Stakeholders (Associative and Private Sectors)

To overcome these challenges, participatory science provides a powerful solution.

Economic actors in development

🌊"Waves of Change" Hackathon Programme

Modules for Economic Development Stakeholders

This is where integrating participatory science activities becomes especially valuable.

Tourism stakeholders (public, non-profit, and private)

🌊 "Waves of Change" Hackathon Programme

Modules for Tourism Stakeholders (Public, Non-profit and Private Sectors)

Participatory science provides a practical way to turn this potential into action.

Low-tech and participatory sciences: two complementary approaches

🔧 What participatory sciences add to a low-tech activity

✨In brief

Study of Trends and Best Practices in Learning Through Hands-On Impact Projects

Scope and Framing Assumptions

Participatory science and teaching

🌊“Waves of Change” Hackathon - Modules available specifically to teachers

To successfully meet these everyday challenges, Participatory Science is a powerful lever.

Sport, participatory science and project-based learning: an ecology of autonomy, commitment and self-transcendence

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