Sport for Peace Leadership Program



Sport for Peace Leadership Program

This is a seven-week program that focuses on helping elementary children learn how to be positive leaders and promote peace within their school and communities. The program utilizes sport and games to help teach these lessons. The program is built on the six pillars of peace:

• Trustworthiness

• Respect

• Responsibility

• Fairness

• Caring

• Citizenship

These pillars will be woven throughout the program as we help children learn to make decisions to behave and interact in positive ways. We hope this program will encourage these natural leaders to create a peace project they can then teach to their peers, teachers, and parents.

Goals:

The mission of this program is to use sport and physical activity as a way to promote positive values, social competencies, and sportspersonship related to peaceful living in elementary-school student leaders. The goals are as follows:

1. To teach student leaders how to promote positive, inclusive behaviors in informal and formal physical activity settings;

2. To use sport and physical activity as a way to promote positive values, social competencies, and conflict resolution as they relate to peace in student leaders.

3. To have student leaders prepare a proposal for implementing a sport for peace program at their school.

Program Objectives:

More specifically, we expect the following objectives will be met by the end of the program.

1. Participants will be more likely to follow appropriate social norms while participating in informal and formal physical activity.

2. Participants will be more likely to follow the rules of the designated physical activity.

3. Participants will be more likely to respect other individuals while participating in informal and formal physical activity.

4. Participants will be able to define anger and identify anger provoking situations that may arise in informal and formal physical activity settings.

5. Participants will be more confident in their ability to manage a conflict in a sport setting that occurs between peers.

6. Participants will be less likely to use physical or psychological violence to deal with conflict.

7. Participants will be more likely to demonstrate empathy to a peer.

8. Participants will be more likely to demonstrate cooperation with peers.

9. Participants will be provided with a complete notebook of activities from the program that can be used in future programming.

10. Participants will have a proposal for a sport for peace program they could implement in the school.

Schedule

General daily schedule:

2:45-3:00

Go over lesson plan, answer questions, pass out packets, and set up for the day

3:00-3:05

Greet children, encourage them to make name tags, engage the kids in conversation with you and with their peers.

3:05-3:15

Assign kids roles and briefly introduce the topic of the day.

3:15-3:40

Explain the rules of the game. Play game.

3:40-3:45

Game closure and clean-up.

3:45-3:55

Discussion about the topic of the day

3:55-4:00

Have the children journal about their experiences and then everyone says goodbye.

4:00-4:15

Talk about the day, answer any questions/concerns, pass out lesson plans (Tuesday only)

Data Collection

Data collection will occur 2/19/13

The children will complete a sportspersonship questionnaire and an exit interview (on the last day only)

1. The Multidimensional Sportspersonship Orientation Scale will be used to measure sportspersonship attitudes. It assesses individuals’ respect for social conventions of sport, rules and officials, commitment toward sport participation, respect and concern for the opponent, and negative approach toward the practice of sport.

2. A semi-structured exit interview will be used to gain understanding of students’ perceptions of the program; assessing their knowledge of anger, conflict management skills, and sportspersonship, as well as their confidence in creating peaceful environments in their school and in physical activity settings.

During Data Collection

• Have the children spread out so as to not encourage discussion or sharing answers

• Remind children NOT to write their name on the assessments, but to use their id numbers

o On the first day the children will be asked to pick an id number, this number will be used to identify each child’s set of data

• Read the directions aloud to all children

• Help a child when asked

o If help is needed please be as unbiased when helping the child as possible

▪ Watch out for voice inflection and nonverbal such as nodding your head, and please do not give the child reinforcement for picking the “correct” answer

Curriculum Plan

Week 1 Session 1: Introductions

Introduce coaches, sessions, rules and program.

Games – Name Toss & Human String Knot

Data Collection during the discussion time.

Week 1 Session 2: What is Peace?

Opening Activity: Draw what peace means to them.

Game – Pass the Chicken

Discussion time: Journals; meeting/working with new people; What is Peace?

Week 2 Session 1: Social Norms for Sport; Following Rules in Sport, Being a Good Sport, Pillars of Peace

Game – Red Light/Green Light with rule changes

Discussion Activity- what is a norm; norms in sport vs. classroom vs. community Rule-evaluating meeting – how rules and norms help/hurt peace; pillars of peace—are these norms or rules?

Week 2 Session 2: Respecting Others In & Out of Sports

Game – Cookies and Cream & Relay Races

Discussion Activity – Respect and involving everyone in the activity

Week 3 Session 1: Understanding Anger

Game – Rob the Roost

Discussion Activity – Anger during the game; is it okay to be angry; how to calm ourselves

Week 3 Session 2: Expressing Feelings and Reading Others

Discussion time for project

Game – Frogs and Lilly Pads; relay races

Discussion Activity – Ground rule: You can make a complaint about a problem, but you have to offer a recommendation for correcting it. Animal feelings; mood game Develop a feeling vocabulary

Week 4 Session 1: Calming Self

Game – Hold the Rope Relay

Discussion Activity – Sticky situations: "What should you/would you do if (foul vs. non-foul); discussion of FOULS; Angry song; Deep breathing, develop a calming plan

Week 4 Session 2: Resolving a Conflict

STEP steps and Foul/Foul Busters

Game – Scooter Soccer/Crab Soccer

Discussion Activity – Conflict Skits and how to settle differences; STEP method

Week 5 Session 1: Using “I” Statements

Game – Kids’ choice

Discussion Activity – Blast Off; using “I” statements poster/steps

Week 5 Session 2: Listening and Thinking About Others’ Feelings

Reminder about pillars of peace

Game – Frisbee obstacles/toss

Discussion Activity – Decorate Frisbees with peace signs/slogans; telephone game; being a good listener worksheet

Week 6 Session 1: Random Acts of Kindness / Finding Peace in Ourselves & Others

Game – Ball Toss; Ball relay

Discussion Activity – Peace Graffiti Wall

Week 6 Session 2: Peaceful Planning

Game – TBD

Discussion Activity – Plan for group performances next session.

Week 7 Session 1: Cooperating

Bring a teacher/parent day; Discussion time for project

Game – Blindfold trust obstacle walk

Discussion Activity – Group presentations; Discuss proposed projects with teachers; Peace pledge & Peaceful Living ideas

Week 7 Session 2: Review

Data collection during discussion time

Game – Kids’ choice

Discussion Activity – Saying Goodbye

Coach Expectations

• Build rapport

o This is a study in hopes of creating a larger program so the biggest concern is that we are building rapport with the children and with the school.

• Have fun!

o If you are having fun the kids will have fun. It’s important to be enthusiastic and ready to go.

• Involve everyone

o Try to get each child to participate

o Guide the discussion, but allow the children to take ownership over it

o Encourage the kids to talk to one another

• Be a role model

o Model the behaviors you want the kids to adopt

o Be extra conscious of using manners, showing respect, and displaying random acts of kindness

• Be prepared and on time

o Arrive on time; 15 minutes prior to the start of the program

o Read the lesson plan before arriving

o Bring a copy of the lesson plan with you

o Wear a red BSU shirt, active shorts or pants, and tennis shoes

Leading Discussions

As a group leader, you are expected to lead your small group of kids in discussion about the topic of the day. Your lesson plan contains a list of topics and questions to help guide your discussion as well as additional handouts and worksheets to engage the kids. This is meant to be a guideline; we encourage you to hit all of the points on the lesson plan, but if the children take the discussion in a different direction and it is still relevant to the topic go with it. In the beginning you may feel like the discussion is dependent upon you and the children are answering to you, encourage the kids to engage one another in conversation. Hopefully, by the end of the six weeks the kids will be “leading” the discussions and speaking directly to one another as opposed to replying back to the leader. Below are some tips that may help you during discussion time.

• Have all kids circle up

• Start the conversation with an overview of the purpose/topic of the day

• Remind children of the group rules

o Good talking and good listening skills

• Use kid friendly language

o Most children will understand your vocabulary, but if you feel like they will not know what a particular word means, ask.

o Keep your explanations and definitions short and to the point. Less = more

• Give the kids some time to think

o Allow the children to take a few seconds to think of a response and to think through the topic. Just because there are a few moments of silence does not necessarily mean they don’t want to participate.

• Use open-ended questions as much as possible

o Many questions have been provided for you on the lesson plans, but if your group deviates from the lesson plan or you want to process comments further, use open-ended questions.

o If you find yourself sitting in silence with no one responding, try using a circle whip. This means you go around in a circle so that each child gives a response and you prompt them with an incomplete sentence, such as…

▪ “Something I thought we did well today during the game was…”

▪ “Something I think we can do better in the next game is…”

▪ “A decision I think we should make…”

▪ “I’m wondering why…”

▪ “Something that bothers me…”

▪ “I wish…”

• Encourage children to share with one another

o If you find the kids only responding to you, ask the group if everyone heard what was said. If not, ask the child to tell the group.

o Try statements like, “Thank you for sharing that with me Sally, can you tell Ben what you just said?”

• Close the discussion with a summary statement

o Ask the kids to reflect on how they can apply the lessons learned from today to their daily lives and interactions with peers

o Ask the kids what themes or patterns emerged during discussion

o Ask the kids if they have any final thoughts about the topic

o Ask one of the kids to provide the “take home message”

o Link the current lesson/topic to previous lessons learned; follow this up with a hint about the next day’s topic.

Weekly Lesson Plans

WELCOME! (Intro)

Week 1 Session 1

Objective: To introduce the program to the students. Explain sessions, rules, and programs.

Equipment Needed

Data Collection Questionnaires

Pieces of String

Tennis Balls

3:00 – 3:10 Greetings

• Greeting Handshakes

• Make Name Tags

• Introductions

o Introduce coaches

▪ All Coaches will be wearing red BSU shirts

o Explain the purpose of the program,

▪ Students are here because they are leaders!

▪ We are here to have fun!

▪ We are here to run around, play, and make new friends.

▪ We are here to find out ways to make our school better.

o Explain Expectations

▪ We are expected to be honest and do the right thing.

▪ We are expected to treat others with respect by listening to them when they are talking, being considerate of others’ feelings, and following the golden rule.

▪ We are expected to do what we are asked and to always try our best.

▪ We are expected to play by the rules and take turns.

▪ We are expected to be kind by using nice words and saying please, thank you, and you’re welcome.

▪ We are expected to help one another and to involve everyone.

▪ We are expected to have FUN!!

o Explain Gold Star program.

▪ At the end of the day students will be allowed to assess their own behaviors.

▪ If the child feels that he or she has displayed peaceful, accepting, non-conflict behaviors, then he or she may give themselves a star to put on their journal.

3:10-3:25 Games!!

• Name Toss

o Students & Coaches will break up into smaller groups.

o A Coach will start with the ball and pass it to a student.

▪ The thrower will say: “Hi (name)” and then underhand toss the ball

▪ The catcher will say: “Thank you (Name). Then say “Hi (name)” and toss the ball.

▪ This process will go until everyone has caught & thrown the ball in the circle.

o After a warm-up round: Throwing in the same order try and do it faster as a group.

o Another round add in more than one ball.

• Human String Knot

o Break students up into different groups

o Give each student a piece of string.

o Explain game rules to students.

▪ Students must “untangle” each other without breaking hands to form a circle.

• End of game

o Congratulate students

o Clean up

o Quick Water break.

3:25-3:55 Data Collection

• Explain Assessments to children

o Answer Honestly

o Ask Coaches for help

• Pass out Assessments

o Have students spread out to complete

• Allow students plenty of time to finish

3:55-4:00 Wrap-up

• Closing Announcements

• Closing Peace Tunnel

“What is Peace?”

Week 1 Session 2

Objective: Discuss what peace means to the children and what words and actions display peace. Introduce coaches and explain rules, program expectations, and gold star program.

Equipment Needed:

2 Plastic Chickens

Wall paper and Markers/Crayons

3:00-3:10 Greetings

• Greeting Handshakes

• Make Name Tags

• Activity

o Have children draw what peace means to them on wall paper

▪ When finished have them sit down on the bleachers

o Find out what other activities in which the kids participate.

• In large group, explain rules of Pass the Chicken

o The game is similar to tag

o Objective is to help “unfreeze” others by passing (giving) the “frozen” person a chicken

o Children are able to run around the gym as long as they stay within the basketball court.

▪ If a child runs outside the basketball court s/he becomes “frozen” and must wait to be given a chicken before s/he can run again

o A designated “it” must run around and tag as many people as possible

▪ Those children with a chicken CANNOT be “frozen.”

3:10-3:30 Game: Pass the Chicken

• 3:25 Stop and briefly process peaceful behaviors and incorporating the pillars (thumbs up/thumbs down/thumbs sideways)

3:30-3:35 Game Closure

• Congratulate and shake hands with all participants

• Clean Up

• 45 second water break

• Divide kids into small groups

o Have coaches go to separate areas of gym to indicate group meeting area

3:35-3:55 Group Discussion

• Explain that we will be in these small groups all year.

o Hand out their journals

o Have kids write their names on the journal and either write about peaceful behaviors they saw during the game or draw a picture of one’s self playing Pass the Chicken peacefully

• Process the kid’s journal entry

o Discuss the drawings as a group

o What were the common themes?

o As a group come up with a general definition of peace

• What peaceful behaviors did you see in the game?

o What are some other places we can display peaceful behaviors?

3:55-4:00 Session Closure

• STAR Program; remember taking a star means we behaved in a peaceful way

• Closing peace tunnel

“Following Rules in Sport, Being a Good Sport”

Week 2 Session 1

Objective: Discuss why rules are set both in and outside of sports. Discuss good sportsperson conduct in sports and how to use it inside the classrooms.

Equipment Needed:

Cones (as needed if we are outside)

Tape (as needed if we are outside)

Handout: “The Six Pillars of Character”

3:00-3:07 Greetings

• Greeting Handshakes

• Make Name Tags

• Check Ins

o In small groups, have kids generate examples of good sportspersonship

▪ Write these on individual slips of paper

▪ Examples of peaceful behaviors?

o Ask the children if they saw any peers acting in a peaceful manner. Or if they saw any peers help out a person in need.

3:07-3:13 Large Group

• Opening Sharing Moments

o What are some of the examples you came up with for sportspersonship?

o Define sportspersonship; link to 6 pillars

o What does it mean to be a good winner? A good loser?

• Explain rules of Red Light/Green Light

o Children line up horizontally at the start line/baseline of the court/field.

o Objective is to get to the finish line at the opposite end of the court/field

o Children are able to move when the light is green, but must stop when the light is red.

▪ If a child moves during a red light he/she must return to the start line and begin all over

3:15-3:35 Game: Red Light/Green Light

• 3:22 Stop and briefly process how we have been using peaceful behaviors and incorporating the pillars (thumbs up/thumbs down/thumb sideways)

o Switch to Sportspersonship Red Light/Green Light

• Sportsmanship Red Light/Green Light

o The rules are the same as above however movement is based on behaviors/characteristics of sportspersonship

o A leader (one of the children) describes a behavior or characteristic that either displays good or bad sportspersonship

▪ Children are able to move during positive examples of sportspersonship (green light), but must stop during examples of negative sportspersonship (red light)

3:35-3:40 Game Closure

• Congratulate and shake hands with all participants

• 45 second water break

• Split into small groups

3:40-3:55 Group Discussion

• Integrate the six pillars of peace into the sportsmanship discussion (pass out 6 pillars of character handout)

o Trustworthiness, Respect, Responsibility, Fairness, Caring, Citizenship

▪ Give each kid a pillar/2 pillars, go around the circle and see how fast they can name all of them

o These six characteristics help make a good peacemaker and we will be using them throughout our program so make sure you keep an eye out for them as we discuss how to improve our leadership skills and promote peace

• After we stopped and briefly talked, how was the sportspersonship during the game? (thumbs up/down)

o Specific behaviors/comments/actions the children made (linked to the 6 pillars)

o What are some reasons it is important for people to display good sportspersonship?

• What happens if someone is being un-sportspersonlike?

o How should you handle it? (Kids can act these out)

▪ Be a positive role-model, let your actions speak

▪ Say something to an adult

▪ Say/Do something nice for the person who was hurt

▪ Tell the person who behaved poorly how their actions made you feel

o What could you say to that person?

▪ Suggest positive alternatives

▪ Find out why the person behaved in a negative manner

▪ Teach the person about the 6 pillars of peace

• Can the principles of good sportspersonship be displayed at school?

How can good sportspersonship be displayed during school? (Kids can act these out)

3:55-4:00 Session Closure

• Ask the children to draw or write the 6 pillars and what they mean to them

• STAR Program; remember taking a star means we behaved in a peaceful way

• Closing peace tunnel

“Respecting Others In & Out of Sports”

Week 2 Session 2

Objective: Teach the children to always include everyone in an activity. Explain how respecting others can benefit them both in and out of sports.

Equipment Needed:

2 balls, 2 batons, 8 cones

3:00-3:05 Greetings

• Greeting Handshakes

• Make Name Tags

• Check Ins

o In small groups, have the kids name each of the 6 pillars

▪ Create a skit that exemplifies one of the pillars

3:05-3:15 Large Group

• Opening Sharing Moments

o Who can name one of the 6 pillars? Go around until all 6 are named

▪ Did anyone see someone display a pillar at school today?

• Explain rules of the game: Cookies and Cream

o Children line up in two single-file lines

o The first person (leader) in each line holds a ball

▪ The leader is able to run/walk wherever s/he pleases and the rest of the kids in the line follow

o The leader can stop at anytime and yell and do a command such as 5 jumping jacks or spin in a circle, etc.

▪ The rest of the kids in the line will stop and complete the command

▪ Afterwards the last person in line will move to the front, gaining the possession of the ball and becoming the leader

o Repeat this until everyone has had a turn being the leader

• Explain rules of the game: Relay Race

o Four children will comprise a “relay team”

o Children will spread out in equal distances to make up the four legs of the race

o Each child will run the baton to the next teammate and pass off the baton until the anchor runs through the finish line

3:15-3:35 Game: Cookies and Cream; Relay Race

• 3:22 Stop and briefly process how we have been using peaceful behaviors and incorporating the pillars (thumbs up/thumbs down/thumb sideways)

o How can we improve?

3:35-3:40 Game Closure

• Congratulate and shake hands with all participants

• Clean Up

• 45 second water break

• Separate into small groups

3:40-3:55 Group Discussion

• Remind the kids that respect is one of the six pillars that make a good peacemaker

o Respect

▪ Treat others with respect, follow the golden rule, be tolerant of differences, and be considerate of others’ feelings

• How was the respect during the games? (thumbs up/down)

o Specific behaviors/comments/actions the children made

• What are some reasons it is important to be respectful?

o Makes the other person feel good

o Shows that you care about the other person

o Helps you listen and follow directions

• How did it feel to be respected when you were the “leader?”

o How does it feel when you are disrespected?

o Discuss how being disrespectful doesn’t fit in with being a good peacemaker

• How can we show that we are being respectful? (act out)

• How did we do as a group involving everyone in the games? (thumbs up/down)

• Why is it important to involve everyone in the activity?

o So everyone can have fun

o Shows we care

o People’s feelings might not get hurt

o It’s respectful

o The more people the more fun

o We get to know more people when everyone’s involved

• How does it feel to be left out?

o Do you feel respected when you are left out?

• How can we make sure everyone is involved? In sport? Out of sport?

o Suggest activities that lots of people can do

o Take turns

o Invite people we see standing by themselves

o Ask for each other’s input

o Vote

3:55-4:00 Session Closure

• Pass out journals; have kids draw or write about a time they were respectful

• STAR Program; Remind kids they can take a star if they think they displayed positive peacemaking behaviors

• Closing peace tunnel

“Understanding Anger”

Week 3 Session 1

Objective: Teach children how to identify and understand anger. Teach them skills to manage their anger in a positive way.

Equipment Needed:

21 Bean Bags

Red, blue, and green pinnies

3:30-3:35 Greetings

• Greeting Handshakes

• Make Name Tags

• Check Ins

o In small groups, ask kids to draw an angry person

▪ What does this person’s face look like, clenched fists, stomach hurt, include as many descriptors/feelings as possible

3:35-3:45 Large Group

• Opening Sharing Moments

o Ask the kids if anyone can show/act out what it looks like to be angry

o Ask each kid what makes her/him angry

▪ I sometimes get angry when I see someone acting in a non-peaceful way and hurting others

• Explain rules of Rob the Roost

o Three “nests” will be spread out across the gym or outside lawn

▪ Each nest will have 7 (of the same color, but a different color form the other nests if possible) bean bags to be protected

o Object is to steal the other groups bean bags while protecting your own

o Kids are allowed to tag another person who is stealing from their nest in order to protect their bean bags

▪ The tagged kid must return give the bean bag to the tagger and freeze in place

▪ The frozen kid can only be unfrozen if a teammate links arms and takes her/him back to their nest before the frozen kid can return to the game

o Separate the kids into 3 teams

▪ Each team gets a color of pinnie

o Game ends when one team has all of the bean bags or after 6 minutes

▪ Once game ends; coaches mix up the teams and reset the nests

3:45-4:05 Game: Rob the Roost

• 3:52 Stop and briefly process how we have been using peaceful behaviors and incorporating the pillars (thumbs up/thumbs down/thumb sideways)

o How can we improve?

4:05-4:10 Game Closure

• Congratulate and shake hands with all participants

• Clean Up

• 45 second water break

• Separate into small groups

4:10-4:25 Group Discussion

• Did anyone become angry during the game?

o It’s okay to be angry; what made you angry?

• Is it okay to be angry?

o Yes, anger is an emotion. It’s ok to be angry, but we should learn how to express anger positively and how to calm ourselves down.

• How does our body feel when we’re angry?

o Face gets hot, muscles are tight, stomach hurts, hands/feet shake, etc

• What does it look like when we are angry? (Act-out)

o Have kids mirror a partner’s angry faces

• How can we tell if someone else is angry?

o By their facial expressions

o By their movements

▪ Stomp their feet, cross their arms, won’t talk, etc

o They may say or do mean things when they’re angry

▪ Call someone a name, spread a rumor, hit someone, etc

▪ Is that a good way to show anger?

▪ What’s a better way to show you’re angry?

• What are some situations that make us angry?

o Someone steals the bean bag, I get pushed, not following the rules, etc

• What makes us angry outside of sports?

o Someone says something mean, steals from me, not listening, etc

o Someone is being disrespectful (Tie this into last week’s discussion on respect)

• How can we calm ourselves down when we are angry?

o Stop and count to 10, take deep breaths, walk away, scream into pillow, etc

4:25-4:30 Session Closure

• Pass out journals, draw a cartoon or write a short story about someone who gets angry, but then calms down

• STAR Program

• Closing peace tunnel

“Expressing Feelings and Reading Others”

Week 3 Session 2

Objective: Explain how to notice/recognize the moods of others. Discuss how to express one’s feelings to others.

Equipment Needed:

3 Vinyl Dots and Cones (as needed for boundary)

Handouts: “Animal Feelings” and “Nonverbal Communication”

3:00-3:07 Greetings

• Greeting Handshakes

• Make Name Tags

• Check Ins

o In small groups, have the kids write down one peaceful act they saw someone do on one paper & one non-peaceful act they saw someone do on other paper

3:07-3:13 Large Group

• Opening Sharing Moments

o Briefly process the poster activity and tie it into today’s topic of “reading others.”

▪ Man you are so observant; I bet you are really good at reading and understanding how others feel.

▪ What are some things that help you tell how someone else is feeling?

• If having difficulty validate that it’s okay to not know right away because it can be hard to tell how someone else is feeling; we aren’t mind-readers.

• Try an example of an animal like a dog…how can we tell if a dog is happy?

o Reinforce the kids’ ability to tell when their pet is happy

▪ I bet you are pretty good at telling when you’re friends or family members are happy too

• Explain rules of Frogs and Lily Pads

o Objective is to cross the “pond” aka gym or outdoor field by only stepping on the “lily pads” aka vinyl dots

o Group kids in 3’s and give the group one vinyl dot

▪ Two kids in the group are tadpoles and the third kid is a frog

o Tadpoles are the only kids that are allowed to move

o As a group they must move their “lily pads” to cross the gym floor/field if outside

3:13-3:35 Game: Frogs and Lily Pads

• 3:22 Stop and briefly process how we have been using peaceful behaviors and incorporating the pillars (thumbs up/thumbs down/thumb sideways)

o How can we improve?

3:35-3:40 Game Closure

• Congratulate and shake hands with all participants

• Clean Up

• 45 second water break

• Separate into small groups

3:40-3:55 Group Discussion

• How did you work together with your partners to get across the pond?

o Teamwork, communication, leadership: 6 pillars

• Did you ever become angry or upset during the game?

o What made you angry? How were you able to calm yourself down?

o Could anyone tell that someone else was angry or upset? How could you tell?

• We talked about anger last week and how to recognize when we become angry, but we can also learn how to recognize other people’s emotions and feelings

o Sometimes we use sayings like “quiet as a mouse” or “calm as a clam”

▪ Discuss animal feelings (refer to “animal feelings” handout)

▪ Brainstorm other sayings: these are just some, but I bet we can come up with more sayings

▪ What is your primary affective style? Kids can choose an animal that is not listed

o So we know that what someone says can tell us how they are feeling, but what are some other ways to tell how someone is feeling?

▪ What someone else tells me, actions, body language

• Body language is a good one…lets talk about body language

o What is body language?

▪ Body language is a form of nonverbal communication that involves the expression on our faces and they way we hold and move our body

o Practice making facial expressions and having the kids guess what you are feeling; have kids partner up and do this too

• Just like with anger there are lots of words to help us describe our feelings

o Angry, Sad, Guilty, Hurt, Irritated, Bored, Excited, Worried, Scared, etc

o Play charades with the above words

o Refer to “nonverbal communication” handout activity on matching words with body language and the importance of sending congruent messages

▪ Mixed messages are when our words do not match our actions; how can mixed messages be troublesome?

3:55-4:00 Session Closure

• Pass out journals, have kids draw a picture of how they are feeling (face and body) or they can draw their “animal feeling”

• STAR Program

• Closing peace tunnel

“Calming Self”

Week 4 Session 1

Objective: Discuss the importance of being able to calm one’s self and brainstorm coping strategies and techniques for calming self.

Equipment Needed:

1 Rope per group and 1 bean bag per kid

Handouts: “Angry Song,” “Peaceful Breathing,” and “How I Stay Cool”

3:00-3:07 Greetings

• Greeting Handshakes

• Make Name Tags

• Check Ins

o In small groups, have the kids draw on a poster how he or she “Stays Cool”

3:07-3:13 Large Group

• Opening Sharing Moments

o Can anyone show me what an excited person looks like? Shy? Happy? Mad?

• Explain rules of Hold the Rope

o Groups of no more than 4 and each group has a rope.

o All children must have both hands on rope.

o Each group face five beanbags, 10-15 feet away.

o On the signal teams must race to the beanbags, keeping all hands on the rope.

o They must pick up one beanbag and put it on the head of one group member BUT teams cannot let go of the rope with their hands.

o They race back to the finish line, drop the beanbag and repeat for each team member.

o If they drop the beanbag on the way back they must replace it

3:20-3:35 Game: Hold the Rope

• 3:22 Stop and briefly process how we have been using peaceful behaviors and incorporating the pillars (thumbs up/thumbs down/thumb sideways)

o How can we improve?

3:35-3:37 Game Closure

• Congratulate and shake hands with all participants

• Clean Up

• 45 second water break

• Separate into small groups

3:37-3:55 Group Discussion

• Sometimes our emotions can get the best of us and we act in non-peaceful ways, did that happen during the game?

o Mad; were there FOULS committed because someone was mad?

o Sad; were there FOULS committed because someone was sad?

o How about excited?

▪ Sometime we can get so excited that we lose a little bit of control over our body and maybe play a little rough

▪ It’s okay to feel this way, but is it okay to commit a FOUL?

• Learning to STAY COOL because it helps us not commit FOULS and we get to continue participating

o Let’s learn how to calm ourselves so that we can continue participating in our activities in and out of sport

• First it’s important to STOP and THINK

o Discuss why it’s important to stop and think

▪ Gives me a chance to act instead of react

▪ What happened?

▪ How did it make me feel?

▪ Was there anything I missed or should I ask for more info?

▪ Am I acting appropriately? Does my behavior reflect the peaceful skills and lessons I am learning?

o If I need to calm down, stopping and thinking gives me a chance to implement my coping strategies

• Teach and sing the “Angry Song” refer to handout

o Have the kids create hand gestures or moves to correspond with the words

• Prepare and plan STAY COOL strategies

o What are some strategies you use now that help you STAY COOL?

o Do they work all of the time?

▪ What happens if they don’t work? Do you have a back-up?

o Introduce peaceful breathing (deep breathing)

▪ Pass out “Peace Breathing” handout to each kid

▪ Breathe in through the nose for 7, focusing on the breath going into the belly, and out through the mouth for 7

• Repeat until you are calm and ready to return to the activity or respond to the FOUL committed

o Ask the kids about other ways they calm down

▪ Ask them about their “How I Stay Cool” handout

▪ It is important for us to have multiple strategies just in case one doesn’t work

• Repeat the “Angry Song” adding in some of the coping strategies the kids brainstormed

3:55-4:00 Session Closure

• Ask the children to journal about their experiences with today’s activities and discussions

o List/draw ways to stay cool

o Could tape “how I stay cool” handout in journal.

• Closing peace tunnel

“Resolving a Conflict”

Week 4 Session 2

Objective: Discuss the importance of being able to resolve a conflict with positive solutions. Teach the children to use STEP and FOUL/FOUL Busters approaches.

Equipment Needed:

10 Scooters (if we do not have enough then no scooters)

1 Soccer Ball, 2 Pop-Up Soccer Goals Red, Blue, and Green Pinnies

Handouts: “Peace Breath”, “STEP Method”, “Peace Apology” “Core Values and Peace Skills”

3:00-3:10 Greetings

• Greeting Handshakes

• Make Name Tags

• Check Ins

o In small groups, has anyone taught a friend how to STAY COOL?

▪ What did you teach him/her? If not, create skit that teaches a friend how to STAY COOL

3:10-3:15 Large Group

• Opening Sharing Moments

o When You’re Angry SONG

o Today we are going to learn more about STAYING COOL in conflicts.

▪ Reinforce the kids abilities to STAY COOL and as leaders teach others

• Explain rules of Scooter Soccer

o Objective is to include everyone and use teamwork to score goals

o Divide kids into 3 groups; put on a pinnie

o Two groups playing; group out encouraging and tracking peaceful behaviors

o Each member of the playing group will have a scooter

▪ Remind kids to keep their hands on the handles of the scooter

▪ If not enough scooters, revise to crab soccer or regular soccer

o Kids will use their scooter to move around to kick ball with their feet to score

▪ NO goal keeper

3:15-4:35 Game: Scooter Soccer (Crab & regular soccer if not enough scooters)

• 3:22 Stop and briefly process peaceful behaviors and incorporating the pillars (thumbs up/thumbs down/thumbs sideways)

o How can we improve?

o Mix groups and kids so that everyone is playing and there are no set “teams”

3:35-3:37 Game Closure

• Congratulate and shake hands with all participants

• Clean Up

• 45 seconds to get water and meet with small groups

3:37-3:55 Group Discussion

• How did we apply our peaceful behaviors during the game?

• What FOULS or conflicts occurred during the game?

• Introduce the STEP method for resolving conflicts, “Step Method” handout

o Similar to STOPPING and THINKING first.

o First we STAY COOL

▪ Allows us to THINK about what just happened

▪ Allows us to breathe and calm down

▪ Chance to think if we are READY & WILLING to solve problem peacefully

o Next we TELL one point of view

▪ What does one person think happened?

▪ How did this make that person feel and why?

▪ Repeat what you just heard…”Are you saying you feel _______ when ______ because _______?”

o Then we EXPLORE the other person’s point of view

▪ What did this person think happened?

▪ How did this person feel and why?

▪ Repeat what you just heard…”Are you saying you feel _______ when ______ because _______?”

o Finally, we PROBLEM SOLVE

▪ Ask each person what they want, and if WILLING to do

▪ If we provide a critique we must also provide a solution

▪ Problem solving is about finding a solution for both people

▪ Remember we may need to apologize (“Peace Apology” handout); it’s okay to apologize; doesn’t mean that we are always wrong; can mean we recognize differences and are WILLING to behave differently in the future

• To apologize we: (state the other person’s name) “I’m sorry that I (what happened), next time I will (what will you do differently).

o Go around the group and ask each kid to name one word of the STEP method (e.g. STAY COOL, TELL, EXPLORE, PROBLEM SOLVE)

o Conflict Stories: use “Core Values and Peace Skills” Handout (kids can share)

3:55-4:00 Session Closure

• Go around the group and ask each kid to name a peaceful skill learned today

• Ask the children to journal or draw the STEP steps

• STAR program

• Before kids leave: Tell them to think about games we have played; vote tomorrow

o Pass the Chicken, Red Light/Green Light, Cookies and Cream, Rob the Roost, Frogs and Lily Pads, Hold the Rope, Scooter Soccer

• Closing peace tunnel

“Using ‘I’ Statements”

Week 5 Session 1

Objective: Discuss the importance of communication. Explain how “I statements” allows one to express one’s thoughts and feelings in a peaceful manner.

Equipment Needed:

Equipment TBD by kids’ game choice

Handouts: “I Message” and “Blast Off”

3:00-3:07 Greetings

• Greeting Handshakes

• Make Name Tags

• Check Ins

o In small groups, have the kids write down/draw a peace skill they used in the last week (breathing, STEP, FOUL buster, Body Language, Apology)

3:07-3:13 Large Group

• Opening Sharing Moments

o As a group, name the parts of STEP

o Briefly process the poster activity and tie it into “using I statements”

▪ Wow you’ve learned so much! You are so smart and look at all the ways you’ve shared what you’ve learned with others

▪ What is important about sharing what you’ve learned with others?

• Leaders teach others and we’re all leaders

• Helps make school and community a better place (stewardship)

• As a group, vote on a game (can be more than 1)

• Have kids explain rules of the game

o One kid explains: what equipment is needed, how many people are in a group if there are groups in this game, explains the objective/goal of the game, the rules of the game

o Coaches ask questions if information missing or need detail

3:13-3:35 Game: TBD

• 3:20 Stop and briefly process how we have been using peaceful behaviors and incorporating the pillars (thumbs up/thumbs down/thumbs sideways)

3:35-3:37 Game Closure

• Congratulate and shake hands with all participants

• Clean Up

• 45 seconds to get water and meet with small groups

3:37-3:55 Small Group Discussion

• In the game, how did it make you feel to see peaceful behaviors? FOULS?

• Did you tell the person how it made you feel?

• Sometimes it’s hard to tell others how we feel, but there is a peaceful way to share our feelings that reflects the peaceful pillars….I STATEMENTS

• Teach kids about “I STATEMENTS”

o How do we feel when someone says “You made me ------!”

o I STATEMENTS allow us to own our feelings and express them in a peaceful way

▪ To use them we start with “I” then say how we FEEL, when SOMETHING HAPPENS, and WHY

▪ I (name the feeling) when (name the behavior that bothers you) because (tell the consequences about the behavior)

o I STATEMENTS can be used to express feelings about anything

• Let’s explore how we can use I STATEMENTS

o Coaches provide two ways to respond to situations (unacceptable and using “I STATEMENTS” have the kids pick which one is the best way to communicate the message

▪ Situation: someone takes your pencil; “You took my pencil because you steal and you are a mean person!” “I feel confused when you take my pencil without asking because I don’t know where it is.”

▪ Situation: someone knocks you over while playing

▪ Situation: someone calls you a mean name

• I STATEMENTS are a great tool to use during the STEP method of conflict resolution

o When can we use our I STATEMENTS during the STEP method?

▪ TELLING our point of view: I feel _____ when _____ because.

▪ EXPLORING the other person’s view: You feel ____ when ____ because _____.

o I STATEMENTS can help us communication, which is part of our pillars…which pillars would communication fall under?

▪ All of the pillars

▪ In a circle, have each kid name a pillar and how communication fits

(Trustworthiness, respect, responsibility, fairness, caring, and citizenship

• You have all done such a great job learning about and using I STATEMENTS that I bet you can pick out which statements are peaceful statements, which lead to discussion and which statements are FOULS and lead to arguments

o Reference and complete rocketship “Blast Off” handout activity

o Process how each of the statements either lead to discussion or argument

▪ Have kids make up a situation for the FOUL statements and rephrase them into peaceful statements

• E.g. “I don’t want to talk about it” ( Someone answered a question wrong and got called a mean name

o “I feel sad and embarrassed when I get called stupid because I didn’t answer the question right.”

3:55-4:00 Session Closure

• Ask the kids to write 2 I STATEMENTS that they might use with friends or family

• Gold Star Program and closing peace tunnel

“Listening and Thinking about Others”

Week 5 Session 2

Objective: Discuss the importance of respecting other people’s feelings. Teach the kids ways to use this understanding and respect of other’s feelings to create empathy for others.

Equipment Needed:

15 Frisbees

Paint, Paintbrushes, Plastic Cups, Paper Towels, Plastic Tarp

Handouts: “Being a Good Listener”

3:00-3:05 Greetings

• Greeting Handshakes

• Check Ins

o Ask the children to go to their small groups

▪ Discuss STEP- see if they can name the steps

▪ 3 more days of the program

3:05-3:25 Large Group

• Opening Sharing Moments

o What are the 3 parts of I STATEMENTS? Feeling, Action, Consequence

o Today we are going to learn more about communication when we’re the listener

▪ Reinforce kids abilities to use I STATEMENTS and how as leaders teach others

• Explain Frisbee activity and the rules for the art supplies

o With a little work our Frisbees can express our new peace skills

▪ Paint peaceful signs/slogans to show the peaceful lessons you have learned

o Rules

▪ Paint is only used to paint the Frisbee not self or others

▪ If you want a different color, ask for it politely and wait for a response

▪ If you accidentally get paint on your clothes or the floor (that’s ok) tell a coach

▪ If you accidentally get paint on someone else apologize

▪ When you are finished, put your brushes in the water cup, take Frisbee to designated area, then ask coach to wash hands in bathroom

• Coaches get pictures of finished Frisbees

o Remind kids to let the Frisbees dry before touching the top of them or playing with them. Remind them to carry their Frisbees carefully as they are drying.

• Frisbee Toss

o Individual – Set out different targets/cones around gym or field and students try to hit the target

o Pairs – Students work together to see how far they can toss the Frisbee back and forth without dropping it

3:25-3:45 Game: Frisbee Toss

• Play Frisbee Toss

• 3:32 Stop and briefly process how we have been using peaceful behaviors and incorporating the pillars (thumbs up/thumbs down/thumb sideways)

o How can we improve?

3:45-3:47 Game Closure

• Congratulate and shake hands with all participants

• Clean Up

• 45 seconds to get water and meet with small groups

3:47-3:55 Group Discussion

• How was our listening during the game?

• Last week we learned about STEP and how to resolve conflict peacefully

o Remember how we had to EXPLORE both point of views? It takes GOOD LISTENERS to understand the other person’s point of view

o Have you ever been misunderstood; how did that make you feel?

• Play telephone game

o One redial allowed, “May I please have a redial?” “Yes you may.” “Thank you.”

o “The happy hippo played peacefully with his zesty zebra friend.”

o “My fun friend Fred helps up Haley when she has fallen.”

• Four steps will help us become GOOD LISTENERS

o 1) Listen as if you were in the other person’s place

▪ Why would this be a good tip?

• Because it helps us with our communication, it feels good to be heard, is shows that we care about the other person

o 2) Show you understand and care

▪ What are some ways to show that we care and understand others?

• Nod our head (GESTURES), use a soft voice (TONE), raise eyebrows (FACIAL EXPRESSION), look at the person (EYE CONTACT), face the person squarely with head up (POSTURE)

▪ Go around the circle and have each kid practice one nonverbal behavior

o 3) Allow the other person to finish talking before you start talking.

o Being a GOOD LISTENER is about hearing and restating, we do not have to offer advice or give suggestions to be a GOOD LISTENER

3:55-4:00 Session Closure

• Ask the children to draw an ear/someone listening and write down the 3 steps

• STAR program

• Closing peace tunnel

“Random Acts of Kindness; Finding Peace in Ourselves & Others”

Week 6 Session 1

Objective: Teach kids about random acts of kindness. Discuss the importance of finding peace in others and explore ways to do this.

Equipment Needed:

3 balls of different sizes per group and 6 Blindfolds

Large Roll of Paper, Markers/Crayons, Tape, Construction Paper

3:00-3:07 Greetings

• Greeting Handshakes

• Check Ins

o In small groups, have the kids cut out a heart from construction paper, write down one nice thing they did for someone else in the last week (NO NAMES), and tape it on the wall

o Remind kids we only have 3 more days together

3:07-3:13 Large Group

• Opening Sharing Moments

o How do we show we are listening?

o Briefly process heart activity & tie to today’s topic “random acts of kindness”

▪ Today we are going to learn about what types of behaviors these are and why they are so important

• Explain rules of the game

o Have the kids separate into two groups

o Ball Toss

▪ The object is to toss the ball to each person without dropping it

▪ The kids do not have to go in order (i.e. person to left or right) the order can be random

▪ Slowly add a ball to increase the challenge

o Ball Relay

▪ Kids stand in a single-file line, facing forward

▪ Each line is given a ball and the group must pass the ball from one end of the line to the other without the ball touching the floor.

▪ This can be done in a number of ways, using their backs, from side to side, through their legs, from chest to chest, or giving the group an opportunity to make up their own way.

3:13-3:35 Game: Ball Toss and Ball Relay

• Ball Toss first

• 3:20 Stop and briefly process how we have been using peaceful behaviors and incorporating the pillars (thumbs up/thumbs down/thumbs sideways)

o Remember the lessons we have learned about communication and listening

▪ Use names, make sure they acknowledge you before tossing the ball

o Switch teams

• Ball Relay

o Change ways to pass

o Blindfold 2 people after first or second time through

3:35-3:37 Game Closure

• Congratulate and shake hands with all participants

• Clean Up

• 45 seconds to get water and meet with small groups

3:37-3:55 Group Discussion

• Does anyone know what a random act of kindness (RAK) is?

o Who knows what random means? What it means to be kind?

o Let’s put the two together

▪ RAK means doing something nice for someone without being asked

• Explore and discuss how this differs from an act of responsibility (AOR)

o AOR are things we are supposed to do like a chore/assignment

o RAK are things we want to do to be nice or show that we care

o Provide examples; ask the kids if it is an AOR or RAK

▪ Throwing away your trash in the recycle bin so the janitor does not have to vs. Helping someone else throw away their trash in recycle bin

▪ Making your bed because your parent asked vs. Making your bed without being asked

▪ Inviting a new student to sit with you at lunch

▪ Helping an opponent up when he or she has fallen

▪ Have the kids generate their own ideas

• Peace Graffiti Wall

o We are going to write/draw peaceful messages on the paper on the wall

o Have the kids think of kind things they would like to tell friends, family, teachers etc

▪ For whom is the message intended?

▪ What are some behaviors that would send the same message?

▪ Validate and encourage the kids ability to do the activity

• Explain to kids that next session they can bring a teacher to the program

o They can show off what they have learned and their leadership skills

o Have kids make an invitation to give to a teacher of their choosing

▪ The invite should have contain: Sport for Peace, Some sort of “you’re invited” saying, date, time, location, and From: Child’s name

3:55-4:00 Session Closure

• Ask the children to journal or draw a RAK they will do this week and for whom

• Remind kids to give their invitation to their teacher tomorrow

• Discuss show/skit – Brainstorm/Practice

Star Program and Closing Peace Tunnel

“Peaceful Planning”

Week 6 Session 2

Objective: Have children use peaceful methods to plan and practice group performances.

Equipment Needed:

3:00-3:05 Greetings

• Greeting Handshakes

• Check Ins

• Explain today’s session.

o Game of choice

o Planning for next session

3:05-3:25 Game

• Have children decide on a game

• Explain rules of the game again

3:25-3:28 Game Closure

• Clean Up

• 45 seconds to get water

• Break up into groups.

3:28-3:55 Group Presentation Planning

• Next session is bring an adult with them day.

o We will be sharing what we have learned about peace with them.

• Group Presentation

o Each group will be doing a presentation about Peace to the adults

o Peacefully figure out what the group wants to do for their presentation

• Practice Presentation

• Journals

o How they saw peace today.

3:55-4:00 Session Closure

• Remind them about next session and bringing an adult with them

• Star Program and Closing Peace Tunnel

“Cooperating”

Week 7 Session 1

Objective: Share information learned with guests and bring closure to the program.

Equipment Needed:

1 blindfold per pair

Cones to create path for obstacle course

Obstacle items (e.g. hula hoops & bean bags)

Handouts: “Peace Pledge”

Pencils (for kids to keep) & Snacks

3:00-3:10 Greetings

• Greeting Handshakes

• Make Name Tags

• Check Ins

o Have the kids introduce their adult to their small group coaches and friends

o Asks the kids to share their favorite activity we’ve done so far with their adult

o Adults, do you have any questions or comments?

3:10-3:15 Large Group

• Group Welcome to guests

• Explain rules of the game

o Objective is to help our partner make it through the obstacle course by walking next to them (cannot touch them) and giving specific directions

o Ask kids what they will need to do to be successful????

o If the adult is willing, have kids pair up with their adult otherwise let kids pick own partner

o Explain the path of the obstacle course

o Give pairs a blindfold and tell them to pick who will go first

▪ Remind kids to be careful as one child will be blindfolded

▪ They can repeat the course with the other partner blindfolded

3:15-3:30 Game: Blindfold trust obstacle walk

• 3:22 Stop and briefly process peaceful behaviors and incorporating the pillars (thumbs up/thumbs down/thumbs sideways)

o How can we improve? Communication skills and active listening

o Switch up pairs

3:30-3:33 Game Closure

• Congratulate and shake hands with all participants

• Clean Up

• 45 seconds to get water and meet with small groups

• Ask adults to sit on bleachers and kids meet with small groups

3:33-3:38 Small Group

• A few minutes to prepare for skit/demonstration

• Blom speaks to adults and describes the program

3:38-3:55 Group Presentations

• Blom – let adults know that the kids are going to give presentations about the skills that they have learned

• Each group and group leader(s) present

3:55-4:00 Session Closure

• Peace Pledge

o Sign with adult

• How can we apply these lessons to our school? Community?

• Present idea about creating a project that applies and teaches others peaceful skills

o Leaders are people who show others how to behave by living by example

o Leaders do the peaceful thing when others won’t or don’t know how

o Leaders can make a difference in their schools and communities

o You are all leaders and you can do these things too

• Closing peace tunnel

“Review”

Week 7 Session 2

Objective: Review the lessons we have learned. Validate how well the kids have done throughout the program, what great positive leaders they are, and how much fun it has been working with them.

Equipment Needed:

Equipment TBD by kids’ game choice

3:00-3:20 Greetings

• Greeting Handshakes

• Make Name Tags

• Check Ins

• Ask kids to complete the data collection

• When finished, ask kids about the things they liked about the program, the things they didn’t like as much, and suggestions to make the program better. Ask kids about their proposed project.

• Collect their “secret ballot” vote on the game of the day.

3:20-3:23 Large Group

• Based on individual votes

• Have kids explain rules of the game

o One kid says what equipment is needed

o One kid says how many people are in a group if there are groups in this game

o One kid explains the objective/goal of the game

o One kid explains the rules of the game

o Coaches ask questions if information missing or need detail

3:23-3:40 Game: TBD

• 3:30 Stop and briefly process how we have been using peaceful behaviors and incorporating the pillars (thumbs up/thumbs down/thumbs sideways)

3:40-3:42 Game Closure

• Congratulate and shake hands with all participants

• Clean Up

• 45 seconds to get water and meet with small groups

3:42-3:58 Small Group Discussion

• Remind kids today is the last day of the program; discuss what it means to say goodbye

o Goodbyes can sometimes be hard because they can mean we may not see that person anymore

o What are all the emotions we may feel when we say goodbye?

▪ Sad, mad, scared, happy ( It’s ok to feel all of these things

o How many ways can we say goodbye?

• Process how the kids have changed and the progress they’ve made

o Thumbs up/Thumbs down if you think you’ve become more peaceful since the start

o Go around the circle and have the kids identify how they have changed

▪ If they showed a thumbs down and they don’t identify a change, tell them what change you’ve seen in them, BEHAVIORS

• Gold Star Program

3:58-4:00 Session Closure

• Closing peace tunnel

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Sport for Peace Leadership Program

Coach Training Manual

Ball State University Sport and Exercise Psychology Program

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