Recreation Group Dynamics and Outdoor Skills Leadership
Workbook
compiled by Sid Stevenson, Ph.D., CPRP
12th edition, 2006
-1- ii TABLE OF CONTENTS
CHAPTER I LEADERSHIP PHILOSOPHY AND THEORY -1- What is Leadership? -1- How does a leader assume this role -2- RECREATION REVIEW -5- Needs likely satisfied by recreation experiences -10- WHY DO WE ENGAGE IN RECREATION EXPERIENCES? -11- THEORIES ...... -11- LEADERSHIP STYLES -14- COMPARISON OF FOUR CONTEMPORARY LEADERSHIP/COMMUNICATION STYLES -15- APPROPRIATENESS OF LEADERSHIP STYLE -18- Determining Your Predominant Leadership Style A checklist approach DETERMINING YOUR LEADERSHIP STYLE (DPST. MODEL) -25- Principles of Recreation Leadership -26- Recreation leaders should possess the following qualities: -27- Career Settings for Recreation Leaders -28- Levels of Leadership in Recreation -30- PROFESSIONALISM -33- Accreditation ...... -33-
CHAPTER II GROUP DYNAMICS -35- Elements of Groups -36- Comparison of effective and ineffective groups -37- Correcting problems in group effectiveness -37- Stages of Group Growth -38- IDENTIFYING THE ROLES PLAYED IN GROUPS -39-
CHAPTER III TEACHING METHODS AND TYPES OF LEARNING -40- TYPES OF LEARNING -40- TEACHING STRATEGIES -41- Writing Performance Objectives* -42- DRILL and PRACTICE -47- A SAMPLE PLAN FOR A YOUTH BASEBALL PRACTICE ...... -47- Evaluating a Practice Plan -48- COACHING YOUNG ATHLETES -52- Decision Making -54-
CHAPTER IV HANDS ON ACTIVITY LEADERSHIP -56- Social and Game activities -56- Classifying Social Activities -57- CRITERIA FOR THE SELECTION OF ACTIVITIES -58- LEADING YOUTH ACTIVITIES HINTS FOR: -59- PROMOTING SELF-CONTROL AND RESPONSIBILITY -62- HELPING CHILDREN SOLVE THEIR OWN BEHAVIOR PROBLEMS -63- ONE AGENCY’S POLICY ON DISCIPLINE AND DISMISSALS -64-
iii PROJECT LEARNING TREE: QUESTIONING STRATEGIES -65- Bloom’s Taxonomy -65- Cooperative Learning ...... -66- INITIATIVE GAMES/ADVENTURE CHALLENGE -67- Adventure Challenge Ingredients ...... -67- Camp Target Sports -69- General Outline Archery -71- Outdoor Skills on the Web -72- HOFNOD Hooked on Fishing - Not on Drugs -74- Teaching a child to fish skills components -74- Using KNOT TYING a problem solving activity -75- Instructor Certifications -76- T.P. SHUFFLE ( an initiative activity) -78- NITRO SWING -79- WALLS -80- 6 Bits Activity -81- Making a Flabby (Gunya-Gunya) Kite -82- About New Games -86- KNOTS ...... -87- NYSCA EXAMPLE FIRST-AID EXAM -90- Sample Outdoor Recreation Leadership-Group Dynamics Test (TAKE HOME SECTION over workbook -92- O.R. LEADERSHIP EXAM IN-CLASS (Sample) -96- QUIET - TABLE GAMES -98- SCORKEEPING -99- USING A SCORESHEET...... -102- Make your own DISC GOLF SCORECARD -103- A BASKETBALL CHALLENGE -104- OLD GAMES -105- RECREATIONAL DANCE -109- DANCE Leadership Techniques -110- Leading MUSIC Activities -112- Leading DRAMATIC Activities -113- BUBBLE RECIPES -115- SAMPLE FINAL -116- ACTIVITY PRESENTATION EVALUATION FORM -122- SAMPLE Activity Outline -123- HINTS FOR QUALITY PRESENTATIONS AND HIGH SCORES -124- References Cited -125-
iv CHAPTER I LEADERSHIP PHILOSOPHY AND THEORY
What is Leadership?
Leadership is the process employed by the leader to assist individuals and groups in identifying and achieving their goals." (C. Edginton and P. Ford)
"Leadership is the art of influencing others to do what we want them to do because they want to do it." (C. Edington and P. Ford)
"Interpersonal influence exercised by a person or persons, through the process of communication, toward the attainment of a specified goal or goals." (R. Russell)
"Leaders are people others want to follow"
"One who goes before to show the way"
"A guide, director, conductor, coach"
"The ability to persuade others to seek defined objectives enthusiastically" (K. Davis)
"The art of coordinating and motivating individuals and groups to achieve desired ends" (J. Phiffner and R. Presthus)
"The Art of Facilitating"
-1- How does a leader assume this role?
By Election:
Many leaders occupy their position of leadership because they have been elected from a list of eligible candidates. Examples include: citizen board members, team captains, class presidents, etc.
People are elected because of popularity, knowledge, past performances and overall perceived leadership abilities.
Successful leaders are usually perceived by their followers as:
fair open minded wanting the best for you knowledgeable rational capable of making one feel special consistent adaptable possessing a good sense of humor trustworthy supportive non-manipulative strong caring personable
Recreation leaders are no different
Quality leadership is considered the single most important activity in the success of
By Appointment:
Some political appointments are made regardless of knowledge and abilities. In these situations, loyalty to the persons or group doing the appointing may be the most crucial characteristic. Fortunately, most appointments are also based on past performance and perceived ability to be successful.
Emergence:2
The emergent leader assumes a position of leadership through a series of events, often spontaneous, which create an opportunity.
Charisma:
The power of personality leads many people into leadership roles. Certain demeanors and behaviors (otherwise called intangibles) foster respect and attract followers.
-2- Specifically, what do leaders do?
The following list is just an example of some of the responsibilities many leaders assume. One must recognize that the following list could be achievable by one strong individual or by several individuals....depending on each leader’s characteristics, the situation and the group’s characteristics.
1. Builds comradery and cohesiveness Leaders help people feel like they belong . . . they help the group feel like a unit (drill sergeants specialize in this skill)
2. Identifies goals Leaders help individuals and groups define and clarify their goals(this is particularly important for groups as more individual members each have their own goals...adding to the confusion)
3. Develops methods to achieve goals Able to show individuals and groups specific procedures to use to reach their objectives (skill and past experiences are crucial to a leader’s effectiveness)
4. Organizing the work of others (a good leader is always personally organized as well, even if they have to delegate the related tasks)
5. Motivates others Leaders should be an energizing force (enthusiasm is contagious)
6. Evaluates the work of others. Determines if goals have been reached . . . and suggests corrective action when necessary
7. Represents the group speaks on behalf of the group
8. Develops group members Helps improve skills, knowledge and capabilities, encourages self help
9. Promotes the ideals of the profession Often assumes a leadership role here as well (holds office)
Edginton, Christopher and P. Ford. 1985. Leadership in Recreation and Leisure Service Organizations. NY. Wiley Sessoms, Douglas and Jack L. Stevenson. 1981. Leadership and Group Dynamics in Recreation Services. Boston. Allyn & Bacon. Shivers, Jay. 1980. Recreational Leadership: Group Dynamics and Interpersonal Behavior. Princeton, N.J. Princeton Book Co.
-3- Describe here a recreation experience of yours that was enhanced by the leader.
Describe here a recreation experience of yours where the leader’s actions detracted from the experience
-4- RECREATION REVIEW Self evaluation of leisure behaviors
Since a primary purpose of recreation leadership is assisting clients in maximizing their personal enrichment from leisure experiences, it is important to review some of the needs and expected benefits people hope to attain from their participation in activity. Because each of us first of all has different leisure needs, and secondly, seeks to satisfy these needs in varying ways, it seems useful to analyze our own leisure behavior in order to better understand the leisure behavior of others.
In the following assignment, you are asked to indicate how frequently you indulge in specific leisure experiences that result in the benefits listed. Several benefit categories (adapted from several sources) are grouped together for this exercise.
The intent of the exercise is first to reveal your own tendencies and start you thinking about your own leisure behaviors and choices...... and secondly to help you understand how your peers score on the same analysis.
Scoring: Place a T in the appropriate cell that best indicates your level of participation in each activity described. Total each column, (multiply by 0, 1 or 2) and then add the subtotals. Lastly, compare your overall score (sum of all tables).
SOCIAL INTERACTION, BONDING and TEAMWORK self analysis of activity, check the appropriate box and tally
FREQUENTLY OCCASIONALLY NEVER
I invite friends to my home I attend parties and functions I participate in a team sport I play cards, table games or just hang out with friends I visit neighbors I am active in a club or group I camp in developed campgrounds I telephone or write friends Subtotal _____x 2pts each _____x 1 pt each _____x 0pts TOTAL (All columns) ____pts
-5- CREATIVE EXPRESSION, INDEPENDENCE and STIMULATION self analysis of activity, check the appropriate box and tally
FREQUENTLY OCCASIONALLY NEVER
I enjoy cooking (gourmet or BBQ) I try novel experiences and situations I write poetry or stories I enjoy handcrafts I paint or do woodworking I invent things I participate in the performing arts (dance, music, drama) Subtotal _____x 2pts each _____x 1 pt each _____x 0pts TOTAL (All columns) ____pts
PHYSICAL EXERCISE and HIGH ADVENTURE self analysis of activity, check the appropriate box and tally
FREQUENTLY OCCASIONALLY NEVER
I take walks or play golf I jog, cycle or play active sports I white water raft, or mtn climb I hunt I use home exercise equip or belong to a fitness center I swim, waterski or board sail I enjoy dancing I avoid using the elevator Subtotal _____x 2pts each _____x 1 pt each _____x 0pts TOTAL (all columns) _____pts
-6- ESCAPE, ENTERTAINMENT, and FANTASY self analysis of activity, check the appropriate box and tally
FREQUENTLY OCCASIONALLY NEVER
I watch television I attend movies I observe wildlife I surf the Internet I enjoy novel vacations I watch live sporting events I enjoy sightseeing I attend concerts I see stage shows and plays I appreciate fine art I people watch Subtotal _____x 2pts each _____x 1 pt each _____x 0pts TOTAL (all columns)_____pts
INTELLECTUAL and PERSONAL DEVELOPMENT self analysis of activity, check the appropriate box and tally
FREQUENTLY OCCASIONALLY NEVER
I attend seminars and workshops I visit the library I collect something I volunteer to serve others I use a computer at home I visit museums and historic sites I seek mental challenges I discuss current events and issues Subtotal _____x 2pts each _____x 1 pt each _____x 0pts
-7- INTELLECTUAL and PERSONAL DEVELOPMENT self analysis of activity, check the appropriate box and tally TOTAL (All columns) _____pts SPIRITUAL DEVELOPMENT, RELAXATION and SENSORY OVERLOAD REPAIR self analysis of activity, check the appropriate box and tally
FREQUENTLY OCCASIONALLY NEVER
I take walks I listen to music I work crossword puzzles I day dream I pray or meditate for spiritual reasons I reflect on the grandeur of nature I take time to watch snow or rain fall I sit on the porch or retreat to some quiet place by myself I backcountry camp I keep a diary or scrap book Subtotal _____x 2pts each _____x 1 pt each _____x 0pts TOTAL (All columns) ____pts
-8- SUMMARY (TOTALS) OF SELF ANALYSIS OF PERSONAL RECREATION EXPERIENCES AND BENEFITS
FREQUENTLY OCCASIONALLY NEVER
Social Interaction, Bonding and Teamwork Creative Expression, Independence and Stimulation Physical exercise and high adventure Escape, Entertainment and Fantasy Intellectual and Personal Development Spiritual Development, Relaxation and Sensory Overload Repair TOTAL (All columns) _____pts
-9- Needs likely satisfied by recreation experiences
This is a simplified list of likely needs satisfied by various recreation experiences. Notice that it is quite possible than any given experience can begin to satisfy several needs.
1. joy of creation (arts and crafts, drama, music)
2. fellowship (social events, camp, adventure, initiative games)
3. adventure (canoeing, sailing, skiing, etc.)
4. sense of achievement (competitive sports, arts and crafts, instructional classes)
5. physical well being (fitness & aerobic classes, sports)
6. use of mental powers (intellectual games such as chess, forums and seminars)
7. emotional experience (wilderness excursions, work with special populations, volunteer service)
8. enjoyment of beauty (art classes, dance classes, music, camping and related outdoor activity)
9. sense of service (volunteering, coaching)
10. relaxation (camping, fishing, walks in the park)
-10- WHY DO WE ENGAGE IN RECREATION EXPERIENCES?
THEORIES ( a quick review....not necessarily all inclusive)
Surplus Energy: recreation is a needed outlet for energies not used in productive activity such as work Re-creation: recreation is necessary to refresh or recoup one after work Instinct-Practice: recreation/play is practice for adult life Recapitulation: play is the result of biological inheritance Hedonism: play is motivated by a search for pleasure Catharsis: recreation is a safety valve for pent-up emotion Self-Expression: people seek to express themselves Compensation: we select experiences to compensate for the inability to satisfy needs in everyday life Arousal Seeking: we look for an optimal balance of arousal, stimulation and incongruity
-11- From the brief synopsis of recreation theories provided, which explains why you participate in one of your favorite outdoor recreation activities. Check out the following URL for more information on Recreation Theories: http://www.cnr.uidaho.edu/css287/287CLSCL.pdf#search=%22recreation%20theory%20catharsis%22
List the activity you have selected to consider here:______Theory most applicable______Justify your selection here:
-12- -13- LEADERSHIP STYLES
Each of you by now has already developed your style to some degree. It has been influenced by your education and environment; your home life, your values and beliefs.
To be effective as leaders each of you must understand: (1) We are not all alike; (2) In order to communicate with people who have both similar and dissimilar leadership styles to yours, you must understand these differences; and (3) Too much of a good thing can be a detriment (in other words, our greatest strength can become a weakness in dealing with other people).
The following table illustrates some of the various leadership styles currently in favor. The italicized descriptor is an older, possibly more familiar title to some of you. Use it if you wish as they are basically interchangeable.
DIRECTOR Authoritarian PROMOTER Democratic Teller Seller Likes to be in control of the situation Communication Specialist Decisive Self-confident Efficient People Oriented Optimistic Persuasive
CONTENT ORIENTED GROUP ORIENTED Weakness: can become autocratic, dictatorial Weakness: Too communicative to get work done To be more effective they need to: To be more effective they need to: listen more, be more accepting, relax have more self discipline, pay attention to detail
If you want to sell an idea to this type of person, If you want to sell an idea to this type of person, you should : focus on results and efficiency, you should: Be enthusiastic, colorful; use have facts visual aids Be stimulating. Let them talk. Give it feeling. SUPPORTER Democratic/Laissez-faire Participating THINKER N/A needs facts, details and information is a humanitarian; is concerned, supportive need facts, details and information ACCURATE, PRECISE, ATTENTIVE TO DETAIL TEAM PERSON, GOOD LISTENER, LOYAL weakness: can become too picky, too detailed; weakness: can become wishy-washy...need to need to be more flexible take risks (do something without approval) To be more effective they need to: verbalize To be more effective they need to: more, get the bigger picture. Decide faster; be less critical increase assertiveness, self determination If you want to sell an idea to this person, you If you want to sell an idea to this type of person, should: you should: Appeal to their loyalty - don’t Include charts and graphs debate facts but appeal to feelings Include statistics - use facts and logic
-14- COMPARISON OF FOUR CONTEMPORARY LEADERSHIP/COMMUNICATION STYLES
CRITERIA DIRECTOR PROMOTER SUPPORTER THINKER
POSITIVE RESULTS ORIENTED PEOPLE ORIENTED PROCESS ORIENTED FACTS ORIENTED QUALITIES SELF CONFIDENT PERSUASIVE TEAM PLAYER PLANNING RISK TAKER OPTIMISTIC GOOD LISTENER STABILITY TAKES CONTROL + VERBAL SKILLS PATIENT DETAILS DECISIVE CREATIVE STEADINESS RELIABLE ORGANIZED
NEGATIVE STUBBORN IMPETUOUS PASSIVE ALOOF QUALITIES IMPATIENT LACKS FOLLOW GULLIBLE PICKY THRU
BEHAVIOR FORMAL INFORMAL INFORMAL FORMAL DIRECT DIRECT DIRECT DIRECT
NEEDS ACHIEVEMENT RECOGNITION ACCEPTANCE TO BE RIGHT
NEEDS TO IMPROVE PATIENCE ATTENTION TO ACTION FLEXIBILITY COOPERATION DETAILS RISK TAKING VERBAL SKILLS LISTENING SKILLS
COMFORT ZONE TELLS OTHERS TELLS OTHERS ASKS OTHERS HOW ASKS OTHERS WHAT WHAT WHAT THEY FEEL THEY’LL DO TO DO TO FEEL
FEARS LOSS OF CONTROL LOSS OF PRESTIGE CONFRONTATION EMBARRASSMENT
DECISIONS ARE DECISIVE SPONTANEOUS CONSIDERED DELIBERATE
PRIORITY TASK: RELATIONSHIP: RELATIONSHIP: TASK: RESULT INTERACTING MAINTAINING PROCESS
WANTS TO SUCCESS STATUS RELATIONSHIPS CREDIBILITY MAINTAIN
WANTS TO BE IN CHARGE ADMIRED LIKED CORRECT
MEASURES RESULTS, TRACK ACKNOWLEDGMENT, HOW WELL LIKED PRECISION PERSONAL WORTH RECORD RECOGNITION PROGRESS BY “NOTICE MY “NOTICE ME” “NOTICE HOW WELL “NOTICE MY ACCOMPLISHMENTS LIKED I AM” EFFICIENCY” ”
WORK SPACE BUSY STIMULATING PERSONAL STRUCTURED FORMAL PERSONAL RELAXED ORGANIZED EFFICIENT CLUTTERED FRIENDLY FUNCTIONAL STRUCTURED FRIENDLY INFORMAL FORMAL
SUPPORT THEIR GOALS IDEAS FEELINGS THOUGHTS
LIKES YOU TO BE TO THE POINT STIMULATING PLEASANT PRECISE
IRRITATED BY INEFFICIENCY BOREDOM INSENSITIVITY SURPRISES INDECISION ROUTINE IMPATIENCE UNPREDICTABILITY
-15- IN CLASS ACTIVITY:
Instructor: Ask each student to classify themselves as using one of the following leadership styles: (director, promoter, supporter, thinker). Place these people into the four groups. Give each group a sheet of poster paper (or overhead film) and a magic marker. Have each group write down some of its qualities.....and a motto. Have one member summarize for the rest of the class. Repeat the listed qualities and motto below.
Qualities:
Motto:
-16- -17- APPROPRIATENESS OF LEADERSHIP STYLE
Leadership styles differ in effectiveness under varying conditions. In fact, the very success of a staff, a team, a troop, a club, a class, or a recreation group of any kind depends to some degree on the leader’s style of communication and task management. What is suggested in all the styles described is that the leader should carefully assess the specific situation within which he or she will be working and select that style of behavior that is most appropriate...... or at least attempt to limit the undesirable elements of their style (which admittedly is hard to do).
Moreover, leaders must recognize that staff members too possess different styles. To communicate and work effectively with people of like or different styles, each individual must not only recognize differences but adapt their own approach or style to optimize the communication.
A democratic or participatory style (also referred by some as a promoter or seller style) appears to be most effective if followers are highly motivated, have adequate abilities to carry out their work, and place a relatively high value on independence. This style is also most appropriate when the climate of the leader-follower relationship is informal. Participatory or democratic leadership enables each person to feel a part of the group as they jointly facilitate their group’s movement toward the goals they have selected together. The participatory(democratic) style is appropriate in many team situations, where the quality of the group’s end result is a priority. The democratic leader is group minded, supportive, and friendly. He or she is willing to empower the group and relinquish some authority.
The autocratic or authoritarian leadership style (also referred to by some as a executor, benevolent dictator, teller, or director style) is perhaps most appropriate when the followers expect or require a leader-centered situation. This expectation could result from several characteristics of the followers such as low levels of function, minimal self-motivation, an apathetic attitude, or a high degree of dependency. This style is also frequently applied when the amount of group productivity is of greatest concern or the situation is such that quick, decisive action is needed. A leader in a YMCA setting responding to an accident in the gymnastics program is in this kind of situation, and an autocratic leadership style is probably most expedient. Leaders who competently use this style must know what they are doing. They must be not only competent, but also fair. Table 2 again summarizes the appropriate circumstances of the autocratic leadership style.
Finally, a laissez-faire style (or supporter style) of leadership behavior appears most appropriate when the main objective of the situation is causing the followers to take their own initiative. As a predetermined strategy, the leader remains uninvolved to indirectly force group capabilities to be expressed. For example, a camp counselor might purposefully behave in an uninvolved but supportive way as a means of motivating the campers to do their own camp fire program planning. Table 2 summarizes such situations.
Remember!! a number of models exist that have great similarities, often varying only semantically. (Authoritarian=benevolent dictator, teller, autocrat, director, etc..)
The question of appropriateness of a leadership style typically depends upon a number of inter-related conditions. Three typical conditions include: (1) THE SITUATION, (2) THE LEADER’S ABILITIES AND EXPERIENCE, and (3) THE ABILITIES and EXPERIENCE OF THE GROUP MEMBERS. This relationship is illustrated in the following diagram.
-18- SITUATION
Situation refers to the environment, conditions or forces in existence at a given moment that affect the group members, the task(s) at hand and the resources available. Is it the solution of a dangerous situation such as the collision of five bikes during a triathlon? Or is the task the developing a cooperative agreement between different community arts organizations? The effective leader who is aware of the climate, the urgency, the seriousness, the tone or the usefulness of the results of the situation will be the one who makes the most appropriate style selections. Many of these forces are open and obvious but there are equally as many subtle or hidden factors that impact group dynamics. Elements that affect a given situation include: external factors, group goals, degree of formality and economic importance of the decision.
External Factors. External factors refer to environmental factors that affect the situation and are beyond the leader’s control. For example, if the leader is organizing a weekend tournament at the softball complex and it rains heavily the night before, the leader must respond to this factor. The leader will have no control over this external variable. One however, can and should anticipate many such situations and be prepared to make good decisions.
Knowledge of some of the external influences such as the political structure of a community, social norms and customs, cultural preferences, and the prevailing economic conditions can be essential in achieving group goals and suggesting a relevant leadership style...and appropriate actions/decisions.
Group Goals. Each group should have a desired level of productivity or at least some expectation of outcome. The leader should not assume that groups really have a clear understanding of what their goals are, though. Some groups seemingly have well-stated goals, but in reality they pursue other ends. Group goals provide a framework for decision making within groups. The formulation of group goals also help the leader determine the methods and procedures that will be necessary to achieve them.
-19- Degree of Formality. While every situation is unique, there are many relatively standard approaches to many group situations. If the group is a policy making board, the approach would normally be formal and organized. For a group of adult cyclists meeting for a weekly ride, the approach might also be fairly straightforward, and typically one that is informal, friendly and unobtrusive. In some new and unfamiliar situations, the leader will need to use his or her discretion in choosing methods or processes.
Economic Importance of Decisions. How much $$ is at risk, if any? This situation has important consequences for the leader. The less at stake the more relaxed the atmosphere. The more relaxed the environment... the more likely a more people oriented approach will be the best leadership choice.
-20- GROUP MEMBERS
Secondly, what are the characteristics of the followers? Is the group’s membership preschool age children, retirees, families, disabled adolescents, or highly skilled sailboarders? Each group member is influenced by a number of personal needs and forces. He or she has different perceptions of independence, and responsibility. Some are more interested in the goals of the group and are thus more likely to expect to share in the decision-making process.
Consideration of each group member as well as the characteristics of the group as a whole is essential in establishing an appropriate leadership style. Perhaps the leader should be most sensitive to the needs, desires, and expectations of group members, for it is these individuals whom the leader wishes to influence. Good listening skills are essential in this process. Several factors related to group members that should be considered by the leader include:
KSA’s: Knowledge, Skills, and Abilities. Every individual possesses varying levels of knowledge, skills and abilities. It is crucial that the leader gain an awareness of the capabilities of each individual group member. In a sense, the leader must take stock of the resources of the group as reflected by the abilities of each member. Assessment of the KA’s of group members can be useful in the organization of group tasks. Obviously, the leader wants to optimize the group’s resources.
Needs: The needs, wants, and interests of each group member is another essential component in the process of determining one’s leadership style. Individuals affiliate with or join groups for a variety of reasons. Some individuals are motivated because of the opportunities for achievement and increased self-esteem. Still others become involved in groups in order to learn and grow.
Task Experience, and dedication to task. The level and type of experience of group members should also be considered by the leader in determining his or her style. Prior successful experience of group members may allow the leader to be less directive and authoritarian in nature. On the other hand, a lack of experience on the part of group members may prompt the leader to assume the reverse(more authoritative) role. Similarly, people who are dedicated to the task at hand require little supervision when compared to those group members who care little about the outcome . Dedication to a task is also often a factor of maturity. Experienced and more mature group members tend to set and attain higher goals.
-21- LEADER
Third, what are the characteristics of the leader. Any or all of the following could have an impact:
Is the leader’s personality....or approach in dealing with people amicable? Is the leader confident and assertive.... or rather shy and timid? Does the leader have an ability to use humor... or are they more seriously tempered? How did the leader achieve power? Is their authority recognized and accepted by group members?
The leader’s own inclinations, value system, confidence, fears, and priorities are strong motivators for behaving in certain ways.
Depending on the issue at hand, users of various styles approach its resolution differently. The DPST. (director/promoter/supporter/thinker model) (illustrated on page 16 and 17) is just one example.
While democratic, supportive or promoter styles of leadership are more often preferred in recreation settings, autocratic behaviors have their appropriate situations.
The leader can be the key to meeting individual and group needs. Because of the influence of the leader, the group as a whole is moved to action. When this action is directed toward meeting the goals of the group, the group succeeds. Some of the factors that are important in the development of a successful leadership style are detailed in the following list.
KSA’s (Knowledge, Skills, and Abilities.) Like group members, leaders bring their own knowledge, skills, and abilities to the group. The leader’s awareness of his or her strengths and weaknesses can be important in the selection of a leadership style.
Need Disposition. The expectations of the leader, as well as his or her own needs, wants, and interests, also influence the type of leadership style that will be employed. Achievement- oriented leaders, for example, have a different motivation from those who are not so oriented. One leader’s behavior may be characterized by a high degree of risk taking and entrepreneurial type of behavior whereas another leader may exhibit a low degree of risk taking.
Experience. The leader who has developed successful patterns of interaction with individuals in a group situation will obviously draw on these in the future. Thus, the previous experience of an individual will greatly influence the leadership style that he or she adopts.
Style Flexibility. Style flexibility can be thought of as a behavioral attribute of the leader. Some leaders have the ability to change to meet varying conditions. Other leaders may be rigid and may lack the ability to adapt their basic leadership style to differing situations.
Source of Power. There are five different sources of power: legitimate or formal, reward, coercive, referent, and expert. If a leader’s only source of power is, for example, legitimate or formal, the leader may be forced to use a more task-oriented, authoritarian style of leadership. On the other hand, if the leader has a strong basis of attraction with group members, another style of leadership may emerge.
-22- The ability of an individual to evaluate accurately each of the three components; the situation, group members and their own characteristics as the leader will influence his or her success as a leader. The misinterpretation of these factors can lead to the adoption of an inappropriate leadership style.
Yet, as we will see as we work through the next couple of projects, adapting one’s style is easier said than done. By our human nature, each of us is resistant to change. Instead of changing styles, one may be better off making some minor modifications or adjustments. We may simply find that being a take- charge (authoritarian/director/teller type) person is just our style and we cannot embody a participatory or supportive style simply because a situation warrants it. What we must realize though is that each particular style has its strengths and weaknesses ...and not being willing to adjust can result in a less than optimal situation.
-23- Determining Your Predominant Leadership Style A checklist approach
The following instrument is designed to offer a cursory view of predominant leadership styles. Evaluate yourself or a colleague on their predominant leadership style and compare the results. Instructions: Read each item carefully. Rate yourself (or others) on how frequently you (they) engage in this behavior. 4 = Always, 3 = Often, 2 = Occasionally, 1 = Seldom, 0 = Never
1. Finds time to listen to group members. 4 3 2 1 0 2. Makes sure group members are working up to their optimal 43210 capacity. 3. Directs the activities of group members on particular tasks. 4 3 2 1 0 4. Looks out for group members’ personal welfare. 4 3 2 1 0 5. Shows willingness to make changes in leadership approach(s). 4 3 2 1 0 6. Emphasizes the meeting of deadlines. 4 3 2 1 0 7. Solicits group input in important decisions. 4 3 2 1 0 8. Emphasizes the maintenance of definite standards of performance. 4 3 2 1 0 9. Supports group members in their actions. 4 3 2 1 0 10. Makes personal position clear. 4 3 2 1 0
Scoring: Add Items 1,4,5,7,9 Total Relationship Score ______Add Items 2,3,6,8,10 Total Task Score ______
Plot the intersection of your total relationship and total task scores on the grid below.
20 15 Supporter Selling(Promoter) Relationship 10 Dimension 5 Delegating(combo) Telling(director) 0 0 5 10 15 20 Task Dimension
The above instrument is adapted from the Leadership Behavior Description Questionnaire. Ohio State Leadership Studies, 1957 and Paul Hersey & Kenneth H. Blanchard, Management of Organizational Behavior: Utilization of Human Resources. 4th edition, 1982.
-24- DETERMINING YOUR LEADERSHIP STYLE (DPST. MODEL)
Check one word from each pair that applies to you the majority of the time, responding to the statement
“If I were forced to choose, I would say that, at work, I am ...”
AB
more animated _____ or more passive _____ more take charge _____ more go along _____ more assertive _____ more hesitant _____ more challenging _____ more accepting _____ more active _____ more thoughtful _____ more confronting _____ more supporting _____ more talkative _____ more quiet _____ more bold _____ more retiring _____ more intense _____ more relaxed _____ more forceful _____ more subtle _____
Total the check marks in column B and put that score on the horizontal axis TOTAL_____ CD
more flamboyant _____ or more proper _____ more spontaneous _____ more disciplined _____ more responsive _____ more self controlled _____ more impulsive _____ more methodical _____ more close _____ more distant _____ more feeling _____ more thinking _____ more people oriented _____ more task oriented _____ more outgoing _____ more reserved _____ more dramatic _____ more matter-of-fact _____ more warm _____ more cool _____
Total the check marks in column C and put that score on the vertical axis TOTAL_____ PROMOTER SUPPORTER
open informal 10 9 8 7 direct 6 Indirect dominant 0 1 2 3 4 5 6 7 8 9 10 Easygoing 4 3 2 1 0 Self contained formal DIRECTOR THINKER
-25- Principles of Recreation Leadership
Principles are considered the foundation on which good decisions are made. Consider the following as a guide for professional behavior.( ) Modified by Stevenson (1995)
1. The leader must operate on the basis of a sound philosophy of recreation and leisure. He or she must regard recreation as a significant contributor to improving human life; with a high potential for enhancing human growth and development. 2. The leader should have a sound knowledge of the basic theories of leisure; particularly the motivations that drive demand for various experiences. The leader should also realize the limitations of these theories in explaining the leisure phenomenon. 3. The leader should be extremely sensitive to the process of group dynamics and realize that these interactions can make or break an experience. He/she should make use of whatever approach is likely to be most effective within a given situation or with a particular group in order to achieve desired outcomes. 4. The leader should respect the needs of individuals within the groups he or she serves, and must clearly recognize the differences among individuals in these groups. It is also necessary to balance these concerns with an awareness of the needs of the groups themselves, of the agencies that sponsor them, and of the larger community. 5. The leader must regard recreation not as an end in itself, but rather as a means to an end. Thus, a successful fishing derby, bike race, art exhibit or a high level of day camp attendance is worthwhile only if it has helped to achieve the important worthwhile purposes of personal fulfillment or enrichment, or economic contributions or other significant outcomes for participants or communities. 6. The leader should strive for a reasonable balance between competitive and cooperative experiences, recognizing both as important forms of group activity. 7. The leader should be fiscally responsible; efficiently using physical and human resources. 8. The concerned leader should constantly seek to improve the effectiveness and the specific outcomes of his or her programs, as well as the quality of his or her own functioning. In so doing, it is necessary to evaluate outcomes against the stated objectives of the agency or department, the expressed or evident wishes of participants and the leader's own personal and professional goals. 9. Leaders must constantly seek to promote desirable social values, The leader should accept group members as they are and seek to help them change in more desirable or positive directions. 10. Leaders should be alert to changing professional policies and national trends, and should apply these, when appropriate, to their own situations. This involves being active as professionals, in state, regional, or national societies, or through continuing education workshops and courses. 11. Leaders should work for the public good in areas related to quality of life; such as access for the disabled, and maintaining ecological benefits. This is often best accomplished by forming alliances or cooperative action with other community groups concerned with such issues. 12. Successful leaders must be innovative and be prepared to take risks. They cannot be satisfied with “status quo”programs. "Tired blood" is bad enough in an individual, but in a program concerned with promoting exciting and creative human involvement, it is fatal. Therefore, the effective leader must constantly seek to test the envelope in developing optimal experiences. 13. Recreation leaders should be cognizant of the various human physiological differences, and be able to construct experiences that enhance rather than detract from optimal experiences, where age, size, maturation and mobility are factors. In this regard, leaders should also strive to be inclusive rather than exclusive in their efforts to supply recreation experiences for the disabled.
-26- Recreation leaders should possess the following qualities: (Evaluate a recreation leader you know on these qualities: Leader’s job title______
1. 0 + A basic conviction that all human beings have worth and dignity and a determination to help them improve the quality of their lives. 2. 0 + A strong belief in the importance of leisure in modern life and in the contribution to be made by recreation both as a personal experience and as a form of social service. 3. 0 + The ability to work effectively with others, drawing forth their best efforts as a catalyst or enabler, rather than as an authoritarian director. 4. 0 + The ability to think clearly and logically, to understand and analyze problem situations, and to arrive at intelligent conclusions. 5. 0 + Skill in communicating effectively with others, both verbally and in writing. 6. 0 + Personal qualities as warmth, patience, empathy for the needs and feelings of others, and a sense of humor. 7. 0 + A sound knowledge of human nature, both in an abstract sense (understanding individual or group psychology as described in the theoretical literature) and in terms of having a practical understanding of human behavior. 8. 0 + Good judgment, a strong sense of personal responsibility and high moral standards inall areas of human relationships. 9. 0 + Specific knowledge of and interest in the field of recreation, including personal enthusiasm for varied forms of personal participation, as well as having a variety of leadership skills. 10. 0 + Awareness of the community and the varied factions hat constitute it, as well as an awareness of the role of different organizations, agencies and social groups in community life. 11. 0 + Emotional and psychological maturity. Successful leaders should understand themselves and others, should be as free from irrational prejudice as possible, and should be able to manage disagreement or opposition constructively. 12. 0 + A high level of motivation, and the ability to work hard; personal ambition, initiative, energy, confidence and "stick-to-it-iveness." 13. 0 + The quality of being a "self-starter" - being able to identify goals clearly and move toward them forcefully and directly. 14. 0 + the ability to learn from defeats or mistakes, not rationalizing them, but facing them squarely and turning them into positive assets. 15. 0 + Integrity, honesty and loyalty to the organization one works for, and to its goals and philosophy. 16. 0 + The capacity for making difficult decisions and then standing by them, without stalling or equivocating. 17. 0 + The ability to be both visionary and practical; having high ideals and visions of what might be possible in the future, and at the same time maintaining a realistic sense of practical problems that must be overcome in the present. 18. 0 + Flexibility, in the sense that the individual is ready to grow and change over time, rather than cling to outmoded views or professional attitudes. 19. 0 + A point of view that sees cooperative experiences as important or more so than competitive ones in reaching many activity objectives. 20. 0 + The ability to trust others and to delegate authority and responsibility. from: Rec' Leadership and Supervision by R. Kraus, G. Carpenter and B. Bates
-27- Career Settings for Recreation Leaders
Perhaps one of the most unique and exciting realizations about recreation leadership is the wide diversity of settings within which it may be found. Recreation leaders carry out a variety of functions in a variety of places, such as:
MUNICIPAL AND COUNTY GOVERNMENT. Since the late 1800's local units of government have traditionally been one of the major providers of recreation and park services in North America. Virtually every community in the country with a population over 5,000 has in its employ one recreation/park professional with leadership responsibilities.
Within the municipal jurisdiction, there exists a variety of public supply approaches; including joint city school, city only, school only, special recreation and park districts and counties. These agencies may have additional responsibilities including libraries, cemeteries, community services, museums and services for youth and or the aged.
In local government agencies recreation leadership positions are available for administrators, supervisors, center directors, sport specialists, playground leaders, planners and researchers, special populations program leaders, senior center managers, and park superintendents, interpreters, foremen, and outdoor resource specialists, rangers and the like.
STATE, PROVINCIAL, AND FEDERAL GOVERNMENT. Numerous government organizations at the state, provincial, and federal levels sponsor recreation services. As a recreation leader, one could find him or herself working in morale, welfare, and recreation services for a branch of the U.S. Armed Forces, as a trails specialist for a State Park division or as an outdoor recreation planner for the Bureau of Land Management. Recreation leadership positions in state and federal agencies in the United States include rangers, naturalists, outdoor education specialists, park superintendents, planners, extension agents, conservation workers, trails specialists, museum directors, grants and technical assistance coordinators, and nature center programmers.
PRIVATE, NOT-FOR-PROFIT AGENCIES. Major contributors to community recreation services are the nongovernmental, nonprofit agencies sponsored privately. These include all denominations of religious organizations; 4-H Clubs; Girls' and Boys' Clubs; Scouting, USA; Camp Fire, Inc.; agencies such as YMCA, YWCA, and CYO; Easter Seal Society; Special Olympics, Inc.; camps of all types. Many specialize in serving young people. Positions are available for activity specialists, program supervisors, facility managers, and administrators.
THERAPEUTIC RECREATION SETTINGS. There are many professional opportunities for those whose prime concern is promoting the well-being of persons who have special disabilities that limit their full involvement in recreation. Therapeutic recreation is the provision of recreation services and opportunities to assist individuals in establishing and expressing an independent leisure life-style.
In addition to community-based therapeutic recreation leadership efforts, many therapeutic recreation specialists work within an institutional setting. Such facilities as psychiatric hospitals, rehabilitation centers, chronic disease centers, children's hospitals, convalescent and other extended care facilities, schools for the mentally handicapped and emotionally disturbed, correctional institutions, special camps, group homes, and others maintain professional positions for administrators, supervisors, and program specialists in therapeutic recreation.
COMMERCIAL (PRIVATE, FOR-PROFIT) ORGANIZATIONS. In recent years there has been a dramatic growth in the number, variety, and scope of enterprises that provide recreation services as a financially profitable business. As a result, this category represents, perhaps, the largest provider of organized recreation in North America.
-28- Positions in this area include resort managers; retirement community\recreation directors; golf course, ski center, or tennis center managers; amusement park planners and directors; health and fitness center directors; racquet club managers; travel and tourism specialists; and social directors.
Entrepreneurs of all types continue to expand this realm by opening new enterprises; ranging from indoor playgrounds to baseball/softball schools, to wilderness excursions and guides and outfitters.
EMPLOYEE SERVICES, CORPORATE RECREATION. The recreation services that corporations and companies make available to employees and their families are typically part of more comprehensive personnel service efforts. This form of recreation sponsorship has grown rapidly in recent years with more than 3,000 companies and industries currently providing a wide scope of recreation, fitness, educational, cultural, and social services (Nudel, 1984, p. 41).
When professional leadership is used in this setting, such career options as recreation program director; facility manager; resort, camp, or center director; fitness specialist; wellness program coordinator; sport coach; and retirement counselor are possible.
OTHER SETTINGS. Other settings for recreation leadership can also be identified. Colleges and universities, for example, employ recreation leaders in functions ranging from intramural and sport club programming, to student union activities, to the development and implementation of special events, dances, lecture series, film fests, and tours.
Country clubs, yacht clubs, fraternities and sororities, service clubs, churches, and synagogues represent private membership organizations that frequently provide recreation programs and facilities for their members. In some cases recreation staff are employed to carry out membership recreation services.
The scope of leadership settings is truly limited only by one’s imagination and capital.
In spite of this far-ranging assortment of settings and wide diversity of positions, those individuals working in recreation park, and leisure service organizations are all a part of a more broadly conceptualized mission. “Human services” is the label used to describe those organizations and their staff whose goal is the enhancement of the total quality of life for those served.
This means that human service professionals are concerned with the promotion of human happiness and life satisfaction, and seek to realize this objective by providing opportunities for mental, physical, social, cultural, educational, and spiritual well-being. Recreation leaders, along with other professionals from fields such as health, education, entertainment, religion, and social welfare are considered to be a part of this human services mission.
Such human service organizations as medical facilities, mental health centers, social service agencies, schools, churches, and synagogues, colleges, police departments, career-consulting firms, and recreation organizations are numerous in our society and provide many of the services we have come to include as an essential part of our culture. As an integral part of this broader perspective, and recreation leader works in a variety of settings to join with the efforts of other societal leaders toward contributing to the quality of life of others.
How is this achieved? Leaders in all settings assume specific levels of responsibility and roles, while performing certain tasks that make it possible to achieve their missions. Recreation leaders are no exception. They may be described in terms of types, roles, and functions.
-29- Levels of Leadership in Recreation
The job titles/duties of leaders working in recreation settings are varied and numerous. Across the various agencies and enterprises, the titles probably run in the hundreds. There are however several fairly constant levels of leadership. These most typically are: (1) direct service, (2) supervisory, and (3) administrative levels.
While some of the duties and tasks of face to face leaders may seem menial and unchallenging to those of you with aspirations to become agency/enterprise directors, it is important to understand the value of these skills to clients and the enterprise, and each of you should experience as many of these as possible during your maturation as a leisure service professional.
-30- Describe in detail (type of agency, job duties, etc..) a recreation leadership position that someone you know occupies (or one that you personally have held during the summer) here:
Describe how you would change their job to make it more personally and professionally rewarding. Who would be the ideal person to hire to fill this position?
-31- DIRECT SERVICE PROVIDERS(DSP’s)- FACE TO FACE. This leader is the person who is involved directly with clients. The direct service leader could be a day-camp counselor, a tennis coach, a crafts instructor, a tour guide, etc. It is somewhat ironic that these people, who often have the greatest influence on the potential impact of a recreation experience, are paid the least. Many face to face leaders (DSP’s) are paraprofessionals, with little academic preparation in the discipline of leisure services. Specialists may hold degrees in Art, Music, Dance, Drama, Hospitality, Biology, Gerontology, and Kinesiology.
Supervisors and Directors also assume the role of DSP’s on occasion. The YMCA hires many direct service leaders in dual roles as supervisors, believing that supervisors should never lose the face to face contact with their clients...that only the DSP can gain.
The basic skills deemed necessary to operate effectively as a direct service leader (notably specialized generalists, effective across several disciplines) are those on which this course concentrates.
SUPERVISORY. A leader in a supervisory position within a recreation organization is usually considered a middle manager. Supervisors coordinate the actions of subordinate employees and/or the operation of a facility or area. Supervisors tend to hire direct service leaders and consequently ask them to fill a niche in the agency aimed at providing a specific level of service.
An important objective of the recreation supervisor is to facilitate the agency’s services by helping other staff members become more effective. This means that supervisors need to be enablers and empowerers. Supervisors enable agency staff persons “to make the best use of their knowledge and skill, and to improve their abilities so that they do their jobs more effectively and with increasing satisfaction to themselves and the agency” (Williamson, 1961. p. 19). Supervisors empower employees by assigning authority to take actions and make decisions along with responsibilities.
One type of supervisor, area supervisors are usually responsible for overseeing the staff and services within a single geographical area such as a district of a city or a designated floor in a hospital. In contrast, facility supervisors oversee one or more major buildings or properties such as a community center, aquatic/ice center, or a dance studio. Usually facility supervisors are responsible for supervising the work of both direct service leaders and facility maintenance staff. Finally, program supervisors are typically specialists in a particular type of program service such as athletics, or older adults, or environmental education. As such they are usually responsible for carrying out programs and services within the program specialty area for the entire agency. These positions are typical full time, professional positions, requiring a degree in Recreation and Park Management, Leisure Services, or a related field.
ADMINISTRATIVE/MANAGERIAL. Professional managers or agency executives in leisure services are also leaders. Their focus in more on leading an agency by mobilizing all available human, fiscal and physical resources. This effort involves planning, budgeting, supervising and evaluating services for the entire recreation organization. In a small community (one person department) it is not atypical for this person to wear all three leadership hats virtually simultaneously.
The primary focus of this course is to train you as a DSP. Other courses in Programming and Administration are more specifically designed to train leaders at the supervisory and administrative levels.
Nonetheless, the best managers undoubtedly are those that both know and understand the work of their subordinates. A manager that assumes each employee is a client could be far ahead in the game of motivating and running an efficient operation.
-32- PROFESSIONALISM
The leisure services profession is dedicated to advancing the quality of life for all people by ensuring access to the highest quality of leisure experiences possible, given the resources available. These services are being provided, at an increasing rate, by highly educated and dedicated professionals. Rigorous, nationally accredited curriculums, and a national certification exam set the standards by which all professionals are currently judged.
Professional
• An individual that is recognized by their some combination of their skill, training, education and experience to be maximally qualified for their position. • Someone that gives back to the profession • Someone who contributes above and beyond the basic job requirements
Certification
Graduates from NRPA accredited curriculums with no experience and graduates from accredited colleges and universities with experience are eligible to sit for a comprehensive national exam; comprised of content in park resources operations, programming, management, finance, leadership and therapeutic recreation. Passing the exam qualifies the candidate for status as a CPRP (Certified Park and Recreation Professional). Maintaining this status requires the professional to compile 2.0 CEUs (equivalent to 20 hours of approved seminars) every 2 years. Individuals with a 2 yr (Associate) degree can also achieve certification, as can individuals with no degree (with additional experience). These individuals do not need to take the exam in order to be eligible for the APRP (associate park and recreation professional) designation.
Presently, only a few instances exist nationwide where the CPRP status is mandatory for employment. The NRPA is working to increase this criteria. Until such stipulations are typical, the need for certification is somewhat uncertain. The number of agencies indicating CPRP preferred on job announcements is increasing substantially, though.
Accreditation
Program accreditation focuses on the curriculum content rather than the individual graduate. A thorough review of the curricular content, departmental resources, faculty qualifications and dozens of other standards is made by a professional visitation team. If all standards are adequately addressed, the program is approved. As a result of their degree’s recognition, graduates from accredited curriculums are allowed to take the national exam immediately (without working professionally for 2 years).
Memberships in Professional Associations
Members of professional societies and associations like the National Recreation and Park Association, NRPA (www.nrpa.org), or American Alliance for Health, Physical Education, Recreation and Dance and their state affiliates such as the Kansas Recreation and Park Association (KRPA) gain special benefits from their membership. These include:
Monthly issues of a professional trade magazine Special national newsletters each month and periodic state newsletters The latest information on and sponsorship of conferences and trade shows, research symposiums, seminars and professional training workshops. Legislative updates on issues affecting the profession and individual members Networking with fellow professionals
-33- KRPA
The Kansas Recreation an Park Association is the state affiliate of the National Recreation and Park Association. KRPA provides member services to over 600 park and recreation professionals in Kansas. Ten (10) reasons why you should join the KRPA are listed below:
Information (bulletins, newsletters, etc.. 5 branches to choose from (Recreation, Parks, Therapeutic Citizen Board Member, Aquatics, etc..) Resources access to books, videotapes, and professionals across the state Membership directory and resource guide Networking puts you in touch with professionals across the state Opportunity for career growth Professional Development (latest topics and issues, equipment are featured at trade show) (other specialized training available via branch) Leadership Committees and various offices Recognition Awards and Honors and annual conference Hall of Fame Certification Opportunity to become certified and records maintenance Advocacy KRPA carries your message to the statehouse or Congress Grants limited assistance available for attending seminars, etc.. Scholarships available for people passing the natl. exam Career job mart and training opportunities Growth
As indicated in the earlier definition of a professional, these individuals typically find a way to return something to the profession. The KRPA depends entirely on professionals to volunteer their time as officers and committee members to provide these services. A paid executive director and office manager are the complete staff.
-34- CHAPTER II GROUP DYNAMICS
Recreation leadership often takes place via a group. In fact, the very existence of a group is necessary for a leader to have someone to lead.
We study group dynamics to either help people place themselves in the appropriate group(s) that will function most effectively in allowing them and us to reach objectives...or to at least make the best of a less than optimal situation if a person finds themselves in a group by necessity but not necessarily by design. We must realize that groups can have both constructive and destructive effects on the quality of a recreation experience for an individual ... depending on how they are managed.
Why do people belong to groups? What makes them effective? Do groups posses certain characteristics?
A group is:
*two or more people with a common objective or interest, purpose or needs. *a group is a group when members perceive themselves as interdependent *a group is a group when it perceives itself as such
Types of groups:
Primary important, deep affiliation... affect our lives strongly Secondary Less important Compulsory (automatic) Family, work team, armed forces Motivated (voluntary) Influenced by motivations like recognition, approval, social acceptance Voluntary (social) Motivated by friendship, like interests Formal (enforced rules) Semi-formal (clear membership expectations) Informal (casual)
Types of Groups
Participant: Purpose is to engage in recreation behavior (clubs, classes, teams, etc.,. . . motivated by a common interest) Functional: Purpose is to accomplish tasks (boards, task forces, etc.) (Niepoth, 1983)
The following groups that one will likely encounter as a recreation professional are categorized as (P) participant, or (F) functional.
Teams (P) Craft classes (P) Volunteers (P/F) Boards, Citizen Advisory Groups (F) Professional Colleagues (F) Professional Societies (F) Lifeguards (F) Grounds Crew (F)
-35- Elements of Groups
The study of the interaction that takes place between individuals in a group setting.
Each group is influenced by many factors including:
the amount of shared participation (how much is everyone involved in the decisions making?) public commitment (do individual members follow-through with tasks in order to receive group approval?) social support (if a member receives support from group, he/she is encouraged to act) normative standards (does group expect certain behavior, dress?) The quality and degree of interaction among members Edginton et al. (1985) Why do people join groups?
a. Individuals desire to affiliate with others who's abilities are similar (usually equal or greater than their own). b. Because they desire rewarding activities (can see benefits from belonging). c. Because they value the goals of the group (agree with the purposes). d. Because they need interpersonal affiliation (they just need to belong). Shaw (1981)
Group Characteristics or Properties (Kraus, et al., 1981)
Cohesion: The degree to which members like being with each other. influenced by: type and strength of leadership nature of objectives degree of homogeneity high level of cooperation outside competition creates cohesiveness inside competition is negative though
Group Morale: A positive feeling about the group. influenced by: achievement shared feelings of satisfaction equality of sacrifice positive, easily identified objectives realistic goals
Norms: Standards, acceptable behaviors, unwritten rules influenced by: groups purpose and formality (compare a rugby team to an environmental task force)
Group Productivity: How well a group is able to satisfy its purpose influenced by: how well group goals match member abilities and expectations resources available to group degree of group communication and sharing
-36- Comparison of effective and ineffective groups
Effective groups Ineffective groups Goals are clarified and cooperatively Goals are unclear; members accept imposed goals. structured. Open and accurate expression of ideas and Only ideas are expressed; feelings are ignored. feelings is emphasized. Ability and information determine influence Position determines influence and power. and power; power is equalized and shared. Individuality is endorsed. Rigid conformity is promoted. Problems are innovatively and effectively Problems are not adequately solved. solved. Interpersonal effectiveness and self- Order, stability and structure are encouraged. actualization are encouraged. Constructive controversy is encouraged. Controversy is avoided. Russell (1986)
Correcting problems in group effectiveness
Problem Solution
Low group cohesion * Design group tasks that require greater frequency of interaction * Implement activities that make the group more attractive Extreme group cohesion * Encourage open expression of doubt (group think) * Play “devil’s advocate” * Periodically divide into subgroups Low group morale * Modify group goals to better reflect needs of individuals * Ensure clearly established goals and clarify specific ways of achieving these goals Low group productivity * Reexamine group goals for individual member resistance * Enable group activities to match group goals
Russell (1986)
-37- Stages of Group Growth
adapted from Investigating Your Environment (U.S. Forest Service, Denver, Colo) Mike Giammatteo, Ph.D.
Nearly every group has to learn to work together. During the initial stages, members get to know each other and learn how each person fits into the whole.
This natural process, while often frustrating, is fairly predictable, and usually involves the following stages:
1. Probing Each individual begins cautiously; trying to become comfortable by determining the skills, personalities and abilities of other group members and by making an assessment of the situation. Members don’t really trust one another and feeling a bit lost is commonplace. 2. Grumbling The frustration resulting from inadequate instructions, information, or the perceived inability to work together and make progress typically results in some griping and grumbling early on. People play negative role and block group action by their behaviors. Some groups never progress beyond this stage and usually dissolve as a result. Group members that are willing to listen and compromise can work out the differences and move on. 3. Grasping Progress begins to emerge as ideas and suggestions presented by members begin to take a noticeable shape. There is more and more building and less blocking behavior; resulting in greater agreement. Getting somewhere is the norm. 4. Maturation Members actually enjoy each other and the group process at this point. Each realizes their role and how important working together is to reach the group’s goals. Enthusiasm is prevalent. 5. Mastery The group has arrived. All members are playing constructive roles, sharing leadership and tasks. Members have learned to work together.
The following illustration shows the progress through these stages. As the group is given new or additional tasks, individuals may revert to some of the behaviors exhibited in the early stages but the duration of these stages will be reduced, as will the length of time necessary to reach Mastery.
MASTERY MATURATION< GRASPING< GRUMBLING< PROBING<
-38- IDENTIFYING THE ROLES PLAYED IN GROUPS (Giammatteo, USFS)
Roles played by group members impact the group’s effectiveness. It is therefore important to recognize some of these behaviors and encourage the productive one and discourage those that are counter productive.
Counter productive roles:
Attacker always attacks ideas presented negative: “People don’t care. They will never do that” Irrelevant gives ideas that do not relate to the topic “Did you see Jane’s new car?” Dominator tries to get his/her way with little regard for others downgrades other’s contributions Blocker tries to prevent something from happening by arguing, rejecting ideas, delaying, etc... Interferes with progress by going out on tangents. Spec’ Interest attempts to sway opinion to be favorable to a group or project regardless of group’s wishes. Usually a poor compromiser. Has own agenda. Playboy makes a display of his/her lack of interest and involvement
Productive roles
Initiator Suggests ideas and proposes solutions Energizer prods the group to action and consensus. Stimulates the group. Information asks for the facts. Wants adequate background for good decision making seeker Orienter helps the group define its position. Clarifies “where are we going?” Summarizer pulls together ideas. Encourager praises the contributions of other group members. Helps establish a friendly atmosphere Harmonizer points out similarities. Keep group focused on tasks rather than personalities. Follower goes along with the group. Is a good audience.
-39- CHAPTER III
TEACHING METHODS AND TYPES OF LEARNING
Given that much of leading recreation activities is INSTRUCTION, it is important that one understand how to best present information and how to develop an appropriate climate for enjoyable learning.
TYPES OF LEARNING
Cognitive Learning is related to the accumulation of knowledge, or knowing something. It is based on understanding, comprehension and perception. Before recreationists can enjoy many activities, they must understand the rules, or comprehend the need to back-paddle, or know which knot is appropriate.
Psychomotor learning is related to the gaining of athletic like skills. These skills typically involve movement, action or strength. It often involves a coordinated effort. We teach baseball players skills so they can successfully hit, catch and throw the ball. Golfers scores improve dramatically as their skill level increases.
Affective learning is related to emotions and attitude. A wilderness adventurer would usually benefit from an attitude of contemplation; feelings of serenity. Affective learning often involves socialization as we attempt to influence attitudes and feelings via the group process. Interestingly, changing one’s attitude is the most difficult...but also the most intense learning experience. Becoming a born-again environmentalist might be such an example. ______
Recreation leaders should be aware of how different people learn. The following list addresses some of the commonly held principles (Russell, 1986):
Individual Differences Each of us differs in how we learn most effectively. Some of us learn best by doing, others by listening. Some pick up concepts and skills quickly...others take time. The leader should therefore employ a number of different teaching strategies and be willing to adapt to various groups and individuals.
Personal Meaning Each of us is also motivated by our own environmental experiences. No one brings the same background with them. Therefore, our comments as a leader are absorbed differently by each individual; depending on how meaningful they perceive the skill your teaching them is. One participant may be highly motivated to learn scuba diving because of a planned vacation in the Spring. Another is simply looking for a diversion.
Learning by Doing People tend to learn much quicker by doing. Though this hands-on approach is often preceded by lecture or discussion. In recreation this approach is essential. Can you imagine signing up for a canoeing class that is all lecture???
Feedback Positive reinforcement is extremely valuable in helping the learner progress. Occasionally corrections are also offered as we do need to insure that the skill is performed correctly...but emphasize the positive.
Motivation Are the participants motivated to learn? In recreation as opposed to education, this is usually the case. Many youth sport coaches will caution that there are plenty of distractions and that young people often really do not know what they want at a given moment.
-40- TEACHING STRATEGIES
LECTURE College students are very familiar with this approach. It is often used when vast amounts of complicated information must be presented in a relatively short period of time. It is also used when the learner has time to review the material again at a later date to absorb the information presented. It is also a strategy used when the leader’s expertise is needed for understanding of concepts. It can be used in conjunction with other methods, often as an introduction.
The negative side of the lecture is that the information proceeds at the teacher’s pace and not necessarily the learner’s. Also it is a one-way process with little time for individual feedback.
DISCUSSION Discussion is not just interaction with the leader....but with other participants. Here everyone has the opportunity to share information and ideas....and everyone benefits as a result. The more participants contribute, the more they will identify with the material, the more they will internalize and learn. The process follows the slogan, “All of us knows more than any one of us.” Problem solving often uses this strategy.
DRILL AND PRACTICE Many athletic and outdoor pursuits require supervised repetition in order to master the skills. Drills enhance fundamental skills such as speed, endurance, hand-eye coordination. Practice trains muscle movement and aids understanding. This method is most often employed when the objective is psychomotor; but cognitive is equally important.
Do you think you can predict the outcome of the first flag football game of the season between two physically evenly matched teams except that team A has practiced 6 times and team B once?
GROUP INVESTIGATION The intent of this approach is that small groups work together on a task; often relatively independent of the instructor. There is often no clear direction and the results tend to be open-ended. This approach works well with a mature, motivated group that is well prepared to take the necessary initiative.
RESOURCE CENTER Learn-at-your-own-pace instruction can be accomplished satisfactorily by a motivated learner using a resource (drop-in) center. The center could be a library, a nature center, or other environment where all of the tools and resources are readily available for the learner to use.
Sources: adapted from Gilstrap, R. I. And W. R. Martin (1975) Current Strategies for Teachers, Goodyear Publishing, R. Russell, Leadership in Recreation (1986)
-41- Writing Performance Objectives*
Format for Writing Objectives
Writing an objective is not unlike writing a sentence as to parts of a speech:
1. Who is to do something the subject of the sentence; 2. What is to be done the verb of the sentence; 3. To What is it to be done the object of the sentence; and 4. How it is to be done the modifier in the sentence.
Which leads us very cleverly to the
A, B, C, D's of writing objectives. On the left below is a description of the format. On the right, criteria are listed which should be contained in each format statement.
A is for the Audience which is to Who is to be doing the learning? perform the objective What is the entry level of the students expected to perform the objectives?
B is for the expected Behavior What observable action will the learner do? of the performer
C is for the Conditions under which What resources will be used? the audience will perform when What time limitations or resource assessed limitations will be placed on the student's performance when he is being evaluated to determine if he has achieved the objective?
D is for Degree of measurement Has the individual mastered the objective used to determine an acceptable satisfactorily? (20 out of 20, 19 out of 20; performance level 4 out of 5, 70% for a minimum grade of C).
* U.S. Office of Educations' Objectives Marketplace Game, Unit 5, Module 1.
-42- Quiz on ABCD's of Performance Objectives
(1) Without turning back to page 1 complete the following items. Use only one word for each item.
A is for
B is for
C is for
D is for
(2) Without turning back, please complete the following statements by filling in the blank space with the word or words required.
a. Limiting the materials to be used during a performance is called the ______of the performance.
b. The level of which a student proves he has mastered the objective is called the ______of the objective.
c. The observable action of the learner in the performance is called the ______.
d. The person(s) who is doing the learning is the ______of the objective.
Example: Beginning Golf
Primary Objective: Psychomotor (executing a dynamically correct chip shot)
Secondary Objective: Cognitive (understanding dynamics of correct shot)
By the end of a 20-minute drill and practice session (C), 70% of the class participants (A) will be able to correctly and successfully demonstrate a chip shot (B). Successful means (3 of 5 within 10' of the pin) (correctly means correct dynamics)(D).
The following list of behavioral terms should be useful in writing objectives:
describe interpret observe demonstrate sketch identify compare define locate express analyze apply translate contrast relate generalize formulate operate illustrate diagram perform listen write read review use present discover support question create calculate organize develop recite differentiate construct solve list
Avoid these terms:
enjoy faith understand like know appreciate grasp
-43- ABCD Quiz
The following are segments of ABCD stated objectives. Below each segment are listed the four basic components which should be included in a well stated objective. Identify by circling the A, B, C, or D component which best represents each of the objective segments.
Example: an eighth grade soccer player working on a free kick A. Audience C. Conditions B. Behavior D. Degree
1. given the use of a potter wheel and a lump of clay A. Audience C. Conditions B. Behavior D. Degree
2. read a short story and write out a plot description A. Audience C. Conditions B. Behavior D. Degree
3. place 10 of 15 soccer corner kicks within 30' of the goal mouth A. Audience C. Conditions B. Behavior D. Degree
4. a seventh grade social studies student who reads a fourth grade level but has a high mechanical aptitude A. Audience C. Conditions B. Behavior D. Degree
5. develop construction plans for an interpretive model of a Navaho hogan (dwelling) A. Audience C. Conditions B. Behavior D. Degree
6. given an outline diagram of a softball diamond with the major lines drawn in but not labeled A. Audience C. Conditions B. Behavior D. Degree
Using the correct format, write two performance objectives (one each for two different activities) Explain also which domain each objective is directed at reaching.
1.
Domain:______.
2.
Domain:______
-44- WORKSHEET: Matching participants physiological age with activities:
Estimate the elementary grade level 2-9 where each of the following Psychomotor skills is regularly doable at a competitive level.
GRADE 2,3,4,5,6,7,8 or 9
1. can catch a thrown softball/baseball _____ 2. hit a pitched curve ball _____ 3. dribble and shoot a basketball _____ 4. dig and serve a volleyball _____ 5. spike a volleyball _____ 6. can tumble _____ 7. can swim 10 or more laps _____ 8. can do 10 pushups _____ 9. can solve an initiative game problem _____ 10. can remember simple game rules (3 or less) _____ 11. design a team game strategy ____ 12. ride in a bike race of 1 mile in length _____ 13. be successful in an obstacle course _____ 14. have attention spans of 3 minutes or less _____ 15. love rhythmic sounds and movements _____ 16. are uninhibited (RE: dramatics) _____ 17. exhibit hero worship _____ 18. boys and girls most evenly matched _____ 19. coed soccer should end at this grade _____ 20. boys will participate in dance _____ 21. girls will enjoy dance _____ 22. begin to show team leadership _____ 23. can handle pressure of winning and losing _____ 24. can think ahead (strategize athletic actions) _____ 25. well suited for tag games _____ 26. have to separate cliques to form teams _____ 27. leader may have to convince kids an activity is fun _____ 28. enjoys riding a bicycle by themselves _____ 29. boys and girls tend to separate themselves in play _____ 30. leader must intervene to insure that all kids will play _____ 31. the focus of control for play should remain with the child _____ 32. knows which base to throw to (baseball) _____ 33. would enjoy marbles _____ 34. loves to sing (as a group) _____ 35. can appreciate a nature activity _____ 36. can jump rope successfully _____ 37. can throw and catch a frisbee _____ 38. would have a difficult time emotionally being eliminated from a game _____ 39. appreciates the outcome of a game _____ 40. begin to play soccer as a sport rather than as a game _____
-45- 41. can carry a backpack up to 5 miles per day _____ 42. can independently erect a tent _____ 43. can fish (select bait or lures, tie on, clean fish, etc.) _____ independently 44. can waterski (two skis) _____ 45. can break half the clay targets thrown from a position directly beside a shooter _____ 46. physically capable of hunting with supervision _____ 47. can make good decisions and paddle with endurance in the bow of a canoe (flatwater or class I river) _____ 48. can sail a sunfish independently _____ 49. can prepare a hot meal while camping _____ 50. can start and operate a small outboard motor _____
-46- DRILL and PRACTICE (adapted from ASEP’s Coaching Young Athletes)
A SAMPLE PLAN FOR A YOUTH BASEBALL PRACTICE
Date: 7/__/04 Performance Objectives: Focus on base running and throwing runners out at various bases Enhance cut-off skills, Introduce pick-off moves, Use game situations focusing on running and throwing to the correct base to reinforce need for skills
Psychomotor: At the completion of practice, each pitcher will be able to demonstrate a legal and effective pick-off move to both 1st and 2nd. Cognitive: “ ” to either demonstrate or verbalize a balk during a pick-off move.
Equipment Needed: normal
Time Scheduled for the various parts of the practice:
4:00-4:10 Warm-up (Do set of previously assigned stretching and throwing drills) 4:10-4:30 Practice previously taught skills (work on relays from the outfield) Focus on role of 2nd cutoff (pitchers and 1st basemen) 4:30-4:40 Demonstrate new skill (pick off moves to 1st and 2nd) Have assistant coaches stationed at 1st, 2nd and as runners Demonstrate various pick off moves....assign name or number to each 4:40-5:05 Practice New Skill Assign each of the 12 players a position to practice this new skill (1st baseman, runner at 1st, 2nd baseman, runner at 2nd, pitchers) Have each pitcher practice each move 3 times (make corrections) Rotate players so everyone is a pitcher 5:05-5:15 Coach’s comments and Water Break...... 5:15-5:50 Situation work: Bring in 4 players (2 at a time to run bases), placing remainder in field in assigned positions. Describe scenario (e.g. Runner on 2nd, 1 out...line drive to left, or Runner on 1st, stealing, etc.) 5:50-6:00 Base running for fitness (home to 2nd sprint, 2nd to home sprint, repeat 3 times)
-47- Evaluating a Practice Plan
Early Season Workout for 9- to 12-Year-Olds Instructional Goals: Practice receiving and controlling ball under pressure from opponents. Equipment: Balls, cones, and jerseys.
Component/Time Activity/Drills Organization Coaching Points Introduction/Warm-Up Juggling drills and One ball per player Use foot, thigh, chest 5 min. stretching in juggling sequence Review Practice Dribble around cones Six cones in a line 6 ft. Use both feet and all 10 min drill apart foot surfaces Teach Receive and control In pairs in 10 x 10 yd. Practice receiving ball Practice under pressure drill square. Receiving by taking ball to either 15 min. player controls ball and side away from passer. dribbles to cone Game Practice Small-sided scrimmage Divide players into Apply condition of 15 min. four teams and play two-touch play with no two small-sided dribbling scrimmages Game Practice Full game Divide into two teams Provide players with 15 min. information on their methods of receiving and controlling. Cool-Down/Evaluation Stretching Bring players together 5 min. Review of today’s practice
Rate this practice plan by circling your judgment of the plan’s merit on the following criteria: Some may not be applicable (just leave these unanswered) (not to be handed in) 1. Plenty of activity Excellent Average Weak 2. Efficient use of time, facilities, and equipment Excellent Average Weak 3. Variety of activity Excellent Average Weak 4. Progression from the simple to the complex Excellent Average Weak 5. Progression allowed at individual rates Excellent Average Weak 6. Allows practice under competitive conditions Excellent Average Weak 7. Warm-up/cool-down planned Excellent Average Weak 8. Provides time for fitness training Excellent Average Weak 9. A fun practice for the age group Excellent Average Weak
-48- -49- Develop an activity/practice plan for a 1.5 hr drill and practice session for one of the following activities.
sailing class fly fishing class baseball 13-15yr olds rock climbing instruction riflery class archery clinic map & compass canoeing golf dressage volleyball
Divide time into segments as small as 5 minutes.
Time Frame (duration) Description of Activity Purpose/Objective
Activity: Beginning ______
-50- Rate this practice plan (from page 50) by circling your judgment of the plan’s merit on the following criteria: Some may not be applicable (just leave these unanswered) 1. Plenty of activity Excellent Average Weak 2. Efficient use of time, facilities, and equipment Excellent Average Weak 3. Variety of activity Excellent Average Weak 4. Progression from the simple to the complex Excellent Average Weak 5. Progression allowed at individual rates Excellent Average Weak 6. Allows practice under competitive conditions Excellent Average Weak 7. Warm-up/cool-down planned Excellent Average Weak 8. Provides time for fitness training Excellent Average Weak 9. A fun practice for the age group Excellent Average Weak
-51- COACHING YOUNG ATHLETES (by ASEP, American Sports Effectiveness Program)
Step 1, Introducing an ATHLETIC Skill
_____ Enthusiastic in actions and words _____ Avoids sarcasm, annoying mannerisms, and abusive language _____ Uses terminology the athletes can understand _____ Speaks clearly _____ Has a regular routine for starting practice _____ Faces the team when speaking to them _____ Makes good eye contact _____ Controls temper and displays poise when dealing with inattentive athletes _____ Uses a formation so the team can see the demonstration _____ Uses a formation so the team can hear the explanation _____ Identifies the skill to be taught _____ Introduces the skill in less than 3 minutes
Step 2, Demonstration
_____ Demonstrates the skill several times _____ Demonstrates for left-handers as well as right-handers _____ Demonstrates the skill so that it can be viewed from different angles _____ If necessary, demonstrates the skill at slower speed _____ Explains the major sequence of actions that comprise the skill; demonstrates at slow speed _____ Points out relevant cues _____ Keeps explanation simple and brief _____ When appropriate, demonstrates parts of the skill _____ Briefly demonstrates and/or explains the similarities between skills _____ Repeats and answers relevant questions so all can hear
Step 3, Practicing the Skill
_____ Begins practicing the skill as soon as possible after the demonstration. _____ Uses a formation and drill that enables the greatest number of athletes to safely and effectively practice the skill. _____ Uses drills which emphasize the skill to be explained. _____ Demonstrates and explains how the drill works. _____ Checks to be certain the team understands how the drill works. _____ Eliminates or minimizes any danger involved in performing the skill. _____ Creates an atmosphere in which fear of failure is minimized. _____ Is in control of the team during practice. _____ Checks to be certain all are proceeding through the drill correctly. _____ If the team is unable to perform the skill, the coach: Repeats the demonstration and explanation. _____ If appropriate, takes them through the skill several times slowly step-by-step _____ Uses "key" terms. _____ Checks after each step to be sure that everyone is performing correctly. _____ Repeats and answers relevant questions so all can hear. If the team is unable to perform the whole skill, the coach has them master the parts. When the team is able to perform the skill reasonably well, the coach: _____ Stops practice and corrects common performance errors when necessary. _____ When correcting common errors, presents a brief explanation and demonstration of the error and its corrections. _____ Repeats and answers relevant questions so that all can hear.
-52- Step 4, Providing Feedback to correct errors
_____ Observes and evaluates performance. _____ Compliments effort and parts of the skill that were performed correctly. _____ Corrects one error at a time. _____ Gives simple and precise information: _____ Tells and shows the athlete what he or she has done as compared to what should have been done. _____ Tells and shows the athlete how to correct the error. _____ Makes certain the athlete understands the information given. _____ Shows patience with the athlete. _____ Encourages the athlete to continue to practice and improve.
-53- Decision Making (a step by step guide)
When you are faced with a problem that needs a solution, consider the following approach:
Step 1. Identify the problem or situation:
A problem can be stated as a situation that is not as it should be. Be sure you focus on the root problem and not merely a symptom of the problem (many would agree that today's high crime rate is a symptom of the unavailability of good jobs and education rather than a lack of leisure).
Step 2. Describe several alternatives:
Alternative #1. Alternative #2. Alternative #3.
Step 3. What factors may influence your decision?
personal values long term goals short term goals equity cost effectiveness
Step 4. Gather information necessary to make an informed decision:
history of the problem situation should be barriers to a solution players in the game suggestions of advisors agency policy cost of solution
Step 5. Examine alternatives as to advantages and disadvantages of each (develop scenarios, risks, probable outcomes for each)
Advantages Disadvantages Alternative #1
risks
probable outcomes
Alternative #2
risks
probable outcomes
-54- Alternative #3
risks
probable outcomes
Step 6. Select and implement the best choice (Alternative or combination)
Each of the following CASE STUDIES asks what you would do in each situation. Using this step by step decision making tool, choose one (1) of the three case studies to practice the decision making process. (Complete the form on the previous page)
CASE 1: A member of your staff, hired recently, for your agency through a government grant has been absent quite frequently. All absences are apparently justified, and the individual is not paid for workdays missed, because of the nature of his job. However, these frequent absences are causing a morale problem with other employees. How would you as the supervisor handle the situation?
CASE 2: You are a young director of a special two-week therapeutic camp program and are concerned about enforcing the camp board's policy against drinking alcoholic beverages in the campgrounds. Although you have a master's degree in therapeutic recreation, many of the camp's staff members are close to your age, and some are older. In past summers, the no-drinking policy was not enforced. You anticipate a problem in enforcing the rule, especially with older counselors who have been at the camp in previous years. What should you do?
CASE 3: As the director of a summer camp operated by a large voluntary agency, you begin to have serious difficulty with a counselor responsible for one of the major camp units. This individual is highly competitive and keeps charts and records of the young campers, constantly reprimanding them and demanding higher achievements. At a field day with another camp, he upset staff members and other campers with his authoritarian tactics and quarreled angrily with the other camp's director. For him to be replaced in midsummer would be disruptive to the program. What should you as the camp director do?
-55- CHAPTER IV Hands on activity leadership
Social and Game activities
A wide variety of recreation activities can be led using the following approach(es).
For group game activities to be successful, each must be effectively and enthusiastically presented by a leader. Leaders should be interesting, contagiously excited and forceful; so that even though persons only marginally interested are caught up in the excitement of the moment.
The style a leader will use with a given group depends . . . as we have discussed; on the leader, the group and the nature of the activity. The approach a leader takes with a group of youngsters will normally vary more than that taken for adults, even though the chosen activity might be the same. Active games take more rigorous leadership than do passive or quiet games. Complex games take patience and organization for the leader to effectively communicate the purpose.
Steps in effectively leading social activities and many games.
1. Be prepared. The session should be well thought out. All of the supplies and facility preparations should be completed well in advance.
2. Motivate the group. Arouse interest. Be contagiously excited.
3. Set the formation. Place the group in the best possible formation; either one that lends itself to the leader being better heard or understood or that leads directly into beginning the game.
4. Explain the purpose (point) of the game. Do not be too complex here . . . as a simple approach will suffice.
5. Demonstrate and explain. Many leaders explain various parts of a game if it is complicated; including a walk through or demonstration of difficult to understand sections.
6. Play it. Try the game soon. It may take a repetition or two to get it right. Stop confusion immediately and clarify before proceeding.
7. End the game on a high note. Stop while the enthusiasm is high. Leave people wanting more.
-56- Classifying Social Activities
A number of classification schemes have been offered by various authors. The following was compiled by Jane Harris and is used in her compilation of games, called FILE O' FUN.
Defrosters/Icebreakers Activities designed to reduce tension or to lead into other activities.
Stunts/Contests Designed to be entertaining for participants and the audience.
Get Acquainted Purpose: to meet other people. Can also be mixers and icebreakers as long as they have this distinction.
Mixers Designed to get people to mingle. Often uses music.
Ballroom Novelties Often a specialty dance.
Table Games Board games and other like activities performed sitting down or by small groups in a confined area.
Card Games Many variations and types of cards are included.
Tricks and Puzzles Magic tricks, skit type puzzles and related activities.
Party Relays Relays that are designed not to be athletic but involve team characteristics, and can be adapted to indoor environments and themes.
Inactive Games Quiet games and activities that involve little movement.
Active Games and Contests Includes playground games and many activities contests that also involve teams and large groups of people (includes new games).
Skits Also found in dramatic activities but classified here when the purpose is social.
-57- CRITERIA FOR THE SELECTION OF ACTIVITIES
Clues for being “on target” with your selections
I. Activities should be relatively Safe While we need not ensure total safety, as many experiences involve some risk but activities for children in particular should be relatively risk free...and everyone should be well aware of any foreseeable risks II. Activities should be Socially Acceptable not just morally but probably politically correct as well III. Activities should be Appropriate for the Age and Ability Level of the Participants this approach will reduce injuries and simultaneously challenge participants Youth in particular are capable of amazingly complicated situations Be sure the activity is not too young for them...... similarly a simple game of tag can be modified to challenge almost any group IV. Activities should be Enriching There should be a sense of gain to every experience...which can still be immensely enjoyable Activities can appear to be just plain silly and relatively meaningless with the totally acceptable purpose of breaking the “ice”, reducing tension, or eliciting a “hard to gain” smile from someone who hasn’t done it enough. V. Activities should Optimize Staff Talents optimize the resources available to you stay within your abilities; “do what you do best” VI. Activities should be Financially and Logistically Feasible informal analysis of costs and benefits helps keep activity costs in perspective ...just be reasonable. VII. Activities should be Presented in a Way Which Is Creative or Original no more tired, old, worn-out programs...test the envelope VIII. Activities should Motivate Participants to Try Additional Activities this experience should wet their appetite
-58- LEADING YOUTH ACTIVITIES HINTS FOR:
CONTROL i Insist on having the participant’s attention when explaining an activity. i A whistle can be helpful if it is not overused i DO NOT TOLERATE any profanity, cheating, bullying or poor sportsmanship i Assign duties (bringing out and setting up equipment, etc..) i Explain the rules, behavior limits and consequences early
FORMATIONS, SQUADS AND EXPLANATIONS i Avoid shouting as children will actually pay better attention to a softer voice to which they have to listen carefully to hear i Keep explanations to a minimum will assist in holding their attention i Get the activity(ies) underway as soon as possible i When presenting directions from a circle formation, the leader should make themselves part of the circle so their back is to no one i Do not let captains choose teams (or at least not publicly) i Make the squads small so each child will get many chances to participate i Have teams walk through a relay and other complicated games once first
SAFETY AND GAME OPERATIONS i Don’t let anyone be it too long i Strongly recommend or insist on protective gear being worn if it is available (face masks,etc) or avoid the activity if it is not i if anyone argues with a youth official...they immediately become the official i require footwear i the lower the age the bigger the ball, the lower the net, the larger the hoop i INSPECT the facility and grounds and equipment for hazards i Anticipate injuries from overthrows, tossed bats, etc... and have players positioned safely in zones when not participating i Have an emergency plan i Make sure the activity is suitable for the age of participants and that differences in size and age do not endanger smaller players i Know where first aid supplies are kept....any know your first aid limits i Maintain adequate space between groups i Use spotters liberally and train them carefully so they know their job i Insist that players remove jewelry and other personal effects that could cause injury either to themselves or other players i Limit horseplay that often results in injury from pushes, falls, etc.. i Talk to children about avoiding strangers, dogs and other animals
-59- Given the following guidelines and working in groups of four(4), DESIGN A NEW RECREATION ACTIVITY (e.g. game, contest). (Due on ______\______\______)
Explain the Purpose of game: Outline how the game is played (provide sufficient rules...follow the activity outline supplied later in this workbook) Can be played with as few as 4 or as many as 50 Requires minimal special equipment Is of an active, physical nature Is self officiated If a modification of a current activity, is at least 40% original What needs were satisfied? What elements will make this activity enjoyable?
-60- a new recreation activity (continued)
-61- PROMOTING SELF-CONTROL AND RESPONSIBILITY
The preferred situation is that the child understands what is expected of them and is willing to behave accordingly.
Names are important Try to get to know every child by name. Use games with names and name tags early to facilitate this. Mutual respect Respect fosters good behavior. Earn their respect by being consistent, fair and be willing to admit it if you’ve made a mistake. Teach, don’t tell Remember you are teaching a child....not an activity Our rules Explain why the rules are necessary Behavior rules Game rules Safety rules Look for the cause There is usually an underlying reason why children misbehave. While the services of a trained professional may be necessary to uncover disorders or physiological trauma....the reasons could be as simple as: Ill health Lack of skill in the activity No interest in the activity (their parents signed them up and they don’t really want to be there) don’t expect miracles Good self control takes time. Children learn from mistakes
PROMOTING RESPONSIBILITY in COMPLETING TASKS
Give the child a task Have the child explain how the task will look when it they can handle is completed
Give them enough rope Invaluable lessons can be learned from “blowing it” to hang themselves (The consequences of failure must be acceptable though)
Give them this failed Getting back on the horse that just bucked you off sends task to repeat the message that one can learn from errors
Use empathy An adult’s anger (since it is external) makes it difficult for children to realize their mistakes have consequences that hurt themselves. Try to balance love and logic
Before you change The child must have SOME control the behavior you must first change the self concept
-62- HELPING CHILDREN SOLVE THEIR OWN BEHAVIOR PROBLEMS
CHOICES
Offer choices and have the child state the consequences. Having the child verbalize the consequences forces them to better understand the Situation....forces them to think Choices help leaders (and parents) avoid control battles Choices help children learn from their mistakes Choices build self confidence Make sure you can accept the choices you offer.
Examples of this approach that make the child think of their options
“You are welcome to join us on the ballfield after your work is finished” “You guys are welcome to come back as soon as you work that out”
Avoid telling-the-child-what-to-do statements that promote confrontations
“You’re not going to talk to me that way” “You get to work right now”
-63- ONE AGENCY’S POLICY ON DISCIPLINE AND DISMISSALS ON THE PLAYGROUND
1. The playground or center should be a place where children are permitted the greatest possible amount of freedom. Yet, when this freedom interferes with best interests or safety of the entire group, disciplinary action must be taken.
Smoking, use of vile language, defacing buildings, damaging property, and all other activities which effect the moral tone of the playground should not be tolerated; and warrant disciplinary action.
2. When disciplinary action is necessary, care must be taken that this action is fair and consistent. The individual in charge should gather all the facts, evaluate these facts, and then take prompt, firm action. A warning can be used in many instances, however, repeated warnings tend to erode the leader’s position. Warnings should therefore be followed by penalties.
SUSPENSION
3. Every possibility should be exhausted before resorting to suspending a participant from the playground or center. However, should suspension prove necessary, names of the suspended children must be turned in to the office by the next morning. A full description of the incident that precipitated this action as well as all action taken by the leader must accompany the names.
Remember!!! suspension is only the last resort.....since once the child leaves the playground..control and influence on this individual is lost.
4. Suspensions exceeding one week in duration will be forwarded to the appropriate Recreation Supervisor for approval.
5. The parents of the individual suspended will be notified and their comments on the matter will be included in the report.
If the parent’s cannot be contacted prior to submission of the report, continued efforts should be made to reach them ....and a supplemental report should be submitted that includes their comments.
6. Corporal punishment of any type is not permissible.
This includes running laps, doing push-ups, menial tasks, as well as physical punishment. Physically handling a child is forbidden, except in the case of self-defense.
7. Discipline is essential at playgrounds and centers. However, the need for enforcing it while be less necessary if the leader spends the necessary time leading interesting activities and taking steps to provide behavior choices and otherwise encourage appropriate behaviors.
-64- PROJECT LEARNING TREE: QUESTIONING STRATEGIES
In general, good environmental education activities should have time for hands-on (active learning) and minds-on. The minds-on part of the lesson encourages students to make connections, to explore new questions, to understand relevancy and is really at the heart of processing the learning that has taken place. Hands-on without minds on is not an effective learning strategy and vice-versa.
The following are some key components to keep in mind as you (the leader) engage students with questions:
Bloom’s Taxonomy Level Cognitive Level Cognitive Behaviors Knowledge I - basic recall Recalling Factual Information, identifying and selecting relevant points
Comprehension Recognizing and describing relationships, identifying main ideas, interpreting factual and inferential information Analysis Listening analytically and critically, ù observing analytically and critically, selecting evidence to support, discovering contradictions and inconsistencies Synthesis Predicting, hypothesizing and speculating, drawing valid conclusions
Application Applying concepts in new situations, speaking with clarity and accuracy
Evaluation III - Critical Thinking, Appraising arguments, exploring and Analysis, and Application assessing alternative solutions, challenging oral and written statements
Open Ended vs. Closed Questions: Closed: Are oak trees coniferous? Name a tree that is coniferous Open: What do you think might affect the growth of a tree
Wait Time: Remember the 20 second rule. Increased wait time increases the length and number of student responses. The “I don’t know” answers decrease. Speculative thinking increases. More evidence is provided to support answers. The numbers of questions students ask will increase. Contributions from “slow” students increase. (Rowe, 1996) Increased wait time also appears to increase the number of responses from girls.
-65- Cooperative Learning
• Cooperative learning experiences promote more learning and more retention than individual learning experiences (across all levels, but especially lower class level) • The more difficult the material, the better cooperative learning address the gap in understanding • Acceptance of the differences in team members can be a beneficial outcome of successful cooperative learning experiences • Cooperative learning experiences tend to create a higher level of self esteem
Preferred Approach Avoid: Define student roles Assign groups with no definite jobs Communicator talks to instructor Instructor randomly moves between groups Teams solve problems Instructor intrusion is significant Students assist each other Students work individually even though they are in a group Teams are diverse Teams are homogenous Each team member makes a contribution There are workers and free riders team members encourage each other team members are critical of each other
Cooperative Learning Team Jobs Teacher/Instructor’s role
Communicator: Is responsible to ask the Arrange room instructor or another team’s communicator for help. Setting Tasks Explain Structure Manager is responsible for picking up and Explain criteria for success returning the supplies and equipment that the Outline desired behaviors team needs. Provide task assistance Tracker is responsible for tracking the Monitor student behavior team’s progress through the steps of the team Intervene if needed activity. Focuses the team’s attention on each Provide closure to lesson step and reminds the team to read the step instructions again if they are moving too Evaluate the quantity and quality of group quickly. learning Assess the level of group functioning Checker Is responsible for making sure the team understands and completes the team task. Makes sure the team talks about the task before they begin work.
Coach Is responsible for encouraging teammates to practice the team’s skills. Congratulates teammates when they use a skill. Inspires the team to work cooperatively. Set group size Assign students and roles in group
-66- INITIATIVE GAMES/ADVENTURE CHALLENGE
From: Wildwood Outdoor Education Center: Instructor’s Manual
INTRODUCTION This Instructor's Manual has been prepared as a simple reference for use by persons who have successfully completed the staff training program for the Wildwood Adventure Challenge Course. It is divided into several categories from which information and activities may be drawn.
Experiential Learning Goals Education through the Adventure Challenge Program is based upon experiential learning through conscious, purposeful activity. Participants are provided many problem solving challenges with opportunity for immediate reinforcement during self-testing participation. It is the process of learning as opposed to the product, and the development of a positive self-concept as the generator of performance that are they key issues of experiential learning.
It is the role of the Adventure Challenge Course instructor to design each activity for optimum benefit of his/her group. This includes special attention to presentation and sequence of challenges, assessment of group, safety considerations and facilitation of communications within the group. Listed below are some specific goals for instruction on the Wildwood Adventure Challenge Course:
1. Facilitate improving communication and effective group dynamics; 2. encourage the expression of personal values and ideas, respect diversity of beliefs and help participants clarify issues; 3. encourage trust, caring, empathy, cooperation and risk-taking while maintaining a spirit of adventure and fun; 4. provide opportunities for planning, problem solving and evaluating the learning process and overall experience; 5. determine differences in participants' needs, interests, abilities and learning styles and respond to them whenever possible; 6. allow participants to take responsibility for their own growth and learning; 7. Build in opportunities for individuals and groups to have successful experiences in the natural environment; 8. facilitate growth in awareness, understanding and appreciation of the natural surroundings.
How these goals are incorporated into the presentation and facilitation of the Adventure Challenge Course obstacles, as well as the creative task of story telling which accompany each activity have been left up to the Adventure Challenge Course instructor.
Adventure Challenge Ingredients
1. In order to challenge, the problem must be unfamiliar or unique. 2. Guidelines, limitations and safety measures are clearly stated: Define success before starting. 3. Solutions involve physical and psychological risk-taking. 4. The problem solution requires a group effort. 5. The group must physically demonstrate a solution. 6. Solutions involve a balance of physical and mental activity. 7. Several problem solutions may be possible. There is no right way. 8. The problem can be solved in a reasonable length of time. 9. Simple apparatus is used in creating the problem.
-67- Group Assessment
In order to reach your goals of facilitating the development of: 1) self-concepts, 2) group concepts, and 3) environmental awareness of the Adventure Challenge Clientele, you must initially assess your group and continue to evaluate their progression and development throughout the day.
1. Before seeing the group a. Review medical forms (if available). *age, sex, health problems, b. Determine who or what organization is participating. *public or private school, church, special interest, adult or other 2. Discuss with teachers or leaders of groups upon arrival a. Maturity level of students, disabilities, personalities, discipline concerns 3. Observe in large group: sex, size, attitudes and behaviors. 4. During participation on Adventure Challenge Course consider a. Energy level of group b. Emerging behaviors and reactions within group c. Level of cohesiveness of group d. Environmental factors *extreme temperatures *rain, snow, mud, etc. *course and obstacle conditions
Adventure Challenge Presentation
I. State the problem A. Incorporate fantasy explanation to heighten interest B. State guidelines and limitations C. State safety measures and demonstrate safety techniques D. Define success clearly
II. Step back from the group A. Remove self from problem solving process B. Spot or assign spotters for safety of participants C. Ask questions to help guide the group to problem (avoid giving solutions) D. Reinforce group's efforts generously E. Referee - interpret rules and penalize infractions F. Observe group's interactions to plan for next problem and to help with discussion and reflection
III. Modify problem as necessary during problem-solving if group has great difficulty or handicaps A. Re-define boundaries B. Give additional props or equipment C. Help group re-evaluate process to determine what to do differently
IV. Processing and facilitation A. Guide discussion of group process and interaction B. Help group define the value of their experience C. Reinforce positive aspects observed D. Confront discrepancies in words and actions E. Define roles of participants and interaction observed
-68- Olympic Theme Adds New Dimension to Camp Target Sports http://www.odcmp.com/CR/Director'sTake.htm
If shooting is costly, trained instructors scarce, ranges inadequate and national leadership lacking, what does the future of the sport hold for organized camping?
Camp directors began asking these tough questions, and as a result solutions are closer at hand. In 1994, ACA responded to member concerns by contacting Leo Lujan, a former director of the National Guard's youth marksmanship program who was then working with the U. S. Shooting Team Foundation. After retiring from the military in 1991, Lujan has continued to explore more effective means of introducing young people to Olympic shooting sports.
By working directly with interested ACA camps, most recently under the larger umbrella of the Civilian Marksmanship Program, Lujan initiated a comprehensive youth camp riflery program that offers a new affiliation option enhanced by the magic of the Olympics, and focused on presenting target shooting as a true sport. The mutual interest here is in pure dedication to the sport, and the commitment is to introduce more youngsters to it. The partnership is a natural one. In answering our critics, this offers camps a fresh start, one for which we need make no apologies.
A Look At The Future
While .22 caliber smallbore rifle shooting should continue to be an important part of programs where ranges and equipment now exist, new options are available. The sport has changed dramatically in the last twenty years. And many of these changes directly address some of the very reasons camps were closing down their target sports.
The first has been the realization by coaches of the importance of matching the child and program with the correct equipment. Beginning instruction should be done with lighter, simpler BB guns. Once considered toys, these inexpensive rifles have reached new levels of sophistication in the Daisy Model 499. As trainers, they are perfect. With the danger of a serious accident greatly reduced, larger groups of inexperienced children can be introduced to the range, and allowed to concentrate on basics including safety and technique. Success is easily achieved at this level.
BB gun ranges are only 5 meters (16 ft. 5 in.) in length and can be set up and taken down with a minimum of equipment and space. On rainy days, this activity easily transfers indoors in limited space, or under a tent, making it ideal for many day camps. Further, many states don't recognize BBs as particularly hazardous, and are therefore far more reasonable in expectations for instructor certification.
For many camps, BB marksmanship is an ideal answer and potentially an entire program in and of itself. However, those with older children, and longer sessions find BBs fit as a good introductory progression tool, leaving kids something else to look forward to and graduate into.
The instrument used in five different Olympic shooting events is the air gun. They propel a small .177 caliber lead pellet, via a burst of compressed air. Though far more powerful than BB guns, they are still a perfect solution on ranges where location, safety, noise, etc, are concerns. Many retired or unsafe .22 smallbore rifle ranges can readily be brought back into service using air rifles. http://www.tsjc.cccoes.edu/NRA/rtcpics.htm
-69- NRA REGIONAL TRAINING CENTER AT TRINIDAD STATE JUNIOR COLLEGE
TRINIDAD, CO……. In 1999, Trinidad State Junior College and the National Rifle Association joined to form the first NRA Regional Training Center. The purpose of the Regional Training center is to teach the knowledge, skills and attitudes necessary to own and use firearms safely, to promote shooting and marksmanship as a sport, and to make quality firearms training available to all. An NRA Training Counselor Program is also offered. This program is designed to train and appoint active, experienced NRA Certified Instructors to conduct NRA Instructor Training Courses as NRA Training Counselors. NRA Certified Instructors are shooters who teach others how to shoot, and NRA Training Counselors are shooters who teach shooters how to teach others how to shoot.
Why does 4-H have a shooting sports program?
· 4-H uses shooting sports to teach youth development. Our programs are valuable for helping young people develop self-confidence, personal discipline, responsibility, teamwork, self esteem and sportsmanship. The discipline and self-control required for responsible firearms use carries over into many other aspects of life.
· 4-H programs provide a positive experience for youth and promote the safe and ethical use of firearms.
· It is our belief that firearms education reduces gun accidents.
· Hunting and Shooting are rich American traditions. 4-H shooting sports programs help continue this tradition through involvement of the total family: youth, teens, parents, grandparents, etc.
Don't shooting programs like those run by 4-H spread American's violent gun culture?
· No! In fact, there is ample evidence that the opposite is true. The 4-H shooting sports program is designed to teach good self-concept and character, and to promote the highest standards of safety and ethical behavior. In addition ,with 60-80 million gun owners in America, and the vast majoring of them using guns safely and responsibly, America has a peaceful gun culture.
· In a society that has chosen to possess firearms, all members, regardless of age should be provided adequate training to ensure safe, ethical and responsible interaction with firearms.
Basic outline of riflery activity: discussion of range safety and behavior (eye and ear protection, gun handling, “range clear” “cease fire”) etc... general discussion of rifles (caliber, rimfire, rifling,etc) limitations of equipment being used operation of the .22 rimfires sighting 3 shot groups shoot 6 shots each rotation (3 rotations per shooter) the prone and or sitting positions teams and contest
-70- General Outline Archery
Steps typically used in instruction
General Discussion of Equipment: compound vs. recurve; points (target, field, broadhead) nocking points, fletchings, riser, limbs, bow string (perform a general inspection prior to shooting...looking for cracks, frayed strings, loose bolts and nuts, etc..)
General dangers (not just the arrow) mention dry firing concern, arrow off rest Range safety and behaviors and general position of participants Fitting a bow to users (draw length, etc..)
General Instruction points:
1. Stance: place one foot one each side of the shooting line. Find a comfortable position, about shoulder width apart. Stand up straight and tall with shoulders relaxed. 2. Nock the arrow: place the arrow on the rest, hold the arrow close to the nock with the cock fletching (different color) away from the bow. Snap the nock of the arrow just below the nock locator on the bow string. 3. Set: Set your bow hand on the grip using only the web and meaty part of your bow hand. Your hand should be relaxed. Set the first groove of the fingers around the bowstring, creating a hook. Keep the back of your hand relaxed. 4. Pre-Draw: Raise your bow arm towards the target, without raising your shoulder. Look at the target through the sight ring (if one is available). The elbow of your drawing arm should be near the level of your nose. 5. Draw: Draw the bow back by rotating your draw arm shoulder until your elbow is directly behind the arrow. Maintain a continuous draw through the shot. 6. Anchor: Draw the string to the front of your chin, placing the knuckle of your index finger directly under the side of your jaw. The string and string hand should be felt firmly against your jawbone. Lightly touch the string to the center of your nose. Hold steady. 7. Aim: Focus your eyes on the center of the target. Use whatever bow-sights are available to line up your shot. If none are available, you will instinct shoot, which is not reliable but involves a general feeling of where to aim based on experience (instinct). A very primitive bow-sight involves a piece of 1.5" of foam rubber window sealer with adhesive on one side to stick to bow. Adhere this to the bow approximately 3" above the handrest and adjust as needed. Embed a 1.5" stickpin with a colored, rounded head in the foam and move as needed for a sight. It may be primitive but it is much more effective than just instinct. 8. Release: Simply release all tension in the fingers of your drawing hand. Continue hold the bow as before and continue focusing on the target. 9. Follow-through: Continue #8 position until arrow hits target.
-71- Outdoor Skills on the Web The following links illustrates several agency’s perception of a need for more outdoor skills instruction.
-72- The State of Washington’s Department of Fish and Wildlife similarly provides valuable information. Here the focus is on knots. http://wdfw.wa.gov/fish/youth/knots.htm
-73- HOFNOD Hooked on Fishing - Not on Drugs
-74- Teaching a child to fish skills components (from the HOFNOD curriculum
Getting Started Tying Knots Preparing the Hook Casting Can Casting & Rod and Reel Casting Plug Golf Lures and Baits Hooking a Cricket and...Which Bait to Use? Hooking, Playing, and Releasing the Fish Setting A Hook Cleaning and Cooking the Fish Let's Eat
Safety In and Around the Water Clothing, PFDs, Sunscreen, Hypthermia Tackle Maintenance Setting the Drag Organizing the Tackle Box
The Fishing Trip Go Fishing! Keeping a Fishing Journal top Fish Biology Parts of a Fish, Aging, What they eat, Fish Parks
Identification of Common Fish Species Fish Habitat The Home (or Habitat) of a Fish Characteristics of Water Turnover! Underwater Colors The Balance of Nature Web of Life The Effect of Temperature on a Fish
top
Human Dimension Human ImpactChanging Yourselves & the Environment The Results of Acid Rain Demonstrating Erosion
Fishing Ethics Being Ethical
Fishing Regulations What are the Rules? Hooked On Fishing - Not On Drugs Pledge and Code
Conservation & Management Researching Endangered Aquatic Species Regulations for Favorite Fish Stewardship Adopt-A-Laketop Life Skills Making Wise Choices About Illegal Drugs
Feeling Good About Yourself Learning New Angling Skills How You Are Unique It's OK to ask for Help Standing Up For What You Believe Practicing Patience Through Fishing Linking Problem-Solving with Coping Skills Putting Life In Perspective Oldand Young Exchange dreams Dealing With Stress
-75- Using KNOT TYING as a problem solving activity
Situation: In your assigned group, you will have 60 minutes to learn to select a knot that fits the criteria and everyone must learn to tie it. At the end of 60 minutes we will compare the knots between groups as there may be several knots that satisfy the criteria. Try to select a knot that is easy to tie and untie.
FYI. There are great animated knot tying resources on the web. Simply try a Google search.
Criteria:
One knot must create a loop in the middle of the rope Knot selected ______
One knot must create a strong loop at one end (non-slip) Knot selected ______
One knot must create a loop using a slip knot Knot selected ______
One knot must have a climbing related purpose knot selected ______
One knot must use two simple overhand knots to tie two ropes together Knot selected ______
One knot must be a hitch type (to fasten an item to a pole) Knot selected ______
One knot must the typical one used to adjust tension on tent pole lines knot selected ______
One knot must be a stopper Knot selected ______
-76- Instructor Certifications Instructor skills vary greatly by agency and by state but the following list suggest some general guidelines FYI. Riflery Acceptable certifications for one camp’s riflery instructor position include: N.R.A. Training Counselor; Riflery Instructor, Class C Riflery Coach, Army Reserve Officer, or Certificant of a ______state camping association riflery instruction clinic. Archery Must be 18 or older; and must be at least one of the following:
Certified Archery Instructor - Art Hall’s School (private) Certified in Bowman’s License and letter stating training, experience and number of seasons in past camp archery programs; Certified in World Archery Center course given by Mr. & Mrs. Miller, Pomfret School, Pomfret, CT; Certified Instructor - National Archery Association. Equestrian Program Certified in Horse Safety Clinic Certification (given through University of ______Certified in British Horse Society - Assistant Instructor; Certified in Camp Horsemanship Association - Master Instructor, Advanced Instructor or Intermediate Instructor. Certified in CHA – Certified Horsemanship Association - Level Two Instructor, Level Three Instructor, Level Four Instructor, Master Instructor, Assistant Clinic Instructor, or Clinic Instructor. American Riding Instructors Association Certification Level II or III. Challenge Course Director ( includes high ropes, low ropes, rock and wall climbing) Challenge Course Directors must provide documentation of training from an authoritative source in rope course activities and/or rock climbing. The authoritative source must have published standards, guidelines, or other instructional materials from a nationally recognized organization. Challenge Course Directors are required to be at the challenge course whenever campers or staff are involved in challenge course activities. Project Adventures lists the following levels in its certification:
Level 1 - Challenge Course Technician Certification at this level will be offered to individuals who have completed 7 days or 70 hours of training and have demonstrated competence in basic program knowledge and technical skills. This level is designed for individuals who operate standard introductory activities, low challenge course activities and initiatives, and standard high challenge course activities. Candidates must be able to document a minimum of 25 program days of experience and successfully complete a written and practical test to demonstrate the required competencies. Level 2 - Challenge Course Facilitator This level of certification requires additional training as
well as broader program knowledge, theoretical understanding, and technical skills. In addition to the competencies of Level 1, Level 2 certification requires training in challenge course rescue procedures, the ability to safely operate climbing towers, and other more complex high challenge course activities. Candidates at this level are required to document: 11 days or 110 hours of training, a minimum of 100 days of program experience, and must pass a written and practical test. Level 3 - Challenge Course Manager This certification is designed for program directors, course
managers and others who have program management responsibilities. Candidates must have completed and hold current Level 2 certification to be eligible for Level 3. Prior completion of Adventure Program Management: Critical Knowledge for the Challenge Course Manager (formerly Developing and Maintaining Program Excellence) is also required, and candidates must be able to document a minimum of 200 Program Days of Experience.
-77- T.P. SHUFFLE ( an initiative activity)
Challenge: The divided group facing each other must exchange ends of the pole without touching the ground.
Purpose: Develops group planning, balance and organization. Requires two tiered group effort (among group and between groups), cooperation, communication and coordination throughout the process, and allows group to work through frustration.
Presentation: Divide group into two. Have the divided group balance on opposite ends of the telephone pole so that the two groups are facing one another in single file. Explain that the groups must exchange ends of the pole without touching the ground. If there's a touch the groups must start over again or, if the process is timed, add a 15 second penalty for every touch. After a completed attempt, encourage the group to assess the first one and give it another try.
Safety: Participants need to be aware of slipping off pole and hitting ankles against side of pole. Instructor should move back and forth along pole to spot those who are off balance if they need it.
Modifications: State to the group they cannot verbally communicate, or mute a person(s) in the group. Blindfolding person(s) in the group may enhance the challenge, as will stating that group members must keep one hand on the person in front of them.
-78- NITRO SWING (An initiative activity)
Challenge: The group crosses the distance between two poles using only the hand rope suspended from above the halfway distance. The group collectively carries a cup of water from one boundary to the next without spilling any of it.
Purpose: Develops group consciousness and team planning, accentuates leadership and follower ship roles. Also develops strength, coordination and timing.
Situation: Develop an imaginary situation such as:
You and your group are prospectors in the 1840's. You’ve found a rich gold deposit and only have a few hours to beat others to claim it. You have taken a short cut through the mountains and have been halted by this deep ravine which you must get across quickly. You need the nitro to blast the rock showing that you worked the mine...and therefore can claim ownership.
Presentation: Position all group members behind one pole. Instruct the group that:
1. Everyone must get across the "chasm" (distance between poles) without touching the ground or knocking off the pole. 2. The hanging hand rope is the only prop they may use, and they must figure out how to gain possession of it initially. 3. A cup of "nitro" (water) is given to the group to transport across the chasm without spilling. 4. If an individual touches his/her feet to the ground while swinging, that individual must start over. 5. If anyone knocks off the poles, or if the "nitro" is spilled, the entire group must start over.
Safety: The critical spotting positions are near the poles and near the bottom of the swing. Position yourself inside the "chasm" to spot the individual mounting the rope. Move with the participant as he/she swings because individuals may fall unintentionally from the rope and hit the ground hard. Have students help spot each other while dismounting. Do not allow participants to carry cup in mouth while transporting "nitro". Absolutely no loops or slings for foot or body holds.
Lead Up: Have each participant swing on the rope to establish awareness of his or her ability to hold own body weight.
Progression: This is a good beginning activity to assess group's physical skills and teamwork.
Modification: If a group has particularly poor physical skills, or individuals with problematic weight, the difficulty of the challenge may be modified by decreasing the width of the chasm or knotting the rope. Equipment: A strong rope with a diameter of at least 3.5" is necessary for comfort (to keep from digging into participants hands) and to safely support their weight. The yellow polypropylene tow ropes are a good choice, as are hemp climbing ropes. 4 Orange safety cones can be used to support the two 6' dowel or broomsticks. Plastic or metal cup filled with water. Setting: Outdoors is preferable but the activity can be done indoors as well with a bit of imagination. We’ve hung the rope from the basketball goal before.
-79- ACTIVITY WALLS (initiative)
Challenge: Group goes up and over the wall as efficiently as possible. Purpose: Develops teamwork, sequential planning, resourcefulness and improves strength and flexibility. Presentation: Allow the group to view both sides of the wall before explaining these guidelines: (rules vary by wall and agency)
1. The whole group must go over the wall. 2. A participant who has gone over the wall cannot physically help on the beginning side - they may however, spot for last few participants. 3. No props may be used for assistance. The two tree supports, the protruding ends of the two 4 X 4's, and the cracks between the boards may not be used for assistance. 4. No more than 2 members on small wall and 3 members on large wall may be on top to help other group members over. 5. Members on top of the wall must always keep their feet in contact with the platform. 6. Heads may never be lower than feet, whether one is a climber; or a spotter, reaching down from top platform. 7. One movement at a time: if someone is going down the back, no one should be going up the front of the wall. 8. Each member must descend from the platform by using the wooden supports on the back of the wall. No one may jump from the top.
Safety: Remove all eye glasses and objects from participant's pockets. If the pyramid style of lifting is used, be sure participants step on the hip or shoulder of the base supporters and not in the middle of their backs. Spotting is critical on each side of and behind climbers to prevent lateral falls. Do not allow anyone to stick fingers into spaces between wall boards. Never allow knees to be hooked over the rear support bar while a person on top is leaning down; all feet must be kept on the platform. One spotter is needed behind the wall while each climber dismounts.
Progression: At least one up and over obstacle should be crossed before doing the high wall in order to acquaint participants with lifting each other and to deal with the element of height.
Modification: If appropriate, an instructor or other attending adult may be designated as a "rock" for placement at the bottom of the wall when all other efforts have failed to get the last person over, or the group is small or has some heavy members. To increase the challenge at the small wall for adults, one group member may be told she/he is immobilized and cannot help their group at all while being transported over. "Reach for the sky" is an activity that may be used as a lead-up to the large wall. Tell the group you will give them one piece of tape to put as high as they can on the wall. Instruct them with the same guidelines as usual. Then challenge them to place another piece or two even higher. You may ask them to put a person or two over the wall. This acquaints them with the height and lifting techniques, but allows them to respond to reasonable goals for success.
Equipment: The wall needs to be 12' for adults and have a deck area (platform)on the back on which participants can stand. It should be smooth so that participants cannot be injured from falls when a finger or foot is wedged in a hole. A shorter wall (e.g. 8') would be appropriate for younger elementary (4-5th graders).
-80- 6 Bits Activity: A problem solving exercise
1. have the group arrange themselves in groups of six 2. Pass out the 6 bits of information problem (one bit of information to each person) 3. Explain to the group that there is a problem to be solved and they have the necessary information to do this. Each person can read their information from their slip of paper to the group...but cannot show it to anyone. 4. As the problem solving session progresses, the leader should: write on the board after 6 minutes: TRUST after 9 minutes: VISUAL DISPLAY After 12 minutes: MATRIX...... If the words above and magic markers And easel paper just handed out to you can help, please use them to help the group solve the problem
5. After all groups have finished, the leader should ask: What kept you from solving the problem to begin with? What helped you solve the problem later? What happened in your group (dynamics of the solution)?
THE BITS OF INFORMATION ARE: 1. All teachers taught at the same time and exchanged groups at the end of the period Each teacher liked a different group best. Each teacher taught the group he/she liked best during the 4th period. Carl was the team leader for the Intermediate unit. 2. The team Leader taught the Buckaroos during the first period Working out a schedule was difficult because Carl and Dottie wanted Edward to work with them during the same period. Edward and Fred could never agree on which group was easiest to handle. 3. Your group members have all the information needed to find the answer to the following question: IN WHAT SEQUENCE DID DOTTIE TEACH THE VARIOUS INSTRUCTIONAL GROUPS? Note that some of the information provided is irrelevant and will not help you solve the problem 4. Dottie taught the Freewheelers during the second period The Jets hat three more members than the Aces The Jets had Agnes for a teacher during their third period 5. Each teacher taught every group during one of the first four periods of the day. During the first period, Agnes taught the Aces Of all the groups, Bob liked to work with the Aces the best 6. The Howell Elementary School Intermediate Unit had four teachers, two teacher’s aids, and four instructional groups of students Each instructional group had chosen its own name
-81- Making a Flabby (Gunya-Gunya) Kite
Program Area: Arts and Crafts Activity Area: Kites Age: 2nd grade and up
Number of Participants: up to 25, but a smaller number is preferred Setting: indoors or sheltered (from wind & elements) outdoor area
Equipment: *Cutting board and pattern board (see illustration) *1 colored kitchen refuse polyethylene bag makes two (2) kites *1 36" 1/8 or 3/16 dia. wooden dowel cut in half per kite *vinyl tape (about 24" per kite) colored preferred *1 toothpick or match stick (to be broken) for reinforcing where the string is attached to the kite *several colored felt tip marking pens *2 fishing swivels (medium size) *1 roll of kite string *scissors *utility knife *sewing needle (with large eye) *hammer (to place nails through pattern board into cutting board)
Formation: initially students gather around the display table for a demonstration by the instructor. When working on their own kites, students should work at a table (4 per 6' table)
Objectives: Cognitive: Upon completion of the demonstration students will be able to (Psychomotor, secondary) independently build their own kites with minimal supervision.
Affective: Upon completion of the kites, 70% of the participants will express a willingness to fly their creation (leads participant to further activity)
Risk Mgmt: Sharp tools are being used. When teaching younger participants the instructor should be the only one using the knife.
Directions: Spread the poly bag (or several) under the pattern board. Hammer nails through 6 holes in pattern board and cut bags with knife. Create artwork on kite with felt markers (be bold & large), then attach 18" dowels, taping at the 6" marks to the poly. Cut the match stick or toothpicks in ½ lengths to reinforce the two sides of the kite where the string will be attached, then tape over the match stick pieces. Attach the bridle (use approx. 40" of kite string) tie each side; fold kite in half and then make a loop in the middle. Attach flying line (more kite string or an old fishing reel with fishing line is great for this). Add a tail if necessary (use left over pieces of poly bag), when attaching a tail, I use a fishing swivel to avoid twisting.
Flying: This could be a continuation of this activity or a second, follow up activity. The illustration below shows a variation of the design. The letter O is used here in conjunction with other letters to spell out the word, R A I N B O W.
Adaptation: The size of the kite can easily be modified depending on the maturity level of the group, the instructor can retain varying levels of responsibility for cutting, etc.
-82- Gunya-Gunya (literally, "flabby" or "limp" kites, also known as poster or flexible kites, fly splendidly without tails at wind speeds of 3-15 mph. While their construction is simple (two strips of dowel rod or plastic rod and a colorful polyethylene (trash bag) it does require a certain amount of precision.
The authors suggest that it is also fun to form a kite train by using a thicker line and attaching several other Gunya-Gunya kites at 100 yd intervals. Launch each additional kite separately on about 30' of flying line before attaching it to the main line.
A kite train guarantees maximum height and distance without inducing sag, but only if your line is strong enough to sustain the pull of the lengthening train.
-83- MATERIALS for making a Gunya-Gunya kite
1 polyethylene trash bag (0.03mil) with interior dimensions of at least 600 mm X 450 MM 1 36" long 1/8" wooden dowel rod Vinyl tape (approx 20")..comes in colors and can match the bag if desired 1 toothpick or match stick Kite string (for bridle and flying) about 300' (or you can use monofilament fishing line) Felt-tipped coloring pens Thick pattern paper or plywood 6 (finish or 6 penny) nails Sketching paper Reel (if monofilament line is used for kite string) TOOLS: Razor knife, sewing needle, scissors, small-toothed saw, nippers, hammer, ruler
CONSTRUCTION
1. Draw an accurate full-scale outline on thick cardboard, pattern paper or plywood. 2. Cut off the four corners with the saw or scissors (if cardboard). 3. Spread the polyethylene bag under the pattern board, and hammer nails through the board and bag in the six places indicated (top, bottom, and sides) to prevent the bag from sliding. Be sure there is a work board underneath to avoid damage to furniture. The nail holes made at this time will serve as guide marks during the assembly stage. 4. Following the pattern, cut the polyethylene bag. 5. Carefully remove the corners, making sure that the material has been completely cut through. 6. It is possible to cut as many as forty sheets at the same time. Such multiple cutting is easier, however, if you use polyethylene bags larger than the pattern board. 7. Cut a 1/8 dia 3' long dowel rod in half (leaving 2 18" pieces). 8. Prepare ten 2"strips of vinyl tape (can be colored to match your scheme). 9. Lay the dowel rods vertically from the top to the bottom of the polyethylene covering, making sure that they lie over the nail hole guide marks. Fold the strips of tape over the ends of the strips to hold them in place. (If you leave the polyethylene over the pattern, you will be able to use the marks on the pattern as guides while you work.) 10 Press down firmly on the tape. 11. Place vinyl tape over the wood strips at the vertical third-way point markings. As you work, be sure to smooth out the polyethylene so that there are no wrinkles when the frame is attached to the bag. 12. Continue to attach vinyl strips inn the eight places indicated on the pattern, taking care not to push the wood out of place. 13. Cut the match stick (or toothpick) into two pieces, each as long as the width of the tape. 14. Lay one of the match lengths across the middle of a piece of vinyl tape. Fold the tape over the polyethylene sheet at its right-hand side angle so that the enclosed match stick is at the outer edge. Repeat the same procedure for the left-hand side. 15. Thread the sewing needle with the bridle line, and push it firmly through the tape and the enclosed match stick. Then using the other end of the same thread, repeat the procedure on the other side of the polyethylene sheet. The bridle length (1.5 m) is two and a half times the kite width. 16. Leave an extra inch or so, and tie the line securely. This will prevent loosening and facilitate adjustment and regulation of the kite's flying position later on. 17. To set the bridle, fold the kite in half, with the two wood strips carefully placed on top of each other. Now fold the bridle into two equal lengths. The side with the frame will be your kite's backside. 18. Using a simple knot at the halfway point in the bridle, make a loop for the flying line to go through.
-84- 19. Prepare your design on the sketching paper and place it under the polyethylene. Now color your kite with the felt-tipped pens, keeping your design more than one inch from the vertical supports, as these sections tend to be hidden from sight during flight. Make the design large so it is more visible. 20. Now attach the flying line securely and make your test flight. 21. A fishing reel is ideal for handling large amounts of line. 22. One can check the flying line's breaking strength with a spring balance.
The proper bridle leg length is crucial. It is sometimes possible to restore perfect alignment to a kite that has tipped over merely be adding a hitch to the bridle knot on the inclined side. Once you have verified the kite's stability, you are ready to fly. I have had success with 20# test monofilament fishing line and a reel...the reel makes recovery very simple and easy.
-85- About New Games (at least NEW in 1980)
What was “new” about these games was merely an attitude of play. People chose to compete because it was too fun to miss rather than because of a concern about who won. Losing was and is often more fun than winning in several of these activities.
To really understand them you have to play them. What you will notice is that most require very little equipment and with slight modifications can fit almost any size group.
You can change the rules if you like. Agree with other participants on what’s fair and adapt the activity to be easier...... more challenging, or faster or slower, etc...whatever fits your needs. Here the game truly exists for the players not the players for the game. The only rule or motto that seems to be pervasive throughout is: “PLAY HARD, PLAY FAIR....NOBODY HURT”
“Games are not so much a way to compare our abilities as a way to celebrate them,”says Pat Farrington, one of the early organizers.
Following are a few examples:
FOX and SQUIRREL/Hare and Hounds
In this one you can’t really tell who is playing against whom.
EQUIPMENT: 2 playground balls and 1 soft, smaller different colored ball (foam, volleyball, etc.) FORMATION # of PLAYERS: Everyone (up to 12 players per group)stands in a circle facing inwards.
ACTION: To start players begin passing the two fox (playground balls) from player to player. Speed up or slow down as you wish or even reverse direction. The squirrel (chasee) attempts to avoid the fox by leaping from tree to tree (person to person)...in other words the squirrel is able to leap anywhere in the circle. To keep everyone alert, call out “fox” or “squirrel” each time you pass one of the balls.
The squirrel isn’t really the underdog. Players will detect fox sympathizers by noticing someone tossing the squirrel your way just as two foxes are also converging on you.
-86- KNOTS
Knots is a game that gets everyone together (mixer, icebreaker....even get acquainted) by getting them apart.
EQUIPMENT NEEDED: None
FORMATION & 12-16 players per group. To form a knot, stand in a circle, SIZE OF GROUP shoulder to shoulder, facing inwards.
ACTION: Place your hands in the center. Grab a pair of hands, being careful that both of those you grab don’t belong to the same person or to your immediate neighbor. When everyone is ready begin to untangle by moving over, under and around other players. Do not let go of the hands you have grasped except to modify your grip if you are uncomfortable.
When you are finished the knot should become either a single or a double, interconnected circle.
DHO, DHO, DHO or SCREAM
How long can you hold your breath???
EQUIPMENT: None is needed.
NUMBER OF PLAYERS AND FORMATION: Players form two teams(no more than 15 per team is recommended), and stand facing each other across a no man’s land (open space) approximately 40ft across.
ACTION: One team at a time chooses a representative to venture across the open space to the other team’s line and tag one or more , players and attempt to return safely home. Before venturing out, the player first must take a deep breath and begin chanting “DHO, DHO, DHO or Scream as loud as they can” continuously until they safely return across their own line.
Once any players from the opposing team have been tagged, any member of this team can catch and hold or merely cause the runner to quit chanting before he/she returns safely home, they have acquired a new teammate. Likewise, if the runner returns home safely (still chanting without taking a breath) any players they have tagged join his/her team.
NOTES: Tagging is only permitted above the waist (to prevent injuries from falls)
-87- SLAUGHTER/Massacre
Stewart Brand, the inventor of New Games, invented Slaughter so people could experience violent and aggressive physical activity without endangering life, limb and overall good feelings.
EQUIPMENT: A ball for each team (volleyball, basketball, playground will work) A cardboard box, hula hoop, piece of rope or anything that can be formed into two goals capable of temporarily holding a ball.
FORMATION: An arena needs to be designated. An ideal arena is a wrestling mat because of its size, shape and the fact that it is padded. The circle should be approximately 30' in diameter. One team takes off their socks (for identification)
# OF PLAYERS: 15-20 per side seems to work well.
ACTION: The object is for Team A to put their ball in Team B’s goal and vice versa. To do this virtually no holds are barred. As long as one remains on their knees within the boundary of the circle, anything goes.
It is a free for all. You can monopolize the other team’s ball, you can sit in your team’s goal. The most used strategy though is to throw the opponents out of the game. If players can be pushed or lured so that any part of their body crosses the boundary line, they are out of the game.
Remember the Motto: “Play Hard, Play Fair....Nobody hurt”
BLOB/GLOB
The blob begins innocently, like two people playing tag.
EQUIPMENT NEEDED: None
FORMATION AND Indoors or out. Randomly distributed within a designated area # of PLAYERS roughly the size of a basketball court. This activity could be played by any group from a dozen up. Literally thousands have played at once.
ACTION: As soon as the first person is tagged by whomever is it, they join hands and continue to search out and tag additional victims who also join hands, and so on. Victims can only be tagged by the Blob’s outside two hands. However the Blob can split itself into parts to mop up survivors.
-88- HUNKER HAWSER/Balance
“The harder they come, the harder they fall” really can be true.
EQUIPMENT: Some sort of pedestal that can range from four to 12 inches high. This can either be somewhat fixed like a bench or a found object like two tree stumps. A commercially available version uses two disks that are about 10" across but are rounded on the bottom, necessitating players balancing themselves on it. The pedestal should be small enough to require some balancing effort to stay on.
Two pieces of rope 12-15' long and approximately 3/4" in diameter
FORMATION & # OF PLAYERS Two at a time, but many pair could play simultaneously. Players balance themselves on their pedestals about 5' apart. Between them the rope is coiled.
ACTION: On a signal, players grab the rope, trying to reel in as much insurance rope as possible. Immediately each tries to unbalance their opponent. One cannot entirely let go of the rope but pulling and releasing sections is encouraged. Whoever remains balanced the longest is the winner.
NOTE: The more aggressive players become, the more vulnerable they are to slack
BRITISH BULLDOG/Churchill’s Pet
The old bulldog is renowned for not letting go once it gets a hold of its adversary.
EQUIPMENT: None
FORMATION & A group of 20 to 40 works well # of PLAYERS One player is designated as it and stands inside the boundary. All other players form at one end of a rectangular shaped field (50' x 120')and prepare to run across the length of the rectangle.
ACTION: The player(s) who are it begin the game by calling out “British Bulldog”. At this signal, the players must venture out towards the other line in hopes of reaching it safely without being tagged. Tagging is a bit more physical. To successfully tag someone, the people who are “it” must grab them and hold them entirely off the ground while they count “British Bulldog 1,2 3. Anyone caught in this fashion also becomes “it” and helps catch others. The game progresses by until only one person remains free. This person becomes “it” for the next game.
-89- NYSCA EXAMPLE FIRST-AID EXAM
COACH, VISUALIZE YOURSELF IN THE FOLLOWING SITUATIONS AND CHOOSE THE ANSWER THAT BEST DESCRIBES HOW YOU WOULD RESPOND
(1) One of your athletes is running then drops to the ground grasping the ankle in obvious pain. You would: a) Apply heat and encourage the athlete to "run off" the injury. b) Apply ice, tape the ankle tightly and return to play. c) Rest, apply ice, apply a compression bandage, elevate the injured ankle.
(2) One of your athletes is suffering from shin splints, which is a painful condition of the lower leg. You would: a) Rest the athlete when painful. b) Apply protective pads. c) Call for a rescue vehicle.
(3) On the registration card of one of your athletes, the parents noted that the child suffers from Osgood-Schlatters' disease. What is Osgood-Schlatters' disease? a) A disease of the digestive system. b) A blood disorder. c) A painful bump below the knee.
(4) One of your athletes has sustained an injury to the knee. You would: a) Quickly move the child off the field. b) Rub the painful area in the direction of the heart. c) Calm and reassure the child and stabilize the injured area.
(5) One of your athletes suffers a direct blow to the thigh and is limping noticeably. You would: a) Encourage the athlete to jog until it loosened up. b) Keep the athlete off the injured leg and protect from further injury. c) Apply a heat liniment and snugly wrap the thigh.
(6) You have scheduled a practice and it is hot and humid. To prevent any of your athletes from suffering heat illness you would have your athletes: a) Wear clothing light in color and weight and expose as much skin as possible. b) Allow frequent rest breaks and encourage drinking plenty of cold water. c) Both A and B d) Use salt tablets.
(7) One of your athletes receives a blow to the head causing a concussion. You would consider this a serious injury when: a) The athlete is emotional but alert. b) The athlete is temporarily dazed. c) The athlete is unconscious or conscious but dazed and acting peculiar.
(8) One of your athletes sustains a blow to the stomach area and has their "wind knocked out". You would: a) Ask the athlete to pant "like a puppy." b) Lift the athlete's mid-section off the ground by his belt. c) Ask the athlete to take deep breaths.
-90- (9) An athlete slides along the ground receiving a "strawberry," which is an open wound that occurs when the skin is scraped or rubbed off. You would: a) Spray immediately with an antiseptic. b) Clean with soap and water and dress with a sterile gauze pad and bandage. c) Let the parents deal with it when the athlete gets home.
(10) One of your athletes has obviously dislocated a finger. You would: a) Tell the athlete the injury is serious. b) Grasp the hand and finger and quickly pop the finger back into position. c) Carefully apply ice and make arrangements for prompt medical attention.
-91- SAMPLE Outdoor Recreation Leadership-Group Dynamics Test (Part 1, TAKE HOME SECTION over workbook, Part 2, over presentations) DUE: 1st Friday in Nov. (SIMILAR EXAM TO BE RETAKEN IN CLASS)
1. t f In the majority of municipal recreation programs, face to face leadership is primarily a function of seasonal or part-time employees.
2. t f Leadership is typically the single most important factor in the success of any recreation and leisure organization.
3. If we think of leadership as the act of influencing others to "do what we want them to do" because "they" want to do it.....this description best fits which one of the following leadership styles. (circle one)
a. b. c. d. Delegating Participating telling selling
4. Matching:
Leaders assume this role in varying manners. Match the best descriptor on the right with the appropriate method of assuming a leadership position on the left:
emergence a. The power of one’s personality by election b. Class presidents are an example by appointment c. Tend to be based on past performance and perceived abilities charisma d. A series of events (often spontaneous) create an opportunity
5. Builds comradery and cohesiveness and motivates others are two examples of which of the following:
A. Examples of leadership styles (Leadership Styles) B. Principles of Recreation Leadership C. Levels of Leadership in Recreation D. Some of the responsibilities leaders assume (Specifically, what do leaders do?)
Select from the lists below the most appropriate characteristics of the leadership style given according to the following model (DIRECTOR, PROMOTER, SUPPORTER, or THINKER).
IF your style as measured in class was Promoter
6. Your decisions would tend to be: A. Deliberate B. Decisive C. Spontaneous
7. Your needs tend to be: A. To be right B. Achievement C. Acceptance D. Recognition
-92- 8. You want to maintain: A. Success B. Credibility C. Status D. Relationships
9. You tend to be irritated by: A. Impatience B. Boredom or routine C. Inefficiency
10. t f The executive director of a Girl Scout Council is an example of the face-to-face (direct) level of recreation leadership.
11. Match the following group types with the descriptor on the right. (A, B or AB may be correct).
A. functional groups ( ) Competitive groups (teams) B. participant groups ( ) volunteer groups ( )boards, citizen advisory
12. Matching: (only one answer for each blank space)
( ) the force that holds a group A. group morale together (“we” feeling) B. group norms ( ) dress code is informal C. group cohesiveness ( ) may involve sanctions D. group productivity ( ) normally increased by equality of sacrifice ( ) Positive and optimistic feeling about group ( ) how well a group is able to satisfy its purpose
13. When group morale is low, the leader should:
A. periodically divide into subgroups. B. ignore the situation, as the group will solve this problem. C. modify group goals to better reflect the needs of the individuals. D. assume an autocratic leadership style.
14. t f Recreation leaders are part of the human services profession. 15. t f Recreation leaders should contribute to rather than react to social change. 16. t f Group decision making typically does not lead to increased acceptance of the decision by members of the group. 17. t f Groups can have constructive or destructive effects on the quality of the recreation experience, depending on how they are managed.
18. Which of the following is a hindrance to, rather than a result of, effective group decision making?
a. Information exchange b. Variety of individual motives c. Increased acceptance of decision d. Security in making tough decisions
-93- 19. Comprehensively speaking, recreation leaders have a responsibility to:
a. Society b. Their sponsoring agency c. Their clients d. All of the above
20. t f To become certified as a CPRP (certified park and recreation professional) one must have a B.S. or B.A. degree and pass a national exam.
21. t f Accredited programs are reviewed by a team of specialists to ensure that the necessary content and opportunities to gain competencies are provided to students. Little or no measure is made as to whether students actually gain these competencies.
22. One advantages to graduates from accredited recreation and park curriculums (such as KSU’s) over graduates from non-accredited curriculums regarding certification is:
A. They are immediately eligible for certification B. They are accredited after passing the national examination C. They are immediately eligible to take the national exam and do not have to work for 2 years
23. T F In effective groups, controversy is avoided.
24. Match the following learning domains with their appropriate descriptor.
A. Psychomotor ( ) physical skill or ability B. Cognitive ( ) knowledge (knowing something) C. Affective ( ) attitude, emotion
25. T F In general, people learn better by doing or trying than just listening or reading.
26. A general level of eagerness, readiness or interest refers to which of the following learning principles?
a. Individual differences b. Motivation c. Personal meaning d. Existing knowledge
27. Match the following teaching strategies with their best components or descriptors.
A. Drill and practice ___makes available a wide variety of resources for individual paces B. Group investigation ___best for mastery of skill C. Learning center ___an economical use of time D. Lecture ___profits from knowledge of participants E. Discussion ___good for small groups solving problems
-94- 28. From ASEP’s program Coaching Young Athletes, comes suggestions for the drill and practice technique. Place the following components of a practice (including the 4 steps of teaching a new skill) in the best order.
( ) supplying feedback on the new skill ( ) warm-up ( ) introducing a new skill ( ) demonstrating the new skill ( ) practice/review a previously taught skill ( ) practicing the new skill
29. t f An instructional goal is more specific than a performance objective
30. From the section Promoting Self Control and Responsibility, comes the following hint....Please select the best wording to complete this statement from the options. Hint: Remember, you are ______activity
A. Not to use lack of water as a means of disciplining a child in an B. Teaching a child, not an C. Leading people who may lack skill in an
31. For the activity Beginning Golf, match the appropriate performance elements with the supplied written segment.
By the end of a 20-minute drill and practice session, 70% of the class participants will be able to correctly(*) and successfully(**) demonstrate a chip and run golf shot. * correctly means correct dynamics ** successfully means 3 shots out of 5 within 10' of the pin
( ) 70% will demonstrate correctly and successfully A. Audience ( ) class participants B. Behavior ( ) will be able to...... demonstrate a chip and run shot C. Conditions ( ) by the end of a 20 minute drill and practice session D. Degree
32. Place the following steps to effectively leading social activities and games in the correct order (#1 is first, # 7 is last) ( ) set the formation ( ) explain the point or purpose of the game ( ) demonstrate and explain ( ) end the game on a high note ( ) be prepared ( ) motivate the group ( ) play it
-95- O.R. LEADERSHIP EXAM IN-CLASS (Sample) (PART II)
1. What is the penalty for awakening the spider in the initiative game, Spider Web. ______
2. Score frames # 8 and #9 for Bowling
89 In frame #8 the bowler knocks down 6 pins on their first ball and records a spare with the 2nd ball. In frame #9 the bowler knocks down 8 pins with their first ball and 1 pin with their second
4. What is the score of a gutter ball in the low scoring version of bowling (object: winner has the lowest score) _____pts
5. In which of the following two disc sports is the object to throw the fewest times to reach the target? A. Frisbee golf B. Ultimate frisbee
6. What is the bonus score given to a participant that shoots from each of the 5 wildspots in the 30 second time frame. _____pts
7. If you are a right handed bowler, on which foot do you start a 5 step approach?______foot
8. T F When a frisbee is dropped in ultimate frisbee, whoever gets to it first, gains possession.
9. Another classification for the game Farmer and the Crow would be:
A. Icebreakers B. Relays C. Table games
10. T F The initial instruction giving for canoeing is on the water
11. What type of activity is the WALL?
A. A relay B. An initiative game C. A team sport
12. To draw a bearing of 240 degrees on a map, which of the following steps apply? (check all steps)
a. ( ) set the compass to north b. ( ) orient the map to magnetic north c. ( ) set the compass to 240 degrees d. ( ) draw a line along the edge of the compass
-96- 13. In the initiative game “the Wall” , what modification was suggested for a group that was too successful? ______
14. T F In capture the flag, a jailbreak can be called by a runner who has rescued at least one other teammate
15. Scoring a baseball game. In the space below, first draw in a diamond in all 12 boxes shown. Next, score a double play, recording the 1st. and 2nd outs of the 2nd inning, after Jones walked to start the inning. The double play is started by a ground ball hit to the shortstop who throws to the 2nd baseman, who steps on 2nd and relays a successful throw to 1 st..
Score a pop fly by Hancock to the center fielder which records the 3rd out. Make all appropriate marks to indicate the next inning, etc..
Player 1st. 2nd 3rd inning inning inning Jones, B.
Thomasen, T.
Hancock, C.
Grover, W.
16 T F In singles table tennis, the server must serve to the opposite corner
17 T F When you scratch in cutthroat pool, you return the cue ball to a designated area (behind the 2nd spot for the next shooter and replace a ball of each of your opponents
18. T F The recommended distance from tee to hole in wiffle golf is 100 yards
19. T F Fishing knots should be shown to participants by an instructor facing away from rather then at them
20. T F Everyone that picks rock on the team in the game rock, paper, scissors when the other team picks paper ...... loses that round
21. What is the range command to indicate that a firing range is safe and that shooters can check their targets ______
-97- QUIET - TABLE GAMES
Battleship
Age: 8 yrs old and up Number of Players: 2 Equipment: Paper (previously prepared or not) and pencil modification of commercially available game board
Action: Players place 4 ships (ship #1 covers 2 points, ship #2 covers 3 points, ship #3 covers 3 points, and ship #4 covers 4 points) on their paper . . . draw them in either horizontally or vertically.
Players take turns guessing the location of the other player’s ships by giving coordinates (e.g. B- 7). When the location is called where a ship resides, the other player indicates hit or sunk if the appropriate number of hits have occurred.
Play continues in this fashion until one player's ships are all sunk. When this occurs the other player wins.
Battleship Chart
abcdefghIj 1!!!!!!!!!! 2!!!!!!!!!! 3!!!!!!!!!! 4!!!!!!!!!! 5!!!!!!!!!! 6!!!!!!!!!! 7!!!!!!!!!! 8!!!!!!!!!! 9!!!!!!!!!! 10 !!!!!!!!!!
-98- SCORKEEPING
Program area: Athletics
Activity area: Baseball/softball
Age: Jr. high and up
Number of participants: up to 30 for demonstration followed by practice sessions of one person and a mentor
Setting: indoor classroom/ preferably a game situation for the practice sessions Equipment: overhead projector Supplies: handouts: 1. scoresheet 2. instructions 3. overhead
Objectives: Cognitive: upon completion of this activity, 75% of the participants will correctly score an inning of baseball by illustrating the correct symbols and terminology.
Directions: Hand out scoresheet. Hand out instructions for using scoresheet. Explain need for scorekeeping skills. Using overhead, pick a random team, using student participation have individuals describe each batter's actions, which the instructor illustrates on the overhead scoresheet (to insure variety, the instructor should insure that a wide range of game situations are covered). The activity takes about 50 minutes (the number of innings covered can be added or subtracted to meet time constraints).
Adaptation: Have students score a game of the world series for practice, or tape a game and score it in class. For additional practice in order to gain proficiency, students could be asked to assist the scorekeeper of a local game, and then score one by themselves as well.
-99- This Webpage gives detailed instructions. Excel spreadsheet files (page 102-3) can also be downloaded from a number of sources, including http://www.baseballscorecard.com/downloads.htm
-100- Start Weather q Visitor: Date: Time: : End Time of q Home: Scorer: Time: Game:
Po RB # Line Up s12345678910ABRHI
S Runs U Hits M Errors S Left on Base
-101- Opposing # Pitchers W/L/S IP H R ER BB SO HB BK TBF
# Catchers PB Umpires HP: 3B: 1B: 2B:
USING A SCORESHEET(for slowpitch softball w 10 players)
Key To Symbols
Players (numbers are used) 1-pitcher 2-catcher 3-first baseman 4-second baseman 5-third baseman 6-shortstop 7-left fielder 8-center fielder 9-right fielder 10-short fielder (rover)
Hits (Line is drawn through appropriate initials on right of square, and a line is drawn from base to base to indicate progress.)
HR-home run 3B-triple 2B-double 1B-single SAC-sacrifice (a fly ball caught by an outfielder that scores a runner - or a bunt that moves a runner to another base) Hp-hit by pitcher BB-walk
Outs (Number of each player handling the ball is included, and the number of total outs made in each inning is indicated by a circle within the box-2.)
4-3-grounder to second baseman who threw the runner out at first base. -ground ball (number of player involved placed above) 8 -pop-up (number of player is placed underneath) 9 -line drive (number of player is placed underneath) -fly (number of player is placed underneath) 8 -fly to center field U-unassisted (number of player indicated) E-error (number of player indicated) E5F-error by third baseman on a fumble E5Th-error by third baseman on a bad throw E5D-error by third baseman on a dropped throw A-assist(number of player indicated) OT-overthrow (number of player indicated) WP-wild pitch PB-passed ball K-strike out Bk-balk Bt-bunt SB-stolen base (place by base player stole) DP-double play (a line is connected to both boxes of players involved) f2-fouled to catcher F-fumble f-foul ball FC-fielders choice /-end of inning
-102- Make your own DISC GOLF SCORECARD
DISC (Frisbee) golf is an adaptation of the game of golf where players throwing plastic discs keep track of how many throws it takes for them to hit a particular distant target. In a number of communities there are courses set up and par established. Disc manufacturers such as WhamO-Frisbee have specialized disks for sale too that cater to drives, chips, etc...
However, the game can be played spontaneously by choosing your target (holes) as you go.
This particular course begins and ends inside old KSU football stadium. It is intended to illustrate a typical distance for par only and a general layout of distances. (It cannot be played at this time due to construction). Develop your own!!
4 1. Bottom of steps (near wall) to: the west pole of the chin up station (north end of east stadium building) 5 2. From there to: the wooden steps on the east side of the stadium (south about 85 yards) 4 3. From there to: SW corner of stadium (southern most white pillar on 4' purple and white retaining wall) 4 4. From there to: the base of the tree between you and the stoplight SW (across from church) 3 5. From there to: the dumpster (SW corner of stadium) 4 6. From there to: the middle light pole (heading north along the west side of the stadium, second light pole from the south) 3 7. From there to: the next light pole north 4 8. From there to: the base of the eastern most pin tree (closest to the steps) near the NW corner of the stadium. 3 9. From there to: the purple trash barrel near the wall and steps.
_____/34 par
-103- A BASKETBALL CHALLENGE SIMILAR TO the PEPSI HOT-SHOT CONTEST
The Pepsi Hot-Shot contest is a corporately sponsored event that can be locally offered by agencies where winners advance to national finals. The following activity is similar to the Pepsi event. The idea in both is for players to score as many points as possible within the time limit allowed.
Each Wildspot is 2.5 feet in diameter. Each one is far enough from the basket so that a court can be easily marked. Starting from directly under the basket each time, the recreation supervisor takes:
Î Four strides toward the left corner while facing free throw line (Center Wildspot #1 there) - 2pts Ï From the college 3 pt line at the top of the key, take three strides to the right (while facing the basket) Center Wildspot #2 there. 4 points. Ð Two strides from the 3 pt line at the top of the key towards center court. Center Wildspot #3 there - 5pts. Ñ Center wildspot #4 on the last lane marker before the free throw line on shooter’s left- 3 points. Ò While facing the free throw lane from under the basket, take Five strides to your right, towards the corner: Center Wildspot #5 there. 3 points.
Competition starts at the center of the mid-court line. The idea The Wildspots can be marked with chalk, masking tape, or other appropriate materials.
Scoring Points
Lay-up (Only 2 allowed) 2 Wildspot #1 2 Wildspot #2 4 Wildspot #3 5 Wildspot #4 3 Wildspot #5 3
PEPSI HOT SHOT is/was TRADEMARKED. MAKE SURE TO MAKE MINOR MODIFICATIONS TO RULES CHANGE THE NAME (SUGGESTIONS: CHANGE DISTANCE OR POINT VALUE, CHANGE NAME TO WILDSPOT, OR THE SHOOTIST, OR ROUNDBALL SHUFFLE, etc...)
-104- OLD GAMES BECOME NEW ENTERTAINMENT FOR YOUNGER GENERATION
By William Harper (Purdue U)
Have your campers every played “Brother, I’m Bobbed,” “The Concerted Sneeze,” “Queen Dido Is Dead,” “Stake Guard” or “Charlie Over the water?” How about “Twopenny Tube,” “Tip Cat,” “Intery Mintery,” “Faba Gaba” or “Potato Race”?
Don’t think your park’s recreation program is behind the times if it doesn’t include games such as these; in fact, if it does, then your program director is a remarkably sturdy soul who’s beyond retirement age, probably pushing 115 to maybe 130 years old!
These games were popular during the days of pre-industrial America. They are out of fashion now, having been largely replaced by commercially produced games and equipment, battery or microchip operated toys and organized sports.
But, sometimes old can be new. The play forms and games of one generation can be long-forgotten by another. When the older pastimes are rediscovered, they will take on a fresh and novel appearance to the moderns who might experience them.
Besides the novelty, another feature makes rediscovering these pre-industrial games attractive today. They don’t cost a darned thing to play. The games of old were essentially homespun and included such activities as ball playing, relays, chase and hunt games, stunts and feats, magic, singing games, tag or nature games. Toys were handmade; game implements were ordinary objects such as eggs with the yolks sucked out of them, sticks, paper, articles of clothing and bags filled with beans; and the play spaces were natural - homes and schools, woods, roads, vacant lots, fields, trees, pastures and streams, rivers or lakes - and not contrived.
What better place to re-create some of these old games than in the natural settings of a campground or park? So, if you’re looking for ideas for recreation programming, you might want to look to the past for help. It’s amazing what can be found. A description of three, moderately active games from the past follows; you’ll find that they are suitable for players of all ages and that children and adults can play them together.
Tip cat
This game can be played with from four to twenty participants. The materials are both handy and handmade. The “cat” is a stick one to two inches in diameter and five to six inches long. Whittle both ends of the cat to a dull point. The bat is a round or flat stick about three to four feet long and about two inches thick. Broken broomsticks will serve as a bat in a pinch. The game can be played on open ground or concrete.
Draw a circle in the dirt (or use chalk if on concrete) three yards in diameter. One team is at bat, and, like modern baseball, the other team takes the field. The team in the field is loosely scattered in the general manner of modern baseball, but there are no bases and no real boundary lines.
Each member of the team at bat plays in order. They are at bat until the entire side is out. The batter stands in the middle of the circle and, after tossing the cat in the air by hand, takes a mighty swing with the bat and tries to hit the cat as far as he or she can. The batter gets three tries in succession and must at least succeed in hitting the cat out of the circle. If the batter misses the cat all three times or fails to knock the cat out of the circle, he or she is out.
-105- If the batter is successful in hitting the cat out of the circle and into the field, the opposing team member nearest the cat picks it up after it has landed. Standing at the exact spot he or she retrieved the cat, the fielder then tries to pitch or throw the cat back into the batter’s circle. If the fielder succeeds in doing this or if he or she gets the cat to land on the line of the circle’s perimeter, the batter is out. The next batter takes a turn.
But - and here’s where the cat whittling comes in - if the fielder bounces the cat through or throws it outside the circle after fielding it, the batter gets to “horse” the cat. This gets tricky.The cat is placed on the ground in the middle of the circle, and the batter smacks the cat on one end with the bat, trying to flip the cat into the air. The batter then takes a quick swing at the spinning airborne cat, again trying to hit the cat back into the field. The batter gets three tries at “horsing" around. The idea is to get the cat well out beyond the circle.
If, let's say, the cat is struck on the first try but it only travels a few feet, then the batter can hit the cat from where it lies in the circle. If the cat is hit just outside the circle, within easy reach of the batter, for try number two, the batter must go back to the middle of the circle for the third try.
During these tries, the batter may not improve the lie of the cat by smoothing out the ground nor can he attempt to prop up the cat. The only adjustment the batter can make to the cat is to turn the point of the cat to face the right way for a good try, but this must be done with the bat not the hand.
Now here's where the scoring occurs. If the batter smacks the cat into the field by or on the third try, the batter estimates the number of bat lengths to where the cat lands and calls this number out loud. If the opposite team or team spokesperson agrees with the call, the distance is not measured and the number is automatically awarded to the team at bat's score.
If the fielding team challenges the batter's call, the distance is measured by bat lengths to the resting cat. If the fielding team challenges the batter's call, the distance is measured by bat lengths to the resting cat. If the batter's estimate was high, no score is given since the batter tried to exaggerate the bat lengths to inflate his team's score. If the distance is less than the batter called, the lesser number of bat lengths is added to the batting team's score.
The winner of the game is the team with the highest score after each team has had three times at bat.
Stake Guard
Versions of this game were sometimes called "Duck on a Rock." It can be played indoors or out and by from ten to thirty players. The only equipment necessary is an appropriate number of bean bags and a stake-like holder that will support one of them. You could even have campers make their own beanbags.
Mark out a square that measures anywhere from eight to twelve feet. In the exact center of the square, place support like a lightweight traffic cone or plastic holder that is about two feet high. (When this game was played by our ancestors, a stake was driven into the ground to support a beanbag, but think safety and about the chance of someone falling on a stake.)
Now anywhere from twenty to forty feet (the longer the distance, the more accurate the throwers need to be and the more running involved), draw a throwing line behind which the throwers will stand. At the start of the game, all of the players will stand behind the throwing line. Each in turn will throw his or her bean bag as close to the stake as possible. The player whose bag ends up farthest from the support starts the game as the first "guard."
The "stake guard" goes to the middle of the square and places his or her bean bag on top of the stake. The other players line up all along and behind the throwing line. When everyone is ready, all of the
-106- throwers simultaneously throw their bean bags at the bean bag on the"stake" in order to knock the bag from its perch or jar the support so the beanbag falls to the ground.
The players now try to retrieve their own beanbags without being tagged by the guard. The guard has some restrictions to obey. First, after the beanbag has been knocked off the stake the guard must quickly put the fallen bean bag and stake upright and back in the original placement. Second, the guard may tag a thrower only within the square and may not leave the confines of the square.
Some throwers might want to race in and grab their bag and get out while the guard is replacing the beanbag and stake, but others might want to run up to the square and lurk just outside the boundary, looking for an opportunity to race in and get their bag while the guard is chasing someone else.
Should the guard manage to tag a thrower within the square, the tagged player must immediately place his or her own beanbag on the stake, meanwhile, the old guard must grab his or her beanbag from the stake and run out of the square with it before the new guard can place his or her bag on the stake and tag the old guard.
As the throwers recover their bags without being tagged, they race back to the throwing line and can immediately throw their bag at the staked beanbag to knock it over again. Hence, the guard must always be watching the staked bag to see that it hasn't been knocked over once again. IF it has been, the guard must stop trying to tag throwers and replace the fallen bag before resuming guarding.
If you find that the game is chaotic with the constant throw and retrieve return throw patter, you can modify the throwing into rounds. That is, there is no second round of throwing until most of the throwers have successfully retrieved their first throws.
Further, by modifying the size of the square and the distance between the square and the throwing line, the degree of difficulty can be altered.
Potato Spoon Race
Potatoes were popular as play implements in the so called "olden days." Of course, spoons were always available and, therefore, useful too. When combined, we get a potato spoon race.
Believe it or not, this game can accommodate from six to eighty players at the same time - depending on your campground potato budget and our spoon supplies. Of course, you could ask your playful campers to bring their own spoons.
This game can be played indoors or out. All you need is some space appropriate to the number of players and teams. Each team (same number on each team) lines up single file behind a line that stretches across the width of the needed space so they're side by side. Place them about three feet apart as if they were in lanes on a track.
Directly in front of each team, large and irregularly shaped potatoes are placed in a row at intervals of about three feet; the same number of potatoes as team members. Having six to ten members on each team is best, therefore, there would be six to ten potatoes in front of each team.
A bucket or basket that will hold potatoes is placed next to the first runner on each team, and that person is given a teaspoon. At the starting signal, he or she races forward and picks up any potato in the teams line with the spoon. Only the spoon may touch the potato. The first runner then carries the potato back to the starting line, drops it into the basket or bucket and hands the spoon to the next runner. Each runner takes his or her turn until all the potatoes are picked up. The teams might even talk a bit of strategy
-107- regarding which is the best order to pick up their rows of potatoes. When a team's last potato drops in the bucket, the final runner raises the spoon over his or her head. The first spoon up marks the winning team.
There were other popular versions of potato races, too. If you don't have any spoons or simply want another version of the game, try this one. Again, in teams, line up the participants as before. This time, use eight potatoes placed two yards apart and directly upon some kind of mark, such as a small, drawn circle, or a colored piece of cloth.
Again a bucket is placed next to each first runner. At the starting signal, the first runner races out to get one potato, brings it back and puts it into the bucket. This done, one potato at a time, until all are in the bucket. The player can pick them up in any sequence.
The next player in line is tagged, and that person takes a single potato from the bucket, races to any of the spots in the row and places the potato on the spot from which it was taken. This is done in any sequence, but all potatoes must be placed on spots from which potatoes were taken. Then another tag, and the third goes out to pick them up one at a time. The first team to have its last player cross the finish line wins. It doesn't really matter if the potatoes are in the bucket or in the rows at the end of the game.
Play on!
Remember, any of these three, old time games can be modified at will. All three can be played by campers of practically any age and together. Modifications can be made in the size of teams, the size of the play space, rules, equipment or in handicapping skilled or older players as necessary. In all cases, these games are meant to be fun and not win at all cost contests.
Tip Cat, Stake Guard and the Potato Spoon Races are only three examples of an incredible variety of imaginative and self-organized social games commonly played by our ancestors three and four generations ago. These games might not be very sophisticated, but they are awfully playful. Try them sometimes, and you might find that "what's new?" can successfully be very old and new at the same time. Play on!
-108- RECREATIONAL DANCE
Adapted from R. Kraus Carpenter & Bates Recreation Leadership & Supervision and R. Russell Leadership in Recreation
While certain forms of dance, such as modern dance or ballet, are highly skilled activities that are primarily geared for theatrical presentation, the kinds of dance used in social recreation programs are simple and informal and can be done by all. They include folk and square dancing, social dancing of various types, singing games for children, and mixers and stunts that make use of dance. These recreational dance forms offer one of the most enjoyable and stimulating ways of helping a crowd warm up and mingle successfully. In terms of physical release, rhythmic expression, musical interest, and social involvement, recreational dance forms have much to offer.
Dancing can be enjoyed by all age groups, although interests and abilities vary somewhat at different age levels. Younger children, for example, usually are most at home with singing games or simple folk and square dances. Teenagers tend to prefer so-called line dancing, and whatever is cutting edge popular. However, they also greatly enjoy folk and square dancing when they are well presented. Adults typically take part both in social dancing (including the recent popularity of ballroom dancing) and in square and folk dancing. Senior citizens also enjoy dancing, often preferring older and slower social dance forms and modified versions of folk and square dancing.
As a form of social recreation activity, dance offers unique benefits because it combines several elements. It is excellent physical exercise, and it provides a mental challenge because it requires participants to develop specific neuromuscular skills and to master movement patterns. Dancing is a highly social activity, both encouraging group interaction and providing individuals a healthy form of contact with persons of the opposite sex. And, through the stimulation of the movement, the sound of the music, and the sense of being part of the rhythmic, graceful whole, dancing also may have an emotional impact on its participants. For many individuals, dancing becomes a major form of emotional release.
METHODS OF PRESENTATION
The key guidelines in selecting and presenting any form of dance in a social recreation setting are to choose a type of dance that is appropriate to the group and to present it in a lively and simple fashion so that group members are drawn into the activity easily and have a successful, enjoyable time.
Usually, it is important to choose dances that can be rapidly learned and performed and are not too strenuous for the group members. When people have been using a form of dance for a period of time, they welcome a learning challenge and are prepared to dance vigorously for a fairly long time. However, when presented in a social recreation situation, dancing is new for many participants and must be geared to their levels of ability.
Dance may be used in two basic ways: (1) as a single element in a party or event that includes other program activities and (2) as a featured activity or main element in a program.
Music for dance may range from that provided by a simple piano or accordion used to accompany children's singing games to the sounds of a full dance band at a large social dance event. Country "string bands" are often available for folk dancing. For groups that cannot locate or afford live music, tapes and CD's are available to meet every dance need.
-109- DANCE Leadership Techniques
Leadership in the area of dance involves both instructing and programming; both are essential. The process of teaching a dance is very much like the process of teaching a game, which was described in an earlier mimeo. The following steps are included:
1. Select an appropriate dance, and review it carefully to become thoroughly familiar with it. 2. Present the dance to the group members in a way that will motivate and interest them, and encourage them to join in enthusiastically. 3. Have the group members take the appropriate formation (for example, circle, line, square, couples, or threes). 4. Divide the dance into sections, presenting each section in turn and having the participants practice it. If a section is complicated, it may be rehearsed slowly at first, and then the speed can be increased gradually until the group members are using the proper tempo and rhythm. 5. Review the entire dance, and have the participants practice it as a whole. 6. Play the music, and have the group members dance. 7. If necessary; stop the music and demonstrate again any part of the dance that may be giving the participants difficulty. Then play the music again.
Other Teaching Hints
Particularly when working with a large group, it is necessary for the dance instructor to project his or her voice loudly and clearly and to use strong gestures or other movements, both to hold group members' attention and to let them understand the action.
Positioning is important. When working in a circle of group members (a typical teaching or dance formation), the leader should face as large a segment of the group as possible in order to be seen and heard and to ensure eye contact. The leader should also move from spot to spot so that he or she is close to each dancer at some time during the teaching session.
Use of voice is important in teaching folk and social dances. The leader can use his or her voice rhythmically to give the count and the tempo and even to take the place of the recording or live music. The leader should, and may, continue to give cues as necessary during a dance. Once a leader has developed the knack of using voice, teaching is much more effective.
Finally, it is necessary to maintain a positive, encouraging atmosphere in which participants feel they are doing well and will improve. Poorly coordinated individuals can be discouraged by an instructor who criticizes or downgrades them openly. While it is helpful to correct dancers who are making mistakes, advice should be given in a tactful, friendly way.
The main goal of dance in a social recreation situation is not so much to create highly skilled dancers as to help people have a good time. To the extent that doing a dance well helps produce that result, it is also an important goal, but never the key one!
-110- Suggestions for DANCE Leaders
Remember always that you will meet a group perhaps only once, and that they are there for fun. Be sure after separating dates that they get back together. One reason people object to fun dances is that they never get a chance to dance with their date.
1. Study the group and the place thoroughly. Get all possible details as to age, sex, numbers, likes and dislikes; then select suitable activities and dances, and plenty of them. 2. Know the dance thoroughly and like it. Be a good actor if necessary. 3. Think a dance through step by step before facing the group. Ask yourself, "Where shall I stand?" "Where and how will the group be standing ?" "What shall I say first?" "What will the participants do first?" "Next?" and so on. 4. Get attention; wait for natural pauses; speak slowly and low, not high and fast; use whistle sparingly, if at all. Be jovial, not a traffic cop. 5. Keep the attention of the group at all times. Remember; if the music is not playing, you should be talking; otherwise you might lose the group. 6. Get dancers into formation. Best to finish last dance in formation for the next if possible. Use a dance or game for changing from one formation to another and for getting partners. 7. Give a brief walk through in a clear voice. People can not remember many details. 8. Demonstrate. This is important. People learn best by seeing. 9. Dance for fun. Have fun even if mistakes are made. Dancers often have as much fun making mistakes as dancing correctly, providing it does not cause embarrassment. Strive for excellence only as long as it is enjoyable. 10. Correct mistakes only if enough are not getting the dance to carry it along. Do not stop the group to correct one or two members. Do not ask for questions, except as a last resort, since many of the questions will clear themselves. 11. A good rule is to call the same words in the demonstration as in the walk through; then play the music and call the dance just long enough to ensure success. 12. Stop before interest lags. Stop when they want more. Dance through a record just once. Be careful players do not stand too long, sit too long, get too hot, thirsty, or dizzy. 13. Vary the program. Be prepared to change at a moment's notice if conditions change. Do not take too long a time to distribute or collect equipment for dance mixers. Train assistants or use dancers for this purpose. 14. Know the basic formations to teach your group. 15. Be kind, but firm. Always make a group correction, never an individual one. Laughter is the best corrective. Laugh with the group, not at them. 16. Avoid elimination dances except to get the group to refreshments or to the side. They are the best assurance you will lose your crowd. 17. Do not try to many things at once. Try at least one new activity at every party if you are interested in improving yourself. 18. Evaluate very soon the entire affair: theme, time, place, invitations, program, refreshments, etc.
-111- Leading MUSIC Activities
Music and dance are considered universal languages. Music is an integral part of many recreation programs including, but not limited to camps, community centers, parties, and dramatic productions. It can be either a stand alone activity or used in conjunction with other activities; particularly dance and drama.
Recreation leaders do not have to be very musically inclined (either instrumentally or vocally to successfully lead music activities. Leaders must recognize their limitations and do the best they can with what they have.
Values of Music Activities:
Setting or changing mood (relaxing, exciting, etc.) Enjoyable to listen to (aesthetically pleasing) Form of self expression Equipment can be carried with us (e.g. voice, rhythm)
Tips for Leading Songs
Be enthusiastic as it is contagious Someone once remarked that song leading is as easy as:
1. Start when they start 2. End when they end 3. Sing the same song they sing
Starting and keeping the group together involves counting or conducting. Three examples of conducting patterns are illustrated below.
Teaching the Words
Use song books or sheets (do not photo copy as this violates copyright law) avoid unless necessary as it formalizes the situation, and can be distracting. Use overheads with larger groups Teach one line at a time (you sing/they sing) also called rote teaching or lining out Look for help (if your voice or singing ability is weak)
-112- Leading DRAMATIC Activities
Brian Way (Development through Drama, Humanities Press, 1967) describes the function of drama in the following manner:
The answer to many simple questions might take one of two forms - either that of information or else that of direct experience: the former belongs to the category of academic education, the latter to drama. For example the question might be ‘What is a blind person?’ The reply could be ‘A blind person is one who cannot see’. Alternately the reply could be ‘Close your eyes and, keeping them closed all the time, try to find your way out of this room.’ While the first answer contains accurate information, the second answer leads the inquirer to moments of direct experience, enriching the imagination, possibly touching the soul as well as the mind. This, in over-simplified terms, is the precise function of drama.
Dramatics encourages the following:
Development of poise and confidence Improvement of speech Learning Promotes imagination and creativity Expression of feelings, release of emotion Cooperation Independent thinking Use of all senses
Experience Continuum:
Dramatic activities can be anything from a spontaneous act to a rehearsed performance. The following chart illustrates the most informal activities on one extreme and the formal on the other.
INFORMAL FORMAL (Participant centered) (Audience centered) DRAMATIC PLAY CREATIVE DRAMATICS FORMAL PRODUCTIONS charades role playing one act rehearsed dialogue skits plays shows story dramatization community theater story telling puppetry pageants child's game ("Let's Play House") stunts melodrama impersonations mime
Definitions:
Improvisations: are simple forms of dramatic play in which children act out situations such as characters from stories, simple themes of daily life, moods and emotions. (Pretend to score the game winning field goal in the Super Bowl). It is the creation of a situation in which characters speak spontaneously.
Creative Dramatics: Participant created improvised (non written) drama. An approach to dramatics that utilizes spontaneous and unrehearsed or improvised activity instead of written scripts or rehearsed presentations. Not intended for sharing except with members of the group.
Dramatic Play: is the free play of the young child, in which he/she explores their world; imitating actions and traits of those around them. It is spontaneous and exists only for the moment.
-113- Children’s Theater: An audience centered formal productions. Directed rather than guided. Involves memorized dialogue. Requires props and costumes.
Pantomime: the art of conveying ideas without words
Leading DRAMATIC Activities (continued)
The breadth of dramatic activities is illustrated on the previous page. Because of this diversity and the wide range of possible objectives reachable with dramatic activities the leader must understand clearly the purpose of each activity presented.
Depending on the activity and the agency sponsoring it, the leader may need to be a friend, instructor, therapist, coach, or facilitator and may need to employ a wide variety of teaching techniques. Some of the more formal dramatic activities require very specialized academic preparation beyond the typical leader’s scope. Dramatics can also be utilized as therapy by specialists who use the freedom to express one’s feelings that is unique to drama to exorcize trauma and speed recovery.
However, a great many dramatic activities are very informal and rely heavily on the leader’s interaction with participants, their knowledge of group interaction and a personal leadership style that encourages creativity and freedom of expression. McCaslin (Creative Dramatics in the Classroom, 1974) describes the less formal creative dramatics as both an art and a socializing activity. It is in the leadership of these informal activities where the following recommendations apply.
Leading informal dramatic activities
1. Select activities that are appropriate for the age group. While many are universal, activities in one’s comfort zone encourage participation. 2. Always be cognizant of how important creative dramatics is in developing self-confidence and a child’s feelings of self worth and encourage this in all experiences. Timidity is a reflection of inadequacy and can be addressed or worsened by the leader’s actions. REMEMBER: The process is more important than the product. 3. Utilize lead-up or warm up activities to prepare participant’s both mentally and physically. 4. Imagination is the beginning. Encourage ideas and the freedom to experiment. 5. Class or activity size should be restricted to 15-20 persons. 6. If participants are particularly self conscious, puppetry can be effective as it serves as a mask allowing the player to gain freedom unavailable on the stage. 7. Realize your own limitations and elicit help from skilled dramatic specialists
-114- BUBBLE RECIPES by Casey Carle (Mr. Carle has earned awards for both his artistic talents with soap bubble manipulation and in his position as co-author of “BubbleOlogy: A Hands-On Science Kit” (Chronicle Books).
Potential Bubblers Please Note: Ultra Dawn and Ultra Joy detergents have been reformulated by the manufacturer. The new labels read "New Ultra" or "New! Fast Acting Formula". These products are now inferior bubble makers. When possible search for regular Ultra Dawn and Joy products, or use quality, non-ultra dish washing products. If using non-ultra products in the formulas below you will need to use more detergent. Approximately one-third more. I hope to re-write these formulas in the near future. Experiment and have fun!
Bubble Formula #1 For general blowing and popping fun
1/2 gallon Distilled water 8 ounces Ultra Joy or Dawn see note (10-12 ounces non-ultra products ) 1 Tablespoon Glycerin
Bubble Formula #2 For bigger bubbles
Same as #1 only add 8-16 ounces of quality commercial brand solution (Wonder Bubbles, Mr. Bubbles - a soap solution brand not the bubble bath)
Bubble Formula #3 For longer lasting small sculptures; probably too 'heavy' for big bubbles
Same as #2 only add 2 ounces more detergent and 1 more Tablespoon Glycerin
Important Notes: Distilled water is strongly suggested because tap water (which is usually "hard" water) is not good for bubbles. Find distilled water at most pharmacies and supermarkets. Also, the more expensive dish soaps tend to work better. see note
Glycerin [GLISS-er-inn] helps slow down the evaporation of water adding color to the bubbles. Glycerin is not really needed on days of high humidity because evaporation is slowed down naturally. Find glycerin in the skin care section of most pharmacies. It is perfectly safe to use but too much can make your formula too heavy. It's possible to substitute white Karo Syrup (cheaper) but it will attract more unwanted flying and crawling insects. I do not use it.
Mix your solution well but if planning to use it soon avoid making a lot of foam. Store in a clean, sealed container. Only pour the amount you need and keep the rest covered so evaporation doesn't thicken your solution. It can be helpful to let it sit 24 hours before using it. I suggest warm water for mixing and room temperature for storing.
Great conditions: After a rain shower. Humidity 70% and higher. Good Conditions: Cloudy days. Humidity 40%-70%. At dusk, after the sun sets. Fun Conditions: Near a pond, stream or just a big puddle to float bubbles! (Be environmentally friendly: limit the amount of bubbles onto the water and avoid spills into the water or soil). Near a warm house on a cool day - bubbles will rise with warmer air! Below 10 degrees Fahrenheit - to freeze the little ones!
Avoid: Direct sunlight. Dusty air. Strong breezes. Foamy build-up (skim it off). Bar Soap.
Remember: Soap solution will sting your eyes. Soap solution is very slippery. HAVE FUN !! Another BUBBLE LINK: http://www.zurqui.co.cr/crinfocus/bubble/bubble.html
-115- SAMPLE FINAL (to be developed from student presentations and activity outlines
1. t f In the activity, Basic Horse Grooming, Carol noted that horse groomers should wear a helmet.
2. t f Brush strokes for both the curry comb and brush are identical; long and straight with an upward flick at the end.
3. In Lisa's demonstration of the selection of a good trail horse, she mentioned that heat was an indicator of stress. Where in the horse's anatomy should one check for excess heat after a workout? ` a. withers b. croup c. knee joint
4. Brian Hanzlick, in Baseball Fundamentals described catchers framing a pitch. This is done to:
a. make it easier for catchers to throw out runners trying to steal a base b. influence an umpire on a border line pitch
5. Brian Underwood described Hitting (baseball) as a combination of several elements:
a. grip b. pre-swing loading c. swing
6. t f In Becky's Moving Name Game participants associated a person's name with actions. If your name had three syllables, you needed to illustrate three actions.
7. t f In Deadly Winkum, players who are winked at by the "killer" must immediately throw down their card and indicate that they are "dead".
8. A slice in golf is typically caused by an outside-in swing. Describe one corrective measure that can be taken to reduce this very typical problem.
9. t f The very first rollerblader was a southern Californian who invented the idea in the 1980's.
10. To draw a bearing of 240 degrees on a map, which of the following steps apply? (check all steps)
a. set the compass to north b. orient the map to magnetic north c. set the compass to 240 degrees d. draw a line along the edge of the compass
11. t f In Volleyball techniques Mike used a net and indicated that such was crucial early on in the introductory process. 12. t f A good pre-athletic contest type warm up starts with active (ballistic or bouncing) type stretching. 13. t f In selecting a bowling ball, one should be able to place a pencil under your palm and keep it from falling out.
-116- 14. t f In Bowling a four step approach starts on the right foot and involves progressively smaller steps as one approaches release.
15. Score frames # 8 and #9 in Bowling Scorekeeping in the example given by Todd if the following occurs:
89 In frame #8 the bowler knocks down 6 pins on their first ball and records a spare with the 2nd ball. In frame #9 the bowler knocks down 8 pins with their first ball and 1 pin with their second
16. In the space below, first draw in a diamond in all 12 boxes shown. Next, score a double play, recording the St. and 2nd outs of the 2nd inning, after Jones walked to start the inning. The double play is started by a ground ball hit to the shortstop who throws to the 2nd baseman, who steps on 2nd and relays a successful throw to St..
Score a pop fly by Hancock to the center fielder which records the 3rd out. Make all appropriate marks to indicate the next inning, etc..
Player 1st. 2nd 3rd inni inni inni ng ng ng Jones, B. Thomasen, T. Hancock, C. Grover, W.
17. Score a takedown for Wrestler Smith in the first period over Wrestler Jones.
Wrestler Period 1 Period 2 Period 3 OT-1
______
______
18. In the Wall , what modification was suggested for a group unable to be successful with the problem?
19. Initiative or problem solving games should be challenging but solvable. What modification was made to the Wall by me to make the activity more difficult for the 2nd and 3rd groups?
-117- 20. In the game Tracker a few clues are given as to where to find an object. One additional clue is given . . . it relates to the ______of the object.
Regarding Kansas Safe Boating Laws
21. t f Boats under 16' in length can substitute throw able cushions for type__PFD’s.
22. t f Motorized boats in Kansas of any length must have on board any type of fire extinguisher.
23. Portable gasoline tanks should be filled:
a. on the pier b. on the boat c. By keeping the nozzle in contact with the tank's rim d. both a and c e. both b and c
24. A white can buoy with an orange diamond on it means
a. safe water b. danger c. controlled area d. information e. that you may pass on ether side
25. What is the copyrighted name of the basketball activity we played that involves scoring points from five set shooting areas in a minute's time?
a. Nike spotshot b. Pepsi hotshot c. All American shootout
26. The recipe for bubble blowing involves dish detergent (Joy or Dawn preferred) water and ______.
27. One instrument suggested by Tom Woolf for use in changing flat tires on a bicycle can actually puncture a tube with its sharp edge. Do not use a ______when changing a tire.
28. List two of the safety concerns noted by Darrin in his discussion of the Cold Approach to Backpacking.
1.
2.
29. Knots are rated on how well each retains line strength. A good knot such as the two you were taught retain about 97% of the line strength. What is another important feature that each fishing knot should have?
-118- 30. In Jennifer Peterson's demonstration of Rowing she mentioned four elements of the rowing motion. These include the: a. catch b. drive c. ______d. ______
31. Which of the three aquatic stroke instructors utilized the part-whole method of instruction and which used whole-part-whole?
David V. Vleet (butterfly) ______Chris Peterson (breast) ______Beth Joyner (flip turns) ______
32. Describe the progression discussed in the teaching of the breast stroke.
1.
2.
3.
4.
5.
33. What was another value/benefit/objective of the Rhythms activity other than learning the 4/4, 3/4, and 2/4 beats? a. social interaction b. dance c. learning a song
34. t f Ski boots are normally sized small; meaning that if you wear a size 10 shoe, you may only need a size 9 ski boot.
35. What is the name for the characteristic of skis that if you put them together (bottom to bottom) you will notice a bend where they do not touch in the middle?
a. petex b. camber c. core
36. In the musical activity Chimes/Pipes that Joy presented, one very important value of this type of activity was discussed. This activity is particularly beneficial because it combines ______and ______.
-119- 37. All four of the musical activities (mine, Joy's, Karin's and Casey's) were designed to not embarrass the participants. Match the technique used to do this with the activity.
____ Joy a. many people singing simultaneously ____ Karin b. no singing, but result is song like ____ Mine c. focus on rhythm, rather than music ____ Casey d. song is played rather than sung
38. Illustrate the conducting patterns for:
3/4 time 4/4 time 2/4 time
39. Triple-trouble was the name of the activity I presented that involved two teams; (1) batting and (2) fielding. Each player got a turn to kick the ball followed by the contests of jumping rope, shooting a basketball and re-righting a pin.
t f In this game, either the offense of defense can score.
40. t f New Games such as those presented by Troy are always noncompetitive.
41. Dramatic activities fall along a continuum ranging from the very informal to the very formal. Place Matt's activity in its appropriate place along this continuum.
informal formal
44. Pick the key benefit that we concluded that creative dramatic activities has to offer:
a. improvement of speech b. promotes imagination c. learning
45 As listed in your handout on Recreational Dance, dance offers unique benefits. Besides social interaction, list two other benefits.
1. 2.
46. Finish this statement, "The main goal of dance as a social recreation situation is not so much to create highly skilled dancers as to ______."
47. Seven steps were noted to effectively lead social games. These include be prepared, motivate the group and set the formation. List two others:
1. 2.
48. In Trent's presentation on Kayaking, he mentioned that a PFD should have certain characteristics that make it more serviceable for this sport. Describe one characteristic.
-120- 49. From your PLT (Project Learning Tree 7-12) book illustrate three different ways that the activity The Changing Forest. (or ______activity in Blue Book.) is organized.
1. 2. 3.
50. What adaptation did Troy K. make in his dodge ball game that improved it over the typical playground version? (Check all that apply)
a. used a softer ball b. had to throw below the shoulders c. no one was eliminated
51. Name one piece of archery equipment or feature of a compound bow that s designed to improve accuracy.
52. t f The most accurate type of reel to cast is an open face spinning reel.
53. t f In Paul Fiedler's activity, Egg/Water Balloon Toss the primary objective (listed or not) is to learn the best way to catch it without dropping it.
54. Illustrate how one might best travel from point A to point B in a sailboat or on a sailboard with the wind coming from the direction shown. The sailor must make at least 3 turns. Illustrate the location of the sail and the position of the sailor as well at each location marked as 1., 2., and 3.
-121- ACTIVITY PRESENTATION EVALUATION FORM
Presenter #1:______(student’s name) Evaluator:______(student’s name Presenter #2:______(student’s name) Presenter #3______(student’s name) Presenter #4______(student’s name)
PREPARATION RATING 1(lowest) - 5(highest)
1. The leader planned the activity carefully. (1)_____ (2)_____ (3)_____ (4)_____ Equipment and supplies were available for use during the activity. Visual and other precompleted teaching aids were available.
ORGANIZATION
2. The leader organized the group by putting (1)_____ (2)_____ (3)_____ (4)_____ the participants into the most appropriate formation (line, teams, work groups, audience, etc.)
PRESENTATION
3. The leader was enthusiastic; motivating the (1)_____ (2)_____ (3)_____ (4)_____ group, inspiring interest, by "talking it up," (e.g.. telling of origin) or using other motivators to get and hold the interest of the group.
4. The leader explained the purpose of the (1)_____ (2)_____ (3)_____ (4)_____ activity.
5. The leader effectively demonstrated the (1)_____ (2)_____ (3)_____ (4)_____ activity; making each part clear to the group. This includes conducting a walk-through of the activity if the game required physical skill or complicated actions.
6. The leader made good use of the time (1)_____ (2)_____ (3)_____ (4)_____ allotted. The leader chose the correct amount of activity and stopped on time.
7. The leader spoke clearly and distinctly. (1)_____ (2)_____ (3)_____ (4)_____
8. The leader ended the activity on a high (1)_____ (2)_____ (3)_____ (4)_____ interest note rather than allowing excitement to wane.
9. The leader took charge. Very little (1)_____ (2)_____ (3)_____ (4)_____ additional explanation was needed by the course instructor to make the activity worthwhile to the class.
10. The leader showed overall good leadership (1)_____ (2)_____ (3)_____ (4)_____ qualities.
Total Points /50 /50 /50 /50
-122- SAMPLE Activity Outline
Presenter ______
Type of activity: Social (get acquainted)
Name of activity: Who's your neighbor Age: 5th grade and above Number of players: up to 40 (works best with at least 15) Setting: Indoors only because seating is defined Equipment/supplies: Each person (except one) must have a chair Formation: Chairs are set in as large a circle as the room will permit, ideally about 3-4' apart, with the most open part of the chair facing the center of the circle. Leader’s goal To help players get better acquainted; a tension reducer or icebreaker Performance Objectives: Cognitive: by the completion of the activity 70% of the class should remember the names of 4 new acquaintances Affective: upon completion of the activity, 75% of participants should remark favorably to questions about enjoyable social interaction
Directions: Place the group in chairs and instruct each person to get to know the name of the person on their immediate right and left, while one person occupies the center of the circle. This person approaches anyone seated and asks the questions, "Who are your neighbors?" The person seated must correctly respond (for example,: Mary and Jon). An incorrect response requires that the seated person exchange places with the player in the middle. After a correct response, the player asks, "How is Mary?" or "How is Jon?" The seated person can respond any of three ways, each which prompts the following action from the rest of the group:
Response Group Action
"all right" everyone moves one chair to the right "all wrong" everyone moves one chair to the left "all mixed up" everyone moves anywhere except to their immediate right or left.
During this response and action the person in the middle tries to occupy the vacant seat. Whoever is left without a seat now occupies the middle and begins the game over again, after a brief pause to learn the names of their possibly new neighbors.
Adaptations: Spots on a floor could be substituted for chairs.
Source: File O' Fun, Jane Harris
-123- HINTS FOR QUALITY PRESENTATIONS AND HIGH SCORES
Have all necessary equipment ready. If, in the interest of time, your presentation requires you to exhibit the project at several stages of completion, have each stage ready to go ahead of time. Try your presentation out on someone else ahead of time.
Understand the purpose of your activity. My purpose is for you to become more comfortable and skilled at presenting...... and for class members to learn important recreational skills from your presentation.
Review the evaluation form so that you know the criteria you will be judged on.
Rehearse! If you practice ahead of time the bugs will be worked out ...... and you should be more comfortable. While you can use notes to assist you, if you rely on these entirely it is obvious that you have not practiced.
Keep the following in mind:
< Slow down. Don’t talk too fast. < Keep the costs down. This does not have to be elaborate.....just complete. < Instead of trying to do too much, do less very well !!!!!! < Do not just tell us what you know....focus on specific educational objectives
-124- References Cited:
American Forest Council. 1992. Project Learning Tree - Activity Guide 7-12. Washington, D.C. American Sports Effectiveness Program. 1994. Coaching Young Battye, James. 1993. Toward Safer Boating - The Process Begins. Stevensville, Maryland. Brand. Stewart. New Games Buell, L. 1981. Outdoor Adventure Competencies for Entry Level and Experienced-Level Personnel. Environmental Awareness Publications. Greenfield, MA. Clemens, Peter. 1991. Super Wings: The Step by Step Paper Airplane Book. Lowell House. Edginton, Christopher and P. Ford. 1985. Leadership in Recreation and Leisure Service Organizations. NY. Wiley Fluegelman, Andrew (ed.) 1976. The New Games Book. Garden City, New York. Doubleday. Giammatteo, M. 1997. Investigating Your Environment (in) Environmental Education for Teachers and Resource People (KACEE) Gilstrap, R. I. And W. R. Martin (1975) Current Strategies for Teachers, Goodyear Publishing, R. Russell, Leadership in Recreation (1986) Harper, William. Old Games Become New Entertainment for Younger Generation. (in) Campground Management. Harris, Jane. 1987. File o’ Fun. Venture Publishing Hersey, Paul & Kenneth H. Blanchard, Management of Organizational Behavior: Utilization of Human Resources. 4th edition, 1982. Hiroi, Tsutomu. 1978. Kites Sculpting the Sky: A Practical and Aesthetic Guide to Making Kites. NY. Pantheon Books. KACEE.. 1997. Environmental Education for Teachers and Resource People. KSU Extension Forestry. Kennedy, Dan, R. Smith and D. Austin. 1991. Special Recreation: Opportunities for Persons with Disabilities. Dubuque, Iowa. Wm C. Brown Publishers. Kraus. R., G. Carpenter and B. Bates. 1981. Recreation Leadership and Supervision. Saunders. NY. Niepoth, E. W. 1983. Leisure Leadership: Working with people in recreation and park settings. Englewood Cliffs. NJ. Prentice-Hall Russell, Ruth. 1986. Leadership in Recreation. Times Mirror/Mosby. St. Louis. Sessoms, Douglas and Jack L. Stevenson. 1981. Leadership and Group Dynamics in Recreation Services. Boston. Allyn & Bacon. Shaw, M. E. 1981. Group Dynamics: The psychology of small group behavior, (3rd ed.) NY. McGraw- Hill Shivers, Jay. 1980. Recreational Leadership: Group Dynamics and Interpersonal Behavior. Princeton, N.J. Princeton Book Co. U.S. Office of Educations' Objectives Marketplace Game, Unit 5, Module 1. Warren, W. E. 1983. Coaching and Motivation: A practical guide to maximum athletic performance. Englewood Cliffs, NJ. Prentice-Hall. Way, Brian. 1967. Development through Drama, Humanities Press. Wildwood Outdoor Education Center. 2000. Adventure Challenge Course Regulations. LaCygne, KS.
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