athlete leadership programs - special...

Athlete Leadership Programs

Governance WorkshopParticipant’s Guide

What are Special Olympics ALPs Programs?

Special Olympics Athlete Leadership Programs allow athletes to explore opportunities in roles previously considered “non-traditional.” Such participation might come in the form of an athlete serving on the Board of Directors or local organizing committee; or it might find an athlete as a spokesperson, coach or official.

Participation in ALPs may be in addition to or in place of participation in traditional programs.

A program or initiative could be considered an athlete leadership program if it: Allows athletes to choose how they will participate; (i.e. selecting their sport or deciding

to become a coach), OR Supports athletes as they seek and then serve in meaningful leadership roles other than or

in addition to that of “competitor”, OR Provides training for existing leadership as they welcome and encourage athletes in these

new roles.

Several ALPs Programs are already standardized and available. All athletes should be introduced to ALPs. The standard trainings are fall under three categories:

1. Global Messenger:

Global Messenger Beginner Course - to provide training and presentation skills for athletes interested in representing Special Olympics and Special Olympics athletes in formal or support settings.

Global Messenger Graduate Course - follow-up training to the Beginner Course that works on refining public speaking skills, focusing speeches to get the desired action by the audience. Athletes are asked to identify an issue they feel strongly about as they prepare for various presentation situations one encounters as a public speaker for Special Olympics.

Athletes Assisting with Fundraising – To help athletes understand the process of research and preparation that goes into a fundraising program and then what to expect if they are asked to be part of a fundraising meeting with potential contributors.

Athletes in the Media – prepares athletes for the experience of being interviewed by Television, Radio or Print Media reporters. Designed to be experiential, this workshop gives athletes the opportunity to see and hear what they look and sound like and to adjust for future media interviews.

Special Olympics Athlete Leadership ProgramsGovernance Workshop Participant’s GuideJanuary 2004 Version

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PowerPoint for Athlete Leaders – teaches athletes the basics of using PowerPoint technology to enhance presentations.

2. Governance

Athlete Leadership Workshop (Governance) - to prepare athletes to participate in Special Olympics programming and policy dialogue via instruction and practice in forming and articulating opinions, group discussion and techniques for gathering input. Equally important is the enhancement of awareness and listening skills of volunteers, staff and family members as they interact with athletes during this training.

Leadership 101 Workshop – Leadership requires a personal vision, the ability to communicate that vision and instilling a sense of trust among others who you would have help you fulfill your vision. This workshop helps athletes and volunteers work together to discover their personal vision and test their communication and trust building skills in integrated teams.

Athlete Congress - To provide a formal, deliberative process for the representation of athlete input in programming, policy and/or governance processes of Special Olympics.

Athletes on Boards, Committees and Management Teams - to provide guidance for athletes, support persons, and Boards of Directors and committees that seek inclusive decision-making through athlete participation.

Analyzing Financial Statements – As more athletes join Boards of Directors, they need to understand the financial reports commonly presented to the Board. This workshop helps athletes and mentors identify trouble spots on a financial report and know when to ask a question about what they see.

3. Volunteer Opportunities

Athletes as Coaches – To provide background on the role of the Head Coach and Assistant Coach in targeted sports. This is a lead up to participation in the regular coaches education course which, after a practicum, can qualify attendees for Special Olympics Coaches’ Certification.

Athletes as Officials (SOOPA) - To provide athletes with readiness training for participation in National Governing Body programs that result in certification as an official or other skilled personnel for Special Olympics and other community sports competitions.

Athletes as Volunteers – Provides athletes with a basic understanding of what types of jobs volunteers do, why people volunteer, why they as athletes might want to volunteer and what to expect as they register and complete training as a volunteer.


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Who Should Participate in ALPs Workshops?

Leadership is a key component in the Athlete Leadership Programs. To maintain the integrity of the ALPs programs we must select athletes who demonstrate leadership qualities. This doesn’t mean that athletes involved in ALPs programs all have to be high functioning, just that they are willing to take on a role as a leader. Some of the selection requirements that should be considered are:

Athletes should be actively involved as a Special Olympics athlete, coach or official. The athlete should be involved year round in competition so that they are familiar with the various programs and competitions in their area.

Athletes should be able to communicate effectively. They should demonstrate adequate expressive and receptive language skills. This could include non-verbal communication methods such as sign language or effective use of other communication devices.

Athletes should demonstrate appropriate behaviors; i.e. gets along with others, has positive outlook, is dependable, and demonstrates polite behaviors and good sportsmanship. Willingness to help out when needed and motivate others are also good behaviors to look for.


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The mission of Special Olympics is to provide

---- ----- ------ -------- and -------- ----------- in a variety of -------

---- ------- for -------- --- ------ with ------ -----------,

giving them continuing opportunities to ------- --------

-------, ----------- -------, ---------- --- and participate in a

------- -- -----, ------, --- ---------- ---- ----- -------- other

Special Olympics athletes and the community.


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Mission, Goal and Founding Principles of Special OlympicsExcerpts from the Special Olympics General Rules

Section 1.01. Mission Statement.

The mission of Special Olympics is to provide year-round sports training and athletic competition in a variety of Olympic-type sports for children and adults with intellectual disabilities, giving them continuing opportunities to develop physical fitness, demonstrate courage, experience joy and participate in a sharing of gifts, skills and friendship with their families, other Special Olympics athletes and the community.

Section 1.02. Goal of Special Olympics.

The ultimate goal of Special Olympics is to help persons with intellectual disabilities participate as productive and respected members of society at large, by offering them a fair opportunity to develop and demonstrate their skills and talents through sports training and competition, and by increasing the public's awareness of their capabilities and needs.

Section 1.03. Founding Principles of Special Olympics.

The principles on which Special Olympics was founded, and which must continue to guide the operation and expansion of the global Special Olympics Movement, include the following (collectively, the "Founding Principles"):

(a) People with intellectual disabilities can, with proper instruction and encouragement, enjoy, learn and benefit from participation in individual and team sports, adapted as necessary to meet the needs of those with special mental and physical limitations.

(b) Consistent training under the guidance of qualified coaches, with emphasis on physical conditioning, is essential to the development of sports skills, and competition among those of equal abilities is the most appropriate means of testing these skills, measuring progress and providing incentives for personal growth.

(c) Through sports training and competition: people with intellectual disabilities benefit physically, mentally, socially and spiritually; families are strengthened; and the


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community at large, both through participation and observation, is united with people with intellectual disabilities in an environment of equality, respect and acceptance.

(d) Every person with intellectual disabilities who meets the eligibility requirements set out in these General Rules (see Article 6, Section 6.01) should have the opportunity to participate in and benefit from the sports training and athletic competition programs offered by Special Olympics.

(e) Special Olympics must transcend all boundaries of race, gender, religion, national origin, geography, and political philosophy, and offer sports training and competition opportunities to all eligible persons with intellectual disabilities in accordance with uniform worldwide standards.

(f) Special Olympics celebrates and strives to promote the spirit of sportsmanship and a love of participation in sports for its own sake. To that end, Special Olympics aims to provide every athlete with an opportunity to participate in training and competition events which challenge that athlete to his or her fullest potential, regardless of the athlete's level of ability. Special Olympics therefore requires that Special Olympics Games and Tournaments offer sports and events which are appropriate for athletes of all levels of ability, and in the case of team sports, provide every athlete with an opportunity to play in every game.

(g) Special Olympics encourages sports training and competition opportunities at the local, area and community level (including schools) as a means of reaching the greatest number of eligible athletes.

Section 2.09. Relationship with the International Olympic Committee.

Through a Protocol of Agreement signed on February 15, 1988, the International Olympic Committee (the "IOC") officially recognized SOI and agreed to cooperate with SOI as a representative of the interests of athletes with intellectual disabilities. The IOC's formal recognition of SOI carries with it a solemn duty and responsibility, which must be discharged by SOI and all of its Accredited Programs, to conduct Special Olympics training and competition in accordance with the highest ideals of the international Olympic movement, to guard and protect the use of the term "Special Olympics," and to protect the word "Olympics" from unauthorized use or exploitation. The IOC's Protocol of Agreement with SOI requires SOI to comply fully with all requirements of the United States Olympic Committee (see Section 2.10) and any requirements of United States law regarding the use of the word "Olympics." Each Accredited Program agrees to fulfill these responsibilities by accepting accreditation from SOI, as provided in its Accreditation Certification and Article 5.


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Eligibility Definition

Section 6.01. Eligibility for Participation in Special Olympics.

(a) General Statement of Eligibility. Special Olympics training and competition is open to every person with intellectual disabilities who is at least eight years of age and who registers to participate in Special Olympics as required by these General Rules.

(b) Age Requirements. There is no maximum age limitation for participation in Special Olympics. The minimum age requirement for participation in Special Olympics competition is eight years of age. An Accredited Program may permit children who are at least six years old to participate in age-appropriate Special Olympics training programs offered by that Accredited Program, or in specific (and age-appropriate) cultural or social activities offered during the course of a Special Olympics event. Such children may be recognized for their participation in such training or other non-competition activities through certificates of participation, or through other types of recognition approved by SOI which are not associated with participation in Special Olympics competition. However, no child may participate in a Special Olympics competition (or be awarded medals or ribbons associated with competition) before his or her eighth birthday.

(c) Degree of Disability. Participation in Special Olympics training and competition is open to all persons with intellectual disabilities who meet the age requirements of this Section 6.01, regardless of the level or degree of that person's disability, and whether or not that person also has other mental or physical disabilities, so long as that person registers to participate in Special Olympics as required by these General Rules.

(d) Identifying Persons with Intellectual disabilities. A person is considered to have intellectual disabilities for purposes of determining his or her eligibility to participate in Special Olympics if that person satisfies any one of the following requirements:

(1) The person has been identified by an agency or professional as having intellectual disabilities as determined by their localities; or

(2) The person has a cognitive delay, as determined by standardized measures such as intelligent quotient or "IQ" testing or other measures which are generally accepted within the professional community in that Accredited Program's nation as being a reliable measurement of the existence of a cognitive delay; or


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(3) The person has a closely related developmental disability. A "closely related developmental disability" means having functional limitations in both general learning (such as IQ) and in adaptive skills (such as in recreation, work, independent living, self-direction, or self-care). However, persons whose functional limitations are based solely on a physical, behavioral, or emotional disability, or a specific learning or sensory disability, are not eligible to participate as Special Olympics athletes, but may be eligible to volunteer for Special Olympics as partners in Unified Sports® (as described in Article 7), if they otherwise

meet the separate eligibility requirements for participation in Unified Sports® which are set forth in the SOI Sports Rules.

(e) Preserving Flexibility in Identifying Eligible Athletes. An Accredited Program may request limited permission from SOI to depart from the eligibility requirements identified in subsection (d) above if the Accredited Program believes that there are exceptional circumstances which warrant such a departure, and so notifies SOI in writing. SOI will consider such requests promptly, but shall have the final authority in determining whether any departure or exception is appropriate.


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Special Olympics is Unique Divisioning

What is divisioning? Divisioning is the practice that meets the Special Olympics Operating Policy #11:

Special Olympics believes that every athlete deserves an equal chance to excel during competition. Thus, each competition division within a given event must be structured so that every athlete/team in the division has a reasonable chance to excel during competition. This must be done by placing athletes/teams in divisions according to accurate records of previous performance or trial heats and, when relevant, grouping by age and gender.

How are athletes divisioned? Section V of the Official Special Olympics Sports Rules puts forth the procedures for divisioning. In essence, an athlete’s ability is the primary factor in divisioning Special Olympics competition. The ability of an athlete or team is determined by an entry score from a prior competition or is the result of a seeding round or preliminary event (qualifier). Although not perfect, these are the best indicators of an athlete’s/team’s ability. Other factors used in establishing competitive divisions are age and gender.

Ideally, competition is enhanced when each division accommodates at least three and no more than eight competitors or teams of similar ability (utilizing a 15% guideline to ability group such individuals/teams). In some cases, however, the number of athletes or teams within a competition will be insufficient to achieve this goal. Specific divisioning rules are at the end of this section.

If each division should have between 3 and 8 athletes/teams, then why are there single person divisions sometimes? Single person/team divisions are not desirable, since they offer no competition. However, sometimes an athlete’s/team’s ability is so far to the extreme (greatly exceeds the 15% guideline) of all other athletes/teams’ abilities that it is unfair and possibly unsafe to include them in a division. Doing so would also violate the Founding Principle of every athlete/team in a division having the chance to excel. There may also be a single-athlete division competing alongside another division (i.e. in swimming, track, etc.) so that a competitive environment is provided for the athlete. This may occur only if there is no risk of injury due to the discrepancies in ability.


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So why can’t all divisions have only three athletes/teams thereby ensuring everyone gets a medal ? Manipulating divisions to ensure everyone receives a medal is contrary to the Special Olympics Founding Principles and Operating Policies: Special Olympics celebrates and strives to promote the spirit of sportsmanship and a love of participation in sports for its own

sake (Founding Principle #6) by stressing and celebrating the importance of, and personal achievement associated with, each athlete’s participation and personal effort in Special Olympics, regardless of comparative ability (Operating Policy #12).

The Founding Principle does not say that we strive for an athlete’s self-esteem to be dependent on their place of finish. In addition, the Operating Policy does not say that every athlete receives a medal.

There are three reasons why this can’t/shouldn’t be done.

First, it violates the rules of the International Olympic Committee who grant us permission to use the word “Olympics” in our name. In granting this permission, Special Olympics is required to follow certain Olympic standards. Awarding medals to the top three finishers in each division is one of the standards.

Second, and more importantly, by “fixing” divisions or giving medals indiscriminately, you diminish a medal’s value and effectiveness as a tool in teaching athletes how to compete. Competition must be learned. Special Olympics athletes learn it best through frequent competitive experiences. Learning how to compete is a prerequisite step to developing a sense of self-satisfaction from doing one’s best, regardless of place of finish. Special Olympics believes that challenging oneself on the field of play makes one a winner, regardless of place of finish. Hence, all athletes who start a competition are to be rewarded and acknowledged for their efforts. That is each athlete receives an award from first through eighth places when they successfully complete a competition. Participation ribbons are awarded all who start a competition but for any number of reasons, don’t complete the competition. Awarding medals indiscriminately teaches athletes that they don’t need to do their best during competition. Since everyone gets a medal regardless of their performances, the medals lose their value and therefore their effectiveness as a tool in teaching athletes how to compete.

Third, and most importantly, the ultimate goal of Special Olympics sports training and competition is to develop the love of participation in sports and the desire to always do your best. Hence the athlete’s oath, “Let me win; But if I cannot win; Let me be brave in the attempt”. This is a personal growth process that develops over numerous competitive experiences; it is vital to the athlete’s ultimate sense of self. Athletes need to feel good about themselves because they gave their best efforts (they truly were brave in the attempt), regardless of their place of finish. It is important for both the coach and the athlete’s family to


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celebrate the athlete’s participation regardless of the place he/she finished in competition. The desired goal is that self-esteem is tied to satisfaction with one’s performance. Self-esteem that is dependent on an extrinsic reward (medal or ribbon) is not desirable. Efforts can be controlled; outcomes cannot because other athletes may perform at their personal bests and be better that particular day.

But my athlete(s) is so disappointed when he/she doesn’t get a medal; why can’t athletes receive medals instead of ribbons for 4 th –8 th places? Currently, the Special Olympics rule governing awards states, At all U.S. Program Games, National Games, Regional Games, World Games and any other Games or events sanctioned by SOI medals shall be presented to the first, second, and third-place winners in each event, and ribbons shall be presented to athletes who finish in fourth through eighth place. … Medals shall not be awarded to athletes placing fourth through eighth within a division. Special Olympics has written procedures for amending and modifying Special Olympics Sports Rules. Anyone within the Special Olympics Movement may submit proposals to the Sports Rules Committee regarding new rules, amendments, modifications, or deletions to the Sports Rules. A proposal for a new rule, amendment, modification…may be submitted in writing at any time to the Chairperson of the Sports Rules Committee, using the Official Proposed Amendments, Modifications, and Deletions Form… Contact your Area/County Director or District Director for a copy of this form, which is in Appendix B of the Official Special Olympics Sports Rules.

Special Olympics uses sports as the vehicle to help athletes prepare for life. Special Olympics athletes and their families face more challenges and disappointments in their lives than most others face. Special Olympics celebrates athletes and their families and the divisioning system and awards system is designed to celebrate all athletes achievements regardless of their ability level. It is the only sports organization in the world that provides awards for every place and divisions athletes by their ability. There are so many life lessons to be learned through Special Olympics’ system of sports training and unique competition. Among those life lessons are successfully handling the challenges and disappointments that come our way and sportsmanship in victory and defeat. Through Special Olympics sports, we have an opportunity to learn from our efforts (both good and bad). If we fall short, we identify the “why” and work to correct or improve that aspect. If we succeed, we also identify the “why” and reinforce their success. Competition serves as both a measure of our continued progress as well as a touch point of an athlete’s and a coach’s preparation to date. It is not the challenges and disappointments that are key; it is how we handle them that truly allows each of us to learn, grow and become a productive citizen.

Special Olympics rules for divisioning competitions:

Individual Sports:a) Step one: Divide athletes by gender, unless:


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1) The sport specifically allows co-ed events (equestrian, bocce)2) There are only two male or two female athletes within an event.

These athletes may compete against one another or be divisioned with athletes of the opposite sex who are of similar age and ability

3) There is only one male or one female athlete within an event. This athlete shall be divisioned with athletes of the opposite sex who are of similar age and ability

4) There is only one athlete, male or female and of any age or ability, registered to compete in an event. This athlete shall be allowed to compete in a single person division in that event

b) Step Two: Divide male and female athletes into the following age groups: ages 8-11; 12-15; 16-21; 22-29; and 30 years and over.

1) Athletes shall compete against other athletes within the same age group, unless there are less than three competitors within an age group. These athletes shall compete in the next oldest age group. That age group shall then be renamed to accurately reflect the entire age range of competitors.

c) Step Three: Divide athletes by ability. 1) In events that are measured in time, distance or points, and in events

that are judged and when preliminary events will be conducted during the competition:

i. For both genders and all age groups, rank athletes in descending order based upon submitted entry scores or preliminary events.

ii. Group as many of these ranked athletes so that the highest and lowest scores are as similar as possible (highest and lowest scores within that division should not differ by more than 15%) and the number of competitors does not exceed eight.

iii. In situations where the highest and lowest scores within a division are extreme, the age group may be broadened and athletes within the new age group should then be re-ranked and grouped into divisions. This process should be repeated until the highest and lowest scores within each division are as similar as possible. Also, athletes may be individually reassigned to another division that is more similar to their own ability, regardless of age group.

2) In events that are judged and when preliminary events will not be conducted during the competition:

i. The nature of judging precludes the use of scores from prior competition(s) in divisioning. Without scores from preliminary competition, performance level remains as the only criterion of athlete ability.

ii. For both genders and all age groups, identify athletes within each performance level.


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If more than eight athletes are in the same gender and age group of a performance level, group athletes into divisions of no less than three and no more than eight competitors.

Team Sports:a) Team sports are first divided by gender and then age. Mixed gender teams

shall compete against other mixed gender teams or, if there are not enough mixed gender teams, against male teams.

1) If there is only one male or one female team within the competition, that team shall be divisioned with teams of the opposite gender who are of similar age and ability.

2) The age group of a team is determined by the age of the oldest athlete on that team on the opening date of the competition.

3) Divide male and female teams into the following age groups: ages 15 and under; 16-21; and 22 and over

b) Divide Teams by ability1) All Special Olympics team sport competitions shall utilize the sports

specific skill assessment tests and a preliminary seeding round to assess the level of ability of the participating teams

2) Group teams according to ability based upon the skills assessment tests and results from the preliminary seeding round.

3) Create divisions of no more than eight teams by applying age groups to the teams within each ability group.

4) Within each ability group, age groups may be combined to create divisions

5) If there are only two male or two female teams within the competition, these teams shall compete against each other.

6) If there is only one team within an age or ability group, that team must be divisioned with other teams, regardless of age or ability.


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Special Olympics is UniqueSection AA - Criteria for Athlete Advancement to Higher Levels of Competition

1. Introduction Competitions are held at a number of levels within the Special Olympics Movement. The criteria used to determine how athletes from all sports advance from one Games or Tournament to the next is an important responsibility each Accredited Program must administer. The criteria for athlete advancement, along with the divisioning procedures, are considered two of the most critical elements of Special Olympics and serve to distinguish it from virtually every other sports organization in the world. Adherence to the fundamental principles of athlete advancement is essential for the consistent implementation and development of Special Olympics Programs world-wide. In addition, Accredited Programs are encouraged to develop selection criteria for coaches based on technical background and practical experience that will enhance the competitive experience of Special Olympics athletes.

2. Fundamental Principles a. Athletes of all ability levels have an equal opportunity to advance to the next higher level competition.

b. Each competition reflects all aspects of the previous competition, including but notlimited to the age, gender and ability level of athletes and the variety of sportsevents competed in at the previous competition.

3. Quota Allocation a. All Accredited Programs need to have a system for quota allocation to manage the number of athletes attending a competition. The quota allocation process utilizeshall not violate the Fundamental Principles of athlete advancement (listed above).

b. The procedures used for selecting athletes to fill assigned quotas for an event must follow the procedures set forth in this section, unless a waiver is granted from the appropriate body.

4. Eligibility For Advancement a. An athlete is eligible to advance to the next competition provided she or he has:


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1. Participated in an organized training program directed by a qualified coach consistent with Special Olympics rules of training and competition (e.g., Sports Rules, Sports Skills Guide, etc.), and occurring at a level of frequency that provides necessary skill acquisition and preparation for competition in the specific sports and events in which the athlete competes. Athletes who desire to compete in Regional Games, U.S. Multi-State Games or World Games must be trained for at least eight (8) consecutive weeks in the appropriate sport and must have several opportunities to compete (including scrimmages and practice sessions) during that period.

2. Participated in the previous competition (e.g., an athlete must compete in the National/U.S. Games before advancing to the World Games), with the following two exceptions:

• When the Games or Tournament is the first competition opportunity for an athlete (e.g., at the Local or Area level), previous competition experience is not required . Some flexibility is also left to Accredited Programs for determining, in exceptional circumstances, eligibility for participation prior to completing the recommended minimum training time (e.g., a basketball team may begin league play after five one-hour practices).• A team for which there has been no competition opportunity at aTournament or Games shall be eligible to advance to the next competition.

b. Training and previous competition experience must be in the same sport as the athlete will be competing in at the next competition. If additional events within that sport are available at the next competition, athletes should receive proper training prior to advancing.

5. Procedure for Athlete and Team Selection a. Determine number of athletes or teams that will be allowed to participate at the next competition by sport and/or event. This is the quota to be filled.

b. Identify the number of athletes or teams eligible for advancement within the sport/event based on eligibility requirements.

c. If the number of eligible athletes or teams does not exceed the quota, all athletesand teams shall advance.

d. If the number of eligible athletes or teams exceeds the quota, athletes or teams that advance shall be selected as follows:

1. Priority is given to first place finishers from all divisions of the sport/event. If the number of first place finishers exceeds the quota, select athletes or teams to advance by random draw.

2. If there are not enough first place finishers to fill the quota, all first place finishers shall advance. The remaining quota shall be filled by a random draw of second place finishers from all divisions of the sport/event.


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3. If the quota is large enough for all second place finishers to advance, the remaining quota shall be filled by a random draw of third place finishers form all divisions of the sport/event.

4. Repeat this process, adding each place of finish as necessary, until the quota is filled.

e. These procedures apply to both individual and team sports.

f. An athlete shall not be barred from advancement based on prior competition experience (e.g., an athlete shall not be prohibited from advancing to World Games solely on the basis that she or he attended World Games in the past).000-2003 Sports Rules6. Adherence a. As an essential component of the Special Olympics Movement, the criteria for athleteadvancement must be adhered to. Under extraordinary circumstances when the criteria cannot be met, authority to deviate from established procedures may be requested, provided the alternate selection procedures do not conflict with the Fundamental Principles of athlete advancement.

b. Accredited Programs may request authorization to add additional criteria for advancement based on behavior, medical or judicial considerations and/or to deviate from these advancement procedures due to the size or nature of their Program.

c. Requests to deviate from the established procedures must be submitted in writingas follows:

1. For advancement to Multi-National and World Games: SOI will consider and approve/disapprove all requests.

2. For advancement to Competitions at or below the National/U.S. Level: the Accredited Program will consider and approve/disapprove all requests. SOI shall have the right and responsibility to review approved deviations during the accreditation process.


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Official Special Olympics Sports

1. Alpine Skiing2. Aquatics3. Athletics4. Badminton5. Basketball6. Bocce7. Bowling8. Cross Country

Skiing

9. Cycling10. Equestrian11. Figure Skating12. Floor Hockey13. Football (Soccer)14. Golf15. Gymnastics16. Powerlifting17. Roller Skating

18. Sailing19. Snowboarding20. Snowshoeing21. Softball 22. Speed Skating23. Table Tennis24. Team Handball25. Tennis 26. Volleyball

Special Olympics offers Unified Sports opportunities which brings together athletes with and without intellectual disabilities to train and compete together.

Special Olympics Motor Activities Training Program (MATP) is designed for persons with severe limitations who do not yet possess the physical and/or behavioral skills necessary to participate in official Special Olympics sports.

The Special Olympics Oath:LET ME WIN,BUT, IF I CANNOT WIN,LET ME BE BRAVE IN THE ATTEMPT

What Makes Special Olympics Unique:• No charge to athletes• Awards for all• Advancement to higher levels of competition• For all ability levels• Divisioning


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Special Olympics Facts: • For people with intellectual disabilities• For athletes 8 years and older (age 6 to train)• Worldwide Movement – Programs in over 150 countries• Offers 26 official sports• Year-round• Sports training AND competition program• Team AND individual sport

The mission of Special Olympics is to provide

year-round sports training and athletic competition in a

variety of Olympic-type sports for children and adults with

intellectual disabilities, giving them continuing opportunities to

develop physical fitness, demonstrate courage, experience joy and participate in a sharing


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of gifts, skills and friendship with their families, other Special

Olympics athletes and the community.

Roles & Responsibilities

Athlete Representative Job Description

Registered at least three years as a Special Olympic athlete Has a desire to represent fellow athletes on a Committee or is already an Athlete

Representative in the local program. Has good leadership skills:

is well respected by fellow athletes and committee members is a role model for fellow athletes can voice their opinion in an appropriate manner is able to take athletes ideas and concerns to the Local Committee independent of

their own opinion Has the ability to communicate effectively (listening and speaking skills). Has a general understanding of how the Program functions. Available to attend meetings and do ground work between meetings. Willingness to attend the Athlete Leadership Governance Workshop.

Mentor Job Description

Registered in Special Olympics as a volunteer, coach or supporter. Believes that there should be athlete representation at all levels of the organization. Enthusiastic about supporting the athlete at the workshop and in their role as the Athlete

Representative. Willingness to educate the community about ALPs. Has a general understanding of how the Program functions. Willingness to attend the Athlete Leadership Workshop.


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A mentor can be anyone that helps the athlete with preparation and participation in the meetings. It may be someone already serving on the board or it may be an outside support person chosen by the athlete.

Discovering Leaders

Attributes of a Leader:

What does a leader do?

Who are good leaders?

Why are they good leaders?


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What is the General Rules standard for athletes on Boards of Directors?

4.02 (c) Composition and Membership of Board/National Committee. The Board of Directors/National Committee of an Accredited Program shall be sufficient in size to permit responsible program oversight and decision-making, and should include members from diverse geographic locations and diverse professional backgrounds who have background or experience in Special Olympics or intellectual disabilities, or an interest in developing and expanding Special Olympics programs. Each Accredited Program's Board of Directors/National Committee shall have the number and type of members required by the Accreditation Criteria which govern that Program's particular Accreditation Level. As part of this requirement, the membership of every Accredited Program's Board of Directors/National Committee shall include at least one sports expert as well as at least one expert in intellectual disabilities. The Board/National Committee of each Accredited Program which has been accredited by SOI at Accreditation Level I (as described in Article 5) shall also include at least one Special Olympics athlete, who shall have received training on Board/National Committee participation.

How can an athlete on the board help your Program?

Any decision-making group that represents people should include the very people they serve as their members. The challenges are to: accept that we are equal, discover each other’s abilities and value individual differences and perspectives.


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Maybe the hardest challenge is to support each other to become who we want to be.

ALPs Follow-upPersonal Action Plan

____________________Name

Complete the section(s) that describe your role(s) in Special Olympics.

Program Staff:List your areas of responsibility (Include daily administrative duties, Committees you support, Games roles (s), etc.):

How do you accomplish your goals/tasks or make decisions?

Committee meetings: List committees and target athlete participation:

Committee Athlete Contribution Skills Needed____________________ ______________________ ____________________________________ ______________________ ____________________________________ ______________________ ____________________________________ ______________________ ________________

Staff Meetings: Look for ways to see that you and the staff hear athlete input.Any Athletes on your staff?

How could there be / or How could they be included in staff meetings?


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How could the staff hear the results of Athlete Input Councils held in local programs?

Other ideas for staff to practice ALPs:

Recruit help as needed for specific projects:Usual skills you look for: Athletes that have those skills:________________________ _________________________________________________ _________________________________________________ _________________________

Set up personal ways to get to know athletes.Meetings at eventsEvent Time to meet athletes Which athletes invited___________________ ____________________ _____________________________________ ____________________ __________________

Local/Area Coordinator:List Area Priorities: (Outreach, quality games, Training programs, Fund Raising, Solvency, etc.)______________________ _______________________ ________________________________________ _______________________ __________________

List Area Committees/Events: (Both athletic and Fund-raising)

Committee Committee Tasks that Skills needed (Public speaking,athletes might do math, writing, reading, etc)

_________________ _______________________ ___________________________________________ _______________________ ___________________________________________ _______________________ ___________________________________________ _______________________ ___________________________________________ _______________________ __________________________

Family Member:List your athlete’s interests (art, particular sport, music, talking, etc.)

Interests Special Olympics roles that Extra training/support neededmatch those interests to support that role.

_________________ _______________________ __________________________________________ _______________________ __________________________________________ _______________________ _________________________

Athlete:List your interests/hobbies:______________________ ______________________ __________________________________________ ______________________ ____________________


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Special Olympics jobs you What you need to learn to Who could help you?might like to do do that job_______________________ ________________________ ___________________________________________ ________________________ ___________________________________________ ________________________ ___________________________________________ ________________________ ____________________

Ideas: Assistant Coaching, Head Coaching, Learn to be an Official in your favorite sport, Become a Global Messenger, serve on your local committee, serve on your Program Board of Directors, start an Athlete Newsletter, Play Unified Sports, Volunteer at Games instead of competing, etc.

What To Do When You Go Back Home

All leaders should take these steps; not just athlete leaders. They will help you be focused and prepared for each leadership opportunity.

1. Call your Area Director or Country Coordinator to fill them in on what happened.

2. Ask to meet with the Area Director to discuss the following:

A) The Year’s Plan- How many meetings should you attend?-Where will you attend them? In your Area? State conferences? Both?-Should you focus on a specific topic or just give your opinions to

everything?-Who is your contact on the Local level-What are the priorities for our local program? What do we need to make

them happen?

B) Committees-Where and when are the Committee meetings?-What are your duties as a Committee member?

C) Support Accommodations-How should you get materials to be sure you understand them before


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going to a meeting?-Who will be your mentor or support contact?-What format will you use to prepare materials for meetings?-How are you supposed to raise issues or comment on them in the meetings? Will the chair stop and ask you for comments or are you supposed to raise your hand? Is there another way to do it that works better for you?

D) Your GoalWhat is your goal for serving on this committee? What issues do you feel most strongly about and want to give more input about?

Summary: 1. Know the Program and Local contact person.2. Know the meetings you should attend, and where and when

they will take place.3. Know your local Program’s goals for the year. 4. Know what resources you need to be effective on the committee.

Getting Ready for a Meeting Checklist

Date: _______________ Time: _______________

Location: _______________________________________________________________

How many people will be in the meeting: _____What does this group do with SO? What is my role on the committee?Have I been given time for a report? How much? _____________

Person going with me: ____________________________________________________

_____ My meeting notes

_____ Minutes of previous meetings

_____ Agenda for this meeting

_____ Business cards

_____ Notes from athletes and volunteers that have spoken to me since the last meeting

_____ Appropriate dress (sports clothes, uniforms, dress clothes, casual clothes)


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_____ Grooming

_____ clean hair _____ shoes shined

_____ clean nails _____ clothes pressed

_____ no body order _____ breath smells fresh

_____ clean teeth

Governance WorkshopEvaluation

Name: ___________________________ Program:______________________

1. What is one thing you learned today?

2. Do you feel like you could explain what we mean when we say “ALPs”? What is it?

3. What do you think of when you hear the word “Governance”?

4. Do you have a plan for something YOU can do that you thought of during this workshop?What?

5. Was there a section of this workshop that really clarified ALPs or Governance for you?Which one?

6. Was there a portion(s) of the session that just didn’t work for you?Which one(s)?


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7. Is there information that you still feel that you need?What?

8. Was communication prior to the training effective?

9. Were the facilities appropriate for the training?

10. How would you improve the workshop when we offer it in the future?


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