ysld practice with a purpose curriculum version 2

Purpose Module | IDENTITY | PAGE 1

Y O U T H S P O R T S L E A D E R S H I P D E V E L O P M E N T

90 MINUTE MODULE: PRACTICE WITH A PURPOSE SESSION 1: IDENTITY

Overview of the Lesson

Bible passage: Genesis 1:26-‐28

Principle: Identity

Main idea: Core values reveal identity

OVERVIEW

Excelling in leadership requires a commitment to a process of preparation and habit. It is not glitzy or glamorous. It is difficult for a generation of youth, who are conditioned by constant pings on their smart phone and one-‐minute highlight reels on ESPN, to believe that success comes after hours of slow, repetitive and challenging work.

The desire of this 90-‐minute module is to capture the attention of youth in order to engage them in a discovery process focused on leadership development. Given the variety of messages competing for youth’s attention today, re-‐orienting their minds in a very short period of time may be an overly ambitious goal.

Many coaches have voiced the old adage “practice makes perfect” over the years. While experts continue to debate the number of hours and the type of practice that is optimal for success, one thing is clear: training improves performance. Research now shows that in order for practice to induce learning it must be meaningful, motivating, skilful, challenging and rewarding.

By definition purpose is the reason why something is done or the aim or intention of an action in the course of executing a goal. This 90-‐minute module on how to practice with a purpose will suggest that identity, self-‐awareness and transparency are needed in order to practice with a purpose.

In this session youth will discover that identity should be founded on your values rather than in what you do. Ultimately, what you value drives what you do. If what you do is all you value then your identity and self-‐worth will always be linked to your performance. When self-‐evident and intuitive values such as honesty, integrity, respect, service, humility and fairness are your motives they will define your performance.

PREPARE

Things you will need in the following sections:

§ Warm-‐Up: Post-‐It Notes in two colors. Poster Paper (Flip-‐Chart) for each word-‐group and markers.

§ Reflection: A Community Leader who can be interviewed very briefly. Poster Paper (Flip Chart) and markers.

§ Activity: Pens, and enough copies of List of Values Handout for each participant.

§ Commit: Poster Pater (Flip-‐Chart) for each group and markers.

Leader Tip: Problem solving opportunities lead to learning

It has been said, “What I hear I forget, what I hear and see I

remember a little; what I hear, see and ask questions about

or discuss with someone else, I begin to understand; what I

hear, see, discuss and do, I acquire knowledge and skill;

what I teach to another, I master.” (Adapted from the

Chinese Philosopher Confucius)

THE LESSON PLAN

WARM UP 10 MIN

1. Welcome

Create a relaxed environment. Perhaps have music playing mingle around with the participants.

2. Warm-Up Activity: The Alphabet Game

Give each person a letter on a Post-‐It Note and ask them to place it somewhere on the front of their bodies (you may want to give more vowels, but no x’s, z’s, q’s. Also make the vowels a different color than the consonants).

Give the group five minutes to form one word with a least 3 other letters/people (a minimum of 4 letters/people per word).

At the end of five minutes, take a look at all or some of the words formed, depending on time you have. Give each word-‐group a sheet of flip-‐chart paper and ask them to form a sentence using that word to describe their expectations of the values a leader should have.

n What are the values a leader should have? [Allow time for response.]

REFLECTION 5 MIN

3. Interview Community Leader

n What is your name and what do you do?

Purpose Module | IDENTITY | PAGE 2


n Can you share one story of a leadership value you learned through a failure?

ACTIVITY 10 MIN

4. Activity: Core Values

Leadership requires knowing your core values and having the courage to act on them on behalf of the common good.

Basic Rules of the Activity

Pass out List of Values Handout:

§ To each participant in each word-‐group.

§ Have participants review the list of values on the handout.

§ Note the blank lines on the bottom, which participants can use to add any values that are important to them that are not on the list.

§ Put a star next to all the values that are important to you, including any you added. These are your personal set of values.

Start Narrowing Your List:

§ Narrow your personal set of values to eight by crossing off the less important values and circle the more important set of values.

§ You are not throwing away the values you cross off.

§ You are simply narrowing your list to determine your core values.

§ Next narrow the list to five values using the same process.

§ Next narrow the list of values to three.

§ Finally, have participants choose their top two core values.

COMMIT 5 MIN

5. Small Group

As a small group ask all the group members to stand and share their core values.

6. Discuss and Do

Have someone in the group write down the group’s thoughts:

n What core value are you going to put to test in the next 24-‐72 hours?

n How are you going to test it?

7. Transition

Invite anyone who would like to share if they feel like they wanted to feel by the end of this session. Perhaps attitudes have changed. Focus in on any changed attitudes and reinforce by encouraging the process.

Depending on time you don’t want to rush this process but you also don’t want to drag it out. Remember they should be doing the talking. This is not time for you to talk unless to ask questions or for clarification, etc.


Purpose Module | SELF-AWARENESS | PAGE 3

90 MINUTE MODULE: PRACTICE WITH A PURPOSE SESSION 2: SELF-AWARENESS


Bible passage: Genesis 3:8-‐10

Principle: Self-‐awareness

Main idea: Accountability leads to self-‐awareness

OVERVIEW

In this session youth will discover that self-‐awareness is essential to learning and reaching peak performance. The accountability that others bring, such as team members, coaches, trainers, mentors and teachers, coupled with clear measurable goals, help you become more self-‐aware. The more self-‐aware you are the deeper your learning. The deeper your learning experience the closer you are to revealing the desires of your heart.

PREPARE


§ Activity: Supplies for each group, straws, masking tape, newspaper and egg.


§ Commit: Poster Paper (Flip Chart) for each group and markers.

Leader Tip: What are you listening for?

Listen without thinking about what you will say next. Listen

for values, frustrations, motivation and needs. Listen for

limiting beliefs. Listen for the obvious. Notice the tone, pace,

volume, inflection and frequently used words. Pay attention

to the last things said.

THE LESSON PLAN

ACTIVITY 20 MIN

1. Activity: The Great Egg Drop

Remaining in small groups (4-‐5) your task is to build a single egg package that can sustain a fall of 8ft. As a group you will design an egg package to save an egg from breaking when dropped. Plus a 30 second jingle to sell your package.

Followed by the “Great Egg Drop Competition” with the other groups.

REFLECTION 5 MIN


n What is your name and what do you do? n Can you share one story of when you were held

responsible for your actions and were required to explain them to others?

n How did relationships help you through this experience?

COMMIT 5 MIN

3. Pair And Share

Pair and share with someone about an experience when you were held accountable for your actions.

4. Discuss and Do

Gather in small groups and have someone in the group write down the group’s thoughts:

n Who can you name that you will contact in the next 24-‐72 hours to hold you accountable to testing your core value?

Purpose Module | TRANSPARENCY | PAGE 4


90 MINUTE MODULE: PRACTICE WITH A PURPOSE SESSION 3: TRANSPARENCY


Bible passage: Romans 12:1-‐2

Principle: Transparency

Main idea: Relationships leads to transparency

OVERVIEW

In this session youth will discover that transparency leads to genuine relationships, but when you hide behind a mask don’t be deceived. You will eventually be revealed for who you really are. Your story is going to end up being told despite your efforts to hide from others what is really in your heart. We live in an age of social media, the 24-‐hour news cycle and the age of celebrity. Speaking without thinking, your actions, when you think no one is looking, is easily exposed with one simple click, post or picture.

Leader Tip: Look for these behaviors.

Conformism – when a person does not have ability or

expertise to make decisions, especially in crisis, and will

leave decision making to the group and its leaders.

Avoiding Responsibility – a person comes to view

themselves as the instrument for carrying out another

person’s wishes and they themselves no longer see

themselves as responsible for their actions.

PREPARE


§ Activity: Section of pipes for each participant and one ball per team.


§ Commit: Poster Paper (Flip Chart) for each group and markers.

THE LESSON PLAN

ACTIVITY 20 MIN

1. Activity: Pipeline

This activity involves moving a ball down lengths of half pipe. The trick? Each participant has only one short length of pipe each, and the start and finish points are separated by an obstacle course!

§ Form groups into two teams.

§ Give each team pipes and ball.

§ Each team has 5 minuets of planning time.

As facilitator, you can control how hard or easy to make the task. You can take them over obstacles, down stairs, around tree, etc. If, for example, the group is in the forming stage, put only one minor obstacle in the path and create opportunity for fairly instant experiential success of teamwork. If the team is functioning cohesively, make the obstacle course longer and harder and more physically challenging in order to deepen their experience of what they can achieve together.

Given them extra rules such as: every person must carry the ball at least once; participants need to take turns in a certain order; or both feet must remain on the floor at all times, etc.

REFLECTIONS 5 MIN


n What is your name and what do you do? n Can you share one story of when you relied on the

feedback of peers, friends and mentors to provide an objective perspective?

n How did your friend feel safe to give you this honest view?

COMMIT 5 MIN

3. Discuss and Do

Gather in one large group and have someone from each small group share response to the following thoughts:

n What core value were you going to test in the next 24-‐72 hours?

n When were you going to test it? n How are you going to test it?

Purpose Module | TRANSPARENCY | PAGE 5


n Who is going to hold you accountable and give you honest feedback?

4. Dismiss

Express your gratitude. Don’t assume everyone on your team knows your thoughts and feelings. Tell them how you really feel and what’s in your heart.

Excelling in leadership requires a commitment to a process of preparation and habit. It is not glitzy or glamorous. Your identity must be grounded in your values. Becoming self-‐aware reveals the desires of the heart. Together your identity, self-‐awareness and transparency will prepare you to survive the test of leadership.

Purpose Module | LIST OF VALUES | PAGE 6


90 MINUTE MODULE: PRACTICE WITH A PURPOSE HANDOUT: LIST OF VALUES

VALUES

Trust Love Faith Humble Forgive Hope Respect Compassion Mercy Kind Help Give Generous Work Creative Honest Truth Obey Patient Loyal Ethical Tolerant Excellent

WRITE IN

ysld practice with a purpose curriculum version 2

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