The Power of Sport: Animated Videos and Learning Guides

Video 1: POWER OF SPORT
Video 2: SPARK A CHANGE
Video 3: SAFE SPACES
Video 4: COACHING TO BRIDGE DIVIDES
Video 5: BREAKING THE CYCLE

click below to view the guideFacilitator Guide

Learning Objectives

  • Participants will understand what Influence is and how it can be both positive and negative.

  • Participants will identify different influences in their lives and their positive characteristics.

  • Participants will recognize how sport can be used as a way to influence and change perceptions.

Audience

  • The target audience for this video and training guide includes individual players and young leaders ages 14-20.

Materials

  • Computer (to play the video).

  • Projector (to show the video).

  • Flip Chart.

  • Markers.

STEP 1 Introduce the Concept (8 Minutes)

  • Show Video.
  • Ask : What is Influence?
  • Ask : In the video, what were some of the influences on Olivia? List Influences on Flip Chart Paper in Front of Room as a reminder (family, teachers, friends, role models and society as a whole).
  • Ask : Are all of these positive? Can they be negative? Have kids give examples of positives and negatives influences that they have seen Internal and External Influences.

STEP 2 Explain the Concept (20 minutes)

  • Ask: Identify one person who has had a positive influence within your life.
  • Activity: Participants will draw a picture of their key influencer, focusing on the specific attribute or characteristic that makes him/her a positive influence. Try to have kids use their artistic creativity, and incorporate the key attribute into the drawing (i.e. if the attribute was caring, they may draw a person with a large heart).
  • Have each person tape their picture up on the wall.
  • Place participants in groups of 3. Take 10 minutes looking at pictures and having children describe their positive influencers and the characteristics of that influencer in small groups.
  • Discuss: What each group has learned from one another. List attributes of the influencers on a flip chart paper in front of the room. Ask if anyone chose a Coach as their influencer. Why?.
  • Ask:  Do you think you embody any of these attributes that we’ve listed above? Are you an influencer? If yes, on who, and how?.

STEP 3 Demonstrate the Concept (20 minutes)

  • As a group: Explain that we will now examine how sport can help us become  influencers in our community.
  • Role Play: Ask for 3 volunteers. Create a role-play scenario that demonstrates sport having a positive influence on others (i.e. has a kid coming back from practice saying great things about their experience with the ‘other community’ in front of their peers from school).
  • Ask: What kind of effect do you think this would have on your peers, or on the influencer groups we talked about earlier? Look back at initial list of influencers .
  • Brainstorm: How can you generate a larger positive influence on others in your life?.

STEP 4 Review the Concept (5 minutes)

  • State: Certain experiences can also influence us. For example, has sport had an influence on your life? (Coach or Facilitator can share their story of how sport may have positively influenced their lives).
  • State: Now that we’ve discussed people and experiences that Influence us, and how we can influence others, I want everyone to take a minute and think about one thing that you might want to change in your community. Write it down on this piece of paper and hold it with you until the next practice. For the rest of the week, refer back to this change you want to see and work on how you can influence this change to happen. By next practice have three specific examples of how you will work to influence this change .

 

click below to view the guideFacilitator Guide

Learning Objectives

  • Participants will examine the power of sport as a tool to either divide or unite.

  • Participants will describe the different factors that have to be in place for sport to unite.

  • Participants will identify ways that they can create safe, supportive environments.

Audience

  • The target audience for this video and training guide includes individual players and young leaders ages 14-20.

Materials

  • Hula Hoop.

  • Computer (to play the video).

  • Projector (to show the video).

  • Flip Chart.

  • Markers.

  • Print-out of the two scenarios for the story telling activity.

STEP 1 Hula Hoop Activity (10 Minutes)

  • Activity: Hula Hoop Relay - Have kids play the game once. Let them regroup and try it again, while timing them. Instructions: Make a circle with your participants each holding the hand of the person next to them. If you have a group larger than 14, make two circles with the participants. Place the hula hoop over the head of one person in the circle and under their arm. The hula hoop must be passed all the way around the circle without players breaking their connection of holding hands. The facilitator times the team(s). After their first attempt, the facilitator asks the group if they believe they can go faster and beat their time from the first attempt. The group then re-starts and attempts to work together, communicating better with one another to break their time from the first attempt. Participants understand that they must work together, communicate and encourage one another in order to succeed as a team.
  • Ask Them: What was required to be successful – or if you were not successful, what could you have done better?

STEP 2Safe Spaces Video (3 Minutes)

  • Show Video
  • Facilitator’s Note: Sport can bridge divides – if kids don’t come to something close to that, agree that they have made good points, but that you want to look more closely at this theme.
  • Ask:In the video, what do you think was the key theme?.
  • Facilitator’s Note: Sport can bridge divides – if kids don’t come to something close to that, agree that they have made good points, but that you want to look more closely at this theme.
  • Ask: Who thinks that sports can bridge divides? Ask for a show of hands. Who thinks that sports can divide people? Ask for a show of hands.
  • State: Now we are going to take a deeper look at whether or not sport can bridge divides.

STEP 3Story Telling Activity (25 Minutes)

  • Divide class into two groups
  • Give each group 1 scenario (example scenarios can be found at the end of this Guide). One scenario demonstrates the power of sport to unite; the other scenario demonstrates the power of sport to divide.
  • Facilitator’s Note:Do not give the groups the ending of their scenario, thus they do not know whether their scenario unites or divides.
  • Activity:The participants will read the scenario in their group and then as a team they must re-enact the scenario, creating and depicting the outcome they imagine.

    The two groups will get 10 minutes to create their skit

    They will then be given 2-5 minutes to perform their skit for the other group.

  • After each performance the facilitator asks:
    • Why do you believe that it ended like this?.
    • What were the key factors in place that led your group to decide that this would be the outcome?.
    • Facilitator’s Note: List the answers on the flip chart.
  • As a Group: After both groups have acted out their scenarios, the facilitator then reads the actual stories with their real endings.

STEP 4Recap (5-10 Minutes)

  • Who now believes that Sport can be used to bridge divides? (Answer: sport can be used to bridge divides, but only if the conditions set by the coach, the players and the environment are positive).
  • Going back to the video – what were the key elements for Olivia to have a positive experience? (Answer should be, coach).
  • State: In the next session we are going to identify ways that we can help create these kinds of positive safe environments.

Story Telling Scenarios

Below two example stories are copied along with their internet links. You may use these as scenarios or you may use specific scenarios from your own local context.

Scenario 1: Gym class pairs second-graders with special-needs students

Pairs of students bounce balls back and forth, race scooters and crawl through tunnels. They are physically active, but this is not a typical gym class. It is Peer PE, a physical education program at Middletown Primary School that pairs second-graders with students who have special needs.

The program was launched last school year and recently received an award for its efforts.

Twenty second-graders have been teamed with 18 special-needs students, most of whom are autistic and have communication difficulties. The special-needs students range from pre-K through second grade.

Peer PE includes 40-minute classes Thursdays and Fridays.

Through the program, Principal Karen Hopson said, the second-graders learn about friendship, leadership, how to tolerate others and how to build social skills with students with special needs.

The second-graders are selected because of their leadership qualities, and they must receive parental permission. They are required to catch up on any classwork they miss while in Peer PE.

The students with special needs gain social experience with fellow students, and they work on communication skills. They get new role models and new friends. “We felt it was important for them to be around children that can help them socially,” Hopson said. “It's really a magical thing to see.”

And, of course, all students in Peer PE get exercise.

Quinn Schill, 8, is paired with another boy named Quinn — one who is autistic. Through the program, Quinn Schill is learning more about the value of helping others, said his father, Jay Schill, 41.

“It is just a really worthwhile program, a great way for general education kids to connect with special-needs kids,” Jay Schill said. “It's really important for perspective and giving back.”

Vera Winchester Dodman, 8, is also paired with a special-needs student.

Her mother, Amy Winchester, said Peer PE provides a great chance to have fun and interact with those who are different.

"She realizes that these kids are different from her but can do many, many things that she can do," Amy Winchester said. "I think it's important and it will be going forward.

"I hope that other schools adopt this kind of program. It's really important for the community and for all the kids involved in the program — for the kids with special needs and the kids who don't have special needs."

Several program participants from last year formed bonds and have remained friends, Hopson said.

Last month, the Middletown program received a first-place “Together We’re Better” award sponsored by the state Department of Education and The Arc Maryland. The school received $500 — which will be spent on equipment for the program — and gets to host a pizza party for its participants.

Scenario 2: Racist Girls Basketball Team Explains They're Totally Not Racist

This week every player on Kenmore East High School's girls basketball team is serving a two day suspension for performing a pre-game chant that included the N-word. The team's only black player says she asked her teammates to stop doing the cheer, but they explained it was just a joke and they aren't racist. Considering that members of the Kentucky church that banned interracial couples also insisted they weren't biased, it seems this needs to be said: If you do things that demean people due to their ethnicity, you are a racist.

ABC News reports that in addition to the suspensions, the girls' upcoming field trip was canceled, and they were ordered to undergo cultural sensitivity training. School officials say they had no idea that the team has been chanting, "One, two, three, nigger," in the locker room before games for about five years. The tradition came to light last week after 15-year-old Tyra Batts, who is black, got into a fight with one of her teammates. Batts says she asked the team to give up on the chant when she first heard it this semester, but obviously it's hard to give up on such an incredibly witty and motivational saying. Batts told the Buffalo News:

"I said, 'You're not allowed to say that word because I don't like that word ... They said, 'You know we're not racist, Tyra. It's just a word, not a label.' I was outnumbered." This may shock you, but it turns out Batts was actually better at determining what is and isn't offensive than her 11 non-minority teammates. She says that the rest of the players also thought it was acceptable to routinely make racial comments during practices, including references to shackles and "picking cotton."

Batts says the final straw came after she "said something dumb" and a teammate called her "a black piece of [expletive]." The next time Batts saw the girl she shoved her into a locker, choked her and punched her. The two girls were suspended for five days for fighting, but Batts says the attack was, "a buildup of anger and frustration at being singled out of the whole team."

The incident has sparked a huge controversy over race relations at the school, and incredibly, some are defending the team's actions. Senior Amber Schurter, who is biracial, told the local ABC affiliate that when she was on the team last year she participated in the chant, and she found nothing wrong with it. She explains:

"If you don't know the people on the team, then obviously you're going to probably think this a little weird and you're going to look at them as kind of racist, I guess, but I know that they're not." Of course, of course. The girls don't dislike students of other ethnicities, the just don't have enough respect for them to stop using racist slurs, even after someone explains that the words are hurtful and offensive.

 

click below to view the guideFacilitator Guide

Learning Objective(s):

  • Participants will understand what a “safe space” is and how they can help to create it.

  • Participants will create practical ideas and activities for supporting the process of friendship formation on their teams and between teams over the course of a season.

Audience

  • The target audience for this video and training guide includes young leaders who are training to become coaches or new coaches learning how to coach to bridge divides.

Materials

  • Computer (to play the video).

  • Projector (to show the video).

  • Flip Chart.

  • Markers.

  • Any type of ball (4)
  • Court or field with enough space for the activities

STEP 1 Coaching to Bridge Divides (25 minutes)

  • Show the Video (2 Minutes)
  • Introduce the Concept, Facilitator Asks:

    • What does Olivia attribute her positive experience to? (Answer: Coach Daphne).
    • What does Daphne do that allows this positive experience to happen? (Answer: Coach Daphne sees players as equals, encourages everyone to play, shows enthusiasm, Creates a Safe Space)
  • Define Safe Space: Facilitator writes on a board or flip chart that a safe space is: “an environment that allows for everyone to feel comfortable and excited to play”.
  • Facilitator says: As a coach we need to be able to help create these safe spaces for our players, this is what we will focus on today.
  • Ask: As Leaders/Coaches how can we help create safe spaces (Facilitator’s note: list the ideas on a flip chart)
  • Facilitator Lists the 3 clear ways a coach can use his/her team as a platform for bridging divides:
    • Encourage your team to work together and focus on their shared purpose
    • Create opportunities for them to build relationships with depth.
    • Respect your players equally and model what you want to achieve.
  • Facilitator Says: Now that we know how to create safe spaces, let’s work on some tools and techniques we can use to help form friendships.

STEP 2CREATING TECHNIQUES TO PROMOTE CONNECTIONS (25 minutes)

  • Facilitator will demonstrate a few drills and concepts that promote connections, these include:
  • Drill 1: Players pair up with one individual from the other community,they have one ball to share between the two of them. The pair begins at one corner of the court/room/field (whichever space you have available) while another pair begins at the opposite corner. A cone is placed in the center (of the court/room/field).The pairs must work together holding the ball with just one hand each above their head, running to the cone in the center of the court and back to the where they began.They then tag the pair following them and a relay race is created.Each individual must cooperate with his or her partner in order to be successful in carrying the ball together without dropping it.

  • Drill 2: Again players are paired with one individual from the other community.They begin in the corner of the court/room/field with their partner.Another pair begins in the opposite corner.The two partners must place the ball between their foreheads,creating contact between the two players. The ball must be held in place using just their heads as the pair moves from the baseline to the cone in the center of the court and back.

  • Drill 3:Just as in the previous drills each individual has a partner from the other community.The two partners stand back-to-back locking arms at the elbows.The basketball is placed between their backs and the players must move as a team to the cone in the center court and back.

  • After putting the participants through these drills bring them back into a group and ask:
    • What did you like about these drills?
    • How were they designed? (Facilitator’s Note: Already have the list of examples below written on a flip chart: fun, cooperative, promotes physical contact)
  • Good activities for encouraging cooperation include the following:
    • a) They are fun. (Ask Why?)
    • b) They require cooperation in pursuit of a shared objective; no one can succeed without another. (Ask Why?)
    • c) They encourage physical contact, in a gradual way, between two players. (Ask Why?)
    • d) They are sequenced so that 1 to 1 intimate cooperation builds to many with many, group cooperation. (Ask Why?)
    • e) Whenever possible, they should include practical, short-specific teaching points. (Ask Why?)
    • f) Whenever possible, employ them in an inclusive way, so that one or more player or players do not continually succeed or struggle. (Ask Why?)

STEP 3FINAL ACTIVITY (30 minutes)

  • Divide into several small groups, the groups must create drills or exercises that include the key elements discussed such as fun, cooperation, physical contact and leading from 1 to 1 to group interaction.
  • Each group demonstrates their drill with the rest of the groups as participants.
  • After each group, the facilitator should review the activity with all of the participants: Does the activity promote connection and cooperation? Do the key elements exist?.

STEP 4Review (5 minutes)

  • Review: In order to run these drills effectively, what is the first thing you need to establish? (Answer: safe spaces, positive environment).

 

click below to view the guideFacilitator Guide

Learning Objective(s):

  • Participants will understand stereotypes and will examine the stereotypes they possess.

  • Participants will understand perceptions and examine their perceptions or pre-conceived notions of others.

  • Participants will understand that perceptions can be transformed.

  • Participants will understand the definition of the “Cycle of Conflict”.

  • Participants will explore their own power to help put an end to the Cycle.

Audience

  • The target audience for this video and training guide includes individual players and young leaders. This training guide may be used in a “mixed” setting in which groups of people from conflicting sides process the video and the learning session together, exploring their own stereotypes and perceptions.

Materials

  • A small glass

  • Water

  • Flip Chart

  • Markers

  • Computer (to play the video)

  • Projector (to show the video)

  • Print out of the photo of the woman

  • Print images that participants can easily recognize and which they posses stereotypes of (ex: sports team logos, a country’s flag, photo of an individual from the “other” group)

STEP 1Breaking the Cycle (5 Minutes)

  • Show the Video
  • Ask: In the video, what do you think where the key themes?.
  • Facilitator’s Note: Stereotypes and Perceptions and Breaking the Cycle.

STEP 2Stereotypes (10 minutes)

  • Show: Images that bring to mind specific stereotypes, for example: images of sports team logos, country flags, walls or checkpoints in areas like Cyprus or the Middle East.
  • As you display the images ask that none of the participants talk.They must write down the first word that comes to mind when they see such image.
  • Facilitator then asks each individual to share the one word they wrote down for each image they viewed.
  • Ask: Does anyone know what a stereotype is?
  • Ask: Are the words that we wrote the stereotypes that we possess?
  • Discuss the differences in the way the two groups (if you have participants from different sides of a conflict) saw the images.

STEP 3Perception Activity


  • Walk around the room showing each participant the image quickly.
  • Ask: Each participant what they saw, some will say an old woman others will say a young woman
  • Say: We are all looking at the same image, correct?
  • Ask: Two people with different perceptions of the lady to explain exactly what they see.
  • After they hear the description of what the other sees are they able to see the opposite either the young or old woman?
  • Ask: Does anyone know what perception is? (The way we view something or someone).
  • Ask: Can we change our perceptions? (We should have just proved that it is possible to undergo a change in perception through this activity).

Explain that now we have examined stereotypes and perceptions and how our personal stereotypes and perceptions can be very different than another’s. We have also witnessed how our perceptions can change through our experiences.Now we are going to do another activity.

STEP 4Activity: The Water Game (Recommended for summer time) (15 minutes)

The Water Game:

  • Facilitator fills a large glass with a small amount of water.
  • Facilitator picks one participant out of the group and asks him/her to pick a number between 1 and 10 (or however many participants there are). The participant whispers the number to the facilitator.
  • The participant then goes to each teammate and asks them to choose the number.
  • If the teammate guesses the number correctly, or if they say a number that has already been guessed, they get water in the face.
  • The teammate that gets wet, then goes up and does the same, but this time they are allowed to put as much water as they choose in the cup. The longer the game goes, the more water gets put in the cup.

    Facilitators Discussion Guide:

    • Why did you fill up the water more?
    • Who was to blame?
    • Who did you think was to blame?
    • If both of you are pointing the finger at each other, who will change?
    • State: If neither of you are going to change, what is going to happen? (Each will keep doing larger and more destructive things: Continuing the Cycle of Conflict)
    • Ask: Does this ever happen to you on the basketball court? For example, If someone throws you a bad pass, do you throw a bad pass back? What about in the playground? If you get tripped, what do you do back?
    • Say: In order to end the cycle of conflict, what has to happen? (Think back to the water game) Answer: You have to make a decision to change

STEP 5Demonstration (10 minutes)

  • Have two participants in the front of the room
  • When two people are in conflict with each other, we say that they don’t “see each other”
  • Position the two people back to back, looking in opposite directions
  • Pose the question to one participant: If you are to change, and see the person as a person, what do you have to do? (turn around and look at that person)
  • But when you do that, you are looking at the persons’ back. Everyone grows and changes at different stages, but if you turn and look at the person, do you think that invites them to eventually look back at you?
  • What we are talking about here is, to end the cycle of conflict, it doesn’t start with ‘Jews and Arabs’ or ‘Greeks and Turks’ (or substitute in the conflict groups from your community), it starts with individuals like yourselves, who have to make the conscious choices to make the right decisions, and put an end to these cycles of conflict that already exist and not let these cycles of conflict begin.