Guidance Notes HOW TO USE THIS PACK: HOW TO DOWNLOAD: To download from website: Click on the link to the pack you want to download From the dialogue box, choose to ‘open’ or ‘save’ the file then click OK The pack will open as a slideshow: all links are live but you will need to left click to advance through the pack. Choose PRINT from the drop down FILE menu to print all or some of the pages (see below) Choose SAVE AS from the drop down FILE menu to save a copy to your hard drive HOW TO PRINT (NOTE – THERE IS NO NEED TO PRINT THE ENTIRE PACK, ONLY INDIVIDUAL SLIDES WITH ACTIVITIY SHEETS): Before printing, delete ‘Index’ arrows by selecting and then pressing DELETE Individual slides can be printed by selecting individual slide numbers or ranges in the PRINT menu To print slides in black & white or grayscale, select the relevant option from the Colour/Grayscale drop down menu when you are about to print HOW TO VIEW LINKS/USE SLIDES These slides may be used to form part of a presentation – press F5 to view as a slideshow To delete individual slides, click on them to select then click on ‘cut’ in the Edit menu To make links ‘live’ you will need to view the pack as a SLIDESHOW – go to the ‘View’ menu or press F5 If you have any comments regarding this pack, or need any additional help in using it, please contact: SUZANNAH YOUDE: firstname.lastname@example.org or tel: 01622 email@example.com All information in this pack was correct and all links active at time of upload but may be subject to change
Introduction SPORTING CHALLENGE: THE ACTIVE PARTICIPANT The aim of this element is to ensure that: Young people demonstrate the Values through sport – coaching, officiating, participating etc You people develop knowledge of a wide range of activities that can contribute to a healthy lifestyle Young people develop leadership skills and self esteem through sport Young people understand how to improve performance through hard work, training and diet Young people experience competition with sport EXAMPLE: Value chosen: Personal Excellence Activity & Aims: Building on ideas of personal excellence and record breaking achievements, young people will look at how athletes can achieve their goals and be their best through training and nutrition. Young people will examine their own lifestyles and think of ways that they can improve their level of exercise and healthy eating by developing an exercise plan and keeping a food diary YAA Challenge: Online tasks and resources can be printed or stored electronically, group discussions can be recorded in both audio and transcription, photographic evidence, blogs, evaluation sheets etc. can all form part of the evidence for the challenge Learning Outcomes: Young people will think about the ways that diet and exercise can improve their lives and help them to achieve their goals.
Online Resources http://getset.london2012.com/en/resourcesGet Set resources for London 2012 www.kentsport.org/london2012/five_hundred_days.aspDownload Kent Sport’s FREE module ‘Teaching Values through Leadership’ www.kent20in12.org.uk/Official website of the Kent 20in12 website www.schoolsportweek.org/Official website for School Sports Week 2011/12 www.kentschoolgames.com/Get involved in the Kent School Games www.sportsleaders.org/Use Sports Leaders Award to accredit young people for their interest and involvement in sports www.youthsporttrust.org/page/ya-info/index.htmlYouth Ambassadors Programme provides opportunities by young people for young people http://mascot-games.london2012.com/#/sportsDiscover new sports with Wenlock & Mandeville the 2012 mascots! www.schoolsportweek.org/stage_your_games.aspxParticipate in one of the Stage Your Games events www.wmfor2012.com/themes/culture/cultural/community- games/ Find out more about staging your own Community Games – start by downloading the toolkit
Aims, Objective & Outcomes Aims AIMS Becoming an active participant Objectives OBJECTIVES To become actively engaged with sport and exercise, to make informed choices about a healthy lifestyle Outcomes OUTCOMES Using personal performance as a means of recording progress, understanding that excellence is more than just a great result, focusing on achieving goals and overcoming obstacles
Icebreakers OLYMPIC SPORTS: A pairs/group icebreaker. Put the young people in pairs and explain that they’ll be miming Olympic sports – you could pin up a list on flip chart paper to help (see the list in the pack) – or let them make up imaginary ones like jelly wrestling! The first young person will ask ‘what are you doing’ and the second young person responds with the name of a sport, which the first young person must start miming. Now the second young person asks ‘what are you doing’ and the first young person responds with the name of a sport which the second young person starts miming. This can go on indefinitely – challenge young people to get faster in their pairs, or do the same icebreaker at speed with the whole group, one young person after another. WALK JUMP AND JUMP CLAP this icebreaker aims to encourage young people to focus on new ways of thinking. Get everyone to walk around and follow instructions. walk....stop, jump....clap. sit.....stand.... clap.. sit...stop...walk etc. After a while explain that you are going to couple the instructions walk with stop, jump with clap, sit with stand. When you say one action in the pair they must do the opposite action. i.e when you say walk they must stop. When you say jump they must clap. When you say clap they must jump when you say sit they stand and when you say stand they sit. You can play so that those who get it wrong have to sit out. IMPULSE (a lightning fast hand-holding game!) Ask your group to form a hand-in-hand circle around you. Using a stopwatch, time how long it takes to send a hand squeezed impulse around the circle. As an individual in the circle to start and stop the impulse, saying GO and, eventually, STOP when the impulse returns to the opposite hand. Repeat the attempt a number of times to see how much the group can improve their speed. Vary the activity by trying the same thing with everyone’s eyes closed, and compare times with the eyes open attempts. Additionally, ask the initiator to start the impulse going in both directions at once by squeezing his/her right and left hands simultaneously. See if the head on impulses can pass through one another, or if they get lost at a hand-held juncture.
Olympic & Paralympic Sports – Past & Present Archery Athletics Swimming Diving Water polo Badminton Baseball Boxing Canoeing Cycling Croquet Show jumping Fencing Hockey Football Gymanstics Handba‘ll Golf Judo Rowing Sailing Shooting Table tennis Tennis Volleyball Weightlifting Wrestling Bobsleigh Skeleton Curling Ice hockey Luge Speed skating Figure skating Ice dance Skiing Snowboarding Ski jumping Cricket Polo Rope climb Tug of war Rugby Basketball
Olympic Wordsearch ARCHERY ATHLETICS BADMINTON BASEBALL BOCCIA BOXING CANOEING CYCLING DIVING EQUESTRIANISM FENCING FOOTBALL GOALBALL GYMNASTICS HANDBALL HOCKEY JUDO PENTATHLON POWERLIFTING ROWING SAILING SHOOTING SWIMMING TABLETENNIS TAEKWONDO TENNIS TRIATHLON VOLLEYBALL WATERPOLO WEIGHTLIFTING WHEELCHAIRRUGBY WRESTLING All these sports are part of the 2012 Olympics & Paralympics – but can you name the 4 sports that are unique to the Paralympics? 1. 2. 3. 4.
Discussion Themes How about printing off some of these discussion topics and putting them up around your centre? Good places might be the front door, notice boards, tables where young people sit or the toilets - you could even use one as a screensaver! The Olympics were originally only for amateur, unpaid athletes but are now for professional, paid sportsmen. Do you think that’s fair? Does it give all athletes the chance to strive for personal excellence? If an athlete cheats by doping, for example, then they serve a ban. Do you think athletes who have been banned for cheating deserve the chance to come back and try to do their best without cheating – or should they be punished by never being allowed to compete at the very highest level of the sport again? What’s the difference between being a good sport and a bad sport? And is there a difference between being a good sport and a good athlete? Think of athletes you admire that you know or professional athletes you look up to. What kinds of physical, athletic skills do they have? Do they have other qualities apart from their physical skills that you admire? What are they? Olympic Gold medallist skier Kathy Kreiner-Philips is now a sports psychologist. She says “Olympic gold may not be for everyone — but excellence is.” Do you agree? What do you think is most important for an athlete – winning Gold or achieving their best performance?
Session Ideas PERSONAL BEST CHALLENGE decide on your personal challenge and then use the activity sheet to record your best performances. As an extension activity, you could repeat the challenge weekly/monthly over a period of time, recording your answers and noting your improvement in performance. Leaders note: be flexible about what makes up a challenge, so long as it has a physical element. You could use the Wii Sports fitness & training modes if you don’t have access to sports facilities. You could also have an awards ceremony to reward ‘most improved’ ‘tried hardest’ ‘best overall’ etc BEING EXCELLENT, PLAYING FAIR: It is important to remember that striving for our own personal level of excellence is not only about trying to achieve great results. “Being excellent” means playing fairly, taking turns, including as many people as possible, helping others etc. Sometimes the winner of a game is not the most excellent player! You could use any game that encourages qualities like fair play and team work or you could try the game outlined on the activity sheet. How did young people feel about playing the game as well as they could rather than playing to win? Leaders note: for more ideas on co operative team games to play, especially in smaller spaces or without sports facilities, try http://www.shambles.net/pages/learning/games/team/http://www.shambles.net/pages/learning/games/team/ SURVIVOR GAMES see the activity sheet below for instructions on how to play the individual and the team game. When the game has finished, discuss how it relates to excellence – think about things like the way you may have been distracted from achieving your goal, the way the other team try to stop you from doing your best, the focus you need to achieve your goal Leaders note: if this is unsuitable for your centre try using one of the games at http://getset.london2012.com/en/resources or use a computer game that you’re familiar with. Otherwise ask young people to think about sporting experiences that they can talk about and relate to the theme of ‘personal excellence’ – maybe they were in a team that won a tournament, or maybe they were stopped from achieving a sporting goal because someone let the team down by not trying? http://getset.london2012.com/en/resources
Personal Best Challenge Choose from the following challenges or make up your own depending on the equipment available in your centre: Physical ChallengeIndoor Sport ChallengeOutdoor Sport ChallengeSpeed Challenge Number of sit ups in 30 seconds Number of pool balls potted in 1 minute Goals scored in 1 minutes Time taken to run 50 metres Number of push ups in 30 seconds Number of table tennis balls hit over the net in 1 minute Baskets scored in 1 minute Time taken to skip 100 times Number of squat thrusts in 30 seconds Score in 1 game of Wii Bowling Targets hit with a tennis ball in 1 minute Time taken to
Personal Best Challenge Now record your scores in the box below and compare them: Try redoing the challenge in a month’s time and see how much better you do a second time! NAME OF CHALLENGE:SCORE CHALLENGE 1 CHALLENGE 2 CHALLENGE 3 TOTAL SCORE
Being Excellent, Playing Fair IF YOU HAVE A LARGE SPACE: The Raft game cannot be successfully completed unless you work together as a team to do your best: Divide young people into small groups and give each group 2 gym mats. Start the teams at one end of hall, and tell the children that they have to move to the other end without touching the floor, i.e. start on one mat, jump to the next, pass the back mat forward and repeat the sequence. If any of the teams touches the floor, you might want to send them back to the start! This is a great way to encourage young people to co-operate and builds team spirit. Extenson ideas for this activity Blindfold one member of each team Place some obstacles on the course You could also put a time limit on the game You could make the mats smaller IF YOU HAVE A SMALL SPACE: This simple activity involves passing a ball from one end of the line to another. Young people should throw to the person standing diagonally opposite them and they should aim to be as quick as possible, while still being accurate. Any type of ball is suitable. NOTE: remind the group that this activity is about team work, encouraging each other and helping those who make mistakes to get better There are a number of variations to this activity: WHOLE GROUP - The whole group can take part, trying to pass the ball up the line without dropping it. The activity can also be timed, with young people aiming to move the ball from one end to the other as quickly as possible. They could also compete to beat their previous times. GROUPS - Working in groups to practice making passing skills as accurate as possible TEAMS - The class can be split into teams, competing against each other to be the fastest
Survivor! INDIVIDUAL SURVIVOR Line up all the players on the sideline of a designated area, except for one, who is at one end of the playing area. This player is to be the survivor (the one to be tagged) – they must get as many beanbags to the finish as possible He or she begins at the opposite end of the area with ten bean or sandbags (or any other objects you have) in one arm. The other arm must be free to deflect the attacking balls. The free hand should be on the same side the balls are being thrown from. Set up a course using cones in a straight line spaced about 3—4 meters apart The other players throw the softballs at the survivor, trying to hit him -or her with the balls. The players have one ball each to tag with and they stand on one side of the field; The ”taggers” are only allowed to take one step a they try to tag. Every time the ball touches the survivors body, except for the deflecting free arm, the survivor must drop one of the bean bags. The balls can only hit the survivor when he or she is moving between 2 cones TEAM SURVIVOR Break the class up into 4 equal teams. - 2 teams line up behind empty hoops. 1 team behind each hoop. - The other teams stand on either of the boundary lines. Start > On go, 1 young person ( from each of team behind the hoops), runs as fast as they can to the other end to collect a beanbag. They quickly return to their hoop and PLACE the beanbag inside. This all has to be done without getting hit by the ball at waist height or below. If they do get hit on the way up they simply run quickly back to their team and tag the next person. If they are on their way back and have a bean bag, they must return the beanbag to one of the main hoops ( NO throwing ) and quickly tag the next person in their team. After an allocated time, bean bags are counted. The running teams then swap to the throwing position ( and vice versa ).
Session Ideas TRAINING FOR EXCELLENCE Olympic athletes have a tremendous amount of skill, and make their sports look simple and effortless. It’s easy to forget the hours, days, weeks, months, and years of training they endure to compete for only a few minutes and sometimes only seconds! Complete the activity sheet and feedback on the answers. What have the group learnt about how athletes train and prepare to reach their goals and what could they learn from it? The answers are: A 4, B 8, C 1, D 6, E 2, F 7, G 5, H 3 Leaders note: as an extension activity, you could ask members of the group to follow the training advice for a week and report back on how it has helped them to improve their lifestyle and performance YOUR OWN MINI OLYMPICS You could use the games in the activities above as the basis of your mini Olympics, or stick to sports that you are equipped for – and if you don’t have outdoor space, why not use Wii Sports for an indoor Olympics. Give special medals that reward personal excellence e.g. ‘Best Effort’, ‘Best Team Player’, ‘Most Improved’ etc. Leaders note: remember to use the idea of competing in a mini Olympics to reinforce the Olympic Value of personal excellence. Make sure that your awards reflect the value of personal excellence – being the best you can be rather than simply trying to be the best 5 NEW THINGS FOR 5 OLYMPIC RINGS either work singly or in small groups to decide on 5 new challenges – trying a new fruit or veg as part of a healthier lifestyle, trying a new Olympic or Paralympic sport, walking a thousand steps in a day etc – and then carry them out. Make sure you record them – you can take photos or videos or even blog about them! Leaders note: why not cut 5 large size Olympic rings out of paper and use them as the basis for a display based on your 5 new things – young people could write pledges directly on to them and then add evidence later. Group the rings together or space them around your centre.
Training for Excellence Can you match the trainers tips to the reasons why you should do them? Draw a line from the tip to the reason A…A… Drink a large glass of water first thing in the morning 1 …because it contains water, carbohydrates and sodium that are better at rehydration than water alone B Eat a small breakfast that includes orange juice and high energy cereal 2 …because proteins repair the body after all your hard work C During training make sure to drink at least 1 litre of non carbonated sports drink 3 …because this is not only cheating but also dangerous to your health D Eat plenty of healthy snacks through the day 4 …because it will help you rehydrate after a night without fluids E Enjoy a hearty lunchtime meal with plenty of protein and only a little fat 5 …because this warms them up and helps prevent injury F Be sure to eat (at least) 5 a day of fruit and vegetables 6 …because an athlete in training needs more than 3 meals G Be sure to stretch all your muscles well before training 7 …because they contain anti oxidants which help to prevent illness H Never use performance enhancing drugs like steroids 8 …because Vitamin C will help your body absorb iron from the wheat (lack of iron can cause anaemia)
Introduction LASTING MEMENTO: TREASURED MOMENTS The aim of this element is to ensure that: Young people record the journey and excitement of living through the Games in their country You people can reflect on the diverse learning experiences and opportunities generated by the Games Young people produce personal mementos tracking their individual development through the elements Young people achieve recorded and accredited outcomes Young people celebrate their personal experience of the Games EXAMPLES OF A MEMENTO: Scrapbook of press cuttings Photo album (online or hard copy) Badges, T-shirts and other memorabilia either official or produced as part of a cultural challenge Certificates Blog or website Video Use evaluation sheets from this pack or adapt ones from previous packs available at www.kent.gov.uk/curriculumpackswww.kent.gov.uk/curriculumpacks
Aims, Objective & Outcomes Aims AIMS Creating treasured memories and lasting memories Objectives OBJECTIVES To record and evaluate young people’s experiences and to create lasting mementos Outcomes OUTCOMES Self reflection, using a variety of styles to evaluate and record, using a variety of approaches to create mementos, reflecting diverse learning opportunities, recording the enjoyment of the journey
Creating Mementos STAGE YOUR OWN GAMES: you can try and approximate Olympic & Paralympic sports on a smaller scale (toothpick javelin, paper plate discus), or use games adapted to your setting e.g. Wii Sports, dancemat, pool or table tennis. Don’t forget to have an opening and closing ceremony and to award medals – home made of course! Take photos and videos and post them to a blog about the event, or make a PowerPoint presentation to share with other groups about the event. RECREATE A FAMOUS MOMENT Research some of the great moments of Olympic & Paralympic history – Bob Beamon’s long jump, Usain Bolt’s Golds and world records, Eddy the Eagle’s ski jumping – that embody the whole spectrum of athlete’s seeking personal excellence. Now try recreating them – you could make tinfoil models, act things out, make a ‘documentary’ or do your own animation. Now record your recreation using video and photography. OLYMPIC & PARALYMPIC DIARY It’s really easy to set up a blog using online software like Blogger www.blogger.com or tumblr www.tumblr.com Now you have a place where you can record and reflect on all the activities and events your involved in leading up to 2012. And you can post your photos and videos there, too! Start now and try to blog all the way through to the end of the Games so you create a lastiing memory of what it was like when the Games came to Kent and the UK! www.blogger.comwww.tumblr.com ORAL HISTORY Your parents and grandparents, relatives and friends probably have loads of stories to tell about their experiences of the Olympics & Paralympics – maybe one of your family has volunteered at a big sporting or music event so can share some memories about what a big event is like, maybe someone remembers seeing a great Olympic feat or has even met a famous Olympian like Dame Kelly Holmes! You can use your smartphone to record short audio and video clips and post them to the Olympic & Paralympic diary. As an extension activity, why not produce some art work based on your recordings or edit them together into a short film?
Recording & Evaluation INDIVIDUAL EVALUATIONS EVALUATION WORDSEARCH discuss the activity/session with young people, then ask them to complete the wordsearch. If appropriate, ask young people to share their choices and discuss areas for development. OLYMPIC RINGS EVALUATION this is similar to the icebreaker in the ‘Creative’ section and uses the same activity sheet. Ask young people to write their name on one hand and the best thing about the session/activity on the other. Fill in the rings as follows: BLUE what they hoped to get out of the session BLACK what they would have done differently RED the best thing about the session YELLOW the best thing they learned GREEN how they would make the session/activity better EVALUATION LETTER encourage young people to complete the letter thinking about the session/activity. If appropriate discuss with young people or collect for review later. RUNNING SHOES ask young people to complete the evaluation sheet. Ask young people to look at the words on the running shoes and ring those that correspond with their own feelings at the end of the session. Then review and discuss together. GROUP EVALUATIONS AGREE/DISAGREE One of the room stands for agree, the other end for disagree – decide this based on the size of the group! It’s up to you whether you also allow young people to stop at any point between the two. Read out the statements and ask young people to choose whether they agree or disagree with them. After each statement, select one or two young people who agree or disagree to say why they feel like they do.
Recording & Evaluation GROUP EVALUATIONS HEADLINES Provide some papers & magazines, scissors, glue and large sheets of paper. You could also provide marker pens and coloured pencils. Explain to the group that the task is to produce a newspaper front page to show what they’ve learnt/experienced during the project. Suggest they use cut out letters to produce headlines and then add text and illustrations. Remind them to include what they’ve learnt and things they’d like to follow up on. Then create a display and invite young people to review each other’s headlines. OLYMPIC POOL create a relaxed atmosphere – you could light candles, dim the lights, play ambient music – and encourage the group to lie down on their backs, eyes closed and relax. Focus on deep breathing asnd flexing and relaxing limbs and muscles. When everyone is suitable chilled out, ask them to imagine an Olympic swimming pool with a high diving board, starting blocks and a shallow end with steps out. Ask young people to think about the session/activity and then imagine themselves in the pool – are they jumping off the board, watching from the side, struggling in the deep end or desperate to dive in? Encourage young people to share their ideas. Finish the session by telling the group to breathe deeply, relax, roll on their sides and open their eyes as you count to 20. STAR RATING Think of 5-6 questions to evaluate the activity and write each question on a large sheet of flip chart paper or similar and attach to the wall. Have a sheet of yellow or gold dots or stars and ask young people to give their star ratings for each question from 1 (not good) to 5 (brilliant). Of course young people could draw on their own stars or use smiley faces to rate and slate. Review with young people when they’ve all had a chance to rate/slate.
Evaluation Wordsearch Look through the list and put a circle round the 3 words that reflect how you feel about the activity. Now find them in the grid! Bored Interested Curious Left out Entertained Excited Stupid Frustrated Fun Not bothered Confident Disappointed
Evaluation letter Dear __________________________ We had a great session thinking about the Olympic Value of ___________________________. The activity I enjoyed the most was ________________________________________________________________________ because ______________________________________________________________________________________________ The bit I enjoyed most about the session was ___________________________________________________________________ If we did it again _______________________________________________________________________ would make it even better Three things I learned today are ______________________________________________________________________________, ____________________________________________________________________________________________________ and ______________________________________________________________________________________________________ The session helped me to set this goal for myself ________________________________________________________________ Can’t wait for next time! See you soon!
Agree/Disagree Do you agree/disagree with the following statements: It’s better to do your best than to win I feel I really know my Olympic values Coming second is first loser Olympic values are a good way to live your life I always try to do my best even if I don’t come first I’ve enjoyed learning about Olympic values Olympic values are a load of rubbish I’d like to find out more about the Olympic movement I’m really looking forward to supporting all the athletes in 2012 I’m only interested in the Olympics when we win Gold! You can add your own agree/disagree statements that give a more generic evaluation of the session/activity e.g. I really enjoyed it/it was boring/I’d like to find out more etc.