Session 9 Connections?

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LEADERSHIP
PUTTING IT ALL TOGETHER
The decision to take full responsibility for your life is 100% yours and with determination, the outcome can be priceless! The payoff is in the form of energy, vitality, confidence and additional life years which means more time with your friends and family. Health is a lifelong journey so there is no Ill do it when I get there because your journey has started. The key to self- preservation is knowing the steps you have learned throughout these sessions: assessment, goal setting, planning, implementing, and evaluation. At this point, you know the way and you have the skills to lead the way for others. Communication skills are vital to the success of a leader. Its an art that requires the practice of patience and persistence but is worthy of the positive and respectful interactions that manifest. Lets practice how to interact with some common communication barriers. Practice makes permanent.

Scenario: Jessie, Kate, Mary, and Lynne are members of their school leadership group. Their service learning project is to work together to promote and create a healthy school environment, which promotes citizenship.

Jessie: Mary and I have a great idea. We would like to put together a field day event to get everyone on board. Mary: Yah, we can talk to the PTSA and see if they can volunteer. Kate: I was thinking we can decorate the halls with posters. We can also write daily health tips to go on the announcements. I kind of already made an Lynne: appointment with the principal to request more funding for additional PE teachers and healthier lunches. I was just trying to be proactive. Activity Communication Mary: All of the ideas are good, but we The following scenario requires the dont have the time to do them all. assistance of four participants to role L y n n e : S i n c e I a l r e a d y m a d e a n appointment, lets stick with my idea. play.
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Jessie: Lynne, wait a minute. we are supposed to be a team here. Whats the deal? Kate: I am willing to do whatever, just let me know. Mary: I dont care either, lets not argue. Jessie: Mary, I thought you were with me. Mary: Lets just talk to the principal, its already set up. Everyone will be happy, it will be less work. PROBLEM SOLVING: There are many types of communication styles. Some people push, some people pull, some give in, and some dont care. Success depends on working toward a common goal. In the example above, who was pushing their idea and who wanted to give in? Once the common goal is defined, begin planning, or brainstorming proven ways to meet the goal. In this instance, the common goal is to unanimously decide on an action plan to create a healthy school environment. The goal is to find common ground that gets us to the objective. Discuss how to problem solve using these communication techniques: (1) listening, (2) remaining open-minded, (3) maintaining the relationship, (4) asking for feedback, (5 ) cl ari fyi ng needs, (6) compromise, and (7) respect for all parties, including yourself. Brainstorm to find solutions that will work for everyone. In the end, the results will be stronger and you have the power of the group to lean on. There is a fine line

between standing up for your cause while not being overbearing. Speak up for yourself if you feel like an injustice has occurred, but choose your battles wisely. Losing sleep over who hangs up posters and who takes them down has no meaningful value and isnt worth your time. It frees you to let these small issues go. True collaboration happens once each group member voices their opinion, pros and cons are explored, and the majority chooses after exploring possible solutions.

WORKABLE SOLUTIONS
After more discussion, the group came up with the following ideas. Now, they just have to come to consensus. They have decided to list all of the pros and cons about each idea to help them make the best decision.

Field Day

Healthy Lunch

More PE

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Hang Posters Enlist PTA

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Pros and Cons Brainstorm

(Fill in the blanks as a group, make more blanks if needed. Then, complete 1-9 below.) POSTERS __PRO/CON__
Easy Boring

______ __PRO/CON__

FIELD DAY __PRO/CON__

Fun

HEALTHY LUNCH __PRO/CON__

Includes all

_____ __PRO/CON__

Fun

PE teacher is in Cost Easy to promote

Cost too much

Cost

Better quality Too much to organize Too hard

Include all ideas

# 1= # 2=

#1= #2=

#1= #2=

#1= #2=

#1= #2=

1. 2. 3. 4. 5.

6. 7. 8.

9.

Count up the pros and cons in each column and write them next to Pro/Con. Cross out any columns that did not generate group interest (group must agree). Cross out any columns that are too costly, or burdensome (group must agree). Cross out any columns that are too time consuming (group must agree). The column(s) with the top score(s) will be voted on. First, allow participants 15 seconds each to debate their top choice (state the benets of your choice). You may pass. Ask individuals to rate their top two columns (ex. #1 posters, #2 __). Allow 3 minutes for completion. Point to each column and record the number of people who choose it as their rst choice, then second choice. Repeat with all remaining columns. (Ex. #1= 3 votes). Ask, All in favor of (name of column) as the group project, please raise your hand. Count, document and circle. Say: All opposed, please raise your hand. Count, document and underline. Majority rules. Ties are resolved by repeating the process from step 5. Everyone participate in the implementation as if it was your rst choice. You are a TEAM!

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Name: Goal: Plan Begins: Evaluation Days:

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PORTFOLIO
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Activity Positive Affirmations

One skill that all leaders need is the ability to give positive feedback when it is due. You have been working hard and it is important to get feedback from other leaders. Below, write your name and write down one meaningful quality about yourself. Sitting in a circle, pass around the books in a clockwise motion so that everyone rotates the book every 30 seconds. When you receive your neighbors book write down one meaningful quality about the person on their book. This quality must be meaningful and must NOT be already written. At the end of the exercise you will receive your book with a list of positive qualities that others see in you. Keep this to remind yourself of the leader you have become and measure it against your first leadership assessment to see how far you have gone.

EVALUATION

Positive Qualities of: ___________________(NAME)

Minutes/Day -orSessions/Week

Plot how far youve come from day 1

(use your tracker and journal to evaluate). Re-

take the Fitness Assessment in Session 2 to determine your progress.

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Physical Activity

8 times or 80 minutes 6 times or 60 minutes 4 times or 40 minutes 2 times or 20 minutes

Ex: Daily Activity Daily Activity Pre Post Pre Post

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Weekly Strenuous Activity Pre Post

Weekly Strength Training Pre Post

Weekly Weight Bearing Pre Post

250 225 200 175 150 125 100 75 50 25 0

Physical Fitness

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Ex: Resting Pulse Pre Post

Pre

Resting Heart

Post

Pulse After 2 Min Jogging

Pre

Post

Pre

Pulse After Resting 60 Sec.

Post

Pre

BMI or Weight

Post

60 54 48 42 36 30 24 18 12 6 0

Physical Fitness

Ex: Crunches Pre Post

1 Min Crunches 1 Min Sit-Ups

Pre

Post

Pre

Post

Flexibility Pre Post

1 Mile Walk

Pre

Post

12 10 8

FOODS

Servings

6 4 2 0
Milk Fruit Oils Vegetables Meat & Beans Grains Ex: Daily Fruits Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post Pre Post [93]

You have determined some of your own successes, now lets look at the community (Empowering Youth).

Community Assessment Questions

1. Is there a park or community center in the neighborhood? o Yes o No o Don't Know

2. Does the school or community offer sports programs and activities for young people and families? o A lot o A few o None o Don't know

3. Are the parks in your neighborhood safe and clean?

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o Yes o No o Don't know

o Sort of, explain __________________________

ASSESSMENT

4. Are there enough stop signs, traffic lights, and speed bumps in the neighborhood? o Yes o No o Don't know o Sort of, explain __________________________

5. How often do students have physical education? o Every day o Never o Every other day o 2 times a week

o Other ___________________________

6. Can students use sport equipment (balls, jump ropes, etc.) or play games during lunch and breaks or after school? o All the time o Sometimes, explain __________________________________________ 7. Are there enough healthy foods available in your school or community? o All the time o Sometimes, explain __________________________________________ 8. Are unhealthy foods and drinks easy to buy in your school or community? o All the time o Sometimes, explain ___________________________________________ 9. Do you have sports equipment (bike, balls, roller blades, etc.) at home? o Yes o No

10. Fill in the blank: Teens in this community would be more active and eat healthier if: __________________________________________________________________ __________________________________________________________________ _________________________________________________________________.

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Problem Solving
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What are the needs of the What are the strengths of the community according to the community according to the assessment? Use these strengths to assessment? Your goal will be tied to these needs. get to your goal.
Possible Suggestions Helpful faculty and staff Parent interest Community activities Healthy menus (Add more ideas here...) Possible Suggestions: Healthier vending choices. Walk to school programs. More after-school programs. More parks and sidewalks (Add more ideas here...)

Collectively write out your goals below.

(Base the goal on the assessment results. Suggestions for Service Learning Projects are in the Toolbox.)

What is the goal? A.L.Ls When can this Where can Why is this vision is to demonstrate goal be this be done? goal leadership skills by promoting completed important? health and fitness within the (short term and school environment in the following way(s): long term)?

How is success determined?

VISION: A.L.L will demonstrate leadership skills by promoting health and fitness within the school environment in the following way(s) (write specific goal statements using the above information):
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GOAL SETTING

Is your group having trouble choosing one agreed upon goal? Use this exercise to come to a group consensus on one goal that will help you reach your vision.
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PLANNING & ACTION

______ __PRO/CON__

______ __PRO/CON__

______ __PRO/CON__

______ __PRO/CON__

#1= #2=

#1= #2=

#1= #2=

#1= #2=

1. 2. 3. 4. 5.

List your top goals and their pros and cons (all agree). Count the pros and cons in each column and write the number above (all must agree). Cross out the columns that the group decides are too cumbersome (all must agree). Debate, rate, vote (see previous examples if needed). Majority rules. All participate in the planning and intervention to receive merit.

State your GOAL

PLAN Write each step needed to meet your goal.

Break each step into who, what, when, where and how.

Action
when complete

PROJECT REPORT CARD

DUE DATE: GRADE SUGGESTIONS? COMMENTS?

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Session 9

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Connections

Write this down- You are ready to implement your Service Learning Project! Use the portfolio to write down the group decisions. Discuss options with the facilitator and obtain permission prior to project implementation (see instructions in Toolbox). Upon completion, submit a copy of your portfolio, the A.L.L. Training Checklist, and the Community Service Verification Form.

Directions: the last five minutes of each session is used to complete this section. All effort should be made to complete assignments as a group, but if running short on time, make note of the stopping point and complete that assignment on your own (see webpage). Reflections is the priority activity.

REFLECTIONS
This week the group participants facilitated the entire meeting. What were the strengths of this group effort?

You have graduated to the role of mentor. In regard to logistics of times, days, schedules of new participants and availability of the sponsor, how does the group of mentors plan on carrying out the service-learning activity?

It is important to celebrate your success. How does the group of mentors plan on celebrating the success of the completion of the mentorship?

Please Complete Post test, Session Evaluation, and Course Evaluation in the Toolbox.
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