Pe 445 Competencies

1. The applicant demonstrates the ability to give and receive constructive

feedback.

I demonstrated this competency every week while learning from Chris the best way
to coach athletes, and when he showed me the best way to perform an exercise, I
had yet to see before with the proper form.

In my classes at Butler, I experienced this in: PE 445, and PE 369

2. The applicant meets workplace expectations regarding attendance,

punctuality, sick, vacation time, and workload management.

During my time at Andretti, I was punctual every day, took no sick or vacation
time, always managed my workload well, and never got behind with my tasks.

I experienced this in almost all of my Butler classes because they nearly all had
attendance policies.

3. The applicant maintains a personal appearance and behavior that reflects an

awareness of self as a professional as well as a representative of the
organization.

During my internship, I professionally conducted myself and was always

well-behaved. I never was in trouble at work and always carried myself knowing
that whatever I did, I was representing Andretti Global.

I experienced this in all my Butler classes because I had to represent both myself
and the Butler football team in all my actions.

4. The applicant demonstrates self-care practices as evidenced by the

recognition of personal strengths, limitations, feelings, and needs, as well as the
ability to separate personal and professional issues.

During my internship, I was always in tune with myself and what I was doing and
feeling. My work never came home with me, and I left my personal issues in the car
when I arrived at work. I also learned more about my strengths and limitations in a
work environment than in a classroom.

I experienced this competency in every class I had at Butler University.

5. The applicant conforms to professional ethical standards, principles, and
values.

In my time at Andretti, I always held myself to ethical standards, principles, and

values no matter what I was doing in the office or with whom I was.

I achieved this competency in all of my Butler classes.

6. The applicant demonstrates an understanding of proper procedures for

reporting and correcting non-compliance.

In my first week, I was told how to report things like this to the HR department;
however, in my semester at Andretti, I was never in a position where I had to report
or correct a non-compliance issue.

This competency was addressed in the syllabus of all my Butler classes.

7. The applicant ensures that the views of children, youth, and families are
heard and considered regarding decisions that directly affect them.

I made few decisions regarding youth and families. However, there were times when
I had athletes stop exercising for one reason or another because I was worried that
they were not in the best shape to perform an exercise that could hurt them. I did
this because I did not want my athletes to get hurt, which caused them not to be able
to assist their families or children as much as they would if they were not injured.

In my classes at Butler, I experienced this competency in: ED 242, ED 408, and PE

497

1. The applicant recognizes and prevents the use of stereotypes.

During this semester at Andretti Global, I have not encountered any instances of
racism; however, in my meeting with HR when I started, they told me that if I ever
saw anything resembling this, I was to come to them directly and follow a report. In
many of my classes at Butler, I have learned about the harmful effects racism has on
marginalized groups and why it is so important to stand against it.

This was addressed in every one of my Butler University classes.

2. The applicant uses appropriate displays of affection and physical contact

that reflect sensitivity for individuality, age, development, cultural and human
diversity as well as consideration of laws, regulations, policies and risks.
I encountered this competency many times during my time spent at Andretti Global
when I was helping to train the athletes, specifically when I was correcting form.
There were many times when I had to touch the athletes to move their bodies to a
more optimal position so that they could best execute the lift. Now, because of all
the regulations, I was cautious to ask permission before touching these athletes so
that everything was above the standard and safe for everyone.

This was addressed in every one of my Butler University classes.

3. The applicant communicates with children, youth, families, and co-workers

in a manner sensitive to cultural and human diversity.

Many times this semester, I met my co-worker's families of different races, cultures,
and ethnicities. No matter who it was, I was always sensitive to their diversity and
treated my co-workers and families with the highest respect.

I experienced this in my classes at Butler, ED 408, PE 369, and GHS 206.

4. The applicant creates environments that respect human diversity in the

world (i.e. through arts, diversity of personnel, programs, materials, etc.).

I worked with athletes of different genders, races, and ethnicities this semester. I
ensured that everything, from the names of exercises in the workout to the music we
played, was appropriate for everyone and would not offend anyone, even
unintentionally.

I experienced this in every one of my Butler University classes.

5. The applicant demonstrates sensitivity to culture and human diversity in

setting appropriate boundaries and limits on behavior, including risk
management decisions.

This semester, I worked in a male-dominated environment that sometimes felt like a

locker room with some of the jokes. However, from the start, my boss showed me
how to police athletes' jokes and let people know if they were getting too close to
the line of what was too far to say.

I experienced and practiced this in every one of my Butler University classes.

1. The applicant responds to behavior while encouraging and promoting

alternatives for the healthy expression of needs and feelings.
While working at Andretti, I worked with some athletes who were a couple of years
younger than me and came in to try pit stops. Now, at first, pit stops can be
challenging and frustrating, and there were many times I helped these young athletes
control their emotions by showing them all the good things they were doing and that
the only reason they were messing up was because they were trying to go too fast
too soon. I then showed them what to do differently and how to change their anger
to precision aggression and use it to make the next rep smoother.

I experienced this in every one of my Butler University classes.

2. The applicant designs and implements group work, counseling, and behavior
guidance with sensitivity to individuality, age, development, and culture.

Many of the workouts this semester were in more extensive group settings, so we
had athletes from all age groups. To be inclusive to those of different ages, abilities,
and personal needs, I always included options in the workout. For example, if we
had bench press, athletes could choose between barbell bench, single-arm dumbbell,
or double-arm dumbbell bench press.

I experienced this in every one of my Butler University classes.

3. The applicant creates and maintains a safe and growth promoting

environment.

The weight room that my supervisor and I ran was also about physical and mental
growth. Everything was an opportunity to increase our athletes' self-esteem,
confidence, and self-growth inside and out.

I experienced this in my classes at Butler, ED 408 PE 369, ED 398

4. The applicant makes risk management decisions that reflect sensitivity for
individuality, age, development, and culture.

I worked with athletes of all different abilities and age groups. I ensured that the
twenty-five-year-old college athlete was not doing the same thing as the
fifty-eight-year-old with four past shoulder surgeries. I did this to manage the risk
the athletes were under so that they could still develop safely.

I experienced this in my classes at Butler, ED 408, and PE 497

5. The applicant demonstrates the ability to support development in a broad

range of circumstances in different developmental domains and contexts.
The exercise I designed this semester helped our athletes improve in many areas:
speed, strength, power, quickness, and precision. We would achieve this by training
our athletes with many different techniques and focuses so that they could develop
into more well-rounded athletes.

I experienced this in my classes at Butler, PE 369, PE 497, ED 408

1. The applicant demonstrates a variety of effective verbal and non-verbal

communication skills (i.e. use of silence, active listening, empathy, reflection of
feeling, reframing, and questioning skills).

I was able to practice many of these verbal and nonverbal skills during my time at
Andretti Global. I often stopped and listened to athletes as they sometimes confided
in me about their long days and frustrations. I would then ask them questions about
how this happened, what they would do next time, and how I could help so that if a
situation like this ever arose again, I could help. This really helped some of my
athletes blow off steam and de-stress after their hectic days.

I experienced this in every one of my Butler University classes.

2. The applicant sets appropriate boundaries and limits regarding behavior

using clear and respectful communication.

I always made it clear to my co-workers and athletes that even though I would listen
if they needed to talk about something, I would tell them if they needed to stop
because it was inappropriate for me to hear. I was clear that there are some things I
don’t need to hear about because they are simply above my realm of expertise, and I
wanted them to talk to someone more qualified to hear this and help.

I experienced this in every one of my Butler University classes.

3. The applicant conveys the willingness to form healthy relationships through

contact, communication, appreciation, shared interests, attentiveness, mutual
respect and empathy.

This semester, I formed strong bonds with my co-workers over shared interests,
hobbies, and even hometowns. When we talk about our common interests, I actively
listen and contribute to the conversation; if I don’t know something, I make sure to
ask them questions to learn about what they like. These communication skills were
practiced in many of my Butler classes, which helped me form many strong bonds at
my internship.

I experienced this in every one of my Butler University classes.

4. The applicant demonstrates personal characteristics that foster and support
relationship development.

In my time at Andretti Global, I showed this competency by maintaining multiple

relationships on many levels. I did this with bosses and coworkers who span a wide
age and race range.

I experienced this in every one of my Butler University classes.

5. The applicant demonstrates an understanding of and ensures that applicable

procedures regarding confidentiality, consent for release of information and
record keeping are explained and clearly understood by the parent/caregiver
and by the child and follows those procedures in a caring and respectful
manner.

I didn't directly experience this competency; however, the closest thing to it that I
did at my internship was signing a release form so that I could be employed and be
in any videos that may be used for further weight room applications. Now, in one of
my other classes this semester, ED 408, I became familiar with these proceedings
because I had to record a video of my teaching. Still, I had to significantly limit how
much of children's faces appeared in the videos.

I experienced this in my Butler class ED 408.

6. The applicant acts as a positive role model in the handling of activities and
situations of daily living.

At my internship, there were always very negative people. Because of this, I tried to
use my outgoing personality to be the most positive person in the office by simply
smiling at everyone and asking them how they were doing. Now, to me, this sounds
like a no-brainer, but in my office, people like me aren’t all that common, so I tried
to do all I could to be super positive.

I experienced this in every one of my Butler University classes.

7. The applicant sets, maintains and communicates appropriate personal and

professional boundaries.

This only happened to me in one instance during my internship. One of my

co-workers, whom I very much liked, started talking to me about a personal topic
related to outside of work life, and I simply told them, “ I don’t think I should be
hearing this right now,” and that was that.
I experienced this in every one of my Butler University classes.

8. The applicant develops relationships with children, youth, and families

which are caring and purposeful in nature.

I established some of these relationships with my co-workers' families, who would

come in to tour the shop and see the race cars. I can recall many times when, to
make this a unique experience for the families, I would have our electric practice car
out and ready so the kids could sit in a real-life race car. I did this on purpose
because I saw every time how much it meant to them all.

I experienced this in Butler classes Ed 408, PE 369, PE 497, and ED 398

9. The applicant establishes and maintains effective relationships within a team

environment.

This competency came into play recently when I traveled with my team to two races
and participated in pit crew activities. I had to form strong bonds with my
teammates so that we could work together as best as possible, and over the few
weekends, I did an excellent job at building these relationships.

I experienced this in every one of my Butler University classes.

10. The applicant takes responsibility for collective duties and decisions within
the team.

As a team, we all had our duties in the shop: to ensure things were safe and running
smoothly. I had to complete daily tasks so the athletes could work out safely and
efficiently. Now, on the other hand, my co-workers had to complete tasks so I could
go on about my day. We all worked as one big machine.

I experienced this in every one of my Butler University classes.

11. The applicant demonstrates/takes part in building cohesion among team

members through participation in team-building initiatives.

Many days this semester, my co-workers and I played pickleball in the truck bays
during lunch or as our conditioning for the day. This activity was great for building
relationships and improving teamwork and communication skills.

I experienced this in every one of my Butler University classes.

1. The applicant participates in emergency procedures and carries them out in
a developmentally appropriate manner.

One experience I had at my internship that relates to this was when I had to move
some of our cardio equipment so that there would be a clear three-foot wide path to
the fire exit in case of an emergency.

I do not recall experiencing this in any of the Butler University classes.

2. The applicant uses health, hygiene and nutrition practices to support healthy
development and prevent illness.

Every day when I went to work, I worked out at least once, and sometimes up to
three times a day. This whole semester, I have been on a weight loss journey, so I
have been taking my nutrition very seriously. I understand that all of this, as well as
hygiene, helps us all stay healthy, and I was always ahead of the game in this
category.

I experienced this in every one of my Butler University classes.

3. The applicant encourages the participation of children, youth, and families in

assessment and goal setting in intervention planning and development of
individual plans.

There were times this semester when I helped to create diets and workout plans for
some of my co-workers who were looking to get into better shape so that they could
do more with their kids and simply lead a better quality of life for themselves and
their families. We would help them set these goals so that they could be there for
their families in the long run as the best versions of themselves they could be.

I experienced this in Butler classes PE 497 and ED 408

4. The applicant demonstrates the ability to teach skills in several domains of

leisure activity (i.e. arts, crafts, sports, games, and/or music).

At my internship, I taught weightlifting, conditioning, hand-eye coordination, and

even pickleball skills. All of these activities were part of our training program, and I
was trained to teach these skills to our athletes.

I experienced this in Butler classes PE 497, ED 408, ED 453, PE 322, ED 212, and
ED 242.
5. The applicant provides age and developmentally appropriate privacy and
independence for hygiene and bathing.

At my internship and outside of it, I practice appropriate privacy and independence

for hygiene and bathing. Whether this is in a bathroom or a locker room, I always
act appropriately and take care of my hygiene well.

I experienced this in Butler classes PE 497 and Ed 408

6. The applicant creates an inviting, clean, and well-maintained physical

environment, equipment and supplies which positively support activities of
daily living.

My everyday duties at my internship included keeping the weight room, cardio area,
and pit stop area/car clean and in tip-top condition. Everything I was responsible for
was cleaned, sanitized, and vacuumed weekly. In addition, after athletes were done
working out, I would sanitize the community equipment they used.

I experienced this in all of my Butler classes.

7. The applicant provides clear, coherent, and consistent expectations and sets
appropriate boundaries.

I displayed this competency when I explained to the athletes what we wanted to see
in this workout and the workout's goals. I made it a point to tell our athletes why we
do what we do and how it benefits them, just like in my case study.

I experienced this in all of my Butler classes.

8. The applicant effectively evaluates and disengages from power struggles.

In the rare occasion I experienced a power struggle, it was with an athlete who
thought they knew better than my boss and I. When this happened, I simply told
them that they could speak to my boss about it if they had issues because he is the
most knowledgeable about training aspects in our setting.

I can not think of a class where this competency was present.

9. The applicant employs genuine relationships to promote positive behavior.

This semester, I found myself using the relationships I had built as a stepping stone
to ask people how they were feeling, making them feel seen and letting them know
that I cared about what was happening with them. I hoped doing this would create a
ripple effect so they would start doing it to others, and sometimes they did!

I experienced this in all of my Butler classes.

10. The applicant demonstrates an understanding of crisis management

principles and takes protective steps to avoid unnecessary risks and
confrontations.

In one instance this semester, there was an issue about who would change a tire first
when two athletes both wanted to do it. I knew this could quickly get heated because
I have relationships with both of these athletes. To de-escalate the situation, I had
them play one game of rock-paper-scissors, with the winner going first. This worked
surprisingly well, and in the end, both athletes got the same amount of reps.

I experienced this in all of my Butler classes.