Coaches teachable moments

Coaches’ teachable moments ages 15-18 A Citizenship Through Sports Alliance Initiative administered by the NCAA Hall of Champions Coaches’ Activity Cards Ages 15-18 Respect: 1. Real Life 2. Celebrate! 3. Why Would He Do Such A Thing? 4. Sticks and Stones Integrity: 1. Good, Better, Best 2. Mighty Oak 3. How Much Bigger? 4. Shuffle Caring: 1. Roar of the Crowd 2. Food Pyramid 3. Circles 4. Red, Yellow, Green Harmony: 1. Sculpt It! 2. Turn-About’s Fair Play 3. Pick Up Game 4. Graffiti Excellence: 1. You’re A Star! 2. Half Full or Empty? 3. On A Shoestring 4. That’s The Spirit Responsibility: 1. Yikes 2. Topple 3. Group Juggle 4. I’m Responsible 5. Shapshot OTHER VALUES part of a “RICHER” life is: Real Life You will need: a news clipping honoring a local person. You’ll also need poster board, markers, and masking tape. You say (in your own words): 1. I’m going to read to you a newspaper article about _____________. (Read the article, then tape the clipping to the middle of the posterboard.) 2. What did this person have to do to earn enough respect to have this article written about him/her? 3. What qualities do you think this person has to earn this respect? (Have athletes write these qualities around the news clipping.) 4. Respect is earned by the steady application of these qualities, day after day. With patience and perseverance, these qualities eventually pay off huge dividends as others respect us for what we do and who we are. 5. (Tape the posterboard up in the locker room for a few days.) RESPECT INTEGRITY caring harmony part of a “RICHER” life is: Celebrate! You will need: nothing Cluster around the point where celebrations take place (end zone, basket, finish line, net) depending upon your sport. Ask two players to demonstrate one of the RICHER principles. Have each model making a deciding play (basket, touchdown, final point in tennis, etc,) and instruct them to react differently - the first with excessive and inappropriate celebration and the other with respectful and appropriate celebration. You say (in your own words): 1. (After the first demonstration - inappropriate celebration.) Our athlete just demonstrated an inappropriate way to celebrate a great play. Why is it inappropriate? (Wait) 2. What are other ways we celebrate inappropriately? (Wait) 3. If you’re the opponent of someone who is celebrating inappropriately, how does it make you feel? (Wait) 4. (After the second demonstration - appropriate celebration.) Our athlete just demonstrated an appropriate way to celebrate a great play. Why was this one more appropriate? 5. What are other ways to celebrate appropriately? 6. Celebration is part of competition. This team shows its class by acknowledging its own success and the excellence of the other team appropriately. Let’s make our celebrations model respect! RESPECT INTEGRITY caring harmony excellence responsibility part of a “RICHER” life is: RESPECT Why Would He Do Such a Thing? You will need: nothing except this card. You say (in your own words): 1. Here’s a true story. Think about what the athlete should do in this situation. Read this story: During a track team annual championship meeting, one captain was having a great day. He had already won the long jump and was the leader in the triple jump when he reported to the start of the 100-meter dash. Upon his arrival, he discovered another runner from a rival school had forgotten his spikes. This young man was the only person in the league with a chance to defeat him. 2. What should he do? (Wait) 3. Here’s what he did do: Without hesitating, he gave the athlete his backup pair of spikes. The athlete with the borrowed spikes won in the final while setting a league record in the event. The same scenario played itself out in the finals of the 200meter dash. 4. Why would he do such a thing? (Wait) 5. Which of the RICHER principles was he demonstrating? (Wait) What other values was this captain demonstrating? (Wait) 6. What do you think he said when asked, “Why would you give someone your spikes, knowing they could beat you?” (Wait) 7. Here’s what he did say: “It never occurred to me to do anything else.” 8. Respect for self and others can become such a way of life, we never think about being or acting any other way. INTEGRITY caring harmony excellence responsibility part of a “RICHER” life is: Sticks and Stones You will need: a sheet of paper and a marker for each player; and a brown paper bag with the word “taunting” written and encircled with the ”NO” symbol (Circle with a line through it). You say (in your own words): 1. There’s an old saying, “Sticks and stones may break my bones, but words can never hurt me.” You’re supposed to say this when somebody teases or taunts you. What do you think? Is this true or not? (Wait) 2. On your sheet of paper, write down one thing athletes say to each other that is hurtful. 3. Read your statement out loud to the rest of the team. (Have each player read their statement.) 4. How does it feel when someone teases or taunts you? (Wait) 5. Here’s another quote for you: “Even when someone doesn’t treat you with the respect you deserve, you can give them the respect they don’t.” (Sharon Martin) When someone else taunts you, how can you be respectful? (Wait) 6. One way for us to show respect for everyone involved in our sport is by not taunting or teasing. 7. Sometimes teasing or taunting is called “trash talking.” Please crumple your paper and throw it in the bag. Let’s put that trash in the trash! This team does not trash talk and will not be a part of any form of disrespect. RESPECT INTEGRITY caring harmony Good, Better, Best You will need: sheets of paper with all six values written on them: Respect, Integrity, Caring, Harmony, Excellence, and Responsibility. Tape these to the wall in different parts of the room, or put them on the ground in different places, held down with a rock. You say (in your own words): 1. The RICHER principles are Respect, Integrity, Caring, Harmony, Excellence, and Responsibility. Which of these is most important to a team? Go stand by the principle you think is most important and talk to others around you about why you chose this value. 2. Take a couple of responses from each group (except for Integrity) about why they think their principle is most important. 3. Throughout this season, we’re going to be doing activities and finding out what you think these principles mean for our team. Each of these values will help us build a stronger team, and will help us create RICHER lives. 4. Have people who thought Integrity was the most important stand in the middle. 5. Today I’d like to hear a little more about Integrity. Why did you think this was the most important? (Wait) Integrity is doing the right thing. Integrity lets us display all of these qualities in each area of our lives, including athletics. Let’s be a team with Integrity! RESPECT is: part of a “RICHER” life INTEGRITY caring harmony excellence responsibility part of a “RICHER” life is: Mighty Oak You will need: nothing You say (in your own words): 1. Stand with your feet shoulder width apart. Stand tall, take three deep breaths. (Explain the proper way to breathe if you see evidence of shallow breathing such as shoulders rising.) 2. Now, raise your arms so they are fully outstretched and parallel to the ground. Reach as far out with your arms as you can. Reach your head to the sky. 3. Imagine that you are an oak tree. Your arms are its branches, and roots extend as far outward from your feet as your arms are outstretched. Your roots extend downward as deep as you are tall. Keep breathing deeply. 4. When winds come, your trunk will not move, because you are so firmly rooted in the ground. 5. Now, slowly bring your arms down to your sides. Integrity is like the oak trees we just made. Integrity is seen when the actions you take are in line with your values. Our positive values are the roots of the oak tree; but the evidence is in the tree itself - its strength and power to withstand windstorms. That’s what integrity does for us: We can remain strong and rooted to our values, even when others don’t agree with us. That’s having integrity! INTEGRITY caring harmony excellence responsibility part of a “RICHER” life is: How Much Bigger? You will need: a pill bottle Ask two of your team members to role-play a situation with you, and take a couple of minutes to set the situation up before practice. You say (in your own words): 1. Ask the team to sit down, and request that two volunteers role-play the following situation with you. 2. You say to one of the players: I really think you have the potential to be a starting lineman for us. I’d like you to gain 20-25 pounds and to be able to bench press 50 pounds more than you can already. You’ve got the summer to do it, and I believe you can! (Walk away.) Teammate says to the potential starting lineman: I’ve heard what the coach wants you to do. It won’t be too hard if you use this. I got it at one of the health clubs and it’s completely safe! Lineman role-plays what he might do in this situation. 3. What does this situation have to do with integrity? (Wait) 4. One of the benefits you get from integrity is that you know when you succeed that it was you - and not cheating - who succeeded. That’s integrity! RESPECT INTEGRITY caring harmony excellence responsibility part of a “RICHER” life is: Shuffle You will need: a deck of cards As your players come in to practice, give each of them a numbered card from a regular deck of playing cards with the ace and face cards removed. You say (in your own words): 1. When I blow the whistle, please form groups by the type of card I call out. 2. Call out the following: Two groups - red and black! Four groups - Spades, Hearts, Diamonds, Clubs! Ten groups - 1,2,3,4,5,6,7,8,9,10. Two groups - even and odd! 3. Congratulations! You were all able to find the correct group. 4. What did you have to do to find your group? (Wait) Did you have to change your card? (Wait) 5. Someone with integrity is true to themselves, regardless of the group; If they are outgoing and friendly in one group, they are the same with another. They don’t change deeply-held opinions even if a group does not agree. If they don’t drink alcohol with one group, they don’t drink with another. 6. Teams show integrity the same way. If we believe in good sportsmanship at practice, then we show it in the heat of competition. That’s having integrity! RESPECT INTEGRITY caring harmony excellence responsibility part of a “RICHER” life is: Roar of the Crowd You will need: nothing You say (in your own words): 1. Jim Brown is considered by many to be one of the greatest fullbacks ever. During his time with the Cleveland Browns (1957-1966) he was named to the AllPro team eight times and won the most valuable player award three times. He led the National Football League (NFL) in rushing yards eight times during his nine-year career. One of his quotes is this: “Teammates are there for each other even after the noise of the crowd is gone.” 2. What does this quote mean for us? How can we be there for each other, even when we’re not competing? (Wait) 3. Jim Brown went on to practice caring after his professional football career was finished. After a career in acting, Brown became increasingly active in helping disadvantaged young people (particularly African-Americans) complete their secondary education and seek higher education and employment. 4. We can be there for each other, both on and off the field. That’s what being a teammate is all about. INTEGRITY caring harmony excellence responsibility part of a “RICHER” life is: Food Pyramid You will need: cans and/or boxes of food your team has gathered during your community’s food drive, and a camera to photograph your students. (Check with your local food bank to find out dates and procedures for collecting food and delivering it. Contact www.secondharvest.org for a listing of food banks within the Second Harvest network; your state affiliate can direct you to a local food bank.) You say (in your own words): 1. Childhood hunger is a big problem in our country. Over 12 million children are at risk for going hungry, especially in the summer when there are no school nutrition programs. And yet, contributions to America’s food shelves are dropping. 2. You have made a difference locally by the food you have collected. Thank you for collecting food during this food drive. Please create a pyramid of the boxes and cans you’ve collected. 3. I’m going to take your photo, not to brag about what we’ve done, but to use as publicity for the food banks. As an athlete, you are an influence; when people in our community see what you’ve done, they’ll be more likely to follow your lead and donate food. 4. Why do we do community service? (Wait) This team wants to show our community we care. And we want to support the community that gives so much to us. What are some of the ways we’re supported? (Wait) We can give back to our community through service. caring harmony excellence responsibility part of a “RICHER” life is: Circles You will need: nothing You say (in your own words): 1. Edward Markham was universally acclaimed as “The Dean of American Poetry.” He lived from 1852-1940, and wrote this famous poem: He drew a circle that shut me out Heretic, rebel, a thing to flout; But love and I had the wit to win: We drew a circle that took him in. 2. What does this have to do with being a member of this team? (Wait) How does it feel to be on the outside? (Wait) Why are people sometimes rejected by others? (Wait) 3. Sometimes teams draw circles that shut even their teammates out, by having cliques, by dividing first and second stringers, by excluding those who are “cut” from a team from social or other activities. 4. I’d like this team to become known as a team that draws a circle that takes others in. This caring attitude will make us stronger on the court and off. INTEGRITY caring harmony excellence responsibility part of a “RICHER” life is: Red, Yellow, Green You will need: three sheets of construction paper for each player, one red, one yellow, one green. Also prepare three sheets for yourself and label each one as follows: Green = caring; Yellow = neutral; Red = harmful You say (in your own words): 1. You each have three sheets of construction paper - one red, one yellow, one green. When I read one of these statements, think of what could be done in this situation, and hold up a card that represents whether your idea is a caring response, a neutral response, or a harmful response. Green = caring; Yellow = neutral; Red = harmful. 2. Read the following statements, and then ask the athletes for an example of a caring, neutral, and harmful response to each one. You’ll be able to identify the response by the color of construction paper. Repeat as you have time. An athlete from another country joins your team. He doesn’t speak English very well and breaks rules because he doesn’t understand them. What might a teammate do? You’re at a party and one of your teammates is offered a beer as he/she walks in the door. What might a teammate do? One of your teammates is really critical of other athletes’ performance. One of the rookies is ready to quit because she’s being picked on. What might a teammate do? 3. What did you learn, or what surprised you about this activity? (Wait) 4. There are usually three ways to respond to any situation caring, neutral, or harmful. Showing our teammates we care will create a stronger and more positive team. caring harmony excellence responsibility part of a “RICHER” life is: You will need: nothing Divide your team into groups of no more than eight players. You say (in your own words): 1. One of the RICHER principles is Harmony. When you think of the word Harmony and then think about our team, what other words come to mind? (Wait) Harmony means all of these things (recap their words; such as team unity, getting along, peacefulness). 2. In your groups, please make a physical sculpture of how harmonious you think our team is right now. For example, you might all join hands in the center but reach outward. This could represent a common link through the team, but with everyone pulling their own way and not working together. 3. Have groups create, then display their sculptures. 4. These sculptures show us a few things about what is working well, and where we need to improve. (You may add your own suggestions and ideas here.) Let’s work together in harmony! caring harmony excellence responsibility Sculpt It! part of a “RICHER” life is: Turn-About’s Fair Play You will need: bleachers Form groups of 10-12 players. Have each group stand shoulder-to-shoulder on the lowest row of bleachers. (Each group must be on the lowest row to increase safety for this activity.) Separate groups by at least six feet. You say (in your own words): 1. You are now arranged in a line. Your goal is to completely reverse your line without getting off the bleachers. If you are all the way over on the right, you’ll be all the way over on the left when you’re done. If you’re second to the right, you’ll be second to the left when you’re done. If anyone steps off the bleacher, you have to start over. (If you have more than one group, you may make this competitive, but it does not have to be.) 2. What did you have to do to complete this task? (Wait) 3. What do these actions have to do with harmony on our team? (Wait) 4. Harmony is made up of many different things that allow us to complete our tasks and have fun: Communication, caring, trust and ...(list the other components of harmony your athletes told you). We’ll be a better team if we work toward harmony! harmony excellence responsibility part of a “RICHER” life is: Pick Up Game You will need: one set of pick-up-sticks for each group of six athletes. Divide your team into groups of six and have them sit on the floor. You say (in your own words): 1. Remember playing pick-up sticks when you were a kid? In your groups of six, take turns picking up sticks. If another stick moves as you attempt to pick one up, it’s the next person’s turn. The one with the most sticks at the end is the winner. 2. Allow the play to go for two minutes, then ask: 3. How is this game like our team? (Wait) 4. Reinforce, or add these two ideas: a) We are all connected on a team. What happens to one, happens to us all. b) It’s easier to pick off those who stand alone. When we’re connected to each other, we can better help each other out. 5. Does this connection to each other produce harmony or disharmony? Why? (Wait) What makes the difference? (Wait) 6. Our goal is to have a tightly connected team without producing disharmony. We do this by getting to know each other, by including and encouraging each other, by positive communication, and by being confidential. caring harmony excellence responsibility part of a “RICHER” life is: Graffiti You will need: two long strips of paper (butcher paper is best) taped to opposite walls, or on the floor on opposite sides of the gym. You’ll also need black markers for half of your players, and colored markers for the other half. Give half the team black markers and the other half colored markers. Send the players with black markers to one side of the room; players with colored markers to the other half. You say (in your own words): 1. To side with black markers: You’ve got two minutes to write down all the ways that you can make absolutely sure that this team does NOT get along during this season. Write big, write fast! 2. To side with colored markers: You’ve got two minutes to write down all the ways that you can make absolutely sure that this team gets along during this season. Write big, write fast! 3. Blow your whistle to stop time. Have your team captains or other leaders read the words on the does not get along sheet; Then have them read the words on the get along sheet. 4. Why is it important for a team to get along? (Wait) What happens when a team does not get along? (Wait) What’s it like to be on a team where there is team unity? 5. Every team can achieve harmony. But it doesn’t happen by accident. Everyone on the team must practice these positive behaviors to make absolutely sure that our team gets along during this season. 6. After practice, throw away the black graffiti paper but leave up the colored graffiti paper. harmony excellence responsibility part of a “RICHER” life is: You’re a Star! You will need: a sheet of poster board and markers for each group of five athletes. You say (in your own words): 1. Draw a big star on your posterboard and put our team’s name in the middle. 2. Now, brainstorm a list of the qualities you need to achieve excellence. 3. Choose your top five qualities and write them inside the five points of your star. 4. As you have time, ask the groups to share the qualities of excellence they chose. harmony excellence responsibility part of a “RICHER” life is: Half Full or Empty? You will need: a glass half full of water. Use food coloring in the water so the water level can be easily seen. You say (in your own words): 1. Here’s a glass with water in it. Is it half full or half empty? (Wait) What does someone mean when they say, “To him, the glass is always half empty?” (Wait) 2. Think about this situation: The senior class just graduated, and next year’s captains of the volleyball team are talking about the upcoming season. There are many challenges facing them: the head coach has just resigned, leaving the team in the hands of an inexperienced assistant coach. The seniors who graduated were strong players and good team leaders. The majority of next year’s team are freshmen and sophomores. One of the captains sees the glass “half empty”; the other “half full.” How would they talk about the next year differently? (Wait) How might this affect the team next year? (Wait) What’s it like being around someone who sees the glass half-full? Half-empty? (Wait) 3. What is another name for seeing the glass halffull? (Wait - answers might be positive attitude; optimism). Part of excellence is having a positive mental attitude. It’s this sense of optimism that keeps us working when it gets tough. And that’s the only way we get to be excellent - to keep steadily working, improving a little bit more, each and every day. Let’s try to keep a positive mental attitude - to see the glass half-full - so we can be excellent! excellence responsibility part of a “RICHER” life is: On a Shoestring You will need: two athletes with tie shoes. Blindfolds. Have two athletes volunteer to demonstrate a skill. Blindfold them and ask them to untie, and then retie their shoes. When they are done, remove the blindfolds and thank them for volunteering. You say (in your own words): 1. How many steps did it take them to tie their shoes? (Wait) 2. (Answers may differ, and usually range from 3-5 steps.) Why did it take you so long to answer? (Wait) How could they do this skill blindfolded? (Wait) 3. We go through different stages of learning. At first we’re unconsciously incompetent: we don’t even know shoes are to be tied, so of course we can’t do it. Then we’re consciously incompetent: we know that shoes are to be tied, but we can’t do it. We become consciously competent when we have to think about how to tie our shoes, but we can do it. We become unconsciously competent when we don’t even have to think about how to tie our shoes anymore, and we do it right every time. That’s excellence! And that’s what we’re shooting for in athletics. We want to know a skill so well we don’t even have to think about it. 4. What does it take to get there? (Wait, then summarize what the athletes said, and/or make this comment:) It takes someone to teach us, a learning attitude, and continual practice - three steps to excellence. harmony excellence responsibility part of a “RICHER” life is: That’s the Spirit! You will need: the spirit squad from another sport. You say (in your own words): 1. I have invited the spirit squad from (another sport) to teach us a few of their cheers and to tell us what they have to do to prepare for an event. 2. (Spirit squad will teach the team several cheers). 3. (Ask the spirit squad): What does it take to be excellent at what you do? (Wait) Why is your role important in an event? (Wait) What do you expect from our team when they attend one of your events? (Wait) 4. I have encouraged my team to attend your events whenever they can, and to be leaders in spirit for our school. Encouragement makes a huge difference in how well we do as a team; thank you for helping us as we strive for excellence. harmony excellence responsibility part of a “RICHER” life is: responsibility Yikes! You will need: blindfold (one or two) Ask athletes to sit in a line on the floor, about two feet apart, with their legs outstretched. Ask for two volunteers. (If you have enough players, do this as a competitive activity by breaking the team into two groups, each group will have two volunteers.) Blindfold one of the volunteers. You say (in your own words): 1. We have two volunteers who will demonstrate responsibility on a team. The guide (name) - who is not blindfolded - has the responsibility to lead the blindfolded player (name) across your legs to the end. The guide must make sure their partner steps across each set of legs. (If you have two groups, have them start at the same time.) 2. What was the goal? (Wait) What had to happen to accomplish this goal? (Wait) How did the blindfolded person have to feel about his/her guide to make it to the end? (Wait) And how did he/she have to feel about the rest of the team? (Wait) 3. We have to trust our teammates to be responsible: to do what they say they’re going to do, to support us, to encourage us, and to watch out for our safety. That’s what being responsible is all about in a team. Doing what we say we’re going to do, and caring about the rest of us. Let’s be a responsible team! part of a “RICHER” life is: responsibility Topple You will need: a set of Jenga blocks or any blocks that can be easily built into a structure. Distribute the blocks among as many players as possible as they come into practice. You say (in your own words): 1. Build a structure with your blocks, and as you add a block, state a responsibility you routinely have, such as “I have to do homework.” 2. When all the blocks are on, say: Our structure is built. This structure represents our lives and all the responsibilities we have. When things are in balance, then our structure holds. Sometimes, however, things get out of balance. 3. Take turns removing a block. Try to remove a block without toppling the structure. 4. When the structure eventually falls, say: Sometimes our lives and our responsibilities don’t stay in balance. If this happens, our whole structure may topple. We may get sick, we may give up, or we may be unwilling or unable to do what we say we’re going to do. So the trick is to keep things in balance. 5. What do you do to keep things in balance? (Wait). When things get out of balance for you, remember that you can talk to me or another adult about it. We’ll try our best to balance the responsibilities of being a team member with the rest of the responsibilities in your lives. part of a “RICHER” life is: responsibility Group Juggle You will need: a used tennis ball for half of your players. Have your team stand in a circle. For very large teams, divide them into circles of no more than 15 people. (Note: It’s best to cue your captains into this activity first so they can help you role model positive behavior.) You say (in your own words): 1. As I toss this ball, I’m going to say the name of one of my players and say one commitment I’m willing to make to this team. They’re going to catch it and say thank you. Then they’ll pass it to someone else, say what commitment they’re willing to make; they’ll say thank you and pass it to the next person. (Throw it to a player and say something like, “Jerrod, I’m willing to be encouraging to all of our players.” Jerrod says, “Thanks Coach,” says a commitment he’s willing to make, and passes the ball to another player.) 2. You just have to remember two things: to whom you threw the ball and from whom you caught it. 3. Establish the pattern once, and monitor for positive commitments. When the pattern has been established, you can repeat the pattern without having the players state commitments, then add more balls to make it fun. Always follow the same pattern. 4. One of the RICHER principles is responsibility. Part of being responsible is making a commitment to the team; a commitment that is backed by action. Each of us has now made at least one commitment to this team, which we’ve all heard. And we’ve thanked each other for our commitments. Now, let’s back our commitments with action. That’s being responsible! excellence part of a “RICHER” life is: responsibility I’m Responsible You will need: sheets of different colored construction paper and markers. As each player comes in, hand them one sheet of construction paper and a marker. You say (in your own words): 1. There are many people and groups responsible for getting us out on this field (or court) today. Who are some of them? As we list them, I want you to write them on your construction paper. (Wait, and ask each player to write down just one person or group until all the players have written one down. In the case of a very large team, break the team into smaller groups and give each group a person or group.) 2. Hold up your cards: We have coaches, officials, players, parents, booster club members, janitors, business owners, school board member, editor of school newspaper, fans...(Read off the cards). Now tell me what your person or group is responsible for, like this: “I’m an official. I’m responsible for making sure the game is played fairly and safely.” “I’m the newspaper editor. I’m responsible for making sure everyone in the community knows when the games are being played.” I’m the...(etc) until all roles have been listed and described. 3. There are many people responsible for making it possible for us to play here today. Let’s remember to appreciate them for taking this responsibility seriously. part of a “RICHER” life is: excellence responsibility Snapshot You will need: a sheet of paper and markers for each athlete As your players come in to practice, give each of them a sheet of paper and ask them to find one other person to interview. You say (in your own words): 1. All of you have a piece of paper. Please draw a picture of your partner, put your partner’s name on the picture and then draw three ways your partner shows responsibility. I’m looking for pictures, not words. 2. Demonstrate on a piece of poster board for the group by drawing a picture of an assistant coach or your team captain. For instance, draw a stick figure, put a hand on the stick figure, and put a watch on the stick figure’s wrist to show punctuality. Once students have been working for about three minutes, have them share their drawings with their partner and then post all of the pictures. 3. What are some of the ways your partner shows responsibility? (Wait) 4. Noticing how others are responsible is one way to become more responsible ourselves. What are the benefits of being responsible? (Wait) What are the benefits for our team? (Wait) Being responsible means we all do our part to make sure our team is the best it can be. OTHER VALUES responsibility What Do We Stand For? You will need: a sheet of paper and a marker for each letter of your team’s name. For instance, if you are the TROJANS, you’ll need 7 sheets of paper and 7 markers. Each sheet of paper should have one letter written on it. Form groups by counting off by whatever number of letters there are in your team’s name and give each group a sheet of paper and a marker (For instance, 7 for the TROJANS). You say (in your own words): 1. The RICHER principles are Respect, Integrity, Caring, Harmony, Excellence, and Responsibility. There are other lifelong values and skills we can learn through sports. 2. What do we (i.e., the TROJANS) stand for? You have two minutes to come up with as many values as you can that start with the same letter as the one on your sheet of paper. As you think of a value, write it on your sheet of paper. 3. Read the values you wrote on your paper to the rest of the team. (T = trust, teamwork; R = respect, responsibility, reliability, O = organized, optimistic; J = just, etc.)* 4. The (your team’s name) stand for something. We stand for all of the positive values we just described, and more. When we wear our uniforms, remember other people are watching to see just what we stand for. Let’s show them! * OTHER VALUES ON BACK OF THIS CARD * accepting, accountable, active, alert, assertive, bold, brave, caring, charitable, cheerful, citizenship, clean, compassionate, composed, compromising, concerned, confident, considerate, consistent, constant, controlled, cooperative, courageous, courteous, creative, daring, decisive, dedicated, dependable, determined, directed, disciplined, discrete, empathetic, encouraging, enthusiastic, excellent, fair, faithful, flexible, focused, forgiving, frank, friendly, funny, generous, genuine, giving, grateful, hardworking, harmonious, healthy, helpful, honest, honorable, hopeful, humble, humorous, imaginative, inclusive, ingenious, initiative, integrity, introspective, inventive, just, justice, kind, loyal, moderate, motivated, neat, nice, noble, obedient, optimistic, organized, ownership, participatory, patient, patriotic, peacemaking, persevering, persistent, perspective, polite, positive, prideful, punctual, quality, reliable, resilient, resourceful, respectful, responsible, reverent, risk-taking, sacrificing, self-controlled, self-disciplined, sensitive, sharing, sincere, sportsmanship, steadfast, strong, teamwork, thoughtful, thrifty, tolerance, tolerant, trust, trusting, trustworthy, truthful, understanding, unselfish, visionary, wise, work ethic, X-treme, X-tra ____, yielding, zealous, zestful. does the right thing when no one else is looking. demonstrating care for teammates and opponents. RESPECT INTEGRITY caring harmony www.stayinbounds.org excellence Respect Integrity Caring Harmony appreciating the value of other cultures, differences and points of views. demonstrating respect for themselves and others both in class and at play. Excellence striving for excellence. Responsibility taking responsibility for their own actions. for more information, call or visit our web site 317/917-NCAA NCAA 16189-2/02