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PRIDE Olympic & Paralympic Values

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  1. PRIDE Olympic & Paralympic Values

  2. In this pack:
  3. The Olympic & Paralympic Values and Kent PRIDE The Olympic and Paralympic Games are about much more than sporting excellence. Underpinning the Games is the philosophy of Pierre de Coubertin, the founder of the Modern Olympic Movement. He saw in the Games an ideal opportunity to develop a set of universal principles – or Values – that could be applied to education and to society as a whole, as well as to sport itself. The Olympic Values are: respect – fair play; knowing one’s own limits; and taking care of one’s health and the environment excellence – how to give the best of oneself, on the field of play or in life; taking part; and progressing according to one’s own objectives friendship – how, through sport, to understand each other despite any differences The Paralympic Values are based on the history of the Paralympic Games and the tradition of fair play and honourable sports competition. The Paralympic Values are: courage determination inspiration equality. http://getset.london2012.com/en/resources/7-11/games-1-1/7-11-know-your-values Kent has chosen these 7 Olympic & Paralympic Values as the basis for PRIDE – an amalgamation of the 7 values around 5 learning themes. To find out more visit http://www.kent20in12.org.uk/
  4. How to use the PRIDE packs Each of the PRIDE packs will examine the Olympic values of: Personal excellence Respect & friendship Inspiration Determination & courage Equality Each pack will explore the values through the following elements: Get to Know: this aims to ‘create the informed spectator’ and focuses on getting know the Games and the Olympic Values Cultural Challenge: this aims to build the ‘Creative Explorer’ by exploring the Olympics through creation, investigation and performance Sporting Challenge: this aims to ‘Create the Active Participant’ by focusing on sporting activities, leadership and healthy lifestyles Treasured Memories: creating a lasting record of young people’s memories and experiences in the build up to 2012 You can also use ideas from the Olympic International Pack or any of the other curriculum packs available at www.kent.gov.uk/curriculumpacks Each pack can be used to deliver a Youth Achievement Award 15 hour challenge, by using the Treasured Memories element to create a record of young people’s participation – you will need to sign and date all evidence included e.g. activity sheets from this pack, photographs, online resources etc. and include a detailed time sheet that outlines each young person’s planning, participation and evaluation. If a young person completes 4 of the 5 elements in the PRIDE packs they can earn a Bronze Award. For more details download the YAA Information Pack 2010 http://www.youthachievementawards.org/InfoPack.aspx
  5. Get to Know: Informed Spectator
  6. Introduction GET TO KNOW: CREATE THE INFORMED SPECTATOR The aim of this element is to ensure that: Young people understand the Olympic and Paralympic values You people know something about the history of the Olympic Games Young people can identify their heroes and great Olympians and Paralympians Young people know about the events surrounding the Games Young people acknowledge different cultures EXAMPLE: Value chosen: Respect & Friendship Activity & Aims: Research Olympic & Paralympic moments that show the values of respect & friendship in action. Think about the way we can show respect to ourselves and others through sport. Think about the way we reflect the values of respect and friendship in our everyday lives 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 be learning about the history and values of the Olympics and Paralympics, young people will be becoming informed spectators, young people will be encouraged to explore and understand concepts of respect, fair play and friendship
  7. Introduction SETTING THE ‘GOLDEN RULES’ Because of the nature of the values examined in these packs, it may be useful to devise some ‘Golden Rules’ with young people to ensure that sessions and individual and group work are based on the values of respect and friendship. Some ideas to consider: Making eye contact Listening to what people have to say and not talking over them Being honest Giving others the chance to voice their opinion even if you don’t agree with it Some questions the group may like to consider when setting ground rules: Does everybody want to be treated the way you want to be treated? If somebody’s ideas are oppressive should we still respect them? If so why? What about cultural differences – what shows respect in one culture may be disrespectful in another? In building a community of respect and friendship, the differences between young people’s points of view are as important as the similarities. Most importantly, it is the way young people and you as a leader navigate through the different interpretations of the values of respect and friendship that will help to build and strengthen that community and embed those values in these sessions and your wider practice. You will need to be aware that signs of similarities and differences within the group will often manifest in ways that reflect power and privilege.
  8. Online Resources
  9. Online Resources
  10. Aims, Objective & Outcomes
  11. Icebreakers NON VERBAL INTRODUCTION ask young people to sit in a circle then number them off into pairs. Tell them that they’ll be introducing themselves without using any words – this could mean they draw pictures, show each other their possessions, photos they have on their phones etc. After 5 minutes, ask each young person to introduce their partner and allow the partner to fill in any gaps. As an extension activity, ask each pair to give an impression of what qualities they think their partner shows – good friend, loyal, fun etc. EITHER/OR ask everyone to stand in the middle of the room, then ask an either/or question – start with something like ‘are you a sweet tooth or a savoury tooth?’. Tell all the sweet tooth people to go to one end of the room and the savoury teeth to the other. For the next question, use the other walls of the space so that young people are getting a chance to move all the time. Questions you could ask might be: Are you a listener or a talker? Are you a glass half empty or a glass half full person? Are you a thinker or a doer? Are you a lover or a hater? Encourage young people to think about their responses and what they say about their qualities as a person and a friend AGONY AUNT Get everyone to write a problem they’re having/have had on a piece of paper and collect in a bowl or similar. Pass the bowl round the group and ask young people to pull out a slip of paper which they read out to the group. The group discusses and offers advice on the best way to deal with the problem. This is a good icebreaker for creating empathy in the group and raising issues around friendship and respect but if there are known issues with bullying, for example, young people may not feel comfortable. Make it clear that problems do not have to be real. Alternatively you could clip problems from magazines and use those instead.
  12. Discussion Points Why not print off the discussion topic slides in this pack and put 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 them as a screensaver http://office.microsoft.com/en-us/powerpoint-help/create-a-screen-saver-from-slides-HA001079773.aspx A great extension activity would be to play the ‘Know Your Values’ quiz at http://getset.london2012.com/en/resources/14-16/games-1-1-1-1/14-16-know-your-values this quiz focuses on which are your individual core values and would be a good discussion starter (requires internet access to play)
  13. Discussion Points What does ‘Respect’ mean to you? Is it right that authority figures like teachers, policemen and politicians ‘demand’ respect or is respect something that has to be earned? What does ‘Friendship’ mean to you? Do you think you’re a good friend? What kinds of qualities make a good friend – listening, good sense of humour, fun to be around, sympathetic? When you play sport or games how do you show respect to your competitors? And how can professional sportspeople show respect to their competitors and their own bodies and environment?
  14. Discussion Points ‘Friendship’ is the core Olympic value: “to build a peaceful and better world through sport: building on solidarity, team spirit, joy and optimism. To promote sport as an opportunity for teamwork, camaraderie and mutual understanding among individuals from all over the world, despite the differences” How successful has the Olympic movement been in bringing the world together through sport? If a sportsman uses performance enhancing drugs to achieve a better result is he being disrespectful to his fellow competitors? Is he being disrespectful to himself and his body? If you misuse substances like alcohol or drugs are you respecting your body?
  15. Session Ideas R.E.S.P.E.C.T use the sheet to record young people’s responses to what the words ‘respect’ and ‘friends’ mean to them. Otherwise write the words on flip chart paper and ask young people to come up with qualities starting with each letter. Alternatively, write the words on card or flip chart paper and put up in your centre, then encourage young people to add their thoughts/images as they think of them. GREEN LIGHT, YELLOW LIGHT, RED LIGHT Print out the table below and cut into individual cards – you could also write each statement on a plain postcard/index card. Explain to the group that they will be looking at qualities and behaviours in friendships and deciding if they are good/healthy (Green Light), not quite right (Yellow Light) or unhealthy (Red Light). Have participants break into two groups by counting off “1, 2” around the room, then give each team an identical stack of index cards. Teams are then free to decide what qualities they would put under “Green Light,” “Yellow Light,” and “Red Light” categories. Prompt a discussion about the criteria the participants used to categorize the qualities or behaviours. Talk about the qualities that participants feel fall into definite categories as well as behaviours that are worrisome. Why do some behaviours depend on the situation? Did all group members agree about the “Yellow Light” qualities? RESPECT & FRIENDSHIP CHALLENGEchallenge young people to find examples of other young people and youth workers exhibiting the Olympic & Paralympic values. You can use the template in the pack (print out and glue sheets back to back on card) and get young people to customise it or ask them to design their own way of recording times when they see people exhibiting the values. Finally, ask young people to report back on their observations and how they see people using the values in their day to day lives.
  16. R.E.S.P.E.C.T Aretha Franklin sang ‘R.E.S.P.E.C.T find out what it means to me’ – this is your opportunity to reflect on what respect and friendship mean to you as values. Try and find one word starting with each letter of the word.
  17. GREEN LIGHT, YELLOW LIGHT, RED LIGHT
  18. Respect & Friendship Challenge
  19. Respect & Friendship Challenge
  20. Cultural Challenge: Creative Explorer
  21. Introduction CULTURAL CHALLENGE: CREATIVE EXPLORER The aim of this element is to ensure that: Young people explore the world through a range of mediums e.g. art. technology You people express themselves using a range of mediums e.g. visual art, written word, photography & video, blogging Young people can identify their artistic and technological heroes Young people are introduced to new cultures and develop their own cultural identity through exploration of the Olympic & Paralympic Games Young people understand the contribution of different cultures to the Games EXAMPLE: Value chosen: Personal Excellence Activity & Aims: Building on research and discussion around personal excellence and the way it inspires athletes to record breaking achievements, young people will explore the idea of personal excellence and record breaking through a range of mediums e.g. spoken word (poetry & rapping), visual art, video (recreating a record breaking achievement), online (setting up a web page to celebrate an athlete’s achievements). YAA Challenge: Online tasks and resources can be printed or stored electronically, art work, written word, video etc. can all be recorded and form part of the evidence for the challenge Learning Outcomes: Young people will be exploring their feelings about personal excellence and what exactly they admire in a particular athlete or record breaking performance and expressing them through a creative medium of their choice
  22. Online Resources
  23. Online Resources
  24. Aims, Objective & Outcomes
  25. Icebreakers ACCEPTANCE SPEECH ask young people to imagine they have just won an award and that they must make an acceptance speech. Ask them to think about who they would thank and why and what qualities they would be thanking their friends for having e.g. patience, support, respect. Now ask for volunteers to deliver their acceptance speech – obviously if you have a trophy to award then it makes the icebreaker more fun and helps young people really get in character! You can simplify this by having young people act out a victory salute or lap of honour, thanking their ‘teammates’. ACT YOUR NAME ask each young person to think of a quality that relates to respect and friendship that starts with the same letter as their name e.g. H for helpfulness, S for support, T for trust etc. Number off the circle into pairs and ask each pair to act out a short scene showing off their qualities e.g. C for cheerful and F for funny might act out a scenario about helping to make their friend feel better after they don’t get into the local youth football team. Another variation would be to seat the group in a circle and then start “My name’s Jessie and I’m jolly” with the next person saying “Hi I’m Rob and I’m respectful and this is Jessie and she’s jolly”. Continue until all young people have had a go. Try to keep the adjectives positive but allow qualities like ‘bossy’ or ‘arrogant’ if a young person can justify why those are useful qualities in a friendship. To simplify the game, think of something you would give to your friend as a present that starts with the same letter as your name e.g. “I’m Ash and I bought my friend an apple” RESPECT & FRIENDSHIP COPYCAT GAME organise the group into smaller groups of 3-5 young people. Ask the first person in each group to draw an image that sums up their feelings about either respect or friendship – give them 30 seconds to do this. During this time the rest of their team must face away from the young person drawing. Then ask the next person to copy this drawing as accurately as possible. The next person repeats and so on until the final person in each team who must guess what the drawing represents. You could also ask young people to do a mime that each team member copies. Award points based on how accurate the answer is – the team with the most points at the end wins. Some suggestions for drawings/mimes: holding hands, shaking hands, hugging, offering a gift/prize, a bow or curtsy, a salute
  26. Discussion Points Why not print off the discussion topic slides in this pack and put 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 them as a screensaver http://office.microsoft.com/en-us/powerpoint-help/create-a-screen-saver-from-slides-HA001079773.aspx A great extension activity would be to play the ‘Know Your Values’ quiz at http://getset.london2012.com/en/resources/14-16/games-1-1-1-1/14-16-know-your-values this quiz focuses on which are your individual core values and would be a good discussion starter (requires internet access to play)
  27. Discussion Points What’s your favourite book/film/song about friendship and/or respect? Why do you think that this reflects your own views and values? Imagine Dame Kelly Holmes was visiting your centre – what would be a respectful way to treat her? And what behaviour and speech wouldn’t show respect for her and her achievements? Listen to the song R.E.S.P.E.C.T. http://bit.ly/RESPECTmischab and read the lyrics http://bit.ly/RESPECTlyricsDo you think the song is a good reflection on the value of respect? Can you think of other songs that get the message across? Could you write a better lyric or rap?
  28. Session Ideas SELF PORTRAITS ask the group to draw a self portrait – provide pens, paints, pencils, felt tips and paper plus mirrors. Ask young people to draw portraits that are positive and show self respect. When they have finished their portraits, ask young people to add positive ‘I am….’ statements that focus on self respect and respect for others – sample statements might be ‘I am a good friend’ ‘I am an animal lover’ ‘I am polite’. Encourage the group to be creative about incorporating the statements with the self portraits – they could take the form of a poem or rap or even be incorporated into the image itself. Hang the portraits in a gallery and encourage the group to circulate and view each other’s self portraits. Finish with a circle time discussion about the activity and how it made them think about the values of respect. Extension activity: repeat the exercise but this time using their favourite sportsperson or other famous person that they feel shows great self respect and respect for others RESPECT ROLE PLAYS To help young people understand the importance of respect, introduce a role-playing activity that gives them the opportunity to distinguish between disrespectful behaviour and respectful behaviour. Divide the group into teams of two or three, depending on how many young people there are. Give half of the small groups the task of creating a skit that depicts respect, and tell the other half of the groups of create a skit depicting disrespect. Give young people about 10 or 15 minutes to create the skit, and then allow each group to present to the entire group. After each small group presents the skit, allow a few minutes for discussion. Ask the entire group how the skit was disrespectful or respectful, and allow young people to make comments or ask questions. This should be a fun activity, so allow young people to think creatively together. This activity also promotes team building.Extension activity: This is a more advanced activity for a more focused group. Use the scenarios on the sheet as the basis for a series of role plays that demonstrate how the values of respect and friendship are central to the Olympic Ideal. After each role play ask young people to identify the behaviours that show respect and friendship in each scenario and how the acts of friendship helped to build bridges between different nationalities.
  29. The Olympic Ideal – Respect & Friendship
  30. Session Ideas YOUNG PEOPLE’S CHALLENGE: COLLAGE Using newspapers and magazines, ask young people to cut out photos that depict people showing respect and friendship. Examples of magazine pictures could be two people shaking hands, sportspeople congratulating each other or two people smiling at each other. Encourage them to cut out respectful words from the magazine or newspaper, such as "thank you“, “like” or "please.“ Encourage them to use evidence from other youth work sessions and to be as creative as possible in producing a collage that looks at the values of respect and friendship. Young people can work individually or in small and large groups to develop their collage/s. Display them in the centre and revisit the ideas expressed in them regularly. ONLINE ACTIVITIES: Explore the Fact File for great images and info about the Olympics and Paralympics to help inspire your art work http://getset.london2012.com/en/resources/14-16/games-1-1-1-1/14-16-fact-file Play the hidden reveal picture game and see if you can identify Olympic landmarks http://getset.london2012.com/en/resources/14-16/games-1-1-1-1/14-16-picture-story
  31. 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 greyscale, select the relevant option from the Colour/Greyscale 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: suze.youde@kent.gov.uk or tel: 01622 CHANGE THIS NUMBER All information in this pack was correct and all links active at time of upload but may be subject to change