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Values, Character & Leadership Education through Sports CCAs. Northland Secondary School Hockey Niche Programme. Igniting Passion | Catching Dreams | Realising Potential. VIDEO. SPEAKER. Mr Brian Lui HOD / PE & CCA Northland Secondary School 21 years in Education

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Values, Character & Leadership Education through Sports CCAs


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    values character leadership education through sports ccas

    Values, Character & Leadership Education through Sports CCAs

    Northland Secondary School Hockey Niche Programme

    Igniting Passion | Catching Dreams | Realising Potential

    speaker
    SPEAKER

    Mr Brian Lui

    HOD / PE & CCA

    Northland Secondary School

    21 years in Education

    St Joseph’s Institution: 4 years

    Northland Secondary School: 17 years

    https db tt onjzpida
    https://db.tt/ONJzpida

    Slides for Download

    slide6

    Excellence

    Friendship

    Fair play

    Sportsmanship

    Respect

    overview1
    Overview

    At the end of the presentation, participants will be able to:

    • Identify the values and attributes associated with CCAs and sports and align to their school’s values;
    • Understand how the Servant Leadership model can be used todevelop Values, Emerging Social & Emotional & 21stCentury Competencies (VSE21CC) in CCAs;
    • Understand the concept of bringing together partners to reinforce learning of VSE21CC through the Caring Village Approach; and
    • Adapt this formula for your school’s CCAs to help you to align and to articulate a common student development plan for these CCAs.
    content
    Content
    • Northland Secondary School
    • Northland Hockey CCA
    • Our Successes
    • “Going Deep”: The Key to our Successes
    • Theoretical Underpinning
    • Food for Thought: Other CCA Categories?
    • Adapt our formula for your school
    • Q&A
    hockey niche history
    Hockey Niche History
    • Hockey CCA established in 1996
    • Obtained Niche Status in 2005
    • Over 100 students (10% of the student population)
    • Tiered Experience
            • Tier 1: Engaging the whole school (PE programme, inter-class competitions, celebrating hockey as a school)
            • Tier 2: Hockey Player Talent Development
                • Motivated learners
                • Assets to community
    developing our hockey player
    Developing our Hockey Player

    Motivated Learner

    • Passion for learning
    • Self-disciplined
    • Confident

    Assets to Community

    Sportsperson

    • Respectful
    • Responsible
    • Resolute
    • Team player

    Leader

    • Servant leader

    Good Character

    • Morally upright
    • Caring & considerate
    successful on and off the field
    Successful on and off the field
    • Motivated Learners
              • Balance studies & sports
              • Award winners in academic arenas
    • Assets to Community
          • Sportspersons
                • Over 100 team sports awards
                • Numerous national players
          • Leaders
                • Sports leaders
                • Award winners in holistic development, character & leadership arenas
          • Good Character
                • Successful at engaging at-risk students in healthy sporting pursuits
    national hockey floorball captains
    National Hockey & Floorball Captains:

    Current S.E.A. Games Men’s Hockey Team Captain

    Enrico Marican

    Current S.E.A. Games Women’s Floorball Team Captain

    Sri ShafizahSafii

    Current Junior Asia Cup Men’s Hockey Team Captain

    MohdFauzi

    YOG (Singapore) Men’s Hockey Team Captain

    Silas Abdul Razak

    Junior World Cup (Singapore) Men’s Hockey Team Captain

    MohdSabriJohari

    going deep
    GOING DEEP

    KEY TO OUR SUCCESS

    going deep1

    Emphasis on character developmentthrough sports

    • Multiple opportunities to practice servant leadership
    • Strong partnerships that utilise theCaring VillageApproach to reinforce character education
    GOING DEEP

    What we do differently

    going deep character
    Going Deep: Character
    • Standards & Expectations
      • Set high standards
      • Expect students to reach those standards
      • Expect consistent character on the field, off the field and throughout school life

    “Last year, Northland forfeited a critical match because the team left their various classes 1 hour earlier than instructed. The walkover meant that we lost the chance to reach the national semi-finals.”

    “Students down for detention will serve the detention before being allowed to play, even if it means missing a match because of it.”

    going deep servant leadership
    Going Deep: Servant Leadership

    Opportunities to Lead…

    • Captain
    • Fitness Manager
    • Equipment Manager
    • Event/Tournament Organiser
    • Peer Coach
    • Facilitator
    • Official

    Opportunities to Participate…

    • Contribute to Team Talk & Team Strategy
    • Organise training programmes
    • Set performance standards
    going deep partnerships the village approach
    Going Deep: Partnerships & the Village Approach

    Jansenites Hockey Club

    • Current Hockey Premier League Champions: Men
    • Current Hockey Premier League Champions: Women
    • Current Division 3 runner-up: Men

    Flamingoes Floorball

    • Current Division 3 FloorballChampion:Men

    NSA

    • Players in the elite team squads
    • Combined Schools Team
    • National age-group squads
    jansenites hockey club

    Sporting Benefits

    • Greater and higher quality competitive exposure
      • Increased fitness
      • Increased psychologicalpreparedness
      • Increased skill
      • Increased tacticalawareness

    Character & Leadership Benefits

    • Role models for the students
    • Help ensure that students are accountable to high standards of play, sportsmanship & character, on & off the field
    • Opportunity to learn from watching & doing
    Jansenites Hockey Club

    A strong partnerships that extends students learning beyond the CCA platform

    theoretical underpinnings
    Theoretical Underpinnings
    • Character: Taught or Caught?
    • Character (Attributes & Values)
              • Performance Character
              • Social Character
              • Moral Character
    • The Servant Leadership Model (Russell & Stone 2002)
    • Village Approach to Character Development
              • Ecological Theory of Human Development (Bronfenbrenner1994)
              • The Resilience Doughnut (Lyn Worsley)
    time to buzz

    What is a value?

    • What is Character?
    • What’s the relationship between beliefs, values, attitudes, behaviour?
    • What are the values associated with Sports
    Time to Buzz
    time to buzz1

    Values

    • the ‘why’ of behaviour (principles underpinning behaviour)
    • drive behaviour and guide actions

    Character

    • values in action

    The SEL Resource Pack for Singapore Schools (2008)

    Time to Buzz
    time to buzz2
    Time to Buzz

    From the Ethics Toolkit

    Immigration Advisers Authority of

    New Zealand

    taught or caught

    Learning by Watching

            • Sports spectatorship (C)
            • Role-models (C)
    • Learning by Doing
        • Sports participation (C/T)
            • Practice opportunities (C/T)
            • Roles & responsibilities (T)
    Taught or Caught?

    Character

    • Teachers are Key
      • Teaching of values (T)
      • Planned teachable moments (T)
      • Feedback (T)
      • Role-models (C)
    slide37

    8 CCE Learning Outcomes

    • Self-management: Self-awareness, Self-management
    • Decision-making: Moral, Integrity
    • Working with Others: Social awareness, Interpersonal skills
    • Resilience:Turn challenges into opportunities
    • Rootedness: Belonging and commitment to Singapore
    • Harmony: Social cohesion
    • Care: towards others
    • Concerned and Active Contributor: Respond to community, national and global issues
    cce shared values
    CCE Shared Values

    R3ICH

    • Respect
        • Play your best,
        • Respect Rules, Officials, Opponents, Team
    • Responsibility
        • Responsible choices
        • Interest of team over self
        • Equipment, playing area
    • Resilience / Resoluteness
        • Meet challenges with positive attitude
        • Encourage and motivate teammates
    • Integrity
        • Abide by the rules even when others do not
        • Have the moral courage to make tough decision
    • Care
        • Help a weaker team mate
        • Support teammates with different abilities
        • Play safely
        • Care for environment
    • Harmony
        • Self-control during conflicts
        • Resolve conflicts among teammates and opponents
        • Appreciation for environment
    3 facets of character attributes values
    3 facets of Character (Attributes & Values)

    Social Character

    Moral Character

    Performance Character

    Performance Character

    versus

    Performance

    • Effort
    • Diligence
    • Perseverance
    • Strong work ethic
    • Positive Attitude
    • Ingenuity
    • Self-discipline

    Lickona(1991)

    Moral Character enables us to treat others and ourselves with respect and care, and to act with integrity in our ethical lives

    Honesty

    Responsibility

    Justice

    Lickona (1991), Beller & Stoll (1992, 1995), Rudd (1998, 2002)

    The process of conforming or acting for the benefit of the group

    Teamwork

    Dedication

    Sacrifice

    Rudd (1998, 2002)

    3 categories of character attributes values
    3 categories of Character (Attributes & Values)

    Social Character

    Moral Character

    Responsible Decision Making

    Self Awareness &

    Self Management

    Social Awareness &

    Relationship Management

    Performance Character

    Performance Character

    versus

    Performance

    • Self-management
    • Resilience
    • Effort
    • Diligence
    • Perseverance
    • Strong work ethic
    • Positive attitude
    • Ingenuity
    • Self-discipline

    Lickona(1991)

    Moral Character enables us to treat others and ourselves with respect and care and to act with integrity in our ethical lives

    Respect

    Responsibility

    Integrity

    Justice

    Lickona (1991), Beller & Stoll (1992, 1995), Rudd (1998, 2002)

    The process of conforming or acting for the benefit of the group

    Working with others

    Rootedness

    Harmony

    Care

    Concerned and active contributor

    Teamwork

    Dedication

    Sacrifice

    Rudd (1998, 2002)

    mapping of behavioural outcomes
    Mapping of Behavioural Outcomes

    with CCE Values & CCE Learning Outcomes

    the servant leadership model

    “…A new kind of leadership model-a model which puts serving others as the number one priority. Servant-Leadership emphasizes increased service to others; a holistic approach to work; promoting a sense of community, and sharing of power in decision-making (1996)

    The Servant Leadership Model

    (Russell & Stone 2002)

    Robert K. Greenleaf Center for Servant-Leadership (1996)

    servant leadership model russell stone 20021
    Servant Leadership Model (Russell & Stone 2002)

    Teach & Role-model Independent Variables

    Teach & Role-model

    Moderating Attributes

    • School values
    • Sports values
    • Shared beliefs & principles
    • Communication
    • Credibility
    • Competence
    • Stewardship
    • Visibility
    • Influence
    • Persuasion
    • Listening
    • Encouragement
    • Teaching
    • Delegation
    servant leadership model russell stone 20022
    Servant Leadership Model (Russell & Stone 2002)

    Opportunities to Lead…

    …to Practice

    • Captain
    • Fitness Manager
    • Equipment Manager
    • Organiser
    • Peer Coach
    • Facilitator
    • Official
    • Vision
    • Honesty
    • Integrity
    • Trust
    • Service
    • Modeling
    • Pioneering
    • Appreciation of others
    • Empowerment

    Opportunities to Participate…

    • Contribute to team talk & team strategy
    • Organisetraining programme
    • Set performance standards
    caring village approach to character development
    CARING Village Approach to Character Development

    “It takes a village to raise a child”   

    African Proverb Popularized by Hillary Clinton

    caring village approach to character development1

    Provide a social environment for the acquisition of values and attributes that contribute to good character and good citizenship…

    Arnold 1984, Sage 1988

    …through a sporting culture grounded on the school’s values of Respect, Responsibility and Resoluteness

    CARING Village Approach to Character Development

    “It takes a village to raise a child”

    African Proverb                    Popularized by Hillary Clinton

    ecological theory of human development
    Ecological Theory of Human Development

    Bronfenbrenner, U (1994)

    Microsystem:

    Relationship with direct contact with the child

    Mesosystem:

    Connection between relationships of child’s Microsystem

    Exosystem:

    Structures in which the child does not have direct contact

    Macrosystem:

    Cultural context

    ecological theory of human development1

    Mesosystem of a Hockey Student

    Mesosystem

    Ecological Theory of Human Development

    Microsystem

    Individual

    School

    School

    Family

    Family

    Bronfenbrenner, U (1994)

    Microsystem:

    Relationship with direct contact with the child

    Mesosystem:

    Connection between relationships of child’s Microsystem

    Exosystem:

    Structures in which the child does not have direct contact

    Macrosystem:

    Cultural context

    Club

    Teammates

    Club

    Teammates

    resilience doughnut
    Resilience Doughnut

    Lyn Worsley

    “If a child scores high on at least 3 of these 7, he/she is likely to exhibit Resilience in life”

    our boys brigade

    Recovered from near close-down (5 members left) to be a

    JM Fraser Gold Company

    BB Niche Company for Music

    Singapore & S.E.A. Bagpipe Band Champion since 2007

    Our Boys Brigade

    Multiple Award Winners in National Service and Academic Arenas

    Turning At-risk Kids around

    Strong Partnerships with community

    going deep character1
    Going Deep: Character
    • Shared Vision “Scholar, Gentlemen and Officer”
      • Holistic: cognitive, moral, social, emotional, physical and aesthetic domains
      • Vision is upheld and practiced by all
    • Character Development through purposeful activities and avenues that weave character education with lessons on lifeskills, Christian education, BB learning experience and NYAA
    going deep servant leadership1
    Going Deep: Servant Leadership

    Opportunities to Lead…

    Company Assigned appointments and key duties like

    • Activities NCOs
    • Administrative NCOs
    • Pipe Majors
    • Drum Majors
    • Pipe & Band Mentors

    Opportunities to Practice Leadership…

    • Community Service Events
    • Adventure Events
    • Recreational Events
    going deep partnerships the village approach1
    Going Deep: Partnerships & the Village Approach

    Strong emphasis on home-school-community collaborations

    Parents

    • Invitedfor all core activities e.g. enrolment service, celebrations, school project camps and community service

    External Stakeholders

    • Manpower and resource support
    • Volunteers provide skills training and mentorship, ensuring boys are firmly grounded in values and good habits
    • Corporate Sponsors provide usage of facilities and funding for equipment, overseas trips, etc.
    adapt our formula for your school
    Adapt our formula for your school

    How to align and articulate a common student development plan for your CCAs

    form versus substance

    Substance

    Servant Leadership

    Character Attributes & Values

    Caring Village

    Form versus Substance

    Understanding the Difference

    Form

    Programmes used to deliver the key components

    how to align and articulate a common student development plan for your ccas

    Focus on the Substance, and understand that Form (Programmes) can change

    • Our Substance:
          • Character (Attributes & Values)
              • Performance Character
              • Social Character
              • MoralCharacter
          • The Servant Leadership Model (Russell & Stone 2002)
          • Village Approach to Character Development
    • Map your school’s various CCA Outcomes with CCE Values & CCE Learning Outcomes… gives you an idea of all the programmes that you have that cover the 8 CCE Learning Outcomes
    • Identify and leverage on programmes that students learn from Watching & Doing
    • Remember that Teachers are Key
    How to align and articulate a common student development plan for your CCAs
    possible faqs

    What problems did you face when implementing the model/programmes?

    • Does your model/programmes work for all CCAs?
    • What sports have you used this model/programmes in?
    • How successful have you been using this model/programmes?
    • Does this model/programmes work for Pri / Sec / JC?
    • How do you select students for teams & roles?
    • How do you assess learning (both) formative & summative
    Possible FAQs