1 Introduction to Athlete Leadership

Course Overview 2 Part 2: ALPs and You Part 1: Overview of ALPs Part 3: Your Mission Statement

3 Part 1: Overview of ALPs

Introductions 4 Name County mentor

5 “ALPs” What does it stand for? Athlete Leadership Programs

ALPs History & Philosophy  Started in 1997  Began as a single public speaking course  Now a cornerstone of S.O. movement 6

Cultural shift  From a focus on pity  To a focus on respect  Respect of athletes’ experience & potential 7

Excellent management tool  Athletes know the program  Athletes give good input  ALPs byproduct – learning skills that are useful in the life of the athlete 8

Existing ALPs Programs 9 Let’s define just what ALPs really is.

Definition of ALPs 10 ALPs University athletes from Indiana Allowing athletes to choose HOW and in what ROLE they participate in Special Olympics.

ROLE PLAY TIME Tell us about your choices  Clothes  Hair cut  How you treat others  To be at ALPs 11

Definition of ALPs 12 Encouraging athletes to take meaningful positions of influence and leadership throughout the organization to help determine policy and set direction.

ROLE PLAY TIME Give us an example of meaningful roles  Help with fundraising  Teach other athletes to volunteer  Have a voice in Special Olympics 13

Definition of ALPs 14 Jan Griepenstroh teaches about Volunteering Providing training for coaches, volunteers & parents as they welcome athletes in their new roles.

ROLE PLAY TIME Why is training for mentors, parents, & coaches important?  They don’t think we can do it  They need to learn to believe in our abilities  They need to remember that they are there to help us but not do the work FOR us 15

Role of mentor 16  Know the athlete  Always give encouragement – especially before a speech or event  Provide support as needed  Allow athletes to express themselves  Listen – people want to know what the athlete thinks, not the ideas of the mentor  Commit to working with the athlete

Role of mentor 17  Act as a leadership “coach”  Help express the athlete’s opinions if they have problems  Work with parents, guardians or group home to explain what ALPs is  Ensure meaningful positions of leadership  Help athletes stay on task  Help understand minutes of meetings

Role of mentor 18  Make sure you know about training opportunities  Ensure opportunities to do practical experience  Provide transportation if needed  Help athletes with medical or diet needs  Value your athlete’s opinions and preferences

Role of mentor 19  Work in a one-on-one relationship with your athlete during each class and locally  Commit to a partnership with your athlete to make their ALPs experience as meaningful and educational as possible  Be an advocate for the athlete

20 Part 2: ALPs and You

ALPs and You Ask yourself:  Why should I get involved with ALPs?  What will it do for me?  How will it benefit others? 21

What can ALPs do for you Confidence  On the job  Facing fears  Self-respect  Self-worth 22

What can ALPs do for you Knowledge  Public speaking  Technology  Leadership 23

What can ALPs do for you Social skills  Coaching  Listening  Respecting others while they are talking  Respecting opinions of others 24

What can you do for ALPs Spokesperson  Speak to others about S.O.  Speak to companies to raise money  What else? 25

What can you do for ALPs Teacher  Become an ALPs instructor  Help others become ALPs members  What else? 26

What can you do for ALPs Good Role Model  Show others the right way  Respect ALL S.O. members (athletes, volunteers, etc.)  What else? 27

28 ??? Athlete Leadership Programs

Existing ALPs Roles 29 Can you name some existing ALPs roles for athletes?

Existing ALPs roles 30

ALPs – your role 31 So what’s next? What can you do?

Your role as an ATHLETE in ALPs 32 Look around at Special Olympics and see what people are doing. Are there things YOU would like to do? Talk to your County or ALPs Coordinator about different ways you can be involved.

Your role as an ATHLETE in ALPs 33 Be prepared to work hard and maybe study for your new role. Be brave and try new things!

Where to Start? 34 Set up a regular time for athletes to just sit and talk to staff and volunteers. Find out what athletes think about the program and what they KNOW about the Special Olympics options available to them. (Knowledge is power!)

Where to Start? 35 Investigate existing Athlete Leadership Programs to see if they would benefit you or your local program. Make a “Show Me the ATHLETE” sign to remind everyone to include athletes in everything we do in Special Olympics.

36 Show me the ATHLETE!

Road blocks and barriers Do you think your new role will be clear sailing? 37

Road blocks and barriers  Others do not believe in you!  Lack of training  No self-respect  Overcoming lack of knowledge  Others say: “No.” “You cannot do that.” 38

ALPs Input Councils 39 Governance in Action

Governance 40 INPUT COUNCILS What are they? Why have one?

Governance - Input Councils 41 Who should be involved? ▪ Facilitator ▪ Athlete leaders ▪ Members

Governance – Input Councils 42 Who should decide topics? What follow-up is required?

43 Part 3: YOUR Special Olympics Mission Statement

44 Mission Statement class goal To help you focus in on what you believe is the best way you can contribute to Special Olympics

45 Mission Statement Roles in Special Olympics View the Florida video “We are an organization about change. Sport is our platform” Vancouver, BC – March 2011

46 Mission Statement definition  What you want to do  Specific  Empowers you (gives you the power)

47 Special Olympics Mission Statement To provide year-round sports training and athletic competition in a variety of Olympic-type sports for children and adults with intellectual disabilities, giving them continuing opportunities to develop physical fitness, demonstrate courage, experience joy and participate in the sharing of gifts, skills and friendship with their families, other Special Olympics athletes and the community.

48 ALPs Mission Statement To empower athletes to develop leadership skills and utilize their voices to assume meaningful leadership roles, influence change in the Special Olympics movement and educate communities around the world that results in positive life changes. ALPs Summit, Vancouver, BC -- March 2011

49 A Personal Mission Statement I want to use my energies to enrich the lives of my spouse, my friends and those with intellectual disabilities. I want to be involved as a teacher to help athletes learn the fun and excitement of leadership through ALPs. I want to be involved in programs that will open new horizons for athletes to experience activities, friends and places they have never dreamed of.

50 Getting to know YOU  What are my greatest strengths? Examples: Good communicator, good mentor, friendly, good organizer  What have been some of the happiest moments in my life?  What things are the most important to me?  How can I best contribute to Special Olympics?

Existing ALPs roles 51

52 A Few Sample Mission Statements  Because I’m good at organizing things, I want to be an assistant basketball coach so I can schedule the games, take care of the uniforms, and keep the scorebooks for competition.  I want to go to schools and give speeches to recruit new athletes for Special Olympics.  I want to start my own television show on cable TV so more people will know about Special Olympics.

53 What’s NEXT?  Figure out how to reach your goal.  Talk to your county coordinator, coach, or someone who can help.  Look at your Mission Statement DAILY or WEEKLY. Do NOT forget it because it’s too important!  Let’s share some of YOUR mission statements.

54 ??? Athlete Leadership Programs

Athlete Leaders In Action At Summer Games VIP Dinner 55

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Break Please return in 10 minutes! 58