1. Florida Introduction to Athlete Leadership Presenters: 1 2 3

2. Collect Information Tell us – Your NAME and Something you really like about Special Olympics 2 | Introduction to Athlete Leadership

3. Introduction to Athlete Leadership – Course Overview Part 5: Training and Next Steps Back Home Part 3: Mission Statement & Personal Statement Part 4: Roadblocks & Athlete Input Councils Part 1: History of Athlete Leadership Part 2: Overview of Athlete Leadership 3 | Introduction to Athlete Leadership

4. Florida Part 1: History of Athlete Leadership 4 | Introduction to Athlete Leadership

5. History & Philosophy Started in 1987 to recruit athletes Began as a single public speaking course, Athletes for Outreach Now a cornerstone of Special Olympics movement 5 | Introduction to Athlete Leadership

6. Driving Policy Changes & Creating Milestones 2001 First World Athlete Congress in The Hague  Athletes sent a loud message to SOI Board to remove words “mental retardation” (they are hurtful) and replace with “intellectual disability”  Use people first when speaking about persons with intellectual disability  Began discussion of “R” word 6 | Introduction to Athlete Leadership

7. Driving Policy Changes & Creating Milestones 2005 World Athlete Congress in Panama  First Codes of Conduct developed for coaches and athletes  First Dating Policies developed for athletes and coaches 7 | Introduction to Athlete Leadership

8. Driving Policy Changes & Creating Milestones 2010 Third World Athlete Congress in Morocco  SO Athletes became a part of the strategic planning process for the first time  Decision made that whomever was chosen as Congress Chair would sit on SOI Board of Directors 8 | Introduction to Athlete Leadership

9. North America ALPs Summit – Historical Moment, October 2013 Redefined the importance and role of athletes; recognized in the North America Strategic Plan  Mission redefined  Purpose defined  Definition redefined  Basic Concepts developed  Athlete Leadership University Framework defined  Curriculum Development  Training Support 9 | Introduction to Athlete Leadership

10. Cultural Shift  From a focus on “doing for” athletes  To a focus on respect and “working with athletes”  Respect for athletes’ abilities, experiences & potential for continued growth 10 | Introduction to Athlete Leadership

11. Cultural Shift for Athletes  Allowed to be a contributing member at every level of the organization  Go from a receiver of opportunities and services to providing services to the community 11 | Introduction to Athlete Leadership

12. Cultural Shift for Volunteers Mentors, how do volunteers in your Program view Special Olympics athletes?  Equal vs. Subordinate  Capable vs. Non-Contributing  Leader vs. Wallflower  Employable vs. Charity Case 12 | Introduction to Athlete Leadership

13. Florida Part 2: Overview of Athlete Leadership 13 | Introduction to Athlete Leadership

14. W hat is … Athlete Leadership 14 | Introduction to Athlete Leadership

15. Definition of Athlete Leadership Through organized training and practical experiences, Athlete Leadership  prepares athletes to undertake meaningful positions of influence and leadership  throughout the Special Olympics movement  both on and off the playing field 15 | Introduction to Athlete Leadership

16. 10 Basic Concepts of Athlete Leadership  Embody the sprit and outcomes of Athlete Leadership  Should be shared with key leaders, volunteers, families and staff at every level of the organization As an Athlete Leader, you should be able to explain these 10 concepts and why they are important 16 | Introduction to Athlete Leadership

17. Basic Concept #3 Athlete Leadership starts with an athlete making informed choice an informed choice of leadership role(s) 17 | Introduction to Athlete Leadership

18. Real – Play Time Tell us about your choices  Clothes  Hair cut  How you treat others  Be at Athlete Leadership meetings 18 | Introduction to Athlete Leadership

19. Basic Concept #10 Skills learned in Athlete Leadership enrich athletes’ more involved respected abilities to become more involved and respected in the community (including Special Olympics) 19 | Introduction to Athlete Leadership

20. Real – Play Time Give us examples of meaningful roles  Help with fundraising  Recruit other athletes to volunteer  Have a voice in Special Olympics 20 | Introduction to Athlete Leadership

21. Basic Concept #9 Athletes and mentors both attend class to learn about Athlete Leadership staff, volunteers and families Special Olympics staff, volunteers and families must be educated to ensure they value and support involvementmeaningful roles the involvement of athletes in meaningful roles 21 | Introduction to Athlete Leadership

22. Role Play Time Why is training for volunteers, parents, & coaches important?  They don’t think we can do it  They need to learn to believe in our abilities  They need to remember: they are there to help us, but not do the work FOR us 22 | Introduction to Athlete Leadership

23. Special Olympics Organization Athlete Participation at All Levels 23 | Introduction to Athlete Leadership

24. What Athlete Leadership Can Do for You or Why Should You Get Involved WHAT Social skills Coaching Listening Knowledge Public speaking Technology Advocating WHY Confidence Facing fears Self respect Feel important Self worth Respectful of others 24 | Introduction to Athlete Leadership

25. What You Can Do for Athlete Leadership 25 | Introduction to Athlete Leadership

26. What is this? Become a Global Messenger 26 | Introduction to Athlete Leadership

27. What is this? Conduct TV Interviews 27 | Introduction to Athlete Leadership

28. What is this? Conduct Radio Interviews 28 | Introduction to Athlete Leadership

29. What is this? Give a Public Service Announcement to recruit volunteers and athletes 29 | Introduction to Athlete Leadership

30. What is this? Become a Reporter / Newscaster 30 | Introduction to Athlete Leadership

31. What is this? Promote the Program 31 | Introduction to Athlete Leadership

32. What is this? Become an Official 32 | Introduction to Athlete Leadership

33. What is this? Be a Coach 33 | Introduction to Athlete Leadership

34. What is this? Be an Athlete Input Council Member 34 | Introduction to Athlete Leadership

35. What is happening here? Voice Your Opinion and Be Heard 35 | Introduction to Athlete Leadership

36. What is this? Serve on the Board of Directors 36 | Introduction to Athlete Leadership

37. What is happening here? Fundraising 37 | Introduction to Athlete Leadership

38. What is happening here? Help communicate with other athletes Help write articles for newsletters Do PowerPoint presentations Learn How to Use Computers and Email 38 | Introduction to Athlete Leadership

39. What’s happening here? Sing the National Anthem at Games and Events 39 | Introduction to Athlete Leadership

40. What is this? Volunteer at Games 40 | Introduction to Athlete Leadership

41. What are they doing? Serve as Health Coaches and Healthy Athletes volunteers at game 41 | Introduction to Athlete Leadership

42. What is he doing? Become Instructors 42 | Introduction to Athlete Leadership

43. Review Existing Athlete Leadership Roles 43 | Introduction to Athlete Leadership Global Messenger or Reporter Athletes as Coaches or Officials Athlete Input Council or Congress Member Athletes as Volunteers Games Management Team Members Athletes as Helpers or Advocates Athletes as Fundraisers Athletes as Course Instructors Athletes on Boards or Committees

44. In order to be successful as an Athlete Leader … 1.What do you need? 2.Do you need help? 44 | Introduction to Athlete Leadership

45. Role of Mentor Act as a leadership “coach” Assist in securing meaningful positions of leadership Help athletes stay on task Be prepared for meetings; do your homework Research training & practical experience opportunities Work on a one-on-one relationship with your athlete during class; follow up on lessons learned Work with parents, guardians or group home to explain what Athlete Leadership 45 | Introduction to Athlete Leadership

46. Role of Mentor Listen – people want to know what the athlete thinks, not the ideas of the mentor Allow the athlete to express self – help only if needed Commit to a partnership with your athlete to make their ALPs experience as meaningful and educational as possible Know and be an advocate for the athlete Understand the philosophy of Special Olympics Represent Special Olympics professionally Always give encouragement 46 | Introduction to Athlete Leadership

47. Your Role as an Athlete Leader Be prepared to work hard and maybe study for your new role. Be brave and try new things! 47 | Introduction to Athlete Leadership

48. Role of an Athlete Leader Explain the Special Olympics Mission, uniqueness from other sports organizations, divisioning, purpose and basic concepts of Athlete Leadership Follow the Special Olympics Code of Conduct and practice respect, courtesy, and good sportsmanship Represent Special Olympics in a professional manner Be at least 16 years old in good standing; train and compete in at least one sport during that year Be a role model for other athletes Take as many Athlete Leadership courses as possible When available, strive to obtain a degree Athlete Leadership University in one major 48 | Introduction to Athlete Leadership

49. Role of an Athlete Leader Study Athlete Leadership course material with mentor Attend scheduled Athlete Leadership meetings; arrange transportation Be prepared; read all materials prior to meetings enabling informed comments and suggestions Offer suggestions for improvement about activities or meetings in which he/she participates Work with your mentor to become the best you can be Always follow through with anything you start Help recruit mentors/ helpers, facilitators and athletes Commit to Athlete Leadership for a minimum of two years 49 | Introduction to Athlete Leadership

50. Athlete and Mentor Expectations 50 | Introduction to Athlete Leadership

51. Florida Part 3: Mission and Purpose Statements 51 | Introduction to Athlete Leadership

52. MISSION AND FACTS Special Olympics 52 | Introduction to Athlete Leadership

53. Mission of Special Olympics The mission of Special Olympics is 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 a sharing of gifts, skills, and friendship with their families, other Special Olympics athletes and the community. 53 | Introduction to Athlete Leadership

54. Mission of Special Olympics Year-round 54 | Introduction to Athlete Leadership

55. Mission of Special Olympics Sports training 55 | Introduction to Athlete Leadership

56. Mission of Special Olympics Athletic competition 56 | Introduction to Athlete Leadership

57. Mission of Special Olympics Olympic-type sports 57 | Introduction to Athlete Leadership

58. Mission of Special Olympics Children and adults (eight years old or older) 58 | Introduction to Athlete Leadership

59. Mission of Special Olympics with intellectual disabilities 59 | Introduction to Athlete Leadership

60. Mission of Special Olympics Physical Develop Fitness 60 | Introduction to Athlete Leadership

61. Mission of Special Olympics Demonstrate Courage 61 | Introduction to Athlete Leadership

62. Mission of Special Olympics Experience Joy 62 | Introduction to Athlete Leadership

63. Mission of Special Olympics Share gifts, skills and friendship with their families 63 | Introduction to Athlete Leadership

64. Mission of Special Olympics VOTING Children/Adults Competition Olympic-type Sharing gifts, skills & Friendship… Year-round Intellectual Disabilities Courage Physical fitness Joy Sports Training 0 0 0 0 0 0 0 0 0 0 64 | Introduction to Athlete Leadership

65. Special Olympics Facts  For people with intellectual disabilities  For athletes 8 years and older  Young Athlete Program for ages 2-7  Worldwide – Programs in more than 180 countries  Offers 32 official sports (How many in your Program)  Year-round  Sports training AND competition opportunities  Team AND individual sports 65 | Introduction to Athlete Leadership

66. What Makes Special Olympics Unique or Different  No charge to athletes  Awards for all  Advancement to higher levels of competition  All ability levels  Divisioning Athletes of all abilities can participate in sports, can achieve & have value 66 | Introduction to Athlete Leadership

67. Making Competition Fair: Divisioning  The Stork Stand or  Picture Divisioning  Advancement To higher levels of competition  Place Athletes in divisions according to Age, Gender, and Ability Ability being the most important 67 | Introduction to Athlete Leadership

68. Making Competition Fair – Advancement Advancing to higher levels of competition:  Use a random draw  Select from first place finishers 68 | Introduction to Athlete Leadership

69. Purpose Statements 69 | Introduction to Athlete Leadership

70. Purpose of Athlete Leadership The purpose of Athlete Leadership is empowering athletes to …  develop leadership skills and  utilize their voices and abilities to  undertake meaningful leadership roles,  influence change in the Special Olympics movement and  create inclusive communities around the world. ~ ALPs Summit, Pennsylvania, October 2013 70 | Introduction to Athlete Leadership

71. Personal Purpose Statement To help you focus on what you believe is the best way you can contribute to Special Olympics 71 | Introduction to Athlete Leadership

72. Purpose Statement Definition  Speaks to what you want to do  Is specific  Empowers you (gives you the power) 72 | Introduction to Athlete Leadership

73. Sample Mentor Purpose 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 Athlete Leadership experiences. 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. 73 | Introduction to Athlete Leadership

74. Getting to know YOU  List your greatest strengths  Examples: Good communicator, good mentor, friendly, good organizer  Identify some of the happiest moments in your life  List what things are the most important to you  Name how you can best contribute to Special Olympics 74 | Introduction to Athlete Leadership

75. Making Your Own Personal Purpose Statement  Explore opportunities with your mentor; talk it out  Review what you cheeked off in the Athletes in Action section – things that interested you  Use your 4 questions to help you see what you like best  Complete a personal purpose statement draft  Review it; change it; embrace it 75 | Introduction to Athlete Leadership

76. A Few Sample Purpose 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. 76 | Introduction to Athlete Leadership

77. What’s NEXT?  Figure out how to reach your goal  Talk to your mentor, coach, Athlete Leadership coordinator, or county director; find someone who can help you  Look at your purpose Statement DAILY and WEEKLY; chart your progress Do NOT forget it; it’s too important!  Let’s share some of YOUR purpose statements 77 | Introduction to Athlete Leadership

78. Florida Part 4: Roadblocks, Barriers and Athlete Input Councils 78 | Introduction to Athlete Leadership

79. Roadblocks and Barriers Do you think your new role will be clear sailing? 79 | Introduction to Athlete Leadership

80. Roadblocks 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” 80 | Introduction to Athlete Leadership

81. Working through Roadblocks ROLE PLAY! You want to volunteer for the local Games The Program Director is hesitant What do you do? 81 | Introduction to Athlete Leadership

82. Working through Roadblocks  Sell Yourself  Don’t be shy  State your skills  State your qualities  Show your desire  Be courteous no matter what! 82 | Introduction to Athlete Leadership

83. INPUT COUNCILS 83 | Introduction to Athlete Leadership

84. Input Councils What are they? Why have one? 84 | Introduction to Athlete Leadership

85. Athlete Input Councils Governance in Action 85 | Introduction to Athlete Leadership

86. What is one thing you would like to see improved in your Special Olympics Program ? 86 | Introduction to Athlete Leadership

87. Governance – Input Councils We just had an Input Council meeting to determine the menu for the end of summer picnic You gave ideas and had to agree on recommendations to take to Program Management Team Also made suggestions for activities for the day Next steps: Offer suggestions on how to accomplish change Be a part of the solution 87 | Introduction to Athlete Leadership

88. Governance – Input Councils 88  Who should be involved  Facilitator  Athlete leaders  Members

89. Governance – Input Councils Who should decide the topics? What follow-up is required? 89 | Introduction to Athlete Leadership

90. Where to Start? Set up a regular time for athletes to just sit and talk to key volunteers, committee members, staff, etc. KNOWFind out what athletes think about the Program and what they KNOW about Special Olympics options available to them (Knowledge is power!) Athlete Input CouncilThis really is the beginning of an Athlete Input Council When you have Games, choose different athletes each time to have lunch with the Local Program director to share ideas and suggestions 90 | Introduction to Athlete Leadership

91. Where to Start? Find a volunteer who would like to manage the Athlete Leadership program and who would help recruit mentors and athletes “Show Me the ATHLETE”Make a “Show Me the ATHLETE” sign reminding everyone to include athletes in everything we do in Special Olympics. 91 | Introduction to Athlete Leadership

92. Show me the ATHLETE! 92 | Introduction to Athlete Leadership

93. Florida Part 5: Training and Next Steps 93 | Introduction to Athlete Leadership

94. Athlete Leadership Training Series / University Curriculum 94 | Introduction to Athlete Leadership Beyond the Vision Persuasive Presentation and Video (20 minutes) This Is Athlete Leadership Educational Orientation (1 hour) Introduction to Athlete Leadership Course (Pre-requisite before other courses) Communications MajorSports MajorGovernance Major Global Messenger I Course Athletes as Coaches Course Athletes as Officials * Course Governance I Course Working with Media * Course Technology I Course Coaching Special Olympics Athletes Course ** PowerPoint Course Global Messenger II * Course Sport-Specific Skills Course ** Sport-Specific Officiating Course ** Governance II * Course Leadership/Independent Study (Requirement for graduating from each major) or NGB Officiating Course for Officials Seeking NGB Certification Introduction to Athlete Leadership is the required first course and Leadership/Independent Study is the final course. Courses in the athlete’s area of concentration require participation in the course and completion of a practicum within 6-12 months. The starred (*) courses plus the area of Health are in development. The doubled starred (**) courses are to be taught by sport qualified and Special Olympics experienced instructors.

95. General Education Classes Technology I PowerPoint Technology II is an Elective and in development 95 | Introduction to Athlete Leadership

96. Athlete Leadership Course Practicum Requirements See Handbook for specific requirements for each class Except for a few courses; must be submitted within 12 months or before you take the next class. Introduction to Athlete Leadership Course Practicum Requirements below:  Mentors must be a Class A volunteer now  Athletes must become a Class A volunteer by taking Protective Behaviors & completing Volunteer A Form  Attend a General/Volunteer Orientation  Complete 10 documented hours of volunteering 96 | Introduction to Athlete Leadership

97. What’s NEXT? Complete course evaluation before you leave. Look at page 31. Is there a question you don’t understand? Complete and sign the Practicum form; note deadline for this class is __________ Review Participant Guide, Handbook and PowerPoint back home with your mentor Share what you think your major is going to be and the materials you receive with your Program director 97 | Introduction to Athlete Leadership

98. SHOW ME THE ATHLETE! Athlete Leadership transforms individuals from receiving services to individuals providing services 98 | Introduction to Athlete Leadership