Character Education & Social Emotional Learning in Sports

GOOD SPORTSMANSHIP

What does it mean to you to be a good sport? Unfortunately, many coaches equate being a good sport with being soft or weak.

PCA believes the time has come to unite behind a powerful new term, “Honoring the Game.” Coaches, parents, and athletes need to realize that an “Honoring the Game” perspective needs to replace the common win-at-all-cost perspective. If a coach and his or her team have to dishonor the game to win it, what is this victory really worth, and what sort of message is this sending young athletes?

At PCA we say that Honoring the Game goes to the “ROOTS” of positive play. Each letter in ROOTS stands for an important part of the game that we must respect. The R stands for Rules. The first O is for Opponents. The next O is for Officials. T is for Teammates, and the S is for Self.

THE ROOTS OF
HONORING THE GAME

R  is for Rules
Rules allow us to keep the game fair. If we win by ignoring or violating the rules, what is the value of our victory? PCA believes that honoring the letter AND the spirit of the rule is important.

O  is for Opponents
Without an opponent, there would be no competition. Rather than demeaning a strong opponent, we need to honor strong opponents because they challenge us to do our best. Athletes can be both fierce and friendly during the same competition (in one moment giving everything to get to a loose ball, and in the next moment helping an opponent up). Coaches showing respect for opposing coaches and players sets the tone for the rest of the team.

O  if for Officials
Respecting officials, even when we disagree with their calls, may be the toughest part of Honoring the Game. We must remember that officials are not perfect (just like coaches, athletes and parents!). Take time to think about how to best approach an official when you want to discuss a call. What strategies do you have to keep yourself in control when you start to get upset with officials” calls? We must remember that the loss of officials (and finding enough in the first place) is a major problem in most youth sports organizations, and we can confront this problem by consistently respecting officials.

T  is for Teammates
It”s easy for young athletes to think solely about their own performance, but we want athletes to realize that being part of a team requires thinking about and respecting one”s teammates. This respect needs to carry beyond the field/gym/track/pool into the classroom and social settings. Athletes need to be reminded that their conduct away from practices and games will reflect back on their teammates and the league, club, or school.

S  is for Self
Athletes should be encouraged to live up to their own highest personal standard of Honoring the Game, even when their opponents are not. Athletes” respect for themselves and their own standards must come first.

Having this definition of Honoring the Game (HTG) is a start. To make Honoring the Game the youth sports standard, coaches, leaders, and parents need to discuss HTG with their athletes. Coaches need to practice it with their athletes (i.e. have players officiate at practice). And perhaps most importantly, all adults in the youth sports setting (coaches, leaders, parents, officials, and fans) need to model it. If these adults Honor the Game, the athletes will too.

 

GUIDELINES FOR
HONORING THE GAME

 

The key to preventing adult misbehavior in youth sports is a youth sports culture in which all involved “Honor the Game.”

Honoring the Game gets to the ROOTS of the matter and involves respect for the Rules, Opponents, Officials, Teammates and one’s Self. You don’t bend the rules to win. You understand that a worthy opponent is a gift that forces you to play to your highest potential. You show respect for officials even when you disagree. You refuse to do anything that embarrasses your team. You live up to your own standards even if others don’t.

Here are ways that coaches can create a positive youth sports culture so that children will have fun and learn positive character traits to last a lifetime.

1. Model Honoring the Game in behavior and language, especially when the official makes a “bad” call against your team.

2.Tell your players you expect them to Honor the Game regardless of what the other team does.

3. Recognize that you are the leader of the team, which includes the players AND their parents. Set and reinforce expectations for parent behavior in

•   a pre-season letter to parents (click here to download a pdf)

•   a parent meeting at the beginning of season

•   pre-game conversations at every game

4. Support the officials, especially if your parents yell at them. Tell parents they are to Honor the Game even if the official makes a bad call.

5. Appoint a team parent as “Culture Keeper” to gently remind other parents on the sideline to Honor the Game. Make sure they have Honor-the-game cards, buttons, and stickers to distribute.

TOOLS FOR
HONORING THE GAME

Want some help implementing the  above guidelines?  PCA offers some terrific (free) coaching tools. Check it out.

COACHING TOOLS

These tools are provided to help athletic coaches implement the coaching philosophy developed by the Positive Coaching Alliance.

Parent Letter (pdf)
Download this letter for parents that you can send out right before the start of your season.

Parent Pledge (pdf)
Download this pledge for parents to sign before the season starts.

Positive Charting
Click here to learn about how to use Positive Charting during your games.

Coaching Scripts
These scripts help you introduce Honoring the Game, Redefining “Winner,” and Filling the Emotional Tank to your players.

Coach Guidelines for Honoring the Game
Explore these PCA tips for maintaining an Honoring the Game culture with your athletes and their parents.

The Positive Coach’s Bookshelf
Check out these great books on positive coaching and related books by members of the PCA Advisory Committee.

Positive Coaching Alliance Website
Great ideas, great information, great philosophy, great organization.

This page was written for the video “Trustworthiness” in the “In Search of Character” video series. We think you will find it very useful even if you aren’t using the videos.

Some thoughts from Dr. Mike on Athletics and Trustworthiness before you begin:

As a coach, your primary goals within athletics should be to build character, self-esteem, teamwork, leadership, teach the fundamentals of the sport, teach the rules associated with the sport, and have fun playing the sport. You should encourage athletes to focus on the meaning and the importance of trustworthiness within your particular sport. Adopt a policy of being honest and demanding honesty from athletes, their parents, and your coaching staff. Make it a point to not engage in or permit dishonesty by lying, deception, or trickery by any means. Be willing to admit your mistakes openly and honestly as a demonstration of your integrity. Keep your commitments by doing what you say. Evaluate your rules on a regular basis with your team members (coaches, athletes, and parents) and ask yourself and others whether each is following these rules.

Questions for discussion with student athletes: (If you are using the video, ask these questions after viewing. If you are not using the video you may want to skip question 5.)

1. Some adults say that your generation cannot be trusted, that you’ve lost the values from past generations. Do you agree or disagree?

2. How important is trust in your relationship with friends, family, fellow athletes, and others in your life? How would these relationships be affected if you found out someone was lying to you?

3. Dr. Mike said that your trustworthiness may be questioned but your choices will never lie. What does that mean? Do you agree?

4. What does trustworthiness have to do with the quality of your character? What does trustworthiness have to do with being a higher quality athlete?

5. How did Rosa’s story (the peer counselor) make you feel? What did you learn from it?

6. In the area of trustworthiness, what kind of reputation do you want for yourself as an individual member of this sport??

7. In what ways can the character trait of trustworthiness on a team either make or break the team?

8. What are the potential problems with the breakdown of trust occurring between the:

– Players and the coach?

– Players and the parents?

– Players and each other?

– Coach and the parents?

– Parents and other parents?

9. What kind of reputation do we want as a team with regard to trustworthiness:

– on the playing surface?

– off the playing surface?

– at school?

– in the community?

10. What do we need to do to help each other out in being trustworthy:

– on the playing surface?

– off the playing surface?

– out of season?

11. What do you think our team is already doing to model trustworthiness?

12. Name something you personally could relate to in this video program and tell why.

13. You have been hired as a consultant to build character in your team in the area of trustworthiness both on and off the playing surface, both in and out of season. What three suggestions would you have on improving the level of trustworthiness on the team?

14. Who’s the most trustworthy person you know? How many people who you know would name you? Almost all? At least half? Just a few?

15. How would someone using tobacco, alcohol, or other drugs begin to affect the trust within the team?

16. List as many people as you can who would be affected by the decision of someone on the team to violate the policy regarding tobacco, alcohol, and other drugs.

17. A good way to live your life is to think of what you want people to say about you after you die, and then live your life backward. How would you like people to remember you in the area of trustworthiness?

18. Imagine that someday you are the coach of a team. You need to give the team a brief talk on how trustworthiness relates to your sport. What would you say?

19. Think of yourself as a coach. What would be the advantages of having athletes on your team with a high level of trustworthiness?

-for the team as a whole?

-for the team’s reputation?

-for athlete-to-athlete relations?

-for athlete-to-coach relations?

-for a winning season?

-for possible scholarship to universities?

-for team attitude?

-for locker room morale?

This page was written for the video “Respect” in the “In Search of Character” video series. We think you will find it very useful even if you aren’t using the videos.

Some thoughts from Dr. Mike on Athletics and Respect before you begin:

Coaches, athletes, and their parents must always treat the players, referees, opposing players and their fans with respect, courtesy, and consideration. This means avoiding and preventing put-downs, name calling, trash-talking, insults, or other verbal or non-verbal conduct. It also means never taunting an opponent or engaging in flamboyant displays of chest-thumping, ball-slamming, or high-fiving. Coaches, athletes, and their parents must be informed that if they think an official misunderstands a rule or made a bad call, they should not humiliate the referee through their own behavior. Coaches need to maintain control over the conduct of their parents, fans, and players by preventing negative cheers, name-calling, trash talking, or the like. It should be emphasized that demeaning, ridiculing, yelling at, or embarrassing players for their mistakes or for any other reason will not be tolerated. Treat all of your players as you would like to be treated, recognizing and appreciating their diversity in gender, ethnicity, skills, and race as a part of good sportsmanship and respect. And finally, emphasize that everyone associated with the team will be listened to for their input and opinions without fear of reprisal or put down.

Questions for discussion with student athletes: (If you are using the video, ask these questions after viewing. If you are not using the video you may want to skip or reword questions 1 and 2.)

1. In the video, Dr. Mike received a FAX from a teenager who is tired of all the put downs at her school. Do you have the same problems at your school? In what ways are athletes a part of this problem?

2. How did the story of Brian Harris and his pen-pal service make you feel? What did you learn from it?

3. What does respect have to do with the quality of your character?

4. Think of yourself as a coach. What would be the advantages of having athletes on your team who always treat others with respect?

– for the team as a whole?

– for the team’s reputation?

– for athlete-to-athlete relations?

– for athlete-to-coach relations?

– for a winning season?

– for possible scholarship to universities?

– for team attitude?

– for locker room morale?

5. What is the difference between respecting an opponent and liking an opponent?

6. Is it ever appropriate to let up so as not to embarrass an opponent?

7. It ever appropriate to stare down an opponent?

8. Is it ever appropriate to cheer when an opposing team member makes a mistake?

9. Is it ever appropriate to disrupt the psychological balance of an opponent?

10. If you win a game or match, in what order should you express joy or appreciation to:

A. fans
family
coach
opponents

B. friends
teammates
opposing coach
officials

11. What do we need to do to help each other out in the area of respect:

– on the playing surface?

– off the playing surface?

– out of season?

12. How should we respond after a victory?

13. How should we behave after a loss, whether it’s a blowout or a heartbreaker?

14. How should we behave after successfully completing a play?

15. How should we act when we receive awards?

16. How should we act when the opposing team receives awards?

17. How should we act during the playing of the national anthem?

18. How should we respond to unsportsmanlike behavior:

– from within our own team?

– from the opposing team?

19. How should we respond to unruly fans?

20. How should we respond to officials?

21. How should we behave in the opponents locker room?

22. What should we do to honor those of excellent sportsmanship?

23. How should we deal with the team player who uses tobacco, alcohol, or other drugs?

24. How should we deal with other athletes from our school who we know use tobacco, alcohol or other drugs?

25 How should we deal with players who end up in disciplinary trouble at school or in the community?

26. Name something you personally could relate to in this video program and tell why?

27. What do you think our team is already doing to model respect?

28. You have been hired as a consultant on good character. What three suggestions would you have on improving the level of respectful behavior on the team?

29. How do you demonstrate respect to:

– friends?

– parents?

– teachers?

– coaches?

– strangers?

– teammates?

30. Someone once said, “Sir, I will treat you like a gentleman, not because you are one, but because I am one.” How might that apply to the athletic field?

31 “I believe that chest-thumping, excessive celebrations, taunting opponents or their fans is not disrespectful.” Agree, or disagree? Why?

32. “It’s important to display good sportsmanship both on the playing surface and off the playing surface.” Agree, or disagree? Why?

33. “Congratulating the opponent on a good game – win, or lose – is an important reflection of us as a team.” Agree, or disagree? Why?

 

SUGGESTED ACTIVITIES

1. Hold pre-season meetings for athletes, parents and coaches to discuss the importance of respecting decisions made by contest officials, and of being exemplary role models by respecting opposing teams in all ways including content of cheers and signs.

2. Arrange for orientation for incoming Freshmen regarding expected sportsmanship behaviors at sporting events.

3. Celebrate sportsmanship through student and staff participation at pep rallies, school assemblies, and game day assemblies that emphasize the six pillars of good character.

4. Form an athlete advisory panel consisting of administrators, athletic captains, coaches, parent representatives, and other significant people that monitors sportsmanlike behaviors on all sports throughout the year. Violations of unsportsmanlike behavior will be brought to the panels attention with the goal of helping the person or group learn from their experiences and to help them confront the consequences of their behavior.

5. Establish an award for “Most Respectful Athlete” that can be given at the end of the year awards banquet.

6. Write a statement of policy that articulates clear expectations of coaches, athletes, parents and fans regarding:

– Inappropriate taunting and trash talking

– Inappropriate celebrations

– Fighting (including elbows, knees, etc.)

– Use of profanity

– Demonstrations of uncontrolled frustration or anger

– Positive displays of sportsmanship such as helping up
fallen players, pre and post game rituals of respect,
conduct during away games, treatment of locker room
and other facilities during away games, and
congratulating opponents on excellent performance.

– Proper and improper interaction with officials including
protesting a call, arguing, intentional baiting to get
ejected or other strategic reasons, and physical contact.

7. Have a discussion with your team about what to do when an official makes a blatantly erroneous call.

This page was written for the video “Responsibility” in the “In Search of Character” video series. We think you will find it very useful even if you aren’t using the videos.

Some thoughts from Dr. Mike on Athletics and Responsibility before you begin:

Responsibility means accepting that you have control over your thoughts, actions, and feelings. It means recognizing that you have the power to make both good choices and poor choices. It means being accountable for the consequences of your actions.

Responsible people are dependable; they fulfill their obligations and do what needs to be done; they don’t make excuses for their mistakes; they always use good judgment; they exercise self- control.

As a coach, athlete, or parent of an athlete, you should never lose your temper, throw things, scream, or exhibit uncontrolled anger at any time. You should focus on demonstrating good sportsmanship always. You should make it a point to win with dignity and also lose with dignity.

Questions for discussion with student athletes: (If you are using the video, ask these questions after viewing. If you are not using the video, skip questions 1-3.)

1. Name something you personally could relate to in this video program and tell why.

2. The girl in the video who hit the parked car felt she had to report it. Why take responsibility for something nobody saw you do?

3. How did Lateefah’s story make you feel? What did you learn from it?

4. Think of yourself as a coach. What would be the benefits of having highly responsible athletes:

– for the team as a whole?

– for the team’s reputation?

– for athlete-to-athlete relations?

– for athlete-to-coach relations?

– for a winning season?

– for possible scholarships to universities?

– for the team attitude?

– for locker room morale?

5. What do you think our team is already doing to model responsible behavior?

6. You have been hired as a consultant on good character. What three suggestions would you have for improving the level of responsible behavior within the team?

7. Who is the most responsible person you know? Why do you select that person? How many people who you know would name you? Almost all? At least half? Just a few?

8. A well known football coach once said, “Winning isn’t everything – it’s the only thing.” What do you think of that philosophy? In what ways might a philosophy like that encourage poor character?

9. Another coach once said, “Success in athletics isn’t about victories, defeats, trophies, medals, ribbons, fame, fortune or statistics.” What do you think he meant by that? Do you agree, or disagree? Why?

10. What is the role of ethics in athletics? (As an athlete, do you believe that you have any responsibility to be ethical?)

11. Legendary UCLA basketball coach John Wooden said, “You cannot attain and maintain physical condition unless you are morally and mentally conditioned. I tell my players that our team condition depends on two factors-how hard they work on the floor during practice and how well they behave between practices.” Do you agree or disagree with this statement? Why?

12. Do athletes have a responsibility to be good role models? Explain your answer.

13. Do you care whether or not people think of you as responsible? What do you do to deserve that reputation (or not)?

14. One of your responsibilities as a member of a team is to be at your best and give maximum effort to the common cause. An athlete using tobacco, alcohol, or other drugs can’t possibly do that. What should you do as an individual if you become aware of a teammate using these substances? What should we do as a team if we become aware of someone using these substances?

15. Do you agree or disagree with the following statements? Explain your answer:

– Being responsible is an important aspect of good character.

– My grades are not as important as the sport that I am involved in.

– Everyone is responsible for the development of his or her own personal character. – Responsible people don’t blame others or make excuses for their actions and choices.

16. Imagine that someday you are the coach of a team. You need to give the team a brief talk about how responsibility relates to your sport. What would you say?

 

QUESTIONS FOR THE COACH. PLEASE ANSWER HONESTLY.

1. Do you consider chew or dip to be irresponsible?

2. Do you consider alcohol use by your athletes to be irresponsible?

3. Do you consider chew, dip or alcohol consumption out of season to be irresponsible?

4. What should you do if an athlete violates the code for dipping, chewing, drinking, etc? (check all that apply)

– Talk to the individual privately?

– Talk to the individual and with the team about the incident?

– Say nothing?

– Do nothing?

– Turn it over to the Athletic Director?

– Punish the team, i.e. make them run extra laps, do push-ups, etc.?

– Other_____________________________________________

5. Do coaches (check all that apply):

– talk about the athletic code at the start of the season?

– take the code seriously and impress on athletes its importance?

– use violations as a learning opportunity for the team?

– talk with parents about the code and ask for their support?

-Other

This page was written for the video “Fairness” in the “In Search of Character” video series. We think you will find it very useful even if you aren’t using the videos.

Some thoughts from Dr. Mike on Athletics and Fairness before you begin:

Fairness means treating others the way you want to be treated. Fair-minded people play by the rules and don’t take advantage of others. As the leader of a sports program you should teach and model what fair play is. Make sure that your team plays honorably; be open to input and ideas from others; be evenhanded and reasonable in your decision-making; consider the feelings of all people who will be affected by your actions and decisions; treat all players with impartiality.

Questions for discussion with student athletes: (If you are using the video, ask these questions after viewing. If you are not using the video you may want to skip or reword questions 1-3.)

1. How did the Craig Kielburger story make you feel? What did you learn from it?

2. Do you agree with Craig that “once we realize a problem exists, it’s a call for action”? What kinds of actions did Craig take? Is it realistic to think the average teenager can take meaningful action, or is Craig just a special case?

3. Dr. Mike gives a hypothetical situation involving a soccer coach and the players who violate the rules by missing practice. One student said, “If you stay by your word, then in the future people will know it. It might not be victory at first but in the future it will be.” Do you agree or disagree? Explain your answer.

4. What kind of reputation do we want as a team with regard to fairness?

5. What kind of reputation do we want as a team with regard to:

– following rules on the playing surface?

– following rules off the playing surface?

– respecting authority on the playing surface?

– respecting authority at school?

6. What do we need to do to help each other behave more fairly:

– on the playing surface?

– off the playing surface?

– out of season?

7. Think of yourself as a coach. What would be the benefits of having athletes with a strong commitment to fair-play and fair treatment of others:

– for the team as a whole?

– for the team’s reputation?

– for athlete-to-athlete relations?

– athlete-to-coach relations?

– for a winning season?

– for possible scholarships to universities?

– for team attitude?

– for locker room morale?

8. Name something you personally could relate to in this video program and tell why.

9. You have been hired as a consultant on good character. What three suggestions would you have for improving the level of fairness within the team?

10. Who is the most fair-minded person you can think of? How many people who know you would say you are fair? Is there anyone who would say you aren’t?

11. Imagine that someday you are the coach of a team. You need to give the team a brief talk on how fairness relates to your sport. What would you say?

12. When you know of people who lie or cheat in an athletic event, how does it make you feel? Is it fair?

13. Some athletes believe that it’s okay to break the rules as long as you don’t get caught. Do you agree or disagree with that philosophy? Explain your answer.

14. Sometimes players get away with deceiving the officials regarding calls such as: who touched the ball last, faked fouls, whether or not a ball hit a runner, whether a ball was caught or trapped, whether or not a player stepped out of bounds, intentional fouls in basketball, delay of game in football, use of injury time-outs for other purposes, etc. What do you think of these kinds of deceptions? How do they impact the game? Is it okay as long as you get away with it? How do you feel when your opponent gets away with it?

15. In order to be fair everyone on our team should have a chance to play. Do you agree or disagree? Why?

16. Is fairness a concept that is limited to sports? How does it apply to other aspects of life? What does it have to do with your character?

 

QUESTIONS FOR COACHES:

1. Suppose you have a rule that any player who ends up in disciplinary problems will sit out 30% of the next game. If your star player violated this rule just before the most important game of the season, what would you do?

2. Should you ever question an official’s call?

3. Is it ever okay to knowingly play an ineligible player in order to gain advantage over your opponent? Would you do it?

4. You are coaching in the state tournament for the first time. A player informs you that he/she is not really living within the district boundaries. You know that this would make the player ineligible as well as bring a ruling on the previous games played which would negate their participation in the state tournament. What would you do?

5. You are a biology teacher. One of your students is a team captain. This student approaches you and asks you to raise his/her grade in order to maintain academic eligibility. What would you do? Would your answer be any different if the coach came to you with the same request? What a member of the school board made the request?

This page was written for the video “Caring” in the “In Search of Character” video series. We think you will find it very useful even if you aren’t using the videos.

Some thoughts from Dr. Mike on Athletics and Caring before you begin:

Coaches are, first and foremost, teachers; they are among the most influential people in a young athlete’s life. Because coaches are such powerful role models, young athletes learn more from them about character than about athletic performance. Coaches who truly care about their athletes and show it by treating them in caring ways, are actually teaching these kids how to be caring people, themselves. Caring people are responsive to the concerns and needs of others. They treat people with kindness, concern, and generosity. They are charitable, giving of themselves unselfishly for the benefit of others. And they are never mean, cruel, or insensitive. Coaches can model caring behavior by taking a genuine and continual interest in each athlete as a person. Coaches should willingly counsel, advise, encourage and console without regard to athletic performance, and become knowledgeable about support programs for athletes that address academic, emotional, and social issues that may arise. They should teach and model kindness and compassion for others, and they should teach and demand teamwork and discourage selfishness. Caring is one of the pillars of good character.

Questions for discussion with student athletes: (If you are using the video, ask these questions after viewing. If you are not using the video, skip question 1.)

1. How did the story of Gillian and her day camp make you feel? What did you learn from it? (If you are not using the video, skip this question.)

2. What does caring have to do with the quality of your character?

3. What kind of reputation do we want as a team in the area of caring?

4. Is there any room in sports for caring people, or is it everyone for him/herself?

5. In sports, if you’re not selfish how can you compete?

6. What do you think athletes should care about besides athletic performance? Explain your answer.

7. In what ways do athletes show that they care about the team as a whole? In what ways do they show that they do not?

8. In what ways to athletes show that they care about their teammates? In what ways do they show that they do not?

9. Think of yourself as a coach. What would be the benefits of having a team full of athletes who show that they care about each other?

– for the team as a whole?

– for the team’s reputation?

– for athlete-to-athlete relations?

– for athlete-to-coach relations?

– for a winning season?

– for possible scholarship to universities?

– for team attitude?

– for lockeroom morale?

10. Name something you personally could relate to in this video program and tell why?

11. You have been hired as a consultant on good character. What three suggestions would you have for improving the level of caring behavior on the team?

12. Who is the most caring person you know? Why did you select that person?

13. Imagine that someday you are the coach of a team. You need to give the team a brief talk on how caring relates to your sport. What would you say?

14. Does it matter to you whether or not people who know you regard you as a caring person?

15. Everyone on our team should contribute in some way, even if they do not participate in the event. Do you agree or disagree? Why?

16. Caring and teamwork require forgiving the mistakes of others. Do you agree or disagree? Why?

17. Great teamwork can overcome great talent. Do you agree or disagree? Why?

18. I’m better at this activity because of my teammates. Do you agree or disagree? Why?

19. It’s uncool to be a caring person. Do you agree or disagree? Why?

This page was written for the video “Citizenship” in the “In Search of Character” video series. We think you will find it very useful even if you aren’t using the videos.

Some thoughts from Dr. Mike on Athletics and Citizenship before you begin:

Being a good citizen is not developed through mere participation in sports. Citizenship is, at its core, social responsibility. It means doing your part for the common good, making your community and its institutions work well, serving the community, and obeying the laws. Citizenship through athletic participation occurs both on and off the playing surface, both in and out of season. Developing good citizen-athletes involves defining and developing the relationship from athlete to athlete, from athlete to team, and from athlete to community. Connecting athletes to the community should be an important part of any athletic program. A coach may remind the athletes that the community supports them through taxes and through attendance at events, and that they have an obligation to give back to the community in some way. The community is part of their team, and it’s role should not go unacknowledged.

Questions for discussion with student athletes: (If you are using the video, ask these questions after viewing. If you are not using the video, skip questions 1 and 5.)

1. How did David Levitt’s story make you feel? What did you learn from it? Is it realistic to think that the average teenager could make such an impact, or is David just a special case? (If you are not using the video, skip this question.)

2. Do you think you are a good citizen? Explain.

3. What is a good citizen?

4. Think of yourself as a coach. What would be the benefits of having a team full of athletes who demonstrate good citizenship:

– for the team as a whole?

– for the team’s reputation?

– for athlete-to-athlete relations?

– for athlete-to-coach relations?

– for a winning season?

– for possible scholarships to universities?

– for team attitude?

– for locker room morale?

5. Name something you personally could relate to in this video program and tell why. (If you are not using the video, skip this question.)

6. How do we want the community to view us as a team?

7. What kind of reputation do we want for our team with regard to:

– following rules on the playing surface?

– following rules off the playing surface?

– following rules at school?

– following rules in the community?

– following the rules of the athletic code of conduct?

– respecting authority on the playing surface?

– respecting authority at school?

8. How can we help each other become better citizens:

– on the playing surface?

– off the playing surface?

– out of season?

9. What value does our team or sport bring to our community?

10. In what ways does the community contribute to the team?

11. What are some of the things in your community that need improving? What could your team do to help out? What is one community service project we could do that would make our community a better place to live?

12. What special group in the community would we like to adopt this season? What will we do to get them to our games? In what ways will we give them recognition?

13. Name something you personally could relate to in this video program and tell why.

14. What do you think our team is already doing to model good citizenship?

15. You have been hired as a consultant on good character. What three suggestions would you have for improving the level of citizenship on the team?

16. Imagine that someday you are the coach of a team. You need to give the team a brief talk on how citizenship relates to your sport. What would you say?

17. Do you agree or disagree with the following statements? Explain you answer.

I believe citizenship primarily involves activities such as voting, paying taxes and obeying the law.

I believe that giving back to the community in some way is important for athletes.

Our sport is possible without the support of the community.

I think that volunteering to help others is an important part of being a good citizen.

We athletes should get involved in a worthwhile cause in our community.