Athlete Representative
June 2021
Athlete
Representative
Participant Workbook
Lesson 1:
Preparing for Meetings
Instructions
Read the information provided in
each lesson
Answer the reflective questions at
the end
For the activities do one of the
following:
o
Print out and
complete by hand.
o
Complete on your
computer and print.
3
Lesson 1
Preparing For Meetings
What is a meeting?
A meeting is when two or more people come together to discuss one or more
topics, often in a formal or business setting, but meetings also occur in a
variety of other environments.
4
Before a meeting…
You need to prepare for a meeting to make
sure you will have successful participation.
ACTIVITY
In groups, practice setting up a meeting.
Together decide on a topic and review the checklist together:
Date:
Time:
Location:
Topic
(what you are talking about):
How many people are in the meeting
?
5
Who is invited to attend?
How are they invited?
please circle one
Phone Call
Announcement
The agenda?
please circle one
Items from the last meeting
New Items
Facilitator Checklist
Who will take notes?
Minutes of previous meeting
(should be send in advance)
Meeting agenda
if in person, meeting room
reserved and set-up
if online or phone, confirm
dial-in number, zoom link, etc.
do we need a flip chart,
markers, projector,
presentation or materials?
are any special guests
invited?
During a meeting?
A successful meeting:
•
Starts on time
•
Has enough
participants
•
Has an agenda
•
Discussion stays on
topic and is productive
•
Has a welcoming environment where
people feel safe to share their opinions
•
The group discussions topics and
makes a decision
•
Everybody understands the decisions
•
All agree on an action plan or next
steps after the meeting
6
ACTIVITY
The same groups will meet again and start the meeting they planned before
remembering everything they need to do during a meeting. One of the participants
should take minutes. When someone is responsible for taking minutes, that means
they write down notes or a summary of the meeting:
Date:
Location:
Participants:
Facilitator:
Special Guests:
Notes:
Time the meeting started:
Time the meeting ended:
Read minutes from last meeting. Anyone have any questions or comments?
Old business, discuss items pending from last meeting:
New business, discuss new items:
Next steps:
Note taker:
7
What
t
o
do
af
t
er
a
meeting?
1.
Pass
the
meeting
notes
to
all
participants
(through
WhatsApp,
email,
calls,
etc.).
2.
Follow
up
with
team
members
(through
WhatsApp,
email,
calls,
etc.).
3.
Organize
your
tasks
and
complete
them
.
4.
Stay
in
touch:
ask
questions,
help
others.
3
What
is
something
you
will
do
every
time
you
prepare
for
a
meeting?
2
After a meeting…
1
Share
something
you
have
learned
in
this
lesson:
REFLECTIVE QUESTIONS
Think about what you have learned and how you can put it into practice
:
Lesson 2:
Meeting Behavior
9
Lesson 2
Meetings Behavior
Meeting Behaviors
A
beh
a
vior
is
the
w
a
y
in
which
one
acts,
especially
toward
others.
•
A
meeting
gathers
a
group
of
people
with
different
personalities,
experiences,
ideas
and
expertise.
•
For
a
meeting
to
be
successful
(see
Lesson
1)
everyone
needs
to
contribute.
Their
behaviors
during
the
meeting
matter.
•
People
are
different
and
so
they
will
act
in
different
ways
during
a
meeting.
Here
are
some
examples
of
common
behaviors
you
will
see
during
a
meeting:
Lis
t
en
Remove
dist
r
actions
R
espect
timing
Speak
clear
l
y
T
a
k
e
turns
to
speak
Make
p
r
og
r
ess
10
ACTIVITY
Look
through
each
of
the
behaviors
on
the
left
and
the
definitions
listed
on
the
right.
Draw
a
line
to
connect
each
behavior
to
the
correct
definition.
11
ACTIVITY
Here
are
some
tips on how to address the behavior
we
discussed
previously.
Divide
into
groups,
each
group
must
have
a
facilitator
that
can
role
play
one
of
the
behaviors and
ask
the
other
to
follow
the
tips
on
how
to
react
and
improve
the
situation.
After
that,
ask
other
members
of
the
group
to
role
play
other
behaviors
Behavior
What
to
do?
Overly
talkative
Easily
distracted
Uninterested
Argues
a
lot
•
Slow
them
down
with
questions
that
make
them
think.
•
Interrupt
with:
“That’s
an
interesting
point...
now
let’s
see
what
the
group
thinks
of
it.”
•
Engage them by asking a question or
call on them by name to get their
attention.
•
If it persists you can nicely ask them
to join the group discussion.
•
Manage your own emotions. Don’t let
group get excited either.
•
Review their points to understand
their opinion, express your
agreement and then move on to
something else.
•
As a last resort, talk to them
privately during a break. Try to find
out what’s bothering them. See if you
can promote cooperation.
•
Remind everyone this is a safe space
and that everyone is free to share
their thoughts in a respectful way.
•
Ask their opinion. Learn about their
interests.
•
Be sure to compliment them the first
time they share – and be sincere
about it.
12
REFLE
C
TIVE
QUE
S
TIONS
Think
about
what
you
have
learned
and
how
you
can
put
it
into
practice:
Think
about
the
behavior
you
show
during
a
meeting.
Remember
your
past
experiences
in
meetings
and
think
about
what
you
usually
do.
Be
honest!
In
the
activity
below,
anything
that
you
put
an
X
next
for
a
negative
behavior
just
means
you
have
something
to
work
on
in
the
future.
Mark
an
X
under
Yes
or
No
for
each
question.
Then,
review
these
answers
with
a
mentor,
friend,
family
member
or
Special
Olympics
staff
to
identify
your
behaviors
during
meetings.
1
Share
something
you
have
learned
in
this
lesson:
2
13
3
What is something you will do every time you prepare for a meeting?
4
After reviewing your behaviors in meetings, is there something you
want to change or improve? Why?
Lesson 3:
Athlete Leadership Councils
15
Lesson 3
Athlete Leadership Councils
What is an Athlete Leadership Council?
Previously known as an Athlete Input Council. The name was changed to
better reflect the role this group has in the organization. Providing input is
still an important piece but not the only one. The council is a structure
created for athletes to:
•
Report to other athletes and Program leaders what is happening in
their areas.
•
Voice their peers’ opinions about important issues related to Special
Olympics.
•
Develop, plan, and implement projects.
•
Serves as a liaison in different areas of the organization providing
support and expertise.
•
Gain leadership training and experience.
This
structure
exists
at
a
global,
regional,
national,
and
local
level.
Global Athlete Leadership Council
Headquarters
Regional Athlete Leadership Council
Regions
National Athlete Leadership Council
Programs
Local Athlete Leadership Council
Sub-Programs
16
ACTIVITY
As you learn what an Athlete Leadership Council is, lets reflect on the role.
You will be divided into smaller groups so you can discuss the following
questions.
1
Why is it important for Programs to have an Athlete Leadership Council?
2
How can a Special Olympics Program benefit from having an Athlete
Leadership Council?
3
What are characteristics an athlete needs to be successful in this role?
17
Athlete Leadership Council: Responsibilities
Now we will learn about three important responsibilities of Athlete
Leadership Council members and the associated actions.
Athlete Leadership Council
What they do
How they do it
EMPOWER
athletes
A
D
V
O
C
A
TE
LEAD
their
Special
O
l
ympics
P
r
og
r
am
•
Know issues related to the Special
Olympics Program.
•
Represent other athletes ideas and
concerns.
•
Contribute to event planning and
implementation. Represent other
athletes’ ideas and concerns.
•
Serve as liaison between athletes
and staff in different programmatic
areas.
•
C
ommuni
c
a
t
e
impor
t
ant
issues
r
e
l
a
t
ed
to
athletes.
•
Model
Unified
Leadership
.
•
Know Special Olympics
organization strategic plan and
priorities
•
Organize Leadership trainings
and events in their Special
Olympics Program
18
ACTIVITY
After reviewing the ALC member responsibilities let us read the following
scenarios and think of which actions can help these athletes be successful in
their role.
Jenna
is
a
Special
Olympics
bocce
athlete
and
an
A
L
C
membe
r
.
She
heard
two
athletes
express
their
concerns
about
not
h
a
ving
a
lot
of
opportunities
t
o
compete.
Jenna
would
like
to
share
this
with
the
rest
of
the
Council,
but
she is
not
sure
if
everyone
feels
this
way.
What
w
ould
y
ou
a
d
vise
Jenna
t
o
d
o
?
The
Special
Olympics
Macau
team
is
planning
their
National
Games.
W
ang,
an
A
L
C
membe
r
,
has
participated
in
some
of
the
planning
discussion.
She
has
many
ideas
on
how
to
engage
athlete
leaders
during
the
Games.
What
w
ould
y
ou
a
d
vise
W
ang
to
d
o
?
19
Athlete Leadership Council: Operations
The number of athletes on the council will
vary depending on the size and needs of
the Special Olympics Program. It is
important to have enough athletes to get a
variety of input and perspectives.
Suggested members: Minimum 2-3 athletes.
Members
Selection
of
Members
Each
Special
Olympics
Program
will
ultimately
develop
the
criteria,
requirements,
and
process
to
select
athletes
to
serve
in
this
role.
Suggested
criteria:
•
Leadership
and
Skills
Curriculum
Core
Modules
Completed:
Introduction
to
Athlete
Leadership
Understanding
Leadership
1
2
•
Athlete
Representative
Module
Completed
•
Have
a
minimum
of
five
years
of
Special
Olympics
experience
Currently
registered
athlete
Involved
in
Athlete
Leadership
Participated
in
a
sport
competition/
program
within
the
last
five
years
1
2
3
•
Be
knowledgeable
about
Special
Olympics
•
Have
effective
communications
skills
(oral,
written
or
listening
–
do
not
need
all
three)
.
•
Able
to
contribute
to
meetings
.
•
Can
commit
to
time,
requirements,
and
expectations
of
the
role
Suggested
selection
process:
Open
call
for
athletes
interested
in
participating.
Create
an
evaluation
committee
composed
of
SO
staff,
coaches
and
athletes.
Length
Each
Special
Olympics
Program
will
determine
the term
or
length
of
time
the
members
serve
on
the
Council.
Suggested
term:
A
term
of
three
years
minimum.
Mentors
Athletes
can
choose
to
be
accompanied
by
a
mentor
for
conference
calls
and
in-person
meetings.
The
role
of
the
mentor
is
to
provide
the
support
as
needed
f
or
the
A
L
C
membe
r
’
s
p
r
epa
r
ation
t
o
successfully
participate
in
meetings
and
calls.
20
Officers
All
A
L
Cs
must
h
a
v
e
a:
Chairperson:
The
Chairperson
pr
o
vides
leadership
t
o
the
A
LC;
c
ollabora
t
es
with
SO
Program
staff;
prepares
agendas;
facilitate
calls/
meetings;
and
attends
calls/meetings
regularly.
Vice
Chair:
The
Vice
Chair
collaborates
with
the
Chairperson
and
performs
Chairperson’s
responsibilities
when
Chairperson
is
unavailable.
Secretary:
The Secretary takes attendance on calls and at meetings; distributes
minutes in a timely manner of all calls/meetings with assistance as needed
from facilitator; and distributes agenda for upcoming calls/meetings in a
timely manner
.
Calls/Meetings
Each
Special
Olympics
Program
and
ALC
will
determine
the
frequency
of
their
calls/meetings.
Suggested
term:
Monthly
or
bimonthly
calls.
21
ACTIVITY
Check your understanding. Read the statement and select the answer you
consider to be correct.
1.
One of the purposes of the Athlete Leadership Council is:
a.
For Program staff to delegate responsibilities to.
b.
Serve as a liaison in different areas of the organization providing
support and expertise.
c.
Lead in all leadership events.
2.
Members of the Athlete Leadership Council are expected to:
a.
Contribute to event planning and execution
b.
Only provide input on specific topics when asked.
c.
Voice only their own opinions and experiences.
3.
Members of the Athlete Leadership Council serve in their role
a.
Indefinitely
b.
For a specific period of time.
c.
As long as they want to.
4.
An important requirement for athletes to be part of an ALC is:
a.
Be able to read and write.
b.
Be a medal winning athlete.
c.
Be knowledgeable about Special Olympics.
5.
Mentor that participates in Athlete Leadership Council calls/meetings
must:
a.
Support the athlete so they are prepared for the calls/meetings.
b.
Voice
the
athlete’s
opinion
in
the
calls/meetings.
c.
T
a
k
e
no
t
es
for
the
members
of
the
A
L
C
.
Lesson 4:
Committees and Boards of
Directors
23
Lesson 4
Committees and Boards of Directors
What is a Special Olympics Committee?
The purpose of a committee is to solve problems, plan events, make
budgets. Really, they can do just about anything when they work
together, and everyone does their share.
ACTIVITY
Do you know what it takes to be a good committee member? What are
responsibilities of all committee members?
We need to come up with at least five things, but let us try for seven!
Everybody can write their ideas in the chat box. This is an individual activity
but you can draft your idea in the box below.
24
Once you have a list compare it with these good behaviors from committee
member:
•
Listens to everyone’s ideas
•
Research and learn about the issues
•
Make a list of what works and what does not work and why
•
Get input from others outside the committee (i.e. athletes or
volunteers) Do not share confidential information with people not on
the committee Work together for the best solution
•
Get consensus from the group Act professionally
•
Accept the group decision even if you disagree.
What else did you come up with that is missing from the list above?
25
ACTIVITY
Divide into smaller groups of 3-5 athletes.
Each group will be a
Unified Sports committee for a Special Olympics
Program
, and they need to decide how to spend $5,000 USD in the next 6
months to increase the participation of Unified Partners. We suggest you
use break out rooms and when finished let one team leader per group
describe their decision-making process.
After everyone shares, ask the following questions:
•
How did you feel during the committee meeting?
•
Did you find it easy or challenging?
•
What worked well?
•
What did not work well?
Notes:
26
ACTIVITY
Special Olympics has different committees for different purposes. Can you
think of some?
Please write them down here and, when appropriate, share with the group.
Here
are
some
examples
of
Special
Olympics
committees:
•
Athlete
Leadership
Committee
•
Fundraising
Committee
•
Opening
Ceremonies
Committee
Family
Committee
•
Volunteer
Recruitment
Committee
27
What is a Special Olympics Boards of
Directors?
The
Board
of
Directors
sets
the
policy
for
the
Program
and
supervises
the
CEO.
They
also
oversee
the
budget
for
the
program.
The
Board
of
Directors
needs
to
have
enough
members
so
they
can
supervise
and
make
decisions
in
time.
They
should
include
members
from
different
locations
and
different
professions
who
have
experience
in
Special
Olympics
or
with
intellectual
disabilities,
or
an
interest
in
developing
and
expanding
Special
Olympics.
As
a
requirement
all
Board
of
Directors
must
include
at
least
one:
Sport
E
xpert
SO
F
ami
l
y
Member
E
xpert
in
ID
SO
Athlete
28
ACTIVITY
Let
us
reflect
on
what
we
have
learned
so
far.
You
will
be
divided
into
smaller
groups
so
you
can
answer
and
discuss
the
following
questions.
1
How can a Special Olympics Program benefit from having athletes
participating as a board of director and a committee member?
2
What are some of the challenges for an athlete serving on a Board of
Directors?
How would you manage them if you were on a Board?
29
3
Think about yourself in these roles. What strengths do you already
have that will help you succeed? What would you need to improve?
4
What kind of support does an athlete leader need to be successful in
these roles?
Please
complete
the
Training
Evaluation
Form
:
https://bit.ly/3x08Phi
(please
no
t
e:
link
is
case
sensati
v
e)
The essentials of meeting preparation, including setting up meetings, inviting attendees, conducting discussions, and following up post-meeting. Learn how to create agendas, facilitate discussions, and ensure productive outcomes. Enhance your communication skills with practical activities and reflective questions to apply your knowledge in real-world scenarios.
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Presentation Transcript
Athlete Representative Participant Workbook June 2021
Lesson 1: Preparing for Meetings
Instructions Read the information provided in each lesson Answer the reflective questions at the end For the activities do one of the following: Print out and complete by hand. o Complete on your computer and print. o 3
Lesson 1 Preparing For Meetings What is a meeting? A meeting is when two or more people come together to discuss one or more topics, often in a formal or business setting, but meetings also occur in a variety of other environments. Before a meeting You need to prepare for a meeting to make sure you will have successful participation. ACTIVITY In groups, practice setting up a meeting. Together decide on a topic and review the checklist together: Date: Time: Location: Topic (what you are talking about): How many people are in the meeting? 4
Who is invited to attend? Email Phone Call Announcement How are they invited? please circle one Items from the last meeting New Items The agenda? please circle one Facilitator Checklist Who will take notes? if online or phone, confirm dial-in number, zoom link, etc. Minutes of previous meeting (should be send in advance) do we need a flip chart, markers, projector, presentation or materials? Meeting agenda are any special guests invited? if in person, meeting room reserved and set-up During a meeting? A successful meeting: Starts on time Has enough participants Has an agenda Discussion stays on topic and is productive Has a welcoming environment where people feel safe to share their opinions The group discussions topics and makes a decision Everybody understands the decisions All agree on an action plan or next steps after the meeting 5
ACTIVITY The same groups will meet again and start the meeting they planned before remembering everything they need to do during a meeting. One of the participants should take minutes. When someone is responsible for taking minutes, that means they write down notes or a summary of the meeting: Date: Location: Participants: Facilitator: Special Guests: Notes: Time the meeting started: Time the meeting ended: Read minutes from last meeting. Anyone have any questions or comments? Old business, discuss items pending from last meeting: New business, discuss new items: Next steps: Note taker: 6
After a meeting What to do after ameeting? 1. Passthe meeting notes to all participants(through WhatsApp, email, calls,etc.). 2. Follow up with team members (through WhatsApp, email, calls,etc.). 3. Organize your tasksand complete them. 4. Stayintouch: askquestions, help others. REFLECTIVE QUESTIONS Think about what you have learned and how you can put it into practice: 1 Share something you have learned in this lesson: 2 Thinkabout your role during ameeting. Write anXunder Yesor No: Wouldyouliketo beafacilitator? Yes No Would youlike to write the minutes? Would youlike to follow up with team members and their tasks? Would youlike to havefollow-up discussionswith others? 3 What is something you will do every time you prepare for a meeting? 7
Lesson 2: Meeting Behavior
Lesson 2 Meetings Behavior Meeting Behaviors Abehavior isthe wayinwhichoneacts, especiallytowardothers. Ameeting gathers agroup of people with different personalities,experiences,ideasand expertise. Fora meeting to be successful(seeLesson1) everyoneneeds to contribute. Theirbehaviorsduring the meeting matter. People aredifferent and sothey will act indifferent waysduring a meeting. Here are some examples of common behaviors you will see during ameeting: Listen Remove distractions Respect timing Speak clearly Take turns to speak Make progress 9
ACTIVITY Look through each of the behaviors on the left and the definitions listed on the right. Draw a line to connect each behavior to the correct definition. Combativepersonality. Regularly creates a discussion. Overly talkative Likesto bethe center of attention, may know a lot about the topic and wants to tell everyone, or likesto talksalot. Easily distracted Gets distracted easily, distractsother members and you with side conversations. Uninterested Seemsbored,as if they do not care. Or can comeacrossshy. Argues alot 10
ACTIVITY Here are some tips on how to address the behavior we discussed previously. Divide into groups, each group must have a facilitator that can role play one of the behaviors and ask the other to follow the tips on how to react and improve the situation. After that, ask other members of the group to role play other behaviors Behavior Whatto do? Slowthemdownwithquestions that make themthink. Interruptwith: That saninteresting point... nowlet sseewhatthe group thinksof it. Overly talkative Engage them by asking a question or call on them by name to get their attention. If it persists you can nicely ask them to join the group discussion. Easily distracted Remind everyone this is a safe space and that everyone is free to share their thoughts in a respectful way. Ask their opinion. Learn about their interests. Be sure to compliment them the first time they share and be sincere about it. Uninterested Manage your own emotions. Don t let group get excited either. Review their points to understand their opinion, express your agreement and then move on to something else. As a last resort, talk to them privately during a break. Try to find out what s bothering them. See if you can promote cooperation. Argues alot 11
REFLECTIVE QUESTIONS Think about what youhavelearned andhowyoucanput it into practice: 1Share something you have learned in this lesson: 2 Think about the behavior you show during ameeting. Rememberyour past experiences in meetings and think about what youusually do. Behonest! Inthe activity below, anything that you put anXnext for anegative behavior just meansyouhavesomethingto work on in the future. Mark anXunder Yesor No for eachquestion. Then,reviewthese answerswith a mentor, friend, family member or Special Olympics staff to identify your behaviorsduringmeetings. Yes No Youtendto talkmorethanothers Youarriveontime Youexpressyour ideasbriefly and clearly Youdo not participate during discussions Youtend to feel angryor upset when you do not agree with others Youspeakloudly and overother people in discussions Youstop participating in the meeting when someone interrupts you Youmotivate everyoneto participate Yougetdistracted easily When youdisagree with someone youremaincalm 12
3What is something you will do every time you prepare for a meeting? 4After reviewing your behaviors in meetings, is there something you want to change or improve? Why? 13
Lesson 3: Athlete Leadership Councils
Lesson 3 Athlete Leadership Councils What is an Athlete Leadership Council? Previously known as an Athlete Input Council. The name was changed to better reflect the role this group has in the organization. Providing input is still an important piece but not the only one. The council is a structure created for athletes to: Report to other athletes and Program leaders what is happening in their areas. Voice their peers opinions about important issues related to Special Olympics. Develop, plan, and implement projects. Serves as a liaison in different areas of the organization providing support and expertise. Gain leadership training and experience. This structure exists at a global, regional, national, and local level. Global Athlete Leadership Council Headquarters Regional Athlete Leadership Council Regions National Athlete Leadership Council Programs Local Athlete Leadership Council Sub-Programs 15
ACTIVITY As you learn what an Athlete Leadership Council is, lets reflect on the role. You will be divided into smaller groups so you can discuss the following questions. 1Why is it important for Programs to have an Athlete Leadership Council? 2How can a Special Olympics Program benefit from having an Athlete Leadership Council? 3What are characteristics an athlete needs to be successful in this role? 16
Athlete Leadership Council: Responsibilities Now we will learn about three important responsibilities of Athlete Leadership Council members and the associated actions. Athlete Leadership Council What they do How they do it Know issues related to the Special Olympics Program. Represent other athletes ideas and concerns. Contribute to event planning and implementation. Represent other athletes ideas and concerns. Serve as liaison between athletes and staff in different programmatic areas. LEAD their Special OlympicsProgram Organize Leadership trainings and events in their Special Olympics Program EMPOWER athletes Communicate important issues related to athletes. Model Unified Leadership. Know Special Olympics organization strategic plan and priorities ADVOCATE 17
ACTIVITY After reviewing the ALC member responsibilities let us read the following scenarios and think of which actions can help these athletes be successful in their role. JennaisaSpecialOlympicsbocceathlete and anALCmember. Sheheardtwo athletes expresstheir concerns about not havinga lot of opportunities to compete. Jenna would like to share this with the rest of the Council, but she is not sure if everyone feels this way. WhatwouldyouadviseJennatodo? TheSpecialOlympics Macauteam is planning their National Games. Wang,anALCmember,has participated in some of the planningdiscussion.Shehasmany ideas on how to engage athlete leaders during the Games. Whatwouldyouadvise Wangto do? 18
Athlete Leadership Council: Operations The number of athletes on the council will vary depending on the size and needs of the Special Olympics Program. It is important to have enough athletes to get a variety of input and perspectives. Members Suggested members: Minimum 2-3 athletes. Selection of Members Each Special Olympics Program will ultimately develop the criteria, requirements, and process to select athletes to serve in this role. Suggested criteria: Leadership and Skills Curriculum Core Modules Completed: 1 2 Athlete Representative Module Completed Havea minimumof five yearsof SpecialOlympics experience Introduction to Athlete Leadership UnderstandingLeadership Currently registered athlete Involvedin 1 2 3 Athlete Leadership Participated inasport competition/ program within the last five years Beknowledgeable about SpecialOlympics Haveeffective communications skills (oral, written or listening do not need all three). Able to contribute to meetings. Cancommit to time, requirements, and expectations of the role Suggestedselectionprocess: Open call for athletes interested in participating. Create anevaluation committee composed of SOstaff, coachesand athletes. Length Each Special Olympics Program will determine the term or length of time the members serveon the Council. Suggestedterm: Aterm of three years minimum. 19
Officers All ALCsmusthavea: Chairperson: TheChairperson providesleadership to the ALC; collaborates with SO Program staff; prepares agendas; facilitate calls/ meetings;and attends calls/meetingsregularly. ViceChair: TheViceChaircollaborateswith the Chairperson and performs Chairperson sresponsibilities when Chairperson is unavailable. Secretary: The Secretary takes attendance on calls and at meetings; distributes minutes in a timely manner of all calls/meetings with assistance as needed from facilitator; and distributes agenda for upcoming calls/meetings in a timely manner. Calls/Meetings Each Special Olympics Program and ALC will determine the frequency of their calls/meetings. Suggested term: Monthly or bimonthly calls. Mentors Athletes canchooseto be accompanied byamentor for conferencecallsandin-person meetings. The role of the mentor is to provide the support as needed for the ALC member s preparation to successfully participate in meetings andcalls. 20
ACTIVITY Check your understanding. Read the statement and select the answer you consider to be correct. 1. One of the purposes of the Athlete Leadership Council is: a. For Program staff to delegate responsibilities to. b. Serve as a liaison in different areas of the organization providing support and expertise. c. Lead in all leadership events. 2. Members of the Athlete Leadership Council are expected to: a. Contribute to event planning and execution b. Only provide input on specific topics when asked. c. Voice only their own opinions and experiences. 3. Members of the Athlete Leadership Council serve in their role a. Indefinitely b. For a specific period of time. c. As long as they want to. 4. An important requirement for athletes to be part of an ALC is: a. Be able to read and write. b. Be a medal winning athlete. c. Be knowledgeable about Special Olympics. 5. Mentor that participates in Athlete Leadership Council calls/meetings must: a. Support the athlete so they are prepared for the calls/meetings. b. Voice the athlete s opinion in the calls/meetings. c. Take notes for the members of the ALC. 21
Lesson 4: Committees and Boards of Directors
Lesson 4 Committees and Boards of Directors What is a Special Olympics Committee? The purpose of a committee is to solve problems, plan events, make budgets. Really, they can do just about anything when they work together, and everyone does their share. ACTIVITY Do you know what it takes to be a good committee member? What are responsibilities of all committee members? We need to come up with at least five things, but let us try for seven! Everybody can write their ideas in the chat box. This is an individual activity but you can draft your idea in the box below. 23
Once you have a list compare it with these good behaviors from committee member: Listens to everyone s ideas Research and learn about the issues Make a list of what works and what does not work and why Get input from others outside the committee (i.e. athletes or volunteers) Do not share confidential information with people not on the committee Work together for the best solution Get consensus from the group Act professionally Accept the group decision even if you disagree. What else did you come up with that is missing from the list above? 24
ACTIVITY Divide into smaller groups of 3-5 athletes. Each group will be a Unified Sports committee for a Special Olympics Program, and they need to decide how to spend $5,000 USD in the next 6 months to increase the participation of Unified Partners. We suggest you use break out rooms and when finished let one team leader per group describe their decision-making process. After everyone shares, ask the following questions: How did you feel during the committee meeting? Did you find it easy or challenging? What worked well? What did not work well? Notes: 25
ACTIVITY Special Olympics has different committees for different purposes. Can you think of some? Please write them down here and, when appropriate, share with the group. Herearesomeexamples of SpecialOlympics committees: Athlete Leadership Committee FundraisingCommittee OpeningCeremoniesCommittee Family Committee Volunteer RecruitmentCommittee 26
What is a Special Olympics Boards of Directors? BOARD OF DIRECTORS PRESIDENT&CEO STAFF STAFF STAFF STAFF STAFF TheBoard of Directors sets the policy for the Program and supervises the CEO. Theyalsooverseethe budget for the program. TheBoard of Directors needs to haveenough members sothey cansupervise and makedecisionsin time. Theyshould include members from different locations and different professions who haveexperience in Special Olympics or with intellectual disabilities, or aninterest in developing and expanding SpecialOlympics. Asa requirement all Board of Directors must include at least one: Sport Expert SO Family Member Expert inID SO Athlete 27
ACTIVITY Let us reflect on what we have learned so far. You will be divided into smaller groups so you can answer and discuss the following questions. 1How can a Special Olympics Program benefit from having athletes participating as a board of director and a committee member? 2What are some of the challenges for an athlete serving on a Board of Directors? How would you manage them if you were on a Board? 28
3Think about yourself in these roles. What strengths do you already have that will help you succeed? What would you need to improve? 4What kind of support does an athlete leader need to be successful in these roles? Pleasecomplete the TrainingEvaluationForm: https://bit.ly/3x08Phi (pleasenote:link iscasesensative) 29
