Be an assistant coach of children of differing ages with special needs and typically developing children, or be a player-mentor on the same team with similar aged teens with special needs and typically developing teens.

This is a non competitive sports program that allows children with special needs to feel they can be on a team of their peers. This is an inclusion program that teaches team leadership, sportsmanship, compassion, empathy, and many other civil society attributes that make a difference in the lives of not only children with special needs but the whole family, which serves the whole community.

Preparation Instruction:
There is a mandatory 2 hour “day of training” on March 7^th,  that all Head and Assistant coaches must attend in order to be a Head Coach or Assistant Coach. Player-Mentors must register as “Player registrants”. For all Player-mentors, there is still a $15 registration fee. No training is needed, just playing alongside peers with special needs and typically developing peers. 
 

Activity Instruction:
To be an assistant coach, you will need to apply by filling out the Coach registration form which is attainable by going to www.guamchristianchurch.org. Click on the Esoccer icon and scroll to the bottom of the page. Download, print, and fill out the form. Once filled out and submitted, if accepted, you will attend a 2 hour “Day of Training” on March 7.  You will learn and understand the different types of children with special needs who you will be assisting your Head coach in coaching. As an AC, you will be called upon to be at the Dededo Sports Complex by 3:30pm on each Saturday starting on March 21^st until May 9^th, to help set up your field and the meeting location for your team. As an AC you will help keep the game in motion and be called upon to assist players with special needs to do the pregame exercises and to kick the soccer ball down the field during the game. Some children will need one-on-one assisting. As an AC  you will be asked to stay until 5:30 pm every Saturday to break down field and tents that were set up for the team location. This requires 2 hours of every Saturday evening during the season. As a Player-mentor you will help your team mates with special needs learn the game of soccer and have fun. This requires only 1 hour every Saturday evening from 4-5 pm for the duration of the season. Player-mentors are invaluable and are needed for this program to succeed. . 
 

Reflection Instruction:

In order to earn service learning hours, a reflection will need to be turned in to a teacher for input into Power School. The reflection should address: What did you do? What did you learn? In what way was this service to your community? You may also eflect on: 

1. Compassion and Empathy for others. A society that doesn’t have compassion and empathy for those who are different is a society that will not have compassion and empathy on you.
2. Awareness of the real needs within the families of our community.
3. True Leadership is born from the desire to help others succeed.
4. Helping to provide a safe place for these families to bring their children with special needs Isn’t just providing an hour of fun, but is changing lives immeasurably.
5. It doesn’t take a lot of effort to make a difference in many peoples lives, just a lot of heart. 
 

Learning Standards/Objectives:
The sole object for this program is to provide families with the task of raising children with special needs a place where they all belong and to share a love that is deeper than a gesture and wider than a smile. 

Guam DOE standards

Social Studies: AG.4.16

Practice personal character traits that facilitate thoughtful and effective participation in civic life, including the following:

• Trustworthiness and honesty

• Courtesy and respect for the rights of others

• Responsibility, accountability, and self-reliance

Physical Education Standard 5: Responsible Personal and Social Behavior

Students exhibit responsible personal and social behavior that respects self and others in physical activity settings.

HS.5.1: Demonstrate safe and appropriate use and care of equipment and facilities.

EXAMPLE(S): Anticipate potentially dangerous situations related to physical activity (e.g., attach safety clip to shirt while operating the treadmill; check a softball bat prior to stepping up to the plate).

HS.5.2 Relate the benefits of physical activity to social and emotional well-being.

EXAMPLE(S): Participate with friends and/or family in physical activities to relax, relieve stress.

HS.5.3 Describe the potential physiological risks associated with physical activity in various environments.

EXAMPLE(S): Monitor temperature and humidity; drink water while in hot weather.

HS.5.4 Apply game rules accurately and fairly during activity.

EXAMPLE(S): Self-officiate a game of Frisbee with respect and compassion for children with individual differences.

HS.5.5 Develop strategies for inclusion of all students in physical activity.

EXAMPLE(S): Use a ball with a sound device for a blind student.

HS.5.6 Demonstrate and apply appropriate rules of etiquette in games and activities.

EXAMPLE(S): Escort a lady off the dance floor; no talking while a golfer is teeing off.

Standard 6: Value of Physical Education

HS.6.1 Identify positive mental and emotional aspects of participation in a variety of physical activities (e.g., mental alertness, relaxation, social interaction).

HS.6.2 Express feelings of satisfaction and enjoyment as a result of participating in regular physical activity.

EXAMPLE(S): Express emotion and release energy and/or stress by participating in a challenging game of tennis.

HS.6.3 Reflect on reasons for choosing to participate in lifetime physical activity.

EXAMPLE(S): Write a reflection of ways to promote the health benefits of physical activity to peers.

 

  Name: Brian McMillan

 Phone: 482-0577

  Email: [email protected]

Organization/Agency/Business Name: Organization/Agency/Business Name: