TE_CYS-26_Sprts_Dir_Handbook_Appendix.pdf

Appendix Army Child & Youth Sports and Fitness Directors Handbook

Version One i

This handbook was developed to guide Army Child, Youth & School Services Sports & Fitness Directors in the successful implementation and coordination of Army Child, Youth & School Services Sports & Fitness Programs on and off the garrison.

A publication of Army Child, Youth & School Services.

©2008 AMWRF. All rights reserved. Photocopying or reproduction strictly prohibited except within the Department of Defense.

Resources 1

Tools 10

Reference Memos 28

CYS Services Acronyms 179 How to Download CYMS Training Guides 198

Appendix ii Contents

Character is the essence of one’s being, undiluted by outside influence or interpretation. Character is a manifesta-tion of one’s unobserved thoughts and actions. It is who we really are. An individual of good character acts ethi-cally – doing the right thing while avoiding the wrong. Character is measured through action both during good and difficult times. Young people should be encouraged to understand the Six Pillars of CharacterSM:

l Trustworthiness l Respect l Responsibility l Fairness l Caring l Citizenship

The Six Pillars of Character & What They Mean

Character Education

Trustworthiness l Be honest l Don’t deceive, cheat or steal l Be reliable – do what you say you’ll do l Have the courage to do the right thing l Build a good reputation l Be loyal stand by your Family and friends

Respect l Treat others with respect l Be tolerant of differences l Use good manners, not bad language l Be considerate of the feelings of others l Don’t threaten, hit or hurt anyone l Deal peacefully with anger, insults and disagreements

Responsibility l Do what you are supposed to do l Persevere . . . keep on trying l Always do your best l Use self-control and be self-disciplined l Think before you act – consider the consequences l Be accountable for your choices

Fairness l Play by the rules l Take turns and share l Be open-minded and listen to others l Do not take advantage of others l Don’t blame others carelessly

Caring l Be kind l Be compassionate and show you care l Express gratitude l Forgive others l Help people in need

Citizenship l Do your share to make your school and community better l Cooperate l Stay informed and vote l Be a good neighbor l Obey laws and rules l Respect authority l Protect the environment

Character reflects the following core values:

Army Core Values The Six Pillars of Character Loyalty Trustworthiness Duty Respect Respect Responsibility Selfless Service Fairness Honor Caring Integrity Citizenship

CHARACTER COUNTS! and the Six Pillars of Character are service marks of the CHARACTER COUNTS! Coalition, a project of the Josephson Institute of Ethics (www.charactercounts.org).

Appendix: Resources

Resources

Developmental Stage Programmatic Strategy 3-5 Year-Olds: Physical Changes

• Praise encourages children to perfect skills and try new tasks.

3-5 Year-Olds: Social & Emotional Changes

consequences.

• Emotions are usually extreme and short-lived.

enjoy being with other children.

(mother, father, doctor, nurse, police officer, mail-carrier, etc.).

and independence.

• Appreciate praise for their achievements.

• Give children simple tasks and praise what they are able to do.

• Praise and attention encourages good behavior.

• Always reassure children that you care for them.

3-5 Year-Olds: Intellectual Changes

• Can communicate their needs, ideas, and questions.

• Attention span is longer so they can participate in group activities.

“Why?”

size, weight, color, texture, distance, time, and position).

Developmental Stages of Children & Youth

6-10 Year-Olds: Physical Changes

entering puberty.

• Increase in large and small muscle development, strength, balance and coordination.

about and use their bodies.

6-10 Year-Olds: Social Changes

and to perform at their best.

• Emphasize group learning experiences and form groups to plan activities together.

• Plan learning experiences to be done with members of the same sex.

• Encourage experiences with and mentoring by older youth.

• Work closely with this age group and enlist older youth to help with this task.

6-10 Year-Olds: Emotional Changes

• Comparisons with other youth are difficult and erode self-confidence.

• Prefer recognition and praise for doing good work.

• Instead of comparing youth with others, help them identify their own successes by comparing present and past performances

6-10 Year-Olds: Intellectual Changes

• Interests often change rapidly and do best when work is presented in small pieces.

• Vary greatly in academic abilities, interests, and reasoning skills.

• Easily motivated and eager to try new things.

• Allow for many brief learning experiences and give simple, short directions.

• Offer activities appropriate for a wide range of abilities so that all children have a chance to succeed.

• Provide a variety of different activities.

11-15 Year-Olds: Physical Changes

• Experience rapid changes in physical appearance. Growth spurts happen earlier for girls than boys.

• Show interest in sports and active games.

• Talk about physical changes because young teens are often uncomfortable with and embarrassed by their changing bodies.

• Encourage active, fun learning experiences.

11-15 Year-Olds: Social Changes

• Show concern about social graces, grooming and being liked by peers.

• Exhibit less dependency on parents to more dependency on opinions of peers.

• Become interested in activities that involve boys and girls.

• Encourage learning experiences related to self-discovery, self-understanding, and getting along with others. Be patient with grooming behaviors that may seem excessive.

• Help parents to understand this is a sign of growing maturity, not rejection of family.

• Provide opportunities for boys and girls to mix without feeling uncomfortable—seems to work best if youth plan activities themselves.

11-15 Year-Olds: Emotional Changes

• Can be painfully self-conscious and critical.

Vulnerable to bouts of low self-esteem.

• Changes in hormones and thinking contribute to mood swings.

• Desire independence, yet need their parents’ help.

• Plan many varied opportunities for achievement and have their competence recognized by others. Concentrate on developing individual skills.

• Remember that early adolescents are known for their drama and feelings that seem extreme to adults. Accept their feelings and be careful not to embarrass or criticize.

• Encourage youth to work with adults and older teens.

11-15 Year-Olds: Intellectual Changes

• Tend to reject solutions from adults in favor of their own.

• Begin to think more abstractly and hypothetically. Can think about own reasoning and becoming skilled in the use of logic and cause-and-effect.

• Take more responsibility for planning and evaluation of work.

• Involve young teens in setting rules and planning activities for your group or program.

• Ask questions that encourage predicting and problem solving. Help youth to find solutions by providing supervision without interference.

• Allow young teens to plan activities and expect follow-through. Help them to evaluate the outcome.

16-18 Year-Olds: Physical Changes

• Most have overcome the awkwardness of puberty, but some boys are still growing at a fast pace. Many are concerned with body image.

• Avoid comments that criticize or compare stature, size, or shape.

16-18 Year-Olds: Social & Emotional Changes

Dating increases.

be recognized as unique individuals.

• Establish a climate that is conducive to peer support.

• Allow teens to plan coeducational and group oriented projects or activities.

• Provide opportunities for teens to plan their own programs.

• Place emphasis on personal development whenever possible.

16-18 Year-Olds: Intellectual Changes

• Reach high levels of abstract thinking and problem solving.

• Develop community consciousness and concern for the well-being of others.

• Increase self-knowledge; personal philosophy begins to emerge.

• Put youth into real life problem-solving situations. Allow them to fully discover ideas, make decisions and evaluate outcomes.

• Encourage civic projects that are a service to others.

• Allow time and plan activities with youth to encourage them to explore and express their own philosophies.

This information was produced by the USDA Army Youth Development Project, a collaboration of the US Army Child & Youth Services and the Cooperative State Research, Education & Extension Service, US Department of Agriculture, under Auburn University Special Project # USDA-EXCA-3-0930. Users are encouraged to use all or parts of this information giving credit to US Army Child & Youth Services and USDA Cooperative State Research, Education & Extension Service in all printed materials.

The Experiential Learning Model is an academic model that promotes information-retention, process-recognition and problem-solving capabilities. Child, Youth & School (CYS) Services has adopted The Experiential Learning Model with the assistance of its national partner, 4-H, through the Army Youth Development Project (AYDP). The Experiential Learning Model describes the learning of new skills and concepts as a five-part process incorporating doing something, reflecting upon the action, and ultimately applying the lessons learned along the way.

The Experiential Learning Model begins with a planned or programmed situation, or experience (Step One) designed to provide the opportunity to learn a specific skill or concept. While the skill or concept may or may not be something new for the learner, the attempt should be made to push individuals beyond previous experiences.

Sharing (Step Two) begins with asking questions designed to get participants to share their reactions and observa-tions and to discuss the feelings generated by the experience. Sharing helps participants reflect on what they have done. The questions are generally associated with the senses (seeing, feeling, hearing, tasting and smelling) and perceived difficulty of the task.

The next step in the model is to discuss the process (Step Three) – how the experience was actually carried out.

Participants describe specific problems and how issues were addressed. In this step, recurring themes are identi-fied and patterns recognized.

Step Four is when participants begin to generalize from the experience. The learner now begins to apply what has been learned to what he/she already knows. This step is designed to illustrate to participants how the new experi-ence relates to “real life.” Generalization questions include, “What was learned from the experience?” and, “How does this new information relate to other things you have learned?”

Experiential Learning Model

In the last step, the Experiential Learning Model addresses the “Now what?” application of the experience and explores how the information learned can be applied to other situations. Application questions might be, “How can you use what you have learned?” and, “How does what you’ve learned apply to other parts of your life?”

The “debriefing process” of the Experiential Learning Model is what moves a mere activity to an actual learn-ing experience. The main purpose of processing the experience is to allow participants the opportunity to integrate their learning and come to closure with the activity. No lesson should end without the participant discussing what they have learned, how it is relevant to their lives, and how it might apply to some future situ-ation they are likely to find themselves in.

For more information on the Experiential Learning Model, please refer to the 4-H 101 curriculum found on the 4-H Military Partnership Web site at

>> www.4-hmilitarypartnerships.org <<, or visit

>> http://www.experientiallearning.ucdavis.edu/default.shtml <<

Defining Volunteerism, Community Service & Service-Learning

What is volunteerism?

Volunteerism, or volunteering, describes an individual choosing to perform a positive service or good deed for another individual. The service or deed is of the individual’s own free will and done without the expectation of reward. Some examples of volunteerism might be bringing food to an event, dog walking, working at a charitable organization or community agency, or helping an elderly neighbor with household chores. Life-long volunteerism is critical to the development of an individual’s character.

What is community service?

Community service is volunteerism conducted at the community level. The service or deed benefits the entire community. Examples of community service are the participation in a food drive, picking up trash along a road-way, or singing at a nursing home.

What is service-learning?

Service-learning occurs when community service is related, on an intellectual level, to what is being learned in school or in afterschool programs. A service-learning project is a “hands-on” experience requiring participants to apply knowledge, old or new skills, critical thinking, and wise judgment to address real community needs. Par-ticipants may also apply a pre-existing talent towards developing a service-learning project. For example, partici-pants who are artistically inclined might draw or paint a mural at a location in an area of the community that needs beautification. The service-learning process should provide young people with real-life experiences that drive them to think, to problem-solve, and ultimately want to learn.

The Core Elements of Service-Learning

Participant Involvement In order to best benefit from the service-learning experience and contribute to a high-quality product, children and youth should be involved in every step of the programmatic process. Significant learning occurs as partici-pants help plan, organize and implement a service-learning experience.

Meaningful service

The need in the community should be real, with participants involved in identifying the need and developing a plan to meet it. Just as children and youth might sometimes recognize needs that adults are not aware of, they might sometimes need help with prioritizing community needs. Adults can ensure that participants are more en-gaged and emotionally invested in the service-learning process by involving them in identifying needs, prioritizing them, and strategizing plans.

Reflection As they progress through the service-learning process, participants benefit by having time set aside to consider what has happened, is happening, or may happen. Reflection should occur before, during and following a service-learning project. By leading a brief reflection activity at each major step of a service-learning experience, adult leaders facilitate a “reality check.” This affords the opportunity for inaccurate perceptions and biases to emerge so that they might be learned from, for participants to enhance problem-solving skills, and for participants to learn about topics that relate to the project, such as cultural issues, the cycle of poverty, etc.

Service-Learning

The Benefits of Service-Learning Children and youth participating in a service-learning project typically find that it influences their personal devel-opment in a number of ways, especially through the promotion of:

l Academic skills l Civic values l Confidence l Creativity l Empathy for others l Intrinsic motivation l Problem-solving skills l Resiliency l Self-esteem l Social skills l Team-building skills l Workforce preparation

Service-learning projects provide ample opportunities to discuss the Character Counts! Six Pillars of CharacterSM both individually and as a group. Service-learning projects illustrate “character in action.” Through this process, participants are shown the significance and what it means to be a person of character.

The community at-large also benefits from service-learning. Benefits might include economic savings, learning to view young people as assets and active citizens, benefits to the environment, social benefits, and greater intergen-erational interaction.

The Sports & Fitness (SF) Program also benefits from service-learning projects. These include, but are not limited to:

l Raising the profile of the SF Program through local media exposure l Being recognized by the Garrison Commander and/or other Army leaders l Acknowledging Army children and/or youth for being caring citizens l Expanding the number of young people interested in the SF Program through media, reputation and word of mouth.

l Establishing a stronger community connection l Developing strong partner support from other community agencies and organizations

For more information on service-learning, please refer to the guide, Enhance Your Youth Program with Service Learning, which can be found at >> www.4-hmilitarypartnerships.org <<.

Tools

Appendix: Tools

Army Position Description

DA PD#: AM329

Installation: PERSONNEL AND EMP PENTAGON, DC

Title: CHILD AND YOUTH SERVICES SPORTS & FITNESS DIRECTOR

Citations:

1) NAF FUNDS PERSONNEL POLICY, AR 215-3, CHAPTER 3, APR 2002

2) OPM, PCS, SPORTS SPECIALIST SERIES, GS-030,

Series: 0030

Pay Plan: NF

Grade: 04

Fair Labor Standards Act:

MACOM: UNASSIGNED

Region: Northeast

Duties:

SUPERVISORY CONTROLS:

Performs duties under the general direction of the CYS Coordinator who outlines program objectives and is available for discussion of complicated and unprecedented matters. Incumbent’s work is evaluated in terms of compliance with baseline standards as measured against established metrics, as well as program accomplishments and effectiveness. Majority of assignments are performed independently.

MAJOR DUTIES:

Serves as a Sports and Fitness (S&F) Director with responsibility for the operation, integration, coordination, and oversight of installation CYS Sports and Fitness Program: Team Sports - Soccer, Basketball and Baseball/T-ball plus a minimum of two locally selected activities, Individual Sports - minimum of three locally selected activities; Fitness and Health - Nutrition Counseling/Education and Health Promotion Classes/Events plus a minimum of one locally selected activity. Youth also participate in B&GCA Fitness Authority Program and Outreach Opportunities - Intramurals (SAS, MST), Motor Skill activities (CDC, FCC, SAS), Skill Building Clinics (SAS, MST, Community) and MWR Partnerships plus a minimum of one locally selected activity serving children and youth birth - 18 years IAW all applicable regulations and standards. Works with the CLEOS representative in establishing an installation School of Sports IAW established guidelines. Establishes and maintains an active program of coaches certification, parental involvement providing parent education opportunities and encouraging parent observation and participation. Conducts annual parent/youth satisfaction surveys and analyzes results.

Applies professional knowledge to plan, implement, and supervise a comprehensive program that promotes positive growth and development of children and youth. Provides program oversight and accountability for the performance of staff and the safety and well being of children and youth IAW DoD, Army and local policies and standards. Ensures staff follow risk management procedures (i.e., abuse prevention, identification, and reporting procedures; accident prevention, etc.). Ensures Sorts and Fitness venues maintain appropriate standards for condition and sanitation. Monitors and analyzes adult/participant ratio sheets to ensure proper staffing policies are enforced. Establishes work schedules to meet ratio and group size requirements. Ensures children/youth are appropriately supervised at all times. Visits programs during all hours of program operation on a regular basis. Develops policies, procedures and SOPs to support program goals.

Serves as a member of the Installation Child and Youth Evaluation Team to ensure compliance with health, fire, safety, facility and program regulatory requirements and CYS baseline standards. Maintains DoD/Army certification for Sports and Fitness Program. Meets standards that support national accreditation or Army equivalent. Achieves and maintains Sports and Fitness Metrics to include coaches certification and youth participation. Ensures CYS Sports & Fitness Programs follow the National Standards for Youth Sports (NAYS). Ensur es all volunteers are trained, monitored and utilized per Army guidance, including training coaches using the National Youth Sports Coaches Association (NYSCA) guidelines

Implements and monitors DA policies to include CYPPP, fees, program registration/enrollment, baseline standards and benchmarks, Key Management Controls, and space utilization goals. Develops operational procedures to anticipate installation needs and trends and provides input to CYS Coordinator for inclusion in the CYS Operations Plan.

Recruits and hires qualified personnel including Program Assistants, Program Associates, Sports and Fitness Assistants and Assistant Directors utilizing Army CYS Standard Position Descriptions. Supervises program specialists and administrative/ support staff assigned directly to S&F program. Evaluates employees based on established performance standards.

Provides appropriate staff professional recognition and/or disciplinary action. Supports and budgets for staff annual training requirements. Ensures timely submission of personnel actions. Provides training for employees as required. Conducts written observations of staff during all hours of operation. Supports all established EEO and AA objectives.

Develops program budget and provides to CYS Coordinator for inclusion in the overall CYS budget. Manages program to budget. Conducts written analyses of budget variances. Prepares justification for funding of program resource requirements.

Utilizes Child and Youth Management System (CYMS) to oversee the collection, accurate accounting and reporting of funds;

and to collect and maintain up-to-date statistical data for planning and reporting purposes IAW higher headquarters and statutory requirements. Meets cost per space goals.

Works cooperatively with other CYS managers to ensure seamless service and continuity of quality options for all children and youth. Serves as member of the CYS Program Plan Team to develop written strategies for program improvement. Initiates and maintains partnerships with both on- and off-post organizations/schools serving children and youth to ensure comprehensive, coordinated community programs with little duplication of services to expand and enhance sports and fitness opportunities for youth.

Procures supplies and equipment to support program objectives and goals. Arranges for bus transportation for children/youth as required.

Serves as Subject Matter Expert on installation Child and Youth Services sports and fitness issues. Prepares reports, surveys, and briefings for command and installation on matters pertaining to CYS. Supports all EEO and AA objectives.

CONDITIONS OF EMPLOYMENT:

All required background checks of AR 215-3, 2-13, I to include a Child and Youth National Agency Check with Inquiries (CNACI), and a health assessment are required. Satisfactory performance, successful completion of required training, and demonstrated on the job competency is required. Travel to on and off post locations required. Duties may involve working both indoors and outdoors. Must have or be able to obtain a Certified Sports Administration Credential.

QUALIFICATION REQUIREMENTS:

1. Two years of demonstrated experience in planning, supervising, administering or carrying out a sports program that included a variety of individual and team sports and guiding participants in developing the skills needed for participation in sports activities and teaching the techniques of various sports. This experience may have been gained managing or administering a sports program in a community, industrial activity, or secondary school or college; planning, teaching or evaluating a physical education curriculum for secondary or higher academic levels; or managing, umpiring, or officiating at amateur or professional athletic events, competitions, or games. One year of the required years of experience must have been equivalent to the next lower grade level. Experience in child or youth sports is highly desirable.

2. The ability to plan and organize work, analyze problems to identify significant factors, gather pertinent data and recognize solutions.

3. Ability to communicate effectively orally and in writing in English.

4. The physical ability to lift and carry up to 40 lbs, walk, bend, stoop and stand on a routine basis. Duties may involve working both indoors and outdoors

OR

An undergraduate degree in physical education (or related fields) may be substituted for a year of the required experiences this position.

In addition, candidate must possess:

1. Twelve months of experience working in Sports/Fitness and/or youth programs equivalent to the next lower grade level.

2. The ability to plan and organize work, analyze problems to identify significant factors, gather pertinent data and recognize solutions.

3. Ability to communicate effectively orally and in writing in English.

4. The physical ability to lift and carry up to 40 lbs, walk, bend, stoop and stand on a routine basis. Duties may involve working both indoors and outdoors.

Evaluation:

Not Listed http://cpsfc.belvoir.army.mil/fasclass/search_pd/pd.asp?da_pd=AM329&pd_id=451958

ARMY CHILD AND YOUTH SERVICES

Title: Child and Youth Services Sports & Fitness Director Pay Plan/Series: NF – 030 – 04 Assignment Areas -- Within the scope and complexity outlines, the incumbent performs work in the following areas:

WORK SETTING AND CASELOAD

1. Serves as a CYS Sports & Fitness Director in the day-to-day operation of a comprehensive CYS Program with a minimum of 150 child/youth participation caseload. Ensures CYS Sports and Fitness programs are provided for children/youth in:

___CDC ___FCC ___SAS ___MST ___CLEOS

Initials: Supervisor: _______ Employee: _______

2. In small programs (as defined by the CYS staffing template), this position has collateral duties of:

Initials: Supervisor: _____ Employee: _____

3. Position requires working:

___Opening or Closing of Facility ___Early Morning ___Normal Duty Hours ___Evenings ___Nights ___ Weekends ___Holidays _____ Split Shift Initials: Supervisor: _______ Employee: _______

4. This position requires demonstrated competence/work ethics in the following areas: Trustworthiness, Respect, Responsibility, Fairness, Caring, and Citizenship. Initials: Supervisor: _______ Employee: _______

5. This position is Mission Essential. _____ Yes _____ No Initials: Supervisor: _______ Employee: _______

QUALITY AREAS

1. Ensures CYS Sports & Fitness Programs follow the National Standards for Youth Sports (NAYS).

Initials: Supervisor: _______ Employee: _______

2. Uses evaluation tools (e.g. Installation Youth Evaluation Tool (IYET); Commitment to Quality) for program self-evaluation and improvement.

Initials: Supervisor: _______ Employee: _______

3. Ensures the following choices are offered from the four CYS Sports & Fitness program components:

Team Sports – Installation offers Soccer, Basketball and Baseball/T-ball plus a minimum of two locally selected activities.

Individual Sports – Installation offers a minimum of three locally selected activities.

Fitness and Health – Installation offers Nutrition Counseling/Education and Health Promotion

Classes/Events plus a minimum of one locally selected activity. Youth also participate in B&GCA Fitness Authority Program.

Outreach Opportunities – Installation offer Intramurals (SAS, MST), Motor Skill activities (CDC, FCC, SAS), Skill Building Clinics (SAS, MST, Community) and MWR Partnerships plus a minimum of one locally selected activity.

Initials: Supervisor: _______ Employee: _______

4. Ensures all CYS baseline support/programs have been implemented.

Initials: Supervisor: _______ Employee: _______

ARMY CHILD AND YOUTH SERVICES

Title: Child and Youth Services Sports & Fitness Director Pay Plan/Series: NF – 030 – 04

5. Ensures all volunteers are trained, monitored and utilized per Army guidance, including training coaches using the National Youth Sports Coaches Association (NYSCA) guidelines.

Initials: Supervisor: _______ Employee: _______

6. Practices appropriate risk management controls by implementing key policies and procedures to minimize the risk of child abuse and ensure child safety and well being to include: program open door policy for parents, accountability for supervision and well-being of children, and ensuring staff and volunteers have timely completed background checks.

Initials: Supervisor: _______ Employee: _______

7. Creates/Maintains partnerships with: _____4-H ____ BGCA ____ Character Counts MWR Activities: ________________________________ Other on-post/off post: _____________________ Initials: Supervisor: _______ Employee: _______

AFFORDABILITY AREAS

1. Maintains average cost per program IAW within approved ranges. Develops budget that takes advantage of other revenue such as State and Federal Grants and/or Combined Federal Campaign, and sponsorship.

Initials: Supervisor: _______ Employee: _______

2. Bases installation CYS Sports & Fitness fees on established Army fee ranges for the program.

Initials: Supervisor: _______ Employee: _______

3. Ensures staff reflect the use of MWRUSA positions.

Initials: Supervisor: _______ Employee: _______

AVAILABILITY AREAS

1. Ensures enrollment follows DoD patron eligibility requirements with local options for priority access.

Initials: Supervisor: _______ Employee: _______

2. Ensures daily non-competitive physical activities are offered to youth of all ages.

Initials: Supervisor: _______ Employee: _______

3. Ensures enrolled and registered youth have the opportunity to participate in a variety of fitness activities that support physical well-being and sports and fitness skill development.

Initials: Supervisor: _______ Employee: _______

4. Ensures activities are offered to children/youth regardless of athletic ability to encourage them to develop healthy life styles.

Initials: Supervisor: _______ Employee: _______

5. Ensures intramural team sports for both boys and girls are offered each week to encourage teamwork and fairness.

Initials: Supervisor: _______ Employee: _______

6. Ensures instruction and opportunities to participate in individual are offered.

Initials: Supervisor: _______ Employee: _______

7. Establishes operating hours for the CYS Sports & Fitness programs that reflect the needs of the community.

Initials: Supervisor: _______ Employee: _______

8. Meets Sports and Fitness child/youth participation metrics.

Initials: Supervisor: _______ Employee: _______

Appendix: Tools 1

ARMY CHILD AND YOUTH SERVICES

INDIVIDUAL DEVELOPMENT PLAN (IDP)

FOUNDATION TRAINING RECORD

SPORTS AND FITNESS PERSONNEL

EMPLOYEE: INSTALLATION: POSITION/GRADE:

DATE OF HIRE: PROJECTED DATE OF COMPLETION

OF THIS IDP (18 MO. FROM DATE OF

HIRE):

DATE SPORTS AND FITNESS

CERTIFICATE AWARDED:

DUTY ASSIGNMENT: HOME PHONE: WORK PHONE: E MAIL ADDRESS:

TRAINER:

TRAINER PHONE (COMM& DSN):

TRAINER E MAIL:

SIGNATURE OF EMPLOYEE/DATE:

I understand successful completion of training in the prescribed time period is a job requirement.

NOTE: ACTUAL CLOCK HOURS MAY EXCEED TRAINING UNITS

SPORTS & FITNESS

ORIENTATION TRAINING

(Complete prior to first duty assignment)

MINIMUM 8 TRAINING UNITS

DATE: TRAINING

UNITS:

TRAINER'S

INITIALS:

EMPLOYEE'S

INITIALS:

Regulations and SOPS

Adolescent Growth and Development

Working with Children/Youth:

* Introduction to Sports & Fitness Program Areas and Baseline Programming

* Planning for S&F Activities

* S&F Health and Safety Issues

* Guidance Techniques

* Communication

Parent and Public Relations

Role Modeling for Children/Youth

Emergency Procedures

Abuse Identification, Reporting and Prevention in S&F Program Settings

Special Needs Awareness

SUPERVISED WORK

EXPERIENCE

(Complete prior to first duty assignment) MINIMUM 16 clock hours

DATE: CLOCK

HOURS:

TRAINER'S

INITIALS:

EMPLOYEE'S

INITIALS:

EMPLOYEE NAME: DATE ENTRY

LEVEL TRAINING

BEGAN:

PROJECTED DATE OF

COMPLETION

(6 MO. FROM DATE OF HIRE):

DATE ENTRY LEVEL

TRAINING

COMPLETED:

SPORTS & FITNESS

ENTRY LEVEL TRAINING

(Complete within first 6 months of hire)

MINIMUM 16 TRAINING UNITS

DATE: TRAINING

UNITS:

TRAINER'S

INITIALS:

EMPLOYEE'S

INITIALS:

Identifying and Reporting Abuse in Youth Program Settings Module

2 Units

Basic Computer Skills

Observation Techniques

1 Unit

Sports & Fitness Programs Areas and Baseline Programming

Module 4: Physical 2 Units

INF TOD PS SAS MST FCC

READ: S&F SUPP:

K.A.: SCORE: C.A.:

Module 6: Communication 2

INF TOD PS SAS MST FCC

READ:

Module 10: Guidance 2 Units

INF TOD PS SAS MST FCC

First Aid

Child/Adult CPR

INSTALLATION

REQUIREMENTS (Optional)

DATE: TRAINING

UNITS:

TRAINER'S

INITIALS:

NOTE: K.A. = KNOWLEDGE ASSESSMENT C.A. = COMPETENCY ASSESSMENT

EMPLOYEE NAME: DATE SKILL

LEVEL TRAINING

BEGAN:

PROJECTED DATE OF

COMPLETION

(12 MO. FROM DATE OF HIRE):

DATE SKILL LEVEL

TRAINING

COMPLETED:

SPORTS & FITNESS

SKILL LEVEL TRAINING

(Complete within first 12 months of hire) MINIMUM 22 Training Units

DATE: TRAINING

UNITS:

TRAINER'S

INITIALS:

EMPLOYEE'S

INITIALS:

Preventing Abuse in Youth Program Settings Module complete in 6 mo.

S & F Outreach to CDS Programs

CDS Program Observation

S & F Outreach to SAS/YS Programs

SAS Program Observation 1 Unit Special Project 2 Units Module 3: Environments 2 Units

INF TOD PS SAS MST FCC

Module 9: Social 2 Units

Module 1: Safe 2 Units

Module 8: Self 2 Units

Module 12: Program Mgmt 2 Units Part 1: Four Service Areas

INF TOD PS SAS MST FCC

Module 11: Families 2 Units

Partnerships

Module sequence may be varied in Skill Level Training to accommodate individual trainee progression.

INSTALLATION

REQUIREMENTS (Optional)

DATE: TRAINING

UNITS:

TRAINER’S

INITIALS:

EMPLOYEE’S

NOTE: K.A. = KNOWLEDGE ASSESSMENT C.A. = COMPETENCY ASSESSMENT

EMPLOYEE NAME: DATE TARGET

LEVEL TRAINING

BEGAN:

PROJECTED DATE OF

COMPLETION

(18 MO. FROM DATE OF HIRE):

DATE TARGET LEVEL

TRAINING

COMPLETED:

SPORTS & FITNESS

TARGET LEVEL TRAINING

(Complete within first 18 months of hire) MINIMUM 16 Training Units

DATE: TRAINING

UNITS:

TRAINER'S

INITIALS:

EMPLOYEE'S

INITIALS:

Module 5: Cognitive 2 Units

INF TOD PS SAS MST FCC

Module 7: Creative 2

INF TOD PS SAS MST FCC

Module 2: Healthy 2

INF TOD PS SAS MST FCC

Module 12: Program Mgmt 2 Units Part 2: Program Planning

INF TOD PS SAS MST FCC

Module 13: Professionalism 2 Units

READ: K.A.: SCORE:

Nike 101 1 Unit Community Service 1 Unit CPR Update 2 Units Measuring Quality 2 Units Module sequence may be varied in Target Level Training to accommodate individual training progression.

INSTALLATION

REQUIREMENTS (Optional)

DATE: TRAINING

UNITS:

TRAINER'S

INITIALS:

VERIFICATION OF COMPLETION OF FOUNDATION LEVEL TRAINING

SIGNATURE OF EMPLOYEE: DATE: UNITS REQUIRED:

SIGNATURE OF TRAINER: DATE: TOTAL UNITS COMPLETED:

NOTE: K.A. = KNOWLEDGE ASSESSMENT C.A. = COMPETENCY ASSESSMENT

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Safety Precautions:

Feedback/Notes: (What went well? What didn’t work? What modifications will you make in preparation for the next session?)

Appendix: Tools

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Sports & Fitness Activity Plan Activity Name: ________________________________________ Recommended Group Size: _______

POC: ___________________________________ Time: ________________ Date: _________________ Developmental Outcomes: (What impact will be made on the physical, social, intellectual and emotional development of participants?)

Process: (Please provide a step-by-step description of how you will implement this activity. Highlight how partner clubs, curriculum materials, and programs beyond the gate are being integrated.)

Materials/Equipment Needed:

Preparation(s):

Circle applicable partnerships:

BGCA 4-H

NAYS MWR

School Other

Appendix: Tools

A R

M Y

C H

IL

D

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S

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M A

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(R ea di ng s/ In te rn et S ea rc

h) o n O

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To pi c of

In te re st re la te d to p os iti on (s pe ci fy

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R en ew al

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(S pe ci fy

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O th er O pt io na l (

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Sp ec ify

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D o ne N at io na l P ro f S ub je ct M at r

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Sports & Fitness Activity Plan

Activity Name: _____________________________ Recommended Group Size: __ POC: __________________________ Time: __________ Date: _____________

Developmental Outcomes: (What impact will be made on the physical, social, intellec-tual and emotional development of participants?)

Process: (Please provide a step-by-step description of how you will implement this activity. Highlight how partner clubs, curriculum materials, and programs beyond the gate are being integrated.)

Circle applicAable partnerships:

BGCA 4-H

NAYS MWR

School Other

Check the Sports & Fitness Service Areas applicable to this activity:

Team Sports ____ Individual Sports ____ Fitness & Health ____ Outreach ____

Materials/Equipment Needed:

Preparation(s):

Safety Precautions:

Feedback/Notes: (What went well? What didn’t work? What modifications will you make in preparation for the next session?)

Prepared by: _________________________________________________________

Character Counts! – Circle Pillars of Character that are applicable to this activity Trustworthiness Responsibility Respect Fairness Caring Citizenship

How do the pillars affect the activity? ______________________________________

What will participants learn about character from this activity?

Pr og ra m

L en gt h

Pr og ra m

F re qu en cy Pr og ra m L oc at io n

St af f

Se ss io n

Da te

Se ss io n Da te

Se ss io n

Da te

Se ss io n Da te

Se ss io n

Da te

Ac tiv ity

N am e Ac tiv ity

N am e Ac tiv ity

N am e Ac tiv ity

N am e Ac tiv ity

N am e

De ve lo pm en ta l Ou tc om es De ve lo pm en ta l O ut co m es

De ve lo pm en ta l O ut co m es De ve lo pm en ta l

Ou tc om es

De ve lo pm en ta l O ut co m es

Se ss io n

Da te

Se ss io n Da te

Se ss io n

Da te

Se ss io n Da te

Se ss io n

Da te

Ac tiv ity

N am e Ac tiv ity

N am e Ac tiv ity

N am e Ac tiv ity

N am e Ac tiv ity

N am e

De ve lo pm en ta l Ou tc om es De ve lo pm en ta l O ut co m es

De ve lo pm en ta l O ut co m es De ve lo pm en ta l

Ou tc om es

De ve lo pm en ta l O ut co m es

Sp or ts

F itn es s P ro gr am P lan

SF

P ro gr am

Fr am ew or k S er vic e

Ar ea

C ov er ed

Su nd ay Mo nd ay

Tu es da y

W ed ne sd ay Th ur sd ay Fr id ay

Sa tu rd ay

Da te

Da te

Da te

Da te

Da te

Da te

Da te

Te am

S po rts In di vid ua l S po rts

Fi tn es s &

H ea lth Ou tre ac h Da te

Da te

Da te

Da te

Da te

Da te

Da te

Te am

S po rts In di vid ua l S po rts

Fi tn es s &

H ea lth Ou tre ac h Da te

Da te

Da te

Da te

Da te

Da te

Da te

Te am

S po rts In di vid ua l S po rts

Fi tn es s &

H ea lth Ou tre ac h Da te

Da te

Da te

Da te

Da te

Da te

Da te

Te am

S po rts In di vid ua l S po rts

Fi tn es s &

H ea lth Ou tre ac h Da te

Da te

Da te

Da te

Da te

Da te

Da te

Te am

S po rts In di vid ua l S po rts

Fi tn es s &

H ea lth Ou tre ac h

Sp or ts

F itn es s

M on th ly

A ct iv ity

S ch ed ul e

5. ORGANIZATION/UNIT WHERE SERVICE OCCURS4. INSTALLATION

7. ANTICIPATED DAYS OF WEEK6. PROGRAM WHERE SERVICE OCCURS

9. DESCRIPTION OF VOLUNTEER SERVICES

1. TYPED NAME OF VOLUNTEER (Last, First, Middle Initial)

a. SIGNATURE OF VOLUNTEER b. DATE SIGNED (YYYYMMDD)

2. SSN 3. DATE OF BIRTH (YYYYMMDD)

11.a. TYPED NAME OF ACCEPTING OFFICIAL (Last, First, Middle Initial)

b. SIGNATURE c. DATE SIGNED (YYYYMMDD)

a. YEARS (2,087 hours=1 year)

b. WEEKS c. DAYS d. HOURS

15. SIGNATURE 16. TERMINATION DATE

(YYYYMMDD)

17.a. TYPED NAME OF SUPERVISOR (Last, First, Middle Initial)

b. SIGNATURE c. DATE SIGNED (YYYYMMDD)

8. ANTICIPATED HOURS

13.a. TYPED NAME OF ACCEPTING OFFICIAL (Last, First, Middle Initial)

a. SIGNATURE OF VOLUNTEER b. DATE SIGNED (YYYYMMDD)

b. SIGNATURE c. DATE SIGNED (YYYYMMDD)

VOLUNTEER AGREEMENT FOR

PRIVACY ACT STATEMENT

AUTHORITY: Section 1588 of Title 10, U.S. Code, and E.O. 9397.

PRINCIPAL PURPOSE(S): To document voluntary services provided by an individual, including the hours of service performed, and to obtain agreement from the volunteer on the conditions for accepting the performance of voluntary service.

ROUTINE USE(S): None.

DISCLOSURE: Voluntary; however failure to complete the form may result in an inability to accept voluntary services or an inability to document the type of voluntary services and hours performed.

PART I - GENERAL INFORMATION

PART IV - TO BE COMPLETED AT END OF VOLUNTEER'S SERVICE BY VOLUNTEER SUPERVISOR

14. AMOUNT OF VOLUNTEER TIME DONATED

DD FORM 2793, FEB 2002

APPROPRIATED FUND ACTIVITIES NONAPPROPRIATED FUND INSTRUMENTALITIES

10. CERTIFICATION

PART III - VOLUNTEER IN NONAPPROPRIATED FUND INSTRUMENTALITIES

12. CERTIFICATION

PART II - VOLUNTEER IN APPROPRIATED FUND ACTIVITIES

PREVIOUS EDITION IS OBSOLETE. APD PE v1.00

I expressly agree that my services are being provided as a volunteer and that I will not be an employee of the United States Government or any instrumentality thereof, except for certain purposes relating to compensation for injuries occurring during the performance of approved volunteer services, tort claims, the Privacy Act, criminal conflicts of interest, and defense of certain suits arising out of legal malpractice.