"Hands-on activities, appropriate adult mentors and community service ..."
The Long Island Jester Girls United promise is to promote positive youth development and plan quality experiences with young
people. Young people will learn better and participate more fully when they feel physically and emotionally safe.
The environment provided by the Long Islansd Jester Girls United will encourage honesty, trust, and respect among all youth and adults.
With The Long Island Jester Girls United:
Youth develop caring and trusting relationships. Youth and adults learn together and respect one another.
Youth experience success by completing activities appropriate for their stage of development and preferred style of learning. Youth set goals and celebrate accomplishments.
Youth are offered new experiences and opportunities to enjoy life. They learn and grow from successes and failures.
Youth are encouraged to try new things and learn about themselves. As a result they discover and practice their interests and skills, test their independence, and take control of their lives.
Words Of Wisdom...
"Kids can walk around trouble, if there is some place to walk to and someone to walk with."
Tito, Urban Sanctuaries, p. 219.
To grow and learn to optimum capacity in healthy ways and to function successfully in
the adult world, young people benefit from opportunities to:
feel a sense of safety and structure
experience active participation, group membership, and belonging
develop self-worth achieved through meaningful contribution
experiment to discover self, gain independence, and gain control over one's life
develop significant relationships with peers and adults
discuss conflicting values and formulate their own
feel the pride and accountability that come with mastery
expand the capacity to enjoy life and know that success is possible
Teaching for Mastery of Content, Skills and Concepts
The following excerpts from
. Please click the link to read this excellent series in its entirety.
Earlier this year, US Lacrosse was invited to participate in a roundtable discussion at The Center for Transformative
Teaching and Learning. Our Education and Training staff was so intrigued by Dr. Hardiman's model, that we
immediately recognized its' potential impact on the lacrosse community and were compelled to dissect it and rebuild it
into a model for lacrosse coaches everywhere. We call it Brain Targeted Teaching for Coaches.
There are several coaching strategies to incorporate that will help the athletes reach mastery levels.
Each one will improve levels of mastery on their own merits, however when used in conjunction with other techniques,
the results are exponentially greater. Let's take a look at some of the other techniques
This refers to having the athlete make the skill personally relevant. For example, if a player only has to be
concerned with his or her role within a play, that is what is personally relevant. However, when that player
is in an unfamiliar position, he or she may not know what their role is within the playand in all
likelihood the play fails. To get to a mastery level, coaches should have all players practice at all positions
within the play. When everyone understands their own role, as well as that of the other players, they can
then make adaptations as needed.
Generation is having the athlete come up with the solution or important information. It requires them to use
higher order thinking skills and creativity, thereby creating deeper memory of how to solve the problem.
Usually during Generation activities, athletes will come up with a variety of solutions to the problem,
all of which may work under given circumstances.
3. Effort after Meaning
How much effort an athlete needs to put into finding a solution directly correlates to how well they remember the
solution. Teaching an athlete how to shoot, doesn't correspond necessarily with how the player learns
to score. Players must put thought into learning how to score. Considerations about where they are on the
field, the position the goalkeeper is in, where the nearest defender is located, all must be accounted for.
It usually takes some time for an athlete to score their first goal, yet once they do the future goals start
coming more frequently. The athlete has learned and will remember what was successful for them and then will be
more likely to recall that information when they need to because they had to struggle a bit before being able to
4. Emotion and Memory
Emotions directly influence what athletes pay attention to. Both positive and negative emotions are
remembered better over the long-term, than those emotions that are neutral. This is why the positive Emotional Climate (Target 1) is critical in the learning process. Celebrating the successes creates a positive memory that the athlete will retain much longer and part of that memory is what the athlete did to receive the praise. Negative emotions can turn an athlete into being fearful of
trying to learn more. They may recall the embarrassment they felt from a failure and out of fear of feeling
that way again will not take risks that they perceive could put them in a similar situation. The negative
emotional climate, essentially stifles their learning.
Breaking up skills into smaller, "bite sized" pieces of information, we give the athlete time to master one
aspect of the total skill. When all of the chunks are now combined, the athlete has a much improved memory of
all of the components of the skill and will be more prone to using it appropriately.
6. Desirable Difficulty
Coaches spend a significant amount of time trying to make learning easy for the athletes. Research has shown
that there is a tipping point where making something too easy inhibits learning. By providing the right amount
of difficulty, we create better learning environments. Struggle is not only necessary, it's a biological requirement
for mastery level learning to occur.
Skills are often practiced in a set order such as AAA, BBB, CCC (where A, B, and C are all unique skills).
This is easy, convenient and does yield positive results in the ability to acquire the new skill. Athletes
repeat the same skill, engraining it into their memory and eventually becoming proficient at it. Interleaving
is taking those same skills and reshuffling them, so that the athlete is working on multiple skills at the same time.
The order now looks something like ABC, BCA, CAB. By Interleaving the skills, athletes are not only practicing them,
but are now also practicing them within the context of how they may use them in a real life scenario.
Mnemonics are another way coaches can create long lasting memory. What does ROY G. BIV mean to you? Did you answer
the colors of the rainbow? It's something you learned probably in preschool, yet today it is just as fresh
as when you learned it then. Using mnemonics is a way for coaches to help athletes remember greater concepts
on the playing field as well and sport already does this to some extent. Thinking about offensive formations,
in the men's game they’re typically called 141, 132, 222, etc...these are quick ways for coaches to communicate
to players an offensive formation, that instantly puts a mental picture into their minds of where they should be
located on the field. Every coach has their own plan for what a player is supposed to be doing within the formation,
yet a simple 3 digit mnemonic clearly communicates what the players should be doing
About the Jester Girls United...
teams create new opportunities for
local young women to make new friendships, learn teamwork and acquire the
discipline that they will carry with them throughout the rest of their lives.
"Youth development ought not to be viewed as a happenstance matter. While children can,
and often do, make the best of difficult circumstances, they cannot be sustained and helped
to grow by chance arrangements or makeshift events. Something far more intentional is
required: a place, a league, a form of association, a gathering of people where value is placed
on continuity, predictability, history, tradition, and a chance to test out new behaviors."
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