Canada Sports Hall of Fame

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1. Title of Lesson - Leadership

This lesson is appropriate for any course that examines the values of respect, responsibility, co-operation, teamwork and fairness and emphasizes the value of an active and healthy lifestyle.

2. Level of Study

Junior/Intermediate

3. General Expectations

In keeping with the stated goal of Canada's Sports Hall of Fame website to inform, educate, entertain and inspire each of us to reach for our dreams, this lesson is designed to:

  • generate personal reaction, reflection, insight and growth
  • inculcate a positive attitude toward healthy living through sport
  • develop a knowledge of and appreciation for Canada's sports history
  • develop an awareness of various factors which contribute to a healthy lifestyle and apply them to daily life.

4. Specific Expectations

a) Knowledge and Understanding:

  • Reflect upon and evaluate personal experience
  • Understand the importance of every individual within a group
  • Appreciate the importance of teamwork and co-operation
  • Realize that there are many forms and types of leadership
  • Understand that true leadership is a gift from those who are lead
  • Appreciate that leaders represent the members of the group
  • Recognize that all members of a group, including and especially the leader, should demonstrate respect, responsibility, fairness and co-operation
  • Appreciate how sports provide an opportunity to practice and provide leadership and teamwork
  • Understand that groups work effectively only if all roles are played well.

b) Inquiry/Research and Communications:

  • Use internet research skills to research Honoured Members of Canada's Sports Hall of Fame and their leadership roles
  • Explore the ways in which leadership can be attained and shown
  • Work co-operatively with their peers
  • Communicate their ideas in a respectful and coherent fashion.

c) Application:

  • Demonstrate teamwork and provide leadership when appropriate
  • Model a belief in the importance of respect, responsibility, teamwork, co-operation and fairness.
  • Evaluate their daily activities and seek ways to achieve and maintain a healthy lifestyle.

5. Skills Targeted for Development

  • Analytical skills
  • Internet/research skills
  • Interpersonal skills
  • Leadership skills
  • Communication skills

6. Learning Outcomes

By the end of the lesson the students will be able to:

  • Explain the role of a leader and the importance of teamwork and co-operation among members of a group
  • Identify ways in which leadership can be shown
  • Appreciate the importance of all roles - not just that of leader
  • Identify how members of Canada's Sports Hall of Fame demonstrated leadership and/or teamwork
  • Communicate respectfully with others and demonstrate through behaviour a recognition of the importance of respect, responsibility, teamwork, co-operation and fairness.

7. Estimated Time for Implementation

  • Part 1 - 75 minutes
  • Part 2 - dependent upon computer availability
  • Part 3 - 15 minutes

8. General Overview of the Lesson

Too often leadership is misunderstood and those who assume leadership abuse the role and those who are not leaders feel less important and devalued. Far too frequently individuals feel that, unless they are the leaders, they are not important. It is only when the dynamics of groups is examined and understood that it becomes clear that all roles are important and a person's value is not diminished simply because she or he is not the leader.

This relationship between members of a group and the hierarchy that exists is complex and, at times, very difficult to comprehend fully. Adults continue to struggle with this relationship and, often as a result, groups become dysfunctional. Needless to say, young children especially struggle with this complexity which can lead to disruptive and destructive behaviour on their part and a sense of diminished value. It is important, therefore, to help young students understand the role of leadership and the importance of every member of a group, regardless of the role. They should realize that, while it is true that leadership is obtained in a number of ways, it is equally important to see that true leadership is a gift from those who are led and that leaders have a dual role - to inspire and enable group members and to represent those values which the group deems important. As such, although leadership is a role of greater profile, it is not the only important role. This lesson will address these issues and, by using Honoured Members of Canada's Sports Hall of Fame as examples, explore the role of leadership, the relationship of leaders to groups and the importance of all members of a team or group. The lesson will also stress the importance of a healthy lifestyle in enabling anyone involved in leadership activity to perform at an effective and appropriate level.

9. Resources Required

Access to the internet and Canada's Sports Hall of Fame website to view the following video clips:

10. Suggested Implementation Strategy

Part 1:

In advance of the lesson prepare by:

  • Deciding on the number and size of groups you will have when you divide the class into groups for the first exercise.
  • Selecting enough pictures from magazines or newspapers so that each group can be assigned one picture.
  • Cut the pictures into enough pieces so that each member of the group will have two pieces of the picture. For example, if the group will have 6 members, cut the picture into 12 pieces and ensure that each member gets two pieces.
  • Put the pieces in an envelope and number the envelope to correspond to one of the group numbers.

Begin the lesson by dividing the class into the predetermined number of groups.

Explain to the groups the following task they are being given:

  • You have been given an envelope that contains a picture that has been cut into enough pieces so that each member of your group can receive two pieces.
  • When instructed to do so, you are to open the envelope and give each member of the group two pieces.
  • Without talking you are to put the picture together, tape it and bring it to the front.
  • The first team to bring their completed picture to the front wins the game.

Conduct the exercise.

  • Once completed, ask the students what they found to be the most difficult part of the task.
  • Once you have compiled the list, ask them if anyone in the group took a leadership role and ask them, if that happened, did it help.
  • Ask them who took the leadership role and how it happened.
  • Ask them why they let that person take the role of leader or if the person just assumed the role and get their feelings about how it happened.
  • Ask those who did not assume the leadership role if it affected them that they were not the leader.
  • Ask those who took the leadership role why they did it and how they felt.
  • At this point, hand out the video worksheet (found under Appendix below) telling the students that they are to complete it as they watch the video segments.
  • Show the students the videotaped clips involving Marnie McBean and Bill Crothers.
  • Get the students' reactions to what they have just seen and ask them if it changed their views on leaders and group members.
  • Ask them if is possible for a group to have more than one leader.
  • Explain to them that it is possible for more than one person to play a leadership role but it must be done at different times - otherwise, things get confusing and the group does not function well.
  • Now ask the students to say how many people it takes to have a leader.
  • Ensure that they understand that the answer is more than one and that that answer is significant because it indicates that there cannot be a leader unless there are those who are willing to be led.
  • Keeping the students in their groups ask them to identify the qualities of a good leader - someone that they would be proud to have as their leader.
  • Once the groups have finished their discussion, reconvene the class as a whole and have the groups give their answers.
  • Compile a list of qualities and stress with the students that leaders reflect their groups and have an obligation not only to inspire and enable but also to care for and about the members and to represent them well.
  • Emerging from this activity, videotaped clips and the follow-up questions should be the following important insights.
  • a) Every role within a group is important
  • b) There cannot be a leader without those willing to be led
  • c) Leaders have a dual role - to lead and represent
  • d) Different members of the group can provide leadership at different times
  • e) There are different types of leadership
  • f) Groups only work well if members show co-operation, teamwork, respect, fairness and responsible behaviour.
  • g) This part of the lesson should conclude with a reaffirmation that all people are important and each must play his or her role well in order for a group to be successful.

Part 2:

Begin this part of the lesson by explaining that sports offer a great opportunity to apply this knowledge about leadership and group dynamics.

  • Explain to the students that Canada's Sports Hall of Fame has many individuals who have excelled in either a leadership or team role.
  • Tell them that they are as a group to visit Canada's Sports Hall of Fame website (www.sportshall.ca) and search the biographies of the Honoured Members.
  • They are to select co-operatively a member based on what they have read, listen to the videotaped interview of that member if appropriate, and explain how that person played an exemplary role either as a leader or as an effective team member.
  • They are to prepare a report to give to the class.
  • Determine a time at which these reports will be given.
  • End this part of the lesson but assigning two writing assignments:
  • (The details and depth of the writing assignments should be determined by the teacher depending upon the needs and abilities of the students.)
  • a. A short assignment in which the student identifies the important qualities of a leader.
  • b. A reflective writing assignment in which the student identifies their personal leadership traits.

Part 3:

  • Begin this part of the lesson by asking the students how many believe that physical fitness and a healthy lifestyle are important and have them explain why.
  • Assuming that all or at least the majority will indicate that both are important, ask them if they then expect that their leaders would set an example by living an active, healthy lifestyle.
  • Once again, assuming that the response is in the positive, ask them if they then believe that they, either as leaders or as members of a group, also have an obligation to be fit and active.
  • Again, assuming an affirmative answer, have them explain what they do on a daily basis to live in a healthy manner.
  • Ask them, as homework, to keep a journal for a week and each day enter those activities which they undertook to ensure that they were living a healthy lifestyle both in terms of what activities they were involved in and how they showed good eating habits.

11. Suggested Follow-Up Activities

  • The students could look at their school or government leaders and explain how that person shows effective leadership.
  • The students could study their favourite team and show how they are effective because of the way the members play their role.
  • The students could select a sports team and explain the different roles that members have to play if the team is going to do well.
  • The students could approach the administration of the school to have annual awards for demonstrated leadership in varying ways.
  • The students could develop posters that show different types of leadership.
  • The students could engage in group task activities that provide for opportunities for different students to demonstrate leadership.
  • The students could create mind maps that demonstrate leadership traits.
  • The students could study Canadian Prime Ministers as leaders.

12. Suggested Evaluation Activities

  • The students could hand in their group report on the selected member of Canada's Sports Hall of Fame.
  • The students should hand in their writing assignments.

13. Links to Other Relevant Resources