Lead and Include: Leadership, Fair Play and Adapting Activities

Remember from Grade 9

In PPL1O you practised fair play and the Spirit of the Game in ultimate, used clear calls and assertive communication, officiated games, and used a five-step routine for disagreements.

In Grade 10 you step up from good teammate to leader: you will lead warm-ups and cool-downs, and change activities so that everyone can succeed.

Hook: the best leader isn't the best player

Think about a great camp counsellor, coach or team captain you've had. Were they the most skilled athlete there? Often not. They were the person who noticed who was left out, explained things clearly, made the game fun for everyone, and thanked people for their effort.

Those are skills, and you can learn them.

What A1.3 asks of you in Grade 10

You should demonstrate positive social behaviours and follow ethical and fair-play standards that make activity rewarding and enjoyable for everyone. The curriculum's examples:

• motivating and supporting others;
• respecting other points of view;
• listening attentively;
• showing appreciation for others;
• ensuring fair play;
• making sure everyone is included;
• taking on leadership roles, such as leading the class in a warm-up or cool-down;
• suggesting modifications so that students with differing physical or cognitive abilities can participate successfully.

Leading a warm-up: the RAMP model

A well-known warm-up model used by many coaches is RAMP:

1. Raise heart rate, breathing and body temperature: light jogging, skipping, side shuffles (2 to 3 minutes).
2. Activate the key muscles for the activity: glute bridges, planks, band or bodyweight exercises.
3. Mobilize the joints through the range of motion you'll need: leg swings, arm circles, walking lunges with a twist (these are dynamic stretches, done while moving).
4. Potentiate: build up to game speed: strides, quick feet, sport-specific drills at increasing speed.

Leadership tips: stand where everyone can see you; demonstrate first, then do it together; count out loud; mirror the group (if you face them, use your left side when you say "right" so they copy correctly); offer an easier and harder option; and scan to check everyone is OK.

Leading a cool-down

A cool-down brings the body back toward rest:

• 3 to 5 minutes of easy movement (walking, slow jogging) so heart rate comes down gradually.
• Static stretches for the muscles you used, held about 20 to 30 seconds each, without bouncing: calves, quadriceps, hamstrings, hip flexors, chest and shoulders.
• Breathing: slow breaths in through the nose and out through the mouth.

A leader can also use the cool-down to show appreciation: name one thing a classmate did well.

Including everyone: modifications with STEP

People have different physical and cognitive abilities. A good leader changes the activity so everyone can take part meaningfully, not just stand on the sidelines. A common planning tool is STEP:

• Space: make the area smaller (less running) or larger (more time); add a safe zone.
• Task: change the rule or skill: allow one bounce, allow walking, give more time, reduce the number of rules.
• Equipment: use a bigger, softer, lighter or slower ball, a lower net, a larger target; a ball with a bell inside can help players who are blind or have low vision.
• People: change team sizes, assign partners or roles, balance teams.

For students with cognitive differences, helpful changes include giving one instruction at a time, demonstrating rather than only explaining, using visual cues (colours, pictures) and keeping routines consistent.

Most important: ask the person what works for them. They are the expert on their own needs.