jennifer abel - Canadian Olympic School Program

Transcription

CANADIAN OLYMPIC SCHOOL PROGRAM
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
www.olympicschool.ca
GOLD: GRADES 6 AND UP
SILVER: GRADES 4 AND 5
BRONZE: GRADES 2 AND 3
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
Creating a Canadian Olympic Learning Environment
This year’s Canadian Olympic School Program (COSP) is the most comprehensive yet. Each
Athlete story, featuring a well-known Canadian Olympian or Olympic hopeful, is brought to life
with activities that engage students in literacy, physical activity, character challenges, numeracy
extensions and audio and video podcasts.
Through these values-based Athlete stories, students discover that Canadian athletes reached
great success not only through tremendous physical talents, but also through character and
intelligence. Complementing these captivating stories is the Summer Sports Day resource and
Personal Best Challenges. Together, these resources create a foundation for teachers to inspire
their students to exercise their mind, body and character.
COSP is designed in accordance with the founder of the modern Olympic Movement, Pierre
de Coubertin’s, philosophy of Olympism. By recognizing the value of Olympians and Olympic
hopefuls as role models, the program engages students with the joy found in effort while blending
sport with culture and education. The Athlete stories balance intellectual instruction, cultural
development and physical education. The heart of our curriculum focuses on participation, effort
and the pride in knowing you have given your all to the pursuit of excellence.
Olympic Values as Educational Tools
The worldwide Olympic values of leadership, respect and healthy active living act as a foundation
for these stories. Each Athlete story will focus on the development of a character value within
your students. By engaging students in each narrative, they have the opportunity to expand
their understanding of this value and to expand their moral capabilities. As well, Personal Best
Challenges will challenge students to reach their personal best by applying the values in their
everyday life at school, at home or in the community.
Finding the Joy in Effort
To mimic the physical development of Olympians, each Athlete story links students to physical
activities in our Canadian Olympic resources. These movement activities will encourage students
to develop physical skills over time. Students, much the same as Olympians, must first learn
movement skills that enable them to balance, walk, run, jump, skip and throw proficiently.
That helps set the stage for them to master more complex movement skills and become more
proficient in sport.
Being physically active is critical to the development of healthy students encouraging them to
adopt and maintain a healthy lifestyle. They can move their bodies in creative, intelligent ways
that demonstrate their ability to adapt to different situations. Such individuals enjoy success in a
range of physical activities, and are more likely to be motivated to adopt healthy behaviours in all
aspects of life.
Blending Sport with Culture and Education
Each Athlete story is tailored to three reading levels: Bronze (grades 2 and 3), Silver (grades 4
and 5), and Gold (grades 6 and into secondary school). Each comes with progressive activities
that are open- ended and tailored to address a diverse range of learning styles and proficiencies.
They focus on six main facets of understanding: explaining, interpreting, applying, taking
perspective, empowering and developing self- knowledge. These critical thinking skills are woven
into all three stages of the learning sequence in order to promote deeper understanding of the
values and concepts.
Through many facets of the 2011-2012 Canadian Olympic School Program, children and youth can
connect values to their lives at home, at school and in their local community. Perhaps they can
begin to see their world in new and different ways.
2
TEACHING GUIDE FOR EDUCATORS
Current curriculum theory
emphasizes the importance of
reinforcing value messages through
narratives, storytelling, art, posters,
drama, and physical movement.
Activities based on the stories,
events, ceremonies and symbols
of the Olympic Games have schoolwide relevance.
Group sizes for activities will be
indicated by the following icons:
Independent Activity
Small Group Activity
Large Group Activity
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
IT REALLY HIT ME WHEN I
WALKED INTO THE PACKED
WATER CUBE AQUATIC VENUE
IN BEIJING, THAT’S WHEN I
FIRST REALIZED THAT I WAS
AN OLYMPIAN
CONNECTING
Building a foundation
for new learning
PROCESSING
Using strategies to acquire
and use knowledge
TRANSFORMING
Showing understanding
in a new way
3
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
Jennifer Abel walks confidently with a strong belief in
herself to the end of the diving springboard, and spies the
younger divers gathered below at the side of the pool. They
are intently watching her practice session, literally looking
up to her. “That’s Jennifer Abel, the Olympian!” one of them
says, pointing.
Jennifer knows that she isn’t just practicing her own dives
today. She is also setting an example, being a leader, and
the one thing she wants the kids to see is how hard it is to
get to where she’s standing now.
“I practice each dive thousands of times so that I’m ready
when I stand on the board. It’s an intense life and there are
mornings when you don’t feel like getting up early or going
to train, but you do it. You persevere to reach your goals.”
Jennifer executes a perfect triple summersault, and the
water barely ripples as she plunges below its surface.
In a way, it’s surprising that Jennifer is a leader. She’s barely
20 years old. She is a veteran Olympian, but still the kid on
the team. Jennifer qualified for the 2008 Olympic Games in
Beijing when she was just 16.
“I have always been confident, and I had hoped to make the
team in time for 2012,” says Jennifer. “When I made it four
years earlier, I wasn’t really prepared for the pressure, for
the amount of work and the reality of the situation.”
LEADERSHIP ISN’T ALWAYS TELLING
“PEOPLE
WHAT TO DO, BUT IT IS BEING
THE EXAMPLE FOR THEM TO FOLLOW.
”
The Olympic Games was a completely different world.
Jennifer knew she was a good diver, but when she faced the
intense pressure of competing against the very best athletes
in the world, she felt overwhelmed.
“It really hit me when I walked into the packed Water cube
aquatic venue in Beijing,” says Jennifer. “That’s when I first
realized that I was an Olympian. But I felt like I was just a
kid! The stress started to build and I was so nervous. The
Olympic Games are such a big event. You can prepare, but
until you lived it for the first time, you can’t understand.”
Too much pressure to win can kill an athlete’s performance,
and the veterans on the team knew Jennifer needed extra
guidance. Her coach, Cesar Anderson, took her aside.
4
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
normal feeling for athletes as they care a great deal about
their performance. It is expected to feel butterflies in your
stomach and sweaty palms as you prepare for a big event.
“I gained a lot of confidence, and I’ve grown up so much
since Beijing,” says Jennifer. “Leadership isn’t always telling
people what to do, but it is being the example for them to
follow. I feel I can do that even better now.”
Jennifer scampers out the pool, and grabs a towel. A few
of the young divers inch over to say hello, gathering their
courage to ask her for a few words of inspiration. Jennifer
smiles and listens to their questions.
“He kept me focused on my diving, on all the hard work. He
also had a trick where he’d ask me to focus on just one thing
— like the angle of my arms or how I point my feet as I enter
the water. It was different for each dive, and that helps me
keep my mind focused.”
Fellow diver Emilie Heymans was at her third Olympic
Games, and was also a steadying influence and role model.
It wasn’t always because of what she said, but how she
acted. Emilie and Jennifer now dive together in the synchro
event. That is when two athletes dive at the exact same time
and score points as a team.
“Emilie had been through all this before, and was so
composed and calm,” she says. “To me, a real leader is
someone who helps everyone around them become better.”
Jennifer also learned a valuable lesson: No one can be great
by themselves.
She overcame her nerves and finished 13th overall, an
amazing result for such a young diver. Being nervous, is a
5
“I love it when kids come up to ask me for advice,” she says.
“I tell them attitude is so important, that’s why I always
smile. I try to be as honest as I can and I tell them that they
have to believe in themselves and work hard and never give
up, no matter what you want to be. Everything is easier
when you have a passion, a love for what you do.”
Then Jennifer says she has to get back to work. If she wants
to win a medal in London she needs to practice 1,000 more
times.
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
WHAT IS A LEADER
ATTITUDE
ATTITUDE CAN BE VIEWED AS
POSITIVE AND NEGATIVE. A WINNING
ATTITUDE RESULTS FROM A STRONG
BELIEF IN YOURSELF AND LEAD TO
CONFIDENT AND FOCUSED PEOPLE
A leader is someone who
is a positive person, listens
well, does nice things for
other people often without
being asked and is likeable.
WHAT IS A PRESSURE?
Being nervous, is a normal
feeling for athletes as they
care a great deal about their
performance. It is expected
to feel butterflies in your
stomach and sweaty palms
as you prepare for a big
event.
BEING CONFIDENT
Athletes most often perform
at their best when they are
focused on the task at hand
and do not think about the
outcome of the game or
competition, such as winning
or losing the match or the
medal.
6
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
Connecting – Making a class web
In groups of two or three, have the students discuss
leadership. Guiding questions may include:
–What does the term “leadership” mean to you?
–What are qualities of a good leader?
–What qualities does a positive role model display?
–Who is a positive role model in your life? Use two attributes named to describe this role model?
Students share answers with the class and the teacher
records the main themes on a class web.
WHAT IS A CLASS WEB?
It is a brainstorming activity that resembles a spider’s
web with the main themes being listed
Processing – Identifying leadership
in action
Before reading the story together, choose four key qualities
from the class brainstorm to complete the quadrant on the
student activity sheet.
Ask the students to read the story silently on their own.
Reread the story with the students. Match the chosen
qualities on the quadrant to examples from Jennifer’s story.
Students use point form note-taking skills to record the
examples from the text with the qualities on the quadrant.
PERSONAL BEST CHALLENGES
The following Personal Best Challenges by Canadian
Olympians and Olympic hopefuls link to the value of
Healthy Active Living:
- Ohenewa Akuffo
- Marie-Andrée Lessard
-Joshua Riker-Fox
- Zach Bell
All challenges are available in the Canadian Olympic
School Program Challenge Guide or via podcast at www.
olympicschool.ca
7
Transforming – ” Leading by
example”
Jennifer is only 20 years old, but leads by example. Ask the
students to discuss how an older student, friend, or adult
has demonstrated leading by example. Discuss how this is a
much more effective way of leading compared to just telling
people what to do.
Explore what the saying “Do as I say, and not as I do”
means. Why is this not a suggested way to lead?
Ask the students to develop a leadership slogan that will
inspire their class and school to lead by example. Have
the students organize a leadership campaign for a younger
class of students using the slogan.
You may want to provide well-known quotes or existing
slogans such as:
“Kids can be leaders by caring about causes that appeal to
them. They should not be afraid to fail.”
Daniel Igali
Olympian, Wrestling
“I wanted to be someone who didn’t just accomplish
things outside my community, but rather someone who
strengthened my home for others.”
Alwyn Morris
Olympian, Kayak
“Good leaders have respect and passion. You have to
respect yourself, your sport, your teammates, your coaches
and the rules. You also have to love what you do.”
Nathalie Lambert
Olympian, Short Track Speed Skating
May have students act out the stated quotes in a role play
or a skit.
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
AN OLYMPIAN
CONNECTING
for new learning
PROCESSING
and use knowledge
TRANSFORMING
in a new way
8
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
Jennifer Abel walks confidently to the end of the diving
springboard. She spies the younger divers gathered below
by the side of the pool. They are intently watching her
practice session, literally looking up to her. “That’s Jennifer
Abel, the Olympian!” one of them says.
Jennifer knows that she isn’t just practicing her own dives
today. She is also setting an example, being a leader.
One thing she wants the kids to see is how much work it is
to get to where she’s standing now.
“I practice each dive thousands of times so that I’m ready
when I stand on the diving board. There are mornings when I
don’t feel like getting up early or going to train, but I do it. It
is not always easy.”
Jennifer performs a perfect triple summersault. The water
barely ripples as she plunges below its surface.
20 years old, a Canadian veteran but still the kid on the
team.
Jennifer qualified for the 2008 Olympic Games in Beijing
when she was just 16.
“I have always been confident and I had hoped to make the
team in time for 2012. Then I made it four years earlier. I
wasn’t really prepared for the pressure, for the amount of
work and the reality of the situation.”
“PEOPLE
”
Jennifer knew she was a good diver, but she faced
pressure that she’d never faced before. It was easy to feel
overwhelmed.
“It really hit me when I walked into the packed Water cube
venue in Beijing,” says Jennifer. “That’s when I first realized
that I was an Olympian. I was just a kid! The stress started
to build and the nerves. The Olympic Games are such a big
event. You can prepare but until you’ve lived it for the first
time, you can’t understand.”
9
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
Jennifer also learned a valuable lesson. No one can be great
by themselves. She overcame her nerves and finished 13th
overall, an amazing result for such a young diver.
“I gained a lot of confidence and I’ve grown up so much
since Beijing,” says Jennifer. Leadership isn’t always telling
people what to do, but showing them how. I feel I can do
that even better now.”
Jennifer comes out of the pool and grabs a towel. A few of
the young divers come over to say hello and to ask Jennifer
for advice. Jennifer smiles and listens to their questions.
Too much pressure to win can hurt an athlete’s
performance. The veterans on the team knew Jennifer
needed extra guidance. Jennifer’s coach Cesar Anderson
took her aside.
“He kept me focused on my diving, on all the hard work. He
also had a trick. He’d ask me to focus on just one thing, the
angle of my arm or how I point my feet as I enter the water.
It’s different for each dive. That helped me keep my mind
focused.”
Fellow diver Emilie Heymans was also a big help. She was at
her third Olympic Games in Beijing and was a role model for
Jennifer. It wasn’t always what she said, but how she acted.
She and Jennifer now dive together in the 3-meter synchro
event. That is when two athletes dive at the exact same time
and score points as a team.
“Emilie had been through all this before,” says Jennifer.
“She is confident and focused. To me, a real leader is
someone who helps everyone around them get better.
We have become very close. You have to be close to
dive together.”
10
“I love it when kids come up to ask me for advice,” says
Jennifer. “I tell them attitude is so important, that’s why
I always smile. I try to be as honest as I can. They have to
believe in themselves and work hard and never give up, no
matter what you want to be. Everything is easier when you
have a passion, a love for what you do.”
Your passion comes from having a strong interest is
something that you like to do or that your are good at. Think
about what it is that you are good at or that you really enjoy
doing for fun?
Then Jennifer says she has to get back to work. If she wants
to win a medal in London she needs to practice 1,000 more
times.
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
WHAT IS A LEADER
ATTITUDE
WHAT IS A PRESSURE?
event.
BEING CONFIDENT
medal.
11
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
In groups of two or three, have the students discuss
leadership. Guiding questions may include:
–Who is a great leader that you know or may not know?
–What makes that person a good leader?
Students share answers with the class and the teacher
records the main themes on a class web.
in action
Students select four key qualities from the class web
activity to complete the quadrant on their student activity
sheet see attached
Once students have reread the story silently on their own
ask them to match the chosen qualities on the quadrant to
examples from Jennifer’s story. Students may use sketches
or key words to show their understanding.
12
example” Role play
Jennifer is only 20 years old, but leads by example. Ask the
class for stories of when they led their peers or younger
children by example. Examples may include wlaking a
younger student to the bus stop or doing something
without being asked. Ask” How can you model good
leadership behaviours in your own school / class / hallway/
assemblies / library/ playground /big buddy activities?,
etc.? “
In small groups, have students create and perform a
sketch (a drawing or a skit) that demonstrates “leading by
example”.
- Ohenewa Akuffo
-Joshua Riker-Fox
- Zach Bell
olympicschool.ca
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
AN OLYMPIAN
CONNECTING
for new learning
PROCESSING
and use knowledge
TRANSFORMING
in a new way
13
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
Jennifer Abel walks to the end of the diving springboard.
She sees younger divers gather below by the side of the
pool. They watch her practice.
“That’s Jennifer Abel,” one of them says. “She’s an
Olympian.”
Jennifer knows she isn’t just practicing her own dives today.
She is also setting an example. She is being a leader.
She wants to show the kids how much work it is to become
an Olympian.
“I practice each dive thousands of times,” says Jennifer.
That way I am ready to do my best every time I stand on the
board. I don’t always feel like getting up early. I don’t always
feel like training. But I do get up early and train.”
Jennifer dives. She does a perfect triple summersault. She
plunges into the pool. The water barely ripples.
20 years old. She is a veteran of the Canadian team but she
is still the youngest diver.
Jennifer qualified for the 2008 Olympic Games in Beijing
when she was just 16.
“I have always been confident,” she says. “I wanted to make
the team in time for 2012. I made it four years earlier. I
wasn’t really prepared for the pressure.”
“PEOPLE
”
Jennifer knew she was a good diver. But she faced pressure
that she’d never faced before.
“It really hit me when I walked into the pool in Beijing,” says
Jennifer. “That’s when I first knew that I was an Olympian.
But I felt like I was just a kid! I felt nervous.”
Too much pressure or emphasis to win can hurt an athlete’s
performance. The older athletes on the team knew Jennifer
needed extra help. Her coach, Cesar Anderson, took her
aside.
14
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
Jennifer gets out of the pool. She grabs a towel. A few of the
young divers come over to say hello. Some ask Jennifer for
advice. Jennifer smiles and listens to their questions.
“I love it when kids ask me for advice. I say they have to
believe in themselves. They have to work hard and never
give up. That’s true no matter what you want to be.”
Then Jennifer says she has to get back to work. She needs
more practice to win a medal in London.
“He had a trick,” says Jennifer. “He asked me to focus on
just one thing at a time. Sometimes he told me to think
about the angle of my arm. Sometimes he asked me to
think about how I point my feet when I enter the water. That
helped calmed my nerves.”
Fellow diver Emilie Heymans was also a big help. She was at
her third Olympic Games in Beijing. She was a role model for
Jennifer.
Emilie and Jennifer now dive together in the 3-meter
synchro event. They dive at the exact same time and score
points as a team.
“Emilie is calm,” says Jennifer about her partner. “She is a
real leader. She helps everyone around her become better.”
Jennifer also learned a valuable lesson. No one can be great
by themselves. She got over her nerves, and finished 13th
overall. That was a great result for such a young diver.
“Leadership isn’t always telling people what to do, but
showing them how. I feel I can do that even better now.”
15
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
WHAT IS A LEADER
ATTITUDE
WHAT IS A PRESSURE?
event.
BEING CONFIDENT
medal.
16
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
In partners, discuss leadership. Guiding questions may
include:
–Who do you think is a leader (you may know that person or not)?
–What does a leader do?
–What does a leader say?
–How does a leader treat others?
Students share their ideas and the teacher records these
either on a board or on class web.
example” Poster
Jennifer is only 20 years old, but leads by example. Ask
the class for stories of people in their lives who have led by
example (e.g., parents, older siblings, coaches, teachers,
etc.). Examples may include walking an older student who
walked them to the bus stop or someone who did something
without being asked. Ask” How can you show good
leadership behaviours in your own school / class / hallway/
assemblies / library / playground /big buddy activities?,
etc.? “
Make a poster alone or with a partner that shows you
practicing good leadership in your school.
in action
Before reading the story together, choose four key qualities
from the class brainstorm activity to complete the quadrant
on the student activity sheet, located at the end of this
section.
Together, reread the story or for the advance readers, they
can read it silently on their own then match the chosen
qualities on the quadrant to examples from Jennifer’s
story. Students may use words or pictures to show their
understanding.
17
- Ohenewa Akuffo
- Joshua Riker-Fox
- Zach Bell
olympicschool.ca
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
QUALITY QUADRANT
18
ATHLETE STORIES
JENNIFER ABEL
LEADING BY EXAMPLE
ACKNOWLEDGEMENTS
The Canadian Olympic School Program wishes to thank
and acknowledge the contributions of the following people.
Without their efforts, and creativity, this project would not
have been possible.
19
Featured Athletes
Jennifer Abel
Mary Spencer
Simon Whitfield
Canadian Olympic Committee
Monique Allain
Riley Denver
Derek Kent
Dennis Kim
Erin Mathany
Kate Moorhouse
Pascale Seide-Legros
Ben Stevenson
Graphic Designer
Andy Maier
Shinead D’Souza
Website
Joe Barnett
Renée Lung
Writer Kevin Sylvester
Bruce Deacon

jennifer abel - Canadian Olympic School Program

Transcription

Similar documents

A Cut Above

Summer Flyer - National Louis University

“left handed virtuoso of the upright bass”

Prayer Bulletin / Itineraries – July 2015

PDF - Santa Rosa Center for Cognitive

Integridado Ante Todo

real weddings - The Corinthian

Olympic Legacy Part 1

Year 2 Homework for week beginning Monday 11 June 2012 Please

Alexandre Despatie Cover Story