3 Phases of Direct Leadership

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3 Phases of Direct Leadership

• Preparation
• Group composition
• Activity planning
• Risk management
• The environment
• Priming the Group
• Delivery

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2. Priming the Group

• Sets the tone for the day
• First impressions
• Get the groups attention
• Divide Groups
• Learn Names

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3. Delivery

• Introduce the Activity
• Identify yourself until they all know you
• Name the activity
• Identify the goal of the activity
• Tell a story
• I used to play this game when I was a kid
• Platform Picnic
• Fact or fictional

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3. Delivery

• Introduce the Activity
• Voice
• Gym requires loud voice
• No slang
• Deal with outside noises

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3. Delivery

• Give directions
• Group positionbring them together
• KISS
• KIP keep it positive
• Focus on what people can do as opposed to what
  they shouldnt

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3. Delivery

• Play
• Be involved with the group leader /or group
  members
• Stop or change an activity if it isnt working.
• Some people like to talk about a bag of tricks

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3. Delivery

• Transitions between two or more different
  experiences
• Maintain momentum
• What is similar between them
• Ie., Location, equipment
• How can they be linked together

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3. Delivery

• Concluding the activity
• Stop when they are having fun
• Plan the conclusion
• What have you learned?
• Summarize the day
• Leave on a positive note

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Self-determination Theory(Deci Ryan)

• A theory that highlights the importance of
  humans' inner resources for personality
  development and behavioral self-regulation" (Ryan
  Deci, 2000, p. 68)

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Self-determination TheoryMotivation

• Intrinsic Motivation
• Extrinsic Motivation
• Internal Regulation of Extrinsic Motivation

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Internalized Forms of Motivation

• Intrinsic Motivation
• Truly internal, doing for the sake of doing
• Integrated Regulation
• An adoption of the values and symbolic meaning of
  an activity to the self
• Identified Regulation
• Activity is in line with ones self-image
• Introjected Regulation
• Activity is done based on some adopted belief
  that compels the person to do it.

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External and Amotivation

• External Motivation some perceived reward or
  avoidance of punishment attached
• Amotivation inaction or action without
  intentgoing through the motions without any
  intent

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Why care?

• Internalized activities are linked to substantial
  benefits
• Prolonged engagement in activities
• During activity and over time.
• More behavioral effectiveness
• enhanced subjective well being
• better assimilation of the individual within that
  persons social group

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Why care?

• Activities done for external reasons tend to lack
  value
• Loss of interest
• Long term difficulty sticking with things
• Amotivation is especially worrisome
• Its the antithesis of internal regulation
• Failure to make things meaningful
• Undermines creativity, interest and valuing ones
  time

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Facilitating Internalized Regulation

• Internalized Regulation (IR) occurs when these
  needs are met
• Autonomy
• Relatedness
• Competence
• IR can be facilitated through environments that
  offer
• Autonomy Support
• Interpersonal Involvement
• Structure

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What does this mean to you?

• This is applicable to preteens, adolescents and
  adults
• Tips
• Follow Youths lead Allow for Youth Voice
• Guiding Questions
• Make Situations Manageable
• Be like Oz Monitor behind the Scenes
• Leaders should act in ways where
• People feel emotionally connected to them
• Theyre aware of what it takes to achieve success
• Where people feel supported to make the choices
  that will lead to success and future involvement

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What other implications

• External motivation as the bait
• The Environment as the hook