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the act of working with a person or persons directly in a face-to-face situation. In the delivery of leisure services, examples of direct leadership include game and song leading, facilitating a leisure education session, giving a guided tour, coaching a youth sport, and leading exercise classes.

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Direct leadership involves

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in the trenches; people; two

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Understanding what goes on __ __ __ and being successful at working directly with __ are ___ of the most important aspects of successful leaders in the leisure services field.

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establishing the environment, leading the people; different leadership styles; theoretical concepts

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Being responsible for direct leadership involves ___ __ ___, __ __ in a variety of recreation and leisure and activities, exploring ___ ___ ___, and applying ___ ___ to situations that exist in the provision of leisure services.

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preparation, priming the group, and delivery.

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Successful leadership consists of three phases:

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Setting the stage is about being prepared. Among other things, good leaders aree prepared for the people, the activities, and the unexpected.

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LEADERSHIP PREPARATION - PHASE I pg. 252

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The more a leader knows about a group, the better decisions he or she can make relative to appropriate leadership styles, type of communication, potential difficulties, and the probable needs and desires of the participants.

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Group Composition

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How large is the group? What is the approximate % of females and males in the group? What is the mix of ages of participants? Do any group members require special considerations due to physical or mental ability differences? How experienced are the participants with the planned activities? What are the group member's reasons for participation? Do group members know one another? Are medical histories available to the leader?

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To be best prepared, leaders might want to ask and answer a few questions about the group proior to beginning...

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Group size will impact preparation, implementation, and leadership style. Typically, large groups require more structure than small groups for a leader to maintain control. They also require additional equipment, time for breaking into smaller groups (if needed for the activity) and receiving instructions. Additional staff may also be needed. Smaller groups tend to complete activities more quickly and demand a higher level of social intimacy and attention from the leader.

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How large is the group?

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This information is sometimes helpful in determining attitudes and comfort levels of participants. Females and males socialize differently, communicate somewhat distinctly, and have differing expectations of leaders. Predominatly boys age 13 - 15, one could assume there will be a desire for sports and active leadership. Group of women over 50, there might be a strong desire for socially oriented activities and a more subdued leadership style.

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What is the approximate percentage of females and males in the group?

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Knowing the approximate ages (or age cohort) of group members helps a leader select appropriate leadership techniques based on knowledge about developmental maturity, level of sophistication, types of preferred activities, and appropriate complexity of rules.

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What is the mix of ages of participants?

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Full involvement of all group members should be a goal of parks, recreation, and leisure service leaders. A leader should always be prepared to adapt activities for someone with special needs; it is helpful to know of specific needs in advance.

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Do any group members require special considerations due to physical or mental ability differences?

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A leisure services leader can be much more effective if they know whether participants are beginners, experts, or of the group is of mixed abililties. With this knowledge leadership techniques and activities can be modified appropriately to match skill levels and participant goals.

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How experienced are the participants with the planned activity?

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People participate in leisure activities for a variety of reasons: because they were invited to participate, their parents desired it, peer pressure, or they wanted to participate ( also for a variety of reasons). Each reason has different implications for the level of readiness and motivations of participants as well as approaches leaders may take in their leadership efforts.

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What are the group members' reasons for participation?

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Group members who know one another have likely established some elements of group dynamics. Levels of trust, group roles, decision-making processes, and norms have probably been developed to some extent. This may be an advantage or disadvantage to a leader, depending on the goals of the group, leader, and agency or organization.

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Do group members know one another?

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The importance of this information may depend on the nature of the organization and activity. In therapeutic recreation setting knowing medical histories could be critical to successful leadership.

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Are medical histories available to the leader?

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composition

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Knowing the ______ of one's group is a prerequisite to effective leadership.

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Knowing about the group can help a leader understand concerns of risk management related to the participants, the environment, and her or his own leadership skills and approaches. Effective risk management will protect not only the leader but also the participants, equipment, and facility.

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Risk Management Considerations -

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Have you gone through the risk mgt. checklist? Are the staff assigned to this direct leadership opportunity right for the job? Do you know enough about the participants to be safe? Are the activities appropriate for the group? What if....?

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Addressing the considerations identified in these questions prior to engaging the group will ensure safe leisure activities:

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To be fully prepared as a leader, all areas should be checked for and cleared of potential hazards. Both a visual and hands-on check should be conducted on a perodic basis as established by an agency/organizational policies, and a visual check should be conducted in an activity area prior to each and every activity session.

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Have you gone through the risk management checklist?

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As a direct leader, knowing about the skills, temperament and limitations of oneself, as well as peer leaders, is vital to the safe conduct of activities.

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Are the staff assigned to this direct leadership opportunity right for the job?

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Learning about group composition not only makes a leader's job easier but it is also an important risk management tool because it helps in activity selection and sequencing, decision making, behavior management, communication, and so on.

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Do you know enough about the participants to be safe?

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Effective leaders will want to be sure that activities are age and developmentally appropriate, culturally sensitive to differences among group members, and meet the goals of the session.

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Are the activities appropriate for the group?

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In addition to adressing preparation issues, another aspect of direct leadership that is critical to being well-prepared is playing "What if?" "What if?" is an activity and a process that helps a leader to prepare for the unexpected. Brainstorming questions, scenarios, and potential issues before they happen is a key to facilitating enjoyment, maintaining safety, and managing participant behaviors. Pg. 255

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What if....?

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goals; objectives

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After learning everything possible about the group, going through the risk management checklist, and playing "what if?" the next element of preparation is to consider and develop ____ and ____ for the leadership session.

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teaching.

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Effective leadership involves effective _____.

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bedrock The provide the sound structure around which leisure activities are built and help leaders define their tasks.

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Goals and objectives are the ___ of effective and sound leadership.

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prior Among other impacts, this knowledge influences participant involvement, how instructions are given, and what group leadership techniques are used.

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An effective and well-prepared leader knows what she or he hopes to accomplish _____ to engaging in the leadership experience.

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Societal goals - aims or ideals of the community Professional goals - professionalism and performance Agency or organizational goals - mission statements, etc. Participant goals- these are quite diverse. Pg. 257

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Types of Goals

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Goals are broad statements that describe the anticipated or desired behaviors of participants. Common participant goals include the following: * Skill/Knowledge development - physical skill, cognitive skill, knowledge about something. * Interpersonal skills - (e.g., decision making, problem solving, communication) and social goals (e.g., being with others, sharing, helping) are the commong reasons participate in a wide variety of leisure experiences. * Democratic living skills - (e.g., cooperation, ideals of fair play, equality) may be the focus of leisure activities for a variety of people. * To have fun and serve as diversionary (i.e., non-utilitarian) activity is a perfectly legitimate goal of recreation and leisure activities. In fact, many participate in leisure experiences with having fun as the primary goal. This enhances health and quality of life in a number of ways. * Health benefits - Physical exercise makes participants feel better physically, emotionally and mentally. Physical exercise is often seen as a secondary goal or positive "bonus benefit" of leisure participation by many participants.

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To provide structure and focus to leisure experiences, an effective leader identifies the goals and objectives of each activity.

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Objectives serve as the practical and identifiable steps to reaching a goal.

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OBJECTIVES

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cognitive behavioral affective

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If one were to picture a staircase, objectives would be the individual steps and the goal would be at the top of the stairs. Each step can have three different types of objectives:

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are those that deal with thinking

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Cognitive objectives

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are those that deal with physical actions and skills

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Behavioral objectives

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are those that deal with feelings and emotions.

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Affective objectives

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goals. Objectives are used to serve as guideposts to measure whether or not an individual has done the action named in the objective.

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Objectives must be related to ____.

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S = Specific M = Measurable A = Achievable R = Realistic T = Trackable

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Thinking SMART helps a leader to remember that objectives are:

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A = Audience (who is doing the action) B = Behavior (the action the audience must do) C = Condition or criterion ( identifies how an action is to be done) D = Degree ( describes how well the behavior will be accomplished, to what degree of competency) pg. 260

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ABCD's of writing behavioral objectives -

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there must be a subject, verb, object, and modifier - and every objective must have all these components. In this case, the subject is WHO will do the behavior, the WHAT is the verb (or behavior the subject will be doing), and the HOW is the objects that explains the behavior to be done, and the HOW WELL corresponds to the modifier.

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Writing a objective is much like writing a sentence -

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pg. 260

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Table 12 A - Sample verbs for use in writing objectives

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skill; leader

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Setting the tone is a very important ____, and the responsibility for it rests with the _____.

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is the artful handling of an environment or situation to positively influence a leisure experience.

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Positive manipulation

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* The use of color to change the feel of a room * Lighting is another physical element that can be changed * Noise, sounds and music - to affect the mood * Artwork, murals, posters, pictures and the use of various media. * Arranging space and equipment * Arranging space & equipment for safety factors * Arrange activity space and equipment for max effectiveness. * Consider type, size and shape of the open space.

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Examples of positive manipulation -pg 261

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Figure 12.8, pg 262 Do unto others as they would want to be done unto Involving participants (especially children) in decision-making processes takes extra time; do it anyway. Ask questions that will require more than a yes or no response. Never ask a question if you are not prepared for the answer.... More listed on the page.

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Helpful hints for successful leadership

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Priming the group includes getting a group's attention, dividing a group into subgroups, and learning participant names. In general, it is best to think of ways to accomplish the priming tasks that are fun, experiential, (i.e., active and interactive), and integrated inot the actual activity.

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PRIMING THE GROUP - PHASE II pg. 263

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Recreation and leisure activities should be fun and enjoyable for all; fun is one of the defining elements of a recreation experience. Therefore, techniques where a leader stares a group into quiet submission, incessantly blows a whistle, or berates individuals with voice tone and , "Quiet please," are antithetical to meeting the goal of having fun and promoting the leisure ideal. Making some kind of loud noise is a common method of getting a group's attention. If this is the leader's preferred technique, it should be as fun and unique as possible. Try to avoid using the whistle - brings the connotation of authority figures which folks do not necessarily hold positive leisure connotation for.

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Getting a group's attention -

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Fun Respectful Unexpected Experiential

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Basic principles for activities used in priming a group include being:

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There are many ways to divide a large group into smaller groups that are creative and equitable, and do not negatively impact participant self-esteem. It is the leaders responsibility to learn, practice and select methods that enhance, rather than detract from, the larger leisure experience.

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Dividing groups

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using team captains counting off - should be used sparingly dividing by sex - pitting one sex against the other perpetuates stereotypes of the "us versus them" and establishes a negative tone.

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In dividing groups, avoid:

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using people's names, and by using and pronouncing names the way people wish to be called. For instance, an individual introduces herself as Tomika should be called Tomika, not Tommi or some other derivative that the leader feels is cute, nice or easier to pronounce.

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Success in leadership is a combination of many things, one of which is earning the respect of participants. People like and respect those whom they believe like and respect them. One way of showing this is by

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Once the preliminary tasks of being prepared, getting a group's attention, dividing a group, and learning names has occured, it is time to move into the delivery phase of the activity. Delivery refers to the aspects of activity and giving directions or instructions to participants so they can play.

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DELIVERY - PHASE III pg. 265

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Typically a leader does 4 things when introducing an activity: A. identifies themselves B. Identifies the activity C. Explains the object or goal of the activity D. Tells a shor story (i.e., fact or fiction) to help set the mood of the activity (60 seconds or less).

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Introducing an Activity

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In stating directions or guidelines for an activity, a leader might remember the following acronyms: KISS - Keep it short and simple KIP - Keep it positive PLAY - means just what it says.

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Giving directions

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The important thing to recognize about leading songs is that one does not have to know how to sing (e.g., be able to carry a tune) to be an effective song leader. Music, particularly singing, is an element that in and of itself is joyful and uplifting; it is difficult to sing and be somber. Singing can be a magical element in any setting and with all ages. Singing can be used in downtime, as a startup activity, and as part of closing an event or day. It can help get participants energized, calm them down, or get them in a particular mood. Sing the song once through in its entirety.

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Leading songs

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1. Once the participants have hear and seen the song (and motions) the leader sings a verse and has the group repeat, ling-by-line. 2. Depending upon the length of the song and the abilities of the group, the leader may wish to sing two lines at a time and have the group repeat. 3. Sing the entire song through with the participants. 4. If there are hand or body motions in the song, the leader goes through the song again, using motions. 5. Sing and act out the entire song. The song should be sung a minimum of twice through to help all participants to best learn the song.

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Steps to leading songs.

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1. a round is usually sung as many times as there are groups. This evens things out so that every group has an opportunity to sing the song through the same number of times. 2. Follow the steps listed for song leading. 3. Once the groug has a handle on the song, divide them into groups. Three groups are most common. 4. Its the leaders job to engage all the participants in singing their part of the round.

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Teaching a song in a round

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Transitions are psychological links between two or more different experiences which help smooth out leadership and interactions with the group. They serve to maintain momentum - reassert leader positioning - provide a psychological bridge of safety so the participants know where there going - link activities together Transitions are used within activities, between activities, and even between activity sessions.

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Transitions

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Some activities naturally come to an end or conclusion. Others need to the leader to provide direction to the wrap-up of an activity. Usually, it is best to stop an activity while the participants are still having fun. A solid and well-planned method to conclude activiteis or leisure sessions is just as important as a strong beginning to the activity.

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Conculding a leadership session

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conclusion It is a time that can be used to bring people together, to summarize, to leave people with positive feelings, and to leave participants wanting more.

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The ______is the leaders last opportunity to influence the leisure experience.

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Meetings need to be structured and meaningful. They are either formal or informal. Formal meetings commonly follow Robert's Rules of Order to maintain flow and an organized structure. pg. 269

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CONDUCTING SUCCESSFUL MEETINGS

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decide or determine: 1. what is the purpose of the meeting? 2. who is to be in attendance? 3. where is teh meeting to take place? 4. how the room is to be arranged? 5. when the meeting is to be held (and for how long)? 6. how the meeting is to be conducted. In addition, leader will provide information such as the agenda and all collateral necessary. Leader - ideally notifies every one at least a week in advance - providing all pertinent data.

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Prior to the meeting it is the leaders responsibility to

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Final agenda should be received a minimum of two days ahead of the meeting (unless an emergency meeting is being called).

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The meeting agenda

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* Heading centered at the top of the page: AGENDA * Name of the group that is meeting: centered at the top of the page. * Date of the meeting: Centered at the top of the page. * Time of start and end of meeting: centered at top * Location: centered at top * Purpose statement: the general purpose of the meeting. * Introduction of any guests (e.g., reporters, members of the general public, invited speakers). * Acceptance of minutes: At the beginning of each meeting it is common to review minutes from the last meeting. * Old business: Addresses any unfinished business. * New business: this includes any material to be addressed in the current meeting, not previously discussed * Other items: this could be general reports from subcommittees or misc. items that dont fit well in anyh other category. * Announcements: information to be shared for discussion and group decisions are not needed. Typically, dates and times of upcoming events, due dates, and factual info are listed as announcements.

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An agenda typically includes the following:

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The leader sets the tone for each and every meeting. Watch and manipulate room arrangement to best suit goals. Be punctual. Establish an atmosphere of trust and respect. More info on pg. 271

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During the meeting

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be aware of the "meeting-after-the-meeting" . This is typically the hanging out that occurs after a meeting has officially ended. pg. 273

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After the meeting

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Minutes are the official record of what occured during the meeting. How to format minutes see page. 273-274 Sample minutes on page 275

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Minutes

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are those conducted with meeting participants at a physical distance from one another. They follow the same general guidelines as face-to-face meetings. In the form of teleconferences, videoconferences, or online meetings using instant messages or boards.

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Virtual meetings

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An effective oral presentation requires thorough preparation, practice, and a solid delivery.

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Effective oral presentation

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one's self; audience; purpose and goals; environment.

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As with activity leadership, preparation for an oral presentation requires knowing ___ __, the ____, the ____ and ____ and the _____.

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Effective Presentation

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Preparation + Delivery + Transitions+ Conculsion =

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Have a solid knowledge base of the topic to be shared.

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Know the topic

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When you make your presentation are you trying to: persuade the audience? inform the audience? motivate the audience? teach the audience? The purpose of the presentation impacts the delivery, content and timing.

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Know the reason for the presentation

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Knowing what will get and keep the audience's attention, when and how to best involve the audience in the presentation, and how to anticipate potential questions.

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Know the audience

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Be familiar enough with the equipment that you can easily use it. Have a back up plan if there are glitches.

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Know the technology

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prepare an introduction the body of the presentation and the conclusion It is important to develop these components with time periods in mind. If you only have an hour, you may only want to spend 5 min on the intro, 50 min on the body, 5 on conclusion.

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Organize the presentation

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Make sure to thoroughly prepare and practice ahead of time to ensure that your presentation will fit within the given time limits, that you feel comfortable with the flow and organization of the talk, and that you know the material well enough that your not tempted to read from the your notes.

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Practice, Practice, Practice

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ones personal appearance and presence, the style of communication one uses, the grammar and language one chooses, the effective use of questions and pauses, and the other elements of communication embedded in an oral presentation.

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The delivery phase of an oral presentation consists of several components, some of which include:

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A good rule of thumb is to dress "one notch above" how the audience will be dressed. This aids the speaker credibility and the comfort level of the audience. Standing tall, smiling, keeping hands out of pockets, not fidgeting, using appropriate gestures, and making eye contact send a message of confidence and credibilty to an audience.

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Personal appearance

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Generally, effective presentations come across as personal converstations with each member of the audience. Proper grammar is always a must. Be aware of your body language.

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Personal style and language

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The anchor is anything that tends to draw a presenter toward it throughout the presentation. It might be a podium, overhead projector, chalkboard, flip chart, spot on the floor, or even a person. Anchors serve as essentially a "home base" for the presenter; making use of an anchor can be both a positive and negative technique.

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Be aware of the Anchor

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Being aware of one's location with regard to the audience, room, and any technology is important. Are you to far away to connect with the people? Are you so close that the people are intimidated? Do you turn your back to the audience?

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Kinesthetic Awareness

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Because the goal of an effective presentation is to come across as a conversation, the unpracticed use of notes can be awkward. Practice with notes but do not use them in the presentation.

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The Use of Notes

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Visual aids can augment the topic. These can include handouts, flip charts, posters, the use of a chalkboard, or dry erase board, overhead projectors or slide shows. The rule of thumb with visual aids is that they should be so well done that the presenter will never have to apologize for such matters as poor quality, illegibility, spelling or grammatical errors, or complexity such that the material cannot be understood.

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Visual aids

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They should be professional in appearance - clear, clean and readable copy. No more than two different types of fonts should be used adn they should be no smaller than 10 point. Anticipate those with visual impairments - at least a couple prepared in larger 18 point font is helpful. Timing of distribution - consider the purpose of the handout, will it help illuminate, or is it just additional info.

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Handouts

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Best suited for a small audience.

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Flip Charts

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Keep it simple Maintain consistency Minimize special effects Use an appropriate number of slides

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Tips for Tech-Based Presentations

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