Skills and Qualities

Notes: 
  • Come prepared with a list of skills for the particular sport that your organisation is using in the Goal Programme. If you are using a variety of sports, pick one sport and list out the basic skills in that sport.
  • Make sure that participants reflect on what types of qualities or skills society expects them to learn or adopt and leave with the message that in reality, there is no difference between boys and girls when it comes to adopting positive qualities and learning new skills, whether it is on the sports field or in life.
Materials: 
  • Cones and balls (if sport skill demonstrations are involved)
  • Handout 36
Time Required: 
One Hour
Objective: 
  • Explore the meaning of skills and qualities
  • Discuss how skills can be learned and qualities developed
Instructions: 

Introduction

This session will explore the importance of learning new skills and developing positive qualities for the participants’ future. Participants will also discuss different types of skills and qualities they might need to achieve their own goals.

Instructions - Game

  1. Ask all participants if they know what a skill is? Answer: A skill is something we learn that helps us accomplish a task or do an activity.
  2. Ask the participants to come up with a list of skills they have learned so far in their lives (could be from home, from school, from jobs they have or from their sport programme). If they are having trouble mentioning some skills, help them with these examples: Studying skills, cooking, passing the ball, reading (for more examples, take a look at the Handout 36 or help the group list out all the sport skills they have learned through the Goal Programme as a refresher.)
  3. Next, create groups of 3 or 4 and ask each group to pick a skill to demonstrate to the other groups.  Give the groups 10 minutes to plan their demonstration and then have each group demonstrate the skills in front of the others. Their demonstrations should not be longer than 2 min.
  4. If the participants are advanced in that particular sport, rather than demonstrating the skill, ask the small groups to actually teach the skill, creating a 5-10 minute mini lesson for the rest of the participants.
  5. After each group demonstrates their skill, ask where they first did learn that skill and who taught them?

Instructions - Classroom

  1. Ask participants to pick one of their goals they identified for themselves in My Goals Session. They should pair up with a friend and share that goal.
  2. Both pairs then help each other discuss and identify what skills and qualities they will each need to reach their goal. Each participant should have a blank white piece of paper and should write their goal in the middle. They can then draw and write around the goal the different skills and qualities they identify.
  3. Lastly, each participant then presents their goal and the skills and qualities they need to achieve that goal to the whole group. The group can give feedback to the participant if they have any.  
Discussion Questions: 

Discussion - Game

  • Today we explored what a skill is and did some demonstrations. Are we all born having these skills? How can we learn and improve these skills?
    • Example: We attend practice, we watch others, we practice on our own.
  • How about outside of sports? Do we learn different skills in our daily lives?
    • Example: In school, we learn study skills, reading skills, maths skills.
    • Example: At home we learn different skills from our mothers and fathers.
  • Why do we need different skills in life? Can we learn skills or are we born with them?
    • Example: To get certain jobs, start or run our own business, advance our studies, make money, self-satisfaction, feeding ourselves or our families, taking care of our families in the home.
    • Example: We are not born with skills but rather learn them in different ways as we grow up.
  • Besides skills, what else do you need to be a good player?
    • Example: You need personal qualities, you must be: disciplined, competitive, hardworking, tough, reliable and supportive of others, motivated, resilient, a fast, quick thinker.
  • We call these our personal qualities, who can give a definition of personal qualities?
    • Example: Personal qualities are part of our personality or character, they often describe how we will behave or interact with others.
    • Example: Honest, helpful, outgoing, sensitive, resourceful, calm, ambitious, adventurous.
  • Does our community sometimes tell us that boys and girls should have different qualities or skills? Give some examples.
    • Example: Yes, sometimes people say that girls should act or behave a certain way and should only learn certain skills, this is true for boys as well.
    • Example: But, in reality, boys and girls have the capacity to have the same important qualities in life and have the capacity to learn the same skills.
    • Example: Often, the skills and qualities that girls and women have are not as valued as the skills and qualities that boys or men have.
  • Are we born with certain qualities or are qualities something we can also learn as we grow up and have more experiences?
    • Example: We can learn and develop qualities just like skills by watching others or paying attention to how we act or behave in certain situations.
    • Example: Identifying good role models with good qualities is a good way to learn and develop our own qualities.