Program Basics Fg2010

Program Basics
Workshop

FACILITATOR’S GUIDE

Program Basics

Name:

Title:

Club:

Organization:

Organization Address:

Email:

Phone:

Statement of Satisfactory Participants in Boys & Girls Clubs of America (BGCA)
Completion learning opportunities must be present and actively engaged
throughout the entire learning experience. BGCA has
PG: Page 3 developed performance measures to monitor participant
achievement and to help ensure that the learning experience
is efficient and effective. Performance measures ensure
economical choices of instructional content, provide a basis
for participant accountability during and after instruction, and
help align participant achievement to strategic goals.

The following are among the types of assessments used:

• Essay
• Fill-in-the-blank
• Multiple choice
• True/false
• Demonstrations
• Oral response
• Matching

Participants must satisfactorily complete the entire learning
experience before a BGCA Verification of Learning Credit
(VLC) or Continuing Education Unit (CEU) is awarded. In
order for participants to receive a CEU credit, a participant
must also complete a demonstration of learning assessment
form. BGCA does not award partial credit for learning
experiences.

Participant’s Guide: Page 3 of 75 © Boys & Girls Clubs of America

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DEMONSTRATION OF COMPETENCY

This workshop contributes to the knowledge requirements needed to demonstrate
competency in the following areas:

Leadership

YD1 Support an Environment, Programs and Services that Prepare Youth for Success
and Facilitate Achievement of Aspirations of Club Members

YD1.1 Support, articulate and carry out the vision, mission and principles of the
Boys & Girls Club
YD1.2 Contribute to identifying and implementing strategies for quality
improvement

YD2 Provide opportunities for youth to realize their potential
YD2.1 Create an environment for youth to succeed and ensure everything the
Club does will be world class

Program Development and Implementation

YD6 Plan, Develop, Implement and Evaluate Programs, Services and Activities
YD6.1 Effectively plan programs, services and activities
YD6.2 Effectively develop programs, services and activities
YD6.3 Effectively implement and administer programs, services and activities
YD6.4 Effectively monitor and evaluate programs, services
and activities

Club Operation and Administration

MP11 Develop, Implement and Monitor Effective Business Systems and Practices
MP11.1 Ensure effective measurement strategy
MP11.2 Ensure effective program administration and implement policies and
procedures
MP11.3 Ensure transitions are the manner by which young people join the Club,
move between program spaces and enter and exit the facility

Facilitator’s Guide: Page 4 of 75 © Boys & Girls Clubs of America

PROGRAM BASICS
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You will need to obtain the following materials prior to the start of the workshop.

FACILITATOR’S  Flipchart pads: 1-2 for Trainer
MATERIALS  PowerPoint presentation
 Masking tape
 Markers – 6 sets, variety of colors
 Post-it notes
 Optional: Construction paper & scissors

PARTICIPANT’S  Participant’s Guide
MATERIALS  Program Basics Book
 Booklet – Back Pocket Programs

 Impact Assessment
HANDOUTS  Poster – Developmental Characteristics of Youth
 Verification of Learning Credits
 Evaluations

EQUIPMENT  Screen
 LCD
 Flipchart stands for Trainer and/or small groups


PROGRAM BASICS
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PROGRAM OVERVIEW AND INTRODUCTIONS

Welcome On behalf of Boys & Girls Clubs of America and its Training and
PG: Page 5 Professional Development department, welcome to the
PPT 1 Program Basics Workshop.

Youth Development professionals play an extremely important
leadership role in Clubs. They play a very significant role in
ensuring the success of the Boys & Girls Club Movement’s five-
year strategic plan entitled “Impact 2012.”

The Program Basics workshop is designed to help you gain
skills and knowledge in order to increase your abilities to make
a difference in the lives of Club members, your community and
those to whom you provide leadership.

Active Engagement In order for you to benefit most from this learning experience,
you will need to be an active, engaged learner. Your
agreement for full engagement includes:

• Being open, honest and candid
• Being on time
• Showing respect
• Placing cell phone / Blackberry on vibrate
• Having only one conversation at a time
• Having fun!

Workshop Goal The goal of the Program Basics Workshop is to expand and
PPT 2 strengthen your ability to plan a Boys & Girls Clubs Program.
PG: Page 5

Workshop Outcomes At the end of the Workshop, you will be able to:

PPT 3 • Describe Boys & Girls Clubs mission and core
PG: Page 5 characteristics;
• Recognize BGCA’s formula for impact;
• Identify the five key elements of impact;
• Recognize the three approaches to program delivery;
• Create recommendations for gender, diversity,
socioeconomic and inclusion considerations; and
• Explain developmental characteristics of youth.


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Learning Outcomes • Define the five core program areas and develop a list of
PG: Page 6 programs that could be implemented in your Club
PPT 4 • Apply common characteristics of planning a specific
program
• Practice promoting a Club program
• Create an overall Club program utilizing program
considerations
• Recognize the three basic levels of program evaluation and
assessment

Workshop Topics This Workshop contains the following topics:
PG: Page 6
PPT 5 Topic One: What is a Boys & Girls Club?
• Lesson One: Boys & Girls Club Mission
• Lesson Two: Characteristics of a Boys & Girls Club
• Lesson Three: BGCA’s Formula for Impact

Topic Two: Five Key Elements for Positive Youth
Development
• Lesson One: The Five Key Elements

Topic Three: Program Delivery Methods
• Lesson One: Individual, Small and Large Groups
• Lesson Two: How to Lead an Activity

Topic Four: Understanding Children and Adolescents
• Lesson One: Overview of Gender, Diversity,
Socioeconomic and Inclusion Considerations
• Lesson Two: Development Characteristics

Topic Five: Core Program Areas
• Lesson One: The Five Core Program Areas
• Lesson Two: Fixed or Choice?

Topic Six : Planning and Promoting Program
• Lesson One: How to Plan a Specific Program
• Lesson Two: How to Promote your Program
• Lesson Three: Planning an Overall Club Program

Topic Seven: How to Evaluate and Assess a Program
• Lesson One: How to Evaluate and Assess a Program


PROGRAM BASICS
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PROGRAM INTRODUCTION Time: 20 minutes

Why Program Basics is Program Basics is the primary planning resource for all
Important professionals and volunteers in the Boys & Girls Club
Movement. This workshop introduces the program
PPT 6 fundamentals upon which the Movement is based, and explains
PG: Page 7 how these fundamentals are applied to planning the annual and
daily program.

Program Basics is the “basic training” for implementing
programs that not on; but will also have a positive influence on
successive generations.

This workshop is based on adult learning principles. For you to
benefit most from this learning experience, you will be involved
as an “active” learner participating in a variety of learning
activities. Your participation, sharing and working together will
enrich your learning experience today.

Time: 10 minutes
Exercise
Introductions This exercise is designed to help you get better acquainted with
PPT 7 each other. Each team will select a team name. You will
PG: Page 7 design a team poster on flipchart paper that includes your team
name, the names of the individuals that make up the team, and
an icon that represents each individual, e.g., the logo of their
favorite sports team, a picture that represents a hobby, etc.

Facilitator’s Note: Break participants into teams of 5-6. Ask each team to select a team
name. Distribute flipchart paper and ask them to design a team poster with their team
name, the individual’s names who make up the team and something that represents each
individual. Examples are: the logo of their favorite sport team, a picture that represents a
hobby, etc. Teams will introduce themselves and share their team name, individual’s names
and the items they chose to represent themselves. Have teams post their poster near their
table.


PROGRAM BASICS
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PG: Page 8
Group Introductions Worksheet

1. Select a team name.

2. Design a team poster with your team name, the names of the individuals who
make up the team, and something that represents each individual.

3. Teams will introduce themselves and share their team name, individual’s names
and the items they chose to represent themselves.


PROGRAM BASICS
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Time: 10 minutes
Exercise
Participant Outcomes It’s important for me to know why you registered for this
PPT 8 workshop. What are your expectations? What would you like
PG: Page 9 to learn as a result of attending this workshop?

Facilitator’s Note:

Instruct participants to take a few moments to discuss their outcomes in their small groups.
Ask them to select a group leader. After 5 minutes poll group leaders. Post the collective
expectations on flip chart paper.

Relate their responses to the outcomes for this workshop

Transition: The more important information you need to know as a youth development
professional is “What is a Boys & Girls Club?” which is our first topic.


PROGRAM BASICS
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PG: Page 9
Participant Outcomes/Expectations Worksheet

1. Individually, think about what you would like to learn as a result of this workshop.

2. Discuss your expectations/outcomes in small groups at your tables.

3. Select a group leader that will give the expectation report.


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Topic One: What is a Boys & Girls Club? Time: 60 minutes

Introduction The growth and ongoing success attributed to the Boys &
PG: Page 10 Girls Club Movement is related, in great part, to the quality
and achievements of staff just like you.

In 1860, the first Boys’ Club opened in Hartford, CT, and the
Movement Federated as 53 Clubs that united in 1906.
Throughout the Movement's long and proud history, Boys &
Girls Club professionals, adhering to the Movement's mission
and founding principles, have distinguished themselves by
providing guidance and youth development services
specifically designed to meet the needs of young people in the
community.

Importance To prepare you to create fun, effective and life enhancing
programs throughout your Club, let’s review what makes Boys
& Girls Clubs unique. This information will help you
understand the mission of Boys & Girls Clubs and the
overarching goals we have for our members.

Learning Outcomes By the end of this topic, you will be able to:

PPT 10 • Describe Boys & Girls Clubs mission and core
PG: Page 10 characteristics, and
• Recognize BGCA’s formula for impact

Order of Lessons The lessons in this topic include:

PPT 11 Lessons
PG: Page10 • Lesson One: Boys & Girls Club Mission
• Lesson Two: Characteristics of a Boys & Girls Club
• Lesson Three: BGCA’s Formula for Impact


PROGRAM BASICS
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What is a Boys & Girls Club?
Lesson One: Boys & Girls Club Mission Time: 15 minutes

Mission Statement An organization’s mission statement defines the core
PPT 12 purpose of an organization.
PG: Page 11

Facilitator’s Note

Ask: Can anyone tell me what a Mission Statement is?
Solicit responses from one or two volunteers.

The Mission Statement of an organization identifies:

• The audience targeted for services
• Purpose, the reason it exists

All Clubs should have a written mission statement.

BGC Mission Statement Mission Statement:
To enable all young people, especially those who need us
PPT 13 most, to reach their full potential as productive, caring and
PG: Page 11 responsible citizens.


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Ask: According to our mission, what population do we serve? What is the reason we exist?
Does anyone’s Club mission statement vary from this?

Compare similarities.

Ask: What type of organization is the Boys & Girls Club?
Solicit responses from one or two volunteers.

Ask: Is it a nonprofit, youth serving, guidance, human service, out-of-school youth work, or
leisure service organization?

Facilitator’s Note: The correct answer could be “all of the above.” The Boys & Girls Club is
a nonprofit human service organization, serving youth during out-of-school/leisure time.
However, it is most correct to state that the Boys & Girls Club is a youth development
organization, a concept consistent with the defining function, focus and expected outcome
of its profession’s work.

Summary Lastly, it is important to note the mission is the driving force
from which programs should evolve. It identifies the broad
PPT 14 principles upon which you should proceed in designing and
PG: Page 11 implementing programs. The mission provides a broad
statement of the organization’s purpose.

The Boys & Girls Club is a youth development organization.
Our mission is the driving force behind the programs and
your role as a youth development professional.


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Lesson Two: Characteristics of a Boys & Girls Club Time: 20 minutes

Characteristics of a Boys All quality Boys & Girls Clubs will have several characteristics
& Girls Club in common. These principles influence the way Clubs operate
on a daily basis and the program opportunities offered to
PPT 16 youth.
PG: Page 12
Next, we are going to examine some of the core
characteristics of Clubs. We will identify the quality
characteristics of a Boys & Girls Club and the specific
methods consistent with the mission of the Boys & Girls Club
and our beliefs.

Boys & Girls Clubs have identified a list of characteristics that
set Clubs apart from other youth development and youth
serving organizations. It is not just one of these
characteristics that set us apart; rather all of them collectively
make us unique.


Poll Group: What do you think makes Boys & Girls Clubs unique? What sets us apart from
other youth serving organizations? (Usually the group will come up with some of the
answers, low fees, building centered, etc.)


PROGRAM BASICS
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Core Characteristics Boys and Girls Clubs …
Are for boys and girls satisfying the age-old desire of young
PPT 17 people to have a “Club” of their own.
PG: Page 12
Have full-time professional leadership supplemented by
part-time workers and volunteers.
•
Require no proof of good character. They help and guide
girls and boys who may be in danger of acquiring, or who
have already acquired, unacceptable habits and attitudes, as
well as those of good character.
•
Make sure that all boys and girls can afford to belong
and even the least interested will not be deterred from
joining.
•

Are for girls and boys of all races, religions and cultures.
Are building-centered with activities conducted in the warm,
friendly atmosphere of facilities especially designed for Club
programs.

PG: Page 13 Have an open-door policy. Clubs are open to all members at
any time during hours of operation.

Have a varied and diversified program that recognizes and
responds to the collective and individual needs of girls and
boys.

Are guidance-oriented. Clubs emphasize values inherent in
the relationships between young people, their peers and adult
leaders. They help boys and girls make appropriate and
satisfying choices.


Ask participants to share examples of how this is relevant to their Club.

Transition: The Mission and the Core Characteristics are important to keep in mind as we
plan programs. Just as important is the formula for impact.


Program Basics

Lesson Three: BGCA’s formula for Impact Time: 20 minutes

Introduction IMPACT 2012, our five-year strategic plan, charges the entire
Movement to boldly move forward to lead with impact and
PG: Page14 deepen the Boys & Girls Club experience by ensuring each
member realizes their dreams and reaches their full potential.

IMPACT 2012 serves as a blueprint for increasing the
effectiveness of our Clubs and furthering our mission so that
together we will guarantee a positive future for every child and
a nation empowered by great citizens.

Club Impact Impact is the contribution the Club makes to the attitudes,
skills, values and behavior of Club members that enables
PPT 19 them to succeed in adulthood. More specifically, every young
PG: Page 14 person has the capacity and potential to succeed, to achieve
greatness and to soar.

PPT 20 The Movement’s Formula for Impact is simple – Boys & Girls
PG: Page 14 Clubs serve young people who need us most by:

• Implementing the Five Key Elements for Positive Youth
Development;
• Promoting regular attendance; and
• Offering targeted programs.


Program Basics

PPT 20
PG: Page 15

BGCA’s Formula for Impact

Together, all of the previously mentioned components make up BGCA’s Formula for
Impact, and are the foundation for our work as a Movement.


Program Basics

Keys to Impact Clubs can cultivate a developmentally rich environment by
incorporating the following Five Key Elements for Positive
PPT 21 Youth Development:
PG: Page 16
•Safe, positive environment
•Fun
•Supportive relationships
•Opportunities and expectations
•Recognition

Regular Attendance Clubs should focus on increasing individual member
And Increased attendance to a minimum of 52 times per year. Research
Participation suggests that youth who attend 52 times per year are more
likely to demonstrate positive outcomes in the three key
PPT 22 impact areas. Youth who attend 104 times or more per year
PG: Page 16 are likely to demonstrate an even larger number of positive
outcomes.

Targeted Programs Clubs should provide targeted programs to meet the needs of
youth. Impact is achieved through a varied schedule of
programs aimed at meeting the particular needs of Club
members and their communities. Clubs should also ensure
that a varied schedule of age-appropriate programs is offered.

Positive Youth Combined, these efforts will result in positive youth outcomes
Outcomes in three key areas – academic success, good character
and citizenship and healthy lifestyles.
PPT 23
PG: Page 16


Program Basics

Targeted Programs By weaving the key elements into the fabric of your Boys &
Girls Clubs, you will be providing youth with a positive
PG: Page 17 developmental experience. In addition to using these key
elements to create a developmentally rich environment, Clubs
should offer targeted programs in three key outcome areas:

• Academic Success – Youth demonstrate increased
engagement in school and learning, and show improved
academic success.

BGCA’s vision is that every member progresses to the
next grade level on time and graduates with a plan for the
future.

• Good Character & Citizenship – Youth demonstrate an
increase in positive character traits and civic
engagement, while also making contributions to their
community.

BGCA’s vision is to inspire a generation of civically
engaged youth who balance self-concern with concern for
others.

• Healthy Lifestyles – Youth demonstrate improved healthy
habits and decision-making skills, and show a strong
commitment to leading a healthier lifestyle.

BGCA’s vision is to give youth the tools needed to lead
healthy, productive lives.


Program Basics

Topic Two: Five Key Elements

Introduction Through extensive research, BGCA has learned that the level
of impact a Club has on young people depends on how often
PG: Page 18 and how long members participate, as well as how well the
Club implements the following Five Key Elements for
Positive Youth Development:


PPT 26 • Identify the five key elements of impact
PG: Page 18

PPT 27 Lessons
PG: Page 18 • Lesson One: Understand the Five Key Elements

Importance The Boys & Girls Club Movement is uniquely positioned to
help America’s youth. By instilling in youth a sense of
belonging, usefulness, influence and competence, Boys &
Girls Clubs nurture young people’s self-esteem. Clubs also
help young people develop the knowledge, attitudes, skills,
values and behaviors to succeed in life. This is done through
the Five Key Elements of Impact.


Program Basics

Five Key Elements
Lesson One: Understand the Five Key Elements

Five Key Elements A Safe, Positive Environment: Club staff, facilities, program
offerings and age-appropriate settings create stability,
PPT 28 consistency and a sense of physical and emotional safety for
PG: Page 19 members. The Club provides structure and clearly defines
acceptable behaviors.

Fun: Clubs generate fun for members. Members develop a
strong sense of belonging through connections they establish
with staff and peers. Staff members make the Club feel like
home, fostering a family atmosphere and creating a sense of
ownership for members.

Supportive Relationships: Club youth develop meaningful
relationships with peers and adults. Staff members actively
cultivate such relationships to ensure that every member feels
connected to one or more adults and peers. Staff members
demonstrate warmth, caring, appreciation, acceptance and
proper guidance in their interactions with members.

Opportunities and Expectations: Club youth acquire
physical, social, technological, artistic and life skills. Clubs
encourage members to develop moral character and behave
ethically. Staff members establish and reinforce high
expectations and help young people do well in school and
pursue a post-secondary education.

Recognition: Clubs recognize and affirm young people’s self-
worth and accomplishments. Staff members encourage youth
and provide positive reinforcement as they make
improvements and experience successes. The Club
showcases young people’s achievements.


Program Basics

Exercise
Safe, Positive
Environment
PPT 29
PG: Page 20

Facilitator’s Note Time: 15 minutes
Exercise: Safe, Positive Environment

PPT 29 PG: Page 20

Say: Let’s perform an activity which will highlight the importance of this element.

Instruct participants to think back to the bowling alleys they have been to in the past.
Assign half of the groups to draw on flip chart paper the best bowling alley they have ever
been to. What made it that way? Have the other half of participants draw the worst
bowling alley they have been to. Be sure to name the bowling alleys. Have teams present
their bowling alley to the group.

Process by asking group how this relates to Clubs – what can we learn from both the best
and the worst bowling alleys?

Conclude by highlighting the key point

Key Points • Attitudes should be positive, relaxed and happy. Staff,
PPT 30 volunteers, parents, members and visitors should be
PG: Page 20 happy and friendly at the Club.

• The décor should be bright, fresh and appropriate to
audience (young members, tweens and teens).

• Members’ pictures, accomplishments and creations are
displayed throughout the Club.

• Program areas provide members multiple opportunities for
engagement, discovery and exploration.


Program Basics

PG: Page 21
Safe, Positive Environment Worksheet

1. Draw on flip chart paper the best bowling alley they have ever been to.

2. What made it that way?

3. Draw the worst bowling alley they have been to.

4. What made it that way?

5. Be sure to name the bowling alleys. Be prepared to present your bowling alley to the
group.


Program Basics

Fun The next Key Element is fun. It is very important that
PPT 31 members enjoy coming to the Club. Members vote with their
PG: Page 22 feet; if the Club is not fun members won’t come.

Fun Time: 15 minutes
Exercise
Let’s examine the important role that staff play in making the
Club fun. One of the reasons a member decides to participate
in a program is because of the staff person or people
facilitating it.


Say: In a small group, discuss the staff at your Clubs that are effective in making the Club
fun. Have each small group introduce their staff person and highlight the key points.

Key Points
• Staff are enthusiastic about their jobs and the programs
they run.
PPT 33
PG: Page 22 • Staff do not sit behind the desk but actively engage in
programs and activities.
• Staff always have a funny story or joke to tell to prompt
discussions or improve the atmosphere.
• Staff understand what is fun or funny to six-year-olds, 10-
year-olds, 13-year-olds and 18-year-olds.
• Staff make safety fun.
• Staff capitalize on a fun atmosphere by encouraging kids
to push their limits. Members who are comfortable and
having fun are more willing to try something new or
difficult.


Program Basics


Program Basics

PPT 32
PG: Page 23
FUN WORKSHEET

1. How do staff make the Club fun?

2. How do members respond?

3. What characteristics do these staff possess?

4. Describe an ideal staff person and in small groups discuss how this staff would
make the Club fun.

5. List these attributes and characteristics on post-its and “dress” a person in your
group by putting the post-its on him or her.

6. Be sure to give this ideal staff person a name.

7. Be prepared to introduce your staff person to the entire group.


Program Basics

Supportive Relationships The next Key Element is supportive relationships. It is
PPT 34 essential that every youth is connected to an adult and has
PG: Page 24 friendships with peers. Staff should play a hands-on role in
helping members to adjust to the Club and make new friends,
and to develop meaningful relationships with peers and
adults. Staff members actively cultivate such relationships to
ensure that every member feels connected to one or more
adults and peers. Staff members demonstrate warmth, caring,
appreciation, acceptance and proper guidance in their
interactions with members.

Opportunities and Club youth acquire physical, social, technological, artistic and
Expectations life skills. Clubs encourage members to develop moral
PPT 35 character and behave ethically. Staff members establish and
PG: Page 24 reinforce high expectations and help young people do well in
school and pursue a post-secondary education. We will
explore more about programs in Topic Five.

Recognition Recognition includes validation of achievements and
PPT 36 recognition of an individual. There are three types of
PG: Page 24 recognition:

1. Acknowledgement – greeting a member by name.

2. Informal praise – impromptu recognition and verbal
acknowledge of members doing something good

3. Formal recognition –This includes award celebrations
and posted certificates.

The strategies and practices that bring the Key Elements to
life, work in tandem so that Boys & Girls Clubs can excel in
making meaningful differences in the lives of Club members.


Program Basics

Time: 10 Minutes
Exercise
Key Elements

Exercise: Key Elements
PPT 37 PG: 25

Say: Let’s spend some time brainstorming how you can bring the Key Elements to life in
your Club. Each group will be assigned a Key Element. Your group’s task is to brainstorm
every conceivable way to implement that Key Element in the Club.

Hand out flip chart paper for groups to brainstorm.

Assign each group one of the titles below.

Note: if there are not enough groups you can double up a couple of the elements:

• Executives of Environment
• Forerunners of Fun
• Superintendents of Supportive Relationships
• Ambassadors of Opportunities and Expectations
• Ringleaders of Recognition

Summary Now that you understand Boys & Girls Club foundation and
PPT 38 principles, we are going to examine the basics of Program
PG: Page 25 and explore the Boys & Girls Clubs program methods and
core areas, which are the basics of what we do.


Program Basics

Topic Three: Program Delivery Methods Time: 30 minutes

Introduction Our goal for this portion of the day is for everyone to learn
about the basics of age-appropriate, engaging activities that
PG: Page 26 meet members’ needs.

Variety helps to ensure that programming remains fresh and
exciting for all members. In addition, different program
delivery methods help ensure program effectiveness. Not all
young people are comfortable in large groups and not all
programs can be effectively delivered to very small or large
groups.

Learning Outcomes By the end of this topic you will be able to:
PPT 40
PG: Page 26 • Recognize the three approaches to program Delivery

PPT 41
PG: Page 26 Lessons
• Lesson One: Individual, Small and Large Groups
• Lesson Two: How to Lead an Activity


Program Basics

Program Delivery Methods
Lesson One: Individual, Small and Large Groups Time: 10 minutes

Individual, Small and There are three approaches to program delivery:
Large Groups
• Individual
PPT 42 • Small group
PG: Page 27 • Large group

Individual Individual programs are purposeful, one-to-one contacts made
PPT 43 with a young person. Examples of individual programs are:
PG: Page 27
• Situational or planned guidance sessions addressing
personal problems, such as relationships with others, self-
concept, school or family.

• Medical or dental examinations and follow-up care at the
Club or provided through the Club.

• Lessons or skill instruction conducted one-on-one. Some
members may need additional help before they can compete
effectively in larger groups.

Small Group Small groups are typically made up of eight to 15 members who
meet regularly with an adult leader for a specific program or
PPT 44 activity. The interaction between participants is as important as
PG: Page 27 the interaction between the leader and participants.

There are several types of small group programs:

• Classes in which a group leader follows a curriculum or
provides skill instruction (e.g., first aid instruction, guitar
class, SMART Moves or Passport to Manhood).

• Teams in which members learn and practice a skill or sport
and participate in competitive events (e.g., baseball,
basketball, billiards, soccer, table tennis, volleyball).


Program Basics

• Group Clubs in which members meet to pursue a common
PG: Page 28 interest and through the democratic process, select, plan
and implement their own activities with the guidance of an
adult advisor (e.g., Keystone Club, Torch Club,
photography club, art club).

• Cooperative learning projects in which a small group of
three to eight members work together to achieve a goal or
complete a project (Club garden, community service
projects).

Large Group Large group or drop-in activities provide informal and
individual involvement to help members improve social or
PPT 45 physical skills and confidence. These activities provide
PG: Page 28 opportunities for maximum freedom and mobility.

Examples of large group activities are:

• Free play activities in the gym, pool, or games
room
• Dances and special events
• Movies and presentations
• Low-organized games, contests or stunts

Low-organized games have simple rules, require little or no
PPT 46 materials and can be played with any number of participants.
PG: Page 28 Because of their simplicity and flexibility, they make excellent
on-the-spot or last-minute activities to conduct with Club
members in need of some fun. BGCA’s pocket-sized Back
Pocket Program Hints is chock-full of excellent ideas for such
activities.

Transition It’s important to know how to lead an activity with youth in
large groups. Let’s take a look at a tool you can use to lead
activities effectively.


Program Basics

Program Delivery Methods
Lesson Two: How to Lead an Activity Time: 60 minutes

PPT 47 Knowing how to lead an activity is an important skill all staff
PG: Page 29 need to know.

We are going to go over a technique that will assist you in
giving clear instructions for activities with the groups you work
with.


Poll group: How many of you lead activities in your Clubs? What type of activities do you
lead? Why is knowing how to lead an activity an important skill?

DDADA DDADA is the technique to teach someone an activity. It has
four steps:
PPT 48
PG: Page 29 • Describe It
• Demonstrate It
• Ask for questions
• Do it
• Adapt It

These steps are developed further as follows:

Describe It Describe the Game or Activity

PPT 49 When explaining the game or activity, note your position. Be
PG: Page 29 a part of the circle if it’s a circle game ensuring that you have
eye contract with everyone. Avoid being in the middle where
your back is to half of the players. Have participants close
enough to see and hear you.

Make sure the group is in formation before you begin your
explanation. If it’s a circle game, make sure the group is in a
circle. This is essential because games are ‘visual’ and
having participants in the proper formation will facilitate both


Program Basics

your explanation and the demonstration.

Use words/phrases like “the object of the game is, the
challenge is,” or “this is a tag-type game.” Do this at the
beginning to help participants understand where you are
going with the rest of the description.

Demonstrate It Demonstrate the Game or Activity

PPT 49 Use players to assist in the demonstration. Keep an eye out
PG: Page 30 for good “lightning rods” or models in the group, who will
demonstrate with energy, playfulness, humor and safety so
the members will get a good picture of the intended action
and point.

Demonstrate by doing a practice round and/or a slow-motion
round when necessary, making sure everyone has the
general idea before going full speed.

Involve players in deciding about rules and procedural
changes in general. This gives them a sense of power and
influence, another way to build the self-esteem of youth.

Ask Ask for Questions about the Game or Activity

A good rule is to not take too many questions. Get on with
the game or activity. Too many questions can also be an
indication that you need to do another slow motion
demonstration and/or discussion.

Create feedback loops and use questioning strategies so you
know everyone understands what’s expected: e.g., What is
your team signal? How do you tag? Use the members’
names periodically to keep them honest and focused.

Do it Do it!

Enough said, play the game!

Adapt it Adapt the Game or Activity

If the game isn’t working or if you want to enhance the fun,
here are some examples you might adapt:


Program Basics

• shrink the boundaries or make them bigger
• identify more kids to be “it”
• add or subtract equipment (more balls or less balloons)
• Instruct the chasers/those being chased, to move in a
different way; hop vs. jump, or the equipment needs to
be moved in a different way.

Or, change the name and fantasy of the game to suit your
players or a holiday theme, e.g., Giants, Elves, and Wizards,
or Snowmen, Santas, and Reindeer instead of Rock, Paper,
Scissors.

Exercise
Leading an Activity

Exercise: Leading an
Activity
PPT 50 PG: 31

Ask a volunteer to teach the group how to play “Tic Tac Toe” as if the group had no idea how
the game is played. After the volunteer offers the instruction point out all the techniques that
were used.

If adaptations have not been offered for Tic Tac Toe ask for them at this point.

Ask the group: How did he/she do?

In the next exercise, your group will select an activity to conduct and practice leading an
activity.

1. From the Back Pocket Program Hints book, select an activity
2. Select one to two people from your groups that will conduct the activity for the table to
their left
3. Make sure to use the skills you learned about how to explain an activity
4. From the Back Pocket Program Hints book, select an activity
5. Select one to two people from your groups that will conduct the activity for the table to
their left
6. Make sure to use the skills you learned about how to explain an activity


Program Basics

Facilitator’s Note: Hand out Back Pocket Program Hints. Briefly explain its purpose. Point
out that this book contains high and low organized games for small and large groups.

Transition The more you utilize this approach, the better you will be at
giving instructions for games and activities. The clearer you
PPT 51 are at explaining, the less confused youth will be at trying to
PG: Page 31 understand what you are trying to say. So, keep practicing!

Now that we have completed explaining individual, small and
large groups and how to lead an activity with groups, next we
are going to focus on another basic that you need to know in
order to work with members of all ages --understanding
children and adolescents.

Topic Four: Understanding Children and Adolescents Time: 50 minutes

PPT 52 The gender, diversity, socioeconomic, inclusion and
PG: Page 32 developmental characteristics give Club staff a general idea
about what to expect from youth of different ages. However,
young people develop at different rates and in different ways.
Consider these guidelines only as a general rule of thumb; use
this information to implement age-appropriate programs and
services that best meet the needs of the youth in your Boys &
Girls Club.


PPT 53 • Create recommendations for gender, diversity,
PG: Page 32 socioeconomic and inclusion considerations

• Explain developmental characteristics of youth

PPT 54
PG: Page 32 Lessons
• Lesson One: Overview of Gender, Diversity,
Socioeconomic and Inclusion Considerations
• Lesson Two: Developmental Characteristics


Program Basics

Understanding Children and Adolescents
Lesson One: Overview of Gender, Diversity, Socioeconomic and Inclusion
Considerations Time: 20
minutes

Gender Considerations The Club’s mission is to help boys and girls of all backgrounds
develop the qualities needed to realize their full potential as
PPT 55 productive, responsible and caring citizens. Society has
PG: Page 33 changed dramatically over the last few decades, and so have
the roles of women and men. In the world today, men and
women must work cooperatively in the work place, the home
and in the community. To prepare young people to be
successful adults, it is essential to create an environment that
promotes equality and mutual respect among girls and boys.
Equal access and full service for girls and boys are needed to
create this environment. Youth development professionals
must treat all girls and boys with equal amounts of attention,
equally high expectations, and the same respect and dignity.

Cultural, Diversity and Race, culture and socioeconomic status have an undeniable
Socioeconomic and profound impact on young people. If care is not taken to
Considerations help young people take pride in their own heritage and find the
strengths and positive aspects of the environment in which
PPT 56 they live, their perceptions of life, other people and themselves
PG: Page 33 may be permanently tinged with negativity and intolerance. A
critical goal of Boys & Girls Club programming must be to help
young people recognize the potential in themselves and others
and value the diversity of our nation’s people. For this reason,
effective program planning must take into account the diverse
backgrounds of Club members.

A Note About Inclusion Children with disabilities and other special needs can be found
in every community in America. They are children of all ages,
PPT 57 colors, socio-economic backgrounds and come from all kinds
PG: Page 33 of families. Children with disabilities, like their typically-
developing peers, have all kinds of interests. They have
abilities, along with their disabilities. Many are already Club
members, and many more would benefit from the sense of
belonging that is the Boys & Girls Club experience.


Program Basics

Time: 15 minutes
Exercise
Recommendations for This exercise will help you think about what you need to keep
Gender, Diversity, in mind when working with and programming for each of these
Socioeconomic and groups.
Inclusion
Considerations

Exercise: Recommendations For Gender, Diversity, Socioeconomic and Inclusion

PPT 58 PG: Page 34

Refer participants to the Program Basics Book.
Assign each group one of the following:

• Gender
• Diversity
• Socioeconomic
• Inclusion Considerations

Instruct groups to look in their Program Basics Book to research considerations for their
assigned topic. Have them report back the key considerations they found.

Transition Next, we will focus on the Developmental Characteristics of
Youth.


Program Basics

Understanding Children and Adolescents
Lesson Two: Developmental Characteristics of Youth Time: 30 minutes

Developmental Another important aspect in planning an activity or program is
Characteristics of Youth ensuring that the program takes the developmental needs
and characteristics of children and youth into consideration.
PPT 60
PG: Page 35


Poll group: Why is it important to consider members ages?
Post responses. Responses will vary.

PPT 61 & 62 Clubs group members together in different ways. Different
PG: Page 35 age groups have different levels of skills and abilities and
different areas of comfort or discomfort with certain activities.
A thorough understanding of developmental characteristics
will enable you to successfully select age-appropriate
activities. Consideration must be given to each area of
development: physical, cognitive, emotional and social.

Next we’ll explore the needs and characteristics of children
and youth.


Using these age groups and developmental areas, explain each developmental area to
ensure everyone has a clear idea. Also give an example for each area.

• 6 to 9
• 10-12
• 13-15
• 16-18

Time: 25 Minutes
Exercise
Exploring the This exercise identifies the physical, cognitive, emotional,
Development of Children and social developmental needs and characteristics of
and Youth children and youth and relates those needs and
PG: Page 35 characteristics to program planning.
PPT 63


Program Basics

Exercise: Exploring the Development of Children & Youth
PPT 63 PG: 35

Organize participants into four groups. Assign each group an age group (6-9, 10-12, 13-15,
and 16-18) that they will explore during this activity. If you are working with a large group,
you can repeat age groups and assign. Ask for a volunteer to lead each group.

Assign each table a Core Program. Assign more than one table to the same core program,
if necessary. Instruct them to brainstorm and write as many programs that support their
assigned area as they can think of on flipcharts. Encourage them to think out of the box
considering existing as well as new creative programs.

Ask for a volunteer from each table to present their list without explaining the programs.

After each presentation, ask the group if they have questions regarding programs on the
list.

PPT 64 With your group, identify important developmental needs (for
PG: Page 35 each of the four developmental areas – physical, cognitive,
emotional and social) and characteristics that should be
considered when planning a program for your assigned age
group. Record your group’s responses on flip chart paper. In
turn, each group will present.


Hand Out Characteristics of Youth Chart
Refer to the Characteristics of Youth Chart to compare your group’s responses. Check
for consistency.

Ask: What recommendations would you make for planning a program using the
characteristics and needs you have identified?
Solicit recommendations from participants and discuss.

Ask groups to reconvene for a few moments to develop one recommendation for each
developmental area per age group.
Poll groups, what recommendations did they discuss

Relate these considerations to planning a program. Emphasize that well-planned programs
take gender and background of members into consideration as well as developmental
characteristics.


Program Basics

Summary Young people grow and develop at their own rate.
PPT 65 Understanding the developmental characteristics of an age
PG: Page 36 group is extremely helpful when designing programs. For
example, activities that require a longer attention span are
not usually suitable for younger children. It is important to
remain alert and responsive to individual differences among
young people.


Program Basics

PG: Page 37

Exploring the Development of Children and Youth Worksheet

1. With your group, identify important developmental needs and characteristics of
your assigned age group that should be considered when planning a program for
members.

2. This should be done for all four developmental areas:

a. Physical

b. Cognitive

c. Emotional

d. Social

3. Record your group’s responses on flip chart paper.

4. In turn, each group will present their identified needs and characteristics of their
assigned age group.


Program Basics

Topic Five: Core Program Areas Time: 40 minutes

Time: 40 minutes

Introduction The five Core Program Areas provide an overall framework for
programming in a Boys & Girls Club. Every Club should
PPT 66 provide diverse activities that meet the interests of all youth.
PG: Page 38 Core programs engage young people in activities with adults,
peers and family members that enable them to develop self-
esteem and reach their full potential.


PPT 67 • Define the five core program areas and develop a list of
PG: Page 38 possible programs that could be implemented in your Club.


PPT 68 Lessons
PG: Page 38 • Lesson One: The Five Core Program Areas
• Lesson Two: Fixed or Choice?


Program Basics

Core Program Areas
Lesson One: The Five Core Program Areas Time: 30 minutes

What is a Program? An Overall Club program encompasses the entire range of
activities and services available.
PPT 69 - 72
PG: Page 39 A Core Program Area is a grouping of activities and services
along common disciplines deemed important to the growth
and development of children. There are five Core Program
Areas:

• Character and Leadership Development
• Education and Career Development
• Health and Life Skills
• The Arts
• Sports, Fitness and Recreation

PPT 73 A specific program has specific goals and objectives and
PG: Page 39 aligns under a Core Program Area; e.g. a basketball program
falls under Sports, Fitness and Recreation and the Keystone
Club program is aligned under Character and Leadership
Development. They are conducted for specific periods of time
and involve selected methodologies, strategies or exercises,
followed by an evaluation. A fine arts program may consist of
painting, drawing, sculpture and visits to a museum. Individual
components of a program are activities.

PPT 74 Whatever the context, all programs have common
PG: Page 39 characteristics. A Program:

• is planned.
• is designed to achieve stated goals and objectives.
• is conducted for a specific audience.
• is conducted over a specific period of time.
• uses specific delivery methods and measures.
• evaluates achievement of goals and objectives.


Program Basics

Time: 20 Minutes
Exercise
Core Program The purpose of this exercise is to help you develop a list of
programs that fall under each Core Program Area.

Exercise: Core Program
PPT 75 PG: 40

Ask for a volunteer to lead each group.

Assign each table a Core Program. Assign more than one table to the same core program,
if necessary. Instruct them to brainstorm and write as many programs that support their
assigned area as they can think of on flipcharts. Encourage them to think out of the box
considering existing as well as new creative programs.


After each presentation, ask the group if they have questions regarding programs on the list.

Hand Out Go over the list of National Programs and ask participants if
National Program Fact they have any questions
Sheet
PPT 76

Facilitator’s Note Emphasize the importance of program diversity. Young people have
different interests; some like sports, some don’t; some like cultural art, some don’t.

Summary The Five Core Program Areas provide an overall framework
for programming in a Boys & Girls Club. Every Club should
PPT 77 provide a diverse program that will attract and retain boys and
PG: Page40 girls with a wide variety of interests and needs.


Program Basics

PG: Page 41
Core Program Worksheet

1. Select a volunteer to lead the group at your table.

2. Brainstorm as many programs as they can think of in their assigned area. Think
about existing programs as well as new creative programs. Think “out of the box.”

•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•

3. Post the programs on flip Chart Paper.

4. Be prepared to present your list.


Program Basics

Core Program Areas
Lesson Two: Fixed or Choice? Time: 10 minutes

Choice or Fixed? Let’s take a closer look at the philosophy underlying
Core Program Areas.
PPT 78 & 79
PG: Page 42


Ask: Should Club members be allowed complete freedom of choice in selecting Core
Programs in which they participate or should they occasionally be “fixed” into areas to get
exposure?

This activity provides a creative means for answering the “free
Exercise choice vs. fixed” question regarding Club members’
Human Continuum participation in Core Programs.

Exercise: Human Continuum
PPT 80 PG: 42

Facilitator’s Note: For this activity, designate a wall in the room with one end
representing “free choice’ and the other representing “fixed” indicating that it is a
continuum.

Instruct participants to place themselves against the wall at either end or anywhere in
between that corresponds with their belief.

Ask participants to explain why they choose their position on the wall.

Allow for lots of discussion. Participants will have different views and beliefs. Emphasize
the value of freedom but also “encouragement” into other areas. Discuss that younger
members, and new members, may need to be brought into new areas to be exposed to a
variety of programs. Effective Club operations provide the types of opportunities that help
young people cultivate their interests,
grow their talents and meet the developmental tasks needed to grow.


Program Basics

Exercise: Core Program
PPT 75 PG: 41

Ask for a volunteer to lead each group.

Assign each table a Core Program. Assign more than one table to the same core
program, if necessary. Instruct them to brainstorm and write as many programs that
support their assigned area as they can think of on flipcharts. Encourage them to think out
of the box considering existing as well as new creative programs.


After each presentation, ask the group if they have questions regarding programs on the
list.

Summary Besides making this organization unique from other
PPT 81 youth organizations, the Boys & Girls Clubs of America’s
PG: Page 42 methods of program delivery, Mission, Core
Characteristics, Key Elements of Impact, and Core
Programs all focus on the development of youth. As a
Club Youth Development Professional, you are
expected to plan programs and activities consistent with
these principles. Next, we will learn how to put these
principles into a Program Plan and spend some time
practicing how to promote your program.


Program Basics

Topic Six: Planning and Promoting a Program Time: 60 minutes

Introduction Boys and Girls Clubs of America’s philosophy and the
characteristics of children and youth help you define the
PPT 83 standards and expectations for your programs.
PG: Page 43
Planning and promoting a Club Program is an integral
responsibility for staff who work directly with youth. A
lack of planning quality programs could damage the
Club’s average daily attendance and programs may not
have an impact of the lives of youth.

Learning Outcomes By the end of this topic you will be able to:

PPT 84 • Apply common characteristics of planning a specific
PG: Page 43 program.
• Practice Promoting a Club Program
• Create an overall Club Program utilizing Program
Considerations


PPT 85 Lessons
PG: Page 43 • Lesson One: How to Plan a Specific Program
• Lesson Two: How to Promote your Program
• Lesson Three: Planning an Overall Club Program

PG: Page 44 Now let’s take what we have discussed so far and utilize
PPT 86 it to plan a specific program.


Ask: What is the difference between an activity and a program? Solicit responses.

A program is made up of activities. Programs have specific goals and outcomes and are
conducted for an allotted period of time. A specific program is part of a core program area
or areas. Whatever the context, all programs:

• are planned
• are designed for a specific audience
• are conducted over a specific period of time
• utilize specific delivery methods
• measure and evaluate achievements of goals and outcomes


Program Basics


Program Basics

Time: 15 minutes
Exercise
Specific Program This exercise will give you the opportunity to practice planning
PG: Page 44 a specific program.

• Individually, think of a NEW program you would like to
implement in your Club. The program cannot be a National
Program or a program you have already implemented. Be
creative!
• Complete the Program Planning form.
• Once you have completed, share your programs with
others in your small groups.

Program Planning Form
PPT 87
PG: Page 45

Facilitator’s Notes:

Ask: How many of you are responsible for planning specific programs? What types of
programs are you responsible for planning?

Solicit response from group

Refer participants to the sample program planning sheet in the participants’ guide.

Program Planning Form
Sample
PPT 88 & 89
PG: Page 47,48


Program Basics

PPT 87
PG: Page 45
Program Planning Worksheet

Program Name: ____________ _______________________________
Core Program Area(s): ________ ________ _____________________ __

How often will the program meet? _____________________ ______________ __

What is the target age group for this program? ___________ _________________

Program Description:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Program Outcomes:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

How will you provide a safe positive environment for the participants? (Include
information about structure, physical safety, and emotional safety).
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Describe how this program will be fun for the participants.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

How will this program help in developing supportive and positive relationships with
staff and other members?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________


Program Basics

What are the program’s opportunities and expectations for youth? (Include
opportunities for character and skill development opportunities. How will you depict
high expectations for all participants?)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

How will you provide formal and informal recognition for program participants?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________


Program Basics

PG: Page 47
Program Planning Sheet

Program Name: Cooking Club

Core Program Area(s): Health & Life Skills

How often will the program meet? Each Friday from 5-6:30 p.m. for two Months

What is the target age group for this program? Boys & Girls Ages 9-12

Program Description: Members will act as a team to prepare a healthy meal. Topics of
discussion will include selecting healthy ingredients, measurements, food from various
cultures, the importance of fruits and vegetables, table manners and communication skills.
Members will sit down each week as a group and enjoy the meal that they have prepared.

Program Outcomes: By the end of this program members will,
• identify what foods should be included in a healthy diet and;
• demonstrate food preparation basics to increase self-sufficiency

How will you provide a safe positive environment for the participants? (Include
information about structure, physical safety and emotional safety). The first cooking
club session will focus on the basics of kitchen safety and kitchen safety will continue to be
a topic of discussion at each session. Group numbers will be limited in order to increase
safety and encourage bonding of cooking club members. Expectations will be set at the
first meeting and will be posted during each session. When expectations are not met
appropriate consequences will be taken.

Describe how this program will be fun for the participants. Members have fun trying
new foods. Silly awards are given each session, for example, the “Messy Marvin” award.
The cooking club will have a community feeling. Members will chat while preparing the food
and eating.

How will this program help in developing supportive and positive relationships with
staff and other members? Members will have time to get to know one another in a fun
environment while preparing food. Group dinners will allow time to connect over
conversations. Conversation starters will begin each meal. Members will bond with staff in
this small group setting.

What are the program’s opportunities and expectations for youth?
Members will have the opportunity to develop cooking skills and try new foods. Staff will
celebrate success at each session. Members will experience belonging by being part of
cooking club and each member will receive an official cooking club apron. Members will
increase their understanding of other cultures.


Program Basics

How will you provide formal and informal recognition for program participants?
Members will constantly be recognized for their good work during meal preparation.
Members’ success will be celebrated at each dinner. Pictures of Cooking Club participants
will be displayed on a bulletin board in the Games Room. For the last session, members
will create a snack for the entire Club and will be celebrated as the Club Chefs.


Program Basics


Ask: How did it go? Did you find this useful? What types of creative programs were
discussed in your groups?

Solicit responses from participants.

Ask if anyone would like to share their program (take two or three examples).

Summary It is your job as professionals to:
• attract young people to Boys & Girls Clubs and to specific
PPT 90 programs by presenting them in a way that motivates
PG: Page 49 young people to participate
• develop programs that provide valuable learning and
impart important skills
• attract young people and if young people do not find them
enjoyable, they will be of little value

After you have developed the program, the next thing you
need to do is promote it!


Program Basics

Planning and Promoting a Program
Lesson Two: Promotion Time: 30 minutes

As Youth Development Professionals your obligation is to
PPT 91 & 92 develop and offer programs that help young people grow up
PG: Page 50 “to realize their full potential as productive, responsible and
caring citizens.” (Mission)


Show Overhead: Program is…

• Fun and engaging
• Stimulating
• Exciting to all members
• Motivating
• Impart important skills
• Provide valuable learning

Say: Your biggest challenge as Youth Development Professionals is planning quality
programs and getting youth to participate.

Ask: What are ways you get Club members to participate?

Solicit one or two responses from participants.

Say: Promoting or marketing your program is ongoing and a responsibility everyone
shares.

Program Promotion There are a variety of ways to promote programs. Among
them are flyers, newsletters, bulletin boards, posters, word of
PPT 93 mouth, articles in local newspapers, contests and
PG: Page 50 complementary events and numerous announcements. It is a
good idea to come up with a plan to promote and market your
program.


Ask: What are some other ideas you have to promote your programs in your Clubs? What
have been successful methods that have been used in your Club?

Solicit one or two responses from participants.


Program Basics

Time: 20 minutes
Exercise
The Broadway Approach This exercise will give you the opportunity to practice
promoting a Club program. Every successful play on
PPT 94 Broadway has a four-component winning strategy:
PG: Page 51
A Great Title – Momma Mia, The Phantom of the Opera

Promote your Program Hype and Advertisement – Generates excitement, makes you
want to go, teases something magnificent

A Grand Opening number – something spectacular happens
in the beginning
•
A Big Finale – Everyone ends up on stage, taking bows,
getting flowers and receiving bravos.

Exercise: The Broadway Approach
PPT 95 PG: Page 51

Instruct each group to select one program (that they created in the last activity) and work
together utilizing the “Broadway approach” posting their results on flipchart paper.

After 10 minutes ask each group to report back on their program.


Program Basics

PG: Page 52
Program Promotion Worksheet

Briefly describe the program:

Apply The Broadway Approach:

Create A Great Title

Hype and Advertisement
 List ways to spread the 1. ____________________________________________
word that generates
excitement and makes 2. ____________________________________________
members want to attend.
3. ____________________________________________
A Grand Opening
 List what will occur at the
first meeting that will make 1. ____________________________________________
members want to come
back and bring their 2. ____________________________________________
friends.
3. ____________________________________________
The Big Finale
 List how to conclude the
program with ways to 1. ____________________________________________
recognize the participation
and achievement of 2. ____________________________________________
members and leave them
wanting more. 3. ____________________________________________


Program Basics

Planning and Promoting a Program
Lesson Three: Planning an Overall Club Program Time: 30 minutes
Next, we are going to take some time to look at the big picture
PPT 97 - developing an overall program plan.
PG: Page 53
Whatever your responsibility, it’s helpful for everyone to know
how to develop an overall Club program.

Facilitator’s Note: This topic introduces participants to program planning. It is
recommended that you provide lots of examples and encourage discussion. A good portion
of this topic is devoted to scheduling.

Ask: How many of you currently have responsibility for developing the Club Program plan?
How many of you have responsibility for developing program for a core area? Or just a
specific program?


Program Basics

Planning an Overall Club It’s important that you know how to apply knowledge about
Program BGCA, youth development characteristics and steps of
program planning to a Club situation.
PG: Page 53
This culminating topic brings together all the information from
previous topics. It gives you a framework for planning
program and making programming decisions.

Learning Outcomes By the end of this lesson you should be able to:

• Create a sample of an overall Club program

Develop the Program This is where everything comes together and you give further
Plan consideration to providing:
PPT 98
PG: Page 53 • Developmentally appropriate program opportunities for all
age groups.
• Diversified programs in all five Core Program Areas.
• Varied methods of program delivery, including small
group, large group and individual opportunities.
• Varied activities, including instructional, competitive and
cooperative learning opportunities.
• Integrating the Five Key Elements for Positive Youth
Development into all aspects of the overall program.


Program Basics

Exercise The best way for you to remember all the tasks involved with
Club Schedule planning program is to practice incorporating them into a Club
PPT 99 situation. This next activity will give you the opportunity to
PG: Page 54 plan a schedule for two days.

Exercise: Club Schedule
PPT 99 PG: 54

Here are the parameters of your Club for this exercise. Your Club has a:

• Games Room
• Gym
• Arts Room
• Learning Center/Technology Lab
• Outdoor Play Ground Area

Your hours are 3 p.m. - 8 p.m.

You have five staff (two full- time and three part- time) and 150 Club members. You also
have two volunteers.

Facilitator’s Note: Break participants into groups of five to form a “Club group.”
PPT 100
PG: Page 54
Ask: What did you find most difficult? What was simple? What was confusing? Did you
follow the steps of the checklist? What did you consider? What did you learn from this
exercise?
PPT 101
PG: Page 54
Solicit responses from one or two of the participants.

Summary The planning and implementation of a successful program
requires careful scheduling of staff. When developing weekly
PPT 102 programs, decisions are made about what programs take
PG: Page 54 place, when they should take place and where.

Transition The very last step in the program process is understanding
Program Evaluation and Assessment


Program Basics

PG: Page 55
Sample Schedule

Area Games Room Learning Playground Gym Art Room
Center
(Sample) Pool Tournament Storybook Parachute Intramural Mural Project
(9-11) Writing Play. Team Design
Puzzles and (9-11) (6-8) Volleyball (13-18)
Table games Power Hour Mushroom Game
(6-8) (11-13) Big Turtle (13-15)
The Ocean
Parachute Tag
3:00-4:00

4:00-5:00

5:00-6:00

6:00-7:00

7:00-8:00


Program Basics

Topic Seven: How to Evaluate and Assess a Program Time: 45 minutes

Why this is important Effective programs are outcome driven. In other words they
are created with the end goal in mind.
PPT 103
PG: Page 56 As a Youth Development Professional, you are not
only faced with the challenges of developing, promoting and
executing your program, but you are also responsible and
accountable for evaluating the program.

Learning Outcomes By completing this topic you will be able to:

PPT 104 • Recognize the three basic levels of program evaluation
PG: Page 56 and assessment.


PPT 105 Lessons
PG: Page 56 • Lesson One: Program Evaluation and Assessment


Ask: What are some measurements you use at your Club?
What sort of information about results do you share with funders?

Solicit responses from participants.

Answers may include: counting the number of participants, pre-post testing, feedback from
members, quality assessment.


Program Basics

Three Levels of Measurement strategies should address three levels of
Evaluation measurement:

PPT 106 & 107 Level 1: Membership, Attendance and Participation: How
PG: Page 57 many young people attend the Club and participate in
programs? How often and over what length of time?

Level 2: Club and Organizational Assessment: How well is
the Club performing as indicated on regular assessments?
How can it improve the quality of its program?

Level 3: Outcomes and Strategic Measurement: What
impact does the Club have on members’ youth development
outcomes?

Level 1: Membership, Attendance can be measured by:
Attendance and
Participation • Reach - the percentage of Club members who participate
• Average attendance
PPT 108 • Frequency - How often members participate
PG: Page 57 • Duration - How long members participate

Attendance is a basic level of measurement which all Clubs
should track. Clubs should master this measurement prior to
attempting to take on any other type of measurement.

Knowing your attendance will demonstrate which populations
your program is serving and help you tailor the program to
meet their needs.

Clubs should focus on increasing individual member
PPT 109 attendance to a minimum of 52 times per year. Research
PG: Page 57 suggests that youth that attend 52 times per year are more
likely to demonstrate positive outcomes in the three key
impact areas; youth that attend 104 or more per year are
likely to demonstrate an even larger number of positive
outcomes.


Program Basics

Level 2: Club and How well is the Club performing as indicated on regular
Organizational assessments? How can it improve the quality of its program?
Assessment
The second level of measurement assesses how well you
PPT 110 & 111 have implemented the practices and standards that facilitate
PG: Page 58 a developmentally rich environment for young people in your
Club. Technically speaking, this level could be termed as an
Hand Out implementation assessment. An implementation assessment
Impact Assessment measures your success at putting into place the all of the
required components of a program. This assessment process
is critical because one cannot expect the outcomes of a
program to occur if all of the components of a program have
not been implemented.

There are two methods available for Club staff to measure
PPT 112 the effectiveness of their overall Club environment and
PG: Page 58 individual Club programs – the Impact Assessment and the
 Youth Development Outcome Measurement Tool Kit. The
Impact Assessment is completed annually by a team made
up of Club staff, board members and volunteers. The Youth
Development Outcome Measurement Tool Kit is administered
by Club staff, but completed by members.


Distribute copy of Impact Assessment

Impact Assessment What is the purpose?

PG: Page 58 To determine the effectiveness of Club programming in
achieving youth development outcomes and evaluate how
well the Club is implementing the key elements of impact.

This tool helps Clubs independently assess and improve the
quality of their programming and deepen their impact on the
youth they serve.

How is it completed?

An assessment team evaluates the Club, determines
practices the Club employs and scores each of the 55
statements.


Program Basics

The Impact Assessment is organized around the best
practices for implementing these key elements in Clubs. The
Impact Assessment statements and practices reflect the most
extensive scientific assessment to date of what makes Clubs
work. The Impact Assessment represents current thinking and
research about what makes a difference and captures the
traditional practices that have always made Clubs successful.

Clubs include all staff in conducting this annual assessment
using 55 impact statements. These statements illustrate
characteristics of a thriving Club and serve as criteria for
measuring quality.

When is it completed?

The assessment can be completed any time during the year
but must be done by the end of the year.

Impact Assessment Transitions—Every member is greeted and welcomed
Areas enthusiastically when they enter the Club and at the entrance
PPT 113 to each area.
PG: Page 59 - 60
Safe, Positive Environment –The Club is a safe haven
where members feel physically and emotionally secure at all
times.

Fun – The Club facility, staff and program offerings create a
welcoming, positive environment that allows members to
engage in play, enjoy their play time and be happy and eager
to come to the Club.

Supportive Relationships –The Club ensures that every
young person feels connected to one or more adults and has
friendships with peers.

Opportunities & Expectations – Club staff and programs
consistently communicate the expectation that every child has
the potential to excel, be productive and succeed at the Club
and in life.

Recognition –The Club takes every opportunity to recognize
and validate Club members' achievements and
accomplishments.


Program Basics

Teens –Teens drive the development of different programs
and offerings that meet their specific needs and interests.

Overall Club Operations – The Club engages in practices
that positively support its staff, facility, program and
partnerships with families and the community.

Time: 10 minutes
Exercise
Impact Assessment This exercise will help you practice accessing one area in
PPT 114 your Club.
PG: Page 61
The Impact Assessment is scored as follows:
Excelling (4) – Demonstrates innovation and creativity in
delivery of services.

Advancing (3) – Is above average in the delivery of
services.

Operating (2) – Satisfactorily meets criteria outlined in the
quality statement.

Developing (1) – Basic level of implementation; needs
additional work and training.

To familiarize yourself with the Impact Assessment you are
each going to individually complete the Safe Positive
Environment of the Impact Assessment.

Clubs use their assessment results to develop annual
Deepening Impact Action Plans. These plans guide staff in
improving the effectiveness of Club program delivery and
increasing the level of positive impact made in their members’
lives.


Refer participants to the Commitment to Quality Impact Assessment Handouts.

Say: Write down two or three action steps that your Club might make based on this
assessment.


Program Basics

Summary The Impact Assessment can serve as an educational tool for
staff helping them create a vision of quality program and
PPT 115 motivating staff to work as a team. The Impact Assessment
PG: Page 61 can be used in conjunction with participation data to develop
plans for increasing the number of youth served, the
frequency of their participation and the impact of your Club on
youth.

Youth Development The Youth Development Outcome Measurement Tool Kit
Outcome Measurement assess the degree to which members have acquired skills,
Tool Kit competencies and attitudes in specific areas, while assessing
the impact that the Boys & Girls Club has on young people.
PPT 116 & 117 The easy-to-use online survey tool provides age-appropriate
PG: Page 62 surveys that gather objective data that demonstrates how well
youth in your Club are achieving the youth development
outcomes so important to our Movement and mission; assists
you in analyzing strengths and weaknesses in your Club’s
programming; and gives you insights for tailoring your
program mix to meet your Club members’ interests and needs
more effectively. The online tool also automatically tabulates
results and presents them in an easy-to-understand format.
Surveys may be administered year round and the data
analyzed at any time. The online tool can be accessed from
the Youth Development section, under Planning and
Evaluation on www.bgca.net

Level 3: Outcomes and Outcome measurement helps your organization establish and
Strategic Measurement: improve the effectiveness of your services and programs. It is
the only way that you can truly determine if programs are
PG: Page 62 having their desired impact. A clear plan ensures you know
where you want to go; are enacting strategies that will get you
there; are measuring progress along the way; and when
What impact does the Club necessary, identifying opportunities for changing course if
have on members’ youth something isn’t working. In addition, outcome measurement
development outcomes? will allow you to build or strengthen partnerships, build public
trust and ensure donors know how their dollars are making a
difference.


Program Basics

PPT 118 BGCA has developed a framework with a common set of
PG: Page 62 outcomes and key indicators identified in three key impact
areas: Academic Success, Good Character & Citizenship,
and Healthy Lifestyles. Organizations are encouraged to use
the framework to help develop and implement their own
measurement strategy, or use it to complement and
strengthen efforts and processes already underway.

Framework The following are five key steps to developing a measurement
strategy.
PPT 119
PG: Page 63 1 – Planning Your Measurement Strategy
2 – Tracking Attendance and Program Participation
3 – Locating and Collecting Data
4 – Understanding and Using Your Data
5 – Communicating Your Results

Summary Demonstrating Impact: A Step-by-Step Guide to Outcome
Measurement further explains the framework and steps for
PPT 120 outcome measurement, and is broken down into the above
PG: Page 63 mentioned five-step process. An appendix is also included in
this guide which has additional measurement tools, including
sample impact statements. More information is also available
online at www.bgca.net/demonstratingimpact.

Facilitator’s Note: Review workshop topics and review workshop outcomes.

Transition
We have explored much information about Boys & Girls Clubs
PPT 122 – 124 of America and children and youth. In this next activity, you
PG: Page 64 will have the opportunity to show how much you know about
what we have covered and perhaps win a prize!!!!


Program Basics

Time: 20 minutes
Activity
JEOPARDY!
PPT 125 This activity is an active and fun, team-based way to test
PG: Page 64 your retention of Boys & Girls Clubs of America Program
Basics information. You are going to compete in teams for
points by answering questions about the information covered
during the morning session.

Everyone should contribute to the team’s effort as much as
possible. It is important for you to confer on responses
before your team provides the answer to the MC (i.e. the
trainer) in order to give all team members a chance to show
off their knowledge. Each team should designate a team
member to buzz in for the team.

Exercise: Jeopardy
PPT 125 PG: 64


Set it up with a game show-like atmosphere. Organize participants into groups of no more
than five. It should be lively and fun in order to get participants active.

You need to find ways for teams to buzz in (i.e. noisemakers, pounding the table, etc.)

You are the MC, score keeper and timekeeper. Introduce yourself as the MC/Alex Trebek.
Try to imitate the famous game show host throughout the game. (Be festive!)

Post each category vertically across the top of the flip chart. On post-its, write the
question on the back of the post-it. Place the post-its underneath the correct category.
On top of the post-it’s write (with marker) the cash value of that question.


Program Basics

Jeopardy Directions Everyone knows how to play Jeopardy! For those of you
who have not watched the game show in a while, let’s review
some things for you to remember.
•
• All answers must be in the form of a question.
• The designated team member must buzz in if your team
wants a chance to answer the question.

• Your team has one minute to provide an answer.
• If your team answers correctly, your team will receive the
points and gain control of the Jeopardy board.
• If your team answers incorrectly, the remaining teams
must buzz in to have a chance to answer the question.
• The team with the most points at the end of the game
wins.
• No team can try to answer the same question more than
one time.
• If no team correctly answers to the question, the answer
will be provided by the trainer.
• Unlike the game show, your team will not be penalized for
a wrong answer. Your team won’t get the points, but you
won’t have points taken from your team.

Jeopardy Scoring For each correct response to the answer, the team receives
PG: Page 64 points indicated on post-Its for the particular question.


Program Basics

Jeopardy Questions

Boys & Girls Club Movement
$100 A. Five Key Elements for Positive Youth Development;
Promoting regular attendance; and offering targeted
programs.

Q. What is the formula for impact?

$200 A. The purpose or reason an organization exists.

Q. What is the mission?

$300 A. Professional leadership, low membership, varied and
diverse program, guidance oriented.

Q. What are some of the Core Characteristics?

Youth Development
$200 A. Academic Success, Good Character & Citizenship,
Healthy Lifestyles

Q. What are the Key Outcome Areas

$300 A. Safe Positive Environment, Supportive Relationships,
Opportunities and Expectations, Fun and Recognition.

Q. What are the Five Key Elements?
Program
$100 A.. DDADA What is it?

Q. Describe it, Demonstrate it, Ask for Questions, Do it
and Adapt it.

$200 A. Individual, small group, and large group.

Q. What are the methods of program delivery?
$300 A. Health and Life Skills is one of these five.

Q. What are “Core Program Areas?”


Program Basics

Developmental Characteristics

$100 A. Programs and activities requiring a long attention span
are generally not suitable for this age group.

Q. Who are 6-9 year olds?

$200 A. 6-9, 10-12, 13-15, and 16-18

Q. What are the age groups defined in Program Basics?

$300 A. Physical, Cognitive, Emotional and Social.

Q. What are the Developmental Characteristics
categories?
Potpourri

$100 A. A tool used to assess the current quality of your
program.

Q. What is Impact Assessment?

$200 A. Flyers, newsletters, bulletin boards, posters, word of
mouth

Q. What is program promotion?

$300 A. In your pocket.

Q. What is the Back Pocket Program Booklet?

Facilitator’s Note: Wrap Up

Distribute workshop evaluation sheets and Verification of Learning Credits

Refer back to the learning outcomes and the participant outcomes to ensure they were
met.


Program Basics

Facilitator’s Note: Closing Activity

• Ask participants to write their first name on the post it note alone with one thing
that they will do as soon as they return to their Clubs as a result of attending
this workshop.

• Instruct each participant place his or her proposed action statement into
motion by balling up the paper and throwing it to another participant in the
room.

Participants should place their ideas in motion at the same time

• Tell them to find who has their post-it (there will be groups of 2-4) and ask them
to share what they said they want to implement.

PPT 126 Young people come to the Club to participate in
PG: Page 65 programs and activities. We are obligated to develop
and offer programs that help young people grow and
develop. They come to the Club to have FUN. If youth
do not find programs enjoyable, and programs do not
attract youth, they will have little value. KIDS VOTE
WITH THEIR FEET! It’s your job to develop programs
that are engaging, stimulating, exciting and help them
to acquire the capacity to succeed. I feel confident that
all of you will make this happen in your Clubs!

PPT 127 Thank you for your attendance, your efforts, and good
PG: Page 65 work.


Program Basics Fg2010

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