SOCCER: kickin’ butts
A half hour special from
IN THE
MIX, the award-winning weekly PBS series. Estimated time of completion: One
class period or meeting session.
For
young
people
aged 9–18. In this video
young
people
learn from male and female soccer teams about the health benefits
of soccer, as well as the health effects of tobacco smoking on athletic performance, and some ‘truths’ about
smoking. They’ll discover why soccer is the fastest growing sport in the United States, and how bringing soccer
to the inner city will help youth. They also share what qualities make a ‘good’ coach. This guide gives the
facilitator a variety of learning activities to use in the session, including
brainstorming, discussion, small-group
work, writing and poster-making.
Young
people
learn that soccer can be an exciting, fun and healthful sport for all ages.
Materials:
• In the Mix
video:
Soccer: Kickin’ Butts
• TV/VCR
• Chalkboard, message
board or easel with chalk or marker
• One sheet of lined paper (8 1/2" x 11") and one pencil for each small group
• Poster board and markers and/or paper and pencil (one per youth)
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•
List 5 health effects of tobacco smoking on athletic performance.
•
State at least one ‘truth’ about smoking.
•
Tell why soccer is the fastest growing team sport in the United States.
•
Describe how soccer can be beneficial (especially for girls).
•
Identify two qualities of a ‘good’ coach.
•
Describe how bringing soccer to the inner city can help youth.
•
Explain how soccer can be smoke-free, as well as a fun and healthful sport.
Optional Objective:
Create a poster depicting either (1) how playing soccer affects the individual’s health (mentally,
socially and/or physically) OR (2) how smoking affects the individual’s ability to play soccer. ®
In The Mix Awards
• National EMMY for Community Service Programming
• Academy of Television Arts and Sciences Honor Roll for promoting values for diversity and challenging racial
and gender stereotypes
• Young Adult Library Services Association’s 1999, 2000 "Notable Videos" lists
• CINE Golden Eagle (for Financial Literacy)
• PRISM Award (for Drug Abuse)
• National Mental Health Association’s Media Award (for Depression)
• New York Festivals
• Prix Jeunesse
• Corporation for Public Broadcasting Gold Award
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Introduce the video,
"Soccer: Kickin’ Butts,"
Ask
participants
to tell why soccer is the fastest growing team sport in the United States. The list of ideas may
include
the
following
• because anyone and everyone can play
• there are good, young role models, both male and female who play soccer
• soccer is physical and competitive
• soccer gives you an opportunity to be physically fit
• soccer lets you learn by your mistakes
• soccer offers the edge of competition
• you learn teamwork
• you can get and stay in shape
• how you look is not important on the field
• you can be with people and socialize
• you can develop aspirations to be a professional player
• soccer is a "world" game
• soccer is fun!
Then ask the youth why they think soccer might be particularly beneficial for girls? Their answers might
include
some
of
the
following
• They learn that it is okay to be rough with one another when they play
• It is a good influence on girls—soccer allows girls to do things they have been told not to do
• You get to play the game you love
• You can be a different person on the field
• You can be very physically active
• It allows you to be yourself; soccer is non-judgmental about appearance
• You don’t need to be self-conscientious or shy
• It offers the edge of competition
• You work with teammates and learn under adversity
• You learn by making mistakes
• You socialize
• You develop aspirations/goals
Then ask
participants
to think about how smoking tobacco would affect one’s ability to play soccer. Ask
them now to brainstorm a
list of health effects of smoking on physical performance.
The facilitator or
participants
should write the list on the chalkboard. The facilitator should listen for
the following health effects of smoking that will be discussed in the video:
• shortness of breath
• yellow or stained teeth
• bad breath
• smelly clothing
• stings your eyes and the eyes of those around you
• takes up time
• it decreases the rate that the lungs grow
• it decreases the oxygen carrying capacity of the blood
• it increases the heart rate by 2 to 3 beats per minute, which makes the heart work harder and puts the body under stress
• it slows reaction time
• it causes addiction to nicotine
• it causes a person to have more colds, allergies, throat irritation
• it can cause lung cancer
• it can cause death
Following the video, ask the
participants
if there were any
health effects of smoking on physical performance
mentioned in the video that are not found on the list on the chalkboard/message board. Add any additional
ones not previously noted. Then pass out one 3" x 5" blank card to each
participant. Ask each
participant
to
write one
"truth" (a fact) about tobacco smoking on the card.
[note: that several
"truths" were shared during
the video] After each
participant
has completed writing the
"truth" have the
participants
pass the card to the person on
his/her right. Ask that
participant
now to read that
"truth" statement and determine if it is accurate. If
the statement is not accurate, the
participant
should correct it. Then when all
participants
have read (and corrected, if
necessary) the cards, have the youth read the
"truths" aloud. The facilitator should correct any misconceptions
or fallacies that are stated by the youth.
"Truths" stated in the
video
include
the
following
• Most high school students do
NOT smoke
• You do not have to smoke to fit in with others
• People can become addicted to nicotine in a month
• Nicotine changes the brain in long-lasting ways
• According to the U.S. Women’s Soccer Team, 99% of soccer players don’t smoke
• If you smoke you can’t reach your highest level of performance
• Soccer players should never smoke
• Smoking is NOT cool
• 90% of people who try to quit smoking in any one year—Fail!
• By smoking ‘lite’ cigarettes with less nicotine a person may need to smoke more cigarettes to obtain
amount of nicotine to which he/she is addicted
• If someone is smoking on the sidelines while soccer is being played, the soccer players can smell the smoke
• California banned smoking from all public places
Ask
participants
how bringing soccer to the inner city may help youth? Their answers may include:
•
young
people
can learn that everyone can play soccer
•
young
people
will have the equipment to play soccer
• they will play soccer and be active, this will keep them busy and out of trouble (away from tobacco, alcohol, drugs,
etc.)
Now ask
participants
to form small groups of 3–4 people. Pass out one piece of paper and a pencil to each group.
Ask each group to complete the following statement:
"What qualities make a good coach."
Ask them to think about the different coaches, teachers, or counselors they have had and what characteristics
or traits made them effective. Have each small group make a list of at least five
"qualities of a good coach."
Then have one member from each group share the list verbally with the
larger
group.
The
facilitator
should
also
share
any
personal
ideas
about
coaching
that
would
enhance
the
discussion.
Have
each
small
group
post
the
lists
when
completed.
Examples of (good) coach’s qualities might
include
the
following
• helpfulness
• guidance
• player mentality
• works with the youth
• talks with the youth
• is friendly
• develops the player on and off the field
• helps the
young
people play above and beyond him/herself
• can identify what
skills
the player needs to work on
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The culminating activity for this session is
"Writing a Letter to the Coach—Keeping Smoke out of Soccer!"
Tell
participants
that now they have seen the video and discussed how soccer is a great sport for all youth
and learned how it promotes health and helps youth to socialize. They learned that working with their
coaches is important too. A smoke-free environment to play soccer was a theme of the video, and was mentioned
by the members of the women’s soccer team, the professional men’s soccer team and the certified athletic trainer!
Ask each student to write a letter to a youth athletic program coach—for soccer, football, baseball (little league),
softball, ice skating, or other team sport, and tell them WHY the playing area and the surrounding perimeter
should be tobacco-free. This should be a professional letter in format and language. The SAMPLE LETTER*
format should be followed as a guide. After all of the students have completed their letters, have them submit
a copy for the teacher to evaluate according to the SAMPLE LETTER* format and the evaluation criteria below.
(Note to student:
this should be written as a formal typewritten letter and polite and courteous in tone.)
(SAMPLE LETTER*)
Date
Student’s Name
Street Address
City,
State, Zip Code
Name of Coach [Mr.or Ms.+ First and Last Name],Coach
Name of Team
Address or Post Office Box
City,
State,
Zip Code
Dear (Mr.or Ms._______):
The
Body of letter:
should (1) describe the reason for writing the letter and the purpose of the student project (to explain how
soccer
can
be
tobacco-free
and
a
fun
and
healthful
sport
for
all
youth);
(2)
why
the
playing
area
for
the
chosen
physical
activity
(specify
soccer,
football,
baseball,
etc.)
and
the
surrounding
perimeter
should
be
tobacco-free;
and
(3)
express
appreciation
for
the
coach’s
helpfulness
and/or
for
his/her
interest
and
attention
to
this
information.
Closing
of
letter:
Sincerely
or
Yours
truly,
Student’s
signature
Student’s
name
(typewritten)
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Score
student
letters
according
to
the
following
criteria
for
"Writing
a
Letter
to
the
Coach—Keeping
Smoke
out
of
Sports!"
Criteria 1:
Followed formal and polite/courteous letter writing format (date, name body, closing)
Criteria 2:
Described the reason for writing the letter and the purpose of the student project
Criteria 3: Described why playing area for sport and perimeter should be smokefree
Criteria 4: Expressed appreciation for coach’s helpfulness and attention to information
Scale for scoring each criteria on 5 point scale:
5 points
= Performed the task to an excellent
degree of competency (performance greatly exceeded expectations)
4 points = Performed the task to a
commendable degree of competency (performance slightly exceeded expectations)
3 points = Performed the task to an
average or acceptable level of competency (performance met the stated criteria)
2 points = Performed the task to a barely adequate degree of competency (performance almost met
the stated criteria)
1 point = Performed the task to a poor or low degree of competency (performance did
not meet the criteria or expectations)
Total Points Possible = 20
Sample Score:
| Criteria 1 |
Criteria 2 |
Criteria 3 |
Criteria 4 |
Total |
| 5 points |
5 points |
5 points |
1 points |
16 points |
Scale for scoring each criteria on 1 point scale:
1 point = Performed the task
0 points = Did not perform the task
Optional activity for this session:
Have individuals prepare a poster depicting either (1) how playing soccer affects the individual’s health
(mentally, socially and/or physically); or (2) how smoking affects the individual’s ability to play soccer.
Classroom
assessment for
optional activity:
score individual youth’s poster according to the following criteria:
Criteria 1:
Young
players
depicted in a poster (1) how playing soccer affects the individual’s health (mentally,
socially and/or physically) or (2) how smoking affects the individual’s ability to play soccer.
2 points = Completed the poster
1 point = Partially completed the poster
0 points
= Did not complete the poster/did not participate
Criteria 2:
Young
player
identified either (1) how playing soccer affects the individual’s health (mentally,
socially and/or physically); or (2) how smoking affects the individual’s ability to play soccer 5 =
(1) identified at least one example of how playing soccer affects the individual’s health or... 5 =
(2) identified at least one example of how smoking affects the individual’s ability to play soccer
Possible correct answers
include
the
following
(1) How playing soccer affects the individual’s health
by helping the
player
become physically fit; keeping them
active and not in front of the television or computer; being a social opportunity; having good role models
(mental
health), (2) How smoking affects the individual’s ability to play soccer by: slowing reaction
time; decreasing lung growth; decreasing oxygen in blood; increasing resting heart rate; putting self at
risk for injury; shortness of breath — can’t stay in game as
long.
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Links to non-Federal organizations are provided solely as a service to our users. Links do not constitute an endorsement of any organization by CDC or the Federal Government, and none should be inferred.
CDC is not responsible for the content of the individual organization Web pages found at
non-Federal
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Sports and youth, coaching sports, youth sports pages:
"Smoke-Free Kids and Soccer":
www.smokefree.gov
United States Youth Soccer Association: www.youthsoccer.org*
United States Olympic Committee: www.olympic-usa.org?*
National SAFE KIDS Campaign: www.safekids.org*
National Athletic Trainers’ Association:
www.nata.org*
Boys & Girls Clubs of America:
www.bgca.org*
YMCA of the USA:
www.ymca.net*
Girls Scouts of the USA:
www.girlscouts.org*
Boys
Scouts
of
America:
www.bsa.scouting.org*
Women’s
Soccer
World
Magazine:
www.womensoccer.com
Center
for
Research
on
Girls
and
Women
in
Sport:
Women’s
Sports
Foundation:
www.lifetimetv.com/WoSport
www.infosports.net
(on-line
community
of
youth
sports
coaches,
players
and
parents)
www.ysn.com
(youth
sports
network)
www.youthsportsclub.com
(instruction
on
coaching
sports)
www.SportsDigest.com/Youth
Sports
(youth
sports
and
other
links
to
sports)
www.ysn.com
(youth
sports
network)
www.youthsportsclub.com
(instruction
on
coaching
sports)
Physical
fitness
and
health:
American
Alliance
for
Health,
Physical
Education,
Recreation
and
Dance:
www.aahperd.org*
www.physicalfitness.org*
Government resources on physical activity and youth:
CDC’s
Office
on
Smoking
and
Health:
www.cdc.gov/tobacco
CDC’s
Division
of
Adolescent
and
School
Health:
www.cdc.gov/nccdphp/dash
CDC’s
Division
of
Nutrition
and
Physical
Activity:
www.cdc.gov/nccdphp/dnpa
Governor’s
Councils
on
Physical
Fitness
and
Sports:
www.physicalfitness.org*
President’s
Council
on
Physical
Fitness
and
Sports
and
President’s
Challenge:
www.indiana.edu/~preschal*
www.cdc.gov/kidsmedia
(encouraging
physical
activity
among
youth
and
families)
USDA’s
Team
Nutrition
Program:
www.fns.usda.gov/tn
Relevant
National
Standards:
These
are
established
by
McREL
at
www.mcrel.org/standards-
benchmarks/docs/contents.html*
*National
Health
Education
Standards
Health:
Comprehend
concepts
related
to
health
promotion
and
disease
prevention
Physical
Education:
Understands
the
benefits
and
costs
associated
with
participation
in
physical
activity;
understands
the
social
and
personal
responsibility
associated
with
participation
in
physical
activity
Behavioral
Studies:
Understands
various
meanings
of
social
group,
general
implications
of
group
membership,
and
different
ways
that
groups
function
Life
Skills–Working
with
others:
contributes
to
the
overall
effort
of
a
group;
displays
effective
interpersonal
communication
skills
Language
Arts–Listening
and
speaking:
demonstrates
competence
in
speaking
and
listening
as
tools
for
learning
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Kickin
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©
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In
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Soccer:
Kickin’
Butts
is
a
production
of
Castle
Works
Inc.
In
the
Mix
was
created
by
WNYC
Radio.
This
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by
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Centers
for
Disease
Control
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Prevention’s
(CDC)
Office
on
Smoking
and
Health.
For more information and resources on tobacco prevention:
CDC
Office
on
Smoking
and
Health
4770
Buford
Highway,
NE
Mailstop
K-50
Atlanta,
GA
30341-3717
Tel:
770-488-5705
E-mail:
tobaccoinfo@cdc.gov
Web
site:
www.cdc.gov/tobacco
Automated
voice/fax:
800-CDC-1311
For
more
information
about
SmokeFree
Soccer,
visit
www.smokefree.gov.
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and none should be inferred. The CDC is not responsible for the content of the individual
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