GCSU Ultimate Frisbee Club - Proposed Program Design
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Program Design Proposal:
Group: GC&SU Ultimate Frisbee Club
Group Details: Group knows each other well from practicing together regularly and going to tournaments on weekends. Group is approximately 15-20 individuals. Group is comprised of college age students, grad students, and younger faculty members.
Group Goals:
Communication: In ultimate frisbee clear, effective and frequent communication on and off the field can make the difference between victory and loss. Group wants to work on developing better communication skills both on and off the field.
Teamwork: Group wants to further develop team dynamics including trust, team bonding and problem solving experiences
Program Length 10am-5pm 1 hour for lunch
10:00am
gather group
introduction of facilitative staff
introduction to the days activities
informed consent
waiver of liability
full value contract
10:30
Whooshball- initiative involving an imaginary ball that must be passed around a circle according to increasingly complex rules
-will "get group going", get group thinking about importance of following rules and instructions and how they can be used to your advantage if you know them well. Since there are no referees in ultimate, a clear understanding of the rules is necessary to keep play flowing smoothly and fairly.
10:55
Pipeline- initiative involving the group passing a ball through individual sections of pipe trying to reach a goal without letting the ball stop or hit the ground.
- Successful completion of this activity requires planning, teamwork, and coordinated movements. These skills are also necessary for the stack and cut offense predominant In competitive ultimate frisbee games. This activity especially resembles zipper cuts and in-and-out cuts. Key to this series of movements is a coordinated, yet flexible plan of who is going to move where and when- if this plan breaks down there will be confusion and individuals will get in the way of successful movement towards the goal.
11:20
TP Shuffle- initiative where group lines up standing on a log and then has to switch their order without stepping on the ground.
-This is a second activity that builds on skills necessary for the cutting sequence in ultimate frisbee. The completion of this activity requires communication, careful planning of sequence, and coordinated movements. This activity shows the necessity of having a sequenced plan for successful movement. This activity can be facilitated to show the necessity of checking both in front and behind for other persons moving- just as it is necessary to be aware of other movement on the field of play during ultimate. This activity can also be facilitated with communication barriers in place to show how communication- either before or during the activity- can make a difference between success or failure of the final outcome.
12:00
Lunch
1:00
Stepping Stones- participants must travel by stepping only on small moveable squares- but without losing contact with any of their squares at any time.
This initiative requires communication, physical and intellectual coordination, teamwork and advanced planning. The flow of the stepping stones between participants is analogous to the ideal flow of the disc in a smooth running offense in ultimate frisbee. Movement towards the goal is provided by coordinated passing between participants. In both the group must work together as a team to successfully complete their task. Individuals can neither get too far ahead, or fall too far behind the rest for any strategy to work. This activity also mirrors the importance of valuing possession of the disc- if the movement facilitating object (stone or disc) is dropped too many times, completion of the goal (winning the game, or crossing the line) becomes more difficult or impossible. For both it is superior to develop a detailed plan of action that is carefully and deliberately implemented- instead of rushing to complete the task and losing items of value- stones or discs.
1:40
Ground School/ Safety School
-participants will learn necessary course techniques- including ladder spotting, pole climbing while on belay, verbal commands, and dynamic course belay roles and techniques.
Learning how to belay and using a participant belay for the high course will develop teamwork, trust, and a sense of responsibility for the success of others. These skills will help on the field where participants will be called on to work together as a team, or in smaller groups like the cup in a zone defense or the poppers in a zone offense. Participant belay will help to develop an understanding that success in an activity requires a team effort- even if only the few individuals get all the glory, the rest of the team must be functioning smoothly for them to succeed safely. Participant belay can be used especially to explain the efficient functioning of zone offenses- not every individual in a zone offense will get the disc on a regular basis- but every individual is necessary for the offense to function as a whole.
2:40
Wilder Woozy- High Element where pairs of individuals must help each other balance while walking along diverging cables.
The wilder woozy is an appropriate culminating element for this program because it continues to require teamwork, preparation, and communication for success. The fact that this element can involve a large number of participants when using participant to belay makes it a good high element to continue developing a positive team dynamic. Participants must communicate between climbers and belay team, as well as within climbers and within the belay team. This approximates the different levels of communication needed for successful play in ultimate- between players on the field, individuals on the sidelines, and from the sidelines to the field. Completion of the task also requires concentration and determination in the face of the distraction of height and the fear of falling- just like catching a difficult pass with a defender close-by.
4:40
Debrief and evaluations
5:00
End of Program