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YOUTH

LEADERSHIP
CASE STUDY
KidsGames City Organizing Youth Leadership Case Study page
!ORE THA" #OLD $IDS#A!ES III
Youth Leadership case Study
$IDS#A!ES CITY OR#A"I%I"# YOUTH LEADERSHIP TRAI"I"#
CASE STUDY &''( ) &''*
KidsGames is a registered trademark
The material in this book or on this disk may be freely opied! translated and adapted
to loal needs by those hurhes! organi"ations and indi#iduals $ho ha#e registered
$ith KidsGames%
&lease do this #ia the KidsGames' $ebsite at(
+++,-idsga.es,/o.
This )anual is the result of ollaborati#e $ork by the KidsGames Leadership Workgroup!
a part of the *nternational Sports Coalition &artnership and
the KidsGames +ailitation Team produed in ,--.%
KidsGames in the years ,--/0,--1! ,--20,--3 and ,-4,0,-4. are part of the
More Than Gold partnership $orld$ide% KidsGames in ,--50,--6 and
,-4-0,-44 are part of The Ultimate Goal partnership%
KidsGames City Organizing Youth Leadership Case Study page &
Inde0 o1 this !anua2
I"TRODUCTIO",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, (
E3PECTED OUTCO!ES,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, (
TRAI"I"# A"D DE4ELOP!E"T PROCESS,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, (
THE PRO#RA!,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, *
POSITI4E OUTCO!ES,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 5
LESSO"S LEAR"T,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 6
CHA"#ES IDE"TI7IED TO I!PRO4E THE !ODEL,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,6
CASE STUDY RE7LECTIO",,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 6
The 7enefits for the leaders%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 6
The 7enefits for the hildren and the hurhes%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%2
APPE"DI3,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, 8
Training Shedule for Youth 8eaders%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%% 3
KidsGames City Organizing Youth Leadership Case Study page 9
Youth Leadership Case Study
An Organizing !anua2 1or De:e2oping Youth Leadership in
$ids#a.es
I"TRODUCTIO"
KidsGames has beome $idely reogni"ed as an effeti#e model for reahing and
impating the li#es of hildren around the $orld through sports and games! reati#e
ati#ities! bible diso#ery and #alues e9ploration% Through the gro$th of KidsGames an
additional! and yet to be fully ma9imi"ed outome! is being e9plored and de#eloped% This
is the opportunity KidsGames pro#ides for reruiting! training and releasing young people
for leadership and mission amongst hildren%
This Youth 8eadership Case Study outlines the e9periene had $hen a small sale
partnership model of KidsGames embraed this opportunities for reahing hildren and
e:uipping youth for mission through KidsGames% KidsGames $as run by a partnership of
1 hurhes in the ity $orking $ith 41- hildren! 24 youth leaders and /- adult leaders%
KidsGames $as run o#er fi#e days during the shool year0end holidays% Eah day
in#ol#ed +un Games! E9periential 8earning and Diso#ery time and Competition Games%
KidsGames $as suggested as a possible Youth )ission ati#ity by one of the fi#e
partnering hurhes% The young people of this hurh ha#e an annual mission pro;et
and for the last four years! the pro;et has al$ays been to a neighboring ountry% This
year they sei"ed the opportunity $hih KidsGames pro#ided to be in#ol#ed in mission and
ministry in their loal ommunity%
E3PECTED OUTCO!ES
Youth $ould be in#ol#ed in )ission Ati#ity through leadership of KidsGames
Youth $ould be in#ol#ed in the leadership of the KidsGames Diso#ery Sessions
and Competition Games% These young leaders $ould be supported by Adult
8eaders $ho $ould take responsibility for meals and o#erall oordination of
KidsGames%
TRAI"I"# A"D DE4ELOP!E"T PROCESS
*n training youth for in#ol#ement in KidsGames the plan $as to mobili"e and e:uip the
young people in t$o teams! one for 7ible Diso#ery and the other for Competition
Games% The adult leaders $ould support the youth leaders by taking responsibility for
organi"ing the logistis of meals and the organi"ation of the KidsGames e%g% eremonies!
registration! tee0shirts! medals! trophies! et%
The youth $ere also re:uired to attend a training $eek% This $as held the fi#e days
before the KidsGames ati#ities and in#ol#ed leaders being trained! briefed and in#ited to
partiipate in failitated disussions around the main topis of the 7ible Curriulum and
Games%
KidsGames City Organizing Youth Leadership Case Study page (
5Y
C
Training $as organi"ed for both the youth and adult leaders% The youth training $as 41
hours long! o#er fi#e mornings and a shorter adult training of , < hours $as held%
The training inluded the follo$ing sessions(
Curriulum Training= $here the ma;ority of the young people partiipated by playing
the role of hildren $ith the others appointed as youth leaders for the session%
Games= $here the youth leaders $ere briefed on the Competition Games and
partiipated in a demonstration of the games%
KidsGames songs= $here the leaders learnt the songs to be used during the
program%
Teahing Children= $here a Children's >orker $ould ome and share $ith these
young leaders tehni:ues for managing and teahing hildren
De#otional disussions allo$ing the leaders to read and be impated by the story of
?oseph for themsel#es%
The full Youth Training Shedule an be found in the Appendi9 of this manual%
During the training $e formed the youth leaders into teams of 4- to lead the KidsGames
Ati#ities% Eah team $ould be responsible for some 41 Kids! and had a designated
Team 8eader% The role of these teams is to lead the 4- sessions of 7ible Diso#ery%
>e identified a Games Coordinator% This person $ould be responsible for leading the
Competition Games setion of the program% T$enty youth leaders supported the Games
Coordinator! some of these $ere appointed to lead the fi#e ompetition games%
The Youth 8eaders $ere supported during the KidsGames 7ible Diso#ery and
Competition Games sessions% This support $as in the form of Adult Super#isors for the
sessions and also a Daily E#aluation and @e#ie$ session held $ith all the youth leaders
at the end of eah day of the KidsGames ati#ities%
THE PRO#RA!
The KidsGames $as held for fi#e onseuti#e days during the year0end holiday% The
program ran from 2%.- am to 1%--pm eah day% The Youth 8eaders $ere asked to stay
until 2%-- pm eah day for the Daily @e#ie$s and to ha#e dinner together%
Cere.onies and Ser:i/e
The KidsGames started $ith a simple Apening Ceremony at the ommenement of the
first day's program% The hildren marhed in one of fi#e olored teams! the team olors
hosen to represent the fi#e olors of the KidsGames logo%
The KidsGames onluded on a Sunday e#ening and so on the Sunday morning! in plae
of 8esson 3 a Children's Ser#ie $as organi"ed% This Ser#ie $as lead by the Adult
8eaders $ho had been supporting the youth leaders during the $eek%
The KidsGames Closing Ceremony $as held on the night of the 1
th
day Bthe SundayC and
the hildren $ere asked to bring their parents and families along% The program $as
planned as an e#angelisti e#ent and $e $ere ama"ed at the number of people $ho
ame along%
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Curri/u2u. Tea.s
During that Training >eek! ten teams of youth leaders $ere formed $ith eah team
ha#ing at least three youth $ho $ere seleted to lead the 7ible Curriulum% Eah of the
fi#e olor teams had .- hildren from ages 6 4, di#ided into t$o age groups= 6 to 3
years and 4- to 4, years% A team of three young people $as then assigned to eah of
the age groups Bi%e% 4- teams! 1 olors 9 , age groupC%
The Youth Teams had the responsibility for running the 4- 7ible Diso#ery Sessions of
the ?oseph Curriulum $ith the remaining youth leaders then taking the responsibility for
the Competition Games%
#a.es Tea.s
Ather than a fe$ $ho $ere able to attend the KidsGames as full0time leaders! most of the
youth leaders $ere only able to ser#e as part0time leaders% At the start of eah session
$hen the Curriulum Teams are $ith their Kids! the Games Team $ould ome together
for a briefing on the Competition GameBsC to be played on that day% They $ould also be
in#ol#ed in setting up the neessary e:uipment for the games e%g% $ater0balloons!
perimeter of the Games area! set up of the goals! et% They $ould use the time remaining
to ha#e a pratie run of the game themsel#es before the hildren ompete%
Different young people $ere assigned to #arious roles suh as marshals! instrutors!
sorers% The roles they play differed from one Competition Game to the ne9t%
POSITI4E OUTCO!ES
Some young leaders $orked suessfully in their leadership roles! espeially those
$ho are out0going and had pre#ious Be#en if limitedC hildren ministry e9periene%
The Training $as ompulsory for the Curriulum Teams and it pro#ided a good
opportunity to assess the skills and abilities of the youth before they are seleted
into teams! and designated roles%
Those in#ol#ed in leading the pre0program training largely took the role of
failitators! enouraging the youth leaders to pro#ide suggestions and make the
final seletions themsel#es in the areas of $arm0up games! memory #erses and
7ible Teahing methods% This onsensus style training de#eloped a greater
o$nership amongst the youth leaders%
A #ariety of skills and e9periene amongst the youth in eah of the teams allo$ed
the leaders to $ork off eah other strengths% *n addition! ha#ing young people from
different hurhes in eah team helped to de#elop friendships amongst the young
people that ha#e ontinued to be de#eloped sine the ompletion of the KidsGames
ati#ities%
The appointment of the Games Coordinator $hose role is to ensure that the
Competition Games are organi"ed and e9euted $as positi#e% This appointment
allo$ed the KidsGames Diretor to fous on the pastoral support for the Curriulum
teams and the young leaders in general%
The Daily @e#ie$ $as a benefiial and #ital part of the program% This re#ie$ $as
onduted in t$o parts= firstly $ith the young leaders in their roles on the Curriulum
and Games teams and seondly as they ame together as a $hole )ission Team%
The Daily @e#ie$ meeting and dinner also offered a hane to failitate relationship
building amongst the team through opening God's >ord together%
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The a#ailability of the KidsGames Curriulum and Games materials%
A KidsGames Diretor $as a#ailable at all times during the program%
The enthusiasm of the youth people as they $orked together to ser#e the hildren%
LESSO"S LEAR"T
>e found that there $ere too many youth leaders in eah of the Curriulum teams%
At the ommenement of the KidsGames &rogram $e had four young people per
olor team age group as $e found there $as an e9ess of young people in the
Games team% >e ended up alloating 4 or , more young people per team from the
afternoon session on the seond day% The alloation of these additional leaders did
not al$ays help the hildren or the additional young leaders $ho ;oined the teams%
*t $as positi#e for those groups $ho had diffiult to manage hildren but for the
other groups the number of leaders started to o#er$helm the hildren%
The youth leaders e9periened some diffiultly leading ertain KidsGames ati#ities%
>e had inluded some ie0breakers games in#ol#ing all 41- hildren together! the
youth leaders assigned to this ati#ity found the number of hildren o#er$helming
and found they $ere unable to e9ert leadership in this en#ironment%
>e had made the assumption! follo$ing the training! the youth leaders $ould kno$
$hat to do at all times throughout the KidsGames &rogram% Gaps in their
kno$ledge beome apparent during the $eek's ati#ities in both the Curriulum and
Games times%
CHA"#ES IDE"TI7IED TO I!PRO4E THE !ODEL
)ore time needed to be gi#en to building relationships bet$een the young people
before the KidsGames Training ommened% As this $as a partnership ati#ity
bet$een the young people from fi#e partiipating hurhes! the relationships
bet$een these young people only started $hen they first ame together for the
training the $eek before the start of the KidsGames &rogram%
CASE STUDY RE7LECTIO"
The ;ene1its 1or the 2eaders
>e ha#e diso#ered a number of ad#antages through using the opportunity presented by
KidsGames for leadership and mission de#elopment for youth leaders% Some of these
are outlined belo$(
*t allo$s mission and leadership skills to be de#elopment in an atual ministry
situation e9periential leadership de#elopment% Through in#ol#ement in ministry
the youth leaders ha#e the pri#ilege of seeing the hildren respond to the message
they are able to share%
The daily feed0bak sessions are an essential part of the e9periential leadership
de#elopment model% Through one of the earlier feed0bak sessions the reality of
ministry to hildren $as bought home as the leaders e9pressed the frustration they
$ere e9periening $hen not getting the attention from the hildren they needed%
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The youth leaders e9periene the ;oy that omes from building relationships $ith a
small group of hildren%
The youth leaders de#eloped a sense of o$nership to the ministry% Through their
in#ol#ement they sa$ that they $eren't simply ontributing to ministry but a partner
to all that $as happening in the ati#ities and in the li#es of the hildren%
The youth leaders de#eloped in onfidene o#er the 4- session of the KidsGames
&rogram% The programming of 4- sessions o#er the fi#e days ga#e the youth
leaders many opportunity to de#elop and hone their skills as the hildren responded
to their leading and teahing%
All youth leaders $ere in#ol#ed in ser#ing in one $ay or another e#eryday for the
fi#e days of the KidsGames program%
The ;ene1its 1or the /hi2dren and the /hur/hes
The hildren en;oyed the KidsGames program more than the usual Children's Camp
$e organi"e% This $as seen as the interation and in#ol#ement of hildren in the
program $as a muh greater $hen ompared to our e9periene of their in#ol#ement
in the Children's Camp program% Ane month after the ompletion of KidsGames the
hildren are still asking $hen the ne9t KidsGames $ill be%
De#eloping unity bet$een the hurhes% This an be seen both among the hildren
and the young leaders as they $ere $orking together in unity and partnership%
The adults oming together to oordinate the planning and support the young
leaders through KidsGames has led to the building and de#eloping of better
friendships and greater sense of Christian unity in the ity%
KidsGames City Organizing Youth Leadership Case Study page <
APPE"DI3
Training S/hedu2e 1or Youth Leaders
Ti.e Day One Day T+o Day Three Day 7our Day 7i:e
'<,(* @egistration De#otional
Disussions
Gen .6 to /4
De#otional
Disussions
Gen /, to //
De#otional
Disussions
Gen /1 to /6
De#otional
Disussions
Gen /2 to 1-
'8,''
>elome
7riefing '8,9'
Teahing
Children
7ridge of 8ife
Ceremonies
and Ser#ie
Curriulum . 0
memory #erses
','' KidsGames
Songs
KidsGames
Songs
',9' 7reak 7reak 7reak 7reak 7reak
,'' Curriulum
A#er#ie$
Teahing
Children Curriulum 4
modeling a
session
KidsGames
Songs Competition
Games
,9' Competition
Games Curriulum ,
0 *ebreakers
&,'' &rayer
Time
&,9' Ad;ourn Ad;ourn Ad;ourn Ad;ourn Training Ends
Adult Leaders involved in the Training:
KidsGames Diretor
Competition Games Coordinator
Children's )inistry 8eader
&rimary Shool Teaher
KidsGames Singing 8eader
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