Varsity Insignia to present

Many thanks for the information from http://www.geocities.com/Yosemite/Falls/8826/varsity.html

Varsity Scout Team Office Insignia (1984-89)

Varsity Scout Team Office Insignia (1989-present)

			Squad Leader, NO PICTURE

Varsity Scout Huddle Office Insignia (1986-present)

VS-46 Varsity Huddle Commissioner, tan twill with tenderfoot (1989-95) [VHC1]

Other History of Varsity Program

Many thanks to the information from http://www.geocities.com/Yosemite/Falls/8826/varsity.html

History

Main article: History of the Boy Scouts of America

In 1984, the program was rolled out as an official program of the BSA for boys 14–17. In 1989, with rollout of the Venture program, the Varsity letter was redesigned for the use of the Venture Crew as well, and activity pins were added.

While remaining small, the program has persisted, probably due to the Church of Jesus Christ of Latter-day Saints' policy is to charter a Varsity Team for all 14-15 year old boys in the US. In recent years, the number of teams chartered by other organizations has increased. In 2001 revised Varsity Scout manuals were released.

Organization

The Varsity Scout team is sponsored by a community organization such as a business, service organization, school, labor group or religious institution. The chartering organization is responsible for selecting leadership, providing a meeting place and promoting a good program. The chartered organization representative is the liaison between the team, the chartered organization, and the BSA.

The team committee is a group of adults, led by the troop committee chair, who plan the troop program and activities and manage record keeping, finance, leadership recruitment and registration.

The team generally meets weekly providing a pre-planned program. It is led by a youth who is elected as captain who is guided by the team Coach and assistant team Coaches. The Coach must be at least 21 and is directly responsible for training and guiding boy leaders, working with other adults to bring Varsity Scouting to boys and for using the methods of Scouting to achieve the aims of Scouting.

The team is divided into squads of eight to ten Varsity Scouts, led by an elected squad leader. Program managers are assigned as needed to take charge of team activities.

Uniform

Varsity Scouts wear the standard Boy Scout field uniform, but wear blaze shoulder loops and a Varsity uniform strip above the Boy Scouts of America strip. Adults wear the same Varsity Scout uniform and may wear the Scouter dress uniform as required.

Advancement and recognition

Youth advancement

Varsity Scout Advancement

Varsity Letter

Varsity Letter Bar

Denali Award

Activity Pins Basketball Bowling Cycling Discovering Adventure Snow Camping Survival Whitewater Canoeing

Advancement is a key part of the Varsity program. Varsity Scouts can earn any award or recognition that is available to Boy Scouts, including merit badges, ranks advancements, and other awards. There are also several awards that are only available to Varsity Scouts, and sometimes their leaders.

The Varsity Letter may be earned by participating in or accomplishing at least one high adventure or sports program, according to guidelines determined by the Varsity Coach, meeting attendance requirements and showing Scout Spirit.

The Varsity Letter is cloth patch that can be worn either on the front bottom of a merit badge sash or on the right breast of the Varsity Scout or Boy Scout jacket. This award can be earned every three months by an actively participating Varsity Scout. Subsequent awards are represented by gold bars pinned on the letter. Activity pins can also be pinned on the Varsity Letter.

Varsity Scouts can also earn activity pins in several areas of high adventure and sports. Program resources and official pins are available for backpacking, basketball, bowling, canoe camping, caving, cross-country skiing, cycling, discovering America, fishing, freestyle biking, frontiersman, mechanics, Operation On-Target, orienteering, rock climbing and rappelling, roller hockey, shooting sports, snow camping, soccer, survival, swimming, tennis, triathlon, volleyball, waterskiing, and whitewater canoeing. The requirements for earning an activity pin are determined locally by the team captain and are usually awarded at the conclusion of each ultimate adventure or sports season.

Origins of Varsity Scouting

Many thanks to the information from http://www.geocities.com/Yosemite/Falls/8826/varsity.html

Overview
In 1984, National created a new program for older boys called Varsity Scouts. Varsity Scouts would be for boys 14-17 who would be organized into Varsity Scout Teams. Many in scouting have be confused by this program with its use of sports terminology, leading many to think it nothing more then sports oriented form of scouting. This lack of clear purpose in the minds of many scouters has limited this program. It is also unclear whether the program is intended as a progression level for boys, with them being in Boy Scout Troops from 11 through 13, then joining a Varsity Scout Team at 14 and later joining an Explorer Post (now Venturing Crew). Or is the program meant to attract boys who for whatever reason had never been Boy Scouts? Or is it both?

Some additional information may be found at the BSA web site's Varsity Scout page.

NEW in Varsity Scouts:
We are seeing a revitalization of Varsity Scouts. A new edition of the Varsity Scout Guidebook (#34827A) has been released in the first part of 2001. The 3 volume set of Varsity Team Program Features (#34837, 34838, 34839) booklets has also been released. These replace the old Game Plan booklets and Venture/Varsity activity booklets. A new Varsity Scout award, the Denali Award, has also been created. See below for more on this new award. It appears from the new Varsity Scout Guidebook that Varsity Scout Huddles are now called Roundtables.

Varsity Scouts: The Experimental Years
Before Varsity Scouts became an official program in 1984, it went through almost 10 years of experimentation. During this time, the program was limited to boys 14 & 15.

The programs started off in Area 2 of the Western Region. Alva Greene, the Area President, noticed a drop in enrollment of 14-15 year olds in 1974. He then tasked a commitee to look into this. From 1975-77, this committee worked on adapting the basic scouting program to the needs and interests of the 14- and 15-year old. Out of this the full Varsity Scout program was developed.

Next was the first experimental phase, or "pre-pilot" phase in 1978 and 1979, again limited to the 9 councils in Area 2 of the Western Region. During this phase, the first handbooks were published, and the first uniforms and other insignia were produced . A primitive version of the Varsity Scout Letter was also produced.

Then in the second experimental phase or National pilot phase, in 1980, its use was expanded to 28 councils around the country, most likely to make sure of its broader use. Slightly revised versions of the guidebooks were produced, as well as a slightly different uniform shirt. A new Varsity Scout Letter was produced, and apparently silk-screened office patches as well.

The idea behind this work was to create a more challenging scouting program that would appeal to older boys, much like the older Explorer Scout program of the 40s did. The use of sports team terminology was to make the program more appealing to older boys would had never been involved in scouting, and might not be interested in joining a program with younger boys. During this experimental period, the members were not allowed to wear the BSA field uniform, instead wearing their own uniform consisting of a beige collared sports shirts with dark brown shorts or slacks. Also, manuals from this period indicate that the program was only for boys 14-15, and when they turned 16 they were to join an Explorer Post. This period of the program is not well known. If anyone has more info about literature, insignia and the like from this period, it would be appreciated.

Varsity Scout Program
The Varsity Scout program is much like the Boy Scout program. However, it has five fields of emphasis: Advancement, High Adventure/Sports, Personal Development, Service, and Special Programs/Events. Each team has a youth member called a program manager in charge of each area. While not explicitly sports oriented, Varsity Scout Teams can and do participate in sporting events, but they don't have to be.

While the program is basically similar to Boy Scout troops, its focus on more advanced programming in the areas of outdoors and sports would lead to them using some additional literature from the Boy Scout program. As Varsity Scouts would earn the same advancement awards as Boy Scouts, they would use those same materials. However, in some areas they would be separate. For instance, instead of the adult leaders participating in Boy Scout leader Roundtables, they would participate in Varsity Scout Huddles, so that they can focus on the more unique features of the Varsity Scout program. Varsity Scout Leaders have a separate training program then Boy Scout Leaders. There were also a few Varsity Scout Wood Badge courses.

Varsity Scout Pledge (in use from 1977 to 1989?, brought back in 2001)
As a Varsity Scout I, will:
Live by the Scout Oath (Promise), Law, motto, and slogan;
Honor the dignity and worth of all persons; Promote the cause of freedom; and
Do my best to be a good team member.

Varsity Scout Uniform
During the Experimental years of the program, Varsity Scouts were not allowed to wear the BSA field uniform, instead wearing their own uniform consisting of a beige collared sports shirt with dark brown shorts or slacks. See above for a picture of the shirt.

Today, Varsity Scouts wear the same tan BSA field uniform, but they wear orange shoulder loops and have their own office insignia. They got their own colored backing for service stars: brown (orange is for Tiger Cubs). Instead of the red Boy Scout jacket, they wear an orange jacket, which was available in both nylan and polin. It appeared that this had been dropped from the 2000 BSA catalog, but the 2001 restored it, so perhaps the photo was an error. A Varsity Scout hat was also available for awhile. In 1989, with the introduction of the Boy Scout activity uniform and shorts, a tan polo shirt with a red fleur-de-lis and the word "Varsity" was introduced. In 1995, Varsity Scouts would gain the use of wearing the "Varsity" shirt strip on their uniform which had previously been used only for the in-troop Varsity program.

Varsity Scout Advancement Program
For the most part, Varsity Scouts use the same advancement program of Tenderfoot, Second Class, First Class, Star, Life, and Eagle Scout as Boy Scouts. However, they have the addition of the Varsity Scout Letter, which is similar to the Varsity letters in school. This letter could be earned by both Varsity Scouts and Varsity Scout Leaders with specific requirements for each, and could be earned more then once. Up to three bars are added below to indicate additional letters earned. This letter is worn on the orange jacket, and a pin for their Boy Scout advancement could be worn on the lower part of it. There are atleast 2 version of the letter and bars. A more primitive version of them was produced for the experimental program, the later official period had nice looking insignia. Later on, the embroidered bars were dropped, to be replaced by a metal bar, which was itself dropped. In 2001, the metal bar has been brought back.

In 1989, with the addition of the Venture/Varsity program in Boy Scout Troops, the letter was redesigned into the Venture/Varsity Letter, and a variety of activity pins were added. These pins were for various sports and high adventure activities. The letter and pins could be earned by Varsity Scouts and members of Venture/Varsity programs in troops. The smaller letter could be worn on the bottom of the merit badge sash or on the right breast of a jacket. The requirements for the Venture/Varsity Letter were simplified. Now the letter (and pins) would be earned over a period of time to accomplish an ultimate adventure or season of sports, usually three months, along with active participation at meetings.

In 2001, a new award, the Denali Award, has been created for Varsity Scouts. More information is in the new Varsity Scout Guidebook. These are the requirements. The requirements are very similiar to the original Varsity Scout Letter requirements. The award itself is a medal. The name comes from the native Eskimo word for Mount McKinley. At 20,320 feet, McKinley is North America's highest mountain and the crown of the 600-mile-long Alaska Range. The indigenous Athabascan people dubbed the massif "Denali", or the "Great One.". From base to summit, the mountain's vertical relief is greater than that of Mount Everest. McKinley is located within Denali National Park, a park larger than the state of Massachusetts, at over 6 million acres.

Literature
There were two basic manuals for Varsity Scouting: the Varsity Scout Handbook and the Varsity Scout Leader Guidebook.

The Varsity Scout Handbook went through at least 2 editions. The first was used during the experimental phases, and went through about 3 or 4 printings. The second edition was introduced when the program went official. Am aware of at least two printings. At some point, I believe in around 1989/90, the handbook was dropped, and Varsity Scouts would just use the Boy Scout Handbook starting with the tenth edition in 1990.

The Varsity Scout Leader Guidebook should be thought of as a supplement to the Scoutmaster's Handbook, as it is in no way its equal. It is heavy on Varsity Scouting specific information, but has nothing on basic scoutcraft/scouting information. Am aware of four editions. The two were was used during the experimental phase and was called the Varsity Scouting Leader's Guidebook, and during the official program phase has gone through apparently two further editions.

A revised Varsity Scout Leader Guidebook has been released, now called the Varsity Scout Guidebook. It is aimed at both Varsity Scouts and their leaders. It also has the requirements for the new Denali Award.

For each of the 26 activity pins there was a pamphlet for it, similar to the merit badge pamphlets. These were allowed to drop out of print in 1999 and 2000, and have been replaced by the new Varsity Team Program Features booklets..

Other literature includes the Varsity Scout Game Plan, three pamphlets that have program features that complement the activity pamphlets. These also have been dropped in favor of the new, three volume Varsity Team Program Features series.

Varsity Scout Huddles would get their own literature, the same as Boy Scout Roundtables.

For most other literature, Varsity Scout Teams share the same items with Boy Scout Troops.

Camp Out Exercise 4

ASSIGNMENT FOUR-URBAN SETTING

The setting is a privately owned park at the edge of a metropolitan area. The owners of the park are supporters of Varsity Scouting and have offered to let the team use the facilities without charge. The property has a camping area, and there is a lake with a swimming beach but no lifeguards. Canoes are available for use. A trail around the lake leads to a city park with a thriving natural history program for young people. The camp out the Varsity Scouts are planning is for mid July, two months from now. The weather that time of year can be hot and humid, and there may be mosquitoes.

1. What opportunities are there in this scenario for a successful Scouting event?

2. As you consider this event, what are your issues of concern?

3. What ethical choices are likely to come up during this activity?

4. What leadership roles can Varsity Scouts assume in planning and carrying out this weekend event?

5. How can the youth leadership of the team best be utilized?

6. What opportunities for advancement can be woven into this event?

7. Using the resources of The Varsity Scout Guidebook write down the names of the checklists you as Varsity Coach will need to consider for this event to be a success, and note the importance of each one. (For example, rather than listing every item of gear that will be needed, simply write down th\3 name of the appropriate gear checklist and then a sentence or two of explanation.) Include in your notes any other gear or supplies that are not covered by the standard checklists.

8. What portions of the planning and leadership of this event can be delegated to the team's assistant Varsity Coaches? What support should be requested from the team committee?

9. Taking advantage of the opportunities for swimming and canoing poses a challenge for team leaders. What guidance for these activities can you find in The Varsity Scout Guidebook? What ideas' do you have for solving this problem? Where can you go to get more information about this issue and other considerations for team activities in an urban setting?

10. Discuss the importance of the following four points of the Sweet 16 of BSA Safety, especially as they apply to your preparations for this specific activity.

• First-aid resources

• Applicable laws

• CPR Resource

• Discipline

8. In the activities you plan, consider how the team can conform to the principles of Leave No Trace.

9. Give thought to an appropriate conservation project that could be incorporated in the team's activities. (An important aspect of this consideration is that team leaders consult local land managers well ahead of time to develop a project that is both appropriate for the environment and meaningful for the Varsity Scouts.)

Camp Out Exercise 3

ASSIGNMENT THREE - RUGGED TERRAIN

The setting is a state park an hours drive from the Varsity Scouts homes that is famous for its dramatic cliffs. Climbing and rappelling are popular public activities in this area. Team members have been talking about those sports since the previous summer when they did some introductory climbing and rappelling during their week long stay at a council Scout camp. During their annual program planning session they decided to devote a month of meetings to learning about climbing and rappelling. The highlight of the month will be a weekend camp out at the state park. The outing will occur on a weekend in June two months from now.

1. What opportunities are there in this scenario for a successful Scouting event?

2. As you consider this event what are your issues of concern?

3. What ethical choices are likely to come up during this activity?

4. What leadership roles can Varsity Scouts assume in planning and carrying out this weekend event?

5. How can the youth leadership of the team best be utilized?

6. What opportunities for advancement can be woven into this event?

7. Using the resources of The Varsity Scout Guidebook, write down the names of the checklists you as Varsity Coach will need to consider for this event to be a success and note the importance of each one. (For example rather than listing every item of gear that will be needed simply write down the name of the appropriate gear checklist and then a sentence or two of explanation.) Include in your notes any other gear or supplies that are not covered by the standard checklists.

8. What portions of the planning and leadership of this event can be delegated to the team's assistant Varsity Coaches? What support should be requested from the team committee?

9. The BSA has rigorous standards for any Scout unit engaging in climbing and rappelling activities. Find those standards in The Varsity Scout Guidebook and determine what planning must be done for your team to enjoy climbing and rappelling during their weekend at the

State park.

10. Discuss the importance of the following four points of the Sweet 16 of BSA Safety, especially as they apply to your preparations for this specific activity.

• Weather Check

• Planning

• Communication

• Permits and notices

11. Consider how the team can conform to the principles of Leave No Trace.

12. Consider how you would go about discovering the possibilities of an appropriate conservation project for the team to do and the right way for it to be conducted. (It should be good for the land, meaningful for the Varsity Scouts, and planned well in advance with the assistance of appropriate personnel of the state park.)

Camp Out Exercise 2

ASSIGNMENT 2 ARID CLIMATE

The setting is a national park several hours' drive from the Varsity Scouts' homes. The park is in an arid region of the southwestern United States. The scenery is spectacular and the hiking trails are inviting, and much of the park is a designated wilderness. In September, the month the team members can make the trip, most of the springs and streams have dried up and water is scarce.

1. What opportunities are there in this scenario for a successful Scouting event?

2. As you consider this event, what are your issues of concern?

3. What ethical choices are likely to come up during this activity?

4. What leadership roles can Varsity Scouts assume in planning and carrying out this weekend event?

5. How can the youth leadership of the team best be utilized?

6. What opportunities for advancement can be woven into this event?

7. In what ways can the values of Scouting be promoted through this activity?

8. Using the resources of The Varsity Scout Guidebook, write down the names of the checklists you as Varsity Coach will need to consider for this event to be a success, and note the importance of each one. (For example, rather than listing every item of gear that will be needed, simply write down the name of the appropriate gear checklist and then a sentence or two of explanation.) Include in your notes any other gear or supplies that are not covered by the standard checklists.

9. What portions of the planning and leadership of this event can be delegated to the team's assistant Varsity Coaches? What support should be requested from the team committee?

10. Providing a sufficient supply of water and protecting everyone from exposure to the sun will be interesting challenges for the team. What solutions do you have? Where can you go to get more information about these issues and other considerations for camping in an arid environment?

11. Discuss the importance of the following four points of the Sweet 16 of BSA Safety, especially as they apply to your preparations for this specific activity:

• Equipment selection and maintenance

• Personal safety equipment

• Safety procedures and policies & Skill level limits

12. Consider how the team can conform to the principles of Leave No Trace.

13. Consider how you would go about discovering the possibilities of an appropriate conservation project for the team to do and the right way for it to be conducted. (It should be good for the land, meaningful for the Varsity Scouts, and planned well in advance with the assistance of appropriate personnel of the state park.)

Camp Out Exercise 1

ASSIGNMENT ONE-WINTER CLIMATE

The setting for this outdoor adventure is a large area of private property not far from the hometown of the Varsity Scouts on your team. There are several forested sections of the property and a large lake. The team is interested in having a winter camp out that will allow them to practice building igloos. The

1. What opportunities are there in this scenario for a successful Scouting event?

2. As you consider this event, what are your issues of concern?

3. What ethical choices are likely to come up during this activity?

4. What leadership roles can Varsity Scouts assume in planning and carrying out this weekend event?

5. How can the youth leadership of the team best be utilized?

6. What opportunities for advancement can be woven into this event?

7. Using the resources of The Varsity Scout Guidebook, write down the names of the checklists you as Varsity Coach will need to consider for this event to be a success, and note the importance of each one. (For example, rather than listing every item of gear that will be needed, simply write down the name of the appropriate gear checklist and then a sentence or two of explanation.) Include in your notes any other gear or supplies that are not covered by the standard checklists.

8. What portions of the planning and leadership of this event can be delegated to the team's assistant Varsity Coaches? What support should be requested from the team committee?

9. Staying warm and dry during this camp out will be an interesting challenge for the team. What ideas do you have for solving this problem? Where can you go to get more information about these issues and other considerations for camping in a frozen environment?

10. Discuss the importance of the following four points of the Sweet 16 of BSA Safety, especially as they apply to your preparations for this specific activity:

• Qualified supervision

• Physical fitness

• Buddy system

• Safe area or course

11. Consider how the team can conform to the principles of Leave No Trace.

12. Consider how you would go about discovering the possibilities of an appropriate Conservation project for the team to do and the right way for it to be conducted. (It should be good for the land, meaningful for the Varsity Scouts, and planned well in advance with the assistance of appropriate personnel of the state park.)

Reflection

Experiencing Reflection

Open an informal discussion with participants, inviting them to share some of their reactions to their experience with Var­sity Coach Leader Specific Training. Encourage the sharing of ideas by asking questions that cannot be answered with a simple yes or no. Guide participants toward thinking through what they have experienced in this training, the effect of that experience, and the lessons they can draw from it.

Allow the conversation to flow for a few minutes, guiding the discussion as if it were a reflection. Use some or all of the following pointers for making the most of an opportunity for reflection:

1. Avoid the temptation to dominate the conversation.

Nondirective questions can inspire others to share their understandings, concerns, and vision.

• What did you think about this activity?

• What did you like best?

• What did you like least?

• What did you learn?

• How would you do this activity differently next time?

2. Be positive. Reflection can be enlightening and often fun.

3. Remind everyone that the environment of Scouting is a "put-down free zone" -we want to build up others, not put them down.

4. Encourage the group to determine the value of the experience they just had, focusing first on positive aspects.

5. Generalize the experience. A frequent goal of reflection is to help participants make the connection between the activity they have just completed and regular' team experiences.

• How could we use the ideas we learned today in our team?

• How can we use what we just learned about decision making when we're on our next campout?

6. Steer participants toward setting goals based on what they have learned about their recent experience. Begin with the positive but leave the door open for discussion of changes that will improve activities in the future.

Exploring Reflection

Reveal to participants the fact that they have been involved in a form of reflection. Based on what they have just experi­enced, ask them to describe their understanding of reflection and how it can be used to enrich the Varsity Scouting experi­ence for young men.

"Reflection is a form of careful listening and shar­ing that allows Scouts and leaders to assess an experience and get from it the greatest value it has to offer:' ,

- The Varsity Scout Guidebook, Chapter 10, "Understanding Young Men"

Role Plays

See, I do alot of Basic Training for Varsity Scouts. We take our information out of the Training manual for Varsity Leaders.

The manual has these sections the assist the training of the participants. This technique is to have them teach everyone else. They do this by reading a predefined script.

We find it effective. But what do you think?

Role-Play Four

Role-Play Four-Leadership Styles for Working With Young Men

The role-play gives brief illustrations of an experienced Varsity Coach encouraging a new Varsity Coach to using the following four styles of leadership:

• Directing

• Coaching

• Supporting

• Delegating

Presentation instructions: One instructor takes the role of the experienced Varsity Coach, another the role of the new Varsity Coach, and a third the role of the Varsity Scout. Make the role-playing as realistic as possible.

EXPERIENCED VARSITY COACH: 'A good Varsity Coach takes on a lot of different roles. Sometimes you're the director, sometimes you're the coach. Other times you're just there for support:'

NEW VARSITY COACH: 'Like a safety net.'

EXPERIENCED VARSITY COACH: 'And there are times when you just delegate, but not very often. New team captains are elected every six months-so there's always someone who needs a little more of your time:'

NEW VARSITY COACH: 'So, I should figure out the style that works for me and stick with it:'

EXPERIENCED VARSITY COACH: "Not even close. You choose the style that's right for the young man you're talking to. You direct when he is new to Varsity Scouting and literally doesn't know what to do next. But your goal has to be to move that team member to a coaching and supportive role as soon as possible. You can't continue to tell the young men what to do all the time-or they won't learn a thing.

"Let me put it another way:let's say we're talking about driving a car. If you're directing someone, you say, 'Put the key in the ignition and start the engine. Now put it in gear and go slowly forward, then turn to the right and ... '

"If you're coaching, though, you show him how to drive the car, then move to the passenger seat and let him try it while you watch and provide just enough guidance.

"If you're supporting, you let him know that you have full faith in his ability to drive by himself. You also let him know you'll be there if he needs help.

"Finally, if you're delegating, you tell him where to go and wave as he drives away:'

NEW VARSITY COACH: "OK. But how do I know when to do what?"

EXPERIENCED VARSITY COACH: "Let's look at some examples. We'll take directing first. Remember, this is a one way communication a kind of John Wayne style of leadership where you're telling the young man exactly what to do:'

NEW VARSITY COACH: "Billy, you and Justin need to go to the dining hall at exactly 4 o'clock to pick up our food for dinner:'

VARSITY Scout. "Will do:'

NEW VARSITY COACH: "Well, that was easy:'

EXPERIENCED VARSITY COACH: "Well, it's so easy that Varsity Coaches sometimes continue to direct their guys when they should be using coaching or supporting. You don't want to lead young men this way on a regular basis:'

NEW VARSITY COACH: "Now coaching that's like teaching, right?"

EXPERIENCED VARSITY COACH: "You're right. You typically demonstrate a skill to someone and tell him why you're doing it that way. Let him ask questions-and give him a chance to try the skill himself:'

NEW VARSITY COACH: (Demonstrating a square knot to a Varsity Scout) 'Then you pass the right end over and under the rope in your left hand an pull it snug:'

VARSITY Scout: "OK"

NEW VARSITY COACH: "Then you pass the rope in your left hand over and under the one in your right hand, and pull it snug again. You see how I did it?"

VARSITY Scout. "I think so:'

NEW VARSITY COACH: 'OK, now you try it.'

VARSITY Scout. "Am I doing it right?"

NEW VARSITY COACH: "Oh, yeah, that's great! Now try it again:'

EXPERIENCED VARSITY COACH: "When you're sure a young man knows how to do something, even though he's never actually done it himself, you supply the confidence. That's the difference between coaching and supporting:'

NEW VARSITY COACH: "Okay, Justin why don't you pick out a site and set up your tent?"

VARSITY Scout. "But, I've never done it by myself before:"

NEW VARSITY COACH: "Based on how well you did during our last campout, I really think you can do it on your own. If you get into a bind, I'll be over here with the new guys. Just let me know if you need me:'

EXPERIENCED VARSITY COACH: "When he sets up the tent correctly, don't forget to give him a compliment and recognize what's he's done. That encourages him to try new things the next time:'

NEW VARSITY COACH: "What if he doesn't do it right?"

EXPERIENCED VARSITY COACH: "Give him time to work out a solution on his own. If he's having real difficulty, you can go back into the coaching mode and give him some specific instruction. Keep encouraging him, though, all along the way:'

NEW VARSITY COACH: "Got it. Only one left-delegating. That should be pretty simple:'

EXPERIENCED VARSITY COACH: "Well, yes and no. The key to delegating is knowing when the young men are ready. They have to have enough experience that they aren't likely to fail:'

NEW VARSITY COACH: "So I just give them a task .. :'

EXPERIENCED VARSITY COACH: "And get out of their way. Let's see you do it:'

NEW VARSITY COACH: (To Varsity Scout) "A couple of the fellows seem to be having a hard time. I'd really appreciate it if you could give Ted and Carlos a hand learning how to tie a half hitch knot:'

VARSITY Scout. "No problem. Hey, guys...'

EXPERIENCED VARSITY COACH: "That's good. Even at the delegating level, though, don't forget the praise and encouragement. Everyone needs a little of that:'

NEW VARSITY COACH: "You know, I think you've taught me more than just how to communicate better with Varsity Scouts. You may have helped me be a better manager at work, too:'

EXPERIENCED VARSITY COACH: "That's right. Directing, coaching, supporting, and delegating skills will help you build leaders anywhere you are at. Varsity team meetings, at work, or at home with your kids: You're going to be a great Varsity Coach:'

NEW VARSITY COACH: "Hey, thanks. Say, you weren't using some of those same approaches to leadership just now, as you helped me learn about them, were you? Because whatever you were doing worked pretty well:'

Role-Play Three

Role-Play Three-A Varsity Coach Coaches a Varsity Team Captain Preparing for an Upcoming Team Meeting

Varsity teams often elect new leaders every six months. Getting new leaders started on the right foot is an important responsibility of the Varsity Coach. One of the best ways to go about that is to meet with a newly elected captain at his home meet his parents, and give him some one-on-one directions on how to run a team meeting. That way, you can stay in the background during the actual team meeting and let the young man take center stage. Let's take a look at a Varsity Coach meeting with a new captain.

Presentation instructions: One instructor takes the role of the Varsity Coach, another the role of the team captain. Make the role-playing as realistic as possible.

(The Varsity Coach and team captain have gotten together at the team captain's home-family members are in view. The session occurs some days before the first team meeting that the captain will lead. The Varsity Coach is discussing with the team captain the ways in which he can conduct the various parts of the meeting. The Varsity Coach will be in the back ground during the team meeting but will always ready to
help the captain succeed. It is clear that the Varsity Coach has great the confidence in the captain and is quite willing to remain on the sidelines while the captain leads.)

VARSITY COACH: (To parents offstage) "It was great meeting you, you've got a terrific son here:' (To the new captain) "OK, let's get started:'

TEAM CAPTAIN: "Well, I'm ready-I think ... :'

VARSITY COACH: "You'll do just fine-not to worry:'

TEAM CAPTAIN: "I just hope I do as good as Ted did when he was team captain. He was awesome:'

VARSITY COACH: "Well, he had some help in the beginning, too. Running a good meeting is hard work:'

TEAM CAPTAIN: "I'll say. Standing up there in front of the guys, making them listen. How do you do that, anyway?"

VARSITY COACH: "Here's the deal. You need to have your meeting set before you start. Always follow your meeting plan and always make sure you fill in all the details. Then, at the meeting, make sure you start on time:'

TEAM CAPTAIN: "How do I do that?"

VARSITY COACH: Here's what you do. Raise your hand in the Scout sign to signal the start of the meeting and tell the guys to join together with their squads:'

TEAM CAPTAIN: 'OK.'

VARSITY COACH: "Then you calion a Varsity Scout to come up and lead the Pledge of Allegiance. From there, you follow the meeting plan we filled out at the last team leaders' planning meeting. If you're prepared, you won't be running around at the last minute-that's when the guys get bored:"

TEAM CAPTAIN: 'And I look bad:'

VARSITY COACH: 'You won't look bad if you get your ducks in a row ahead of time. Here, let's go over what you do next:'

DISCUSSION OF ROLE-PLAY THREE

What is the role of the Varsity Coach in this scene?

The role of the new team captain?

Varsity Coaches want their team meetings to be successful, but they also want young men to succeed as leaders. What steps can Varsity Coaches take to be sure that they are helping Varsity Scouts lead rather than taking too much of the lead themselves?

Presentation Summary

The framework offered by the team meeting plan is a tool that helps shape a successful team. It is most effective when adults remember that the BSA program is for youth. The best meetings are planned by its youth members, led by them, and assessed by them.

In the next presentation, we'll touch on some specific ways that Varsity Coaches can work with young men, adjusting leadership styles to match various needs of individual Varsity Scouts and of the team as a whole.

Role-Play Two

Role-Play Two - Varsity Coach Takes Part in a Post Meeting Debriefing with Team Leaders

Presentation instructions: Instructors take on the roles of the Varsity Coach, team captain, a squad leader, and program managers. If there are not enough instructors to play all the roles, they may double up on the team positions they represent. Make the role-playing as realistic as possible.

TEAM CAPTAIN: "Great job, guys. That went pretty well. Let's talk about the meeting while it's still fresh in our minds:'

HIGH-ADVENTURE PROGRAM MANAGER: The tent-pitching race rocked:'

ADVANCEMENT PROGRAM MANAGER: Yeah, that was fun:'

VARSITY COACH: You're right. But, we didn't have enough time in our squad meetings to finish working out menus for the kayak trip:'

SQUAD LEADER: We went as fast as we could:'

VARSITY COACH: I'm sure you did it's hard to get everyone to agree. What do you think we can do next time to make it easier?

SQUAD LEADER: We can ask everyone to bring their suggestions before they come:'

TEAM CAPTAIN: Great we'll talk more about that later. Let's move on. Here's the team meeting plan for the next meeting with your assignments. Everybody set?

SQUAD LEADER: I've got the preopening. We'll set up a course outside for everybody to toss rescue lines for accuracy and distance. We'll need that skill for our kayak trip:'

TEAM CAPTAIN: (to Varsity Coach) Is that it?

VARSITY COACH: Almost-it seems like we had a few Varsity Scouts who haven't been here for a couple of weeks:'

HIGH-ADVENTURE PROGRAM MANAGER: I know my friend John's had the flu he's missed a lot of school, too:'

TEAM CAPTAIN: Wili you squad leaders call the guys in your squads who have been missing and see what's up with them?

SQUAD LEADER: I'll call them tonight and let you know tomorrow what they say:'

TEAM CAPTAIN: Okay then that just about does it. Does everyone know what they need to do before the next meeting? (He pauses-sees nods.) Great:' (Looks to the Varsity Coach.) I'll call you later in the week to bring you up-to-date on our follow-up:'

VARSITY COACH: That will be fine I'll be in town all week. And if you need any help, I'll be around. And to all of you, good meeting, guys. You should be proud of yourselves:'

TEAM CAPTAIN: Wait until next week. We'll be flawless:'

DISCUSSION OF ROLE-PLAY TWO

The Varsity Coach supports the captain as the young man leads the program managers, squad leaders, and other Varsity Scout team leaders in a review of the just-completed team meeting.

• They discuss what went well during the meeting, what could have been better, and how they can improve in the future.

• They also go over the team meeting plan for the next meeting to ensure that preparations have been made or will be made, and that at least one person is taking responsibility for the success of each portion of the upcoming meeting.

• They note which Varsity Scouts were missing from the meeting and make a plan for contacting each one to discover why the absence occurred.

• As the debriefing concludes, the captain tells the Varsity Coach that he will call later in the week to bring the Varsity Coach up-to-date on preparations for the upcoming team meeting.

The Varsity Coach's role in this role-play is, again, supportive. The young men themselves conduct the debriefing. The Varsity Coach can offer coaching, guidance, and encouragement but does not overstate his authority.

What was the role of the Varsity Coach in this scene? What was the role of the Scouts?

Ask participants to consider and comment on this question:

How do you know if a team meeting was successful? Allow participants time to respond. Whenever possible, use their responses to lead toward the following ideas.

By visiting informally with the team's youth leaders after a team meeting, a Varsity Coach can help the captain guide the others in considering these points:

• Did we accomplish a purpose?

• Was the meeting fast-paced and fun?

• Did we do something new and different?

• What worked well that we can do again?

• Where do we stand in regard to next week's meeting?

The answers to these questions will help the team's youth leaders as they refine the plans for future meetings and review the assignments to be sure that each portion of the next meeting will be fully prepared and presented.

At the conclusion of the assessment, the Varsity Coach offered positive reinforcement to the team's youth leaders and let them know that their efforts were valuable and their skill as leaders was growing.

Role-Play One

Role-Play One - Varsity Coach and Team Captain Review a Team Meeting Plan

Presentation instructions: One instructor takes the role of the Varsity Coach, another the role of the team captain. Make the role-playing as realistic as possible.

VARSITY COACH: "Good turnout tonight, Russell:'

TEAM CAPTAIN: "Yeah, the guys seem really pumped. I hope it goes OK:'

VARSITY COACH: "Well, we've got a few minutes-let's take one last look at the team meeting plan to make sure we didn't leave anything out:'

TEAM CAPTAIN: "Got it right here:' (He pulls out a pen and follows the page as he reads.) "Well, the p reopening that's just finishing up-seems to be going well. John and his squad are going to take care of the opening with the flag ceremony:'

VARSITY COACH: "Looks like they're ready to go:'

TEAM CAPTAIN: "And Rick-my co-captain-is leading the business portion of the meeting. We'll have reports from the program managers and a discussion of next weekend's kayaking trip. Then we'd planned to review back country first aid for dealing with broken bones, but I didn't expect this many guys to show up-I don't think we have enough first aid kits to go around. What should we do?"

VARSITY COACH: "Well, we have a few options. What if we combine a couple of squads and have them share the kits? You could also have them figure out how to use materials they find here in the meeting room to make emergency splints and bandages:'

TEAM CAPTAIN: "That'll work. After all, you never know for sure what you'll have on hand in the back country. You need to be able to improvise:'

VARSITY COACH: "How much time have you scheduled for the first-aid work?"

TEAM CAPTAIN: "I told Rick he had 20 minutes total. He's cool with that:'

VARSITY COACH: "Great. What else have we got?"

TEAM CAPTAIN: "OK-10 minutes for program manager reports, and then 10 minutes for the squads to plan their menus for the kayak trip next weekend:'

VARSITY COACH: "Do you think that's enough time?"

TEAM CAPTAIN: "Yeah, I forgot-we always seem to run over when we talk about food. Let's see-if I move that discussion to 15 minutes, we'll still be okay. We're doing a tent race for our game. That should only take about 20 minutes:'

VARSITY COACH: "Sounds like you've got it all under control:'

TEAM CAPTAIN: "I think so. I've got you down to close with the Coach's Corner:'

VARSITY COACH: "Got it:'

TEAM CAPTAIN: "And Jack has volunteered his squad to be the service patrol to clean up tonight and be on hand early at next week's meeting:'

VARSITY COACH: "Good work, Russell. But, you've got a pretty big group here if a couple of them get bored, you may have a lot of conversations going on at the same time:'

TEAM CAPTAIN: "I thought about that, but I think if I try to move things along, we'll be OK. And if we start on time ... "

VARSITY COACH: (Looks at watch.) "Which is right about now. Looks like you're on. You're going to do great:'

TEAM CAPTAIN: "Well, if I mess up, I know who to call:' (Smiles.)

VARSITY COACH: I'll be here, don't worry. Looks like the team is ready; let's get started. We'll talk about how it went after the meeting:'

DISCUSSION OF ROLE-PLAY ONE

Lead participants in a discussion of what they have just seen, using their questions and observations to reinforce the importance of giving young men the tools they need and the supportive guidance to pi-an and conduct their own Varsity team meetings. Among questions that may be helpful in this discussion are these:

• What role is the Varsity Coach playing?

• What is the team captain's role?

• How is the Varsity Coach relating to the captain?

• What expectations does the Varsity Coach have of the youth leaders of the team?

• In what ways will the meeting be a success?

Of course, no meeting will be perfect. Even with careful adherence to the team meeting plan, there will be portions of some meetings that are not very successful.

The important thing to keep in mind, though, is that Varsity Scouts who are given the responsibility, resources, and support to plan and run their own team meetings are learning extremely important lessons in leadership. Their growing confidence and advancing leadership abilities are a direct result of the efforts of their Varsity Coach to provide support and guidance and then, for the most part, staying behind the scenes.

Assessing a Team Meeting

The review process that occurs immediately after a team meeting offers a Varsity Coach a valuable opportunity to interact with the team's youth leaders to assess their performance and to refine plans for the next team gathering. Let's see how this happens in one team.