Creating a Mind Sprint is all about balance. There needs to be right amount of challenge for the student’s grade level. However, the activity also has to be 10 minutes or less, including listening to the instructions. Sometimes, Creative Director Alison comes up with a fun problem, but it just won’t work within the confines of a Mind Sprint. This happened while developing Round Robin 2, and the logic problem “Twisted Tournament” had to be swapped out for the “Gone Fishin’” Mind Sprint.
But we didn’t want to see a good problem get left behind, so we’ve prepared it for you as an enrichment to use at your next USAT practice. It is set up like a Mind Sprint with verbal instructions to be read by a coach or parent, but solving the problem itself will likely take 30 minutes rather than the regular 10. This problem can be tackled by a team or an individual, so if you don’t hold regular practices for your team, it can still be a fun way to keep our Triathletes’ brains working between Meets.
The PDF below includes the instructions, the answers, a sheet of clues, and the worksheet your students will need to complete their task.
The USAT team hopes you had a great Round Robin 2 last week. After the first Meet of the season, we provided some reflection questions about Mind Sprints. This time, we’d like to challenge the students to think critically about P.A.R.T.Y. in a Box and how they could improve next time. So, if you are looking for something to do to enhance team-building at your next practice, here are a few prompts to get the students talking.
Describe P.A.R.T.Y. in a Box skits you’ve done before. Can you remember the theme, characters you created, or favorite part of the skit?
If you could change any of the rules about P.A.R.T.Y. in a Box, what would you change?
What skills are needed in order to do well in a P.A.R.T.Y. challenge? Is there anything you can do outside of USAT competitions to hone those skills?
Did any of the prompts remind you of books you read or movies you saw?
If you could create your own P.A.R.T.Y. in a Box prompt, what would it be? How would you want to score it?
DIVE DEEPER: Why not give it a try? Give your students 30 minutes to design a P.A.R.T.Y. in a Box prompt and scoring rubric. If they want to try acting it out, too, all the better! If you need an example of a scoring rubric, check out our sample PARTY in a Box: Butterfly Effect
Do you have anything you want the USAT staff to know about Round Robin 2? Leave us a comment or email us at email@example.com.
If you’ve ever judged a P.A.R.T.Y. in a Box event or taken a look at the scoring guidelines on a challenge, you may have noticed there is no such thing as a zero in the rubric. Why? Because for many people, performing in front of an audience is the scariest thing they could be asked to do.
When Americans rank their greatest fears, “public speaking” consistently comes in high on the list. Approximately one in four adults report this fear. Sure, it makes sense to break into a sweat when faced with a tiger, but when we stand in front of a group of our peers? At least a quarter of us would rather face the tiger. Glossophobia – the technical term for fear of speaking in front of others – can be mild or paralyzing, and can come into effect with an audience of one or one hundred. This means that it can be difficult to talk to teachers or employers later in life, or it can be hard to make ourselves understood by a friend or partner.
Luckily, the younger you start taking these kinds of risks and being rewarded for them, the better shot you have at escaping this phobia. By giving a minimum point value to our teams for simply taking the risk of being in front of a crowd at all, USAT encourages even shy kids to stand up and be heard. We think it’s so valuable, in fact, that we make it mandatory for all competing team members to be seen during the performance.
Even though the idea of rewarding participation has come under fire lately, there are certain types of endeavors and certain age groups that benefit from this kind of unconditional encouragement. Creativity in all forms requires risk-taking. USAT offers a competitive format in order to give our teams something to strive for and ways to set specific, achievable goals. But we also structure the scoring of the program in a way to encourage positive risk-taking activities and create an environment of acceptance to help build the confidence of our participants that will carry them forward in their education, careers, and relationships to come.
Due to safety and travel concerns, the 2018 USAT State Competition has been rescheduled for May 12, 2018 at Woodbury Middle School (the location has not changed).
If your team registered for the State Meet, please confirm your team’s attendance at May 12 Competition by completing this registration confirmation form no later than Saturday, April 21.
Over the 30+ years that USAT has existed, the State Competition has never been postponed. We know we can all work together to make this a smooth process – and completing the linked form will help staff reorganize for the later date.
Thank you, everyone, for your cooperation thus far. We look forward to seeing everyone in a month!
To our teams who are moving on to the State Competition this year, congrats! But for the rest of our teams, we’re not just going to say “better luck next year.” We want to help your team get ready for next season right now.
Okay, you’re right. Next season won’t be coming up for a while. There’s a whole beautiful summer between now and the fall semester. The advantage of thinking about next season already is that this season is still fresh in the Triathlete’s minds. And when it comes to goal-setting, the fresher the experience, the better the goals.
It’s no secret that in the moment, winning feels better than losing. But improving can be its own reward, and one that isn’t dependent on the whim of the judges.
Setting Goals is as Easy as 1-2-3
This goal-setting exercise can be done for the team as a whole and for individuals on a team. If you are doing this is a group activity, allow your students to each have one “secret” goal that they don’t have to share with the group, but they must share at least one goal and the steps to reach it.
One low-pressure way to start the discussion of what worked and what could be improved, is to talk about the student’s favorite and least favorite challenges this year. See how many Mind Sprints they can name and how they felt about them. Ask about their favorite and least favorite P.A.R.T.Y. in a Box prompt this year. Did anyone feel frustrated about Face-Off? This is an easy way to get your students talking about what worked and what didn’t work over the season.
Then, it’s time to identify, quantify, and assess. So, have your students grab some paper, and divide it into three columns. (Hint – turning the page horizontal to a “landscape” rather than “portrait” configuration will give more space to each column.)
1. Identify Areas for Improvement
“Perfection” is a myth. Nobody does everything right all of the time. We all have our strengths and our weaknesses, and both can be areas of focus for goal-setting. This is why “Areas for Improvement” is a better label than “weakness;” even if you are good at something, there’s always room to strive to do it even better. And the more specific you can be, the easier it will be to measure success.
The first concrete step for goal-setting is to identify these areas for improvement and write them down. Each student should use the column on the left to record at least two ways they’d like to do even better as individuals during USAT next season, and one way the team could perform better overall. These areas for improvement could be in response to specific challenges they faced this season, such as “get faster at answering verbal brainstorming prompts,” or could be more general, like “listen to each other.” But the goals can’t get too broad, either, or they stop being helpful. Saying “get better scores” isn’t going to be as valuable as identifying specific areas where the scores were lower than they would have liked. It’s best if your Triathletes make their own lists, but here are a few suggestions to get them started if they get stuck.
Drawing backdrops for P.A.R.T.Y. in a Box
Answering current events questions
Listening to each other
Staying in character
Using time effectively
There’s no need to share these lists yet, so have them work on this individually to start. Sharing will come after step 3.
2. Quantify – Create Steps that Lead to Success
People often forget this very important stage in the goal-setting process. It isn’t enough for us to just to declare we plan to “do better” in the year to come. To reach a goal, we need to identify the concrete steps to take to get us there. You may find that some of the goals from above are hard to break into steps, which means the focus of the goal needs to shift to make is something measurable. The Triathletes should use the middle column to record at least one step they can take to reach each goal for themselves and their team.
Let’s use “listening to each other” as an example. It’s easy to say “we’re all going to listen better next season,” but making sure this happens requires more than a promise. For instance, the team could agree that after reading the prompt in every P.A.R.T.Y. in a Box planning session, every teammate gets a chance to share their ideas before anyone touches the materials in the box. This doesn’t mean everyone has to have an idea, but they are guaranteed an opportunity to speak up if they have one.
If Triathletes did end up with list items like “score higher in Face-Off,” there are steps to take there, too. The subject areas in Face-Off are always the same: science/health, social studies/geography, math/music theory, English/literature, and current events/consumer issues. We’ve provided some tips for improving Face-Off performance before, but there could certainly be other ways. And if the students come up with the ideas themselves, they are going to be more likely to stick.
Mind Sprints may change from Meet to Meet, but there’s never a bad time to practice using the SCAMPER technique to improve verbal brainstorming skills. There are ways to practice, like making P.A.R.T.Y.-style props and skits in between Meets. But saying the next step is “practice” is only halfway there. It’s easy to put off practicing if there is no deadline or minimum number to meet. So, make sure the steps take either time (hold one practice before each Meet) or quantity (I’ll turn 10 plastic cups into props) to make them measurable. This makes the steps easier to accomplish, which will help the students reach their goals.
In addition to needing concrete steps in order to accomplish your goal, choosing milestones means that you can easily assess how much progress you’ve made. If you look at the steps the students brainstormed for the section above and find that there is no way to measure when they are done, they might need to rethink their areas of improvement and their next steps. Goal-setting needs to be a fluid process, but as long as it leads to actionable steps that can be measured, then it’s been successful, even if things have to get tweaked along the way.
Goals can be assessed at any time, but if you never set a time, then it’s easy to let the assessment slide by. The goals and steps can be evaluated at the end of each season, but also after every Meet or on a monthly basis, depending on the goal. The advantage of assessing progress more often is that the students may find they have already achieved a goal on their list, so they have a chance to set another one and continue to make progress. On the other hand, they could find out something they thought was a reasonable action step turns out to be too hard or too easy, or they prefer to do it with a friend. Any part of the goal-setting process can be changed at any time, but it won’t happen unless a time is chosen at the beginning.
Sharing Goals and Steps
If you are doing this as a group activity, now it’s time to share and discuss the goals the students made for themselves and the team as a whole. They should each share at least one personal goal, then each share their team goal, and how they plan to achieve them. Students may have suggestions for each other and the types of steps someone can take, and how to achieve their team goals. This activity has the chance to turn into an interesting discussion, and we encourage you to do it as a group.
If a student is working alone, that’s fine, too. But goals are much more powerful if they are shared with someone, like a friend, parent, or coach. Just saying a goal out loud makes it seem more “real,” and if other people know what someone else hopes to accomplish, they will be more likely and able to help them along the way. Sharing creates a sense of accountability that keeping it to yourself simply can’t match. So, even if a goal is only shared with one person, the act of sharing is already a step toward success!
Do you have any goal-setting activities to share? Did this activity lead to any surprises? Share with us in the comments.