Teaching

Creating safe inclusive environments on the sports field for kids to learn and grow

Teaching Character through S.O.C.C.E.R.

At the core of the Pure Game model is the S.T.A.R. (Stop, Think, Act, Reflect) process, a decision-making process for responsible and moral thinking. The S.T.A.R. process develops and improves self-confidence, self-esteem, and positive attitudes; equipping kids with a valuable processing tool to work-through challenging situations, setting and achieving realistic goals, and understanding the importance of healthy lifestyle choices.

While engaging in a variety of field activities and games, children learn to STOP an activity or behavior, THINK and assess the consequences of their ACTIONS, and learn the critical process of REFLECTion. We use this process to help children understand what is, or is not, working for them in any given situation, allowing them to make better choices in the future.

We use a modified form of soccer, and other adaptive sports-based activities to deliver our S.O.C.C.E.R. curriculum. Through these activities we create an experiential learning environment that helps with understanding, implementation, and provides immediate feedback for the children.

The S.O.C.C.E.R. curriculum teaches the core values of Self-Control, Optimism, Compassion, Cooperation, Encouragement, Respect, and Responsibility.

Outcomes

Children reported feeling an increase in safety towards their peers after the Pure Game program increasing the likelihood of a sense of school connectedness
Students attitudes towards personal safety increased by 30% after participating in the Pure Game program allowing for an elevated capacity to engage in learning and attend school on a regular basis
After graduating from the Pure Game program, students reported feeling more confident in being able to make more positive and ethical choices
Pure Game participants reported an increase in their ability to stop and think about their actions as it relates to their goals with more regularity
Pure Game student participants demonstrated an increase in their ability to look on the favorable side of conditions and results in a team related activity