that are the direct result of youth voice and offer inclusive environments to everyone.
Coaches and athletic directors could use principles related to restorative justice – empowering students to resolve conflicts on their own and in small groups – within the sports setting. “Restorative justice has to be at the forefront to get kids to try new sports, just like it is everywhere else in schools,” said Franky Navarro, OAL commissioner. “You’re asking someone to try a sport they and their family have never seen. Having a welcoming community that shows respect for each other would better allow them to try the sport.” COMMUNITY PARTNERS Ask schools what they need and how to help The relationship only works if there’s a give and take. Oakland Lacrosse Club offers one of the best templates for sustained work in schools. Coaches enter schools for six- to eight-week PE or after-school programming – instead of one- and-done introductions – to generate interest and cycle through groups of students. There are now four high school girls lacrosse teams in Oakland, in part because one Oakland Lacrosse Club staff member constantly visits girls at school. “It’s about the follow-up and face-to-face connection to show the young woman she can be a lacrosse player,” said Kevin Kelley, the club’s founder. “You just keep showing up.” Kelley’s future goal is for more of his coaches to teach school staff lacrosse curriculum. OUSD partners with 17 lead agencies for after-school programming that extends beyond sports. For instance, Bay Area Community Resources (BACR), a lead agency, subcontracts with America SCORES, which teaches soccer and poetry to 400 Oakland students in 19 schools. America SCORES says it could easily be in 30 to 40 elementary schools through a more sustainable model.
In a promising development, OUSD’s Expanded Learning Program recently began partnering with the Oakland Athletic League to expand sports beyond grades 6 to 12 and into elementary schools. Plans are in motion to develop clinics for elementary school students in various sports, and perhaps create future organized teams. The goal: Help children learn sports when they’re younger before their frustration sets in if they lack basic skills. This effort is being funded through California’s Expanded Learnings Opportunity Program (ELO-P), which asks schools to develop students’ academic, social, emotional, and physical needs while including community partners. SCHOOL-LEVEL LEADERS Center student interests and needs in sports Ask and listen to what sports and physical activities students want. Our youth survey results in this report are one resource. Even better, schools can annually conduct sports- interest surveys, regardless of whether they are needed for Title IX compliance. Use surveys that allow analysis by disability, gender, race or ethnicity, and grade level. Ask about the sports students play, want to play, and other health and fitness activities. Ask why they play and why they don’t. And then build partnerships with community sports providers
STATE OF PLAY OAKLAND
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