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THE ANIMATOR AND HIS/HER
COMPETENCES
GOAL
The main goal is that participants acquire information on competences that are required of an animator
to successfully conduct activities with children.
OBJECTIVES
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participants informed of personal, social, methodologic and technical competences required of an
animator to conduct activities with children
participants are initiated in competences which would be subsequently developed during the
training.
TIME
60 min
MATERIALS
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each group will have the following materials: four glasses (plastic cups or glass); four thin wood
sticks (similar to those for barbeque for roasting); a candle (round, for candela); matches or a
lighter
resource sheet A, fixed on the flipchart or in the PPT presentation
resource sheet B
STEPS
1.
Group Task Lighted Candle (40 min)
Make two groups of maximum eight people each and have them sit at two separate tables. Hand them a
sheet of paper with the instructions and task limitations, and specify the time allowed (10 min). Do not
reply to any questions, everything they have to know is written on their instruction paper.
Instructions
With the help of the four glasses placed in a square (taped to the table in advance) and the four sticks,
place the candle in the center of the square, balanced on the sticks, and light it. In the end, the candle
may touch neither the table nor anyone's hands. Only the sticks hold the candle, without any additional
support.
Limitations
No other object may be used, not glue, tape or anything else;
The glasses may not be touched or moved;
The sticks may not touch the table, nor be broken or burned.
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Debriefing
If the exercise is not completed within 10 minutes, do not give the solution, but let the participants think
about it until the next break and then let them try again. Work on their frustration and their will to
succeed.
Ask each person to take some time to think about their commitment and their feelings from the
beginning to the end of the activity and draw the following elements out of the experience:
How do you rate from 1 to 10 your level of motivation during the exercise?
Who thought they knew, or did know, that there is a solution to the exercise? Why?
How did you feel about succeeding or not succeeding with this exercise?
What were the different roles of each person?
Which type of behavior was constructive? And, which ones were less constructive?
If one of the two groups, or both of them, found the solution, ask them what symbolism they see in it.
Do they see a connection to their profession?
2.
PowerPoint. 4 types of animator’s competences (Recourse Sheet B)
RESOURCE SHEETS
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RESOURCE SHEETS
Resource Sheet A
Solution
Intertwine the sticks as on the picture, as if you were weaving, under-over and under-over. Place the
candle in the center of the small square you now have. Two people each take two sticks and place them
gently with one end on each glass. Then light the candle. To succeed with this task it is most important
not to work ‘on the spot’ but at the side of the final place, then move the whole thing.
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Resource Sheet B
Animator’s competences/skills
Personal skills
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Management of emotions. The animator must understand his/her own emotions, be aware how
they influence relations, work abilities and to know how to master them.
Self-confidence. The animator must have his/her feeling of value strongly developed and positive.
Self-knowledge and self-feedback. The animator must objectively evaluate the interlocutor’s
strengths and weaknesses, learn from others’ experiences and integrate them into new actions.
Confidence. The animator must display honesty and confidence in the actions which others do.
Lack of prejudgments and adaptability. The animator must be open to learn new things and other
ways of thinking, adapt them to transitory situations and overcome obstacles.
Requiring towards oneself. The animator must tend to improve oneself.
Social skills
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Leadership. The animator must take a position within the group and lead it until a joint objective is
attained.
Motivation. The animator must display the spirit of happiness for the practical physical activity (be
active) by his/her sense of humour and variation.
Pedagogy. The animator must encourage children developp their own skills.
Communication. The animator must speak via clear, brief and convincing messages.
Empathy. The animator must feel and understand children’s emotions, show interest for their
problems.
Receptivity and availability. The animator must listen to the children’s needs and suggestions, trying
to answer them.
Conflict settlement. The animator must consider different parties and settle problems by positive
solutions.
Authority. The animator must establish clear rules and limits and if they are not respected, consider
educative consequences.
Making liaisons. The animator must maintain affective liaisons with all children.
Cooperation. The animator must promote group work for building trustworthy relations among
children, between the group of children and the animator.
Methodological skills
The class and preventive planning. The animator must prepare classes of three parties (time and
materials would be required), plan a set of classes for long term with progressive objectives,
integrate the notifiation (debriefing) of the education team.
Anticipation and adaptation. The animator must adapt the following types of situations (number of
children, atmosphere, place, time – celebrations, etc.) and visualize classes before animating
(mental representation).
Objectives. The animator must establish objectives that are adapted to developing mental, psychosocial and physical skills.
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Progression. The animator must lead the participants towards predefined objectives (final form,
competition games, etc.) in a progressive way, by means of well-structured exercises.
Participation. The animator must organize activities in such a way that children are always active
(not having to wait).
Learning structure. The animator must alternate experimentation time with time for correcting and
reflecting (feedback).
Imagination. The animator must diversify activities depending on objectives and adapt them to the
skills.
Security. The animator must continuously project security conditions in order to avoid accidents
and violence.
Technical skills
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Physical condition. The animator must maintain his/her health (food, sleep, exercising, etc.)
Rules. The animator must know the rules of the games in order to explain them to children, so that
they can be referees.
Variety in activities. The animator must know and practice a sufficient number of sports games in
his/her activities with the target groups
Prevention and health. The animator must establish a connection between physical activities and
hygiene of life, transmit messages about health via games.
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