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“The programming coming out of the World Youth Peace Summit is directed at creating projects that will help people to learn to stop fighting.” - Dan Doyle, Closing Ceremonies, 2011 World Youth Peace Summit

News & Announcements

December 23, 2014

The African Scholar-Athlete Games Set for 2015

In 2013, Andrew Hippert and Paz Magat traveled to Namibia on behalf of the Institute for International Sport to help administer the Namibian Scholar- Athlete Games. You can read Andrew’s poem about the experience here.

The Namibian Scholar-Athlete Games served as a pilot program to advance the Institute's goal of a full-scale African Scholar-Athlete Games involving all 54 African countries. With the help of a splendid group of Scholar-Athlete Games graduates who reside in Africa, we have spent the last 18 months planning this event. I am pleased to announce that the first African Scholar-Athlete Games will be held in Namibia in 2015.

Along with our American staff, the event will be administered by an experienced team led by four African residents, all of whom have strong ties to the World Scholar-Athlete Games:

Rafael Aletuni of Namibia. Rafael represented Namibia at the 2001 World Scholar-Athlete Games. He returned to his homeland and advanced to the position of Secretary General of Namibia Local Authorities of Sports and Recreation Association. Rafael played a key role in the success of the 2013 pilot program. His commitment to the Scholar-Athlete Games is such that he resigned his position as Deputy Secretary General to devote his efforts to overseeing the African Scholar-Athlete Games.
Yacouba Traore of Mali. Yacouba represented Mali at the 1997 World Scholar-Athlete Games and returned as a volunteer at the 2001 World Scholar-Athlete Games. Yacouba is a graduate of Lehigh University. He has worked in various finance roles in New York and London, last as an investor relations officer based in Dakar, Senegal. Yacouba has a wealth of experience working with private equity funds, hedge funds, investment banks and commercial banks. He will serve as Chair of the African Scholar-Athlete Games.
Kunle Raji of Nigeria. Kunle played a key role as a senior administrator of the 2006 World Scholar-Athlete Games, working in our Rhode Island office for many months. He also oversaw our Nigerian volleyball program, which saw the Institute send U. S. coaches and a significant amount of equipment to Nigeria to help the Nigerian Volleyball movement. In November 2013, Kunle traveled from Nigeria to attend our Love and Forgiveness in Sports Symposium in Orlando, Florida. Kunle holds a Masters Degree in Sports Administration from Northeastern University and has worked closely not only with the Institute for International Sport but with Dr. Richard Lapchick. Kunle will oversee the recruitment of African students to attend the African Scholar-Athlete Games. He will also play a key role in the development of the theme day program.
Emmanuel Annan of Ghana. Emmanuel attended the first World Scholar-Athlete Games in 1993. Since 1994, he has been our director of Ghana's National Sportsmanship Day. Emmanuel has done a remarkable job in spreading the word of sportsmanship and fair play in schools throughout Ghana. Like Kunle, Emmanuel will assist in the recruitment of scholar-athletes and scholar-artists to attend the 2015 event. He will also oversee the fair play in sportsmanship theme day. 

Equipment Drive

A key objective of the African Scholar-Athlete Games will be for a group of Americans to administer the African Scholar-Athlete Games equipment drive. The Institute for International Sport has significant experience in this area, dating back to an equipment drive we ran for the country of Burundi back in 1990, one which produced over $30,000 in sports equipment, which was sent to then U. S. Ambassador to Burundi Cynthia Shepard Perry.

In planning the equipment drive, we are aware of the tremendous need for equipment in various African countries. When Andrew and Paz returned from the 2013 event, they reported to me on the complete lack of equipment in Namibia, and we thus began to plan this drive. Rafael Aluteni will oversee the distribution of equipment. Some of the equipment will be used for the African Scholar-Athlete Games, some will remain in Namibia, and some will be transported to other countries in Africa.

How You Can Help

On February 1, we will officially launch the African Scholar-Athlete Games Equipment Drive. The goal is to make it as easy as possible to send equipment to Namibia. A basketball, a pair of sneakers … equipment donations small or large will mean a great deal. I will be posting detailed information on the equipment drive on February 1.

Theme Day Program

The African Scholar-Athlete Games Theme Day program, a staple of all Scholar-Athlete Games, will address key issues. The specific issues are now being reviewed by our African team will be announced on February 1, 2015. The African Scholar-Athlete Games will also include a special focus on love and forgiveness. From January 2013 to July 2014, the Institute oversaw a project with the Fetzer Institute. The project involved our administration of a Love and Forgiveness in Sports Symposium in Orlando, Florida in November 2013, and the development of a detailed curriculum on Love and Forgiveness in Sport that we wrapped up in July, 2014.

This curriculum will be utilized at the African Scholar-Athlete Games and then taken to schools throughout Africa. Kunle Raji and Emmanuel Annan will oversee this component. Prior to opening ceremonies, both Kunle and Emmanuel will be visiting schools to lead discussions on the role of Love and Forgiveness in African society.

The Theme Song

Dan Doyle is working with colleagues in the music industry to develop a compelling theme song for the African Scholar-Athlete Games, one that we can utilize well into the future.

The Peace Team

Since the 2011 World Scholar-Athlete Games and World Youth Peace Summit convened the Institute's "Peace Team.” On a recent Peace Team conference call, the team focused on the goals of the equipment drive. The Peace Team is made up of a number of distinguished sports educators and academicians, including Fulbright Scholar, Dr. Eileen Angelini, renowned retired psychiatrist and peace advocate, Dr. Donald Pet and Jim Nelson, Athletic Director Emeritus at Suffolk University. The Peace Team will serve in an advisory capacity in the planning and administration of the African Scholar-Athlete Games.

There is much to do!

 September 1, 2014

The Latest Updates from Founder & Chair, Dan Doyle

Mr. Doyle continues to stay busy with a number of projects, including a Scholar-Athlete Games in Namibia, another novel, and a music project. You can read more on his blog, "Dan's Corner".

June 5, 2014
August 15 Love and Forgiveness in Sport Curriculum

Over the last 16 months, the Institute for International Sport has worked on the development of a special curriculum, which focuses on Love and Forgiveness in Sport. The curriculum is now finished and will be presented on this website on August 15, in conjunction with new formatting of the Institute's website.

Over this span of sixteen months, the Institute has worked with many distinguished individuals who have contributed to the development of the curriculum. Dr. Eileen Angelini, tenured professor at Canisius College and a Fulbright Scholar; Dr. Donald Pet, retired Johns Hopkins trained psychiatrist, who is now devoting his life to peace initiatives; Dr. Mark Brodie and Andrew Hippert, special consultants to Dan Doyle , and Institute team members such as Paz Magat, Lee Anne McCullough and Bob Stiepock have all made invaluable contributions to the development of the Curriculum. The November, 2013 Love and Forgiveness in Sport Symposium the Institute administered in Orlando was a great success, and included participants like Tom McCarthy, who traveled all the way from China, and Kunle Raji, who traveled all the way from Nigeria.

The Curriculum will be made available to schools on a global scale. Kali Newlen will oversee the social media communication aspect of this initiative.

Fulbright Scholar, Dr. Eileen Angelini, Adds to Love and Forgiveness in Sport Curriculum 

Dr. Eileen Angelini, a Fulbright Scholar and Professor of French at Canisius College, is working with Dan Doyle on a special component of the Love and Forgiveness in Sport  Curriculum being developed by Dan and the Institute for International Sport.  Dr. Angelini, who has participated as a coach and facilitator at the World Scholar-Athlete Games, has done considerable research on the race riots of 1955 in Montreal, and the role of NHL legend, Maurice “Rocket” Richard, in quelling the riots.  

Dr. Angelini and Mr. Doyle will be collaborating on a special component of the Curriculum that will compare the impact that “Rocket” Richard had in 1955 in Montreal and the impact that members of the Detroit Tigers had on quelling the 1967 Race Riots in Detroit.  It was the impact that these players had that caused John Fetzer, then owner of the Detroit Tigers, to eventually create the Fetzer Institute, which has as its main focus Love and Forgiveness, and is collaborating with the Institute for International Sport on this project.   

Dr. Angelini states, “Probably one of the most memorable events in Maurice ‘Rocket’ Richard’s storied career is the March 17, 1955 Riot, a riot that can be viewed as a touchstone that led to Quebec’s Revolution Tranquille/Quiet Revolution in which the province of Quebec would claim greater autonomy in education, health, social services, culture, sport, and leisure.  The riot was brought on by the fact that Richard had been suspended by Clarence Campbell, league president, for having fought in a game between the Montreal Canadians and the Boston Bruins.  The suspension cost Richard the Scoring Championship of 1955.  French-Canadians have never forgiven Campbell for attacking their beloved hero.  Only when Richard made a public radio announcement, accepting his suspension and asking the people of Montreal to stop rioting with the promise that he would return to the ice for the 1956 season, did the rioting stop.  Richard carried the burden of these politics throughout his career and did so with tremendous humility.  It is exactly because of his humility and his dedication to his craft that he became and remains so, a beloved hero.  Consequently, even though Richard did not consider himself to be a hero, his story can be explored from a wide variety of vantage points and can serve as an educational model for an equally large number of disciplines.”

This powerful component will feature not only a written comparison between ‘Rocket’ Richard and Mr. Fetzer, but a number of questions that discussion leaders can employ with their students. 

The Institute for International Sport announces Part 3 of its extensive Sports Education Curriculum

Following Parts One and Two, in which the objectives of liking oneself and liking one’s teammate are at the forefront, Part Three involves the coach leading a series of discussions on the eleven important values to be learned from sports.  Part Three will help the coach, as well as the student-athletes, to move forward on their journey to a positive sports experience which encompasses, among other virtues, understanding the importance love and forgiveness going through life. 

Eleven Important Values to be Learned from Sports

In helping a young athlete forge a philosophy of sports that can be used throughout life, an essential early step is to discuss with the young athlete the fact that sports can be a marvelous vehicle for imparting values to children of all ages.  

Youth Coach and Parent Led Discussions

Many of the following values come under the umbrella of good sportsmanship which, broadly defined, emphasizes honesty, fair play, winning and losing gracefully, and respectful treatment of all players, officials, coaches and spectators.  Youth coaches and parents should help the young athlete develop and practice a sound, values-based sports philosophy, the tenets of which are useful in all facets of life.  

The Eleven Values

(All of which will be addressed in the following discussions)

Throughout a young athlete’s career, coaches and parents should reinforce the following values – and begin early! 

1. Balance and Perspective

2. Honesty/Good Sportsmanship

3. Self-Reliance/Responsibility

4. Self-Control/Non-Violence

5. Hard Work/Perseverance

6. Respect

7. Empathy

8. Teamwork/Unselfishness


10. Moral Courage

11.Physical Fitness

The Two Age Categories 

Important point – we have broken the following discussions into two age categories – Category One -- elementary and youth league players and Category Two – middle school, high school and college players. We begin with elementary and youth league players.

Category One

The Discussions – Youth League Coach and Parent-Led for Elementary/Youth League Players

In order for a child to understand the tremendous benefits of sports, it is important for youth league coaches and parents, either working together or with one person taking on the role to lead discussions on the eleven values.

Discussion of Value I – Balance and Perspective

The discussion leader points out that coaches and parents must help the young athlete establish a balanced, reasonably structured lifestyle which demands good character and academic proficiency, and thus encourages a child to choose extracurricular/recreational activities such as sports, music or the arts.  The discussion leader further points out that parents should not allow sports to become so time- and labor-intensive that schoolwork suffers.  Parents should not allow sports to gain such importance that an athlete only feels valued for his or her sports performance of for winning.

An Important Element of the “Balance and Perspective” Discussion!

The Six Points Regarding Perspective to be Employed by the Discussion Leader

Be sure the young athlete understands that:

1. Schoolwork, good character and good behavior come first, and sports are a complementary and beneficial extracurricular activity.

2. The joy and satisfaction of participating in healthy, fair and challenging competition – and the benefits of physical fitness – are among the most important reasons to play a sport.

3. You as a coach (or parents) are proud of your player’s hard work and effort, whatever the final score!

4. Winning is a worthy goal, but it is not the only objective of sports.

5. Losing is as much a part of sports as winning, and it is important for an athlete to learn from both – and learn how to handle both with grace.

6. A sports career will probably take up a very, very small percentage of your whole life. 

The discussion leader points out that coaches and parents need to continually reinforce a balanced point of view about where sports fall within the overall context of childhood learning and development, as well as a balanced attitude toward the sport itself. 

Discussion of Value II—Honesty and Good Sportsmanship

In this discussion, the coach (or parent) emphasizes the following:

• Always play by the rules and the spirit of the rules, even when no one is looking.

• Never cheat to gain unfair advantage.

• Never go along with others who cheat or play dirty.

• Honesty and fair play extend to unsupervised games and activities.  In unsupervised play, it is the athlete who must deal fairly with line calls, fouls, and playing time issues.

The discussion leader poses the following question:  Why is good sportsmanship so important?  After receiving feedback, the discussion leader points out two very simple reasons:  First, it is the right thing to do, and second, no fair minded person likes a cheater.  Institute for International Sport surveys of young athletes found that among the most common reasons that athletes did not like or respect opponents or teammates was because they used unethical means to win.

The coach (or parent) should encourage young athletes to talk to you about any questions regarding what is right and wrong.  Also, if the discussion is parent-led, the parent should encourage the maturing player to discuss such issues with the coach! 

Discussion of Value III – Self-Reliance/Responsibility

The discussion leader points out that coaches and parents who want their athlete to develop self-reliant, responsible behavior must allow their athlete the freedom to learn how to deal with problems without constant parental intervention.  Firm rules and guidance on issues such as good sportsmanship and self-control are okay.  Parental micro-management regarding issues such as playing time, playing position and coaching strategy is not okay.

Intrusive parenting stifles a child’s growing self-reliance.

Seven Self-Reliance Points To Be Discussed 

The discussion leader makes known the importance of encouraging the athlete (this can be done by both the coach and the parent) to do the following:

1. Plan ahead and practice time management skills for completing homework both before and after sports activities.

2. Gather equipment, uniform, water, etc. before a game without constant parental reminders.

3. Employ self-discipline to practice and improve skills during free time.

4. Engage in “free play” and “pick up” games in which players learn how to stand up for their rights, negotiate and compromise.

5. Learn to deal with directions, discipline, and criticism from coaches, as well as frustrating issues with teammates.  The parent job is to advise, not act on behalf of the child.  Parental intervention in coach/team activities is rarely appropriate or necessary unless there are health, ethical, abuse or sportsmanship problems.

6. Learn to deal with disappointing play by increasing resolve rather than by making excuses.

7. Discuss problems and problem-solving strategies with the coach and/or parent, and then try to follow through independently.  This is a key goal in the self-reliance journey!

Discussion of Value IV – Self-Control/Non-Violence

The discussion leader points out that young athletes need to understand that sports involve physical activities which result in accidental, incidental, i.e., ‘part of the game,” or sometimes intentional physical contact.  The discussion leader explains that the rules for each sport clarify which types of physical contact are permitted and which types are not.  The player’s job at all times is to maintain self-control in response to any physical or verbal harassment, contact or fouls.  

The discussion leader makes the following points:

• If you are accidentally or intentionally hit, tripped or hurt, do not hit back, retaliate or argue with other players.  Step away, and let the officials and coaches handle the problem.

• Avoid confrontational posturing, eye contact or verbal barbs while stepping away; in an emotional situation any of these behaviors can provoke a fight.

• Contact by you that is intended to hurt someone, illegally stop or impede a player, or retaliate and get revenge, is never acceptable.

• Doing something that is intended to hurt someone, illegally stop or impede a player, or retaliate and get revenge, is never acceptable.

• In leading discussions with young athletes, the coach (or parents) should make known your objection to profanity, trash talking and baiting officials.  Make it clear that these behaviors are unacceptable during or after a game.  Explain that fighting, during and after sports competitions, has resulted in severe, sometimes permanent injuries, and even death.

• Explain that self-control often leads to better and more consistent performance – and surely leads to a better quality of life. (The discussion leader points out that self-control is a key element in liking oneself.) 

Other Key Points From the Discussion Leader

When using sport as a vehicle to teach self-control and non-violence, coaches and parents must not tolerate low-grade aggressive tactics such as elbowing, shoving or tripping, which can escalate dirty play or promote fighting.

Your unambiguous coach and parental message should be:  “No fighting, dirty play or retaliation of any sort, regardless of whether you think the coaches and officials are watching.”  To reinforce your message, you must establish clear consequences for any violations.

And, by the way, it is always important for parent spectators to model self-control!  Bad parental game behavior is a source of great stress and embarrassment for children.  It can also provoke copycat behavior in a child.  Parents do not have the right to take the joy of sport away from a child by their lack of self-control.  

A Wonderful Question to Pose to Your Child! 

Billy Lee Long, who coordinated Institute for International Sport activities in the Pacific Rim, is a fine example of the “honorable competitor.”  As a boy in Australia in the late 50’s, Billy was among a small, select group of fledgling tennis players trained by the great Australian coach Harry Hopman.  Others in this select group included the likes of Rod Laver, Roy Emerson, and Billy’s best friend, Kenny Fletcher, who went on to win 14 Grand Slam doubles titles.

Billy himself had a sparkling career in professional tennis, followed by an equally successful business career. As he approaches his mid-70s, he is an inspiring combination of fitness, intellect, goodwill and serenity.

Based on our admiration for his perspectives on sport and life, we asked Billy about how his parents raised him.  We were particularly interested in any specific lessons he recalled as being vital to his success in life, and his present state of equanimity.

Billy responded, “When I was a little boy, my dad, who was our town’s best athlete, was firm but gentle. During those times in my youth when I was confronted with some type of challenge or disappointment, my dad would ask me, ‘how are you going to persevere?’  He would then help by providing me pointers on how to persevere in the face of the particular challenge, but would always leave it up to me to take it from there. 

“I am not sure there is a more important question and ensuing discussion that a parent can raise and talk about with a child,” said Billy. 

Discussion of Value V – Hard Work/Perseverance

The discussion leader points out that sports can be very useful in encouraging a youngster’s striving spirit.

The discussion leader explains to the players that hard work and extra practice will bring improvement and make a player more valuable to the team.  Youngsters will no doubt enjoy their activity more if they work to do their best and improve their skills. The discussion leader points out that at an early age, adults should begin to teach young players about setting goals and developing the resolve and work habits to pursue such goals, even when disappointed.  A wonderful aspect of sports’ success is that it often involves hard work and delayed gratification.  The discussion leader impresses upon the young athletes that when success comes after a long