Since 2005 the Manly Sea Eagles have been involved in a researched League Mentoring Reading Program aimed at shifting negative stereotypes towards reading of Primary School boys by involving the boys role models (Rugby League players) in weekly reading sessions. This program was born after Boys Education specialist, Suzan Hirsch, collated attitudinal data in over twelve schools recognizing that literacy, particularly reading, was not valued or enjoyed by boys. This project has been recognized through National awards and fellowships and the powerful results of this project have been showcased at both National and International Education Conferences. After four years of in-depth analysis and research the program is now ready to be rolled out to interested schools in the Northern Beaches and be part of a wider Doctoral Study.

The Manly Sea Eagles have been amazed by the results of the project and have made a commitment to make a difference with more Primary School students, asking all players to be involved in this significant project. An information session for interested schools was run in November 2009, and interested schools an still express an interest by contacting Deanne Lees at dlees@manlyseaeagles.com.au or for more information about the research, results and program structure please contact Suzan Hirsch at suzan.hirsch@acu.edu.au

How does the program run

STEP BY STEP GUIDE

Each year (now in our forth year) the term long Manly Sea Eagles reading program is run with the grade requiring the program, which is determined based on the data collection. The most efficient structure was been developed over the four years, allowing outstanding results to be achieved at St. Patrick’s, Asquith. One player comes in every week so that he can build a rapport with the children and set them weekly goals and follow up. The weekly player brings in a surprise player each week.

Each week:

The children are introduced to the new player by the weekly player at the start of the program, analyzing their player profile with the children.

(5 minutes)

2The children targeted by the weekly program are split into groups and each player is given a group to read with. This is often done in ability groups and/or interest groups.
The children read a Sport based text with the players, in 2010 an NRL Magazine for school students will be released and can be used for this purpose. Reciprocal reading/Round Robin reading is the format with the players using the PAUSE, PROMPT, PRAISE strategy with the students, focusing on the PRAISE aspect.
(Please note, the regular player is shown the Pause, Prompt, Praise strategy first and passes the knowledge to the surprise player prior to their arrival, ready for a smooth
transition).

(15 minutes)

3

The players ask the students questions about the text they read and discuss the vocabulary, particularly League terminology and ‘unpack the text’. This prepares the students for the Blooms Taxonomy questions they complete about the text once the players have left.

(5 minutes)

4
Once the reading sessions are complete the children come back together as a group and both players sit in front of the children. The children then become journalists and have their weekly ‘Question Time’. The children ask the two players questions about reading in their life, reading in their life as a child, reading in Rugby League etc. This is recorded on DVD so that children can revisit quotes from the players when necessary.

The children have prepared questions on post-it notes and also ask free choice questions. This question time is critical as it allows the reading time to be exclusively for reading as children know they have the opportunity to ask questions later and it also allows the negative stereotypes to be combated. The players use this time to promote reading and the need for reading, they share the books and authors they like and discuss what they were like as readers when they were children. This information can then be used by the teacher during writing sessions.

5
A poster is given to each player and they are asked to write a message about reading which is then put up on display in the classroom so it can be referred to between visits. The players then visit the next classroom and repeat the process with the next group of children if the data results involve more than one cohort of children.

Extra

A competition is held each year where the children write 5 questions that they would like to ask their favourite Rugby League player, about reading. The four winning boys attend a Manly Sea Eagles game, with their teacher, and then meet the players in the sheds.

Player Perspective -

Mark Bryant reflects on the program.

Mark Bryant was the backbone of the program for three of the four years of the research. Without Mark’s commitment, passion and drive this program would not have achieved the results it has. Parents, students and teachers of the initial case study school have all commented on the long lasting impact Mark has had on the students he works with. Mark actively builds a rapport with the students and genuinely strives to change their negative stereotypes towards literacy. Mark invests an enormous amount of time by coming to the school each week over a term. A surprise player comes with Mark each week and Mark always ensures that he explains the routine and structures to the player before their arrival.
Mark Bryant’s Reflection of the Program

This reading program shows kids that reading is for everyone and an
important part of life. I myself was not the best at reading and struggled
with confidence at a young age. Through practice and persistence I
turned myself into a confident reader in any situation.

The most important part of this program, from my point of view, is that it
isn't just a one visit, the children see me every week and build a good
rapport and this helps their confidence when reading. I know that the
Sea Eagles will continue to support this program and I think it would be
a great program for all NRL club to get behind.

Mark Bryant
Manly Sea Eagles