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From Player to Coach: Student Grows Through Leadership

Ezrah, a determined and athletic 14-year-old, has always naturally excelled in sports. His persistence and initiative set him apart, but it was through his scheduled Phys Ed and recreation programs that he discovered something more meaningful. The gym was a space where Ezrah could regulate his emotions and energy, often working through big feelings by dedicating extra time to practicing and refining skills.

Recreation is an Important Outlet for Students

Over time, Ezrah took notice of the Green Chimneys Recreation Team’s facilitation techniques, especially how they supported younger students in building not only athletic ability but also, sportsmanship. Wanting to take on a greater role, Ezrah approached department staff to ask what steps he’d need to take to potentially assist staff in gym programs for younger students.

Together, they created a plan: Ezrah would focus on meeting his goals in the classroom and dorm to become eligible to referee the evening gym programs. “For Ezrah, this opportunity meant more than just wearing a whistle,” says Therapeutic Recreation Facilitator Sam O’Brien. “He shared that throughout his life he often followed the lead of others but as a referee, he would be the one making the calls.” What began as something that “looked fun” quickly became a powerful leadership experience.

Ezrah arrives early to each program, helping set up the space and engaging younger students in warm-up activities. He uses the positive relationships he’s built with the students to keep them motivated and involved. While he initially focused on reinforcing game rules, his role has evolved into something much greater, supporting the overall flow of the program and modeling positive behavior.

How Coaching Helped Ezra

His referee role has helped him develop important life skills, such as staying cool under pressure. “In reffing, if somebody disagrees with your call, you can’t argue with them,” explains Ezrah. “You have to manage it calmly and respectfully.”

This ability to self-regulate has carried over into other areas of Ezrah’s life. Success in the gym environment has improved his motivation; working toward a positive goal has strengthened his focus in school and in his dorm; and managing how he responds to things has benefited his interaction with peers, staff and family. The supportive relationships Ezrah has built with staff have also given him the confidence to open up about his emotions and reflect on his personal growth.

Today, Ezrah is not only contributing to the success of gym programs, he is acting as a role model for younger students, and feeling his own personal success!