![]() These clubs are often lead by parents with a faculty sponsor. We are glad that many NASP® schools ALSO have an after-school club. Transportation issues alone could be a real barrier for some disadvantaged students. If NASP® were only an after-school or club program, certain students might never be able to have that opportunity to discover archery. Of the of students who take NASP® in school, 77% say that they had never touched a bow before. Some parents tell us that their child always wants to attend when archery is on the calendar. From our educator surveys we have learned that teaching NASP® improves student concentration, motivation, engagement, and behavior. In some of the most successful NASP® schools, teachers collaborate in interdisciplinary teams to provide theme-based lessons that build on the enthusiasm that students have for in-school archery. The other 30% of NASP® schools make it a part of math, science, language arts, social studies, health, etc. NASP® archery is taught in 70% of NASP® schools as part of the PE curriculum. Next, we wanted to ensure that all students in a NASP® school had the opportunity to discover target archery. Our aim was to better engage students in their educational process through the shooting sports, for the sake of wildlife conservation. Keep participating schools apprised of NASP® updates.Īs one of our guiding principles when NASP® was first launched in 2002, we established that in order to participate in our tournament structure, archers must attend a school where teachers provide NASP® archery instruction during the school day.Keep records and provide reports to NASP® regarding participation and instructor roles.Be willing to set up training programs to certify teachers: 1st a Pilot Program with NASP® National Training Staff for 3 days then future trainings as needed when more schools want to join.Be willing to be the contact for NASP® in that country (web site, contact person, telephone).Sign an agreement with NASP® to assure the program will follow our very standard, universal operating principles.To coordinate NASP® the coordinating entity must: If we started the program in a single school/state/country the program would fail to grow. We do it this way to make sure NASP® is offered country-wide. NASP® works because we partner with a Government entity. In South Africa it is a country-wide Hunter Education organization that works with school already. In Canada it is usually a province-wide Wildlife Federation or Department of Education. In the United States we require that a government wildlife conservation agency provide this lead. How do schools join?īefore NASP® can be adopted in any another State, Province, or Country we must agree upon a entity that will be charged with coordinating NASP® in that location. For a complete list of participating states, provinces, and countries, their coordinators, and contact information. Every state, province and country enrolled in NASP® has a “Coordinator” in charge of leading the program in their jurisdiction. NASP® is overseen by an all-volunteer board of directors. Shortly afterwards NASP® was granted 501 c (3) non-profit educational foundation status. NASP® also expanded its participation standards to include students in 4th-12th grade. Within the program’s first year the 120-school goal was achieved and because of neighbor-state interest, “National” replaced “Kentucky” in the program’s name. Kentucky gave itself three years to achieve this goal. Originally called the “Kentucky Archery in the Schools Program”, the effort’s goal was to enroll 120 schools and teach target archery skills to 24,000 students each year. The program was launched in 21 Kentucky middle schools on March 3, 2002. NASP® was co-created by the Kentucky Departments of Fish & Wildlife Resources and Department of Education and Mathews Archery in the late summer and fall of 2001. The National Archery in the Schools Program (NASP®) was developed to serve these specific educational and conservation purposes. Natural resource professionals are convinced learning target shooting skills will result in character and self-reliance development that will serve the future of wildlife conservation well. Wildlife Conservation agencies are concerned too many young people are forgoing learning outdoor skills that will inspire them to spend more time with wild things in wild places. They hope to engage each student in the educational process and develop relationships to promote graduation instead of drop-out. Teachers strive to achieve state and national educational standards regarding development of micro and macro motor ability and listening and observation skills. ![]() Educators are looking for ways to improve student motivation, attention, behavior, attendance, and focus.
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