SquashSmarts
Volunteer
Handbook
Scheduling Your Shifts
Whether you can make it once a year or once a week, your support is invaluable to our mission!
To Schedule Shifts:
Lenfest Center Facility: http://www.signupgenius.com/go/30e094aacaa2fa02-squashsmarts1
Drexel University Facility:
 Volunteers who are not Drexel students must complete a background check prior to their first
day to volunteer at the Drexel University location. Please complete background check at the
following link and we'll let you know when you're approved to signup: https://opportunities.averity.com/Squashsmarts
 Drexel students should contact us from their Drexel email address and we will send the link to
sign-up!
What to Expect During your Shift:
Please arrive no later than the start time of your shift. First time volunteers will be asked to fill out a
contact information form. Volunteers will be assigned to academics, squash, life skills, etc. (depending
on their skills and interest) and given a debrief by the appropriate SquashSmarts Staff Member.
Typically, after students are changed, we start practice with a team meeting, divide into two (or three
for Saturdays) groups for academic and squash sessions, switch students, them end with a closing team
meeting.
Volunteer Expectations

Experience: We do not require any prior experience for our Academic Volunteers; however, Squash
Volunteers must have formal squash playing and/or coaching experience.

Be on Time! Please arrive on time! All volunteers will need to check in with the Academic or
Squash Director to receive a briefing of the day’s activities. New volunteers are also required to fill out
a volunteer form.

Lateness/Cancellations: If you are going to be late or cannot make it on your scheduled day, please
call the office at (215) 221-6860 to let us know.

Be Personal: Please be prepared to share your educational, athletic, and personal experiences! Our
kids love to hear about where you grew up, what you studied in high school and college, what sports
you’ve played, where you’ve been in the world, and what you do for fun.

Positive Example: Our kids are very observant- please always set a positive example from the
second you walk in the door. Refrain from cell phone use, keep your language clean, and be ready to
work hard!
Volunteer Tips and Suggestions

We constantly help our students practice proper introductions, handshakes, and eye contact. Please
make an effort to model these positive interactions as well.

Although we try to make our sessions as interactive and fun as possible, sometimes our students
have a tough time getting excited about math lessons, essay writing or fitness! Please do your best to
bring an enthusiastic, positive attitude to the classroom- it definitely makes a difference!

Make sure to thoroughly read over all directions with your student and take your time. There is
nothing more frustrating than having to start a project or drill all over again because directions weren’t
followed!

Some of our students are very talkative, some are very shy, and some are right in the middle.
Regardless of your student’s personality, do your best to keep him or her focused on the task at hand by
asking questions, providing examples, and praising positive behavior.

You should not be playing the role of disciplinarian! If your student is consistently unfocused,
distracting others, or being disrespectful to you or a fellow student, please alert an Academic or Squash
Director and we will solve the problem.
Work on the day’s curriculum with your student(s). All of our kids have different strengths,
weaknesses, and learning styles, so take your time and provide support when needed. Make sure your
group reads the directions and completes each task before moving on!

Volunteer Testimonials
Testimonial from 2013 Academic Volunteer of the Year Vicky Huestis
I think Woody Allen once said that 80% of success is showing up, which pretty much sums up how I
feel about what it takes to be a good SquashSmarts academic tutor. First and foremost, you have to be
there. You have to show up. And you have show up with some regularity. The kids need to get to
know you; need to establish some kind of relationship with you; need to be able to 'trust' you, so to
speak - trust that you will be there for them. That seems a pretty basic tenet for any relationship in life,
but it's especially true for adolescents. An age where, by its very definition, individuals are going to
question, resist, commit and grow. These adolescents - like every adolescent - need us; need to be
recognized; to be heard. So show up.
The SquashSmarts kids are amazing. Truly. Sometimes I try to see them as the 'outside' world does as the people outside the Lenfest Center might view them - and, you know? I just don't know if I can
anymore. I care about them that much. But I know this: society doesn't really expect much from
these kids. Society doesn't really believe these kids can succeed. Society doesn't really think these
kids know how to work hard. Society doesn't really trust that these kids care. Society has kind of
pigeon holed these guys into some corner that's not too bright, not too pretty, not too hopeful. But
society is wrong and these kids will prove that to you nearly every day you're here. The young men
and women I've been fortunate enough to work with at SquashSmarts are curious, intelligent, hardworking and open. They care. They'll share things with you - really important things - if you're willing
to listen. And they will succeed. It's such an honor, really. Working with these kids. Watching their
successes. Being a part of this program; this greater good. It's such an incredible honor.
Testimonial from 2013 Squash Volunteer of the Year David Page
Being a squash volunteer at SquashSmarts was one of the most rewarding experiences of my life.
Stepping on court with the students every week was a joy: it gave me the opportunity to share my love
of squash with the students, while helping them improve their skills, boost their confidence and build
up their understanding of the game. Watching the progress of the students was great: I'll never forget
their smiles as they learned how to play a new shot or to move around the court more quickly. As a
squash volunteer, you swiftly become invested in the students' success, and committed to making a
difference in their lives. There is lots of fun and laughter, especially during long King of the Court
rallies. What is more, your own squash game will improve, on account of picking up coaching tips
from the Squash Director, and taking part in the exacting warm-up routines! There's a real sense of
community and camaraderie at SquashSmarts, and I was privileged to be a part of it when I lived in
Philadelphia. So if you're considering becoming a squash volunteer, don't hesitate to go for it!
Sample Academic Lessons
In academic sessions, volunteers usually work on curriculum with one to three students. Academic
activities could include math worksheets, science experiments, art projects, current events discussions,
SAT prep, or general homework help. If your group finishes early, check with the Academic Director
for approved “after-work” activities. They typically include homework, reading, board games, and
drawing.
For your reference, two sample lessons are below.
Academic Sample Lesson A
Name: ________________________
Volunteer: _______________
Date: ____________
SquashSmarts Basic Order of Operations Unit: Practice B- Operating in Order
RESOURCE BOX – Review from Practice A
The Order of Operations
1.
Parentheses- Always do whatever problem is within the parentheses in a problem first. If there are
multiple operations within a single set of parentheses, then continue to follow the order of operations within
them.
2.
Exponents- After completing the operations within the parentheses, continue on to any exponents in the
problem. The Advanced Order of Operations Unit will include exponents.
3.
Multiplication/Division- Once all of the exponents are finished, move on to the multiplication and
division. These problems should be done in the order in which they appear in the equation.
4.
Addition/Subtraction- After the multiplication and division is finish, finish with and addition and
subtraction problems that are left. As with the multiplication and division, these should be done in the order in
which they appear in the problem.
The order of operations can be remembered in using several pneumonic devices. First, simply remember
PEMDAS, which has the first letter of each operation in it. If that doesn’t work, then you can use word
association: Please Excuse My Dear Aunt Sally is one traditional example; another is Purple Eggplants
Make Delicious Afternoon Snacks. In those phrases, each word starts with a letter that corresponds to the
first letter of one of the order of operations.
Example: 3 + 6 x (5 + 4) ÷ 3 – 7
Parentheses: 3 + 6 x ( 9 ) ÷ 3 – 7
5 + 4=9
Exponents: There are none in the problem, so we move on.
Multiplication: 3 + 54 ÷ 3 – 7
6 x 9=54
Division:
3 + 18 -7
54 ÷ 3 = 18
Addition: 21-7
3 + 19 = 21
Subtraction: 14
21 – 7 = 14
Directions:
· Student: Read the resource box aloud and ask questions until you feel that you fully understand the material.
Tutor: Confirm that student read resource box by signing here.
Tutor signature: ____________________
· Student/Tutor: Take turns repeatedly quizzing each other on the following items until you can each confirm that
the other completely understands the material by signing here.
Tutor signature: ____________________
Student signature: ____________________
o What is the order of operations?
o What are two pneumonic devices that can help you remember the order of operations?
o In what order should you do the multiplication and division steps of the order of operations?
o In what order should you do the addition and subtraction steps of the order of operations?
· Complete this practice to the best of your ability.
# 1) ANSWER ALL OF THE FOLLOWING QUESTIONS, USING THE CORRECT ORDER OF OPERATIONS. Unlike the
questions that you did in the previous practice, this time you will not be given the order in which the operations
should be done; however, you must still write out each step of the problem under each given equation.
1.
3 + (6 x 7) – 4 ÷ 2 + 9
2.
7 x 3 – (12 +6) + 3 x 15 ÷ 5
3.
4.
5.
6.
7.
8 – 2 + (3+ 4 x 8) ÷ 7 +6 – 2
10 – 9 +7 x (38 ÷ 2 + 1) ÷ 14 – 3
15 x (9-6) + 14 – 3 x 2
12 ÷ 4 + (3 x 9) – 4 x 6
(9 x 2 – 6 x 3 ÷ 2) + (63 ÷ 9 x 4 – 3) ÷ 5
# 2) MIND TRICK: Go to the following website and do what it says.
http://www.regiftable.com/regiftingrobinpopup.html>
What number did you get? ________ If you think it’s just a coincidence, keep trying it with different numbers.
Bonus: How does she do it?
Academic Sample Lesson B
Name: _____________________________
Volunteer: _________________
Date: __________________
SquashSmarts Basic Geography Unit: Practice A - Pretest
RESOURCE BOX
Why Are We Learning about Geography?
Geography is important because it helps you understand the economic, political cultural or military importance of
various areas or countries in particular. Knowledge of geography will create aware and responsible citizens who are
sensitive to the major issues and problems faced by their community or their country and the world. It could help
them in providing solutions to major issues like climate change, energy dependence, war conflicts, international
terrorism and globalization. SquashSmarts students will learn about geography so that they will gain a basic
understanding of the world around them.
What is Geography?
Geography is the study of the Earth's surface, atmosphere, and people. Geography is commonly divided into two
branches:
1.
Cultural (or human) geography: Cultural geography is the branch of geography dealing with human
culture and its impact on the earth. Cultural geographers study languages, religion, foods, building styles, urban
areas, agriculture, transportation systems, politics, economies, population and demographics, and more.
2.
Physical geography: Physical geography is the branch of geography dealing with the natural features of the
earth, the home of humans. Physical geography looks at the water, air, animals, and land of the planet earth.
Directions:
Student: Read the resource box aloud and ask questions until you feel that you fully understand the material.
Tutor: Confirm the student read the resource box by signing here.
Tutor Signature: __________________
Student/Tutor: Take turns repeatedly quizzing each other on the following items until you can each confirm that the other
completely understands the material by signing here.
Tutor signature: __________________ Student signature: __________________
o
o
What is the basic definition of geography?
What is the difference between cultural and physical geography?
o
Which of the two branches of geography do you think each of the following words is?
 Spanish language
 Panda bears
 Italian food
 Pacific Ocean
Complete the following questions to the best of your ability. This pretest is designed so that we can have an understanding
of what you already know and what’s left to teach you. You may NOT use any of the classroom maps or resources for this
pretest! If working with a volunteer, the volunteer may clarify wording, bring your attention to missed problems, etc, but
may not give hints or answers.
# 1) YOUR WORLD: Can you name the 7 continents (main landmasses) and the 4 (although some say 5!) oceans of the
world? Write the name where they belong on this world map.
Circle the correct answer:
How many countries are in the world?
A)25
What is the most widely spoken language in the world?
A) English B) Mandarin C) Spanish
D) French
B) 88
C) 193
D) 256
E) 355
E) Bengali
What religion has the most (at 2.1 Billion) members of the world?
A) Hinduism
B) Islam
C) Buddhism
D) Christianity
E) Judaism
# 2) YOUR CONTINENT: On what continent do we live? _____________________________________
What continent has only one country which has the same name? _________________________
What is the only continent that does not have native life and is covered almost entirely by ice? ________________
# 3) YOUR COUNTRY: In what country do we live? __________________________________________
Home to the 2010 Winter Olympics, what country is directly north of ours? _______________
The most populous Spanish speaking country in the world, what large country is directly south of ours?
__________________________
Your country is made up of 50 states. Looking at this outline map as a reference, how many can you name? Write as many
as you can in the table below the map.
14
27
40
15
28
41
16
29
42
17
30
43
18
31
44
19
32
45
20
33
46
21
34
47
22
35
48
23
36
49
24
37
50
25
38
26
39
# 4) YOUR STATE: In what state do we live? __________________________________
What is the capital of our state? _________________________________________________________
In what city do we live? _______________________________________________________________
Can you name any other cities in our state? Write them here. __________________________________
__________________________________________________________________________________
#5) BONUS SECTION: GEOGRAPHY IN SPORTS!
Figure out where these professional sports teams play!
Detroit Tigers (MLB)
State:________________
Columbus Bluejackets (NHL)
State:________________
New England Patriots (NFL)
City:_________________
State:____________________
Golden State Warriors (NBA)
City:_________________
State:____________________
Sample Squash Lessons
In squash sessions, volunteers usually work with one to three students on the squash court. Lessons
include drills on various shots, fitness activities, team building and competitive play.
For your reference, two sample lessons are below.
Squash Sample Lesson A
Warm-Up

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
Run the length of the court, back-pedal back. (10)
Side shuffles (10)
Karaokes (10)
Ankle bounces, switch legs (10 seconds each)
Hand-kicks/Toy Soldiers (there, back) 2x
Butt-kicks (there, back) 2x
High knees (there, back) 2x
Lunges (there, back)
Arm swings (small, then wide circles; switch directions)
1.
Wall Sits (2 minutes). If anyone fails to stay up for 2 minutes, everyone does the exercise over again.
2.
2-3 per court—rotating rails, deep. Focus on landing the ball in the space between the service box
and the back wall. If there is a volunteer, s/he can join in the drill, as well. Or volunteer feeds from the back
court to players rotating through on the T. After hitting the ball, player should run up (hustling!) and ghost a
shot in the front of the court on the opposite wall, as if returning a drop shot. Then, backpedal straight back
along the wall and get in line.
3.
No side walls—Play a game to 11 wherein the ball may not strike the side wall before it hits the front
wall. If your shot hits the side wall first, you lose the point.
Squash Sample Lesson B
Warm-Up









Run the length of the court, back-pedal back. (10)
Side shuffles (10)
Karaokes (10)
Ankle bounces, switch legs (10 seconds each)
Hand-kicks (there, back) 2x
Butt-kicks (there, back) 2x
High knees (there, back) 2x
Lunges (there, back)
Arm swings (small, then wide circles; switch directions)
Pyramids to 12.
More Experienced Players:
2-3 per court—rotating rails, deep. Focus on landing the ball in the space between the service box and the
back wall. If there is a volunteer, s/he can join in the drill, as well.
Boast-Drive—Boast or Drop-Drive—Boast-Drive or Crosscourt—Names explain the drills. One player in
the front, 1-2 players in the back. Player in the front needs to try to hit a shot that is good enough to force
players in the back to hit boasts.
Deep game—King of the Court-style, everything has to be behind the service line. Keep track of points, play
game to 11—loser(s) have to do 10 push-ups. Also 10 push-ups for serves out.
Less Experienced Players:
2-3 per court—Rotating rails, deep. Depending on skill level, either the same as first drill above, or:
Volunteer feeds from the back court to players rotating through on the T. After hitting the ball, player should
run up (hustling!) and ghost a shot in the front of the court on the opposite wall, as if returning a drop shot.
Then, backpedal straight back along the wall and get in line.
Boasts—Either boast-drive drill, or boast-crosscourt.
Deep Game—K of the C-style, everything behind the service line. Keep track of points, play game to 11—
loser(s) have to do 10 push-ups.