About Us
Game Time International is a non-profit organization that provides comprehensive youth and community development. Founded in 2001 Game Time International is comprised of an Executive Team who serves as the Board of Director’s. There primary objective is to provide oversight and guidance to insure poised and steady growth of the organization.
Executive Team
Board of Directors
Bill Bogan
Board Chair (Interim)
Calvon Williams
Board Member
Antonio Jordan
Board Member
Derrick Boles
Board Member
Tanya Boles
Secretary/Treasure
How We Work
Game Time International is composed of a Board of Directors that provides foresight and guidance to the organization. The Board is comprised of prominent successful community leaders, business owners, and partners. Our Board of Directors oversees and provides the oversight of checks and balances that is needed to maintain the organization’s steady growth.
Our executive team is designed to execute the operational aspects of the organization. Our programs are what make Game Time International special. We employ a variety of athletes ranging from high school to those involved in professional sports. They are the ones who reach out and impact the youth through role modeling and group mentoring. The instructors are paramount in the success and the impact our programs will have on our youth.
Game Time International is excited to offer an E-Learning component that identifies and measures youth's ability in applying life skills in their lives. This concept has been modeled after the surrogate parent role. The E-Learning model was developed and put into practice by the Game Time International curriculum committee. Game Time International exposes life skills to youth at an early age utilizing athletics as the vehicle. We are looking at early childhood development and the positive impact Game Time can have on children. The focus of Game Time International is to expose youth to the key life skills needed to succeed in not only athletics, but also in academic and life’s lessons.
Statistics
- Research has shown that on school days, the peak hours of violent juvenile crime are between the hours of 3:00 PM and 6:00 PM. — FBI National Incident Based Reporting System, 1997
- Professor Mark A. Cohen of Vanderbilt University estimated that for each high-risk youth prevented from adopting a life of crime, the country saves $1.7 million. — Fight Crime: Invest in Kids, 2006
- Currently, the state of Idaho has over 6,000 youth involved with Juvenile Criminal Justice Department. — Idaho Criminal Justice commission, 2007
Development Assets: 40 Developmental Assets®
Search Institute® has identified the following building blocks of healthy development—known as Developmental Assets that help young people grow up healthy, caring, and responsible. Game Time International has incorporated these 40 Developmental Assets into our L.E.A.D.E.R.S.H.I.P. 1st program.
- Family support — Family life provides high levels of love and support.
- Positive family communication — Young person and her or his parent(s) communicate positively, and young person is willing to seek advice and counsel from parents.
- Other adult relationships — Young person receives support from three or more non parent adults.
- Caring neighborhood — Young person experiences caring neighbors.
- Caring school climate — School provides a caring, encouraging environment.
- Parent involvement in schooling — Parent(s) are actively involved in helping young person succeed in school.
- Community values youth — Young person perceives that adults in the community value youth.
- Youth as resources — Young people are given useful roles in the community.
- Service to others — Young person serves in the community one hour or more per week.
- Safety — Young person feels safe at home, school, and in the neighborhood.
- Family boundaries — Family has clear rules and consequences and monitors the young person’s whereabouts.
- School boundaries — School provides clear rules and consequences.
- Neighborhood boundaries — Neighbors take responsibility for monitoring young people’s behavior.
- Adult role models — Parent(s) and other adults model positive, responsible behavior.
- Positive peer relationships — Young person’s best friends model responsible behavior.
- High expectations — both parent(s) and teachers encourage the young person to do well.
- Creative activities — Young person spends three or more hours per week in lessons or practice in music, theater or other arts.
- Youth programs — Young person spends three or more hours per week in sports, clubs, or organizations at school and/or in the community.
- Religious community — Young person spends one or more hours per week in activities in a religious institution.
- Time at home — Young person is out with friends “with nothing special to do” two or fewer nights per week.
- Achievement motivation — Young person is motivated to do well in school.
- School engagement — Young person is actively engaged in learning.
- Homework — Young person reports doing at least one hour of homework every school day.
- Bonding to school — Young person cares about her or his school.
- Reading for pleasure — Young person reads for pleasure three or more hours per week.
- Caring — Young person places high value on helping other people.
- Equality and social justice — Young person places high value on promoting equality and reducing hunger and poverty.
- Integrity — Young person acts on convictions and stands up for her or his beliefs.
- Honesty — Young person “tells the truth even when it is not easy.”
- Responsibility — Young person accepts and takes personal responsibility.
- Restraint — Young person believes it is important not to be sexually active or to use alcohol or other drugs.
- Planning and decision making — Young person knows how to plan ahead and make choices.
- Interpersonal competence — Young person has empathy, sensitivity, and friendship skills.
- Cultural competence — Young person has knowledge of and comfort with people of different cultural/racial/ethnic backgrounds.
- Resistance skills — Young person can resist negative peer pressure and dangerous situations.
- Peaceful conflict resolution — Young person seeks to resolve conflict nonviolently.
- Personal power — Young person feels he or she has control over “things that happen to me.”
- Self-esteem — Young person reports having a high self-esteem.
- Sense of purpose — Young person reports that “my life has a purpose.”
- Positive view of personal future — Young person is optimistic about her or his personal future.
Copyright © 1997, 2006 by Search Institute
615 First Avenue N.E., Suite 125, Minneapolis, MN 55413
800-888-7828; www.search-institute.org. All Rights Reserved.
The following are registered trademarks of Search Institute:
Search Institute ®, Developmental Assets ® and Healthy Communities • Healthy Youth ®.
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