1. Jason Harris
Gienna Michel Gonnella
Cohort 43
Leading2Play
Athletics have invariably served as an integral component of the cultural and social
fabric of growing up in America. Sports have historically attracted youth at an early age,
cultivating generations of active participants and avid followers. Youth leagues, backyard games,
and sandlot play were always synonymous with growing up healthy in our country. Physical
fitness became intertwined within the school day, incorporating mandatory athletic requirements
and standards into curriculum. Physical education is a crucial aspect to students’ academic
development, not only cognitively, but attitudinally, introspectively, emotionally and socially.
The prevalence of sport throughout our society suggests an increase in the number of children
participating in athletics, however, the opposite appears to be true. Extensive budget cuts and
elitist sport cultures have caused an alarming decline in sport participation rates among children
as well as a desperate need to reverse course. For example, 75% of young athletes elect to quit
organized sports by the age of 13 (Gould & Voelker, 2012). This decline is in part a result of
mounting pressures applied by elite coaches, programs and parents.
According to the Centers for Disease Control and Prevention (CDC), childhood obesity
has more than doubled in children and quadrupled in adolescents over the last 30 years. Obesity
cultivates innumerable health risks including heart disease, type 2 diabetes, stroke, and cancer.
Physical activity (coupled with proper nutrition) serves as the primary means of prevention for
these serious conditions. Lack of physical fitness in our children will lead to billions of dollars in
healthcare costs and lost productivity as they reach adulthood. Schools should serve a critical
role in promoting a non­intimidating sports culture and encouraging widespread participation.
Unfortunately, budget cuts and lack of proper curriculum have caused serious declines in
physical education’s efficacy. For example, research demonstrates that less than 20% of students
receive adequate physical education on a weekly basis. In response to these troubling statistics

2. our founder, Dr. George Selleck, conceived of a unique physical education and leadership
curriculum known as ​Leading2Play​.
I. Executive Summary
Bill Russell once described George Selleck as “the biggest little man in basketball.”
Standing only 5’8, he went on to star as an all­American basketball player at Stanford due to his
leadership, toughness, and unselfishness. What better person to lead America’s youth back to its
roots of inclusive sports participation for all? The quintessential point guard, George Selleck is a
pioneer in the youth sports education market and founder of the ​Leading2Play​ program. George
entered the PAC­12 Sports Hall of Fame in 2012 after a storied career on the farm. George has
lived virtually every experience in American sports as a player, coach, referee and parent.
George’s roles in sport have included counselor to Ty Cobb, recruit of John Wooden, and
instructor to NBA rookies like Kobe Bryant. He has spent many years developing an innovative,
youth­led physical education and leadership curriculum based on his life in athletics. George also
received a master’s in educational psychology from Stanford, a master’s in theology from
Princeton, and a doctorate in counseling psychology at U.S.C. He has authored several books on
the decline in athletic participation and the need for more inclusive youth sports programs. These
books include his autobiography, ​Changing the Game, ​a memoir filled with anecdotes and life
lessons learned from sports. ​From the Bleachers with Love ​is an insightful handbook for parents
of young athletes that gives them invaluable tools to cope with the modern dilemmas of today’s
sports culture. George’s impeccable reputation as an educator and spokesman will be crucial to
building widespread support for ​Leading2Play​ among schools and athletic programs.
Leading2Play​ has also attracted many influential and powerful business and educational
leaders that have shown interest in both seed funding and board level participation. We plan to
leverage these relationships to obtain high level meetings with potential customers across the
Bay Area, including public schools, charter schools, and local sports programs. Notable advisors
and potential board members include the following:

3.
● George Selleck PhD​ ­ Founder and President of ​Leading2Play
● Robert Leet​ ­ Vice Chair Presidio Bank
● Charles Davis​ ­ CEO of The Montclair Group LTD.
● Gary Riekes​ ­ Head of the Riekes Center
● Gary Petersmeyer​ ­ Former Stanford basketball player and chairman of the board of the
Positive Coaching Alliance
● Saumil Majmudar ​­ Educational leader in India who has used ​Leading2Play ​principles
to develop curriculum for over 400 schools in India and other countries.
● Jeffrey Davis​ ­ Founder Lumen Production Company
● Duncan Beardsley​ ­ Director Generosity in Action
● Alex Gomez​ ­ CEO West Contra Costa County Business Development Company
● Linda Best​ ­ Retired CEO East Bay Leadership Council
● Aaron Miller PhD​ ­ Professor California State College, East Bay
● Duncan MacSwain​ ­ Retired Redwood High School teacher and coach
● Mike Gibbs PhD​ ­ Founder and CEO of Bizsmart
● Jason Harris​ ­ Founder and CEO of Kendall Square Capital
● Robert Enright CFP​ ­ Partner Burton Enright Welch
II. Company Description
Leading2Play​ is a 503C non­profit company incorporated in 2010 and headquartered in
Pinole, California. Our mission statement is, “​Leading kids to move; moving kids to lead.”
Leading2Play​ is a program designed to provide teachers and leaders of youth sports programs a
curriculum that addresses several major failings in physical education today. Declining youth
sports participation, childhood obesity, and lack of leadership opportunities are just a few of the
problems addressed by our youth led, project­based model. Young people teaching their peers
accomplishes bounds more than improved physical skills or athletic prowess. The group dynamic

4. provides an atmosphere in which natural leadership abilities and character development can
flourish and grow.
​Leading2Play​ advocates youth­led athletics and play for children of all skill levels. Dr.
Selleck believes parents, coaches, and profit driven athletic programs have hijacked sports in this
country. We create ultra competitive programs for elite athletes and wealthy families who can
afford year round training but leave the majority of children behind. The disturbing declines in
youth sports participation rates will lead to further health problems and low self­esteem as these
children reach adulthood. Perhaps most damaging will be the emotional and social effects on
students who are denied the opportunity to learn valuable life lessons through sports. Positive
athletic participation teaches teamwork, discipline, and the ability to overcome adversity through
hard work and perseverance. ​Leading2Play​ combines leadership development with athletic
fitness to provide a youth led, positive learning experience for all students.
Leading2Play​ utilizes a reasonably priced curriculum to provide a proven model with
measurable outcomes for the adult facilitators. Leadership teams are created and run by the
students with the help of an adult facilitator and by following the guidelines of a flexible
curriculum. The curriculum is standards based yet allows students the freedom of choice at every
juncture, ensuring creative design and personal ownership of each project. Youth leadership
teams create and implement activities (athletic or otherwise) that resonate with their peers and
generate excitement throughout the school. The element of choice inevitably leads to increased
personal responsibility and genuine “buy­in” among most students. Leadership teams can consist
of students as young as 10 years old ranging all the way through adolescence.
Goals
Leading2Play​ has ambitious, attainable goals that we hope to achieve with young people
everywhere. Those goals include but are not limited to the following:
● Provide opportunities for participation in sports and organized play to all
children regardless of skill level, size, gender or ethnicity.

5. ● Develop leadership skills in students as they participate in group activities and are
forced to make difficult decisions with the help of their peers.
● Cultivate sportsmanship, teamwork, and social maturity through collaboration.
● Raise self­esteem through positive athletic experience and increased empathy for
fellow students.
● Increase outreach to less active and younger students through the engaged
mentoring of older, more experienced leaders.
● Combat childhood obesity and inspire the 75% of kids who have dropped out of
organized athletics to become excited about sports and fitness once again.
● Create a healthy learning environment that fosters greater commitment to positive
study habits and increases academic motivation alongside athletics.
● Give students tools to develop conflict resolution through peer led activities with
increased personal responsibility.
● Prepare students for the global workforce by giving them practical team­building
exercises and opportunities to lead in a positive manner.
The model ​Leading2Play​ will market is a unique curriculum driven by the students and
focused on developing healthy habits through play and fitness activities. Dr. Selleck has used
design thinking and years of field experience to construct a proprietary, user­friendly program
with a wide variety of choices for the students. The curriculum is easy to implement and can be
modified to fit various timeframes (i.e. a semester or a month­long summer camp). The number
of projects implemented and depth of self evaluation will depend on the length of the program
and the choices of the students involved. Current pilots include projects of anywhere from one
month to a full academic year.
Adult facilitators oversee the creation and monitoring of leadership teams which are
youth led groups of anywhere from 3­8 students. The leadership teams conduct “market
research” to decide the most attractive fitness activities for the students they serve. The research
usually involves interviewing peers or younger students and gaining knowledge about the aspects
of physical fitness that most attract fellow students. They must then design and plan the activity

6. including all of the necessary logistics (gym rental, school resources required etc.). Members of
the leadership team receive invaluable experience in strategic planning, giving them the learning
framework to be an effective member of the modern, team­oriented workforce.
The next phase of a typical project involves the scheduling and implementation of the
activity itself. Some of the fitness programs designed at pilot schools thus far include a 4­square
tournament, a tug of war competition, and a school­wide talent show. The curriculum’s
flexibility allows for non­fitness related activities in the areas of art, music, business etc.
Program implementation includes delegating various responsibilities (referees, judges, etc.) and
determining the rules, game times and schedules for the chosen activity. Invariably problems will
arise which must be dealt with by the leadership team and working together becomes essential
for success. During one of the current pilot projects a team member responsible for equipment
happened to forget securing the red inflatable balls needed for a 4­square tournament. The
omission caused a long delay but taught the student a valuable lesson in preparation.
The final phase of a module or project is the evaluation of the event and the leadership
team’s success in the design and implementation of the activity. Students reflect on what went
well and more importantly where they can improve their performance for future projects. The
feedback should be constructive and focused on building upon successes rather than dwelling on
shortcomings. The ability to reflect and speak openly on the group’s performance in a positive
manner allows for personal growth in each student. Student surveys of the event participants can
also be a worthy exercise. Peer feedback can reveal problems with the administration of the
event and ways to engage fellow students more effectively.
III. Products
● Youth Leadership Team Guide​ ­ This manual takes students through the various steps of
designing, planning, and implementing an activity for other students. The guide can be
used in a physical education or traditional classroom setting. It will be provided in both
paper and digital formats so students can access it readily at home or at school.

7. ● Adult Facilitator Guide​ ­ Contains support material for overseeing and monitoring the
Leading2Play ​curriculum and its use by leadership teams. This guide will allow any adult
to run the program effectively and assist students in their development as leaders.
● Adult Facilitator Training​ ­ An interactive personal training seminar led by a consultant
from ​Leading2Play​.
● The Leadership Papers​ ­ One page lessons that summarize one important trait or strength
that the group achieved or worked on during a class or project. A few examples may be a
paper on empathy or overcoming adversity.
● Leading2Play Database​ ­ The goal of the database is to provide students with a readily
accessible range of activities from a computer or phone app. New projects and ideas can
be added to the ever growing catalogue of potential programs for leadership teams to
implement.
● Leading2Play Website​ ­ Under development to provide access for customers and others
interested in learning more about the program and our products.
Milestones
Leading2Play ​has begun to gain some traction in the marketplace recently and hopes to
achieve several important milestones in the near future. The company is currently piloting the
curriculum in several Bay Area schools of various demographics and sizes. Some of the
milestones we plan on hitting are listed below.
● Increase the number of organizations participating in the program from 5 to 12 by
calendar year end 2016.
● Finalize Board of Directors and schedule regular board meeting dates by calendar year
end 2016.
● Finalize budget and near term funding sources by June 30, 2016. Sources will include
grants, individual donors, and seed funding.

8. ● Create professional marketing materials to distribute to prospective customers and
employees. Traditional marketing materials will be developed as well as digital and
social media related content. Should be complete by July 31, 2016.
● Complete development of website by June 30, 2016. Company has enlisted the help of an
Indian affiliate that specializes in web design.
● Identify and engage professional grant writer to begin grant application process and select
most viable opportunities.
● Legally protect L2P name and trademarks including curriculum copyrights and other
regulatory safeguards.
● Identify and hire chief operating officer to implement strategic plan and assist Dr. Selleck
in day to day sales efforts.
IV. Industry Analysis and Trends
The industry we serve encompasses a wide range of organizations and demographics.
Some of the most notable are listed below:
● Public school districts​ ­ there are roughly 14,000 public school districts in the
United States alone representing 133,000 public k­12 schools.
● Private and charter schools​ ­ There are an increasing number of charter and
private schools opening across the country every day. Many of them are more
willing than traditional public schools to try new curriculum and are often
progressive educational thinkers.
● School sponsored health academies​ ­ One of our pilot projects is at a health
academy in Pinole, Ca. and we hope to target similar programs across the state.
● After school programs​ ­ There are countless after school programs with limited
curriculum and a great opportunity to provide ​Leading2Play​ fitness programs on a
regular basis.

9. ● Community organizations​ ­ Boys and Girls clubs and YMCA facilities are a
large and underserved resource for children today. These programs were once a
great source of athletic and social nourishment for students but have suffered from
lack of funding and community involvement. ​Leading2Play ​will try and bridge
the gap between schools and community programs to offer enriching athletic
programs that teach leadership and social development through fitness.
● Summer camps​ ­ Summer camps offer a perfect environment for adolescents to
interact positively with their peers and ​Leading2Play ​provides a great platform for
leadership team development. Due to the multitude of fitness activities associated
with summer camps (swimming, hiking, boating etc.) our program would be an
invaluable teaching tool.
The enrollment of high school students in the five Bay Area counties show the large
market opportunity available to ​Leading2Play​. When you add in middle schools, charter schools,
and private schools the potential market is sizeable.
High School Enrollment by County
Alameda County ­ 224,353
Contra Costa County ­ 174,532
Marin ­ 33,290
San Francisco ­ 59,118
San Mateo ­ 95,122
Total ­ 586,415
If ​Leading2Play​ can penetrate 5% of high school students in the Bay Area alone we would be
positively affecting over 25,000 students in our region.
Leading2Play​ will be selling directly to public school districts and thus is exposed to
local and state education budgets which are continually under pressure. We will not be directly

10. affected by national business cycles except for the pressures declining tax revenues may bring to
bear on local school budgets. We have not formalized pricing but the range could be roughly
$1,500­$2,500 for initial licensing of the curriculum with ongoing maintenance and consulting
fees of $250­$500 per year. We see this relatively low cost model as very affordable to schools
and highly unlikely to be prohibitive if deemed effective. Private schools and charter schools
should be even more inclined to pay such a nominal fee for transformative curriculum.
Regulatory issues are always an important factor when transacting with government run
bureaucracies, especially public schools. Dr. Selleck believes the ​Learning2Play ​curriculum
dovetails quite nicely with “common core” standards across the country. There is a shift in
education towards greater leadership components to education as many schools require “service
learning” hours to graduate. Unfortunately much of the “service learning” becomes students
doing some sort of work in the community as yet another chore to assist them in attending
college. ​Learning2Play ​could satisfy these requirements in a much more rewarding manner as
high school students implement fitness programs for younger students.
V. Target Market
The target market for our products at a broad level are the 75% of children who drop out
of organized athletics by the age of 13. ​Leading2Play​ is also targeting the many students who are
not getting regular, vigorous exercise activity from their school’s physical education programs.
There also seems to be a dearth of curriculum available to leadership classes as teachers
commonly just assign random tasks (making posters for the prom or working a snack bar at
school events) that are community related. Our program is targeting the many middle school and
high school leadership classes that lack organized, youth led curriculum. ​Leading2Play​ is
working with a few influential leadership teachers to mold the curriculum specifically towards
those classes which we see as a substantial opportunity. There is clearly an industry trend
towards more group learning and educational projects that teach real life skills. ​Leading2Play
can show students how to be a productive part of a small work team and more importantly how
to relate to their peers positively and proactively. We believe these skills are essential to

11. becoming not only a good college student but an attractive employment candidate in the new
economy.
If ​Leading2Play​ could penetrate 1% of public schools in the United States that would
represent 13,000 schools for our customer base. If we add charter and private schools, after
school programs and summer camps, and other programs the market is over 20,000
organizations. At roughly $5,000/customer, the potential market with only 1% penetration is
$100m annually. These figures don’t include international opportunities or potential partner and
licensing revenues. An affiliated organization in India has signed up over 500 schools in the last
few years using Leading2Play principles to guide its curriculum. We are a start up operation and
will focus initially Bay Area markets until we obtain traction in the marketplace and funding to
expand statewide.
VI. Competition
Leading2Play ​is faced with both direct and indirect competitors within the scope of
education and athletics. Indirectly, state wide budget cuts have instigated a decline in the
priority of physical education classes and resources in order to serve the “higher priority” core
courses. The reality of severe budget cuts in the short term will only exacerbate the future health
care costs of the nation. For example, $147 billion is invested yearly in obesity related health
care costs. With this statistic in mind, the investment into physical education is extremely cost
effective. According to the CDC, attendance to physical education classes directly correlates to
improved academic performance and higher attitudes towards school (CDC, 2013). Adequate
resources are a staple component of any successful program, therefore the curriculum of
Leading2Play​ must be flexible to meet the needs of the school.
Direct competition exists in the form of rivals upon the same landscape. Alternate
programs that, “play in our space” include Playworks, Coaching Corp, YMCA, Boys and Girls
Clubs, Scouts, Positive Coaching Alliance (PCA) and NFL Play 60. Additionally, ​Leading2Play
must compete with various (and sometimes adverse) extracurricular activities, such as video
games, television and alternate in­home activities.

12. The aforementioned programs share the philosophy of promoting physical activity in
order to combat the nationwide, escalating trend of childhood obesity, however these programs
solely address a single “piece of the puzzle.” ​Leading2Play​ takes this philosophy to new heights
by interweaving and stimulating youth leadership. According to researchers Daniel Gould and
Dana Voelker, the psychosocial advantages of youth participation in sport are countless, but the
single most crucial benefit is the evolution of leadership abilities (Gould & Voelker, 2012).
Gould and Voelker (2012) assert that leadership development within today’s generation
of young people is paramount to any other time in history. They demonstrate that today’s youths
may be the first generation of young people to be, “worse off during their lifetime than their
parents” (Gould & Voelker, 2012). As the future of the nation, youth must be prepared to
undertake a leadership role to eventually resolve global problems (such as food crisis and energy
needs). Gould and Voelker (2012) postulate that physical education and sport provide the ideal
contexts for youth leadership to thrive, however, youth activation in leadership roles is not
simply inherent in these activities. For example, the simple act of being an athlete does not
correlate to adult leadership abilities. Therefore, adult facilitators and curriculum must be
designed to purposefully allow youth leadership opportunities within the context of the sport. In
their work, Gould and Voelker (2012) determined that youth leadership is, “dynamic in nature,
learned in stages and youths can and do learn to lead if leadership is intentionally developed
through extracurricular activities, including sport and physical activities” (Gould & Voelker,
2012, p. 40). ​Leading2Play​ does just this.
The work of Gould and Voelker (2012) mirrors the core pillars of George Selleck’s
Leading2Play​. Gould and Voelker (2012) maintain the relation between sport and maturation of
transformational leadership. Transformational leadership requires, “individual consideration
(e.g., cares for others), inspirational motivation (e.g., talks optimistically), intellectual
stimulation (e.g., promotes problem solving), fostering acceptance of group goals, teamwork,
high performance expectations, appropriate role modeling and giving contingent rewards (e.g.,
providing encouragement and support)” (Gould & Voelker, 2012, p. 41). Selleck institutes the
pillars of responsibility (both personally and socially), team unity to accomplish a shared
objective, and emphasizing actions as opposed adult­imposed titles or labels.

13. The unique and innovatory curriculum of ​Leading2Play​ will cultivate a strong brand
identity, generating a barrier to entry. The essential mission of ​Leading2Play​ is to cultivate an
environment in which youth are in charge. This theory will prove to be effective by inciting
youth to consciously and purposefully control their own, personal experience in play.
Ultimately, the experiential learning model of ​Learning2Play​ will stimulate child’s experience of
fun, thereby instigating future physical activity. ​Leading2Play​ is fundamentally designed by
youth, encouraging increased retention rates, engagement levels, leadership and character
development. The differentiation of ​Leading2Play​ will foster an unequivocal loyalty of the
target audience, constructing a competitive barrier to entry. ​Leading2Play​ is changing the face
of youth­centered programs, but will continue to advance and evolve its curriculum to meet
inevitable future competition.
VII. Strategic Position & Risk Assessment
Strengths
● The strengths of the L2P program are its unique approaches to youth led fitness
and leadership development curriculum.
● L2P is the only organization in the Bay Area that delivers k­12 youth programs
with the opportunity to develop and lead sports activities through detailed,
standards based curriculum.
● Our advisory group and potential board of directors contains a long list of
accomplished and influential people in both the business and educational fields.
● These advisors have been instrumental in providing prospective clients, funding
sources, and strategic consulting to Dr. Selleck.

14. ● The market we serve is large and fragmented market with no established industry
leader. There are thousands of potential customers who are currently using no
curriculum and the need for greater leadership development in schools has never
been higher or more important. We believe the demand for our products is real
and growing.
● There are many organizations offering activity based programs that are not direct
competitors but could use our program’s tenets to implement their activities. We
view these companies as potential partners and collaborators for our products and
complimentary to our model.
● Numerous support materials that can be developed more fully into stand alone
products.
● Viable pilots that are successfully being implemented in various classrooms
currently, allowing us to gain critical practical feedback.
● Partnership with Indian organization that has signed up over 500 schools in India
and other countries and is helping Leading2Play finalize its website. Also
providing us with invaluable data regarding the positive fitness effects of the
program on students. Measured data includes skill evaluation before and after
program as well as body fat measurements before and after.
● Low cost model allows company to charge affordable rate for its products,
allowing schools and other programs affordable, effective solutions.
Weaknesses
● Leading2Play​ is a start up company with limited access to funding and seed
capital to date.
● Lack of staff ­ ​Leading2Play​ has historically been operated solely by Dr. Selleck
with periodic assistance from his advisory board. The company needs a full time
employee to assist in operations, marketing, and implementation.

15. ● Lack of brand name recognition in the market ­ ​Leading2Play​ needs to build a
brand awareness in the market through social media, word of mouth, and other
marketing strategies.
● Lack of organized sales strategy ­ L2P needs a detailed list of potential targets and
a system for monitoring those sales efforts. Sales efforts to date have relied upon
Dr. Selleck’s tireless outreach and personal networking.
● L2P needs to find someone to take on grant writing and other fund raising
capabilities to secure seed capital.
VIII. Marketing
Leading2Play ​will enlist a director of marketing in order to spearhead distribution.
Leading2Play​ will strive to convince schools that its distinctive curriculum will serve as a viable
solution to combat childhood obesity while correspondingly inspiring youth leadership and
character development. L2P’s versatile, engaging curriculum will essentially provide support
and inspiration to educators, school administrators, community leaders, parents, and most
importantly, students. The target audience of L2P is those students who have dropped out of the
traditional sport/physical activity circuit. Research demonstrates that these students, are in the
greatest need of physical activity intervention and core leadership development. ​Leading2Play
will implement partnerships and marketing campaigns with co­organizations. For example,
potential partners and sponsors include:
● Play Project Summit
● Designed to Move
● Dr. Paul Cummins (President and CEO of Coalition for Engaged Education)
● Sports Apparel/ Equipment (i.e. Under Armour)
● Sports Hydration (i.e. Vitamin Water, Gatorade)
● Sports Nutrition (i.e. General Mills, Kellogg’s)
● Local sponsors (regional businesses)
● Government grant/ subsidies

16.
L2P’s specific actions to partner with communities and schools by include the following
implementation strategies:
● Direct coaching and mentoring by trained L2P staff
● An online curriculum/ web­enabled infrastructure that can serve a vast school and
community population remotely via L2P website, social networking, etc.
● Participation in local, regional and national conferences, training events and peer­to­peer
support opportunities
● Program testing, outcomes facilitation and certification capacity
○ As such, ​Leading2Play​ has instituted a variety of pilot programs/test markets in:
■ Fairfax, CA
■ Richmond, CA
■ East Palo Alto, CA
■ Los Altos, CA
■ San Pablo, CA
■ Dublin, CA
■ Pinole, CA
■ Marin City, CA
■ Redwood City, CA
Additional marketing strategies include:
● Social Media
○ Social media is free, fast and far­reaching. ​Leading2Play​ will take
advantage of social media websites to begin its marketing campaign by
capitalizing on the access to non­profit centered pages. For example,
social media titans Facebook, YouTube and Pinterest allow their users to
establish a non­profit based page and/or account to begin a platform. This
is especially beneficial due to the fact that ​Leading2Play​ is forecasting a
future launch in digital curriculum to encourage national access.

17. ○ The “Viral Campaign” is especially relevant towards reaching the
demographics of L2P participants (i.e. youth population)
■ Facebook
● Resource for student leadership team and adult advisors to
use as a sounding board, receive feedback, ask questions,
and coordinate with other ​Leading2Play​ programs
■ Twitter
● For streaming information, updates about the programs
from both general ​Leading2Play​ administrative needs and
regionalized groups for individual programs needs
● Using hashtags to promote L2P
■ YouTube
● Videos of active ​Leading2Play​ programs and instructional
videos for new programs. (Access account through
materials in Magic Box)
■ Educational documentary about the development of the
Leading2Play
■ Promotional videos
■ Blog
● Maintaining a ​Leading2Play​ blog that can be updated and
commented on by members of the ​Leading2Play
programs
■ Information for and interaction with programs around the country
● Promotional Tours
○ Dr. Selleck, founder of ​Leading2Play​, will perform speaking appearances
to predetermined communities, targeting schools and community centers
to promote L2P curriculum
○ Educational forums (teacher conferences and superintendent meetings)

18. ○ “Play Days” ­ weekend program demonstrating a glimpse into L2P
curriculum
● Mainstream media
○ Radio, television, newspaper advertisements
○ Promotional materials (eg. pamphlets, flyers) will be distributed to target
communities via schools and recreation centers
​Marketing​: ​(Coordinator of Development)
1. Branding
2. State Level
a. Leagues
b. Independent schools
c. Interscholastic Athletic Administrators Association
d. High School Coaches Association
e. Principals' Association
f. Superintendent' Association
g. State PTA
h. State General Assembly
3. Local Level ­ high schools
a. District/county administrators
b. Coaches Association
c. Booster Organizations
d. Athletic/activity directors
e. Principal Association
f. County Council of PTAs
g. School Boards
4. Local Level ­ youth
a. Athletic Councils
b. Individual sport councils
c. Individual sport organizations

19. 5. Social media
6. Funding
IX. Existing Pilots
Leading2Play has 4 active pilots in various stages of development at this time in the East
Bay Region of California. They are all different in size and scope, showing the versatility and
flexibility of the L2P program.
A. Pinole High School Health Academy
● 18 students participating in the health academy program have signed up for a leadership
class led by an excellent adult facilitator who is a teacher at the school.
● The program began at the outset of the school year and continues until school ends in
June.
● Students have been asked to meet twice a week during their lunch hour to plan and
implement fitness activities for their fellow students.
● The students have used Learning2Play’s curriculum and database to select, schedule, and
manage several fitness activities during the school year.
● Activities have included a 4­square tournament, recreational soccer games, and several
other athletic events.
● Most of the students have become very excited about and engaged in the program to the
point where they have requested a summer session. A student leadership team met with

20. the Principal of Pinole High recently to organize meeting times and secure permission for
the summer activities. These types of adult interactions and mature decision making are
exactly the outcomes Dr. Selleck envisioned when he designed the curriculum. Students
have stopped following and begun to lead the curriculum on their own terms.
● Health academy leadership teams have faced and overcome the adversity that occurs
with planning any sizeable event. Whether it’s forgotten equipment, failure to make
contingency plans for weather, or simply mismanaged facility schedules they have had to
adjust accordingly.
● Students will take a research survey following the semester to gauge their progress
throughout the year. We will attempt to measure the success of the program in
implementing leadership skills and academic engagement in the 18 students.
B. Dublin Continuation School
● Continuation school for students with problems in traditional school settings including
drugs, behavior, and learning issues.
● Program involves continuation students planning and leading fitness activities for special
needs students in their school.
● Students meet with special needs kids once a day and often provide one on one guidance
in various fitness activities.
● Adult facilitator working with over 25 students to provide athletic training to the special
needs students.
● Both sets of students have shown tremendous engagement with the program and the adult
facilitator has noticed excitement and positive attitudes on all sides.
● This program has tremendous potential as a model for how students can positively affect
their peers through the ​Leading2Play ​curriculum while further developing their own self
esteem.

21. ● Positive interactions between continuation students and those kids with special needs
shows the tremendous demand for more leadership curriculum for children of all ages
and abilities.
● Continuation students and special needs kids are two groups that most athletic and
academic programs traditionally leave behind. Being placed in a position of responsibility
is a new experience for most continuing students and a welcome change.
● Dublin pilot could provide meaningful test and measurement data to see if the
Leading2Play ​program has a significant positive impact on kids with such difficult
educational backgrounds.
● If successful the Dublin pilot could open up large new avenues of potential financing,
including grants and foundations.
● Most government grants for educational projects are aimed at programs benefitting
disadvantaged communities and students with poor resources.
C.​ ​Hall Middle School ­ Mill Valley, Ca.
● Hall Middle School has two leadership classes of roughly 30 students each who will be
utilizing some Learning2Play curriculum for their projects this semester.
● H.M.S. is located in Mill Valley, an affluent suburb in Marin county with strong parent
involvement and a wealth of resources.
● Leading2Play ​is being used more as a leadership curriculum and less on the physical
education side in this pilot.
● Mill Valley students have access to many extra curricular physical activities and sports
programs but there is not set curriculum for the leadership class.
● The adult facilitator is an excellent, motivated teacher who is a strong believer in Dr.
Selleck’s philosophy of student led curriculum.
● The Hall Middle School students run civic minded projects that are non­sports related
including talent shows and student elections.

22. ● Students organize a school­wide talent show that involves signing up all the acts,
securing the facilities, procuring audio­visual equipment, selling tickets, advertising the
event to parents and countless other details.
● This pilot is servicing a very different demographic from the other two active pilots and
could provide meaningful feedback on the L2P program.
● Leading2Play ​strives to become the curriculum of choice for middle school and high
school leadership classes across the Bay Area.
● Hall’s strong adult facilitator has been identified as a potential consultant for
Leading2Play ​and also a valuable reference for other schools. His contacts in the
leadership education field could prove invaluable in spreading awareness about the
program.
X. Evaluation and Measurement
● Leading2Play ​must prove its efficacy in improving health metrics in children through its
fitness activities.
● L2P must base its levels of physical fitness programs on existing scientific research
showing how much weekly exercise and strenuous activity children require at their
various stages of development.
● We must demonstrate health improvements by establishing a baseline of various statistics
for children pre­program.
● Health traits to measure could include BMI (Body Mass Index), cardiovascular aptitude,
strength and stamina ratios (push­ups, pull­ups etc.).
● Utilize large volumes of physical data generated by our Indian affiliate in the areas of
physical fitness improvements. Data includes pre­program baselines and post­program
improvements on hundreds of thousands of participants.

23. ● Even more significant than physical health statistics are gains in leadership ability,
self­esteem, and empathy for fellow students.
● Gains in social intelligence and leadership development are more difficult to measure and
thus it is important to have pre­tests and post­test to gauge progress and efficacy.
● L2P will look to show improved attitudes towards fitness activities and students’
perception of their own leadership ability.
● Look for reduced negative incidents in other aspects of children’s lives, including home
and other classes.
● Measure through surveys positive results from participants in student led programs and
activities.
● Evaluation of attendance trends for both the ​Leading2Play ​programs as well as traditional
classes and activities.
● Differences in “drop out” rates for kids in the program vs. comparable students not in
L2P classes.
● Accumulate data on all participants in ​Leading2Play ​through surveys given at the end of
each program session.
● Assimilate data through Qualtrix or Survey Monkey to begin the process of running
statistical regressions or other quantitative analyses on the results.
● Ask same questions in survey format of adult facilitators, activity partners, and other
teachers to see if community at large seeing social and academic progress from
Leading2Play ​students.
Sample Survey Questions
1. Name ­
2. Age ­
3. Gender ­
4. School attended ­

24. 5. My leadership skills improved after participating in the Leading2Play program​ ­
A.Strongly agree B. Agree C. Somewhat agree D. Disagree E. Strongly disagree
6. I feel like I had more input and influence in Leading2Play then i would have in a
typical school course​ ­ A. Strongly agree B. Agree C. Somewhat agree D. Disagree
E. Strongly disagree
7. I would recommend the Leading2Play program to other students​ ­ A. Strongly agree
B. Agree C. Somewhat agree D. Disagree E. Strongly disagree
8. Participating in Leading2Play has helped me improve in my other classes​ ­
A. Strongly agree B. Agree C. Somewhat agree D. Disagree E. Strongly disagree
9. My overall view of school has improved because of my experience in Leading2Play​ ­
A. Strongly agree B. Agree C. Somewhat agree D. Disagree F. Strongly disagree
10. ​I am more likely to attend college because of the leadership experience I gained
through Leading2Play ​­ A. Strongly agree B. Agree C. Somewhat agree D. Disagree
E. Strongly disagree
XI. Community Involvement and Social Responsibility
As a non­profit organization, ​Leading2Play ​exemplifies the inherent philosophy of social
responsibility. Social responsibility is, “the idea that a company should embrace its social
responsibilities and not solely be focused on maximizing profits...social responsibility entails
developing businesses with a positive relationship to the society in which they operate”
(​Investopedia​). The mission of ​Leading2Play ​is to positively instigate physical activity,
leadership skills and character development within the youth population. As aforementioned,
Leading2Play​ will host a variety of weekend events in targeted communities that will host
schools and families while showcasing the pillars of the L2P philosophy. Pilot programs provide

25. direct immersion and integration in target communities. As such, ​Leading2Play ​is providing an
innovative and sound solution to the childhood obesity epidemic, an exponentially growing
social issue starkly pronounced throughout the United States.
According to doctors Marlene B. Schwartz and Kelly B. Brownell, the epidemic of
childhood obesity must be placed in the forefront of social activist conversations. Schwartz and
Brownell (2007) observe that today’s generation of children will be the first to live shorter lives
than their parents (Schwartz & Brownell, 2007, p. 78). Schwartz and Brownell (2007)
demonstrate that, in order to promote change, the paradigm in which society views childhood
obesity must be shifted. Obesity has traditionally been perceived as an individual responsibility;
however, Schwartz and Brownell (2007) suggest that obesity far supercedes a single individual.
A cultural and societal change must take place to dissolve the “toxic environment” in which the
society views obesity. Schwartz and Brownell (2007) convey that the American society is
misallocating valuable resources (i.e. time, money, effort) by focusing on the individual’s plight
of obesity as opposed to dedicating these resources to alter the environment which propagates
obesity. ​Leading2Play ​is the catalyst that will initiate this environmental shift, not only towards
the individual child, but towards the global society. ​Leading2Play​ provides a safe, inclusive
domain that shifts the focus from a negatively connotated, sedentary lifestyle to an active, lively
and fun experiential adventure.
Leading2Play​ promotes physical activity via sport while simultaneously decreasing
cortisol levels and encouraging a healthy lifestyle of the participant. These benefits, however,
are the byproducts of having fun. Psychologists and educators alike have determined that
children obtain higher engagement levels and increased exercise vigor while partaking in free
play and child­directed activities, as opposed to adult­designed activities. ​Leading2Play
employs this research by shaping its doctrines around youth leadership. By design, L2P is
embracing the the inclusive nature of sport, while disengaging the competitive, stress induced
exclusivity.
Childhood participation in sport tends to severely decline by age 12 (a crucial time for
both self­esteem and social skill development). Researchers have discovered a stimulus for this
decline involves the over emphasis of the state of winning. Youth articulate that the act of

26. winning outweighs participation, as children (and adults) do not wish to be unsuccessful. As
opposed to being fulfilled and/or motivated by intrinsic reasons, children drop out of sport due
to:
● A decreased interest in the sport
● A decreased experience of fun
● Poor coaching, dislike of the coach and/or coach favoritism
● Lack of playing time
● Excessive competition
● Not having the same skill as peers
Leading2Play​ is an organization that addresses and rectifies the whole of these grievances.
XII. Income Statement (forecast = breakeven for 2017)
● Revenues​ ­ $300,000 ­ assumptions include 80 customers paying an average of
$3,500/year in fees for $280,000 direct sales. Also assuming $20,000 in partnership
revenues or licensing fees.
● Cost of Revenues ­ ​$30,000 ­ assumptions include printing fees for materials,
outsourcing of grant writing process, transportation costs, sports equipment etc..
● Gross Margin​ ­ 90% ­ very high margin profile due to low costs and software like
recurring revenue model. Most of our costs will be in the area of SG&A due to salaries
etc.
● SG&A ­​ $250,000 ­ assumptions include salaries of $210,000, office lease of $15,000,
furniture, technology and office supplies $5000, marketing expense of $15,000,
miscellaneous cost $5,000. Employee salaries will include executive director ($65,000),
office manager ($40,000), chief operating and marketing officer ($55,000), and
consultant/training leader ($50,000).

27. ● Research and Development ­ ​$20,000 ­ R&D includes outsourcing of curriculum
development for completion and digitalization, market research, and possible educational
conferences.
● Net Income ­ ​0. We forecast breakeven in 2017 on revenues of $300,000. When we
reach profitability we assume no taxes due to Leading2Play’s status as a non­profit entity.
XIII. Balance Sheet
Due to the start up nature of ​Leading2Play ​we currently don’t have a working balance
sheet but here is a projection for year end 2017 if we meet our goals.
ASSETS
Cash and Equivalents ­ ​$160,000 ­ Assumes capital inflows from foundations, grants, and
private donors of $200,000 initially. As the business is projected to be breakeven from an
operating basis in 2017 but would have lost money in 2016 we will have $160,000 in the bank at
the end of 2017.
Accounts Receivable ­​ $75,000 ­ As we are dealing with school districts and their budget
issues Leading2Play must be cognizant of their tendency to pay bills in arrears. Our target is for
a DSO (Days Sales Outstanding) ratio of roughly 90 days which would indicate solid collections
for our industry. At a $300k run­rate for sales 90 days = $75,000 in A/R.

28. Inventory ­​ $2,000 ­ ​Leading2Play ​is not a business that requires a lot of inventory as our
products are more aligned with a software model. Inventories would mainly consist of training
manuals and possibly some sports equipment.
Total Current Assets ­​ $237,000
Long Term Assets​ ­ $10,000 ­ Includes mainly office furniture and we assume this figure to
be after depreciation.
Total Assets​ ­ $247,000
LIABILITIES & EQUITY
Accounts Payable​ ­ $87,000 ­ Mainly salaries payable to employees and some rent due. Due
to the billing cycles we will have to manage salary payments to align with incoming accounts
receivables.
Notes Payable​ ​(under 1 year)​ ­ $0 ­ Although we would like to eventually be able to finance
the business with affordable debt the lack of positive cash flow history would probably make a
business loan difficult to obtain right away.
Total Current Liabilities​ ­ $87,000
Long Term Liabilities​ ­ $0 ­ We foresee no long term debt or long term lease payments at
this time.
Total Liabilities​ ­ $87,000

29.
Shareholders Equity ­
Capital inflow ­ $200,000
Retained earnings $(40,000)
Total shareholder equity ­ $160,000
Total shareholders equity plus liabilities​ ­ $247,000

30. XIV. References
Gould, D., & Voelker, D. K. (2012). Enhancing youth leadership through sports and physical
education. ​Journal of Physical Education, Recreation and Dance​, ​83​(8), 37­41.
http://dx.doi.org/10.1080/07303084.2012.10598828
Epperson, D., & Selleck, G. (2000). ​Beyond the Bleachers: The art of parenting today’s athletes​.
Alliance Publications, Sugar Land TX.
Overweight & obesity. (2015, June 19). Retrieved 2016, from Centers for Disease Control and
Prevention website: http://www.cdc.gov/obesity/data/childhood.html
Schwartz, M. B., & Brownell, K. D. (2007). Actions necessary to prevent childhood obesity:
Creating the climate for change. ​Childhood Obesity​, 78­89.
Social responsibility. (n.d.). Retrieved from Investopedia website:
http://www.investopedia.com/terms/s/socialresponsibility.asp
Selleck, G., & Fayles, W. (2015). ​Changing the Game: My journey through life and sports​.
Coaches Choice, Monterey Ca.