leadership tasks for cadets

43 command tasks and leadership activities to strengthen your cadet lesson plans

Command tasks are group exercises used by cadets and other groups to develop team skills including problem-solving, communication, and leadership. having a bank of command tasks is a great way to keep your groups entertained while fostering valuable skills..

Head to Google and type in ‘command tasks for cadets’ and you’ll find hundreds of activities, ranging from quick group games to in-depth tasks requiring hours of effort. Sifting through all of these results is time-consuming and, let’s face it, sometimes it’s more helpful to read a hand-picked selection of command tasks and solutions.

In this blog post, we’ve pulled together 43 powerful activities for cadets. For each we’ve given instructions and information on group size, required equipment, and skills taught. Here’s what we’ll cover:

• What are command tasks?
• How do you lead a command task?
• Who are command tasks for?
• 43 command tasks for a range of ability levels and sizes

Things to consider when running command tasks

Download 66 free command tasks 👇.

We’ll start with a little bit of information about command tasks and their benefits, but to jump straight to the tasks you can click here . 

What are command tasks? 

Command tasks are group exercises used in cadet training and designed to encourage a wide range of team skills while being entertaining for cadets. They are used by leaders of cadets of all ages, and thanks to the expansive amount of command tasks available, they can be shaped to the specific needs and abilities of different groups.

Command tasks bring groups together and develop a wide set of team skills, such as:

• Communication
• Non-verbal communication
• Cooperation
• Giving instructions
• Problem-solving
• Resource management

How do you lead a command task? 

The first step is to select a command task that fits the needs of your group, in terms of the skills it develops, the resources required, and the ability and group size it’s suited to.

Once you’ve identified a suitable task, clarify the instructions so that you can accurately explain to participants what they need to do. Part of running a command task effectively is letting the group collaborate and figure things out for themselves, so instructions don’t necessarily need to go into too much detail, but you need to be able to avoid confusion.

At the beginning of the task, gather the required equipment and get your participants together. Depending on the task you will brief everyone or just the team leaders. 

Once the relevant people are briefed, start the timer and begin the task. Your role is to supervise participants as they complete the task, ensuring everyone is working safely while also watching for aspects to feedback on. 

After the task is complete, additional value can be gained by feeding back. You can invite participants to feedback on their experience, either with or without leading questions, or you can provide your feedback first. Seeking feedback from participants is a great way to get them thinking about their learning, the skills practised, and how things could be done differently (hopefully better!) in the future.

To enshrine participants’ reflection you can follow a task with a similar but different one, allowing them to put their thoughts and feedback into practice. This should lead to lasting learning outcomes, increasing the value of the tasks.

Who are these activities useful for?

Activities like those included here support young people in exploring, understanding and developing a wide range of interpersonal and team skills that will help them in their futures, whether they pursue careers in the military or not. 

Our experiential learning kits are used by army cadets, air force cadets and sea cadets around the world, giving us a strong understanding of the types of activities that provide value to cadets and other groups. ACF lesson plans and those of other cadet units are greatly enhanced with the selection and deployment of the right command tasks.

Youth leadership activities and command tasks

In this section, we’ve pulled together 43 command tasks for cadets. We’ve seen each of these in action and they tend to get a positive response from participants while providing some real opportunities to practice, reflect on, and instil valuable team skills.

There is a lot of overlap between army command tasks and leadership activities for teens, meaning the majority of these activities function well outside of military settings, too.

For each command task we’ve given information about the group size, ability, required equipment, and skills promoted. This should help you to choose the task(s) that are best suited to your cadets. 

The list contains a mixture of indoor command tasks and outdoor activities, giving you a good bank to choose from whichever type of space you have to work with.

All hands on the pump

Group size: 6+

Ability: Any

Required equipment: A length of rope, long enough for everyone to hold at the same time

Skills promoted: Communication, non-verbal communication, planning

This task is simple: all cadets must hold onto the rope at all times. If anyone lets go, they’re out (or the whole team fails, depending on your rules). Once everyone is holding the rope their task is to tie a specified number of knots along the rope, and/or to tie the rope to specified objects.

Balance beam bridge

Group size: 3-8

Required equipment: 4 tyres, a plank long enough for everyone to stand on, x objects where x is the number of cadets

Skills promoted: Communication, planning

Make two stacks of two tyres, and rest the plank across them to form a bridge. Stand cadets along the bridge and give each one an object. Make sure the objects are numbered, but that the numbers are hidden. The task is for cadets to arrange the objects in correct numerical order, but nobody may touch the ground for the duration of the task.

Once completed you can get the cadets to arrange the objects in reverse order, in a specified order, or any other variation required.

Birdseye words

Group size: Large, most likely 15+

Required equipment: Cadets and somewhere high to view from

Skills promoted: Communication, leadership, collaboration, non-verbal communication

This is a great task: one person (either an elected leader or a supervising adult) needs to stand in the high location, and they must give the cadets below a word. The cadets then arrange themselves so that they spell the word when viewed from above.

There are many variations here: the lead cadet can give instructions, or the cadets below can be restricted to non-verbal communication. It all depends on what you’re trying to achieve.

To make this task easier or harder use shorter or longer words.

Blindfold height

Group size: Any

Required equipment: Blindfolds

For this task, simply position participants around a room or open space, give each one a blindfold, then get them to arrange themselves into a straight line in order of height.

To make things more difficult you can make them complete the activity in silence.

Bomb disposal

Group size: 4-8

Required equipment: 2 planks, 3 tyres, an object that fits inside a tyre, a length of rope

Skills promoted: Communication, collaboration, planning

Mark a line which cadets cannot cross. Then place one tyre with an object inside it about a foot further away from the line than a plank will reach – this object is the bomb. The cadets’ task is to use their 2 tyres and 2 planks to form a bridge so that they can reach into the no-go zone and retrieve the bomb. If any cadet touches the ground in the no-go zone they fail the task.

Bucket challenge

Group size: 6-8

Required equipment: Two buckets, three pieces of pipe, stakes or other markers, a tape measure

Skills promoted: Non-verbal communication, coordination, collaboration

Here, cadets must work together to fill a bucket on the ground with water that must be poured from the other bucket, from head height or higher.

One participant is the leader, and only they may give instructions. A second participant holds the water bucket and pours. The others must work together – silently – to guide the water down the pipes and into the other bucket.

You can make this harder or easier by altering the distance between the two buckets.

Build a bridge

Required equipment: A combination of planks, tyres, rope, boxes, stakes, and other suitable construction items

Skills promoted: Planning, communication, leadership

Find a natural stream or mark out a pretend one if none is available. Cadets must use their construction materials to build a freestanding bridge at least two feet above the water’s surface. While this sounds simple, agreeing on a design and coordinating the build will test the cadets’ ability to plan and communicate.

To make this task harder you can provide fewer construction materials then instruct the cadets to find supplementary materials in the outdoor area where the task takes place.

Build a tower 

Required equipment: MTa Team Kit or similar activity kit

Skills promoted: Logic, communication

This task is simple: teams just need to build a freestanding tower with the equipment available. The tallest freestanding tower wins.

Required equipment: Two buckets

Skills promoted: Communication, non-verbal communication

Place two buckets far enough apart that the line of cadets fits between them with about a foot of space between each person. Fill the bucket at the back of the line with water. Cadets must move the full bucket forwards and transfer all water to the front bucket. The catch? They can only use their feet.

Crocodile jaws

Required equipment: 2 benches, 1 plank per cadet (long enough to span the widest section, see below)

Skills promoted: Communication, leadership

Position the benches next to each other so that they are touching, then open one end out so they form an open triangle. This is the crocodile’s jaws.

Cadets start at the narrow end and must make their way to the other end to escape the jaws. They must not touch the ground, and can only stand on the planks (not the sections of the plank that rest on the benches). By laying planks and coordinating movement, each cadet must escape within the time limit. After this time elapses the crocodile wakes up and eats them.

If anyone touches the floor or the section of plank resting on a bench, the whole group must start again.

Crossing the void

Group size: 2+

Required equipment: Rope, a sack, a carabiner

Skills promoted: Leadership, planning, logic, communication

This is a great task, very simple. All cadets need to do is get a sack from one side of a gap to another using the rope and by working together as a team.

You can play this indoors or outdoors, and the gap can be between walls of a room, in an alleyway between two buildings, or pretty much anywhere else.

This can be made more challenging by giving fewer instructions, and by loading items into the sack to make it heavier.

Danger circle

Ability: Intermediate+

Required equipment: Three lengths of rope, two traffic cones, a ball, a mat

Skills promoted: Communication, collaboration, planning, logic

Two cones are placed in a large circle of rope on the ground, one with a ball on top. Cadets must then work together to lift the cones out of the circle and onto a nearby mat. However, they can only lift by twisting the other two lengths of rope and using the resulting tension to hold the top of the cone.

This activity can be made more difficult by blindfolding the lifting cadets and having a third giving verbal instructions, or by lengthening the rope, or expanding the diameter of the circle the cones must be lifted from.

Descriptive power

Required equipment: Blindfolds, and pairs of any item 

Skills promoted: Communication

First, sit all of your cadets in a big circle, then ask each one to put on a blindfold. Hand out items around the circle, making sure that matching items are given to cadets sitting far apart. Once items have been handed out, cadets must describe their item and attempt to find the person with its pair. Once they’ve found each other, pairs must sit down: quickest win.

If you’re working with younger cadets you can make this task a bit easier by showing everyone the items before starting. 

Drainpipe challenge

Group size: 4+

Required equipment: Lengths of drainpipe, balls small enough to roll down it

Skills promoted: Communication, giving instructions

Mark a start point and an endpoint, then get teams of cadets to transport balls from start to finish using only the lengths of the drainpipe. Aside from putting balls in the first length of the drainpipe at the start, cadets may not touch them.

When the ball is moving along one cadet’s piece of drainpipe, they may not move. The task relies on good communication within teams, and good planning to ensure that the ball can be moved effectively. If a ball falls on the floor they must start again.

Erect a tent

Required equipment: A tent

Skills promoted: Communication, planning, leadership, non-verbal communication

This task is a great one to use if you’re camping but can be used at any time. The task itself is simple: groups of cadets must correctly erect a tent in the quickest time possible. Different twists can be put on this base task to make things more interesting and promote different skills:

• Enforce a time limit to encourage more efficient planning
• Nominate one leader as the only person who can give instructions to promote leadership
• Tie pairs of cadets’ legs together to promote coordination
• Make cadets complete the task in silence to promote non-verbal communication

Flag challenge

Ability: Intermediate

Required equipment: Stakes, poles, a piece of fabric, ropes

Note that this task requires a good knowledge of knots.

Cadets must construct a freestanding mast from which the piece of fabric can be flown as a flag. The flag must be a minimum of five metres from the ground, or to make the task easier you can reduce this height.

Flock of sheep

Group size: Any, larger is best

Required equipment: Rope or tape to mark off an area, a whistle

Skills promoted: Non-verbal communication, planning

One cadet is nominated to be the shepherd, and the rest are sheep. The sheep are scattered around a large space, then blindfolded. The shepherd must stand in a small circle and get all of the sheep into their pen, which is a space marked off with rope or tape. They may only use the whistle, and no cadets may talk to each other for the duration of the task.

Before scattering the cadets, explain the rules and give them ten minutes to plan their strategy. The quickest team to get all the sheep in the pen wins.

Follow the leader

Required equipment: A long length of rope, blindfolds

Skills promoted: Leadership, communication, non-verbal communication

Use the rope to mark out a long course that goes around, below, and over obstacles. Nominate one cadet as the leader, and then blindfold everyone. All cadets must have one hand on the rope and their other hand on the shoulder of the person in front at all times. The leader goes to the front and escorts the group through the obstacle course.

This task can be made more difficult by adding more obstacles or preventing anyone from speaking.

Hurricane relief

Required equipment: MTa Insights Kit

Skills promoted: Planning, cooperation, communication, leadership 

In this task teams of cadets must each build an item to assist with a hurricane relief effort. Set the scene by describing the situation, outlining the urgency required to get people to safety as quickly as possible. 

Using the MTa Insights Kit, get teams of cadets to build items like a stretcher, a communications tower, a water distribution station, and any other items that may be useful in a hurricane relief scenario. To expand the task you can first do a brainstorming session with cadets to get an idea of the type of items they think would be useful.

Once the time is up, judge each team based on the suitability of their model and the process they used to get there.

Improvised stretcher

Required equipment: Anything!

Skills promoted: Planning, communication

This task is simple: cadets must build a stretcher out of whichever building materials they’re given. The stretcher must be functional, and strong enough to carry a person a specified distance (longer distance = higher difficulty).

To add an element of competition, teams can race against each other: fastest to complete the entire task wins, or fastest to complete the carrying section of the task once all teams have finished their stretchers.

Jack in the box

Required equipment: 4 tyres, a large bottle of water, lengths of rope

Skills promoted: Communication, logic

Stack the four tyres and place the bottle of water in the centre. Mark of a circular area with the tyres in the centre: the cadets may not enter this area, nor may any equipment touch the floor. 

Cadets must retrieve the bottle of water within the time limit. Each cadet or piece of equipment that touches the floor incurs a 30-second penalty.

Group size: 3-6

Required equipment: Tape, 3 planks

Use the tape to mark two straight, parallel lines that are about 5 times as far apart from each other as the length of the planks. The space between the tape is a river of lava, and if any cadet touches the lava they are out. Each plank is a piece of metal that can withstand the temperature of the lava, and support part of a person’s weight.

Cadets must all cross from one side of the river to the other. Only one foot may be on any plank at a given time. Cadets may stand with each of their feet on two separate planks. If any plank has two or more feet on it, it sinks and those cadets fall into the lava.

You can nominate a leader to give instructions if you are promoting leadership.

Lego challenge

Group size: 2+, ideally 4+

Required equipment: Enough Lego to build at least 3 versions of the same model

Skills promoted: Communication, leadership, observation

Build a Lego model and keep it out of sight of participants. Nominate a leader for each team. Allow the leaders to view the completed model for a couple of minutes, but don’t let them write or draw anything. They must then relay instructions to another member of their team, who acts as the relay. This person must brief the rest of the team, who must then do their best to replicate the model.

Depending on the ability level of your group you can allow repeat visits to see the original model, or get the leader to brief the team directly, removing the middle link.

More in-depth instructions for this task can be found here .

Lost in space

Required equipment: 80ft length of rope, blindfolds, 4-6 items, 4 cones

Skills promoted: Communication, leadership, cooperation

Your cadets were in a spaceship that has crash-landed on the surface of an unknown planet. The local star is too bright for human eyes, so blindfolds must be worn. A mobile safe area is cordoned off with rope, but cadets must work together to move it. Anyone outside the safe area will be harmed by solar radiation.

Across the surface of the planet, various items have been scattered. Cadets must work together to collect all the items by moving the safety cordon and keeping the rope taut at all times. Any slack in the rope means that the cordon is no longer sheltering them from radiation: too long with slacks and they fail the task.

This task can be made even harder by nominating one cadet who’s allowed to pick up items, or by preventing the team from talking.

Magic carpet

Required equipment: Something flat, foldable, and big enough for the whole team to stand on

Skills promoted: Cooperation, communication

This is a nice, simple task, ideal for a quick activity. Each team is given a ‘magic carpet’ (could be a towel, a bin bag, anything big enough for all team members to stand on at the same time). The task is to turn the magic carpet over without anybody stepping onto the floor – the quickest team wins!

Required equipment: None

Skills promoted: Planning, cooperation, communication

Each member of the team must be carried to the other side, except for the last person. If someone helps carry someone across, they must then return to the other side. Only the last person may walk across.

This task rewards teams who stop to think before jumping in, and teaches the value of planning.

Required equipment: Blindfolds, small objects that make noise when knocked

Skills promoted: Leadership, non-verbal communication

Set out the noisy items on the floor: these obstacles will be the mines. One member of the team must guide the rest through the minefield, with one condition: all the others are blindfolded.

The leader may not speak, and the other cadets must form a chain with each having their two hands on the shoulders of the person in front of them. Any time a ‘mine’ is knocked, a 30 second time penalty is given. The quickest team (after penalties are calculated) wins.

Mini bridges

Required equipment: Scrap paper like newspaper, sellotape, scissors, something heavy (coins, bags of flour, etc)

Skills promoted: Cooperation, planning, resource management

This is a great command task with minimal equipment, as all of the items can be sourced fairly easily. 

Teams must build a bridge that can support the weight. You can stipulate how high and long the bridge must be at the outset, but a minimum of 15cm high and 30cm long is recommended. Extend these dimensions to make the task harder.

Issue resources to each team at the start of the task and explain that they won’t get any more: part of the task is planning ahead and not just rushing in.

Increasing or reducing the number of resources given is a good way to adjust the difficulty of the challenge.

Skills promoted: Teamwork, non-verbal communication

This task is similar to Blindfold Height in that participants have to complete their task blindfolded, and order must emerge from an initially dispersed group.

Split the group into pairs (with one three if you have an odd number), and assign each pair an animal. Then blindfold everyone and scatter your participants around the room or outdoor space, before having them reunite with their partner animal using nothing but animal impressions.

Pin the tail on the donkey

Group size: 3+

Required equipment: A paper donkey, a paper tail with a pin, blu tac, string, long sturdy items like broom handles or sticks

This is a fun twist on the old party classic. Instead of pinning the tail on the donkey from up close while blindfolded, cadets must pin the tail from a distance. Mark a no-man’s land between the donkey and the cadets, a couple of metres or so with longer distances used to make the task more difficult. 

Cadets must build a contraption and use it to attach the pin without entering no-man’s land. Disqualify or penalise any teams who enter, and the quickest team overall wins.

Protect the egg

Required equipment: Eggs, stationery supplies

Skills promoted: Communication, teamwork, planning

This task is simple: cadets must make the best protective casing for their egg in the given time out of stationery supplies like newspaper, tape, and elastic bands. You can give other materials, too: balloons and bubble wrap for example. And to make the task more tricky you can limit the amount of tape or newspaper allowed.

Once the time is up tell your teams to stop building, then drop all of the eggs from the same height. Repeat this process with gradually increasing heights until only one egg remains unbroken (you can also throw the eggs if you’re not able to drop them from a great height, however, it may be difficult to stay accurate and fair).

Quick flip twister

Required equipment: A large sheet

Skills promoted: Leadership, giving instructions, communication

Layout a large sheet flat on the floor. Nominate a leader (or ask for volunteers), and only brief them with the instructions of the task. They must then relay instructions to the team.

The task is simple: all team members must stand on the sheet at all times, and the team must fold the sheet in half as many times as possible. The team that manages the most folds in the time limit wins.

If any cadet touches the ground at any time their team is penalised or disqualified.

Rod’s troubles

Required equipment: Six lengths of tubing, wood, or similar (a material that can stand upright)

Skills promoted: Logic, communication, lateral thinking

The goal of this task is to create four equilateral triangles from six rods: possible, but it’s not initially obvious how. The solution is to create one triangle on the ground then use the remaining three rods to create a triangular-based pyramid, but it will most likely take participants a while to realise they can work in 3D.

Depending on the size and ability of the group you can run this as one big group, or splinter out into smaller groups. To create a bit of competition amongst multiple groups you can make it a race.

If your cadets are struggling, give them a hint that they’re not limited to 2D designs.

Scavenger hunt

Skills promoted: Communication, delegation, giving instructions, coordination, planning

This is a twist on the usual scavenger hunt: instead of hunting for a specific hidden item, cadet teams are tasked with finding one item for each letter of the alphabet. This is the only instruction that should be given, as figuring out the best way to organise themselves is one of the most valuable aspects of the task.

Some groups will sprint into action without making any plans and will quickly realise that this leads to duplicated letters and wasted time. Allow this to happen, only intervening if strictly necessary.

To make this task easier you can remove difficult letters. 

Sculpture shift

Required equipment: Cones, chairs, flags, drainpipes and other kit; wooden planks; tape

Skills promoted: Coordination, communication, attention to detail, giving instructions

Mark two circles on the ground, with a decent-sized gap between them.

The first step is for the instructor to build a ‘sculpture’ in one circle by stacking equipment. Try to make it complicated, as the task involves dismantling, moving, and recreating the sculpture as closely to the original design as possible. Take photos from various angles so you have a reference point for comparisons.

Once the sculpture is built, task cadets with moving the sculpture into the other circle. They may only move – themselves and equipment – on the planks provided. Points are awarded once time runs out based on how faithfully the sculpture was reproduced, and how well teams worked together.

Silent pairs

Required equipment: A deck of cards, or many pairs of images printed on paper

Skills promoted: Non-verbal communication

This is a variation on the card game ‘Pairs’. Layout all the cards or images face down, then cadets must silently complete the game. Cadets take turns to turn over two cards, and any matching pairs are removed. Non-matching pairs are turned back over, and the next person takes their go. The game ends when all pairs are removed.

This activity encourages non-verbal communication but also rewards speed.

Group size: 4-10

Required equipment: Rope

Find two trees or other things you can tie a rope to. Tie lots of lines of rope between them so that they crisscross and make holes of different sizes. All cadets must get from one side of the resulting ‘spider web’ to the other, but none may touch any rope and no two cadets may use the same hole.

This task encourages planning as a team to make sure everyone will be able to get through, and physically helping each other.

Splish splash

Required equipment: Two large containers, lots of small items and containers

Fill one large container with water. Place the other large container a good distance away. Cadets must use the small items they’re given and other items they can find to transfer as much water from the full container to the empty one. Winners are decided by some combination of most water transferred and least water spilt.

Required equipment: A piece of wood (optional), some rope

Skills promoted: Coordination, communication, giving instructions

This is a fun physical challenge, the exact rules of which are left up to you to decide. To get your participants into the Team Ski position, you have two options:

• Make them stand with their right feet on one plank and left feet on another, then tie enough sections of rope around each plank that each participant can hold the other end in their hand.
• Tie a length of rope so that it goes around each participants’ right leg, and do the same for their left legs.

With all of their legs connected, either by rope or via the plank they’re standing on, participants will be required to work together just to cover the distance. You can then task them with completing a race against other teams, a time trial, an obstacle course, or any activity that requires movement.

Group size: Multiples of 4

Required equipment: Blindfolds, a long rope

Skills promoted: Coordination, communication, giving instructions, leadership

Make a large loop from the rope by tying the ends together, then blindfold the cadets and cadets them with making the best square possible. Two cadets should be in each corner. Award points for speed and the most accurate square.

This task can be repeated with different shapes, although group sizes may need to be rejigged.

Tower of Hanoi

Required equipment: Five rings increasing in size or, if they’re the same size, numbered 1-5; three posts

Skills promoted: Logic, communication, planning

This task is based on a famous logic puzzle. All rings start on the leftmost post, with the smallest (or lowest number) at the top. Participants must move all rings across to the rightmost post, and they must end up in the same order. However, only one ring can be moved at a time, and no ring can be placed on top of a smaller (or lower-numbered) one.

You can make this task easier / harder by using fewer / more rings.

Toxic waste

Required equipment: A length of rope per participant, a small container, a bigger box, cones

Skills promoted: Communication, giving instructions, planning

Firstly mark a no-go area with the cones: cadets are not allowed to enter this area. Place the small container in the centre of the no-go area, then brief cadets that their task is to get the small box from this area into the bigger box.

To add an element of drama you can explain that the small box contains toxic waste and that the no-go zone is full of dangerous radiation. Cadets are tasked with safely moving the toxic waste to the decontamination area (big box). Anyone who enters the no-go zone (even if they lean into it) is contaminated and removed from the task.

What’s in the box?

Required equipment: 20 assorted items, a box

Skills promoted: Concentration, observation

This is a simple task but all the better for it. All you need to do is tip 20 items out of a box onto the ground, and give teams 3 minutes to look at them before returning everything to the box. Then after a 5-minute distraction (another activity, reading an excerpt from a book, etc), they are asked to recall as many items as possible. The team with the best recall wins.

The task can be made easier / harder by using fewer / more items, or by spreading the items further apart.

Across the tasks outlined above, you’ll be able to see that there is space for flexibility and interpretation. The rules and boundaries can be adjusted as needed and depending on the ability of the group you can tighten or loosen certain guidelines and restrictions.

Here are some questions to ask yourself when choosing and introducing tasks:

• Will a leader be nominated or will participants be able to decide between them?
• Who gets briefed? Just the leader, or the whole team?
• Will you add any additional rules to make things more difficult? 
• Will there be a time limit?
• Will there be any penalties for breaking the rules or going over time?

Cadet training can be greatly enhanced with a strategic approach to command tasks. Leadership activities for teens are a great starting point when putting together plans for lessons and sessions, and with such a wide range of activities available, there’s something to suit every group type and ability.

The command tasks above range from command tasks with no equipment through to those requiring very specific gear. Depending on your needs and the nature of your group, you may be able to make do with the equipment you have available. But if you’re planning to take your cadet lesson plans to the next level, why not take a look at our experiential learning kits – each of which contains a suite of activities designed to encourage the development of fundamental team skills:

• MTa Insights : The ultimate trainer’s resource with 53 high impact experiential activities for everyone from entry-level and upward.
• MTa Team Kit : 16 activities that encourage and support participants to explore, understand and develop a wide range of interpersonal and team skills.
• MTa STEM Kit : 24 fun and thought-provoking activities for young people, centred around STEM competencies (Science, Technology, Engineering and Maths).

If you’d like to discuss which kit would best fit your needs, get in touch with our team . We’ll be happy to help.

24 fun and engaging activities for young people

Free consultation

Let’s get started! If you’re new to experiential learning, we can provide the guidance you need to get going with confidence.

Click for a free consultation

Get in touch

Call us to have a chat

Call us now

Got a question?

Check out our FAQ’s for answers to the most common questions

FAQ’s

404 Not found

404 Not found

summer 2021 | Advice

The Sea Cadets guide to leadership

There’s much more to good leadership than just telling people what to do. Drawing from his 37 years in the Royal Navy, Commodore Robert Bellfield RN, Naval Regional Command Eastern England, shares his top tips

Watch and listen

Whenever I’m about to promote someone to a new rank, I ask them: Who is the best leader you’ve had, and who was the worst? Think of someone who cares about others and leads by example. Use your experience to form your own individual leadership style.  

Believe in yourself

This isn’t just about confidence, and it’s not about being full of yourself. It’s about trusting yourself and avoiding self-doubt, which comes with experience. When I was a young commander, a senior officer told me: “Trust your instinct, because 99% of the time it’s right.” 

Be decisive

During my warfare officer training, I learned how important it is to avoid leaving your team feeling uncertain. It’s always better to make the decision, even if it turns out to be the wrong one – you can always change your mind later.  We all have different skills. If you’re not a natural leader, you can still develop the traits you need to be a good leader through trial and error.

Admit when you’re wrong

We’re not always right. The best leaders are the ones who admit when they’ve made a mistake, then get advice from others to make it right. When I was 17, going through the process of becoming an officer, I took a practical leadership test that went completely wrong – I had to stop halfway through and start again, but they could see that I realised this and had the confidence to admit it. 

Honesty will help you to build your team’s trust and respect. I tend to be more open and honest than I should be sometimes, but I think that means my team knows that I will always be transparent with them. And it allows them to have the confidence to be honest with you.   

Don’t give up

Try your very best, and then take yourself one step beyond. When I was Captain of HMS Raleigh, we would be training young recruits who didn’t realise what they could do until we pushed them. You’ll find that you’re capable of a lot more than you think you are.

Illustration by Carys Tait

More Advice

Course spotlight: Duke of Edinburgh’s Award offshore expedition

Sea Cadets offers the unique opportunity of achieving your Gold DofE with an offshore voyage. Mark Middleton, Deputy Head Offshore Training, tells us more

The Sea Cadets guide to our mission and values

With lots of input from cadets, we have updated our Mission and Values to reflect the huge importance of inclusivity and wellbeing

Careers: How to become a Royal Navy Officer

Lt Owen Long, CO of HMS Explorer, describes life on board and explains how Sea Cadets sparked his ambition to work at sea

Purdue Polytechnic Institute

Global mobile menu.

• Departments
• Statewide Locations
• Current Cadets

Summer Training

Cadet leader training.

Cadet Troop Leader Training (CTLT)

The Cadet Troop Leader Training (CTLT) track provides Cadets the opportunity to experience leadership in Army Table of Organization and Equipment (TO&E) units over a three to four week period. Cadets serve in lieutenant-level leadership positions in active-duty units. Platoon Leader positions have a 3-4 week duration depending on the hosting unit and location. Assignments include units that are located CONUS and OCONUS. Cadets are assigned a unit mentor, and are provided on-post lodging and meals via a Dining Facility. This program is exclusively designed for MS III Cadets before and after completion of Advanced Camp.

Drill Cadet Leader Training (DCLT)

Drill Cadet Leadership Training (DCLT) is a 4-week program that provides cadets an opportunity to apply leadership skills, interact with highly skilled and experienced Noncommissioned Officers (NCOs) and drill sergeants, and improve common task skill proficiency in an Army training environment. Cadets serve in positions with the cadre of Initial Entry Training (IET) and One-Station Unit Training (OSUT) units -- Basic Combat Training. Non-SMP MSL III cadets are assigned to the DCLT program by their professor of military science and must successfully complete Advanced Camp before proceeding to their assigned position.

For more information: Cadet Leader Training (army.mil)

Cadet Advanced Individual Training (CAIT)

• Air Assault School (AASLT)
• Basic Airborne (ABN)
• Army Mountain Warfare School (AMWS)
• Northern Warfare School (NWS)
• Cadet Field Training (CFT) at USMA
• Sandhurst Competition
• SF Combat Diver Qualification Course (CQDC)
• Cadet Leadership Development (Infantry) WHINSEC
• University Officer Training Center in the United Kingdom

For More Information: Cadet Advanced Individual Training (CAIT) (army.mil)

Cadet Internships

Cadet Troop Leader Training (CTLT) Internships provide MSL III Cadets with an opportunity to exercise specialized language, technical or research skills. Internships range from three to eight weeks long. Cadets receive an Officer Evaluation Report upon completing the internship.

• Army Science Board (ASB)
• Chaplaincy Internship Program (CHIP)
• Research Internship Program (RIP)
• Public Affairs Officer Internship Program (PAOIP)
• Forensic Internship Program (FIP)
• Intelligence & Security Command Internship Program (INSCOMP)
• Joint Training Counter-IED OIC/SIMS Internship Program (JTCOICSIMSIP)
• National Nuclear Security Administration Internship Program (NNSAIP)
• Rapid Equipping Force Internship Program (REFIP)
• Army Medical Department Internship Program (AMEDDIP)
• Engineer Internship Program (EIP)
• Nurse Summer Training Program (NTSP)

For more information: Cadet Internships (army.mil)

Basic Camp is a 31-day training event designed to introduce Cadets to the Army. The objective is to develop Cadet leadership skills and train them on individual and junior leader tasks to develop and reinforce Warrior Ethos and our Army Values. Basic Camp provides the critical thinking skills necessary to succeed in ROTC, and, ultimately, the Army. Basic Camp Cadets graduate the course prepared to lead at the team (3-4 Cadets) and squad (9-13 Cadets) level. Basic Camp's primary target audience is the Lateral Entry Cadet and the freshman Cadet.”

For more information: Basic Camp (army.mil)

Advanced Camp

Advanced Camp. Advanced Camp is a 31-day training event that is designed to assess a Cadet’s ability to demonstrate proficiency in basic officer leadership tasks. Cadets are evaluated on their ability to lead at the Squad and Platoon levels, both in garrison and tactical environments. Cadets are mentally and physically tested during a 12-day consequence driven field training exercise that replicates a combat training center rotation. Successful completion of the Advanced Camp is a prerequisite for commissioning. The mission of Advanced Camp is to assess a Cadet’s potential to serve as a commissioned officer. It is the most significant training and evaluation event in ROTC. ”

For more information: Advanced Camp (army.mil)

Cadre Phone: Main Office: (765) 494-2099

Recruiting Officer: (765) 494-2106

Cadre Address: Department of Military Science Purdue University Army ROTC 812 Third Street West Lafayette, Indiana 47907-1512

• Workplace Happiness
• Graduate & nationalisation development
• HR & talent consulting
• Leadership and management
• Team building events

Practical leaderships tasks

Event overview.

Practical Leadership Tasks (PLTs) also known as Command Tasks and Initiative Exercises are used all over the world from military training units, to corporations and educational establishments. At Focus we can use them with you and your teams to help develop a range of soft skills, they are also great fun and our experienced facilitators will ensure the maximum learning and engagement for all involved. During the day you will participate in a number of PLTs, each with their own scenario, in small groups of around 12 people in each.

We have a range of different PLTs available and are constantly developing more. Some are very hands on and physical and others are more of a mental challenge. There is something for everyone, so all team members have a role.

As there are a number of PLTs available the ones used will vary depending on your objectives, we will work with you prior to the event to put together a series of PLTs that best fit your needs. Regardless of the PLTs used we can promise a lot of learning and development as well a whole lot of fun.

The key competencies

• Problem solving
• Communication
• Time management
• Decision making

The final outcome

There is no better way to learn than by having fun. You will have many laughs and learn at the same time. By the end, you will be more closely bonded and cohesive as a team and will be better able to achieve higher levels of performance. 

Our team-building suite

Stay up to date with the latest from focus.

Be part of our blog community

Embrace change

The long-held received wisdom is that people don’t like change. As Niccolo Machiavelli said in The Prince, “There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction…

Happiness Means Good Business

Research proves that happiness leads to better business outcomes and a healthier bottom line. Companies can easily implement initiatives that reap the benefits of workplace happiness.

Women in leadership can boost profits by up to 15%

Research of 22,000 companies proves that promoting women into senior leadership drives bottom line results. Taking steps to develop women has proven benefits for company leadership.

Expatriates staying ahead

Expatriates are often skilled at making things happen. More often than not they are recruited because of competences (attitudes, skills and knowledge) that are not readily available locally. They arrive and get straight on with the job. At the same time, they…

Mentoring for talent development

With population and unemployment figures on the increase, attracting and retaining talent would be should be getting easier. However, some startling statistics suggest otherwise.

Motivation myths

What makes people behave the way they do? Why do some people seem to be motivated to do well in their work, while others do not? The study of motivation is endlessly fascinating as it concerns the driving force within individuals by which they attempt to…

Selection matters

Mark is the CEO of an SME in the engineering industry. He has just recruited a key member of staff, John, and is beginning to regret it. Instead of getting on with the job the new recruit seems to be needing an awful lot of Mark’s time – time that is already…

Targeted training brings many benefits

It is sadly common for some companies to look at the cost of training and not see the numerous benefits stemming from it. Some take a short-term view and see training purely as a cost. Others see training as an investment in the future that derives many…

Does leadership philosophy matter?

The Global Financial Crisis was the worst market correction since The Great Depression. So devastating was its impact, after seven years it is still an event from which many economies are still struggling to recover. It’s common knowledge that the catalyst…

The Leadership Challenge: Interview with Jim Kouzes

Jim Kouzes, co-author of The Leadership Challenge, sat down with Focus' David Brennan to discuss leadership in the 21st Century, the Five Practices of Exemplary Leadership, what it takes to be a truly great leader and if leadership is different in the rest of…

Keeping the team on track in challenging times: grief and change management

Challenging markets can often mean cost optimisation of which staff reductions may be required. Whilst the process of realigning the staff profile is relatively clear, moving the remaining team forward is less so. Dealing with the grief of losing colleagues…

• +971 (0)2 643 3384
• +971 (0)2 643 3385
• [email protected]
• Focus Training Centre LLC & Focus Management Consultancy
• Al Salmein Golden Tower, Suite 602
• Electra Street, PO Box 322
• Abu Dhabi, United Arab Emirates

(e.g. [email protected])

Remember me

Forgot Password?

• SECRETARY OF DEFENSE LLOYD J. AUSTIN III
• Combatant Commands
• Holiday Greetings Map
• Taking Care of Our People
• Focus on the Indo-Pacific
• Support for Ukraine
• Value of Service
• Face of Defense
• Science and Technology
• Publications
• Storytellers
• Tell Your Story
• Media Awards
• Hometown Heroes

Hometown News

• Create Request
• Media Press Kit

• DVIDS DIRECT

Media Requests

About dvids.

• Privacy & Security
• Copyright Information
• Accessibility Information
• Customer Service

OTS cadets push through the Blue Thunder obstacle course

Montgomery, al, united states, story by robert dantzler   civilian videographer of the year (dod) 2020">   video feature story 2016">  , air university public affairs.

Officer Training School officer trainees completed the Blue Thunder obstacle course as part of their module three deployment exercise April 9, 2024, at Maxwell Air Force Base. As part of their 60-day commissioning requirements, officer trainees display their Air and Space Force competencies related to leadership, mission execution, warfighting, communication and professionalism as they rappel down a wall, crawl through sand, and navigate through numerous obstacles as a team. “[Module three] is our expeditionary module, where we push them to their limits,” said Capt. Patrick Francis, an OTS instructor. “The physical courage aspect of this plays into their growth as an officer and prepares them for future deployments. The hardest part of this challenge for most trainees is looking down the tower and making eye contact with their belayer, because they are 50 feet above them, and all they’ve got is a rope.” OTS is split into five modules, or phases, of training. These five modules mimic the Air Force Force Generation model in how it trains, equips, and “deploys” officer trainees through their 60 days of training. In module three, trainees participate in Blue Thunder, a deployment exercise that includes rucking, tactical combat casualty care training and combat arms training and maintenance. “In this block of training, we’ve shifted from individual-focused to team-focused training,” said OT Jordan Maharrey, an officer trainee who went through the course. “Whenever these groups are doing the obstacles, you’ll notice they can’t continue until everyone completes the obstacle. There were a lot of people who had never done this before and so it’s good to build comradery and the team.” The exercise falls during a pivotal time in the training curriculum, right before the budding leaders transition to becoming upper classmen and are charged with leading the junior classes. During this phase, module three, trainees being to hone their skills as multi-capable airmen, preparing for rapid mobilization and mission execution. Emphasis on staff roles, decision-making, continuous competency development and physical challenges play into the refinement of leadership fundamentals. All of these skills continue to build throughout the program, leading to the culminating event of every officer trainee’s journey at OTS: graduation.

LEAVE A COMMENT

Public domain  .

This work, OTS cadets push through the Blue Thunder obstacle course , by Robert Dantzler , identified by DVIDS , must comply with the restrictions shown on https://www.dvidshub.net/about/copyright .

MORE LIKE THIS

Controlled vocabulary keywords.

Air Education and Training Command

Officer training School

Air University

No tags found.

•   Register/Login to Download

DVIDS Control Center

• 404-282-1450
• [email protected]

Web Support

• [email protected]
• 1-888-743-4662
• Links Disclaimer
• No FEAR Act
• Small Business Act
• Open Government
• Strategic Plan
• Inspector General
• Sexual Assault Prevention
• DVI Records Schedule
• DVI Executive Summary
• Section 3103

Top ROTC cadets recognized at The Citadel for 2023-24

Preparing for the citadel class of 2024 commencement ceremonies, “when faced with a challenge, the opportunity to grow and gain experiences motivates me to overcome it”: meet cadet karessa hill, upcoming news from the citadel – april 2024, “i remain and thrive here because of its unparalleled atmosphere”: meet cadet lauren sommerfeld, introducing the citadel class of 2025 summerall guards.

• Return to www.citadel.edu
• For the Media

The Citadel’s mission of producing principled leaders is well demonstrated through the ROTC detachments, which provide cadets with the necessary tools to prepare them for their future military careers after graduation.

The departments, which include Air Force/Space Force ROTC ,  Army ROTC,   Marine Corps ROTC  and  Navy ROTC , ensures The Citadel is one of the nation’s proven producers of top military leaders.

Each year, about 30% of those graduating from the South Carolina Corps of Cadets earn commissions into all branches of the U.S. Armed Forces.

Annually, the departments nominate their finest cadets and active duty students for awards. Recipients were honored as a group on Thursday, March 28.

This year’s award winners are as follows:

Air Force Association Cadet Medal

Presented a junior cadet in recognition of outstanding achievement in leadership and academic standing in the Air Force ROTC.

Andrew E. Dezelle – Air Force

American Legion Military Excellence Award

Presented to Army, Marine, Navy and Air Force cadets who have demonstrated military excellence.

Langley T. Brimm – Army

Emily E. Hickey – Navy

Vincent A. Rivera – Marine Corps

Kenyaz M. Boston – Air Force

American Legion Scholastic Excellence Award

Presented to Army, Marine, Navy and Air Force cadets who have demonstrated scholastic excellence.

Trevor G. Mayes – Army

Scott M. Dale – Navy

Grace E. Cooper – Marine Corps

George S. Honiotes – Air Force

American Veterans of WWII, Korea and Vietnam Award

Presented to ROTC cadets for diligence, discharge of duty and willingness to serve God and country.

Walker R. Rhue – Army

Tyler Z. Geathers – Navy

John A. Roberts – Marine Corps

Colton M. Horvath – Air Force

Armed Forces Communications and Electronics Association (AFCEA)

Recognizes ROTC students who have demonstrated good moral character, academic excellence and potential to serve as officers in the United States Armed Forces.

Sara Fink – Army

Sebastian S. Klincewicz – Navy

Matthew E. Beckham – Marine Corps

Tristan R. Bisbano – Air Force

Association of the United States Army Award

Presented to the ROTC cadet who epitomizes the Army values of loyalty, duty, respect, selfless-service, honor, integrity and personal courage.

Sam Wilson – Army

Association of the United States Army Military History Award

Presented to a cadet who has demonstrated a strong interest in and acumen regarding the study of military history. The award is a joint project of the Association of the U.S. Army, in conjunction with the US Army Center of Military History.

Aiden Morley – Army

Daughters of the American Revolution Award (DAR)

Presented to one outstanding cadet from each ROTC unit who demonstrates the qualities of dependability and good character, leadership ability and a fundamental and patriotic understanding of the importance of ROTC training.

Caitlin L. Curmode – Army

Ryleigh M. Jenkins – Navy

Trey S. Edelstein – Marine Corps

Gianna M. Rabassi – Air Force

Daughters of Founders and Patriots of America Award

Recognizes outstanding upperclassmen who have demonstrated the qualities of leadership and high scholastic average, and who are highly active in student affairs.

Riley E. Chadwell – Army

Jayden D. Salley – Navy

Kanjanka C. Kincaid – Marine Corps

Oyindamola E. Akinsanya – Air Force

Department of the Army Superior Cadet Award

The Department of the Army provides this award annually to the outstanding ROTC cadet in each year of military science at The Citadel that is in the top 25 percent of their ROTC class and academic class.

Stephanie Schnite – Army (MS I)

Constance J. Toldo – Army (MS II)

  Gage Timberlake – Army (MS III)

Brendan E. Luginbuhl – Army (MS IV)

Major General Robert Frederick Leadership Award

Presented to a cadet who successfully graduates from the Leader Development and Assessment Course, is compliant with the Army ROTC contract and exhibits exceptional leadership ability and potential.

Taylor N. Merrell – Army

Marine Corps Association Award

Presented to a Marine option midshipman in recognition of high endeavor and superior accomplishment during four years of study at The Citadel as a Marine option student.

Daniel F. Smith – Marine Corps

Marine Corps League Leadership Award

Presented to outstanding Marine and Navy seniors that have excelled in the areas of leadership, academics and military performance.

Nicolas R. Harpey – Navy

Marcus R. Newman – Marine Corps

Military Officer Association of America ROTC Medal (MOAA)

Presented to outstanding cadets or midshipmen in their next-to-last year in the program who has demonstrated exceptional potential for military leadership.

Thomas Fitzpatrick – Army

Asher D. Goar – Navy

Abigail G. Kanewske – Marine Corps

Pierceson C. Lee – Air Force

Military Order of the World Wars Award (MOWW)

Presented to one member in the 2nd, 3rd and 4th class from each branch of service for their diligence in demonstrating military excellence and outstanding accomplishments during the year.

Colby J. McCormick – Army

Alexis VanBrocklin – Army

Liam Haggerty – Army

Amanda L. Wolford – Navy

Hannah B. Cullen – Navy

Sebastian D. Herbert – Navy

Miles R. Israelow – Marine Corps

Coleman W. Bland – Marine Corps

Elijah R. Rodriguez – Marine Corps

Benjamin A. Waldron –  Air Force

Clyde E. Rankins – Air Force

Tristan Thompson – Air Force

Military Order of the Purple Heart Award

Presented to underclass ROTC cadets who have a positive attitude towards ROTC and country, hold a leadership position in the Corps of Cadets, are academically proficient and are active in the community and school affairs.

Eric Becker – Army

Robert C. Perrecone – Navy

Patrick L. Kenny – Marine Corps

Nicholas A. King – Air Force

MSgt Gavulic Award

Presented to an Air Force cadet who displays a strong work ethic and embodies team dynamics.

Brayden Shirly – Air Force

National Defense Transportation Association Award (NDTA)

Recognizes a senior cadet who demonstrates outstanding leadership qualities, academic achievement and aptitude for military service.

Ethan C. Goswick – Army

Daniel R. Rathbun – Navy

Alexander S. Loser – Marine Corps

Ethan H. Nader – Air Force

National Sojourners Award

Recognizes cadets in each ROTC department who have a potential for outstanding leadership and have encouraged and demonstrated the ideals of Americanism by deed and conduct.

Clayton Gurley – Army

Timothy A. Kolb – Navy

Karessa A. Hill – Marine Corps

Keegan S. Foley – Air Force

Navy League Honors Award

Presented to the top academic performers of the personnel within the Enlisted Commissioning Programs of the Navy ROTC department.

Desmin T. Jones  – Navy

SSgt Gabriel L. Colon – Marine Corps

Reserve Officers Association Award

Presented to cadets who have demonstrated outstanding competence in the arts and sciences of national defense.

Hayden H. Back – Army

Benjamin Lesesne – Army

Brody J. McLaury – Army

Vance S. Hurley – Navy

Elisha A. Byron – Navy

Benjamin Warner – Navy

Joshua L. Riggs – Marine Corps

Samuel B. Nutting – Marine Corps

Noah P. Plunkett – Marine Corps

Daniel J. Dubose – Air Force

Andrew T. Palmer – Air Force

Allan M. Jacobs – Air Force

Society of the Daughters of the War of 1812

Presented to cadets who have significantly demonstrated and encouraged the ideals of Americanism by both deed and conduct.

Kylie C. Coulston –  Army

Robert J. Wright – Navy

Jonathan D. Wyble – Marine Corps

Caroline K. Weeren – Air Force

Society of the War of 1812 Award

Presented to cadets in the 3rd class who have done the most to demonstrate and encourage the ideals of Americanism by both deed and conduct.

David W. Gavin – Army

Rolando Jimenez – Navy

Tatiana G. Demcovich – Air Force

Sons of the American Revolution Award (SAR)

Presented to the outstanding Army, Marine, Navy and Air Force cadets based on military excellence and scholarship in their ROTC studies and activities.

Colin G. White – Army

Elizabeth A. Goodson – Navy

Ian P. McGrath – Marine Corps

South Carolina State Guard Award for Excellence

Presented to outstanding Army, Marine, Navy and Air Force cadets based on attitude, leadership, initiative, judgement and self-confidence.

Tristan A. Carney – Army

Ryan T. Almstadt – Navy

Thadeus J. O’Neill – Marine Corps

Jessica R. Bailey – Air Force

Special Forces Association Medal of Excellence

Presented to a standout freshman or sophomore cadet who has shown scholastic excellence and military proficiency in keeping with the ideals of U.S. Special Forces .

Christian J. Howell – Army

Dylan M. Plows – Navy

SStg John R. Bauman – Marine Corps

Christian B. Naddy – Air Force

Ancient and Accepted Scottish Rite of Freemasonry Award

Presented to outstanding cadets who have made significant contributions to demonstrate and encourage patriotism through participation in activities on campus or in the community.

Archie J. Dennis – Army

Paul M. Caruso – Navy

Kyle H. Samida – Marine Corps

Tyler E. Jacobs – Air Force

USAA Spirit Award

Presented to students in each ROTC department that best display the traits and characteristics that embody the spirit of service to others.

Caleb A. Wilson – Army

Keshawn J. Pitts-Bermudez – Navy

Joseph P. Hiatt – Marine Corps

Aaron Candreva – Air Force

Col. Benjamin Vandervoort 82nd Airborne Award

Presented to an Airborne qualified MS IV. Receives a paratrooper trophy and monetary award from the COL Benjamin Vandervoort Chapter of the 82nd Airborne Division Association.

Tavin F. Heisig – Army

Veterans of Foreign Wars Award (VFW)

Presented annually to seniors or juniors in each ROTC department who has achieved an outstanding academic record.

Brett R. Derrick – Army

Andrew R. Forester – Navy

Vincent A. Massaro – Marine Corps

Justin H. Lively – Air Force

Featured Posts

Useful Links

• COVID-19 Information
• 2022-23 Event Calendar
• 2023-24 Event Calendar
• Good to Go: Graduate Success Stories
• Merit: Student Achievements
• News Archives
• Emergency Alerts
• Hurricane Procedures

Recent Posts

The Citadel releases report on generative artificial intelligence

Top scholars and athletes with distinctive talents: Meet Seacoast Students of the Week

A track captain and scholar known for her "leadership, compassion and excellence." A National Honor Society member who helps younger students and also leads on the football field. A bagpipe-playing senior with a winning smile who also shines on the debate and ski teams. A three-sport athlete and member of the National Honor Society and Interact Club who is "courageous, kind, funny and intelligent." A leader of the chess club and lacrosse team who works to feed the hungry and will attend West Point in the fall. A champion skier and golfer who volunteers with the Special Olympics who has a keen interest in architecture. A Junior ROTC leader and member of multiple honor societies who plans to commission as an officer in the Marines.

Meet the Seacoast Students of the Week for April 8.

Seacoast Students of the Week are nominated by local principals, teachers and guidance counselors and, as you'll see below, they reflect a broad range of achievements. While their accomplishments are diverse, a common thread among all the nominees is their kindness, and the work they do helping others, serving as role models for other students in their schools. It is our pleasure to introduce you to these outstanding students and we look forward to sharing stories of so many more of our wonderful students in the weeks ahead.

This week's students represent Exeter, Somersworth, Oyster River, Dover, Portsmouth and Spaulding high schools and Traip Academy. All Seacoast-area public high schools have been invited to submit nominations.

Here are the Seacoast Students of the Week for April 8, as described by the school leaders who nominated them:

Rayna Thompson, senior, Exeter High School

Rayna Thompson embodies the essence of leadership, compassion and excellence in every facet of her life. As a reserved leader in the classroom, she illuminates the path for her peers with her unwavering commitment to academic success. Heading to Worcester Polytechnic Institute (WPI) next year, Rayna has spent the past four years at Exeter High School finding the true balance all students should aspire to have in their life. Whether that is a sunrise plunge in the ocean before school, an after school hike with friends, or committing to a weekend of studying, Rayna has fun, is committed to academic success and has been an all around inspirational student to work with. At Camp Huckins for the past five summers, Rayna serves as a true role model for young students, which has contributed to her leadership skills greatly. Those skills have transferred over to her time on the Track Oval, where she is a captain at Exeter High School, consistently ranking among the top performers in the state. Beyond her athletic prowess and academic achievements, Rayna's unparalleled work ethic sets her apart as one of the hardest workers, always willing to go the extra mile to achieve her goals. With her genuine warmth and kindness, Rayna effortlessly cultivates meaningful relationships at school and outside of school, leaving an indelible mark on all those fortunate to know her.

Thomas Rees, junior, Somersworth High School

Thomas Rees is a high achieving student, consistently on the honor roll, who excels with extracurricular activities. He is a leader on the state championship Somersworth football team, and is very active within his role as a first year member of National Honor Society. Notably, he excels in areas where either he needs to lead other students, or in social studies classes. He is diligent in his work, academically, on the field, and in serving his communities. A fellow staff member mentioned that Thomas went out of his way to help a freshman group that looked up to him, without any expectation of credit.

He's a great young man that is versatile, and embodies the pillars of NHS, leadership, character, service, and scholarship.

Henry Strawbridge, senior, Oyster River High School

Henry Strawbridge is an extremely polite young man, who holds himself accountable, even when he doesn't need to.  He is very pleasant in class, works great with classmates, and the biggest thing, he is always smiling, which will carry him far in life.  Being happy is a key element of success.  He supports his classmates and teammates whether on the Debate Team or Ski Team. He truly cares. Henry is motivated and positive. His reliability and willingness to support others makes him a valuable member of any team or group he is a part of. His constant smile and determination help create a positive and encouraging atmosphere. Henry's attributes earned him "Rookie of the Year" on the Ski Team. He also plays the bagpipes and will be performing at his own graduation this year. Henry is looking forward to attending the Maine Maritime Academy next year. Congratulations Henry! 

Aberash Robinson, junior, Traip Academy

Aberash Robinson is an exceptional student who always is a positive light in the classroom. She is an active member of the National Honor Society, the Interact Club, and she is a three sport athlete. She has overcome so much in her life but she has never let any obstacle stop her from being true to herself and pursuing her dreams. Aberash is the kind of student every teacher feels blessed to have in the classroom. She is courageous, kind, funny, intelligent, and a wonderful person.

Jackson Bairstow, senior, Dover High School

Jackson Bairstow has vision and takes initiative. He has held or holds many leadership positions. These include class treasurer of his class for two years, a participant and alumni board member of the Hugh O’Brien Youth Leadership Foundation, co-president of the Chess Club, founding member of the Spanish Club, member of the Athletic Leadership Council, service as a Career Technical Center ambassador, captain of the lacrosse team, and he was elected governor of Boys State at the Summer 2023 session. In these roles, Jackson has been able to influence people to support what he values and successfully organized his peers to accomplish a wide variety of tasks.

Service is in Jackson’s DNA. A major focus of his service has been around food insecurity. He has devoted time on multiple occasions to the South Church Pocket Garden, the New Hampshire Food Bank Garden, as a member of Dover High School’s Student Council participated in a Stuff the Bus Food Drive for the holiday season and is the founder of Flamingos for Food. Through the South Church Senior Youth Group, he has participated in a youth service trip to West Virginia and has supported their efforts cleaning yards and hosting food events. Always looking for opportunities to help those who need it the most, he volunteered at the LSS Covid-19 vaccination clinic and has supported Toys for Tots

Jackson’s leadership and understanding of the importance of working together has been nurtured by his participation in both individual and team sports. At Dover High School he has played varsity lacrosse for four years. Outside of school, he belongs to the Great Bay Rowing Club where he was recognized with a Captain’s and a Coach’s Award. This combination of a team sport that requires certain skills with an individual sport that places a heavy emphasis on self-discipline and stamina have served as a powerful combination in developing Jackson’ tenacity.

He is a student with an inquisitive nature who wants to go beyond the surface level of learning to the why. This is evidence by his inclusion in the Spanish Honor Society for all three years he has been eligible and by his induction into the National Honor Society, an organization that has rigorous entry standards in the areas of scholarship, citizenship, leadership, and character. Jackson is the epitome of the four characteristics of that organization. His love of history and his academic skills led to him winning the Award for Achievement in Honors United States History. His course load includes multiplke Advanced Placement and honors level classes.

Jackson has been accepted at West Point and has also qualified for a four year ROTC scholarship. His strengths in both STEM and government will give him a wide array of options moving forward.

Shea Harrison, senior, Portsmouth High School

Simply put, Shea Harrison  is a wonderful human being. He has strong interpersonal skills and is thoughtful and respectful with peers and adults. He often avails himself to help new students acclimate to Clipper life and to assist them in making connections here at PHS. In his free time he volunteers with the Special Olympics, local preschoolers and you can often find him tutoring peers in the areas of math and architecture here at the high school.

Athletically Shea is an accomplished golfer and ski racer. He served as captain on both teams this year and helped the boys Alpine Ski Team win the NHIAA D I State Championship. 

Shea enjoys an academic challenge and by year's end he will have completed five honors and six dual enrollment courses. He will be completing two of our Career and Technical Programs (Business and Architecture). He received the Interior Design Excellence Award as a junior and continues to learn and grow in his architectural studies. He  is excited to attend Bentley College in the fall where he plans to study Business.

Carter Proulx, senior, Spaulding High School

Carter Proulx is an exemplary student and Air Force Junior ROTC cadet dedicated to serving his school and community. He was recently awarded the Navy ROTC Marine Option Scholarship valued at $180,000 and will attend Norwich University and commission as a Marine Officer upon graduation. From the start in his freshman year, Carter displayed dedication and maturity not seen in cadets at this level. He served in leadership positions throughout his sophomore and junior years and is now second in command responsible for the day-to-day operations of 100 JROTC cadets in a variety of projects and activities including aviation studies, fundraising, and community service. Carter’s commitment and leadership directly contributed to an “Exceeds Standards” rating on the three year Headquarters Unit Inspection, an extremely successful fundraiser with over $7,000 raised, and over 1,200 community service hours accrued by the unit. 

Outside of AFJROTC, Carter is a member of FBLA (Future Business Leaders of America), National Technical Honor Society, and Kitty Hawk Honor Society.  He works part time with the New Hampshire Liquor Commission to ensure local businesses comply with proper age verification.

• Prospective Cadets
• Faculty & Staff

PANE offers equipment, space for West Point community to enjoy 2024 Solar Eclipse

Cadets, staff, faculty and West Point community members traveled to Daly Field April 8 to witness the Solar Eclipse at the U.S. Military Academy.

The Department of Physics and Nuclear Engineering (PANE), led by Lt. Col. William Koch, set up 10 telescopes to view the eclipse and provided posterboard information for all attendees to gather knowledge on what they were observing. Attendees also brought their own protective glasses to view the eclipse.

PANE offers courses at the academy in astronomy and observational astronomy as an introduction to the history, principles and application of astronomical observation focusing on visual, photometric and spectroscopic techniques.

Approximately 300 people shared the experience at Daly Field. An eclipse is not expected to happen again in this area of New York until around 2045.

To view more photos from the eclipse event, visit  2024 Solar Eclipse | Flickr .

You are using an outdated browser. Please upgrade your browser to improve your experience.

Nearly 50 Sea Cadets from central Alberta gather in Red Deer for Seamanship Competition

Nearly 50 cadets from central Alberta gathered at Red Deer’s Cormack Armoury this March for the Seamanship Inter-Divisional Competition (SIDC).

Cadet Petty Officer Second Class Calvin Cunningham from 126 Red Deer, Royal Canadian Sea Cadet Corps (RCSCC) assisted in hosting the competition on March 23 for 46 cadets from Red Deer, Rocky Mountain House, Drumheller, and Wainwright.

The aim of SIDC is to provide an opportunity to reinforce seamanship knowledge and skills learned through corps training, maintain interest in the Cadet Program, provide an opportunity to develop team building skills, and provide practical leadership opportunities for cadets.

The organization says that Cunningham played a pivotal role in ensuring the activity proceeded seamlessly, demonstrated their leadership and program expertise developed over the last three years. Cunningham was then honored with the 126 RCSCC Commanding Officer’s Award for their efforts and dedication.

“I like developing myself [through] opportunities in leadership,” he said. When asked what they like best about the Cadet Program, they shared, “you learn discipline, teamwork, sailing, and seamanship. Overall is a great opportunity for anyone to consider.”

Reflecting on the camaraderie prevalent across the four-cadet corps at the SIDC activity, Captain Eryn Beddoes, 126 RCSCC Commanding Officer, observed how their mutual support and encouragement, even towards those they had just met, exemplified the strong sense of community fostered by the Cadet Program. They added that Sea Cadets offers youth an opportunity to take on new challenges, acquire new experiences, develop team spirit, comradeship, and physical fitness in a safe and learning environment.

“The skills they learn in Sea Cadets are so unique,” said Beddoes. “It’s such a pleasure to watch them learn, grow, and succeed.”

The Cadet Program is open to all youth between the ages of 12-18 years of age and provides youth opportunities to develop life-long skills including teamwork and communication. Youth who are interested in joining the Cadet Program can do so by visiting the Join the Cadet Program page at Canada.ca or by emailing the Red Deer Sea Cadet Corps at [email protected]. Adults are needed to help train, administer, and supervise the local youth involved in the Canadian Cadet Program.

“Becoming part of the Canadian Cadet Organization is easier than you may think, it is a lot of fun, and the skills you learn are likely transferable to your regular employment. No previous military or cadet experience is required,” said officials in a release.

Subscribe to our FREE newsletter , and download the rdnewsNOW mobile app on Google Play and the Apple App Store for all the latest updates on this and other stories.

What's Trending

• Member Login
• Red Deer and Area
• Entertainment
• Community News
• Events Calendar
• Local Sports
• RDP Athletics
• Everything Lifestyle
• Business Profile
• Featured Content
• Ripley's Weird
• Your Life Unlimited
• Real Estate
• Contest Rules
• Advertise With Us
• Submission Guidelines
• Terms of Service
• Privacy Policy
• Accessibility