The
official slogan of the Nazarene Youth International is quoted from I Timothy
4:12 - “Don’t let anyone look down on you because you are young, but set an
example for the believers in speech, in life, in love, in faith and in purity”.
The main purpose of Bible Quizzing is to help cultivate the actions,
attitudes, and the lifestyle that are necessary to accomplish this slogan. The
Bible Quiz program intends to reach this goal through a tactic that is divided
in these different areas:
1.
Get Personal
a)
Talk one on one. You won’t have much success when addressing a large group
b)
Get to know prospective quizzers ahead
of time by being involved in teen functions.
c)
Use a teen on the team to recruit for
you
2.
Don’t Beg
a)
Tell them that the team needs them
b)
Make sure they realize that quizzing
takes commitment
B.
Promote
Quizzing Among Teens
1.
Talk to as Many Teens as
Possible
2.
Explain Advantages of Quizzing
a)
Travel all over xxxxxxx
b)
Meet teens from all over the country;
start new friendships
c)
Make boyfriends/girlfriends
d)
Get away from Mom & Dad
e)
Get to skip some school
f)
Learn more about the Bible
1.
Explain Goals of Quizzing
a)
Bible study
b)
Deepen or initiate a relationship with
Christ
2.
Explain Benefits of Quizzing
a)
Develop Christian relationships
b)
Refine/develop study skills for school
(school grades often improve)
c)
Fellowship with other teens
3.
Explain Requirements of Quizzing
a)
Be truthful with parents—quizzing
takes time and commitment
b)
Summarize approximate time teens need
to spend with quizzing
4.
Why?
a)
You will need help to make your job
easier
b)
Allows you to miss a quiz if needed but
still allow the team to go
5.
Who?
a)
Current and former NYI adult
leaders/workers
b)
People like yourself
c)
Former quizzers
6.
Explain Aspects of Quizzing
a)
Travel
b)
Fun competition
c)
Building special relationships with
teens
7.
Explain the Quiz Cycle
For every year, there is a book (or books) from the New
Testament that is used as a resource material for the questions of the
competition.
Following is the 8 year cycle that is used around the
world for Quizzing.
8.
Explain Goals of Quizzing
a)
Bible study
b)
Deepen or initiate a relationship with
Christ
c)
Involvement in ministry
d)
Disiciple making
9.
Explain Benefits of Quizzing
a)
Develop Christian relationships
b)
Refine/develop study skills for school
(school grades often improve)
10.
Explain
Requirements of Quizzing
a)
Be truthful—quizzing takes time and
commitment
b)
Outline approximate time needed
1.
Make Plans For Your Program
a)
Establish what each practice will cover
b)
Select Tournaments you wish to attend
c)
Plan special activities for the team
2.
Organizational Meeting
a)
Once your quizzers are lined up, have
an organizational meeting with them, their parents, and any adults interested
in helping.
b)
This meeting should establish practice
times, and perhaps the goals of your team.
c)
Explain the benefits of quizzing to the
parents so they may become supportive of quizzing and not view it as just
another activity
d)
Solicit parental support as chaperones,
drivers, and fund-raisers
(1)
Chaperones
are needed for overnighters and cheerleading at quizzes
(2)
Drivers
will free you to work with team on the way to quizzes
(3)
Fundraising
events will pay for team going to ET, Regionals, etc.
e)
Explain approximate costs for each quiz
event (gas, registration fees, motel, etc.).
Decide how it will be paid for.
3.
Plan a Kickoff Event
a)
Could be a pizza party, a lock-in, or
dinner.
b)
Use it to explain what quizzing is and
what it can do for teens and adults if you don’t have an organizational
meeting.
c)
Make it fun or make it nice, but most
of all make it special!
1.
Don’t Give Up
a)
Commit to yourself to continue the
program even if you start late or are slow to start a program
b)
It’s never too late to start.
First quiz is a few weeks, but you could miss it and still be
competitive in Nov. since we weight the material.
c)
Don’t skip first quiz.
(1)
Use
it as learning experience to prepare for the next quiz
(2)
Each
quiz mostly uses the new material, so you can be competitive even if starting
in January!
2.
Communicate with Teens and
Adults Participating
a)
Publicize practice times through the
bulletin and pulpit announcements
b)
Personally remind quizzers, parents,
and adults so they know you expect them to follow through on their commitments
c)
Follow up with those who missed the
first practice and insist that they come to the next practice
1.
NYI Sponsored.
Attend NYI council meetings (even if you not invited).
Suggest the whole NYI run a fund-raiser with part of the proceeds
marked for the quiz program
2.
Team Sponsored.
Run a team sponsored fund-raiser to finance all trips, one special
trip, or whatever your goals are.
3.
Examples
a)
Car washes
b)
Bake sales
c)
Quizathon or quoteathon in your church
d)
Candy sales
1.
Straight Reading — least effective
2.
Triple Repetition — most effective
3.
Double Repetition
1.
Grid Outline
2.
Topical Outline
3.
Importance of Keywords — enables them
to make faster jumps
4.
Make flash cards to learn the uniques
(or more if you’re bold enough)
1.
Study commentaries
2.
Study explanations
3.
Study questions
4.
Memory verses for the year
5.
Memory verse prejumps
1.
Study commentaries
2.
Study explanations
3.
Study questions; create question sets
based on number of questions, question type, etc.
4.
Copy of the scripture being used
5.
Memory verses for the year
6.
Memory verse prejumps
7.
Key words
8.
Individual competition against other
quizzers around the USA
9.
Cost only $15 per year
1.
Why?
a)
Helps teens formulate the finish to
prejumps in a quiz.
b)
Helps them to learn the material
quicker and better
2.
How to write them
a)
Look for the answer first and then make
a question for it
b)
Don’t change any words unless you
have to
3.
Use them at practices along with the
blue books
1.
Why review? — must keep old material
fresh
2.
3-5-7 Plan — an organized approach to
reviewing
3.
How to review — use double review
method
1.
Find a day and time convenient for you.
You will be putting in the more time than anyone else..
2.
Plan practice for the same day each
week
1.
Find a central location if possible
2.
Find a room large enough to spread out.
Good practices may have several things going on at the same time
especially if you have a helper.
3.
Examples of good locations are church,
your home, or rotating among quizzer’s home.
1.
Best practice length is usually 1 hour.
Can be more.
2.
Should meet only once a week so that
quizzing does not dominate the teen’s and your time.
1.
Jump on specified material, both new
and reviewed material
2.
Drills—quick jumps, fast questions
and answers
3.
Strategies that will be used in a quiz
(burning, jumping on a specific word, etc.)
4.
Covering specialties—memory,
reference, context (do not focus too much on one speciality unless you are
practicing with just the specialist)
5.
Use a variety of methods to cover
material—written quizzes, quizzers asking questions, one on one drills, etc.
1.
Blue question book — for asking
questions at practice
2.
Jumps seats
3.
Quizzer’s questions — for asking
questions at practice
1.
Get their parents involved and keep
them involved
a)
Practice in their homes
b)
Involve them in practices
c)
Have them help on trips to tournaments,
e.g. drive, organize, etc.
2.
Add variety to practices, e.g. have a
quizzer ask questions, get the coach to jump.
Don’t let every practice be the same.
3.
Incorporate fun activities during the
year that don’t relate to quizzing, e.g.: after a quiz, go out for pizza or
ice cream. Have a pool party,
slumber party, skating party, any kind of a party!
4.
Travel to quizzes other than Virginia
Nazarene quizzes such as Lancaster YFC, WBQA Regionals, WBQA Finals, or SDG
1.
You need to keep your motivation up.
An unmotivated coach cannot motivate his quizzers
2.
If you feel you’re losing your
motivation, stop and refine the focus of your program.
3.
Don’t concentrate on the results so
much, concentrate on the experience.
4.
If you’ve let the program get off
track, do your best to get it back on track.
Then learn from your mistakes for next year!
1.
Keywords, 1–3
a)
What are unique, double, and triple
keywords?
b)
Ensure quizzers underline keywords each
week as they start learning new chapters
2.
Keyword Concordance
— Helps you quickly identify whether a word is a unique, double or triple
keyword.
3.
Memory Verse Prejumps
a)
What are they?
b)
Teens should learn them as they learn
the verses.
4.
People & Places List
— Can use these in drills to help teens learn about the people and places in
the scripture.
5.
Context Products
a)
Old Testament quotes
b)
Questions asked by the writer
c)
Numbers mentioned
1.
Yellow Question Books
— Should have one for each quizzer. Used
in their studies. You should not
use these in practices.
2.
Blue Question Books
— Should have one for each coach. Use
these in practices.
3.
Forms —
Score sheets, line-up pads. You
should get at least 2 score sheet pads and 1 line-up pad for the year.
4.
Rules —
You need to be intimately familiar with rules.
Your teens that are new to quizzing will ask lots of questions and you
should have the rule book so you can properly answer them.
Your teens should not come to a quiz without a good understanding of
the basic rules.
5.
Concordance
— Each coach should have one. A
good tool to find where the quizzer is at when he is giving an answer.
6.
Scripture Portion
— Very slim compared to what we gave you here but more expensive.
Every coach and quizzer needs a Scripture portion, whether it is the
slim or thick one.
7.
Cassette Tapes
— Audio cassettes of the Scripture are available for sale, but they are very
expensive ($15). You can make
them a lot cheaper than Publishing House.
8.
Quiz Leader’s Handbook
— A valuable book to help any coach with his local quiz program.
Only $7 and well worth it. Highly
recommend it.
9.
YouthQuiz.com
-- Web based study program available for $15 per year for quizzers or
$15 per year for coaches.
PLEASE NOTE:
The green book questions are no longer available.
District directors must use the YouthQuiz.com WEB access to print
question sets for district tournaments; $45 per year. The district directors
may also supply questions to the Regional Open Invitationals.
I.
Be
the Leader
A.
Be in Charge
1.
Act as the focal point of information
for your team and those traveling with your team
2.
Control the actions of your team; hold
them responsible
3.
Direct the activities of your team
B.
Be
Responsible
1.
Get quizzers to the proper area on time
2.
Be responsible for the conduct of your
team
3.
Assist tournament directors any way
possible
II.
Be
the Coach
A.
Keep Score
1.
Helps insure correct score is posted by
official scorekeeper
2.
Allows you to make informed decisions
about when to “send” quizzers
3.
Let’s the quizzers keep their focus
on the quizmaster and not worry about the score.
B.
Anticipate
Possible Outcomes
1.
Learn to anticipate what the other team
might do to stop your team
2.
Learn how to stop the other team by
sending, burning, etc.
3.
Anticipating means knowing the score
and all the scoring potentials
C.
Direct the Jumping
1.
Directing the jumping is the same as
the “game plan” in other sports
2.
Learn to know when to “send” a
quizzer
3.
Let the quizzers know that you are the
boss; they jump when you tell them to. Sometimes
that means jumping on first word and other times to sit out the entire
question.
4.
Hold your quizzers accountable for
their jumping. If they jump when
you say, praise them regardless of the outcome.
If they don’t jump, discipline them (make them sit out, verbally “scold”
them, etc.).
III.
Strategies in a Quiz
A.
Sending a Quizzer
1.
What is it?
a)
It is controlling the “offense” of
your team.
b)
Directing a quizzer to jump on a
specific word or beat in the cadence of the quizmaster’s question.
2.
When Do You Send?
This depends on the situation. You need to know your team and your
opponents. The following are tips
when to do it.
a)
At the beginning of the quiz.
Sometimes jumping very quickly will shake up the other team and cause
them to jump too fast and get into error trouble.
b)
On the first question. The team that scores the first toss-up question often wins.
The advantage is in your favor if you do.
c)
On question 15.
If you have 3 or less team errors, go hard on question 15.
Error points will begin to deduct only on question 16 or on the 5th
team error. After question 16,
errors can be very costly.
d)
When the other team is on a roll.
When teams get on a roll, you need to break it up and sometimes sending
can do it.
3.
Why Do You Send?
a)
To control the offense of your team.
b)
To get quizzers up earlier.
Many quizzers will “think on their seat and not on their feet”
if you let them. But most can
score if they “think on their feet and not on their seat”.
Quizzers have 30 seconds to answer.
They should think out their answer after the jump, not before it!
c)
To stop the opponents offense such as
to stop a 30 point question.
B.
When
to Sit
1.
When the win is secure.
You do not need to balloon the score if the win is ensured.
2.
In some forms of quizzing, the quiz
must end on a correct answer. So
if your team has the win locked up, they should sit unless they know without a
doubt what the answer is.
3.
When the other team is jumping so fast
and are making errors, you team should sit or slow way down. You do not want your team sucked into jumping too fast just
to get the jump. They’ll error
if they do. Let the other team
take the error.
4.
Possibly when in a 3 team quiz and your
team can not win the round and the other 2 teams are very close in score near
the end of the round (perhaps questions 19 and 20).
C.
Maximize your Score
1.
Get the most bonus points you can; 3rd,
4th, & 5th quizzer bonus, perfect quiz outs.
2.
Insist quizzers attempt an answer for
all bonus questions. Quizzes are
won and lost on bonus questions.
D.
When to Call Time-outs
1.
Time-outs are used to discuss
strategies, evaluate the situation, and to re-focus your quizzers.
It is very important to keep your quizzers focused on the quiz.
2.
Call a time-out to break the roll of
another team. When a team gets on
a roll, taking a one-minute time-out can break their rhythm.
E.
Maintain
a Christian Attitude
1.
Maintain a Christ-like attitude before,
during, and after a quiz, regardless of the outcome.
Remember, you are an example to your quizzers.
2.
NEVER humiliate the other team—if you
can’t lose, don’t continue to blow out the other team, continue to compete
but go slower.
3.
Remember quizzing is more than just a
competition. The ultimate goal of
quizzing is to draw teens closer to Jesus Christ.
I.
Officials
of a Quiz
A.
Quizmaster
1.
Function
a)
Person who asks the questions and
judges the correctness of the answer
b)
Sets the pace of the quiz.
Through his question asking and judging, he controls the time each quiz
uses. A good quizmaster can
finish a quiz in less than 30 minutes.
c)
Keeps order in the quiz by enforcing
the rules
2.
Qualities
a)
Impartiality.
Judging the answers of all teams fairly and equally, use the same
amount of strictness.
b)
Consistency.
Reading all questions at the same rate of speed and stopping at the
same point every time a jump occurs.
c)
Preparedness.
A quizmaster needs to be familiar with the material so that he can
quickly make an informed decision. The
quizmaster can become familiar by reading through the material a few times the
week before the quiz.
d)
Clarity.
Reading clearly and loudly enough for all to hear.
e)
Decisiveness.
The longer it takes you to reach a decision, the more uncertain you
look, so never take longer than 1 minute to make your decision.
f)
Good Memory.
Often may have to recall what was and wasn’t said
3.
Performance of Duties
a)
Reading of Questions. Begin each question by identifying the type of question, the
question number, the word question, and then reading the question.
For example: “This is a Book & Chapter question. Question number 3.
Question. In what book…”
Stop reading at the exact point a quizzer jumps.
Recognize them and ask them to finish the question (if it is
unfinished).
b)
Deciding the Correctness of an Answer.
A quizzer must give you a question if told to do so and give an answer.
The answer may be given first and the question need not exactly match
the quizmaster’s question. As
long as a question is given and the major points are covered, the quizzer
should be counted correct. If the
question or answer is incorrect, give the full question to the corresponding
chair
c)
Handling Challenges. Determine if the quizzer’s argument merits overturning your
original decision. Reverse the
decision when:
(1)
The
quizmaster made a mistake (not hearing wrong info, etc.)
(2)
The
quizzer left out significant information
(3)
The
quizzer added erroneous information
d)
Enforcing the Rules. Ensure the rules are followed in every situation to prepare
quizzers for future competition. Call
fouls, errors, etc.
B.
Scorekeeper
1.
Function
a)
Keep official scoresheet
b)
Ensure score is accurate by checking
with coaches periodically.
(1)
20
pts for correct toss-up question
(2)
10
pts for correct bonus question
(3)
10
pts bonus for 3rd, 4th, 5th quizzers
answering a toss-up, for a quiz-out (4 toss-ups) without error
(4)
-10
pts for error-outs (3 errors by one quizzer), 5th team error,
errors on any question starting with #16, even numbered fouls, second
overruled challenge
c)
Advise quizmaster of any fouls
committed, quiz-outs, error-outs, or foul-outs
2.
Qualities
a)
Attention-to-Detail. Must keep close track of who answered, how many have answered
per team, etc.
b)
In-Depth Knowledge of Scoring.
Must know all scoring rules to keep accurate, up-to-date score.
C.
Timekeeper
1.
Function
a)
Keep time for all timed events.
Examples:
(1)
30
sec for answering a question
(2)
60
sec for a time out
(3)
5
seconds for no one jumping after a question is read
b)
Advise quizmaster of any fouls
committed
2.
Qualities
a)
Consistency.
Be consistent in starting time for answering.
b)
Alertness.
Be aware of jumping and time-outs being called.
D.
Content Judge
1.
Function
a)
Assist quizmaster in determining
correctness of answers
b)
Assist quizmaster in judging challenges
c)
Advise quizmaster of any fouls
committed
2.
Qualities
a)
Consistency in Judging.
Judge everyone’s responses equally.
b)
Good Memory.
Often may have to recall what was and wasn’t said
E.
Foul
Judge
1.
Function
a)
Advise the quizmaster of any fouls
committed
2.
Qualities
a)
Impartial
b)
Discreteness.
Do not interrupt quizzer in middle of their answer.
Wait until answer is done or between questions.
II.
Other
Workers at a Quiz
A.
Statistics Team
1.
Function
a)
Accurately track individual and team
scores
b)
Determine individual and team standings
2.
Qualities
a)
Speed.
Must be able to perform duties quickly.
At a large tournament, many score sheets are coming in every 25
minutes. You must be able to
collect & check scores; enter, sort, & print data within that time
frame.
b)
Computer-Literate. Must be able to enter and manipulate data
c)
Meticulous.
Must be able to accurately double check all score sheets
B.
Director’s
Aide
1.
Function
a)
Assist director in administering
tournament
b)
Gopher
2.
Qualities
a)
Speed.
Must be able to perform duties quickly.
b)
Versatility.
Must be able to many things at the same time.
III.
Why Do I Need to Know About
Officiating?
A.
Coaches Are Officials
1.
At Practices
a)
Quizmastering
b)
Timekeeper
c)
Scorekeeper
d)
Content Judge
2.
At Tournaments
a)
Coaches are sometimes used to fill in
b)
When teams combine, coaches act as
officials
B.
Recruiting
Officials
1.
For when you don’t have a team
2.
To explain to others how to be an
official to help out at tournaments and practices.
I.
Basic
Rules of Quizzing
A.
The Basics of a Quiz
1.
2 or 3 teams competing at the same time
on the seats
2.
Questions are asked by a quizmaster
3.
Jump when you want to answer the
question (preferably at the key word)
4.
Seats determine who is the first to
jump
5.
You have 30 seconds to finish question
if necessary and give an answer
6.
If you error, the same question goes to
the quizzer in the same chair on the other team(s)
B.
Composition
of Quiz Sets
1.
Length.
20 questions long
2.
Types of Questions.
Each set has 11 general knowledge questions, 1 book and chapter or
situation (narratives), 4 reference (according to), 1 Finish, 1 Reference, 1
Quote, and 1 Context
3.
21st (and subsequent where
necessary) question tie breaker for teams is always a general knowledge
question
4.
Individual ties broken using 5 question
quiz off. 3 general knowledge, 1
memory and 1 according to
C.
Scoring
1.
Positive Scores
a)
20 pts for toss-ups
b)
10 pts for bonus questions (define
bonus question)
c)
10 pt Bonus
(1)
For
perfect quiz-out
(2)
For
3rd, 4th, 5th quizzer answering correctly
2.
Negative Scores (-10 pts)
a)
For error-out
b)
For every error beginning with question
16 and on 5th team error
c)
For even numbered team fouls and 2nd
and 3rd individual fouls
d)
For 2nd (and subsequent)
over-ruled challenge
e)
Challenges or rebuttals with erroneous
information
D.
Answering
1.
Memory Verses must be verbatim (word
for word; no retries)
2.
Your question and answer does not have
to be verbatim as on the quizmaster’s paper except for memory verses
3.
Quizmaster must take your first answer—you
can’t change your answer; you may only add to it.
4.
Multiple questions should be given as
q, q, q, a, a, a unless the quizzer is specific about what answer is for what
question. The quizmaster must be
clear on the question and answer.
5.
A quoted verse cannot be accepted as an
answer unless the quizzer places extra emphasis on the part that is the answer
unless the question is a memory verse.
6.
If the quizmaster cannot hear the
answer then the answer may be incorrect.
A quizmaster is not required to replay a recording of any answer.
E.
Age
Restrictions
1.
Regions may vary as to age
restrictions. Many require the
teen to be a member of NYI by local church designation (6th grade a
part of NYI). Some regional NYI’s
may require the teen to have reached the age of 12 by the first day of the
regional NYI event.
2.
A local church determines initial
eligibility.
3.
Non Nazarene churches may participate
depending upon district and region NYI policy.
4.
18 years old or when that teen’s
class has graduated.
5.
Specific circumstances may alter the
above. Approval should be by
local church, then district NYI council,
then regional NYI council.
F.
Recent
Changes
1.
A quizmaster not informing the quizzer
(who has been recognized as obtaining the jump) that the question is complete
(finished, etc) is no longer grounds for an appeal or challenge. The quizzer, within the 30 second time limit, may ask the
quizmaster is the question has been completed.
The quizmaster can only reply “yes” or “no”.
II.
What
Does It Take To Be A Quizzer?
A.
Commitment — Most important
1.
To God
a)
That you will do your best to learn His
word so that you may apply it to your life.
b)
That you will share your knowledge of
His word with others. Many times
you will see others who are discouraged and something you learned in quizzing
may help them. Be bold enough to
share what you know with others.
2.
To the Team
— Do your part to make the team successful
a)
Be there for all practices and
tournaments regardless of what else is going on at home, church, or school.
b)
Support each other. Don’t cut down a teammate for an error, foul, or anything
else. Congratulate each other for
doing your best.
c)
Learn the material that you are
responsible for.
d)
Listen to the coach. Your coach doesn’t always know best, but if you follow his
instructions, you won’t be criticized.
3.
To Yourself
a)
Learn the material. It will make you more successful at quizzes.
b)
Set aside a minimum time each day to
study.
c)
Look for ways to squeeze in quizzing in
the spare minutes of your day.
B.
Organizational
Approach To Studying
1.
Select a specified amount of time that
you will study each day
2.
Pick a time each day to study
3.
Get the most out of the time you’ve
committed to
4.
Organize how you will study
III.
Develop a Study Plan (use
the study plan in the Quizzer’s Handbook)
Day 1: Read (minimum: read
through once)
Day 2: Outline/Keywords (minimum:
fill in grid outline, list main points &
summarize, half of the unique keywords on flash cards)
Day 3: Question Book (minimum:
Check mark method on every 3rd
question)
Day 4: Memory (minimum:
2 verses)
Day 5: Write Questions (minimum:
1 question for every 3 verses)
Day 6: Review old material (minimum:
read through all chapters once)
Day 7: Review days 1–5 on current material before practice
IV.
Where to Start
A.
Keywords
1.
Explain uniques doubles, triples
2.
Importance of keywords
B.
When
to Underline
1.
Before starting your study plan, you
must first underline the chapters you are studying.
Note: Underlining does not
count as part of your committed time for the day; it is extra!
2.
Break in books so they don’t fall
apart at Galatians or Philippians, etc.
3.
Get out keywords and underline at least
uniques. More if time allows.
I.
Study
Methods
A.
Straight Reading
1.
Reading straight through, concentrating
on the phrases and keywords
2.
Cassette Reading. Reading straight through while listening to the cassette
recording of the chapter. (Hearing
the words helps reinforce what you read)
B.
Double
or Triple Repetition Method
1.
Saying the verse over and over until
the verse is memorized.
2.
Once enough material is covered,
repeat, beginning with the first chapter through many chapers for the next
tournament. Before beginning
material for the next tournament review the previous chapters. Review the previous material when new material is mastered.
3.
Speed quoted, outloud, can confirm
memorization.
C.
Concentration
1.
Easier to memorize if the material is
understood.
2.
Break verse into phrases, if
appropriate.
3.
Use idex cards with verse on 1 side and
reference on other.
II.
Outlines
A.
Grid Outline
1.
Hand out Grid Outline
2.
Show how to fill it out
3.
Explain that these can be used for
different things, e.g.; miracles, people, parables, main points, memory
verses, etc.
B.
Topical
Outline
1.
Hand out outline
2.
Fill it out
III.
Keyword Flash Cards
A.
Why Do You Make Them?
1.
Helps you learn keywords and their
phrases
2.
Excellent tool for review, just look at
the key word and try to come up with the phrase that’s on the back
B.
How
to Make Unique Keyword Flash Cards
1.
Using Matthew 3, write unique keywords
on one side
2.
Write associated phrase on reverse
(Note: Do
as many keyword flash cards that time allows)
I.
Using
Question Book I
A.
Question Asking
1.
Have someone else ask you the questions
2.
Record questions and answer on tape,
play back tape and press stop when you want to jump
II.
Writing
Questions
A.
Why Should You Write Questions?
1.
Helps You Prejump Questions By:
a)
Learning how to finish a question
b)
Learning proper question structure
2.
Helps You Learn Material
B.
How
Do you Write a Question?
1.
Look for the answer first
2.
Write a question for the answer you
selected
C.
How many questions do I write?
1.
Write 1 question for every 3 verses—3
questions in Ch 1:16-25, 7 in Ch 2, and 5 in Ch 3
Note: you should allow 10–12
minutes to make them do this.
III.
Reviewing Old Material
A.
Why Review Old Material?
1.
Need to periodically review it to keep
whole book in perspective.
2.
Helps you see similarities and
differences between passages
3.
You will forget it very soon if you don’t
review it
4.
We quiz on old material so you need a
systematic approach
B.
3–5–7
Plan
1.
Review last 3 verses, then chapers;
last 5, last 7
2.
Keep entries in a handbook.
C.
How To Review
1.
Read the material through
2.
Review keyword cards
3.
Review memory verses using flash cards
4.
Review your written questions
5.
Look at every fifth question in yellow
book (or blue book).
Note:
You can do steps 2 and 3 at times other than your normal study time.
Use your flash cards on the way to and from school, at lunch, in the
bathroom, whenever and wherever you have a few minutes to do some of them!
I.
When
Do People Jump?
A.
When
You Know It
1.
When you know the question and answer.
2.
This method is very slow.
3.
It will be difficult to be successful
in quizzing if you only jump when you know it.
B.
When You Think You Know It
1.
This method is when you are taking a
small chance that you will be able to figure it out.
2.
Also very slow.
3.
You will still not be very successful
in quizzing if you are jumping with this method.
C.
When
You Anticipate the Keyword — Also known as prejumping
1.
Define
Prejump — Jumping before you know what the
question is
2.
What
Is The Question Keyword? — That word or words that
lead you to only one possible answer. Generally
it will be the verb in the question.
3.
Analyze
Question Structure — Listen to the question and
try to guess when the keyword is coming and jump at that point (before you
hear the keyword)
4.
This is the fastest way of jumping.
If your timing is correct and you are prepared (knowing at 95% of all
questions asked), you will be extremely successful.
D.
When
Your Coach Tells You
1.
Sometimes your coach will tell you to
jump on the third word of the question or maybe the first word!
As long as you jump when you were told to, it doesn’t matter whether
you get the answer right or not.
II.
How
to Jump
A.
Basics
of Jumping
1.
Center of balance as far forward as
possible, you want the minimum movement possible to turn on light, etc.
2.
Positioning yourself for minimum
movement
3.
No moving after getting set
III.
Jump Practice
A.
Get
everyone on the seats. If you
have too many, divide them into 2 groups to take turns.
B.
Let them try jumping on their own to
find a style that suits them.
C.
Evaluate
each person and offer suggestions on how to improve their jump
D.
Let
them see their light on the quiz box. It
will help them get a better feel on how to jump.
NOTE:
Make sure you take enough time on the steps listed above to help
everyone get a good feel on how to jump.
E.
Ask Practice Questions — Make it like a quiz practice
I.
What
Are Memory Verses?
A.
Verses
that have special meaning
B.
Verses that are well known
C.
Important
to know them because there are 3 memory questions every round
II.
Memory
Prejumps
A.
What
are they?
B.
Why learn them? — Helps you jump
faster!
III.
Mark Memory Verses
— Make them do this step
A.
Underline
Prejumps in black. This will help
you learn the prejumps as you learn the verse.
B.
Highlight verses (caution:
highlighters will bleed, use lightly)
IV.
Memorization Techniques
A.
Repetition
Method
B.
Phrase Method
1.
Specific portions of a verse that flow
together.
2.
Could be at end of a sentence or
semi-colon, colon, etc.
C.
After
learning your verses for the day…
1.
Write the verse from memory on a flash
card. Highlight or underline the
prejump on the card. Write the
reference on other side.
2.
Be sure to check your flash card
against the Scripture portion!
Test for thorough knowledge of rules
must know rules to challenge/appeal effectively
Scoring
Fouls
(new rules)
Errors
Types
and numbers of questions in a quiz
Challenges
issued for an error in judgement committed by quizmaster
Appeals
issued for an error in procedure by quizmaster or others
Give questions and answer.
Ask how they would rule and why. Make
someone else take opposing view.
Questions to Ask
Q. How far is
Jerusalme from the hill called the Mount of Olives?
A. A Sabbath day’s walk (1:12)
Given A.: About ¾ mile
(1:12 footnote)
Are answers given from footnotes okay?
Don’t we request information from the footnote when we ask for
references of OT quotes?
Q. Of whose
resurrection did David speak?
A. The Christ (2:31)
Given A: Jesus
Isn’t Jesus the Christ? Why should this or should not be wrong
Ethics in Quizzing
Is it right to:
win by more than 200pts, 250pts, 300pts?
Appeal on a technicality
Challenging when quiz is locked up
Challenging when you are obviously better than the other team
What do you do when:
your team is guaranteed a win
a
questionable answer by the opposing team is accepted and you should by all
rights win the quiz based on the current score, the lack of ability on the
opposing team, etc.
Burning a Question
What is the difference between burning
and being aggressive
Main ingredient is attitude and the history of that quizzer
Handouts/Supplies
Registration................................ To Quizzers: Scripture
Portion, Folder (each folder contains: Quizzer's
Handbook, Memory Prejumps, Keywords)
..................................................
To Coaches:
Scripture Portion, Folder, Seminar outline, all Quiz Aid products
Coaching....................................
Chalk or Dry Erase Markers, Rule Books, Score Sheets, Line Up Pads
Introduction to Quizzing..............
Flash Cards to use as rulers (cheap alternative to rulers),
Memory.....................................
Flash Cards (yellow), Highlighters (yellow), Scripture Portion, Memory
Prejumps
Study A......................................
Flash Cards (red), Outlines, Scripture Portion
Study B......................................
Scripture Portion, Paper, Pens/Pencils
Jumping......................................
Jump Seats, Practice Question Book
Shopping List
Item
Qty
Location
Scripture
Portion
50
Home
Folder
50
Staples
Handbook
35
Home
*
Memory
Prejumps
50
Home
*
Black
Pen
0
Staples
Keywords
1-3
50
Home
*
People
& Places
0
Home *
Grid
Outline
0
Topical
Outline
0
Note
paper
0
Staples
Coaches
Scripture
Portion
15
Home
Keyword Concordance 0 Home
Leaders
Flashcards
750
Staples/Home
Highlighters
12
Staples
4-1
Pens
12
Staples
Pens
12
Staples
Seminar
Leader Talk
Material to be covered is Chap 1 – 2
For 1st year quizzers, go over the
lesson plan as outlined. You may
want to ask some oral questions afterward to ensure they got it.
For 2nd year quizzers, treat the lesson
plan as a review of material they already know.
The main emphasis is placed on “doing the tasks”.
They are not allowed to leave the area until certain standards are met
as outlined below.
Intro — mark keywords for Ch 1-2,
Test
Study I — Explanation of different
reading styles, doing double rep on Ch 1&2.
Fill out grid and topical outlines.
If time allows, make them do keyword flash cards for chapter 1-2
uniques.
Study II — Write 1 question for every
three verses, Test
Memory — Have them fill out memory
cards on all verses. Have Group A
learn two verses, Group B learn 4 verses. Test them.
Assign different verses to Groups A and B.
Make sure you cover everything that is
on the test. Look over it first
to be sure.
Try to do the following:
Don’t lecture a lot.
Try to initiate a discussion. Use
the veterans in your group.
Use question and answer sessions to make sure they understand what you
have said.
Propose some examples and ask them what they would do.