The Two01 Leadership Development Course is a high-impact mentorship program for young men of color, ages 14 to 18, in Northern New Jersey. The same qualities that make a great basketball player — discipline, vision, resilience, teamwork, and the drive to improve daily — are the exact qualities that make a great leader in life.
To cultivate the innate leadership potential within young men of color by providing a structured pathway for growth across four developmental pillars — educational, emotional, spiritual, and physical. We believe every young man carries within him the capacity to lead. Our role is to create the environment, provide the tools, and walk alongside him as he develops the discipline and vision to transform himself, his family, and his community. Basketball is not just our medium — it is our metaphor.
The court teaches lessons the world rewards: accountability, preparation, adaptability, and the understanding that individual excellence serves the collective good.
| Program duration | 8 weeks — one 2-hour session per week |
|---|---|
| Target participants | Young men of color, ages 14–18 |
| Service area | Northern New Jersey inner-city communities |
| Session format | Group instruction, basketball integration, hands-on activities |
| Group size | 10–20 participants per cohort |
| Four pillars | Educational · Emotional · Spiritual · Physical |
| Facilitators | Trained mentors, coaches and guest speakers |
| Final deliverable | Leadership Capstone Project and Certificate of Completion |
Each week touches multiple pillars, so participants grow holistically — not just as students or athletes, but as complete young men prepared to lead.
Participants develop the study habits, time management skills, and academic mindset needed to excel in the classroom. They learn to see education not as a requirement but as a tool for liberation and self-determination.
Participants build emotional vocabulary, learn to identify and manage their feelings, and develop the interpersonal skills that distinguish leaders from followers.
Participants explore questions of identity, meaning, and personal values. This pillar is non-denominational and honors all faith traditions while helping each young man build a moral compass rooted in integrity and service.
Participants learn that the body is the vessel for leadership and that physical discipline translates to mental discipline, through basketball and wellness education.
Every cohort ends with a Leadership Capstone Project, the Two01 Leadership Pledge, and a Certificate of Completion.
Select a week to see its objectives, full session agenda, basketball connection, journal prompt and take-home challenge.
Participants will explore who they are, where they come from, and who they are becoming. They will begin building the brotherhood culture that sustains the program and develop a foundational understanding of what leadership means in their context.
Just as a team must establish trust, roles, and shared identity before it can win, this session lays the foundation for everything that follows. The blindfolded dribble drill physically demonstrates that leadership requires both speaking up and trusting others — a lesson that applies on and off the court.
| Time | Segment | Description |
|---|---|---|
| 0:00–0:15 | Opening circle | Welcome, introductions, name plus one word that describes you. Establish the circle as sacred space. |
| 0:15–0:40 | Who am I? | Guided self-reflection. Participants complete an identity map: family, culture, neighborhood, passions, values, dreams. |
| 0:40–0:55 | Basketball drill | “Trust Dribble” — partners are blindfolded and guided through dribbling by their partner's voice. Debrief on trust, communication, and leadership. |
| 0:55–1:25 | Brotherhood circle | The group establishes norms, a confidentiality agreement, and the “Two01 Brotherhood Code” — a set of commitments to each other. |
| 1:25–1:45 | Leadership definition | Facilitated discussion: “What is leadership?” Participants share leaders they admire and why, then create a collective definition. |
| 1:45–2:00 | Journal & close | First journal entry: “The leader I want to become is…” Closing circle with a one-word commitment. |
Identity Map Creation — each participant draws a personal identity map on large paper, filling in circles for family roots, cultural heritage, neighborhood, talents, values, influential people, and their vision for the future. Maps are shared in pairs and then displayed.
“The leader I want to become is someone who…” Write at least 10 sentences describing the kind of leader you aspire to be. What qualities do you have now that can help you get there?
Before the next session, have a conversation with an adult you respect — parent, coach, teacher, mentor — and ask them: “What do you think makes a good leader?” Write their answer in your journal and bring it to share.
Large paper or poster boards, markers, blindfolds or bandanas, basketballs, participant journals, printed identity map template
Participants will learn to take ownership of their education, set meaningful academic and personal goals, and understand the direct connection between the discipline they bring to basketball and the discipline required for academic success.
The discipline of a jump shot — hundreds of repetitions, focused on form, coached and corrected — is identical to the discipline of studying. The student who reviews notes daily is doing the same thing as the player who shoots 100 free throws: building muscle memory through repetition. The gym and the classroom demand the same work ethic.
| Time | Segment | Description |
|---|---|---|
| 0:00–0:15 | Check-in circle | Recap the Week 1 challenge. Share one thing learned from the adult interviewed about leadership. |
| 0:15–0:40 | Own your education | Discussion on education as a tool for liberation. Explore earning potential by education level. Participants identify their current GPA, strengths, and academic obstacles. |
| 0:40–0:55 | Basketball drill | “Free Throw Goals” — participants set a target number of free throws to make in two minutes, then execute. Debrief on how goal-setting works the same in academics and athletics. |
| 0:55–1:25 | SMART goal workshop | Participants learn the SMART framework and write two academic goals and one personal goal. Partners review and refine each other's goals. |
| 1:25–1:45 | Time-management mapping | Create a weekly schedule mapping school, homework, basketball, family time, rest, and screen time. Identify time wasters and reallocate. |
| 1:45–2:00 | Journal & close | Write: “One thing I will change about how I approach school starting tomorrow is…” Closing circle. |
Goal-Setting Vision Board — participants create a visual goal board with their SMART goals, including a dream college, dream career, GPA target, and basketball aspiration. They identify the daily, weekly, and monthly actions needed to achieve each goal.
“If I treated my education the way I treat basketball practice, what would my life look like? What is one habit I need to start, and one I need to stop?”
Implement your new weekly schedule for the next 7 days and track your study time daily. Bring your completed schedule and time log to the next session. Also research one college or trade program you are interested in and write down the admission requirements.
Goal-setting worksheets, SMART goal template, weekly schedule template, poster boards, magazines for vision boards, glue, scissors, markers, basketballs, journals
Participants will develop emotional vocabulary, learn to recognize and regulate their emotions under pressure, and understand how emotional intelligence separates good leaders from great ones — both on the basketball court and in life.
A player who gets a technical foul after a bad call has lost emotional control — and often loses the game. The player who takes a deep breath, refocuses, and makes the next play is demonstrating emotional intelligence. The greatest players and leaders are not the ones who never feel anger, frustration, or fear; they are the ones who know how to channel it.
| Time | Segment | Description |
|---|---|---|
| 0:00–0:15 | Check-in circle | Recap the Week 2 challenge. Share one thing that changed when you implemented your schedule. |
| 0:15–0:40 | Emotion vocabulary | The group builds an emotion word wall. Discussion: “What emotions do men get permission to feel? What emotions are we taught to hide?” Explore how suppressing emotions harms leadership. |
| 0:40–0:55 | Basketball drill | “Pressure Situations” — run high-pressure scrimmage scenarios (down two, ten seconds left). After each, players rate their emotional state 1–10. Debrief on how emotions affect performance and decision-making. |
| 0:55–1:25 | Trigger mapping | Participants identify personal triggers, then map: trigger → physical response → emotional response → current reaction → better response. |
| 1:25–1:45 | Regulation toolkit | Learn and practice three techniques: box breathing (4-4-4-4), the 10-second pause, and reframing — changing the story you tell yourself about what happened. |
| 1:45–2:00 | Journal & close | Write: “The emotion I struggle with most is ___, and one way I will handle it better is…” Closing circle. |
Trigger & Response Role-Play — in groups of three, participants role-play common scenarios: being disrespected by a peer, receiving a bad grade, getting benched, being stopped by police. After each, the group discusses alternative responses and practices regulation techniques in real time.
“Think about the last time you lost control of your emotions. What happened in your body before you reacted? What would have happened if you had paused for 10 seconds?” Write about a time when staying calm helped you, or when losing control hurt you.
For the next week, practice box breathing at least once daily — especially before something stressful. When you feel triggered, use the 10-second pause before responding. Journal each instance: what happened, how you felt, and what you did.
Emotion word cards or list, scenario cards for role-play, basketballs, timer or stopwatch, journals, printed trigger map worksheet
Participants will learn how leaders communicate, how to resolve conflicts constructively, and how to hold themselves and others accountable — the skills that determine whether a team, or a community, rises together or falls apart.
Basketball is a communication sport. Point guards call plays, defenders call switches, teammates call out screens — and when communication breaks down, the team breaks down. The player who can communicate clearly under pressure, hold teammates accountable without alienating them, and resolve conflict quickly is the player who becomes a captain.
| Time | Segment | Description |
|---|---|---|
| 0:00–0:15 | Check-in circle | Recap the Week 3 challenge. Share one time this week you used breathing or the pause technique. |
| 0:15–0:35 | Communication styles | Aggressive versus passive versus assertive. Participants identify their default style and practice assertive “I” statements: “I feel ___ when ___ because ___.” |
| 0:35–0:50 | Basketball drill | “Silent Offense” — run a 5-on-5 scrimmage with no talking for five minutes, then with full communication for five minutes. Debrief: which was more effective, and what happens without communication? |
| 0:50–1:20 | Conflict resolution model | Learn the five steps: stop and breathe, listen to understand, express your perspective using “I” statements, find common ground, agree on a solution. Practice in pairs with real scenarios. |
| 1:20–1:45 | Accountability circle | Partners practice giving and receiving feedback using the SBI model — situation, behavior, impact. Each shares one thing the other does well and one thing to improve. |
| 1:45–2:00 | Journal & close | Write: “A conflict I need to resolve is with ___. Using the five-step model, my plan is…” Closing circle. |
Real Conflict Resolution — participants identify an actual conflict in their life and work through the five-step model to build a plan. Pairs role-play the conversation, with the partner playing the other person, so each participant leaves with concrete, practiced words.
“Think about a conflict you had recently. How did you handle it? If you could redo it using the five-step model, what would you do differently? What does it mean to be accountable to your brothers, your team, and yourself?”
Actually have the conversation you planned in the conflict resolution activity, using the five-step model. Journal what happened: did it go as planned, and what was different? Also give one piece of honest, constructive feedback to a teammate or friend this week using the SBI model.
Communication style handout, conflict resolution model cards, scenario cards, basketballs, journals, printed SBI feedback worksheet
Participants will explore questions of purpose, meaning, and personal values. They will develop a moral compass that guides decision-making and begin to understand how a spiritual foundation — rooted in integrity, service, and connection to something greater than themselves — sustains leaders through adversity.
The greatest basketball players are not the ones who score the most points — they are the ones who make everyone around them better. Magic Johnson, Bill Russell, and Tim Duncan all understood that their purpose was not individual glory but team success. The assist is a spiritual act: choosing to elevate someone else above yourself.
| Time | Segment | Description |
|---|---|---|
| 0:00–0:15 | Check-in circle | Recap the Week 4 challenge. Share what happened when you attempted your conflict resolution conversation. |
| 0:15–0:40 | Values clarification | Card sort activity: participants narrow 50 value cards down to their top five. Discussion: “How do your daily choices align or conflict with your values?” |
| 0:40–0:55 | Basketball drill | “The Assist” — run a scrimmage where only assisted baskets count, no isolation scoring. Debrief on servant leadership: the best players make others better, and so do the best leaders. |
| 0:55–1:25 | Purpose statement workshop | Guided writing to craft a personal purpose statement using the framework “I exist to ___ so that ___.” Participants draft, share, and refine. This becomes a touchstone for the rest of the program. |
| 1:25–1:45 | Spiritual practices circle | Introduction to mindfulness, gratitude practice, and — for those who choose — prayer. Discussion of how spiritual practices have sustained leaders through history, then a five-minute guided meditation together. |
| 1:45–2:00 | Journal & close | Write your purpose statement, then: “One way I will serve someone else this week is…” Closing circle with purpose statements shared. |
Values Card Sort & Purpose Statement — participants complete a 50-card values sort narrowed to a top five, then use those values to write a personal purpose statement. The statement is written on a card they keep in a wallet or phone case as a daily reminder, then shared with the group for feedback.
“What are my top five values? Do my daily actions — the way I treat people, how I spend my time, what I post online — align with these values?” Write your personal purpose statement and reflect on what it would mean to live it every day.
Read your purpose statement every morning this week. Perform one act of service for someone in your family or community without being asked and without seeking recognition. Journal about how it felt, and decide which spiritual or mindfulness practice you will commit to trying daily.
Values card sort set or printed values list, purpose statement template, meditation timer or app, basketballs, journals, index cards for purpose statements
Participants will learn that their body is the instrument of their leadership. They will develop habits of nutrition, fitness, sleep, and recovery that sustain high performance — on the court, in the classroom, and in life — and understand that physical discipline and mental discipline are the same thing.
No basketball player reaches the next level without mastering his body. Nutrition, sleep, hydration, and recovery are what separate good players from great ones — and good students from great students. A player who stays up until 2 AM on his phone will be slow on the court and foggy in the classroom. The discipline you apply to your body is the same discipline you apply to your mind, your relationships, and your future.
| Time | Segment | Description |
|---|---|---|
| 0:00–0:15 | Check-in circle | Recap the Week 5 challenge. Share the act of service you performed and how it felt. |
| 0:15–0:35 | Nutrition workshop | Guest speaker or facilitator-led session on sports nutrition: what to eat before games, after workouts, and during study sessions. Participants complete a 24-hour food recall and identify one change. |
| 0:35–0:50 | Basketball drill | “Conditioning Ladder” — structured conditioning with sprints, defensive slides, and core work. Debrief on how physical fitness directly affects confidence and leadership presence. |
| 0:50–1:20 | Sleep & recovery science | Why teenagers need 8–10 hours, and how sleep affects memory, mood, and athletic performance. Create a personal sleep plan and discuss recovery: ice, stretching, hydration, and rest days. |
| 1:20–1:40 | Substance awareness | An honest discussion about the pressures to use alcohol, drugs, and vaping in their communities, how substances derail potential, and practicing refusal skills. |
| 1:40–2:00 | Journal & close | Write: “One physical habit I will commit to changing is…” Create a 30-day wellness commitment. Closing circle. |
Personal Wellness Plan — each participant builds a 30-day plan with a daily nutrition goal, a sleep goal, a fitness routine of at least three days a week, and one substance-free commitment. Plans are reviewed by a partner and signed as a commitment.
“How do you currently treat your body? What would change if you treated your body like it was the most important tool you own — because it is? What is one physical habit you know you need to change, and what has been stopping you?”
Execute your 30-day wellness plan for the next 7 days, tracking sleep, water intake, and exercise daily in your journal. Prepare and eat at least one healthy meal. If you use any substances, commit to stopping for the remainder of the program. Journal how your body and mind feel differently.
Nutrition handouts, food recall worksheet, sleep plan template, wellness commitment cards, basketballs, cones, timer, water bottles, journals
Participants will understand that leadership is not a position but a responsibility to one's community. They will learn how to mentor younger people, make sound decisions under pressure, and identify concrete ways to create positive change in their neighborhoods.
A coach is the ultimate community leader. They see potential in young people before those young people see it in themselves. They make decisions under pressure, mentor, correct, and believe. When participants coach a drill this week, they step into that role for the first time — and learn that leadership is not about being the best player on the court, it is about making everyone else better.
| Time | Segment | Description |
|---|---|---|
| 0:00–0:15 | Check-in circle | Recap the Week 6 challenge. Share one physical change you noticed from your wellness plan. |
| 0:15–0:40 | Guest speaker | A community leader of color from Northern New Jersey shares their leadership journey, challenges, and lessons learned, followed by Q&A. |
| 0:40–0:55 | Basketball drill | “Coach the Drill” — participants take turns coaching a drill for younger players or peers. They must instruct, demonstrate, correct, and encourage. Debrief on the difficulty and the power of leadership. |
| 0:55–1:25 | Decision-making framework | Learn the PAUSE model: Pause, Assess options, Understand consequences, Seek counsel, Execute with confidence. Apply it to real scenarios — peer pressure, street conflicts, academic choices. |
| 1:25–1:45 | Capstone planning | Participants identify a community issue — violence, the education gap, food access, mentorship, mental health — and begin outlining their Leadership Capstone Project: problem, solution, action plan. |
| 1:45–2:00 | Journal & close | Write: “The change I want to create in my community is…” Closing circle with capstone ideas shared. |
Capstone Project Planning — each participant or small group identifies a real community issue and completes a project planning canvas: the problem, who is affected, the proposed solution, resources needed, the first three action steps, and how impact will be measured. Facilitators provide guidance and feedback.
“What is one problem in your community that breaks your heart? If you had unlimited resources, what would you do about it? Now — what can you do about it with the resources you have right now? Who in your community can you mentor or help, starting this week?”
Begin implementing your capstone project by taking at least one concrete action step this week — make a phone call, write a plan, reach out to someone. Also identify one younger person you can mentor and spend at least 30 minutes with them, sharing something you have learned in this program.
Guest speaker bio, capstone project planning canvas, PAUSE model handout, basketballs, coaching whistles, journals
Participants will present their Leadership Capstone Projects, take the Two01 Leadership Pledge, and celebrate their growth over eight weeks. This session transforms participants into graduates who carry the tools, brotherhood, and commitment to lead in their communities.
Championships are not won in the final game — they are won in every practice, every early morning, every decision to show up when it would be easier to quit. This eight-week course has been the practice. The capstone presentation and the Leadership Pledge are the championship game. But the real season begins when these young men walk back into their communities as leaders.
| Time | Segment | Description |
|---|---|---|
| 0:00–0:15 | Opening circle | Full cohort circle. Each participant shares one word describing their journey over eight weeks. The facilitator reflects on the growth witnessed. |
| 0:15–1:00 | Capstone presentations | Each participant presents their Leadership Capstone Project in five minutes: the community issue, their solution, action taken, and impact. Peers and family provide feedback. |
| 1:00–1:15 | Basketball celebration | All-cohort scrimmage or skills showcase. Pure joy, brotherhood, and the game that brought them together. Facilitators participate. |
| 1:15–1:35 | Leadership Pledge ceremony | Each participant reads and signs the Two01 Leadership Pledge, states their purpose statement, and names one commitment for the next 90 days. The brotherhood affirms each pledge. |
| 1:35–1:50 | Final feedback circle | Each participant gives one piece of appreciation and one piece of growth feedback to the person on their left. Honest, specific, loving. |
| 1:50–2:00 | Certificate ceremony | Certificates of Completion are presented. Group photo. Closing words from the facilitator. The brotherhood continues beyond the program. |
Capstone Presentations — each participant presents their completed project to the group and invited family: the problem identified, the solution developed, the action steps taken, and the impact achieved or planned. Projects are evaluated with the capstone rubric, and the presentation itself is a leadership act.
“Eight weeks ago, I wrote about the leader I wanted to become. Today, I am…” Reflect on your growth across all four pillars. What is one thing you will carry from this program for the rest of your life? What is your commitment to yourself, your brothers, and your community for the next 90 days?
Your capstone project does not end today. Commit to continuing it for the next 90 days. Schedule a check-in with a brother from this cohort within 30 days. Live your purpose statement daily. Leadership is not a certificate — it is a daily choice. The Two01 Brotherhood is for life.
Capstone presentation rubrics, Two01 Leadership Pledge cards, Certificates of Completion, refreshments, basketballs, group photo setup, participant journals for the final entry
A consistent rhythm means participants always know what is coming — and facilitators can focus on the young men instead of the logistics.
| Time | Segment | Description |
|---|---|---|
| 0:00–0:15 | Circle check-in | Opening circle, mood check, brief recap of the previous week's challenge. |
| 0:15–0:45 | Core lesson | Interactive instruction on the week's theme with discussion. |
| 0:45–1:00 | Basketball integration | On-court activity or drill that reinforces the lesson concept. |
| 1:00–1:30 | Group activity | Hands-on exercise, role-play, or collaborative project. |
| 1:30–1:45 | Reflection | Journal writing, small-group sharing, and facilitated discussion. |
| 1:45–2:00 | Challenge & close | Take-home leadership challenge, closing circle, commitment. |
Model the discipline, emotional regulation, and respect you ask of participants. They watch what you do more than they listen to what you say.
Foster mutual respect, vulnerability, and accountability. Use the term “brother” intentionally to build belonging.
Never dismiss the realities of growing up in underserved communities. Validate their experiences while expanding their vision of what is possible.
Push participants beyond their comfort zones while providing the support they need to succeed. High expectations paired with high support produces growth.
Every concept should connect to their daily lives — school, neighborhood, family, basketball, social media, and future aspirations.
What is shared in the circle stays in the circle. Establish confidentiality on day one and enforce it consistently.
Acknowledge effort and progress, not just outcomes. Public recognition of small wins builds confidence and momentum.
Assessment is strengths-based and growth-oriented. The goal is not to rank participants against each other, but to track individual progress and identify areas for continued development. Facilitators score attendance, journal entry, challenge completion and participation (1–4) each week.
| Pillar | Emerging (1) | Developing (2) | Proficient (3) | Mastery (4) |
|---|---|---|---|---|
| Educational | Attends sessions but lacks academic goals | Sets goals but inconsistent follow-through | Maintains goals, improves study habits | Owns education, mentors peers academically |
| Emotional | Reactive, struggles to identify emotions | Names emotions, beginning to regulate | Uses regulation tools under pressure | Regulates consistently, helps others regulate |
| Spiritual | Unsure of values, no purpose statement | Beginning to identify core values | Articulates values and purpose statement | Lives values daily, serves community |
| Physical | Inconsistent habits, no wellness plan | Beginning to track nutrition and sleep | Maintains wellness plan consistently | Models physical discipline for peers |
| Leadership | Participates but avoids leadership roles | Takes on assigned leadership tasks | Leads activities and mentors peers | Creates positive change, mentors younger youth |
The course is most effective when families are engaged and informed. Eight practical ways to support your young leader through the program and beyond.
Each week, ask: “What did you learn in leadership today?” and “What was your challenge?” Show genuine interest in their growth, not just their grades.
Use the language of the four pillars at home. Ask: “How are you doing educationally, emotionally, spiritually, and physically this week?”
Respect their journaling time. Provide a quiet space for 15–20 minutes after each session. Do not read their journal — it is private.
Each week includes a take-home challenge. Ask about it, help them follow through, and celebrate when they complete it.
Your young man is watching you. Model the emotional regulation, communication skills, and values the program teaches. Be transparent about your own growth.
If at all possible, attend the Week 8 capstone presentations. Your presence communicates that you believe in him and his leadership.
Ask about his 90-day commitment. Help him stay connected to his Two01 brothers. Encourage continued mentorship and community service.
Share observations about his growth at home and flag any concerns. Facilitators want to partner with you, not replace you.
Read and signed by every graduate — a pledge to himself, his brothers, and his community.
A parent or guardian should complete this application with the participant. It takes about five minutes. We review every application and reply within three business days with cohort dates and next steps.
We run cohorts of 10 to 20 young men across Northern New Jersey, and we partner with schools, churches, community organizations and AAU programs to host them. Tell us who you serve and we will build the calendar with you.
Cohort dates, scholarships and family questions before you apply.
Schools, churches, nonprofits and programs in Northern New Jersey.