Friday, December 31, 2010
Thursday, December 30, 2010
Wednesday, December 29, 2010
Tuesday, December 28, 2010
Monday, December 27, 2010
Thursday, December 23, 2010
Merry Christmas!
We got a great present from John Stossel. Now, the WSF has thrown in a nice stocking-stuffer. Read more here and here.
Yep, they're on the defensive. Seems they have been defending proportionality and it's starting to backfire.
They closed out their "Fact Check" post with this:
The Women’s Sports Foundation would like to move the conversation beyond limiting stereotypes. Girls have proven over and over that they are interested in playing sports by filling spots as they’re opened. High school and college sports are not private entities, but are largely funded by schools with our tax dollars through tax deductions, tax-free bonds for facilities and tax deductions for donors. This expenditure in sport is part of our nation’s investment in education and our future. And it's an investment with superior dividends: the Women's Sports Foundation's work documents the impressive life-long educational and health benefits flowing directly from a sports experience for men and women. See Her Life Depends on It.
Oh yeah, they'd really like to move the conversation - move it away from what the quota system's all about. Stereotypes? Facts is facts, y'all! When opportunities are there, males generally take advantage of them in higher numbers than females. We wish that weren't the case, but it is. All we can do is continue offering opportunities. We can't force these things, can we?
As an organization that has proudly defended Title IX for four decades, the Foundation seek to increase the pie in athletics for women and men, so that a bigger percentage of our youth can experience this important educational experience.
What? They care about men's athletics? What a joke! Thanks for the laugh, Nan!
Well, that about wraps it up for me for a few days. Time to start that Christmas shopping...
Yep, they're on the defensive. Seems they have been defending proportionality and it's starting to backfire.
They closed out their "Fact Check" post with this:
The Women’s Sports Foundation would like to move the conversation beyond limiting stereotypes. Girls have proven over and over that they are interested in playing sports by filling spots as they’re opened. High school and college sports are not private entities, but are largely funded by schools with our tax dollars through tax deductions, tax-free bonds for facilities and tax deductions for donors. This expenditure in sport is part of our nation’s investment in education and our future. And it's an investment with superior dividends: the Women's Sports Foundation's work documents the impressive life-long educational and health benefits flowing directly from a sports experience for men and women. See Her Life Depends on It.
Oh yeah, they'd really like to move the conversation - move it away from what the quota system's all about. Stereotypes? Facts is facts, y'all! When opportunities are there, males generally take advantage of them in higher numbers than females. We wish that weren't the case, but it is. All we can do is continue offering opportunities. We can't force these things, can we?
As an organization that has proudly defended Title IX for four decades, the Foundation seek to increase the pie in athletics for women and men, so that a bigger percentage of our youth can experience this important educational experience.
What? They care about men's athletics? What a joke! Thanks for the laugh, Nan!
Well, that about wraps it up for me for a few days. Time to start that Christmas shopping...
Wednesday, December 22, 2010
Monday, December 20, 2010
Getting the Message Out
John Stossel does a nice job of letting John Q. Public know truth about Title IX:
Sunday, December 19, 2010
Saturday, December 18, 2010
Thursday, December 16, 2010
Tuesday, December 14, 2010
Sunday, December 12, 2010
The NWLC's Big Lie
They claim that poor funding and a lack of opportunities are the reasons fewer girls than boys participate in high school sports.
Coaches and administrators who work with student-athletes know funding and opportunities aren't what's holding down participation numbers among girls in some schools.
We know that, even when funding is available and opportunities are offered, fewer girls opt to play sports than boys. We wish that weren't the case, but it is. We'd like higher participation numbers, but we don't always get them. Read more here.
Cindy Rivers, athletic director at Lake Placid High School, doesn't agree with the NWLC's assumption.
"It's hard to get the girls to come out and play," Rivers said. "There's not the desire."
Mort Jackson concurred. He tries to recruit girls for sports. "We do everything we can do to get girls to participate, just can't get the girls to come out."
Why?
"I don't know. Tell me that, and I can solve the problem," the Avon Park High School athletic director said.
One reason though, is that cheerleading — now counted as a sport — attracts 30 girls.
"But they don't play soccer. They don't want to play basketball."
So, why do the NWLC and WSF continue to push what they want you to buy into, rather than what's actually true? It's got to do with money, fans. Title IX litigations is a cash cow for lawyers.
We're nearly four decades into Title IX. Unfortunately, what started out as a great concept has been turned upside down by radical feminists. They've been successful in bringing down hundreds of mens' teams at the collegiate level. Now they're setting their sights on public schools.
Is Title IX working?
In an effort to cut budgets and maintain equality, secondary schools and colleges are trimming minor sports like gymnastics and volleyball.
Title IX, Quarles says now, "was fair in the beginning. But it should not come at the expense of our smaller sports. It's working in reverse."
Coaches and administrators who work with student-athletes know funding and opportunities aren't what's holding down participation numbers among girls in some schools.
We know that, even when funding is available and opportunities are offered, fewer girls opt to play sports than boys. We wish that weren't the case, but it is. We'd like higher participation numbers, but we don't always get them. Read more here.
Cindy Rivers, athletic director at Lake Placid High School, doesn't agree with the NWLC's assumption.
"It's hard to get the girls to come out and play," Rivers said. "There's not the desire."
Mort Jackson concurred. He tries to recruit girls for sports. "We do everything we can do to get girls to participate, just can't get the girls to come out."
Why?
"I don't know. Tell me that, and I can solve the problem," the Avon Park High School athletic director said.
One reason though, is that cheerleading — now counted as a sport — attracts 30 girls.
"But they don't play soccer. They don't want to play basketball."
So, why do the NWLC and WSF continue to push what they want you to buy into, rather than what's actually true? It's got to do with money, fans. Title IX litigations is a cash cow for lawyers.
We're nearly four decades into Title IX. Unfortunately, what started out as a great concept has been turned upside down by radical feminists. They've been successful in bringing down hundreds of mens' teams at the collegiate level. Now they're setting their sights on public schools.
Is Title IX working?
In an effort to cut budgets and maintain equality, secondary schools and colleges are trimming minor sports like gymnastics and volleyball.
Title IX, Quarles says now, "was fair in the beginning. But it should not come at the expense of our smaller sports. It's working in reverse."
Quote of the Day
I see my path, but I don't know where it
leads. Not knowing where I'm going
Saturday, December 11, 2010
Friday, December 10, 2010
Thursday, December 09, 2010
Tuesday, December 07, 2010
Monday, December 06, 2010
Sunday, December 05, 2010
Odds & Ends
If it's a big meet, chances are good Sam Kendricks will be the announcer. He's professional, knowledgeable, and has a great sense of humor. The crowd wasn't responding the way he'd wanted in Austin:
"Don't make me come up there!"
I work with a great young coach who also has a great sense of humor. Carlos Salazar watching a freestyler:
"He's breathing every four because he can't count to three."
Some other things I've heard and/or said on deck:
"Okay freshmen, get your snorkels on. We're gonna do some backstroke."
"Go out as fast as you can, and then negative split it."
"You looked like you were shot out of a gun on that first fifty! Too bad it looked like you were shot by the gun on the last fifty."
"It's a no-breather, so you get two breaths - one before you start and another after you finish."
"Swing, step, and go. It's as easy as 1-2-4."
"That was really using your head - to finish."
"Don't make me come up there!"
I work with a great young coach who also has a great sense of humor. Carlos Salazar watching a freestyler:
"He's breathing every four because he can't count to three."
Some other things I've heard and/or said on deck:
"Okay freshmen, get your snorkels on. We're gonna do some backstroke."
"Go out as fast as you can, and then negative split it."
"You looked like you were shot out of a gun on that first fifty! Too bad it looked like you were shot by the gun on the last fifty."
"It's a no-breather, so you get two breaths - one before you start and another after you finish."
"Swing, step, and go. It's as easy as 1-2-4."
"That was really using your head - to finish."
Saturday, December 04, 2010
Friday, December 03, 2010
One Thousand!
That was Quote of the Day #1,000.
Whether they're worthwhile to you readers or not, I've enjoyed posting them. I've learned quite a bit over the last 3 years of searching for them. Hope at least a few of them have been useful.
Whether they're worthwhile to you readers or not, I've enjoyed posting them. I've learned quite a bit over the last 3 years of searching for them. Hope at least a few of them have been useful.
Thursday, December 02, 2010
Wednesday, December 01, 2010
Quote of the Day
I believe that a scientist looking at nonscientific
Tuesday, November 30, 2010
Monday, November 29, 2010
Talent is Overrated?
That's what Geoff Colvin says. Read more here.
The idea of "deliberate practice" seems to mirror what we're supposed to be doing with our swimmers.
Can you see how Colvin's eight (8) characteristics of deliberate practice tie in with the way outstanding swimming programs teach and train their athletes?
An Understanding of Deliberate Practice
A summarization of Colvin’s eight characteristics of deliberate practice follow below. Readers will find a more in-depth explanation as well as a number of examples in Colvin’s original article.
“Deliberate practice is designed specifically to improve performance with the key word being ‘designed.’ The essence of deliberate practice is continually stretching an individual just beyond his or her current abilities. By contrast, deliberate practice requires that one identify certain sharply defined elements of performance that need to be improved, and then work intently on them. The great performers isolate remarkably specific aspects of what they do and focus on just those things until they’re improved; then it’s on to the next aspect.”
“Deliberate practice can be repeated. High repetition is the most important difference between deliberate practice of a task and performing the task for real, when it counts. One is the choice of a properly demanding activity just beyond our current abilities. The other is the amount of repetition.”
“Feedback on results is continuously available.” Though this is obvious, it is “not nearly as simple as it might seem, especially when results require interpretation. In many important situations, a teacher, coach, or mentor is vital for providing crucial feedback.”
“It’s highly demanding mentally. Deliberate practice is above all an effort of focus and concentration. That is what makes it ‘deliberate.’ Continually seeking exactly those elements of performance that are unsatisfactory and then trying one’s hardest to make them better places enormous strains on anyone’s mental abilities. The work is so great that it seems no one can sustain it for very long.”
“It’s hard. This follows inescapably from the other characteristics of deliberate practice, which could be described as a recipe for not having fun. Doing things we know how to do well is enjoyable, and that’s exactly the opposite of what deliberate practice demands. Instead of doing what we’re good at, we insistently seek out what we’re not good at.”
There is a definitive ‘before the work’ component. “Self-regulation begins with setting goals – not big, life-directing goals, but more immediate goals for what you’re going to be doing today. In the research, the poorest performers don’t set goals at all; they just slog through their work. Mediocre performers set goals that are general and are often focused on simply achieving a good outcome. The best performers set goals that are not about the outcome but rather about the process of reaching the outcome.”
There is a ‘during the work’ phase. “The most important self-regulatory skill that top performers in every field use during their work is self-observation. Even in purely mental work, the best performers observe themselves closely. They are able to monitor what is happening in their own minds and ask how it’s going. Researchers call this metacognition – knowledge about your own knowledge, thinking about your own thinking. Top performers do this much more systematically than others do; it’s an established part of their routine.”
There is an ‘after the work’ component as well. “Practice activities are worthless without useful feedback about the results. These must be self-evaluations” and “the best performers judge themselves against a standard that’s relevant for what they’re trying to achieve. Sometimes they compare their performance with their own personal best; sometimes they compare it with the performance of competitors they’re facing or expect to face; sometimes they compare it with the best known performance by anyone in the field.”
The idea of "deliberate practice" seems to mirror what we're supposed to be doing with our swimmers.
Can you see how Colvin's eight (8) characteristics of deliberate practice tie in with the way outstanding swimming programs teach and train their athletes?
An Understanding of Deliberate Practice
A summarization of Colvin’s eight characteristics of deliberate practice follow below. Readers will find a more in-depth explanation as well as a number of examples in Colvin’s original article.
“Deliberate practice is designed specifically to improve performance with the key word being ‘designed.’ The essence of deliberate practice is continually stretching an individual just beyond his or her current abilities. By contrast, deliberate practice requires that one identify certain sharply defined elements of performance that need to be improved, and then work intently on them. The great performers isolate remarkably specific aspects of what they do and focus on just those things until they’re improved; then it’s on to the next aspect.”
“Deliberate practice can be repeated. High repetition is the most important difference between deliberate practice of a task and performing the task for real, when it counts. One is the choice of a properly demanding activity just beyond our current abilities. The other is the amount of repetition.”
“Feedback on results is continuously available.” Though this is obvious, it is “not nearly as simple as it might seem, especially when results require interpretation. In many important situations, a teacher, coach, or mentor is vital for providing crucial feedback.”
“It’s highly demanding mentally. Deliberate practice is above all an effort of focus and concentration. That is what makes it ‘deliberate.’ Continually seeking exactly those elements of performance that are unsatisfactory and then trying one’s hardest to make them better places enormous strains on anyone’s mental abilities. The work is so great that it seems no one can sustain it for very long.”
“It’s hard. This follows inescapably from the other characteristics of deliberate practice, which could be described as a recipe for not having fun. Doing things we know how to do well is enjoyable, and that’s exactly the opposite of what deliberate practice demands. Instead of doing what we’re good at, we insistently seek out what we’re not good at.”
There is a definitive ‘before the work’ component. “Self-regulation begins with setting goals – not big, life-directing goals, but more immediate goals for what you’re going to be doing today. In the research, the poorest performers don’t set goals at all; they just slog through their work. Mediocre performers set goals that are general and are often focused on simply achieving a good outcome. The best performers set goals that are not about the outcome but rather about the process of reaching the outcome.”
There is a ‘during the work’ phase. “The most important self-regulatory skill that top performers in every field use during their work is self-observation. Even in purely mental work, the best performers observe themselves closely. They are able to monitor what is happening in their own minds and ask how it’s going. Researchers call this metacognition – knowledge about your own knowledge, thinking about your own thinking. Top performers do this much more systematically than others do; it’s an established part of their routine.”
There is an ‘after the work’ component as well. “Practice activities are worthless without useful feedback about the results. These must be self-evaluations” and “the best performers judge themselves against a standard that’s relevant for what they’re trying to achieve. Sometimes they compare their performance with their own personal best; sometimes they compare it with the performance of competitors they’re facing or expect to face; sometimes they compare it with the best known performance by anyone in the field.”
Sunday, November 28, 2010
Saturday, November 27, 2010
Quote of the Day
I have seen that it is not man who is impotent
in the struggle against evil, but the power of
Friday, November 26, 2010
Quote of the Day
Not the power to remember, but its
Thursday, November 25, 2010
Wednesday, November 24, 2010
Tuesday, November 23, 2010
Monday, November 22, 2010
Sunday, November 21, 2010
Saturday, November 20, 2010
Friday, November 19, 2010
Thursday, November 18, 2010
Quote of the Day
The performance of our National Team athletes
and their attempt to do the ultimate -
win a gold medal at the Olympic Games -
Wednesday, November 17, 2010
Tuesday, November 16, 2010
Monday, November 15, 2010
Sunday, November 14, 2010
Saturday, November 13, 2010
Friday, November 12, 2010
Thursday, November 11, 2010
Tuesday, November 09, 2010
Monday, November 08, 2010
Quote of the Day
I have no particular affinity with any number -
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