‏إظهار الرسائل ذات التسميات Impact. إظهار كافة الرسائل
‏إظهار الرسائل ذات التسميات Impact. إظهار كافة الرسائل

الأربعاء، 13 يونيو 2012

The Impact of Title IX on High School Recruiting

As noted in the national sports news this week, controversy still surrounds the Title IX legislation that we have been living under for over 20 years. In terms of sports and high school recruiting, college recruiting and equality for men and women, this issue may never be resolved. In fact, it seems the more we do to insure equality, the more un-equal things become. The reality is that our good intentions are not going unpunished.

Originally, the Title IX legislation made no mention of sports at all. It was written to insure that equal opportunity was given to men and women when applying for jobs at institutions that received federal funding. It is included as a portion of the Education Amendments of 1972, and has been hacked at ever since to serve specific needs of specific groups and individuals.

Since the inception of Title IX, high schools and colleges have actually cut sports programs for men to create balance between men's and women's programs. In some dramatic cases, bleachers, scoreboards and playing fields have been destroyed to create this 'equality'. The mandate was that if you don't have the same facilities for the girls, you can't have it for the boys. So, down they came. How does that help?

I'm sure in many areas there are more young men involved in physical sports than women. And, many schools are limited in what they offer based on student interest. What has been popular in the past for is what is continued in the future. Introducing new sports is sometimes difficult. I know that for many schools adding soccer was a big deal a few years ago. And, it didn't need to be mandated by the government. And this has impacted high school recruiting.

Years ago when I worked in a middle school, boys and girls had separate physical education classes. This is how it was when I was in school too. I thought nothing of it. The boys played football, basketball, baseball, and ran track and wrestled. The girls played softball, basketball, field hockey, ran track, volleyball and did gymnastics. The boys progressed on to high school with a well rounded knowledge to help them succeed in the sports there. The girls, the same. A few years later came Title IX and the classes had to combine the girl and the boys. Are you kidding? None of these kids wanted to have a PE class with the opposite sex. And, when they discovered that the curriculum would be completely changed they were furious. Boys could no longer have a wrestling program because in a co-ed class girls and boys could not be grappling all over each other on the mats. There was no more football; soccer was added. Baseball was dropped and everyone played softball. Gymnastics was dropped. Basketball, track, volleyball and field hockey stayed. And, they added ping pong, badminton, archery, and other fillers like 'skills and drills' (push up, sit up, and pull up games).

In a nutshell; Title IX may seem like a solution to a problem but in fact has created a new, larger problem for all of us. Students are missing out on specific activities they need and schools are being hit with the cost of compliance with no return on their investment. Expensive equipment sits gathering dust and filler activities that are boring to our kids are in place of real physically challenging activities.

In reality, our elementary and middle school students must work harder for high school recruiting opportunities because of Title IX. Again, no good deed goes unpunished. Sometimes we need to leave well enough alone.


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الثلاثاء، 1 مايو 2012

The Impact of Extra-Curricular Activities on Troubled Teens

Meet Tim, Julie and Doug (not their real names).

Tim, 13 years old, is practically never at home. Hockey practice, scouts, hockey games, religious class and pre-planned get-togethers with friends, shuttled by his parents take up every non-school moment. A great kid but he seems to have trouble focusing on one thing for any length of time.

Doug is a talented, clever man in his early 20's who can charm any person he meets. He has also failed in his first terms at two universities and could usually be found in his room 24/7, smoking pot, playing video games or in the basement playing drums to his iPod.

Julie is now in university and has a part time job in sales. She was constantly bullied from grades 1 to grades 8 by the cliques for not dressing the way they did. "I did my own thing, I didn't like to conform and I would get harassed daily".

Since turning thirteen, Tim, has been oppositional, scattered and disinterested in his school, studies and after-school activities. He has also started talking back to his parents.

Doug has been to every type of therapist and a few "camps" but nothing seemed to stick. "Eventually, I would get them to say to me; I really want to be your friend.. and that's when Iknew I had them". Doug would always end up back in his room, playing video games and smoking pot.

Julie would often go to the principal after being bullied. The principal would then bring the girls in to her office and the girls would say they were sorry, that they didn't mean it and wouldn't do it again. The girls would leave, the principal would say "everything's OK now!" and the bullying would continue during class, at recess and after school.

And now for something completely different:

The pre-frontal cortex, the area in the brain responsible for things such as judgment, executive control and emotional regulation continues to develop well into the mid 20's. During this time, the brain is highly adaptable and influenced by external forces. There have been many studies that support the idea that multi-tasking and over stimulation during these formative years can lead to attention deficit disorders.

Where are they now?

Julie found that her competitive Irish dance classes and sax classes helped her build her self-confidence and to realize that if one group of people don't like you, there are others who will.

Doug has begun a daily routine of meditation, music lessons, playing in a band and reading seminal books on psychology. He is preparing to go back to school - smoke free.

Tim has continued his over-programmed life and has attention issues.

I'll leave the final words to them:

Julie: Head high, eyes open, heart strong. Keep fighting for yourself and don't give in.

Doug: Find the things that you love doing and go do it.

Don't worry what other people think, just do your best and if you mess up, get up and do it again.

Tim:......... Tim?......... Tim's not listening

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