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We do not begin with 'fixed knowledge'.

We start with thoughts.

We listen; ask questions; and try new things. 

This helps us discover what already exists within the physical, mental and emotional parts of each of us.

When student initiative opens a door, skills, progressions and understandings can develop and be shared.

Feedback provided by someone trusted can become increasingly meaningful as skills and interests grow.

The following words from those wanting to discover and learn as they proceed from the present to the future.

Listen ~ Observe ~ Encourage

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"The other day I stepped away from the practice runway and watched as five athletes finished a one hour practice. They took turns, got steps, raised and lowered the bungee cord and spoke words of encouragement to each other. As this group finished, another was busy skipping with arms swinging, twisting and turning, jumping on the trampoline and stretching."

Four hours and four practice sessions later – it was time to put poles, chalk and mats away. Without any prompting, the poles moved from their perches at the side of the runway to the cage. A group turned the trampoline over and locked it up for the night. Twenty athletes, each working on their own sets of patterns and techniques had completed another practice."

I spoke with a parent and athlete who wanted to know which meets were best for this indoor season.          

We talked about the need to bring skills learned in practice to meets, and, that some meets are used               as preparation rather than places to “achieve personal bests”.

Many athletes, parents and coaches expect improvement to be demonstrated by a continuing set of personal bests. This often prompts me to suggest that the average of the last 10 meets, if better than the previous 10, can be a sound indicator of growth.

The question then is – how to convey this concept in a world which, like it or not, expects “immediate results”? Many find it hard to believe that this event takes years to comprehend, and, is always filled with new and difficult sets of skills. Those who do understand are the one’s I ask to help others.

 A seventh grade girl explaining to a junior boy, new to our program, how careful warm up exercises are done.  A senior, working with a sophomore, giving feedback about the value of the approach & take-off coming first.

 A college senior and high school sophomore showing a high school senior how to slow down in order            

dto learn how to plant and ride the pole before inverting.

A freshman girl helping a senior boy focus in order to do a personal best at a meet at their home track.

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Every now and then a student says, "Can I try that?" 

Age and gender are less important than support with knowledge. Patience and encouragement by a peer can make practice time the foundation for positive next steps. Humor and a touch of the ridiculous can lighten the moment and give pause for reflection. A series of “impossible tasks” for a group of four, leading to “an ice cream cone for all”, can change the “need to achieve” into an exploration for enjoyment. The eventual result, the ability to focus, leads to significant achievement.

Thus – when, later in the season – an athlete says: “it was harder to get four in a row for an ice cream cone in practice than the personal best today”, I think back. Those were days and weeks when we learned about each other and found ways to change and grow.

Each year, each season, each person adds a variety of dimensions to the way we are. It is hard to express the value of contributions made by individual athletes, their parents, friends and coaches.

The following comment speaks to me. “I have found my own voice. I now make choices because I have goals that are mine.”