Academics And Athletics Quotes

If you want to find the real competition, just look in the mirror. After awhile you'll see your rivals scrambling for second place.

I survived by keeping my emotions in check – by maintaining my composure and tucking it all away. I managed to stay under the radar, skating through school without anyone truly remembering I was here. My teachers acknowledged my academic successes and my coaches depended upon my athletic abilities, but I wasn’t important enough to make a recognizable social contribution. I was easily forgettable. That’s what I counted on.

it doesn't matter what the challenge is -athletics, business, romance, health, academics, the arts- the rule for getting up is the same. you just get up!

Every endeavor of importance in life, whether it is creative, athletic, interpersonal, or academic, brings with it a measure of discomfort,

There is a belief advanced today, and in some cases by conservative black authors, that poor children and particularly black children should not be allowed to hear too much about these matters. If they learn how much less they are getting than rich children, we are told, this knowledge may induce them to regard themselves as "victims," and such "victim-thinking," it is argued, may then undermine their capacity to profit from whatever opportunities may actually exist. But this is a matter of psychology-or strategy-and not reality. The matter, in any case, is academic since most adolescents in the poorest neighborhoods learn very soon that they are getting less than children in the wealthier school districts. They see suburban schools on television and they see them when they travel for athletic competitions. It is a waste of time to worry whether we should tell them something they could tell to us. About injustice, most poor children in American cannot be fooled.

By his own admission, he would rather run ten miles, leap a five-bar gate and climb a big hill than engage in any athletic activity.

It occurred to Jacob that a man who could take such pleasure in watching someone else's children compete in a backyard tennis match would probably have quite liked at least one athletic child of his own, rather than the two uncoordinated, academic kids he got. It said something about his dad that it had taken Jacob thirty-four years for that thought to occur to him.

All great athletes essentially come to a fork in the road where they have to change their approach to succeed. It's a sign of intelligence and character. My college coach, Jack Hartman, made me play only defense for a full year in practice when I became academically ineligible for my junior year at Southern Illinois. Embarrassed, I thought at first about arguing with Coach Hartman over what I felt was a tremendous slight. But instead I started lifting weights and working so hard on my defense that my teammates hated to see me match up against them in practice. That was the turning point of my life, on and off the court.

You can’t apply academic rules to art of any kind. As soon as you begin to have rules, you begin to say, “Well, it works like this: A plus B equals C,” and then you’re absolutely, perfectly lost. You have to take the chance! You’re gambling all the time, sometimes with no idea if a story works. But the alarming thing is in the teaching of literature, laying down what the writer was doing. If you can see through it like that, the writing is no good. You can’t see through Dickens and Conrad. It’s a mystery how it’s done, even to the person doing it. If you think you know, you’re in deep, deep trouble. It’s rather like a born athlete analyzing: if you have a baseball player who can tell you exactly how he does it, then he’s not telling the truth; he doesn’t know. And I think once you lose touch with that, and believe you’re in charge, you could lose touch with the whole business of writing fiction. It’s an endless struggle to fool yourself. Just get going, that’s the important thing.

Conditional regard” is the psychological term for parental affection that depends on a child meeting certain expectations, whether academic, athletic, or behavioral. Researchers distinguish between two types of conditional regard: positive, like when children feel their parents provide more warmth and affection than usual when expectations are met, and negative, when affection is withheld after expectations aren’t met. Psychologists have shown that conditional regard undermines a child’s self-esteem. Instead of figuring out who they really are, adolescents fixate on pleasing others.

This is an age-old fantasy. I remember reading a quote from the apologist Edward John Carnell in Ian Murray’s biography of the Welsh preacher David Martyn Lloyd-Jones. During the formative years of Fuller Theological Seminary, Carnell said regarding evangelicalism, “We need prestige desperately.” Christians have worked hard to position themselves in places of power within the culture. They seek influence academically, politically, economically, athletically, socially, theatrically, religiously, and every other way, in hopes of gaining mass media exposure. But then when they get that exposure—sometimes through mass media, sometimes in a very broad-minded church environment—they present a reinvented designer pop gospel that subtly removes all of the offense of the gospel and beckons people into the kingdom along an easy path. They do away with all that hard-to-believe stuff about self-sacrifice, hating your family, and so forth. The illusion is that we can preach our message more effectively from lofty perches of cultural power and influence, and once we’ve got everybody’s attention, we can lead more people to Christ by taking out the sting of the gospel and nurturing a user-friendly message. But to get to these lofty perches, “Christian” public figures water down and compromise the truth; then, to stay up there, they cave in to pressure to perpetuate false teaching so their audience will stay loyal.

A few years ago, my wife Sandra and I were struggling with this kind of concern. One of our sons was having a very difficult time in school. He was doing poorly academically; he didn’t even know how to follow the instructions on the tests, let alone do well on them. Socially he was immature, often embarrassing those closest to him. Athletically, he was small, skinny, and uncoordinated—swinging his baseball bat, for example, almost before the ball was even pitched. Others would laugh at him.

Any class, no matter how able, will always have a bottom quarter. What are the effects of the psychology of feeling average, even in a very able group? Are there identifiable types with the psychological or what-not tolerance to be 'happy' or to make the most of education while in the bottom quarter?" He knew exactly how demoralizing the Big Pond was to everyone but the best. To Glimp's mind, his job was to find students who were tough enough and had enough achievements outside the classroom to be able to survive the stress of being Very Small Fish in Harvard's Very Large Pond. Thus did Harvard begin the practice (which continues to this day) of letting in substantial numbers of gifted athletes who have academic qualifications well below the rest of their classmates. If someone is going to be cannot fodder in the classroom, the theory goes, it's probably best if that person has an alternative avenue of fulfillment on the football field.

And here are some thoughts for parents. If you’re lucky enough to have control over where your child goes to school, whether by scouting out a magnet school, moving to a neighborhood whose public schools you like, or sending your kids to private or parochial school, you can look for a school that prizes independent interests and emphasizes autonomy conducts group activities in moderation and in small, carefully managed groups values kindness, caring, empathy, good citizenship insists on orderly classrooms and hallways is organized into small, quiet classes chooses teachers who seem to understand the shy/serious/introverted/sensitive temperament focuses its academic/athletic/extracurricular activities on subjects that are particularly interesting to your child strongly enforces an anti-bullying program emphasizes a tolerant, down-to-earth culture attracts like-minded peers, for example intellectual kids, or artistic or athletic ones, depending on your child’s preference

In 2017, Greg Duncan, the education economist, along with psychologist Drew Bailey and colleagues, reviewed sixty-seven early childhood education programs meant to boost academic achievement. Programs like Head Start did give a head start, but academically that was about it. The researchers found a pervasive “fadeout” effect, where a temporary academic advantage quickly diminished and often completely vanished. On a graph, it looks eerily like the kind that show future elite athletes catching up to their peers who got a head start in deliberate practice. A reason for this, the researchers concluded, is that early childhood education programs teach “closed” skills that can be acquired quickly with repetition of procedures, but that everyone will pick up at some point anyway. The fadeout was not a disappearance of skill so much as the rest of the world catching up. The motor-skill equivalent would be teaching a kid to walk a little early. Everyone is going to learn it anyway, and while it might be temporarily impressive, there is no evidence that rushing it matters.

Probably my favorite method of funding school, other than saving for it, is scholarships. There is a dispute as to how many scholarships go unclaimed every year. Certainly there are people on the Web who will hype you on this subject. However, legitimately there are hundreds of millions of dollars in scholarships given out every year. These scholarships are not academic or athletic scholarships either. They are of small- to medium-sized dollar amounts from organizations like community clubs. The Rotary Club, the Lions Club, or the Jaycees many times have $250 or $500 per year they award to some good young citizen. Some of these scholarships are based on race or sex or religion. For instance, they might be designed to help someone with Native American heritage get an education. The lists of these scholarships can be bought online, and there are even a few software programs you can purchase. Denise, a listener to my show, took my advice, bought one of the software programs, and worked the system. That particular software covered more than 300,000 available scholarships. She narrowed the database search until she had 1,000 scholarships to apply for. She spent the whole summer filling out applications and writing essays. She literally applied for 1,000 scholarships. Denise was turned down by 970, but she got 30, and those 30 scholarships paid her $38,000. She went to school for free while her next-door neighbor sat and whined that no money was available for school and eventually got a student loan.

To understand why it is no longer an option for geneticists to lock arms with anthropologists and imply that any differences among human populations are so modest that they can be ignored, go no further than the “genome bloggers.” Since the genome revolution began, the Internet has been alive with discussion of the papers written about human variation, and some genome bloggers have even become skilled analysts of publicly available data. Compared to most academics, the politics of genome bloggers tend to the right—Razib Khan17 and Dienekes Pontikos18 post on findings of average differences across populations in traits including physical appearance and athletic ability. The Eurogenes blog spills over with sometimes as many as one thousand comments in response to postings on the charged topic of which ancient peoples spread Indo-European languages,19 a highly sensitive issue since as discussed in part II, narratives about the expansion of Indo-European speakers have been used as a basis for building national myths,20 and sometimes have been abused as happened in Nazi Germany.21 The genome bloggers’ political beliefs are fueled partly by the view that when it comes to discussion about biological differences across populations, the academics are not honoring the spirit of scientific truth-seeking. The genome bloggers take pleasure in pointing out contradictions between the politically correct messages academics often give about the indis​tingu​ishab​ility of traits across populations and their papers showing that this is not the way the science is heading.

Since Ivy League admissions data is a notoriously classified commodity, when when Harvard officials said in previous years that alumni kids were just better, you had to take their word. But then federal investigators came along and pried open those top-secret files. The Harvard guys were lying. This past fall, after two years of study, the U.S. Department of Education's Office for Civil Rights (OCR) found that, far from being more qualified or equally qualified, the average admitted legacy at Harvard between 1981 and 1988 was significantly LESS qualified than the average admitted nonlegacy. Examining admissions office ratings on academics, extracurriculars, personal qualities, recommendations, and other categories, the OCR concluded that "with the exception of the athletic rating, [admitted] nonlegacies scored better than legacies in ALL areas of comparison." In his recent book, "Preferential Policies", Thomas Sowell argues that doling out special treatment encourages lackluster performance by the favored and resentment from the spurned. His far-ranging study flits from Malaysia to South Africa to American college campuses. Legacies don't merit a word.

One reason the findings of Bernstein, Root-Bernstein, and Garnier are striking is that they challenge the belief that intellectual activity and athletic ability are mutually exclusive. Terms like “vita contemplativa” or “life of the mind” don’t exactly conjure up images of physical prowess, and they tap into a medieval belief that cultivation of the mind and spirit requires a denial of the body. Economists’ classifications of “white-collar” versus “blue-collar” jobs, “knowledge work” versus manual labor, and knowledge-based economies versus ones that produce mere stuff, all tell us that work divides into neat, separate categories. In the United States, the notion that integrals and intervals don’t mix is reinforced by American stereotypes about collegiate athletics and the unfortunate willingness of some sports-mad universities to tolerate underprepared student athletes while discouraging bright ones from pursuing academically demanding majors.

Collegiate life presents a student with innumerable opportunities to engender personal growth by responding to a dynamic social, athletic, and academic environment. Students instigate personal development by making calculated and rash personal decisions pertaining to what activities to pursue and by measuring their string of reactions to new experiences.

the best way for a young person to build character is for him to attempt something where there is a real and serious possibility of failure. In a high-risk endeavor, whether it’s in business or athletics or the arts, you are more likely to experience colossal defeat than in a low-risk one—but you’re also more likely to achieve real and original success. “The idea of building grit and building self-control is that you get that through failure,” Randolph explained. “And in most highly academic environments in the United States, no one fails anything.

am not suggesting that successes in academics, athletics, or vocation somehow stand outside God’s good plan. Learning and play are joys that God himself wove into the very fabric of creation. Although cursed in the fall, work was also part of God’s good design before the fall (Gen. 2:15; 3:17–23). And yet, whenever any activity, however good it may be, becomes amplified to the point that no time remains for family members to disciple one another, a divinely designed joy has been distorted into a hell-spawned idol. God

Today, kids want to be famous athletes, movie stars, rock stars, beauty queens, or CEOs because that is where the fame, money, and prestige are. That is the reason it is so hard to motivate kids in school today. They know that professional success is no longer solely linked to academic success,

Neuroscience was becoming "this thing we all do" — go to conferences, write papers, apply for grants. It was losing its intrepidity. All the finger tapping, the feeble reaches, the cartographic expeditions in the scanner—this was not behavior. John Hughlings Jackson divined enduring wisdom about the motor system without conducting a single experiment; I could sense John Krakauer’s wheels spinning the same way, as he groped for the right track. “It’s about being intellectual rather than academic,” he said.

With her strong GPA and merely quite good scores, busy athletic schedule, and character-building volunteer efforts, Portia Nathan’s application would have left this room with a fatal designation of Academic 3/Non-Academic 4, meaning that in the real world her scholastic skills were solid, but in Princeton’s supercharged applicant pool they were unremarkable, and that although she had been busy within her school community, she had not been a leader within that community (NonAc 3) or distinguished herself at the state level (NonAc 2), let alone accomplished something on a national or international scale (NonAc 1). NonAc 1’s, of course, were rather thin on the ground, even in Princeton’s applicant pool. They were Olympic athletes, authors of legitimately published books, Siemens prizewinners, working film or Broadway actors, International Tchaikovsky Competition violinists, and, yes, national judo champions, and they tended to be easy admits, provided they were strong students, which they usually were.

If a lot of people are suffering because of a few people, why didn’t the majority do something about it a long time ago? Why’d everyone let it get so bad?” “If you drop a lobster in a pot of boiling water,” Zyrha tells him, “it’ll thrash around for its life.” “Wouldn’t we all?” Darrion smirks. “If you drop the lobster in a pot of cool water and slowly raise the temperature, it’ll die without a struggle. It’ll get used to the incremental increases until it’s too late to know it’s dead. You asked how we got here. The temperature had been rising in the Old States for a long time. People were dying left and right without a struggle. A few leaders had control over everything: money, power, the military, health care, schools, utilities, transportation, laws, courts, and the media. They had everything. Everything except the one thing every person in power needs.” “What’s that?” Darrion asks through a strained quiver. “An enemy.” “An enemy,” he repeats. “The question became which one. There were so many to choose from.” Zyrha claps her hands and gives a sarcastic laugh. “Black people. Brown people. Asians. Mexicans. Arabs. Women. The biracial. The multiracial. Old people. Young people. Short people. The overweight, the underweight, the sick, the helpless, the homeless, the unemployed. The asexual, the bisexual, the homosexual, the transgendered. People with special needs. The neurodivergent. Pot-smokers. Immigrants. Socialists. Communists. Atheists. Jews. Muslims. Intellectuals. Influencers. Athletes. Academics. Writers. Pacifists. Celebrities.” Zyrha pauses to draw in a long breath. “They were all contrived of course. They were invented enemies designed to occupy the amygdala—that’s the brain’s fear center—so the prefrontal cortex—the part of the brain responsible for rational thought and good decision-making—wouldn’t take over. Anyway, there’d been a lot of manufactured enemies, and, frankly, they’d been done to death.

People with high hope,64 a frame of mind we’ve been moving toward with our explorations, have been shown to have better65 : Psychological adjustment Academic performance and achievement Physical health and wellness Athletic performance Coping skills for illness and loss Social-emotional problem-solving Interpersonal relationships

THE AFRO-AMERICAN HAS BEEN HEIR TO THE MYTHS THAT IT IS BETTER TO BE POOR THAN RICH, LOWER-CLASS RATHER THAN MIDDLE OR UPPER, EASYGOING RATHER THAN INDUSTRIOUS, EXTRAVAGANT RATHER THAN THRIFTY AND ATHLETIC RATHER THAN ACADEMIC.

Yaakov R. Feingold was born in Austin, Texas, but was raised in Sunbury, PA since he was in first grade. He excelled academically and athletically throughout his time at Sunbury while participating in football, basketball, baseball, and track.

The Family Educational Rights and Privacy Act of 1974, which was designed to ensure privacy and properly regulated access to student records, has become “the shield behind which higher education hides the academic corruption in college athletics.

The Christian belief is that Jesus, as God, is the only one who can bring humanity back to God. He was the only person in history with such a pedigree. 1 Timothy 2:5 tells us plainly, “There is one God, and there is one mediator between God and men, the man Christ Jesus.” As a man, he could represent humanity. He was tempted in every way, and yet he never sinned. Jesus is our proverbial “best foot forward” as far as humanity goes. Jesus is also God. As such he is able to serve as a “middle man” and usher us into the very presence of God. The amazing thing is that Jesus offers his righteousness to anyone who will receive it. Rather than being receptive to this offer, we complain there are not other ways to God. While it is incredibly gracious that God would offer any way back to him, people complain that he did not provide ten ways. The offer for salvation is available to all. Instead of being exclusive, Christianity is actually very inclusive. Everyone is welcome to come to Jesus. It does not matter who they are, or what they have done. The Bible tells us, “…whoever believes in him shall have eternal life” (John 3:16). Whether they be Jew, Hindu, Sikh, Greek, Canadian, African, athlete, entrepreneur, lawyer, or academic, the offer is there — come to Jesus.

Six years after I had been hit in the face with a baseball bat, flown to the hospital, and placed into a coma, I was selected as the top male athlete at Denison University and named to the ESPN Academic All-America Team—an honor given to just thirty-three players across the country. By the time I graduated, I was listed in the school record books in eight different categories. That same year, I was awarded the university’s highest academic honor, the President’s Medal.

Music is thought to be an academic pursuit. A cerebral one. The truth is that our bodies are our instrument. We have to train our muscles and build endurance the same way a professional athlete does. I can play for hours, but standing here with my arms raised, being poked and prodded by a seamstress? I’m exhausted.

It's an image that we're given. People have told us "No, these are the things that aren't for you." So one of the most empowering things as a young person was to go to one of the top schools and realize that there are all kinds of affirmative action. You know, there's legacy.. there's the college athlete. And colleges and universities have a right and an interest in diversifying. The problem is that when it comes to students of color, poor kids, all of a sudden that's affirmative action and that's a problem. And they're lesser than. I have been at probably every powerful table there is in the world. I've been at G-summits, I've been in castles and palaces, in boardrooms and academic universities, and I'm coming down from the mountaintop to tell every young person that is poor and working class and has been told regardless of the color of your skin that you don't belong, don't listen to them. They don't even know how they got at those seats.

Upon arriving at the peak of the mountain what you see are several other peaks that require continued climbing.

Like the journalist Walter Lippmann, who was two years ahead of him in the class of 1910, he did not fully realize how many Harvards there were, and how little they overlapped. 47 There was the Harvard of the privileged young men from proper families such as the Cabots, Bancrofts, Winthrops, Welds, Lodges, and Saltonstalls, with their “final clubs” such as the Porcellian, the A.D., and the Fly, who might or might not go to class and aimed only for a “gentleman’s C” average. There was the Harvard of athletes; the Harvard of intellectuals intent on an academic career; the Harvard of socialites focused mostly on having a good time and securing a gig on Wall Street; the Harvard of iconoclastic outsiders looking to find their way; and the Harvard of public school graduates, many of whom commuted from home every morning and returned home every night.

Most of us approach situations with the win-lose mentality. “Winning” means somebody else loses. We’re scripted with a scarcity mentality by win-lose athletics, academic distribution curves, and forced ranking systems. We look at life through the glasses of win-lose, and if we fail to develop self-awareness, we spend our lives competing for “dimes” instead of cooperating for “dollars.

unspoken message. “You’re fundamentally okay.” As the weeks and months passed, he began to feel a quiet confidence and affirmed himself. He began to blossom, at his own pace and speed. He became outstanding as measured by standard social criteria—academically, socially and athletically—at a rapid clip, far beyond the so-called natural developmental process. As the years passed, he was elected to several student body leadership positions, developed into an all-state athlete and started bringing home straight A report cards. He developed an engaging and guileless personality that has enabled him to relate in nonthreatening ways to all kinds of people. Sandra and I believe that our son’s “socially impressive” accomplishments were more a serendipitous expression of the feelings he had about himself than merely a response to social reward. This was an amazing experience for Sandra and me, and a very instructional one in dealing with our other children and in other roles as well. It brought to our awareness on a very personal level the vital difference between the Personality Ethic and the Character Ethic of success. The Psalmist expressed our conviction well: “Search your own heart with all diligence for out of it flow the issues of life.

She asked me if I would visit the music class sometime and speak to the kids about the viability of a music career. A few months later I found myself there in that same music room, talking to the kids and jamming out for them. The kids were beautiful, the jamming and talking was cool, but I walked away from the experience shaken. The last time I had been in that room was twenty years before, and it had been packed full of kids playing French horns, clarinets, violins, basses, trombones, flutes, tympani, and saxophones, all under the capable instruction of orchestra teacher Mr. Brodsky. It was a room alive with sound and learning! Any instrument a kid wanted to play was there to be learned and loved. But on this day, there were no instruments, no rustling of sheet music, no trumpet spit muddying the floor, no ungodly cacophony of squeaks and wails driving Mr. Brodsky up a fucking wall. There was a volunteer teacher, a group of interested kids, and a boom box. A music appreciation class. All the arts funding had been cut the year after I left Fairfax, under the auspices of a ridiculous law called Proposition 13, a symptom of the Reaganomics trickle-down theory. I was shocked to realize that these kids didn’t get an opportunity to study an instrument and blow in an orchestra. I thought back to the dazed days when I would show up to school after one of Walter’s violent episodes, and the peace I found blowing my horn in the sanctuary of that room. I thought of the dreams Tree and I shared there of being professional musicians, before going over to his house to be inspired by the great jazzers. Because I loved playing in the orchestra I’d be there instead of out doing dumb petty crimes. I constantly ditched school, but the one thing that kept me showing up was music class. FUCK REAGANOMICS. Man, kids have different types of intelligences, some arts, some athletics, some academics, but all deserve to be nurtured, all deserve a chance to shine their light.

We will never get anywhere in life without discipline, be it in the arts, business, athletics, or academics.

I’d never felt so empowered. He was half a foot taller than me, outweighed me by twenty kilos, he was athletic and I was academic, yet I was in complete control.