Sporting Parent Quotes

Athletes are born winners, there not born loosers, and the sooner you understand this, the faster you can take on a winning attitude and become sucessful in life.

I don’t know how they do it. I don’t know how anybody does it, waking up every morning and eating and moving from the bus to the assembly line, where the teacherbots inject us with Subject A and Subject B, and passing every test they give us. Our parents provide the list of ingredients and remind us to make healthy choices: one sport, two clubs, one artistic goal, community service, no grades below a B, because really, nobody’s average, not around here. It’s a dance with complicated footwork and a changing tempo. I’m the girl who trips on the dance floor and can’t find her way to the exit. All eyes on me.

What's that you're holding?" he asked, noticing the pamphlet, still rolled up in her left hand. "Oh, this?" She held it up. "How to Come Out to Your Parents." He widened his eyes. "Something you want to tell me?" "It's not for me. It's for you." She handed it to him. "I don't have to come out to my mother," said Simon. "She already thinks I'm gay because I'm not interested in sports and I haven't had a serious girlfriend yet. Not that she knows of, anyway." "But you have to come out as a vampire," Clary pointed out. "Luke thought you could, you know, use one of the suggested speeches in the pamphlet, except use the word 'undead' instead of--" "I get it, I get it." Simon spread the pamplet open. "Here, I'll practice on you." He cleared his throat. "Mom. I have something to tell you. I'm undead. Now, I know you may have some preconceived notions about the undead. I know you may not be comfortable with the idea of me being undead. But I'm here to tell you that the undead are just like you and me." Simon paused. "Well, okay. Possibly more like me than you." "SIMON." "All right, all right." He went on. "The first thing you need to understand is that I'm the same person I always was. Being undead isn't the most important thing about me. It's just part of who I am. The second thing you should know is that it isn't a choice. I was born this way." Simon squinted at her over the pamphlet. "Sorry, reborn this way.

Carol Dweck, the psychologist who studies motivation, likes to say that all the world's parenting advice can be distilled to two simple rules: pay attention to what your children are fascinated by, and praise them for their effort.

Greatness, whether athletic or otherwise, doesn’t come from those content on just being but from those who seek being the difference.

Teachers, parents, guidance counselors... all of them are always pushing this crap about how it's okay to be different, just be yourself. Don't give in to peer pressure, blah, blah, blah. The truth is, it's really only okay to be yourself if that self is within an accepted range of "normal." You like soccer instead of basketball, Johnny? Well, okay, I guess, so long as you still like sports. What's that, Susie, you want to wear the blue sweater instead of the red? You know we're all about expressing individuality here... so long as it's still a sweater.

The problem nowadays is that children have become too much the center of attention. Their parents, their families, everybody around them feels a need to put them on a pedestal. So much effort is invested in boosting their self-esteem that they are made to feel special in and of themselves, without having done anything.

The most profound message of racial segregation may be that the absence of people of color from our lives is no real loss. Not one person who loved me, guided me, or taught me ever conveyed that segregation deprived me of anything of value. I could live my entire life without a friend or loved one of color and not see that as a diminishment of my life. In fact, my life trajectory would almost certainly ensure that I had few, if any, people of color in my life. I might meet a few people of color if I played certain sports in school, or if there happened to be one or two persons of color in my class, but when I was outside of that context, I had no proximity to people of color, much less any authentic relationships. Most whites who recall having a friend of color in childhood rarely keep these friendships into adulthood. Yet if my parents had thought it was valuable to have cross-racial relationships, they would have ensured that I had them, even if it took effort—the same effort so many white parents expend to send their children across town so they can attend a better (whiter) school. Pause for a moment and consider the profundity of this message: we are taught that we lose nothing of value through racial segregation. Consider the message we send to our children—as well as to children of color—when we describe white segregation as good.

26 Thought-Provoking Questions: 1. if you could own any single object that you don't have now, what would it be? 2. if you could have one superpower, what would it be? 3. if you could meet anyone in history, who would you choose and what would you ask them? 4. if you could add one person to your family, who would it be? 5. if you could be best friends with anyone in the world, who would you pick? 6. if you could change anything about your face, what would it be 7. if you could change anything about your parents, what would it be? 8. if you could fast-forward your life, how old would you want to be and why? 9. what is the one object you own that matters more to you than anything else? 10. what is the one thing in the world that you are most afraid of? 11. if you could go to school in a foreign country, which one would you pick? 12. if you had the power to drop any course from your curriculum, what would it be? 13. if you caught your best friend stealing from you, what would you do? 14. if you had a chance to spend a million dollars on anything but yourself, how would you spend it? 15. if you could look like anyone you wanted, who would that be? 16. if you were a member of the opposite sex, who would you want to look like? 17. if you could change your first name, what name would you chose? 18. what's the best thing about being a teen? 19. what's the worst? 20. if someone you like asked you out on a date, but your best friend had a crush on this person, what would you do? 21. what is the worst day of the week? 22. if you had to change places with one of your friends, who would you chose? 23. if you could be any sports hero, who would you like to be? 24. what's the one thing you've done in your life that you wish you could do over differently? 25. what would you do if you found a dollar in the street? what if you found $100? $10,000? 26. if you had a chance to star in any movie, who would you want as a costar?

One Monday, just for sport, Charlie grabbed an eggplant that a spectacularly wizened granny was going for, but instead of twisting it out of his hand with some mystic kung fu move as he expected, she looked him in the eye and shook her head - just a jog, barely perceptible really - it might have been a tic, but it was the most eloquent of gestures. Charlie read it as saying: O White Devil, you do not want to purloin that purple fruit, for I have four thousand years of ancestors and civilization on you; my grandparents built the railroads and dug the silver mines, and my parents survived the earthquake, the fire, and a society that outlawed even being Chinese; I am mother to a dozen, grandmother to a hundred, and great-grandmother to a legion; I have birthed babies and washed the dead; I am history and suffering and wisdom; I am a Buddha and a dragon; so get your fucking hand off my eggplant before you lose it.

Do we not see the influence we have when we say we believe in one thing, but our children see us living something else? Do we not realize how little we encourage our children to actually decide what they believe, declare what they believe, and then live by it? Whether it’s religion, politics, sports, or societal norms. It is not our place to tell our kids what to think. It is our place to teach our kids to think correctly. If we do this, we need have no fear of what they will decide for themselves and how strongly they’ll stand behind it. A man will follow his own convictions to his death, but he’ll only follow another man’s convictions until he steps in manure.

You can tell all of us are morphing into full-blown adults, wingtip adults, because all the time now the Big Question is, What are you going to do? After the summer, about your scholarship, about choosing a college, after graduation, with the rest of your life. When you are thirteen, the question is, Smooth or crunchy? That's it. Later, at the onset of full-blown adulthood, the Big Question changes a little bit - instead of, What are you going to do? it turns into, What do you do? I hear it all the time when my parents have parties, all the men standing around. After they talk sports, they always ask, What do you do? It's just part of the code that they mean "for a living" because no one ever answers it by saying, I go for walks and listen to music full-blast and don't care about my hearing thirty years from now, and I drink milk out of the carton, and I cough when someone lights up a cigarette, and I dig rainy days because they make me sad in a way I like, and I read books until I fall asleep holding them, and I put on sock-shoe, sock-shoe instead of sock-sock, shoe-shoe because I think it's better luck. Never that. People are always in something. I'm in advertising. I'm in real estate. I'm in sales and marketing.

The reason rituals are so effective at helping us manage our inner voices is that they’re a chatter-reducing cocktail that influences us through several avenues. For one, they direct our attention away from what’s bothering us; the demands they place on working memory to carry out the tasks of the ritual leave little room for anxiety and negative manifestations of the inner voice. This might explain why pregame rituals abound in sports, providing a distraction at the most anxiety-filled moment. Many rituals also provide us with a sense of order, because we perform behaviors we can control. For example, we can’t control what will happen to our children throughout their lives, and we can protect them only to a limited degree, which is a source of chatter for many parents. But when they are born, we can baptize them or perform any other of a variety of birth rituals that provide us with an illusion of control.

Never having experienced inequality, therefore, the majority of straight white men will be absolutely oblivious to their own advantages – not because they must necessarily be insensitive, sexist, racist, homophobic or unaware of the principles of equality; but because they have been told, over and over again, that there is no inequality left for them – or anyone else – to experience – and everything they have experienced up to that point will only have proved them right. Let the impact of that sink in for a moment. By teaching children and teenagers that equality already exists, we are actively blinding the group that most benefits from inequality – straight white men – to the prospect that it doesn’t. Privilege to them feels indistinguishable from equality, because they’ve been raised to believe that this is how the world behaves for everyone. And because the majority of our popular culture is straight-white-male-dominated, stories that should be windows into empathy for other, less privileged experiences have instead become mirrors, reflecting back at them the one thing they already know: that their lives both are important and free from discrimination. And this hurts men. It hurts them by making them unconsciously perpetrate biases they’ve been actively taught to despise. It hurts them by making them complicit in the distress of others. It hurts them by shoehorning them into a restrictive definition masculinity from which any and all deviation is harshly punished. It hurts them by saying they will always be inferior parents and caregivers, that they must always be active and aggressive even when they long for passivity and quietude, that they must enjoy certain things like sports and beer and cars or else be deemed morally suspect. It hurts them through a process of indoctrination so subtle and pervasive that they never even knew it was happening , and when you’ve been raised to hate inequality, discovering that you’ve actually been its primary beneficiary is horrifying – like learning that the family fortune comes from blood money. Blog post 4/12/2012: Why Teaching Equality Hurts Men

More African American adults are under correctional control today—in prison or jail, on probation or parole—than were enslaved in 1850, a decade before the Civil War began.7 The mass incarceration of people of color is a big part of the reason that a black child born today is less likely to be raised by both parents than a black child born during slavery.8 The absence of black fathers from families across America is not simply a function of laziness, immaturity, or too much time watching Sports Center. Thousands of black men have disappeared into prisons and jails, locked away for drug crimes that are largely ignored when committed by whites.

Father had stretched out his long legs and was tilting back in his chair. Mother sat with her knees crossed, in blue slacks, smoking a Chesterfield. The dessert dishes were still on the table. My sisters were nowhere in evidence. It was a warm evening; the big dining-room windows gave onto blooming rhododendrons. Mother regarded me warmly. She gave me to understand that she was glad I had found what I had been looking for, but that she and father were happy to sit with their coffee, and would not be coming down. She did not say, but I understood at once, that they had their pursuits (coffee?) and I had mine. She did not say, but I began to understand then, that you do what you do out of your private passion for the thing itself. I had essentially been handed my own life. In subsequent years my parents would praise my drawings and poems, and supply me with books, art supplies, and sports equipment, and listen to my troubles and enthusiasms, and supervise my hours, and discuss and inform, but they would not get involved with my detective work, nor hear about my reading, nor inquire about my homework or term papers or exams, nor visit the salamanders I caught, nor listen to me play the piano, nor attend my field hockey games, nor fuss over my insect collection with me, or my poetry collection or stamp collection or rock collection. My days and nights were my own to plan and fill.

Some people owe everything they have to the bank accounts of their parents. I owe the state. Put simply, the state educated me, fixed my leg when it was broken, and gave me a grant that enabled me to go to university. It fixed my teeth (a bit) and found housing for my veteran father in his dotage. When my youngest brother was run over by a truck it saved his life and in particular his crushed right hand, a procedure that took half a year, and which would, on the open market—so a doctor told me at the time—have cost a million pounds. Those were the big things, but there were also plenty of little ones: my subsidized sports centre and my doctor’s office, my school music lessons paid for with pennies, my university fees. My NHS glasses aged 9. My NHS baby aged 33. And my local library. To steal another writer’s title: England made me. It has never been hard for me to pay my taxes because I understand it to be the repaying of a large, in fact, an almost incalculable, debt. ....The charming tale of benign state intervention described above is now relegated to the land of fairy tales: not just naïve but actually fantastic. Having one’s own history so suddenly and abruptly made unreal is an experience of a whole generation of British people, who must now wander around like so many ancient mariners boring foreigners about how they went to university for free and could once find a National Health dentist on their high street.

Six express tracks and twelve locals pass through Palimpsest. The six Greater Lines are: Stylus, Sgraffito, Decretal, Foolscap, Bookhand, and Missal. Collectively, in the prayers of those gathered prostrate in the brass turnstiles of its hidden, voluptuous shrines, these are referred to as the Marginalia Line. They do not run on time: rather, the commuters of Palimpsest have learned their habits, the times of day and night when they prefer to eat and drink, their mating seasons, their gathering places. In days of old, great safaris were held to catch the great trains in their inexorable passage from place to place, and women grappled with them with hooks and tridents in order to arrive punctually at a desk in the depth, of the city. As if to impress a distracted parent on their birthday, the folk of Palimpsest built great edifices where the trains liked to congregate to drink oil from the earth and exchange gossip. They laid black track along the carriages’ migratory patterns. Trains are creatures of routine, though they are also peevish and curmudgeonly. Thus the transit system of Palimpsest was raised up around the huffing behemoths that traversed its heart, and the trains have not yet expressed displeasure. To ride them is still an exercise in hunterly passion and exactitude, for they are unpredictable, and must be observed for many weeks before patterns can be discerned. The sport of commuting is attempted by only the bravest and the wildest of Palimpsest. Many have achieved such a level of aptitude that they are able to catch a train more mornings than they do not. The wise arrive early with a neat coil of hooked rope at their waist, so that if a train is in a very great hurry, they may catch it still, and ride behind on the pauper’s terrace with the rest of those who were not favored, or fast enough, or precise in their calculations. Woe betide them in the infrequent mating seasons! No train may be asked to make its regular stops when she is in heat! A man was once caught on board when an express caught the scent of a local. The poor banker was released to a platform only eight months later, when the two white leviathans had relinquished each other with regret and tears.

For Eric, Columbine was a performance. Homicidal art. He actually referred to his audience in his journal: “the majority of the audience wont even understand my motives,” he complained. He scripted Columbine as made-for-TV murder, and his chief concern was that we would be too stupid to see the point. Fear was Eric’s ultimate weapon. He wanted to maximize the terror. He didn’t want kids to fear isolated events like a sporting event or a dance; he wanted them to fear their daily lives. It worked. Parents across the country were afraid to send their kids to school. Eric didn’t have the political agenda of a terrorist, but he had adopted terrorist tactics. Sociology professor Mark Juergensmeyer identified the central characteristic of terrorism as “performance violence.” Terrorists design events “to be spectacular in their viciousness and awesome in their destructive power. Such instances of exaggerated violence are constructed events: they are mind-numbing, mesmerizing theater.” The audience—for Timothy McVeigh, Eric Harris, or the Palestine Liberation Organization—was always miles away, watching on TV. Terrorists rarely settle for just shooting; that limits the damage to individuals. They prefer to blow up things—buildings, usually, and the smart ones choose carefully. “During that brief dramatic moment when a terrorist act levels a building or damages some entity that a society regards as central to its existence, the perpetrators of the act assert that they—and not the secular government—have ultimate control over that entity and its centrality,” Juergensmeyer wrote. He pointed out that during the same day as the first attack on the World Trade Center, in 1993, a deadlier attack was leveled against a coffee shop in Cairo. The attacks were presumably coordinated by the same group. The body count was worse in Egypt, yet the explosion was barely reported outside that country. “A coffeehouse is not the World Trade Center,” he explained. Most terrorists target symbols of the system they abhor—generally, iconic government buildings. Eric followed the same logic. He understood that the cornerstone of his plan was the explosives. When all his bombs fizzled, everything about his attack was misread. He didn’t just fail to top Timothy McVeigh’s record—he wasn’t even recognized for trying. He was never categorized with his peer group. We lumped him in with the pathetic loners who shot people.

Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'. But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.