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Issues in sports management
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“Each year, when hockey season starts, Mr. Allen walks a little faster, holds his chin a little higher, and smiles a little brighter.” A week into our season- Saturday, December 5th, 2015 – it was game day, we would be traveling to a school in Massachusetts. There was 17 of us on the team; 3 freshmen, 6 sophomores, 1 junior, 7 seniors. Majority of us were at the school because of the head coach, Ed Allen. He was the type of man you wanted to play for, work your hardest for, but more importantly he was the type of man you wanted to be around, to talk to, and to listen to the very few but wise words he said. His biggest thing was being relentless and being selfless; to have a what can I give, not a what can I get attitude. On December 5th at
12pm, classes ended and the chapel bells rang, which was unusual. The whole student body gathered in the chapel, our school reverend told us there was a terrible accident involving Mr. Allen and his two young daughters. The whole school was shocked, and the campus seemed to get a dull grueling vibe. We were instructed to go on about our day and we would have another meeting once they found out more information. It was around 2pm, the chapel bells rang again, the whole school wearily gathered back in the chapel where we received more news; “it is with my deepest regret to say that Mr. Allen did not make it.” The school went into pure devastating panic. My legs weak and whole body shaking, all I could do was sit on the floor of the chapel and cry. The girls’ varsity hockey team gathered to be together and to support each other, although it seemed like none of us knew what to do. It is then that I realized what being a team is all about. None of us knew how we would ever recover from this, it seemed like our season was over, we would just give up. However, we knew that would be the completely opposite thing Mr. Allen would want us to do. Monday, December 7th, the team decided to practice. Stepping on the ice was one of the hardest things we had to do since hearing the news. We supported each other and the coaches motivated us. Stride by stride, we were able to do it together. Wednesday, December 9th, we had our home opener against our biggest rivals, it was questionable if we were going to play, but we all wanted to – for Mr. Allen. We played our hardest, we played together, and we played for Coach Allen. From there our difficult season went on with high points and low points, but we continued to be relentless and to be selfless trying to honor Mr. Allen in everything we did. The team became role models to the school community; everyone thought if the team can play and work hard then we can too. My teammates and my coaches made me become a better person. Together we endured the pain and preserved. They taught me how to be strong even if it seemed impossible, but to not be afraid to lean on others in tough times. The coaches showed me and taught me what being sincere, motivating, and being amazing role models looks like. These lessons have grown me into adulthood with everlasting life lessons I would never have learned if I didn’t have my team to teach me and to learn with during our darkest moments. Just one sentence on Saturday, December 5th, turned my life upside down. Mr. Allen, the team, and the school community has made me realize what being supportive, strong, and relentless really means.
Sometimes you just have to watch the movie. Some people were not even alive, some forget, some just do not know the story of the Olympic hockey glory experienced by everyone in the U.S. in 1980. You did not have to be a fan of hockey on that faithful day when the U.S.S.R. and the United States played that extraordinary game. One man’s vision and leadership brought one nation to its feet. Herb Brooks was the head coach of the 1980 U.S. men’s hockey team. In this brief report I will discuss the man, his visionary and ethical leadership, and his success.
Joes High School’s total enrollment consisted of sixteen girls, and twenty boys. Ten of the boys that had enrolled there played basketball. All of the boys were over six feet tall. Lane Sullivan, the new coach of the basketball team, had never even touched a basketball before he started coaching. Sullivan had never coached anything at all before he started coaching the Joes basketball team. In order to gain knowledge about the sport, he got a book about it. He started coaching in 1927, but before the 1928 basketball season, Joes High School didn’t even have a gym. Instead, they’d practice outside on a dirt court, and two times a week they’d take a bus to the nearest gym, which was ten miles away. In order to play home games, the boys had to play in the local dance hall. The “court” was nowhere near regulation size, and the ceiling was so short that the boys couldn’t shoot an arched shot. The people who attended these basketball games had no place to sit and watch the game, the all stood around the edges of the court and on the small stage. Joes High School finally got their own gym around Christmas time because the people of Joes donated their time and material in order to make it happen.
Students should read this book in a high school English classroom because it demonstrates how relationships can be difficult, but teamwork can help to solve many issues. Hutch realized that it would not help his team to continue fighting with Darryl and by being mad at his father. He was able to take those difficult relationships and form them into positive outcomes and achieve his goal. After winning the championship game, “Hutch made his way through his teammates, and up through the stands and did something he had not done in a very long time: Hutch hugged his father. And his father hugged him back” (Lupica 243). This proves to students that if they continue to work hard and focus on a goal, they can achieve it by being a team player on and off the field.
The first personal traits that Coach Dale was forced to exhibit were his toughness and his assertiveness. On his first night in Hickory he met the men of town in the barbershop who were all willing to provide their experience and insight on the team and how to coach. Coach Dale had enough self confidence to know that none of these “insights” were going to help the Hickory team win basketball games and let them know they weren’t welcome by turning his back and walking out. Additionally, he was forced to demonstrate his toughness twice more on the first day of practice by telling the temporary coach, “Secondly, your days of coaching are over,” and then by standing up to the group of men after he dismissed Buddy from the team. These actions made no friends of the men; however, th...
The town of Messina revolved their life around the football team, so they knew everything about anything that happened with the boys. Coach Eddie Rake was a thick headed individual who continuously pushed his players past their breaking point every day. Practices included the many players puking and the death of one after their daily bleacher run that the boys dreaded. Games included one breaking his hand, Rake becoming unconscious, and the team “just doing the impossible” of winning a State Championship with no coaches after being down 31-0 at halftime (Grisham 144). Like every person in Messina, Rake has two sides to him; the shrewd side and the compassionate side. Rake’s many personalities made each and every person in Messina have a different opinion of him. “The question is, ‘do I love Eddie Rake, or do I hate him (Grisham 223)?’” Coach Rake loved every one of his players, but he had a reputation to maintain which made people think differently about him.
William Faulkner brings all aspects of the game to life by going beyond the game itself, and immersing the readers into the intricate details that are often overlooked by most spectators. While spectators and televised sports commentators focus on the literal game itself, the points and teams, Faulkner describes the “kaleidoscopic whirl” of motion, the grace of the players and the designs they carve into the ice. He goes beyond the typical description of skates and hockey sticks, depicting them as “knife blades of skates” and “deft sticks which could break bones.” Faulkner, through this fluid and detail oriented writing, portrays the game of hockey in a way most people fail to see.
Coffey, Wayne R. The Boys of Winter: The Untold Story of a Coach, a Dream, and the 1980 U.S. Olympic Hockey Team. New York: Crown, 2005. Print.
As more of my teammates began to show up, I recognized most of them. However, I learned later that if I went on to play in the Spring, this would not be the same exact team I would play with. With only twenty minutes until we began,I put on all of my gear and my dad gave me a thorough warm up. Time seemed to fly by, and before I knew it, everyone was gathered together as positions were being assigned. I was originally overwhelmed with excitement, but as the game drew closer, the joy I had felt was replaced with anxiety. The lacrosse game taking place before ours ended and we entered and took our place on our bench. I recognized the opposing team’s jerseys quickly and identified them as a travel team from our area. Taking one final breath, I rushed into the lacrosse net enjoying my bird’s eye view, unsure of what was to
Your Company was brought to my attention this last summer while I was in a meeting with a potential Client. Yes, I can see a definite benefit to the people of Africa, and to Europe. You have a environmentally friendly system which is very sustainable, and able to provide a predictable supply. Over fishing has created a situation where there is or will soon be a shortage of fish in various parts of the world with Europe being one of them. Africa has the resources to fill that shortage. With your technology shortages can be made up without depleting natural fisheries while at the same time have a lowering the cost of entry to traditional open water fishing. The Technology you have developed provides a product equal to, or maybe a more consistent high quality without the depletions of the natural fishery stocks in the oceans.
Discuss the questions that would be important to include when interviewing a patient with this issue. The PQRST mnemonic guide can be used for a complete abdominal pain history is as follows: P3 – Positional, palliating, and provoking factors; Q – Quality; R3 – Region, radiation, referral; S – Severity; T3 – Temporal factors (time and mode of onset, progression, and previous episodes). This mnemonic will help to ensure a thorough history is obtained by asking question such as;
Last week at practicum was a time of renewed energy. Megan and I had a meeting with one of our supervisors and we discussed our experiences, thoughts, and concerns regarding the placement thus far. Additionally, our other supervisor completed his IPT comments, leading us to have a productive conversation about how our goals are being met and what needs to happen during term two to ensure that we achieve the remainder of our goals. Having this conversation before our mid-term evaluation was very meaningful, and at this point, I think that my practicum placement is as good as it could be. Moreover, I feel very validated by the level of support I have received from my supervisors and how they have taken our feedback of the agency seriously. Seeing my suggestions be authenticated and incorporated into the volunteer orientation makes me realize that my contributions will have a lasting impact on the community. The primary changes that I want to see are workers approaching clients from a strengths perspective instead of from a deficit one, and more mental health training for volunteers. After learning about reframing the way people think about issues during the cognitive behavioural therapy lecture in SOWK 310, I feel more prepared to give concrete strategies and examples of how workers at the agency can empower clients by using a strengths approach. In this context, reframing will aid the agency in seeing problems as opportunities
Upon reading information about REU AMI for summer internship, I have a mind of expertise in technology can provide people with disabilities that make easier for them to have access to the framework of information library. Not only accessibility of information, interaction with technology is an essential to those who want to gain knowledge of information they desire to learn. Aside from that, I have been involved with team in Thinking Cap funded by National Science Foundation since January 2015. The goal is to evaluate and analyze the challenges that Deaf and Hard of Hearing students experience in the Statistics course. My initial responsible was to provide feedbacks and suggestions on videos and PowerPoints that were helpful for students complete a difficult statistics topic. As of now, I am currently
...slapshot from the point. Two minutes later the puck broke loose from one of the other team's defensman and landed on our most talented player’s stick. He is not only as fast as lightning but can also stick handle around any NHL team blindfolded. He made a quick move to the left, and then to the right. He took the shot which went top shelf on the right side. The second I saw the net move I knew we had done it. The underdog team defeated the 1st ranked team in the state championship game for Missouri high school hockey. An uproar from the mob of people could have been heard from two miles away. I couldn’t believe we had done it. We beat the odds, and took the cup. I felt shivers travel down my bruised and cut body. The hard work did pay off, for we had done it. The tears were flowing like the water dropping from the Niagara Falls. We were State Champions.
This week, I followed up with the girls who went to the activity the District offered last Friday. We talked about their goals and the things they are doing in order to meet them. I emailed the lady who did the speech and we are trying to set up a second meeting, so the girls can talk to her again. This week, I had to deal with a lot of drama with another group of girls. I believe since it is April and the school year is almost over, they are under a lot of stress and that is the reason they keep getting in trouble. Last week, the student got their grades report, so I went over their grade and we worked on the grades they need to improve. I like the fact that the students are not looking for me just because their emotional problems, but also
I looked forward to games, since I had played about every inning from Little League through sophomore year, and that became the status quo. So, in my junior year, at the start of the varsity season, with the snow from the long New England winter finally melted, I was ready. There was a senior who was already a skilled first baseman, but the cleats were on, my glove was ready. I had worked hard in the off-season, done well in practice and intra-squad scrimmages and looked forward to showing off my skills. On Opening Day, I sat. Then the next game, I sat. And so it began, the out-of-my-control waiting. Glancing over to first base, a range of unfamiliar emotions washed over me. Watching my team struggle defensively and offensively, with seemingly every ball going into the opposing mitt, while bright yellow numbers ticked up onto the visitor’s part of the scoreboard. I could only wait. Emotions of confusion, bitterness, and anxiety consumed me. The season wore on: another bus ride, another game, another