Choosing to Grow

No matter whether Meagan is writing, coaching, parenting or speaking, her commitments begin with an intention to grow. She hopes to enhance lives and encourage engagement by pursuing projects that grow ideas, relationships, understanding, and love.

2 thoughts on “Choosing to Grow

  1. You missed a very important persepective and vital component in your article regarding equal play or play to win.
    And that is effort an commitment.
    In my experience as a coach and as a mother I have noticed that the players that 10 not to do well are not near as committed as the players that do do well. The players that tend to be the better players practice daily and put in many many hours off field or Court practicing and listening to their coaches advice. Do we want to teach kids that you get at a grade even when you don’t study? That is really not how the world works! Do they understand that as concrete thinkers maybe not under age 6 but they understand that once they start school and receiving grades and quizzes and tests. And they understand that it home and that when they follow their parents Direction and trust them that they have good outcomes. Why should the player that has studied hard receive a poor grade as a result of a game being lost when they have done their part. Maybe we need to choose teams based on effort and commitment and leave those who just want equal playing time with little to no effort and commitment to form their own teams.
    Mrs. Collins

    • Thank you for your thoughts, Mrs. Collins.
      You make some valid points. My opinions have morphed and adjusted with certain scenarios over the five years since I wrote this piece, but I still contend equal playing time during the development stage should take precedence. (Until about 13) I think it comes down to whether you see the games as a grade or as a classroom. I view the games as a classroom. As a former classroom teacher, I offered the material, as best I could, in equal measure for every student. The grade was how their personal performance was graded. Players who put in the time WILL have success in performance, and my job is to frame their “grade” on personal effort, achievement of skill, mastery of concept, etc. The result of the game CANNOT be the measuring stick for any of their grades. If it were, then how would you evaluate performance if we played a stronger team?
      I have a team policy about commitment of time that equates to playing time…I think that’s a fair standard. The kid who works extra will likely score more goals, achieve more success in those areas I’m helping them measure. The winning and losing as a team is another learning device altogether.

      Thanks again for your comment!

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