Wishing. This is the step during which I look back on my inquiry and evaluate. How did I do? What could I have done better? Can I continue this in the future?
Overall, I think I developed a very workable tryout plan, especially considering that I have no formal coaching experience. I have never run a tryout before; I have simply participated as a player. I do think that I came up with a good final product, especially with the addition of the explanatory Power Point presentation. This is not only helpful for my peers to read it, but I could also use it in the future for fellow coaches who are unfamiliar with my drills.
As satisfied as I am with my tryout plan, I do realize that many questions and variables remain:
- What happens if I get into a situation where I have not already seen my players perform at tryout time? The situation I have in mind is one in which I am thrown into a coaching position right before the season starts. I may have to extend my tryouts beyond three days. However, I could re-consult the sources I used for more drill ideas.
- What if I am working in a large district and have a huge number of girls try out? I may have to extend my tryouts to accomodate this in order to effectively evaluate each girl.
- What if I do not have very many assistant coaches to help me run tryouts? Many of the drills require several coaches to run them and evaluate. I may have to extend tryouts so I can evaluate each girl.
I also realize that this plan is suited specifically for tryouts. What will I do once I have a team in place and need to run practices? I think that my tryout plan gives a rough skeleton of how practices can proceed. I can use some of the drills - after all, they do work with the fundamentals of the game - and build in other drills from my sources or that I may pick up along the way between now and when I have my own team. I think a lot of variables remain, especially because I do not know at which level I will be coaching. I could have a freshman, junior varsity, or varsity team. I think that with this tryout plan I have a good blueprint to begin my softball coaching career and that the rest will fall into place along the way.
Tuesday, February 12, 2008
Waving!
I finally made it! The time has come to communicate my findings to an audience (that's you). Lamb notes that one needs to identify an audience during this stage. My audience is essentially myself for part of this project - I am letting myself know what kind of practice plan I will need to run a tryout. I am also, however, using part of my final product to communicate to my peers. I created a Power Point presentation that provides explanations of each of the drills I used in my plan. It also provides a list of sources I used. This way, those who are not familiar with softball or just some of the drills I used may understand what I am speaking of; they may also visit the sources I used for their own knowledge. This step also follows the Creating step in the Alberta Inquiry Model (Callison and Preddy 58). I created the product that will be most useful for me - my tryout plan - and then went back and thought about my audience. Not everyone reading this blog will be familiar with the drills I used. So, I went back with that audience in mind and created my Power Point. Thus, I satisfied the needs of both audiences.
I have included the links to both the tryout plan and the Power Point presentation in my OnCourse worksite. They are the only two documents in the folder. The Excel workbook contains six pages. The first three are the tryout plans. The fourth is the evaluation template, and the last two are examples of how the template can be used.
https://oncourse.iu.edu/portal/site/~cworthma
Please let me know if you have any trouble accessing my links!
Resources:
Callison, Daniel and Leslie Preddy. The Blue Book on Information Age Inquiry, Instruction and Literacy. Westport, CT: Libraries Unlimited, 2006.
Lamb, Annette. "8 Ws of Information Literacy." http://virtualinquiry.com/inquiry/ws.htm.
I have included the links to both the tryout plan and the Power Point presentation in my OnCourse worksite. They are the only two documents in the folder. The Excel workbook contains six pages. The first three are the tryout plans. The fourth is the evaluation template, and the last two are examples of how the template can be used.
https://oncourse.iu.edu/portal/site/~cworthma
Please let me know if you have any trouble accessing my links!
Resources:
Callison, Daniel and Leslie Preddy. The Blue Book on Information Age Inquiry, Instruction and Literacy. Westport, CT: Libraries Unlimited, 2006.
Lamb, Annette. "8 Ws of Information Literacy." http://virtualinquiry.com/inquiry/ws.htm.
Monday, February 11, 2008
Wrapping...
I am on to the wrapping portion of this inquiry, which involves choosing how to present my findings (Lamb). I need to figure out how to best present my final product. In this case I feel as though I need to make some kind of chart or template for my practice plan. I have used Microsoft Excel to make a tryout workbook. The first few pages contain the list of drills for each day. The following pages contain a general template for player evaluation along with examples of how the evaluation pages can be applied to the drills. I feel like I need to explain myself a bit in addition to this. I will either provide a written explanation in Microsoft Word or construct a PowerPoint presentation. I have yet to decide which will be most effective.
Resource:
Lamb, Annette. "8 Ws of Information Literacy." http://virtualinquiry.com/inquiry/ws.htm.
Resource:
Lamb, Annette. "8 Ws of Information Literacy." http://virtualinquiry.com/inquiry/ws.htm.
Weaving...
I spent the weekend weaving my information together. I went back and looked through The Blue Book to see if any of the other models presented by Callison and Preddy could make me think about this step any differently. Essentially, I wanted to see if I was leaving anything out. I feel like weaving is an in-between step: I have found my information but now need to turn it into a product. When I looked through Callison and Preddy's text I found a description for the Alberta Inquiry Model (58). The authors present a table of phases in this model and provide what skills and strategies correspond to each. The last strategy between "Processing" and "Creating" was "make connections and inferences" (58). Right now I am making connections between what I already know about the game of softball and what I am learning from books, websites, and other individuals. I am then drawing conclusions about how to best use the information. I really do feel like I'm at an in-between stage in this inquiry.
After compiling a lengthy list of drills I realize that I need to come up with a tryout template. Veroni's book contains a practice checklist with all of the drills that could possibly be used in a practice. I based my own drill list off of this in terms of organization. Veroni also provides a sample practice plan (62-63). This gives an idea of how long each drill should last. I will use this as a rough example for my practice template. I will also be using the advice of Scott Sutherland, the expert who answered my question on AllExperts.com, and make a template that allows me to list each player's name and assign a points ranking system for tryout drills. Sutherland explained to me that tryouts must use a level playing field. Each girl should get the same amount of reps for each drill. For example, hitting off a pitching machine. Each girl gets ten swings and the coach should record her results: eight out of her ten swings would count as a hit. Pitching, you could record how many pitches each girl throws that hit her target. I have decided to use my first day of tryouts as a teaching session. I will not record any statistics on this day. Instead, I will simply get girls into the swing of things, so to speak. At the high school level I could have some girls who are coming from intensive winter conditioning and who have prior varsity experience or have played competitive travel softball. Others may be coming from recreational leagues. I will give them a day to learn some fundamentals and begin evaluating on the second and third days.
Onward. My tryout template awaits.
Resources:
AllExperts.com. 2008. 27 January 2008. http://en.allexperts.com/q/Softball-2562/.
Callison, Daniel and Leslie Preddy. The Blue Book on Information Age Inquiry, Instruction and Literacy. Westport, CT: Libraries Unlimited, 2006.
Veroni, Kathy J. Coaching Fastpitch Softball Successfully. Champaign, IL: Human Kinetics, 1998.
After compiling a lengthy list of drills I realize that I need to come up with a tryout template. Veroni's book contains a practice checklist with all of the drills that could possibly be used in a practice. I based my own drill list off of this in terms of organization. Veroni also provides a sample practice plan (62-63). This gives an idea of how long each drill should last. I will use this as a rough example for my practice template. I will also be using the advice of Scott Sutherland, the expert who answered my question on AllExperts.com, and make a template that allows me to list each player's name and assign a points ranking system for tryout drills. Sutherland explained to me that tryouts must use a level playing field. Each girl should get the same amount of reps for each drill. For example, hitting off a pitching machine. Each girl gets ten swings and the coach should record her results: eight out of her ten swings would count as a hit. Pitching, you could record how many pitches each girl throws that hit her target. I have decided to use my first day of tryouts as a teaching session. I will not record any statistics on this day. Instead, I will simply get girls into the swing of things, so to speak. At the high school level I could have some girls who are coming from intensive winter conditioning and who have prior varsity experience or have played competitive travel softball. Others may be coming from recreational leagues. I will give them a day to learn some fundamentals and begin evaluating on the second and third days.
Onward. My tryout template awaits.
Resources:
AllExperts.com. 2008. 27 January 2008. http://en.allexperts.com/q/Softball-2562/.
Callison, Daniel and Leslie Preddy. The Blue Book on Information Age Inquiry, Instruction and Literacy. Westport, CT: Libraries Unlimited, 2006.
Veroni, Kathy J. Coaching Fastpitch Softball Successfully. Champaign, IL: Human Kinetics, 1998.
Friday, February 8, 2008
So Much To Weave!
Let the weaving begin! I must confess that I am rather overwhelmed at this point; I have so much information to synthesize! I need to organize my information. I should compare drills and select the most useful for my tryout plan. I should also figure out how to most effectively use each drill and how the tryouts should be organized.
I have compiled, as I said in my last post, a list of the most useful drills from the books. I have also added some from the websites, although most of the material there focused on coaching techniques. I have also heard back from my sister and former coach, as well as the expert from AllExperts.com. While the IHSAA website did not mention tryout length, my former coach advised me to plan for three days. This makes sense, as hopefully I will have seen players during winter conditioning and have an idea of their skill level.
Now it is time for me to really buckle down with all of my information. I hope I can wade through all of it!
I have compiled, as I said in my last post, a list of the most useful drills from the books. I have also added some from the websites, although most of the material there focused on coaching techniques. I have also heard back from my sister and former coach, as well as the expert from AllExperts.com. While the IHSAA website did not mention tryout length, my former coach advised me to plan for three days. This makes sense, as hopefully I will have seen players during winter conditioning and have an idea of their skill level.
Now it is time for me to really buckle down with all of my information. I hope I can wade through all of it!
Monday, February 4, 2008
Wiggling...
Now that I have completely narrowed my task to creating a practice plan and found more sources, the time has come to wiggle the information I have found. This stage involves using and evaluating my resources and information (Lamb). I need to filter the information and figure out exactly what is usable versus what I can leave out. I find that Berkowitz and Eisenberg's "use of information" step in the Big 6 process helps me best understand what I need to do during this stage (http://big6.com/). I need to sit down with my information and figure out how I am going to use it in my final product.
I have bookmarked different drills in my materials and have begun compiling a list of the ones I feel will work the best at the high school level. I have listed every drill that could be useful in a tryout situation. I have pulled drills from my own memory, books, websites, and have e-mailed my sister to see if she remembers any that I may be forgetting.
My next task will be to weave all of this information together into a usable tryout plan. I am going to contact my high school coach to ask how long tryouts typically last, as I am having trouble recalling this detail. I may also look at the IHSAA (Indiana High School Athletic Association) web site to see if it gives a timeline for tryouts. I know that the IHSAA regulates when tryouts can begin and I wonder if it regulates tryout length (in days) as well. I will also ask my high school coach what kind of system he used for rating players during tryouts. I have e-mailed an expert at AllExperts.com as well and await his reply in regards to rating and scoring players. Once I know what kind of time frame I have to work with and what kind of format works best I will be able to divide and organize the drills into a workable practice plan.
Resources:
Big 6: An Information Problem-Solving Process. Eds. Michael B. Eisenberg and Robert E. Berkowitz. 22 January 2008. Big 6 Associates, LLC. 3 February 2008. <http://big6.com/>.
Lamb, Annette. "8 Ws of Information Literacy." http://virtualinquiry.com/inquiry/ws.htm.
I have bookmarked different drills in my materials and have begun compiling a list of the ones I feel will work the best at the high school level. I have listed every drill that could be useful in a tryout situation. I have pulled drills from my own memory, books, websites, and have e-mailed my sister to see if she remembers any that I may be forgetting.
My next task will be to weave all of this information together into a usable tryout plan. I am going to contact my high school coach to ask how long tryouts typically last, as I am having trouble recalling this detail. I may also look at the IHSAA (Indiana High School Athletic Association) web site to see if it gives a timeline for tryouts. I know that the IHSAA regulates when tryouts can begin and I wonder if it regulates tryout length (in days) as well. I will also ask my high school coach what kind of system he used for rating players during tryouts. I have e-mailed an expert at AllExperts.com as well and await his reply in regards to rating and scoring players. Once I know what kind of time frame I have to work with and what kind of format works best I will be able to divide and organize the drills into a workable practice plan.
Resources:
Big 6: An Information Problem-Solving Process. Eds. Michael B. Eisenberg and Robert E. Berkowitz. 22 January 2008. Big 6 Associates, LLC. 3 February 2008. <http://big6.com/>.
Lamb, Annette. "8 Ws of Information Literacy." http://virtualinquiry.com/inquiry/ws.htm.
Wednesday, January 30, 2008
A Little Wiggling and a Lot More Webbing...
I began wading through my texts last night and discovered a few things. First, I have been overlooking my own knowledge of and experience with softball as a valuable tool. These assets plays a key role in this inquiry. In order to effectively search a topic, one must, "know quite a bit about the subject" (DiBianco 3). Otherwise, how can you know exactly where to begin? I realize that "quite a bit" is a relative term but it makes sense. You have to know a bit about any topic before you begin the process of inquiry. You may be researching a disease that you have never heard of, but at least you know that it is a disease and that can help guide your search tremendously. You are more likely to begin with medical resources and branch out from there. But I digress. Back to softball...
As I mentioned, I have been overlooking my own extensive experience with and knowledge of the game of softball. As I began looking through the books I checked out I realized that I knew many of the drills that were described. This is fortunate, because the directions and photos were not always clear. I immediately discarded Focused for Fastpitch because it dealt more with the mental aspect of the game and gave tips for keeping players focused during games, nutrition facts, and other things of that nature. I am more interested in the drills necessary to run a practice.
A second thing I realized is that much of the decision about what drills to include in a practice depend on a number of factors. First, what level is the team? Second, is this one of the first practices of the season or are we in the postseason? Are we running a practice that is between a series of games? Have I been working with these girls for several years or is this my first experience with this group? As a result I have decided, for simplicity's sake and my own novice status as a coach, that I will be designing a tryout plan. After all, when I do begin coaching this is the first thing I will have to do.
It looks like it is back to the books and the web for tryout resources. I was able to use a number of the drills in the books as tryout drills; however, I would like to find out what I will need to look for in players. I will also need to find out how to score and rank players.
Resources :
DiBianco, Phyllis. "Teaching Information Literacy Skills in the Age of Search, Click, Copy, and Paste." Information Searcher 14.4 (2004): 1-7.
Solomon, Gloria and Andrea Becker. Focused for Fastpitch: 80 Drills to Play and Stay Sharp. Champaign, Ill.: Human Kinetics Publishers, Inc., 2004.
As I mentioned, I have been overlooking my own extensive experience with and knowledge of the game of softball. As I began looking through the books I checked out I realized that I knew many of the drills that were described. This is fortunate, because the directions and photos were not always clear. I immediately discarded Focused for Fastpitch because it dealt more with the mental aspect of the game and gave tips for keeping players focused during games, nutrition facts, and other things of that nature. I am more interested in the drills necessary to run a practice.
A second thing I realized is that much of the decision about what drills to include in a practice depend on a number of factors. First, what level is the team? Second, is this one of the first practices of the season or are we in the postseason? Are we running a practice that is between a series of games? Have I been working with these girls for several years or is this my first experience with this group? As a result I have decided, for simplicity's sake and my own novice status as a coach, that I will be designing a tryout plan. After all, when I do begin coaching this is the first thing I will have to do.
It looks like it is back to the books and the web for tryout resources. I was able to use a number of the drills in the books as tryout drills; however, I would like to find out what I will need to look for in players. I will also need to find out how to score and rank players.
Resources :
DiBianco, Phyllis. "Teaching Information Literacy Skills in the Age of Search, Click, Copy, and Paste." Information Searcher 14.4 (2004): 1-7.
Solomon, Gloria and Andrea Becker. Focused for Fastpitch: 80 Drills to Play and Stay Sharp. Champaign, Ill.: Human Kinetics Publishers, Inc., 2004.
Tuesday, January 29, 2008
Webbing...
I began my "webbing" about a week and a half ago. This stage of the process involves creating and planning a search strategy, identifying types of information I will need, and selecting resources in various formats (Lamb). This is akin to the "location and access" step in Michael B. Eisenberg and Robert E. Berkowitz's Big 6 model (http://big6.com/). Basically, I need to figure out from where I will gather my information. So far I have checked out several books from the IUPUI University library:
Focused for Fastpitch: 80 Drills to Play and Stay Sharp
The Softball Drill Book: Over 175 Drills for Individual and Team Play
The Softball Coaching Bible
Coaching Fastpitch Softball Successfully
I have also identified some websites that may be of some help:
http://www.fastpitchsoftball.com/
www.mycoachonline.com/softball
http://www.allexperts.com/ (they have a softball section)
Today I will examine these sources to see what kind of information is presented. Perhaps I will gain some insight on exactly what kind of practice plan I will be designing (tryouts, pre-season, post-season, etc.). I will also hopefully be able to figure out what other kinds of information I need.
Resources:
AllExperts. 28 January 2008. 29 January 2008. <http://en.allexperts.com/q/Softball-2562/>.
Big 6: An Information Problem-Solving Process. Eds. Michael B. Eisenberg and Robert E. Berkowitz. 22 January 2008. Big 6 Associates, LLC. 26 January 2008. <http://big6.com/>.
FastPitch Softball. 2 July 2007. 29 January 2008. <http://www.fastpitchsoftball.com/>.
Lamb, Annette. "8 Ws of Information Literacy." http://virtualinquiry.com/inquiry/ws.htm.
MyCoachOnline. Internet Broadcasting Corporation, Inc. 29 January 2008. <http://www.mycoachonline.com/Softball/index.lasso>.
National Fastpitch Coaches Association. The Softball Coaching Bible. Ed. Jacquie Joseph. Champaign, Ill.: Human Kinetics Publishers, Inc., 2002.
Solomon, Gloria and Andrea Becker. Focused for Fastpitch: 80 Drills to Play and Stay Sharp. Champaign, Ill.: Human Kinetics Publishers, Inc., 2004.
Veroni, Kathy J. Coaching Fastpitch Softball Successfully. Champaign, Ill.: Human Kinetics Publishers, Inc., 1998.
Walker, Kirk (ed). The Softball Drill Book: Over 175 Drills for Individual and Team Play. Champaign, Ill.: Human Kinetics Publishers, Inc., 2007.
Focused for Fastpitch: 80 Drills to Play and Stay Sharp
The Softball Drill Book: Over 175 Drills for Individual and Team Play
The Softball Coaching Bible
Coaching Fastpitch Softball Successfully
I have also identified some websites that may be of some help:
http://www.fastpitchsoftball.com/
www.mycoachonline.com/softball
http://www.allexperts.com/ (they have a softball section)
Today I will examine these sources to see what kind of information is presented. Perhaps I will gain some insight on exactly what kind of practice plan I will be designing (tryouts, pre-season, post-season, etc.). I will also hopefully be able to figure out what other kinds of information I need.
Resources:
AllExperts. 28 January 2008. 29 January 2008. <http://en.allexperts.com/q/Softball-2562/>.
Big 6: An Information Problem-Solving Process. Eds. Michael B. Eisenberg and Robert E. Berkowitz. 22 January 2008. Big 6 Associates, LLC. 26 January 2008. <http://big6.com/>.
FastPitch Softball. 2 July 2007. 29 January 2008. <http://www.fastpitchsoftball.com/>.
Lamb, Annette. "8 Ws of Information Literacy." http://virtualinquiry.com/inquiry/ws.htm.
MyCoachOnline. Internet Broadcasting Corporation, Inc. 29 January 2008. <http://www.mycoachonline.com/Softball/index.lasso>.
National Fastpitch Coaches Association. The Softball Coaching Bible. Ed. Jacquie Joseph. Champaign, Ill.: Human Kinetics Publishers, Inc., 2002.
Solomon, Gloria and Andrea Becker. Focused for Fastpitch: 80 Drills to Play and Stay Sharp. Champaign, Ill.: Human Kinetics Publishers, Inc., 2004.
Veroni, Kathy J. Coaching Fastpitch Softball Successfully. Champaign, Ill.: Human Kinetics Publishers, Inc., 1998.
Walker, Kirk (ed). The Softball Drill Book: Over 175 Drills for Individual and Team Play. Champaign, Ill.: Human Kinetics Publishers, Inc., 2007.
Monday, January 14, 2008
Wondering...
I am moving on to the next W, which is "Wondering". The task here is one of questioning. I need to find a purpose, question my techniques, brainstorm, find a focus, and narrow my topic (Lamb). I would like to focus my project on something pertinent and useful. I want to be able to use my final product in the future. I looked at my previous options and immediately eliminated fashion and the AAGPBL. While I do currently work in fashion, I am not really excited about looking into its history. The AAGPBL, while interesting, does not really excite me as much as it did a few days ago. This left me with England and softball coaching techniques and practices. While I do want to visit England someday it will probably not happen for some time. I am much more interested in softball coaching. Even though it will take me awhile to finish this degree and get into a school setting (and thus a coaching setting), I could potentially coach a team without working in a school system (a summer team or as an assistant coach for a school). I will explore coaching techniques and drills, and my final product will be a full week's practice plan. I will plan ways to fill out five two-hour time slots (one per day) will effective skillwork and drills.
On to the brainstorming. What kinds of drills will I need to consider?
I need to incorporate both defensive and offensive drills.
Lamb, Annette. "8 Ws of Information Literacy." http://virtualinquiry.com/inquiry/ws.htm.
On to the brainstorming. What kinds of drills will I need to consider?
I need to incorporate both defensive and offensive drills.
A few questions:
How many defensive vs. offensive drills should I consider?
How much time should I allot for individual defensive positions' drills versus drills that incorporate the entire team's defense as a unit?
Where is my team at this point in the season? Am I making practice plans for the first week of practice, the middle of the season, or the postseason?
What kinds of hitting drills are most important? How much time should be spent on repetitive drills versus live hitting (i.e., against a pitcher)?
How long should each drill last?
Which drills are going to give me the most? That is, which will incorporate as much as possible?
I have my work cut out for me. I picked up a few books from the IUPUI library on my way to another class tonight. I will look through these and search some Internet sources and hopefully gain a better understanding of what it takes to make a practice plan.
Lamb, Annette. "8 Ws of Information Literacy." http://virtualinquiry.com/inquiry/ws.htm.
Friday, January 11, 2008
Watching...
In the 8 W's model presented in class, developed by Dr. Lamb, the first step is Watching. Watching entails becoming more "in tune" with the world around you and observing your surroundings. It brings meaning to the project. As I begin this project I have an infinite number of topics to explore. Where do I begin? I sat down awhile ago and jotted down a few topics that I might be interested in exploring further.
-England. This may be a bit broad, but I have been thinking recently that I need to learn more about places outside of the U.S. I have never been out of the country and would love to travel as soon as I have a real job and more income than I make with my retail position! I have always been fascinated by England. I am not sure if it is the accents or what I have seen in movies and in magazines: the pubs, castles, and tiny cars that drive on the left side of the road. At any rate, I would love to visit the country someday and some background information would certainly be helpful.
-Fashion. I took a retail sales position at the Nordstrom in Indianapolis to pay the bills while I am going to graduate school. While I thought this would just get me by until I have my degree and can find a school media position, I have become fascinated with fashion. I would love to look at the history of fashion and explore related careers - what are the odds that some fashion corporation needs a librarian?
-Softball coaching techniques. This was actually sparked by the arrival of my Spring 2008 copy of Direct Sports, which is a catalog of baseball and softball gear. I played softball from the age of seven through my junior year of college. I would ultimately like to coach at the high school level when I am a media specialist. As I flipped through the catalog I was amazed by the number of training tools available for coaches and players. I found myself wondering which would be the best and how to incorporate all the cool gadgets into a practice. I would love to research coaching philosophies and techniques to learn about new drills and ideas to make my (hypothetical, at this point) players better.
-The All-American Girls' Professional Baseball League. As you can tell, I was a bit of a jock back in my day (I say that as though it was so long ago). My all-time favorite movie is A League of Their Own. In case you are not familiar, the movie follows the athletic career of two sisters who play in the AAGPBL during World War II. I would love to do more research about the league to see how exactly it was run and discuss its implications for America during WWII.
That is it for now. I am not sure which topic to choose; I think I will take some time to "wonder" and conjure up some questions about each topic to get a better idea of which would be the best. Any input is more than welcome!
-England. This may be a bit broad, but I have been thinking recently that I need to learn more about places outside of the U.S. I have never been out of the country and would love to travel as soon as I have a real job and more income than I make with my retail position! I have always been fascinated by England. I am not sure if it is the accents or what I have seen in movies and in magazines: the pubs, castles, and tiny cars that drive on the left side of the road. At any rate, I would love to visit the country someday and some background information would certainly be helpful.
-Fashion. I took a retail sales position at the Nordstrom in Indianapolis to pay the bills while I am going to graduate school. While I thought this would just get me by until I have my degree and can find a school media position, I have become fascinated with fashion. I would love to look at the history of fashion and explore related careers - what are the odds that some fashion corporation needs a librarian?
-Softball coaching techniques. This was actually sparked by the arrival of my Spring 2008 copy of Direct Sports, which is a catalog of baseball and softball gear. I played softball from the age of seven through my junior year of college. I would ultimately like to coach at the high school level when I am a media specialist. As I flipped through the catalog I was amazed by the number of training tools available for coaches and players. I found myself wondering which would be the best and how to incorporate all the cool gadgets into a practice. I would love to research coaching philosophies and techniques to learn about new drills and ideas to make my (hypothetical, at this point) players better.
-The All-American Girls' Professional Baseball League. As you can tell, I was a bit of a jock back in my day (I say that as though it was so long ago). My all-time favorite movie is A League of Their Own. In case you are not familiar, the movie follows the athletic career of two sisters who play in the AAGPBL during World War II. I would love to do more research about the league to see how exactly it was run and discuss its implications for America during WWII.
That is it for now. I am not sure which topic to choose; I think I will take some time to "wonder" and conjure up some questions about each topic to get a better idea of which would be the best. Any input is more than welcome!
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