62 En glish Journal 104.1 (2014): 62–67

Marisa Sandoval Lamb

An En glish teacher and competitive runner explains the parallels that exist between academic and athletic performance and provides activities to improve student writing.

Writing: An Athletic Performance

knowledge requires mental skills that parallel those of an athlete, such as focus, analysis, memory, and confidence. In support of this idea, I have developed an assignment that encourages students to consider what they know, observe, and practice in everyday life and apply it to academic practices. By doing so, students will recognize the ways their analyti-cal skills in athletic performances may be developed and transferred into the classroom to meet their academic needs and, consequently, the demands of college- and career- ready writing standards.

Preparing for the Race: Connecting Athletics and Academics

If we acknowledge that school work is a perfor-mance and, particularly, the writing process is a performance, then we need to define performance so we may better recognize how to analyze it. There are many definitions of performance, but to paraphrase the Oxford En glish Dictionary, the term refers to accomplishing or completing actions, op-erations, or processes. Performance requires mental and physical effort and is a metacognitive practice. As defined in the 2011 “Framework for Success in Postsecondary Writing,” metacognition is one of many habits of mind essential for success in col-lege writing; other habits of mind include curios-ity, openness, engagement, creativity, persistence, responsibility, and flexibility. Metacognition is a process that demands critical awareness of one’s thoughts and actions when carrying out a task— or performance, which also includes evaluation of its success or effectiveness.

uring a race, runners push their bodies to the limit. When on a track, runners’ churning legs, sharp elbows, and deep breathing

culminate with feverish sprints to the finish line. But a race is not won by physical endurance or leg speed alone— to win, runners must analyze their competitors and evaluate their own bodies to devise and execute race strategies. In distance races, runners must learn to read the field to deter-mine when to lead, when to follow, and when to make a move; runners analyze lap splits, quickly adding and subtracting time to determine if they are running on pace or how their pace— too fast or too slow— will affect their overall race strategy and, ultimately, their place on the podium. Run-ners must remain focused on their activity and compete with confidence in their preparation, daily practices that require intense discipline and patience. Running requires more than physical skills— athletic performances are also fundamen-tally mental activities.

I should know: I have lived this connec-tion of mental and physical performance. I was a NCAA Division I student- athlete— a runner— for five years after a high school athletic career, and I currently work with student- athletes and writers in my professional work. Through my experiences as a student- athlete and En glish teacher, I have learned that athletic performances are analytical ways of knowing, and this practice is valuable and useful in academic settings, not separate from them.

Like sports, school is a type of performance, and the process of learning and demonstrating

D

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Kathleen Blake Yancey in “Getting beyond Ex-haustion: Reflection, Self- Assessment, and Learn-ing.” While Yancey’s goal is to promote reflective assessment as a way to prevent exhaustion in future professionals, I apply this frame to a writing assign-ment that emphasizes athletes’ analytical work by asking student- athlete writers to practice analysis and critique of sports- related practices and texts; argue for relevance of athletic conventions, pro-cesses, and strategies; and reflect on the connections between physical and mental skills (see Figure 1 for the full assignment).

The first step in this process of reflective analysis is identifying self- knowledge, which re-fers to the knowledge that students have of their own “rituals and practices” and “how the topic con-nects personally with the writer” (Yancey 15). In the first step of the assignment, students will identify an athletic activity they are fa-miliar with in preparation for analyzing it. Students should choose a particular element of their practice or competition. For example, students who run distance events in track, like I did, may choose the process of timing lap splits to qualify for a championship meet or strategizing to win that championship race. Students who play football may choose a quarter-back’s process of reading defensive strategies and calling plays on the field. Students who play soccer may choose to examine how players must organize each other to score goals.

The second step in the assignment is analysis of content knowledge, which refers to the knowl-edge students may know related to their chosen task, but have not yet explained, which can in-clude “both specific information related to the topic and larger insights that link this topic to others” (Yancey 15). If we ask students to explain their chosen activities, they need also to explain the purpose and context of the activities— the where, when, why, and how of the activity, in addition to the who and what. This explanation would include any processes, strategies, or rules that are essential to the activity and an examination of how it fits in

Performance has been important to language, literature, and composition for thousands of years, particularly as related to rhetorical study and prac-tice. Historically, rhetoric has been about physi-cal and mental performance, as ancient Greek and Roman rhetoric depended on delivery— or per-formance. In ancient schools, students used their bodies to deliver speeches, and it was essential to understand how bodies and minds are connected. As speech was the primary method for dissemi-nating information, ancient rhetorical performers strategically and artfully composed speeches that they then memorized and delivered using intona-tion and gestures that followed conventions specific to the style of speech and a particular audience. These performers valued the mind- body connec-tion and trained both body and mind, which re-flected a natural and effective mode of teaching and learning— this was central to their performances because learning and talent, when combined with hard work, led to exceptional rhetoric. With this in mind, ancient rhetoric, now more than ever, has a renewed relevance in modern En glish language arts classrooms with the increased emphasis of ar-gumentative and analytical writing found in the Common Core State Standards.

Running the Race: Applications to Teaching

As academic practice and performance require analytical skills relevant to sports, so does the writing process. Writing is a performance for spe-cific audiences, and it necessitates analysis, focus, memory, dedication, confidence, and patience— characteristics, among many others, that are also identifiable in athletic practice and performance. Furthermore, writing is a metacognitive process, where writers must consider themselves in relation to those around them. By being mindful of these characteristics of performance, we can more care-fully support students as they formulate writing processes.

As part of this metacognitive process, I will demonstrate a frame for self- assessment using a sequence of steps that ask students to analyze self- knowledge, knowledge of content, and task knowledge, and then make judgments about their analysis; originally, this schema was developed by

Writing is a performance

for specific audiences,

and it necessitates

analysis, focus, memory,

dedication, confidence,

and patience—

characteristics, among

many others, that are also

identifiable in athletic

practice and performance.

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Writing: An Athletic Performance

64 September 2014

The third step of the assignment is to exam-ine task knowledge, which refers to the ways we help students understand the nature of their prac-tice (Yancey 15); besides understanding the pur-pose, this includes analysis of rhetorical situations as well as an understanding of audience and argu-mentative strategies. This step builds on students’ previous identification and explanation of athletic activities and, by analyzing the task itself, students

relation to other people and activities. For a classic example, we may view a clip from John G. Avild-sen’s 1984 film The Karate Kid, where Daniel, the karate kid, demands the reasoning behind all the painting, waxing, and sanding that Mr. Miyagi, his teacher, required of him. The answer, Daniel learns, is that by repeating these actions, he practices de-fensive karate moves as well as patience, focus, and muscle memory.

FIGURE 1. Assignment: Writing Like an Athlete

Objectives and Student Learning Outcomes

• CCSS.ELA- Literacy.W.11- 12.2 Write informative/explanatory texts to examine and convey complex ideas, con-cepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

• CCSS.ELA- Literacy.W.11- 12.2f Provide a concluding statement or section that follows from and supports the infor-mation or explanation presented (e.g., articulating implications or the significance of the topic).

• CCSS.ELA- Literacy.W.11- 12.3a Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; cre-ate a smooth progression of experiences or events.

• CCSS.ELA- Literacy.W.11- 12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Purpose

Write an analysis essay that examines one aspect of your mental work as an athlete. As part of your analysis, reflect on your athletic work and argue for its connection to your academic work. Throughout your essay, use clearly devel-oped evidence and explanations to support your claims.

Explanation of Content and Organization

Use the following steps as an organizational frame for your writing:

1. Self- knowledge: What do I know about sports? Identify an athletic activity that you know well and explain how you know it. To help decide, ask yourself these

questions: What do I know about sports? What is my favorite part of practice or competition? What is important to successful practice and competition? What is vital to my athletic success?

2. Knowledge of content: How can I explain what I know about sports? Describe your athletic activity, specifically noting the purpose and context of the activity. Also, identify and

explain any key processes, strategies, or rules relevant to understanding the activity. In addition to the necessary physical skills, be sure to focus on the mental skills needed to complete the task. Ask yourself: How can I explain what I know about sports? What is the purpose of my chosen activity? Who is involved in it? How does it fit in my sport? What must happen for it to be successful?

3. Task knowledge: Why is it important to understand sports? Building on your identification and explanation of the activity, analyze the task itself and argue why an athlete

practicing this activity must understand its purpose, context, processes, strategies, and rules. Support your analysis with your explanations of the activity. Ask yourself: Why is it important to understand sports? What is important to know and consider when completing this activity? How will I know if I am successful or effective?

4. Judgment: How do I know this is mental work? Why is it important? Judge and critique your analysis, and determine if you have analyzed thoroughly. Then identify an academic

activity that parallels your athletic activity. Explain how these activities connect athletic work to schoolwork. Finally, argue for the relevance of mental work in both athletic and academic work and how they are relevant and support each other. Ask yourself: How do I know this is mental work? Why is it important? What does it mean if these activities require similar skills? How will this help me be a better student and athlete?

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schoolwork, students will reflect on the connections between the mental work in both athletics and aca-demics and how they are relevant and support one another. For example, the runner may reflect on how extended training involving interval workouts and long runs develop into speed and stamina that allow for continued focus and patience in distance races, much like dedicated practice in mathemat-ics results in focus and success on tests. A javelin thrower may use geometry and physics to analyze the angles and velocity of throwing in ideal condi-tions and also examine how to revise technique on windy days.

Ultimately, students will provide final sup-port and explanation of the relevance of their cho-sen athletic activities to that of their academic work. By revisiting their understanding of self- knowledge, knowledge of content, task knowledge, and judgment, as well as the conventions, processes, and strategies behind their athletic and academic activities, students will develop strong reflective ar-guments for the connection of physical and mental activities.

Extra Conditioning: Additional Ideas for Discussion

In addition to the issues discussed above, we, En-glish language arts teachers, have opportunities to explore further issues related to academics and sports culture. In particular, engaging in critical dialogue about the connections between school and sports may support a deeper appreciation for stu-dent performance and the “hyphen identity,” that is, the negotiation between and among multiple socially constructed identities that students em-body. For example, student- athletes navigate the identities of “student” and “athlete” and the space between— the hyphen. This hyphen identity means that student- athletes perform what they know about themselves as well as perform the character-istics of certain identities placed on them, which are accompanied by assumptions and expectations. Furthermore, this includes student- athletes’ deci-sions on how to enact these identities, whether they privilege one over another or attempt to balance them. This discussion of sports culture can open conversations about other performances of students’

will argue why an athlete practicing this activity must understand its purpose, context, processes, strategies, and rules to complete it successfully. For example, the runner may analyze the guidelines for qualifying for state championship meets or crite-ria for all- state honors. A cheerleader may analyze the importance of proper stances for support and safety when lifting and throwing flyers. Volleyball players may analyze offensive and defensive strate-gies in response to the height and strength of their opponents.

Fourth, making judgments is a process of knowing, liking, critiquing, and revising their analytical choices (Yancey 16). To make judg-ments, writers must be familiar with their work; they must like their work enough to be invested in it; they must critique their work; and then re-vise in response to their critique (16). Importantly, student writers must reflect on their explanations of athletic activities and judge their explanation of their analytical work by identifying an academic activity that parallels the athletic activity. Students have already demonstrated familiarity with and commitment to their work, and now they must cri-tique it. By explaining how sports connect to their

Viktor Cáp/Thinkstock

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Writing: An Athletic Performance

66 September 2014

The value of analyzing and reflecting on per-formance in the En glish class extends to activities beyond athletics— performances that connect the mind and body occur in many activities in which students participate. For example, scholastic ex-tracurricular activities (e.g., Academic Decathlon, Mathletes) require analytical methods relevant to their academic subjects, such as the scientific method for Science Fair. Fine arts students in music, studio, and theater arts focus and practice diligently in preparation for their performances, demanding time to practice, draft, and revise to best portray artistic intentions while following specific genre conventions, thus closely related to the writing pro-cess. Furthermore, vocational and trade programs (e.g., woodshop, auto mechanics, home economics) require creativity, problem solving, and analysis of subject matter directly related to successful produc-tion. Rather than separating sports and school, we should challenge ourselves to find ways in which they overlap and connect, easing tensions that may exist for students who struggle to understand the ways analytical thinking transfers across activities, regardless of their identification as athletes.

Beyond the Race

The En glish class provides a space for analytical work characteristic of both athletic and academic work, and the writing process allows for practices that develop understanding of the connections be-tween sports and school. Therefore, we, as educators, should practice and reflect on these ideas: First, we must recognize and accept that athletic activities are also mental activities that demand analytical work; as athletic activities are analytical, their practices and processes are related to academic activities. Sec-ond, both athletics and academics are performances, and these performances rely on an explicit connec-tion of the mind and body, a historic pedagogi-cal practice with renewed relevance to our current educational contexts. Third, in our En glish classes, we must practice identifying, explaining, and ana-lyzing knowledge of athletic activities, and then practice critiquing and reflecting on these activities in relation to academics; this practice supports the transfer of skills across athletics and academics so that students may better understand how to perform successfully in sports and in school.

hyphen identities beyond that of student- athlete. This leads to critical dialogue of social construc-tion of identity, such as stereotypes, where we may examine how language creates and perpetuates ste-reotypes as well as the cultural assumptions and ex-pectations connected with certain stereotypes.

Similarly, by discussing ways that perfor-mance crosses boundaries of sports and academics, students may practice discussions that can disrupt dominant discourses; that is, we can talk about sports in ways that do not perpetuate stereotypical images, assumptions, or expectations of student- athletes. Furthermore, an examination of sports culture may provide opportunities for discussions of other cultures that exist in school and society. For example, these discussions may disrupt other domi-nant discourses, such as stereotypical representa-tions of young women in advertising campaigns or assumptions of academic work ethic of inner- city students. By using sports as a pathway into critical conversations, we can include many student popu-lations and avoid alienation of non- athletes.

By returning to the basic connections of sports and school, we can explore how the daily lives of student- athletes include processing of mul-tiple demands. As we know, student- athletes nego-tiate expectations and pressures in both academics and athletics, including balancing their schedules,

social life, and physical and mental labor. In particular, student- athletes answer to various stakeholders, includ-ing teachers, school adminis-trators, coaches, teammates, parents, peers, and fans. Each stakeholder has made commit-

ments to and makes demands of student- athletes, and these stakeholders expect commitment and performance in return. By identifying and prob-lematizing these demands, we may help student- athletes understand their decisions to participate in sports as well as examine the ways they balance their academic and athletic identities and commitments. Additionally, this work can promote students’ un-derstanding that they have a voice and decision- making power in their world. As student- athletes navigate identity, expectations, and pressures across disciplines, so will they make decisions in their commitments and behavior— their performances.

Rather than separating

sports and school,

we should challenge

ourselves to find ways

in which they overlap

and connect.

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Marisa Sandoval Lamb

“En glish Language Arts Standards » Writing » Introduc-tion for 6–12.” Common Core State Standards Initiative: Preparing America’s Students for College & Career. Com-mon Core State Standards Initiative, 2012. Web. 1 Nov. 2013.

“Framework for Success in Postsecondary Writing.” Urbana: Council of Writing Program Administrators, National Council of Teachers of En glish, and National Writing Project, 2011. Print.

“Performance, n.” Def. 1- 3. Oxford En glish Dictionary, OED Online, Sept. 2013. Web. 1 Dec. 2013.

Yancey, Kathleen Blake. “Getting beyond Exhaustion: Reflection, Self- Assessment, and Learning.” Clearing House 72.1 (1998): 13– 17. Print.

Acknowledgments

I would like to acknowledge the support of University of Arizona faculty and staff, especially Anne- Marie Hall, Amy Kimme Hea, Marisol Quiroz, and Erec Toso, as well as graduate colleagues Al Harahap and Kristin Winet. Also, I would like to thank Matt Lamb, an All- American student- athlete and biochemist, for helping me understand the mental work of athletes.

Works Cited

Avildsen, John G., dir. The Karate Kid. Columbia Pictures, 1984. Film.

Marisa Sandoval Lamb is a doctoral student in Rhetoric, Composition, and the Teaching of En glish at the University of Ari-zona, whose work in composition pedagogy focuses on writing across communities, writing centers, and technical communi-cation. Additionally, Marisa teaches composition, directs a writing center for student- athletes, and works with Southern Arizona Writing Project teachers. She may be reached at marisas@email.arizona.edu.

READWRITETHINK CONNECTION Lisa Storm Fink, RWT

Before students can write about a topic, they need to think about, analyze, and make connections with the topic. This resource from ReadWriteThink.org shares specific methods that can help teachers gain a fuller picture of stu-dents’ interests as well as what students have learned and can demonstrate by doing. http://www.readwritethink .org/professional- development/strategy- guides/assessing- student- interests- strengths- 30100.html

Pearls of Wisdom during a Losing Streak

They say you can’t think that way, butI guess it intrudes on your thinking.

— John Sterling Yankees’ radio announcer

It’s kind of like getting hitin the head with a bat,or a batted ball—an idea not quitefully formed, so when you express it,

it comes out sounding off—a ballfouled off the catcher’s mask, or a run at fullspeed by an outfielder into the wall.It intrudes on your thinking, after all.

—Matthew J. Spireng

Matthew J. Spireng’s (mattspi@aol.com) most recent book is What Focus Is (2011, Word Press); his book Out of Body, which won the 2004 Bluestem Poetry Award, was published by Bluestem Press at Emporia State University. His poems have appeared in publications across the United States including past issues of English Journal.

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