It's a Wrap!
Thank You to Our Conference Attendees!
We want to thank those of you who joined us, and remind you to take advantage of two free offers - your FREE Apolla Shocks dance socks, and CLI Studios membership. Easy, cutting edge and best of all FREE!
Mark your calendars now for next year - DANCE TEAM only, coaching focused, and an opportunity to fill your cup!
Congratulations to Our NDCA Award Winners
Coach of the Year
Hall of Fame Inductees
HOT NEWS! Stephen F. Austin State University the First To Offer a Dance Team Coaching Minor
Women Can Coach
Our Partners and Vendors are Appreciated!
Featured Platinum Sponsor - Apolla Shocks
Apolla Performance Wear is a company dedicated to delivering high quality, high performance, beautifully crafted and durable footwear designed specifically to meet the dancer’s needs. Using targeted compression and a unique refreshable traction they have trailblazed a new category of footwear that considers the health of the foot and they are changing the lives of dancers all over the world. The footwear is called Apolla Shocks and they are so much more than a sock and more functional than a shoe.
There are many schools of thought about what should or should NOT be on a dancer’s foot. Some feel that the style of dance requires particular shoes or that you must dance barefoot to build strength and toughen feet. The problem with dance shoes, as studies suggest, is they may encourage incorrect muscle activation or cause injury.* Additionally, the traction pads can cause irritation and inflammation to the metatarsals. While there are mixed reviews on the benefits and risks of being barefoot* many believe it can help build muscles. However, there are still sanitary and injury concerns when dancing barefoot. There are two types of injury mechanisms: overuse and traumatic. Dance injuries typically fall into the overuse category in fact 65% are from overuse and repetitive strain.* This is TWICE the rate of football players from the knee down. Even with proper technique and nutrition, dancers are at a high risk of injuries due to the repetitive nature and intense hours of dance.* With overuse injuries, inflammation occurs and if not tended to properly, it compounds into more painful or chronic injuries. Overuse injury is one of many risk factors dancers are exposed to. Proper tools (i.e. Apolla Shocks) & education could reduce or eradicate injury providing longevity in a dancer’s career.
Apolla recently released the 1st of 5 episode series with Mia Michaels. Mia sits down for an intimate conversation with serious dancers and teachers. Apolla Performance & Mia have joined to bring awareness to the rampant injury risks prevalent in dance today. Bringing together the sports science research with Mia’s wisdom and experience, Apolla puts a spotlight on how to break NEW GROUND in our dance culture and with how we REDEFINE today’s dancer as an Artist AND an Athlete! CLICK HERE to see Episode 1 and make sure you are following @apollaperformance on social media to see episode 2 debut June 12th.
Visit www.apollaperformance.com to learn more!
We Love Growing Leaders - Six Guidelines to Teach Ethics to Students
Six Guidelines to Teach Ethics to Students
Apr 25, 2019
Did you know that students today are more curious about becoming a leader than previous student populations, according to a Universum Global Study? That’s right. Generation Z showed a greater interest in leadership than the previous three generations. Some of the greatest differences were in developing nations. Many U.S. high school students see themselves as “activists” and “entrepreneurs.”
My concern today, is students’ disconnect between ethics and leadership.
A few years ago, Growing Leaders surveyed 17,000 public high school students across our home state of Georgia. One of our findings was that students saw no connection between ethics and success. By this I mean they didn’t feel ethics were necessary to be successful. Instead, success was doing whatever you needed to do to reach a goal.
And why shouldn’t they think this way?
When they observe adult leaders on Wall Street, in politics or in Hollywood, it seems everyone has become a pragmatist: just do what you have to do to get ahead. Do what you must do to get re-elected. Do what you feel you have to do to close the sale. Even if that means compromising your morals and values. The bottom line? Many students enjoy the idea of influencing others—but not the idea of moral boundaries. Besides, imposing one’s values on others seems judgmental and intrusive.
The Connection Between Ethics and Leadership
Our job must be to help students see the connection between being ethical and being a leader. Our personal leadership is not separate from our personal values. Values always surface. If someone is unethical, they cannot isolate that reality from their public duty. If they are immoral they can’t claim to be moral when it comes to leading others. If a CEO will cheat his company, he is also apt to cheat on his taxes. If a politician cheats on his wife he will also cheat on his country.
In his book, Achilles in Vietnam, Jonathan Shay writes about his interviews with Vietnam veterans, following the war. Shay is a psychiatrist, specializing in veterans with chronic post-traumatic stress syndrome. The book unveils his stunning discovery that many vets were not victims of PTSD because of bombs or bullets. Do you know what he found? A huge percentage of soldiers suffered PTSD because of their unethical commanding officers during battle. Those vets suspected their leader was acting in his own interests instead of on behalf of the troop. In a high stakes environment, those soldiers didn’t know if their leader had their back. This is why leadership cannot be separated from ethics. Students must understand:
Leadership operates on the basis of trust.
Six Guidelines to Teach Ethics to Your Student Leaders
To the degree your followers do not trust you, they will not follow you. In fact they will distance themselves from anyone they believe is untrustworthy. So, how do we instill ethical leadership into Generation Z students, who are pluralistic; diverse; and who don’t want to appear judgmental? I believe the following guidelines are helpful. Whether you work with high school students or university students, I encourage you to host a conversation about the essential moral boundaries for all their decisions:
1. It keeps others in mind not just me.
It prioritizes the best interest of the community not merely my own interests.
2. It keeps the future in mind not just today.
It benefits the future of our civilization not just my needs today.
3. It keeps truth in mind not just expediency.
It values honesty among all parties, where we’re transparent and forthright.
4. It keeps respect in mind not just results.
It communicates respect for others not just my special interests or goals.
5. It keeps justice in mind not just pleasure.
It is based on what is equitable for all parties, where people sense it is fair.
6. It keeps honor in mind not just gain.
It fosters trust among all parties not suspicion. It represents the high road.
Have you ever done an exercise with your student leaders where they create a list like the one above? When doing this, you nudge them to think about shared values the team embraces. It will also furnish guidelines for every moral choice ahead.
Looking for an article to justify the importance of dance in education (or just as a human being)?
In a nutshell, Poikonen sums it up with, "Dance is a highly subjective experience. However, neuroscience can help us understand how people can use dance to feel more connected to each other in our technology-filled world."
Click on the link below to read the entire article.