PAGE 14
A&E: NEW YORK
TIMES GAMES
PAGE 28
SPORTS: CHEER & DANCE NATIONALS
PAGE 30
FEATURE: CARTER KAIFES
FINDING ACCEPTANCE WITHIN
Social media, sports and peers lead many teens to body insecurity and low self esteem
THE JAGWIRE
Mill Valley High School
Shawnee, Kansas
Volume 25, Issue 4
Feb. 19 2025
Page 22 answers
STAY NEUTRAL
Body image and self-esteem through the lens of body neutrality by jagwire staff
Whether scrolling on TikTok or swiping through Instagram stories, a person’s feed is likely to be filled with socalled realistic what I eat in day videos, how to get in shape fast videos, influencer testimonies of a new workout supplement and of course the newest calorie deficit or fasting diet.
With each new trend and viral product to buy, social media continues to become a platform where people’s bodies are constantly commented on and consumers are told that to fit beauty standards they must buy the newest product. A product that will make them skinnier or more muscular or give them perfect skin.
A study published by the American Psychological Institution highlighted how teens often struggle with body image issues and seeing constant images of people on social media only makes the issue worse.
While not all trends attempt to body shame or judge others, many do it implicitly without noticing the harms. Videos such as “what I eat in a day,” can lead people to compare their eating habits to those of their favorite influencers.
Advertising on social media platforms such as Instagram can also have a negative impact on
teens body image. Many companies choose to target younger audiences to buy their products, by having influencers market their products. Such as, ads promising a protein powder that will help get toned muscles or a vitamin that will help lose weight.
As social media continues to be a place where poor eating habits and unrealistic body standards are upheld, it is important for teenagers to limit their time on these platforms and understand the kind of content that is harmful to them.
People on social media are simply showing the best parts of their lives. What is healthy for one person may not be for another. A person’s diet and exercise should be based on their own personal lifestyle, not someone else’s.
Because of this it might be beneficial for teens to take a more neutral stance on their perceptions of their bodies. Everyone struggles with body image issues, especially teens. It is impossible for anyone to always feel confident in how their body looks; it is instead more productive to focus on what a person’s body does for them. A person’s body isn’t just about how it looks, it is also about how it operates.
It is important for teens to remember this. Taking care of their bodies means way more than losing weight or growing muscles, it’s about having a body that functions the way it’s supposed to, in order to sustain each person’s own lifestyle.
In the end it’s up to each person to remind themselves that people on social media are all the most edited, filtered, appealing and best versions of themselves and that what works for one person might not for everyone.
This year the school district decided to replace the old school vans with newer models. The district purchased four 2025 Ford Transit T350 models to help transport students.
Director of Safety and Transportation Rob Moser explains that it was time for the old vehicles to be replaced.
“There has always been a replacement plan for district vehicles,” Moser said. “Replacement of aging vehicles which require increased maintenance due to normal wear and tear not only reduces repair costs and helps project a more professional image, but also helps ensure we maintain a safe fleet for student and staff activity transportation.”
According to Moser, upgrading the vans was necessary to allow for more students to be transported per van.
“These four new vans accommodate the highest capacity allowed per state law, offering more capacity than some of our current district vehicles,” Moser said. “This allows teams to travel together, sometimes requiring only one vehicle rather than two, for their activity trips.”
However, the upgrades to the fleet weren’t cheap with high base prices and certain changes that were required to be made.
“The base price per van was $52,488,” Moser said. “We pay an additional $5,486 per van to convert them from 12-passenger vehicles to 10-passenger. This conversion is required per Kansas State Statute which sets 10 passengers as the highest capacity allowed for student transportation in district-owned vehicles.”
For senior Marissa Akehurst, riding in the vans is significantly better than riding on the bus to events.
“I feel like taking the vans is a lot nicer because it’s a lot quieter and you’re just all closer together,” Akehurst said. “You’re always talking a lot more on buses, people are usually on their phones, or they’re sleeping the whole time.”
Junior Olivia Nzioki feels the same way, seeing many benefits of being in the vans.
“I think it’s much more relaxing and it’s a lot cooler,” Nzioki said. “It’s a lot quieter [and] easier [to take the vans,] I feel like it’s less overstimulating and more of a smooth ride.”
ON A ROLL
A breakdown of the upgrades
A NEW SET
OF WHEELS
The school district has newly implemented a program called TORCH to recognize teachers. The district communications specialist, Casey Rooman Smith, shines a light on how the acronym TORCH came to be.
“When they were working on their strategic plan they came up with TORCH to help remember the different steps of the strategic plan,” Rooman Smith said. “I think that it will work with everything that our district wants to work on and what it represents for us. [A torch is] part of our logo, and he just loved it, and we’ve just ran with it.”
The way the district goes about this is very unique and shines light on how many dedicated teachers there are in the district. The award aims to celebrate teachers’, such as social studies teacher Carter Sebasto, efforts in the classroom.
“Dr. Holder, Dr. Gibson and a few other people from the administration came in and they read why I am receiving the award,” Sebasto said. “It included standards that I hold in the classroom, my dedication to the craft of teaching and the amount of work and time that I put into my job here.”
There is both a physical and
emotional factor to receiving the awards. Sebasto describes how he felt as he was presented with his award by the district.
“Teaching is a very demanding job, not only in terms of your time but your emotional battery,” Sebasto said. “You’ve got to be there
“You’ve got to be there emotionally for 40 kids a day, and so it felt rewarding to be able to have someone say they see [that effort].”
History teacher Carter Sebasto
emotionally for 40 kids a day, and so it felt rewarding to have someone say they see [that effort]. I felt a sense of relief and I felt a sense of gratitude for whoever nominated me and whoever would support my nomination and recognition.”
FACS teacher Lauren Stringer had a similar emotional reaction to winning her award.
“I was trying not to be emotional for my students,” Stringer said.
SHINE BRIGHT
The meaning behind the TORCH award to both the district and its recipients
eaching and Learning perations and Planning
ecruitment and Retention
urriculum and Results
ealthy and Thriving
CARTER SEBASTO
“I felt very honored and shocked when I had a bunch of people in my room giving me the award so it was nice. I felt a lot of gratitude towards everyone.”
As of now, the winning teachers who get presented with this award are given it in front of their students, but this is not how it always was. Previously, the awards were given in front of the school board exclusively, but Rooman Smith feels that presenting the award in front of the students is better.
“Don’t get me wrong, the old way was fine, but the new way has been so much more meaningful because their students are seeing them be recognized and that’s a special thing,” Rooman Smith said.
Overall, the TORCH awards celebrate teachers in the district for going the extra mile. Although the awards are an honor, according to Smith, there is no shortage of teachers who deserve this honor.
“It’s a way to recognize staff members in our buildings who are going above and beyond,” Rooman Smith said. “We recognize two different schools a month, and a lot of our principals have a hard time because we’re very fortunate as a district. We have a lot of great teachers.”
SENIOR BRYNN SHIDELER
“Ms. Stringer is one of the most amazing humans anyone will ever meet. She is so caring, so supportive and so helpful.”
FRESHMAN ARTHUR KAEMMER
“My favorite thing about his teaching is that he wants what’s best for us, and he asks us what we think is best for our learning.”
LIGHTS
by mya franco writer/photographer
Part of the new district strategic plan, the TORCH award honors two teachers’ efforts in and out of their classrooms
photos by jake brown and maddie martin
GAME ON
The New York Times has found a way to make educational games fun for millions of users. With eight billion games played in 2023, the company has found large success in its games. Naturally, some of those plays come from students and staff looking for fun games to play throughout the day.
Senior Audri Brizendine plays the New York Times games before school to get her ready for the day.
“I think it’s a good way to start my day. And it warms up my brain for school,” Brizendine said.
Junior Hayden Horn agrees that it’s a good way to start the day and wake himself up.
“It’s just enough of a challenge because usually I do them in the morning and it’s a nice way to wake up.” Horn said
For AV Broadcast teacher Laurie Folsom, playing the New York Times games has become part of her daily routine.
“If I’m winding down at the end of the day, I hop on there and make sure that I’ve done the ones that I like,” Folsom said. “It’s a nice way of relaxing after a long day.”
Senior Madi Lehr has also found playing the New York Times games has become part of her routine, playing it every morning.
“[I play] during class a lot of the time when we have free time, or I get there early and we’re just doing nothing, I play during the seminar,” Lehr said. “Sometimes I play in the car, just whenever I have free time.”
Lehr often competes against other people in the New York Times games, adding a new way to enjoy them.
“Especially in the summer, my mom would always do the New York Times games at the same time as me, and we would have to get everything done before the day was over.” Lehr said.
Brizendine got started playing the New York Times games by playing The Mini, a smaller ver-
Students play the games provided by the NYT website for fun and to wake their brains by evan leroy
sion of the regular crossword, and then moved on to the other games.
“I’ve always been into cross- words so I started just doing The Mini and I used to have a TikTok that I would post my crosswords on and then it got viral,” Brizendine said. “I deleted it so people wouldn’t find it.”
Folsom started playing the games by watching so many of her students play during her class.
“Madi Lehr was playing it, and so I started playing,” Folsom said. “She was playing Wordle, and then I had some kids in AV Fundamentals who were playing it too. Once I understood the concept, it was fun.”
Like Folsom and many oth- ers, Horn hears about the New York Times games through word of mouth.
“My grandma told me about Wordle, and so I started playing it with her, and then I realized it wasn’t blocked on the computer,” Horn said. “So I [decided] I’d play it [in school].”
For Lehr, like many students, the enjoyment of the New York Times games comes from the fact that they aren’t blocked on students’ computers. Blocking games has led students to search for ways to play games that aren’t
online editor in chief
blocked on students’ computers.
“Things on our computers are blocked, so I play the New York Times games because they blocked Solitaire which was my favorite.” Lehr said.
Folsom finds that how easy the games are to understand and play makes them so enjoyable.
“I am horrible at first-person shooter games and driving games, and [The New York Times games] are ones I’m good at,” Folsom said. “Like most people, I enjoy things I’m good at.”
Strands theme is Journalism
SLEEPING SOUNDLY
The reality of student sleep habits and how they can be changed to improve
by mya franco writer/photographer
The bright light exposure from sleeping next to your phone delays circadian rhythm and increases night alertness.
46% Of students sleep with their phone on a bedside table.
Create a comfortable sleep environment. For example, make sure your bedroom is dark and quiet
42% Of students listen to nothing while they go to sleep
31%
Of students get six hours of sleep on school nights
Teens (age 13 to 17 years) need to sleep between 8 and 10 hours each night. If you’re sleep deficient, you may have trouble making decisions, solving problems, controlling your emotions and behavior, and coping with change.
Source: Healthy Living,
49%
Of students get nine hours or more of sleep on weekends
Every day of sleep deprivation compounds interest on a loan, meaning the effects of poor sleep build up
HEALTHY HABITS
How to keep your sleep cycle consistent
Expose yourself to light during the day
Have caffeine at strategic times (ideally before 2 or 3 pm)
Get exercise
Practice yoga or mindfulness
Getting in sync with your body’s natural sleepwake cycle, or circadian rhythm, is one of the most important strategies for sleeping better
LEADING THE WAY
Senior Sophie Hsu one of two Kansas students selected for the United States Youth Senate Program in March by
From being the president of the National Art Honors Society to a perfect score at state band, and excelling in debate and forensics, it’s no wonder senior Sophie Hsu is going to the United States Youth Senate Program.
This program began in 1962 during John F. Kennedy’s presidency. Two students from each state receive a $10,000 scholarship and a week-long trip to Washington.
According to the Youth Senate, during this week, student delegates will attend policy speeches by senators, cabinet members, and officials from the Departments of State and Defense. They will also have the opportunity to participate in meetings with the president and a justice of the U.S. Supreme Court.
The application process is vigorous. One requirement is leadership roles and participation in activities focusing on making a difference.
Two crucial roles that strengthened Hsu’s application was her position as president of NAHS and her public speaking in debate and forensics.
$10,000
Each of the 104 winners receive a scholarship and are encouraged to continue in government or history
natalia castillejos-ramírez writer/photographer
Joining NAHS sparked her passion for making a difference. A life-changing moment for Hsu was her sculpture, “Flight of Florence.”
“I drafted the sculpture and presented it to the city of Shawnee and about 75 other spectators,” Hsu said. “That was when I realized that our actions in the government can truly make a difference.”
“That was when I realized that our actions in the government can truly make a difference.”
Senior Sophie Hsu
Her experience in debate also deepened her interest in the government.
“After I gave the speech to the city of Shawnee I joined speech and debate the following year, and I never looked back,” Hsu said. “Since then, I’ve only become more interested in researching the government and looking at how
things work.”
Together these experiences created a foundation for leadership.
Additionally, students take a lengthy test with questions dating back to the founders’ era to apply.
Although the test was arduous, Hsu was grateful to have English teacher Peter Shull help her with the essays, and history teacher Jeff Strickland help her study for the exam.
Strickland was crucial in helping Hsu prepare for the tests due to his experience. In 2017, he assisted Jack Campbell in winning the same scholarship.
Support from teachers was crucial, but her family also motivated her. Her aunt, who works for the federal government, inspired her to make an impact and her dad’s work ethic inspired her to work hard in everything she does.
“If you think I’m crazy with all the assign ments that I do, my dad does twice as much for his work, but that inspired me to go forward,” Hsu said.
THE WHERE AND WHY
What the Youth Senate program and its application requirements
Must be a junior or senior
Must be a permanent resident or citizen of the US
Have a leadership position in StuCo, a National Honor Society or student representative in a state-approved civic activity
Source: Unites States Youth Senate program
Applicants must take a multiple choice and short answer exam
Write a personal statement essay
During the week student delegates attend briefs and meetings with government officials and meet the president and supreme court justices
photo by maddie martin
BUS RIDE BONDS
BUS RIDE BONDS
Long-time bus driver Scott Schau creates lasting connections with his riders
Nine years ago Scott Schau retired from his work as police officer and began driving buses for the school district. Since then Schau has been making students’ days, putting a smile on peoples’ faces, giving heartfelt advice and candy, all while creating memories every day as he drives each of his students to and from school.
Schau drives Bus 25, which takes Horizon Elementary, Monticello Trails and Mill Valley students to and from school. Schau took the job after working as a police officer for 17 years.
Being a bus driver can be hard work at times. Drivers have to leave their homes at about 6 a.m. every morning.
However, being a bus driver there is still plenty of room to have fun and make the ride more enjoyable. Junior Bianca Pepe appreciates how Schau makes bus rides more enjoyable.
“He’d decorate it for holidays and sometimes hand out candy,” Pepe said. “It made the bus feel
more comfortable. It wasn’t just an awkward ride—it felt welcoming.” Although driving a bus is usually positive. Occasionally it can be bittersweet for Schau especially as students start getting their licenses.
“I understand it’s a rite of pas-
“A good driver, like Scott, can totally change your day. It makes the ride home something to look forward to.”
Junior Bianca Pepe
sage,” Schau said. “Sophomore, or junior year, [students] get the joy of having a parking permit, then the parking pass, and [they’re] out here. I did the same thing when I turned 16, I couldn’t wait to drive myself to school. That’s part of it.”
RIDERS’ APPRECIATION
by natalia castillejos-ramírez writer/photographer
The reason it is a bit sad for Schau is that he watches many of his students grow up throughout the years. Every year they just mean more to him.
“All my students are important because my number one purpose in life on a bus is to keep them safe, Schau said. “I just want to see them succeed.”
Despite no longer riding the bus Schau has still had a hearting impact on Pepe.
“A good driver, like Scott, can totally change your day. It makes the ride home something to look forward to.” Pepe said.
“Sometimes when I drive to school, I see him, and I’ll wave,” Pepe said. “Even though I’m not on the bus anymore, he’ll always be my bus driver.”
For Scott, this is one of his biggest aspirations because he wants his kids to always remember him, always love him, and think fondly of their time riding the bus.
“I don’t remember that old guy’s name, but he was nice to me,” Schau said.
LILLY GIBSON BIANCA PEPE
“[Scott] makes riding the bus a great way to get ready for school. And it’s a great start to my day.“
LAUREN FENNEMORE
“[Scott’s] supportive to me and my sisters and he looks out for us. He always puts me in a good mood. “
“[Scott’s] positive attitude made things feel less stressful, which helped me enjoy the day more.“
Bus driver Scott Schau welcomes students onto his bus every morning.
photo by evan leroy
Three students share what they love about bus driver Scott Schau
ISNEY’S DECLINE
Disney has stopped making unique movies and has settled with remaking animated movies in live action
Disney has always been classic family movie company, making movies like “Toy Story” and “Beauty and the Beast.” The brand definitely has rewatchable films, with IMDb stating that “Snow White and the Seven Dwarfs” and “The Lion King” are in the top 20 most-watched movies of all time. However, recently Disney has been coming out with less and less quality content along with remaking the same movies over and over or adding sequels.
The Rolling Stone’s top three highest-rated Disney movies are “Bambi,” “Pinocchio” and the original “The Lit- tle Mermaid.” The top ten movies in this list all came out be- fore 2012, making it no
by madelyn mulryan editor in chief
surprise that Disney has been trying to recreate their older movies or create spin-offs. But sequels are never as good as the original movie, and spin-offs are almost always bad.
The reason for this is that it’s always noticeable when the sequel or spin-off is just created as a cash grab and most of the time they are. “Lightyear,” the “Toy Story” spinoff, is one of the lowest-grossing
“I’ll be at home sticking to rewatching those old Disney films that will always be ideal for a movie night.”
Jagwire reporter Madelyn Mulryan
Disney movies of all time, and ScreenCrush estimates that the movie cost Disney around $100 million. The movie shows a lack effort put into it, and so does a new sequel, “Moana 2,” with basically recreated the first movie.
In total, Disney has remade 12 movies, with nine more remakes expected in the next couple of years. The remakes expected, such as “Bambi (Live Action),” “Lilo and Stitch (Live Action)” and “Tinker Bell (Live Action),” you can already tell will just be moneymakers.
Similarly, most of the newer Disney movies that aren’t sequels or spin-offs, as of the last five to
ten years, have been terrible. Disney fans requested a hand-drawn classic-style movie, and so Disney created the movie that certified their downfall: “Wish.” This movie so clearly shows a lack of effort, with the lyrics to the songs making no sense, and the fact that instead of actual hand-drawn animation, they used computer animation that tried and failed to copy the style.
With computer animation already being used in all Disney movies, and the rise of artificial intelligence it’s hard to imagine Disney will be able to come back from their downfall. So when Disney comes out with their remake of “Snow White,” I’ll be at home sticking to rewatching those old Disney films that will always be ideal for a movie night.
Growing up, I loved to watch vloggers. I loved being able to immerse myself in the lives of online influencers, to be a part of their day to day activities and hear their innermost thoughts. As much as I loved consuming this content, I dreamed of being the one to create it.
When I was younger, I tried it, filming my mundane daily activities and doing my best to piece together the footage on iMovie. Of course I never shared this. The vlogs were just for me – a means of motivation and appreciation for the little things in life.
As I got older, these mini vlogs stopped, and I resumed my role as a content consumer. I always told my family and friends that someday I would vlog again for real, just not now. I had to graduate first and go to college, where I would have more time, freedom and less judgement from others. So I put this interest aside.
That was until one weekend when I was discussing vlogging with my older sister. She asked what was holding me back and I replied with the same reasons as always. She suggested that over winter break I should try it anyway. I would have the time and freedom, and it didn’t have to be serious, I could just show them to family and friends, which solved the judgement issue.
So I did it. I began to vlog parts of my winter break. I started with only the activities that I felt were interesting, but as the days went on I began to include the less shiny aspects of my life too. I documented moments spending time with family, a car ride with friends
and even crocheting in bed. This helped me realize how lucky I was to have the chance to do even these things that seemed mundane. But I didn’t just use vlogging as a way of documenting activities. I also used it as a video journal. I would talk through my feelings or my opinions on new movies. At the end, I would reflect on my day, mentioning what moments I enjoyed most. It was not unlike journaling, or even meditating.
One of the hardest parts of
“When it was just me talking to the camera, I felt I was able to capture a version of myself that was most true to me.”
JagWire reporter Avery Clement
vlogging for me was watching the videos back. I think most people would relate to feeling uncomfortable when seeing themselves interacting in videos. I often felt this awkwardness when I was not the one behind the camera. As I vlogged more though, I began to feel more comfortable seeing my own mannerisms and being more au
thentically me. There was no point of vlogging if I was showing an ingenuine version of myself.
Becoming more authentic in my vlogs felt really freeing and allowed me to further understand who I was as a person. One’s personality and mannerisms are merely a product of anyone they have ever been close to. Recognizing this fact, I felt that I often lost sight of my real personality as I tried to mold the way I acted to be liked by others. When I vlogged, specifically moments when it was just me talking to the camera, I felt I was able to capture a version of myself that was most true to me. Ultimately, vlogging was not only a way for me to share my life with those closest to me but also a tool for self reflection and personal growth. Through documenting my life, I gained a deeper appreciation for the little things and developed a more authentic understanding of myself. Vlogging helped me to find joy in both the ordinary and extraordinary aspects of my life.
A NEW ANGLE
by avery clement editor in chief
Vlogging helped JagWire reporter Avery Clement find space for self reflection and emotional growth
ENDING AN ERA
by jake brown writer/photographer
Senior Carter Kaifes marks the end of the Kaifes Family legacy on Mill Valley Basketball
If you’re a fan of Mill Valley basketball over the past few years, you’ve probably heard the last name Kaifes. Not only have you heard the name, but you know that they are phenomenal athletes and people, on and off the court. The last Kaifes family member to come through Mill Valley is Carter Kaifes.
Carter wants to leave a positive impact behind when he graduates, wanting to finally complete the legacy of his family.
“I wish to leave behind the legacy of being known as a good person and a good teammate,” Kaifes said.
Carter wants to leave a good legacy behind at Mill Valley. But, his mom Melynda Kaifes said via email that she feels as though it’s not so much a legacy as it is just one family enjoying their time together.
“In 2025, we’re ending our time at Mill Valley with all of the kids coming together to support Carter at his games,” Kaifes said. “Seeing that full circle moment, watching how the whole family rallies around him—it’s a feeling I can’t
CLAIRE KAIFES
even put into words. As a mom, it fills my heart in a way that’s hard to describe.”
Carter isn’t the only one who is leaving a legacy behind at Mill Valley under the last name Kaifes. His siblings, Claire, Cooper, Catie and Conner also made their mark on the school as all four of Carter’s siblings went on to play college sports.
Being the last of the Kaifes family to come through Mill Valley, Carter feels the pressure to succeed.
“I do feel a little bit of pressure playing up to [my siblings] standards, but I think that the pressure is good,” Kaifes said.
People give credit to his hard work ethic, while he gives some of the credit to being able to watch and compete with his older siblings while growing up.
“I think I did compete better because my older siblings showed me what it takes to be a good player,” Kaifes said.
Carter truly loves the game of basketball and growing up with older siblings who played only gave him lots of important insight to the game.
“The thing I’ve enjoyed most is being able to watch all of my siblings play and be able to ask them questions to help me learn more,” Kaifes said.
Growing up Carter and his siblings were introduced to sports early by their parents. Melynda recalls all the days in their childhood that were filled with sports.
“Their dad had a ball in their hands from the time they were babies, and workouts and time on the field or in the gym were priorities every day,” Kaifes said. “It’s been an incredible experience to see them represent Mill Valley, and I couldn’t be prouder of their achievements and the people they’ve become.”
photos by ryan bloomer
VICTORY OR VOODOO?
by kennedy botkin writer/photographer
Athletes and their various pre-game superstitions
SOPHOMORE JOSH GARCIA JUNIOR
“Every time before a football game, I go to Goodcents and order the same sandwich,” Garcia said. “I do not believe it affects my performance, but I believe it affects how I feel during the game.”
Survey of 116 students
“For cheer, I have to eat a pixy stick before we go on and I put a ladybug sticker in my shoe.”
- Junior Callaway Clifton
“Writing mind over matter on my wrist.”
- Senior Caroline Hooper
“The order I put my sock and my cleats on.”
- Junior Landon Vincent
“I always have to eat goldfish at a dance [competition] before I go on, nothing else.”
- Junior Izzy Simms
“For baseball, I will go to QuickTrip and get candy and some sort of energy drink. I also like to put on eye black before each game,” Jay said. “It
“We listen to our Spotify playlist before meets for cross country,” Randall said.
“It’s a specific playlist that we made [together].”
“It calms our nerves and feels like good luck.” Riley said.
Freshman Delaney Konen started ice skating five and a half years ago. She now competes in freestyle and synchronized skating competitions, sometimes performing during halftime of hockey games.
Freestyle ice skating focuses on performing skills like footwork, jumps and spins in front of judges. The routine is set to music and the ice skaters are judged on their presentation, choreography, difficulty level and execution. Synchronized skating is set up the same way, however, it is performed with a group of skaters and focuses more heavily on footwork.
A big part of Konen’s success in her skating came from her coaches’ support. However, her first coach’s approach to teaching
MV I AM
caused more harm than good.
“I used to have a coach that would only focus on what I wasn’t doing correctly, and that [made] my mental health take a bit of a fall,” Konen said. ”[At the time] I was recovering from a sprained ankle, but she made me skate and do my entire program on it. In the middle of the program, my ankle gave out. She [ended up] getting mad at me because I was in pain and started crying. [After her], I had no dedication at that time to [keep] skating, so I took several months off.”
After months off, Konen decided to take a synchronized skating class with her friends. She liked it so much that she hired a new coach, her current coach, to help her pass the test to get on a synchronized skating team. She end-
DELANEY KONEN
by kennedy botkin writer/photographer
ed up passing the test with the help of her new coach.
“[Because of passing the test], me and my current coach bond- ed. Now I’ve been skating with her and she’s really supportive,” Konen said. “She gives criticism in a good way, not just saying ‘You can’t do that, you suck at that.’ She says what I did well and what I need to fix.”
Konen’s current coach, Cassie Ford, strives to support her players and help each member of the team succeed.
“I talk with each individual skater and see what they want to achieve and we set goals to work towards,” Ford writes. “I support each skater in those goals and cheer them on as well as teach them the needed skills to achieve those goals.”
Wednesday Morning (1.5 hours)
Thursday Afternoon (1.5 hours)
Saturday Morning (1.5 hours)
Skate guards KCIC public sessions when possible photo by
Delaney balances several ice skating practices across her week
Freshman Delaney Konen’s journey to ice skating success
maddie martin