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TheKKΨ Arpeggio IS SU E 9


M ARCH 2012



The Inner Game of Tennis An experiential review of a book authored by W. Timothy Gallwey

“I’m not good enough.” “I know I’m going to mess this up.” “Here comes the solo, just focus and don’t mess it up.” “Relax and keep the air moving.” “I don’t have what it takes.” Sound familiar? These are thoughts that all of us have at some point along the way. But it is these mental tapes that play throughout our day, especially during practice and performance, that often hold us back. Tim Gallwey’s landmark book “The Inner Game of Tennis” points out how this inner chatter limits us and explores how to realize our true potential. As the title indicates, this is a book about tennis, but the application of the concepts discussed have implications far beyond tennis and into all aspects of life where performance is required. I think it has particular application to

capabilities. Like Self 1, it David Montgomery constantly observes, but raWestern Michigan University ther than judge and criticize, Self 2 trusts and allows reBronco Marching Band Director laxed concentration to release our natural potential. music. Gallwey is a profesThroughout the book Gallwey sional tennis instructor who discusses the importance of realized that many of his stuquieting Self 1 and allowing dents did more damage to Self 2 to take more control. themselves through their own criticism than their opIn my career as a teacher and ponent. In other words, their performer I’ve learned over “inner game” was more imand over again how true it is pactful to their performance that we become what we than their “outer game” or think about. Learning to formatch. He uses the terms give ourselves and stop judgSelf 1 and Self 2 to identify ing our performance with these mental aspects of oursuch criticism is a key to selves. Self 1 is the part that reaching higher success and criticizes and judges. It’s the happiness. For anyone interone who tells us we’re not ested in reaching the next good enough or coaches us level and striving for the with technical information highest, this is a must read. throughout a practice or perEven though the book was formance session. Self 1 usuoriginally written in 1974, ally dominates our inner conthe concepts are timeless and versations. Meanwhile Self 2 have as much meaning today represents our potential and as they did then. Enjoy!

Inspired vs Required “I joined Kappa Kappa Psi because I was required to.” If you agree with this statement, you probably need to look at a dictionary. If we are not here because it is a requirement, then why do we go to meetings? Why do we give up time for service projects or spend our own money on gas to travel? I would venture to say that we are involved in Kappa Kappa Psi because we are inspired to be here. For some of us, that inspiration may be our fellow Brothers, what this organization stands for, or something else much deeper or possibly more shallow. Whatever your reason, it probably is not because of a graduation requirement. With this in mind, ask yourself why members are required to attend concerts or be involved in a band. If we are inspired by our purposes, shouldn’t our involvement in these be a given? Why do we have attendance policies or require attendance at Ritual? Does your chapter require you to be on a committee or two? If we are a bunch of inspired band folk, why do we need requirements?

Joe Norton Mu Delta 2011-2012 NCD President

When we are doing something we want to do, we often enjoy it more whereas when we are mandated to do something, we enjoy it less, even if it is the same task. You could call it our expression of freedom. The reality is, in order to keep our standards high and to be productive as a group over time, we need to have policies that transcend personnel changes and still reflect our standards, but should we do these things simply because they are required on paper? What if instead, we took our purposes, our creed, and our Ritual and let it inspire us to be better Brothers and band members. What if instead, we incentivized the actions we desire? What if instead, we focus on why we value what we value, instead of simply what is mandatory?

When I was kid, I remember setting inside on a beautiful day playing my Sega Genesis. My mom told me to put the game away and to go I challenge each of you to:  Create a culture within your chapter in play outside. I hated every minute of it. which “requirements” are only the safety However, the day before, I spent much of the net while the “inspiration” is what carries day outside having a blast in the sandbox and you. climbing trees. What was the  Review your chapter’s “requirements” and difference? Inspired vs ask two questions, “do these policies required. represent our values?” and “is this really the most effective way to do this?”  Look at our purposes, our creed, and our Ritual (specifically page 50) and ask yourself what you hold important as a Brother. Then ask yourself if you are holding true to your own values.

Are you required to Strive for the Highest? Or inspired?

This semester I am taking a class that is a little outside of my comfort zone. For those of you who know me, you know I enjoy structure. I enjoy having my days planned out and knowing that I will spend a certain number of hours each day in a desk gaping at a professor. So imagine the surprise when people see me carrying around a lime green yoga mat twice a week. No, I am not taking a yoga class. It’s for an English class: Performance Studies.

While I know most of my classmates’ faces, we spend little time actually getting to know one another. My partner and I were thus pretty much strangers. At first, as she guided me, I struggled to find a balance between what her hand demanded and where my body tended to lean. My eyes were wide open, still trying to see clearly against the dim lighting and dark blue background. Eventually her movements became familiar to me and I found myself naturally closing my eyes. Her hand led me around the “Performance studies” has a lot to do with getting stage, carefully avoided collision with the other to know our bodies and how all of us relate to 30 people—went up, down, and around—and I communities and environments in which we find trusted her. I knew she had me. I had to pay ourselves. We start each class with a body scan attention to what she was telling me through her exercise, hand—the stretched out slightest tilt, on our yoga the smallest mats. My tug—and she professor, who became my rolls around in guide. I trusted a wheelchair, leads us her, actually, just like I through breathing, trusted my Guiding Spirit Victoria Liu visualizing colors, listening during my education process. Nu Chapter Corresponding Secretary to the sounds in the room. The entire exercise lasts The activity made me realize about twenty minutes and how powerful trust can be to a can result in a quick nap if one is tired enough. In relationship. Because I had this experience after addition to the classroom setting, we have also Membership Education Retreat, where Governor explored a museum, the Botanical Gardens, and Rod Whiteman gave an engaging workshop on participated in a Disability/Culture Symposium. Building Trust, it was all the more powerful. I It is at the latter that I experienced the activity I think that many times, after we become active, will now describe. we forget what it was like to trust blindly. We see the light and then we run after it ourselves For the Symposium, we were in a video studio in rather than lean on one another the way we once a library. My classmates and I were only did. The divisions we experience in our chapters dropping in for an hour and at first we felt undermine the trust we built initially—I am intrusive. The people involved in the Symposium positive that if I asked two arguing brothers to do varied from a woman with a broken ankle to this activity they would be unable to complete it people of shorter stature in wheelchairs who were successfully. But if the same two brothers agreed members of a dance troupe. In short, they to have one follow the other and then switch represented a part of society with which we roles, that agreement validates each brother’s rarely interact as college students. After a warm- skills and talents. Everyone wants to feel valued. up exercise and our first activity, we were Trusting relationships can bring value into the instructed to find a partner. Then we were told chapter. If we learn to respond to each other the that one of us should offer up the back of his or way my partner responded to me—changing her her hand. My partner, a fellow student, offered movements to be clearer to me, reassuring my hers. I placed my hand over hers as instructed blindness with her confidence in movement—it and then found out that we were about to engage could set a great foundation. Brother, I trust you. in a trust exercise. I offer you the back of my hand. Will you trust me?

Blind Trust


This publication created, edited, and formatted by the North Central District Vice President for Programs. Many thanks go out to brothers Victoria Liu, Joe Norton, and Dr. Montgomery for their contributions! AEA, Jason