I am currently a senior at St. Paul Central High School, where I played boys’ varsity soccer for three years. While attending school, I am also serving in Minnesota Army National Guard.

I discovered Beyond Walls Urban Squash through Pajaa Lee, who go by Tracy. Every day, she would talk to me about how much opportunities Beyond Walls has and how great the program is. Tracy and I have been a fried since December 2013. With strong friendship, she willing to be my cultural broker and communicated with Beyond Walls directors to give me permission to participate and observe their program, the athletic students, and staffs where it is located in the University of Minnesota Twin Cities Recreation and Wellness Center.

From inexperienced and what I heard about Beyond Walls, I assumed that Beyond Walls have a lot of time and put squash above all.

History of Squash

In the early eighteenth century, prisoners at the Fleet, London’s infamous debtor’s jail, created an outdoor ball game called racquets: hitting a ball against a wall. This happened when debtors took their exercise by hitting a ball against walls with rackets and so started the game of Rackets. Rackets progressed to Harrow and other select English schools about 1820 and it was from this source that the sport of Squash developed.

Squash was invented in Harrow school around 1830, when the students discovered that a punctured Rackets ball, which “squashed” on impact with the wall and produced a game with a greater variety of shots. The variant proved popular and in 1864. The first four Squash courts were constructed at the school and Squash was officially founded as a sport in its own right.

“The Badminton Library of Sports and Pastimes” written by the Duke of Beaufort contains the first records of squash, which appeared in 1890 in the English book . In 1901, there were courts in schools and universities in England and some also in private houses.

As Squash developed so did its administrative structure. The first discrete national associations to be formed where the United States Squash Rackets Association in 1907 and the Canadian Squash Rackets Association in 1911. In England, the game was regulated by a Squash sub-committee of the Tennis and Rackets Association from 1908 until it gained full status as the Squash Rackets Association in 1928.

The standard size of a Squash court, 32 feet by 21 feet, much smaller that the court for Rackets which measures 60 feet by 30 feet was inspired by the Bath Club in London. The sport continued to be played up to 15 points.

Squash In America

In the 19th century the game increased in popularity with various schools, clubs and even private citizens building squash courts, but with no set dimensions. The first squash court in the United States appeared at St. Paul’s School in Concord, New Hampshire.

In 1878, James P. Conover, the Headmaster of St. Paul’s School in Concord, New Hampshire, USA, experienced the game with Racquet Court Cub while studying in Columbia. In 1882, he went back to visit the game in Montreal. He thought it would be a perfect sport for his boys, so he decided that St. Paul’s should have a court. He hired a contractor to build new Squash complex and its twenty-one feet wide courts. It was finished in January 1883.

Although the International ball was harder and bouncier than it is now, it was not convenient to the cold courts in New Hampshire where the temperature often below freezing point during play. A harder rubber ball was developed and found to be more suited to slightly narrower courts, leading to the eighteen and a half feet court, nineteen feet court and other experimental widths.

It was not until 1924 that the court specifications were codified, at which time it was decided to standardize on the eighteen and a half feet width and a seventeen inch. By 1929, official court plans were being sold by the U.S.A. Squash Racket Association and the hardball game was brought into controlled growth.

Subculture

A day in Beyond Walls…

Every Monday and Wednesday evening, I parked my rusty white 2007 Toyota Sienna in the idle parking lot of Washington Technology Magnet School. A blue van would come up and park in front of me. I step inside and will be welcomed by a diverse group of teenagers with warm handshakes, and lightened smiles. The blue van is Beyond Walls only transportation for participants who needs a ride. The driver, Mark, was always quiet and focused on the road.

When they arrive at the University of Minnesota Twin Cities Recreation and Wellness Center the students are welcomed by Samantha, who goes by Sammy — the academic director. She greets them with, “how is your day today?” Inside the building, students will have to pass the security entrance, up one floor and down two floors to a room filled with books, supplies, games, and lockers, which is Beyond Walls’s classroom.

The students will set their backpacks and other belongings down by tables and chairs, head to the restrooms to change, then they would come back and unpack their squash goggles, shoes, and rackets. Some store their shoes and goggles in their mini lockers that are about 10x10 inches, and some store it in their Beyond walls squash racket bag. They each leave the classroom one by one as they finish changing and unpacking to go up one floor, where the squash courts are located. There they are greeted by their squash coach Arturo, and some volunteers, Rob and Phil — the boards of Beyond Walls.

After everyone has settled down on the bleachers in front of the courts, Arturo goes over the agenda of how squash will run for the day. He also, reminds the students about their IPS (Ideal Performance State). He challenges them to name out all the characteristics that you must have in order to be in your IPS: focused, challenged, relaxed, energized, positive, and ready for fun. After Arturo makes the announcements, he divides the students up to pairs of 2–3 based on their skill level. However, they all perform the same drill and play the same condition games. For the newest players, Arturo assigns them to their own court with Rob or Phil and work on their serves and returns (learning how to serve and return are the first steps to being able to play a squash game).

After a little over an hour of squash practice, the University of Minnesota tutors who work for Beyond Walls come up to walk the students down to the classroom. Students are once again welcomed at their classroom door by Sammy with, “how was squash today?” Before Sammy gets started with announcements and let them begin their homework, she fits in about 10–15 minutes of yoga/stretching to help the students relax their mind and body in order to release some stress, and/or to help them focus better.

Students roughly begin their homework around 5:15–5:20pm. As they begin to take out their homework, tutors walk around asking them, “what do you have to work on today? Math? Biology? History?” eventually, almost every student will have a tutor helping them with their work if needed. If a student does not have any work to do, Beyond Walls has some activities available for them such as, reading a new book off their bookshelf, putting together a 1,000 piece puzzle, or other games they can play with a tutor.

Before the students’ 30–35 minutes of homework time is up, Sammy always shouts out a 5-minute warning until clean up time. Once the time is up, she brings the students and tutors together in a big circle around the tables and asks, “does anyone have an end of the day shout out?” After each shoutout is given, instead of clapping uncontrollably they follow a ritual. The person who just gave the shout will say at the end of their shout out, “one, two, three — *CLAP*” After “three” everyone claps to make a giant “clap” noise for the shoutout.

Interviews

Samantha (Sammy):

Q: How long have you been involved in Beyond Walls?

A: I have worked here about a year and three months. I started late January of 2015.

Q: Why/how did you become involved with Beyond Walls? Was it your choice, or did someone convince you?

A: I wanted to try a nonprofit area so I went to the MN Counsel of nonprofits website and I essentially picked out a dozen positions and Beyond Walls was one of them. I was looking for roles that had dual direct services with students and also an administrative aspect to it. Beyond Walls interviewed me and I liked the idea of combining athletic with the academic support. I also liked the community service portion and that we are part of a National Organization (NUSEA). I wanted to work with students who are underserved and under-resourced. Under engaged especially in the college arena. It had just kind of fit all my criteria.

Q: What about Beyond Walls makes you so committed?

A: They’re fantastic. Especially the students who have been in the program for so many years. They really start to see the benefits of the physical and mental success that you can find in a program like this. And also the commodity, family feeling that you can get. They are exciting young people with a lot of potential in them. They bring a great deal of perspective that I really enjoy. It’s where I find the most joy.

Q: What does Beyond Walls symbolize to you?

A: To me Beyond Walls symbolizes the connection and energy between education and creating cool people. So again, since we have this physical component, we have the academic component, we engage the students in their community, they travel, so they have leadership opportunities. It’s sort of a holistic approach. Beyond Walls symbolizes that we are nurturing and helping create and guide students to the best one of themselves.

Arturo:

Q: How long have you been involved in Beyond Walls?

A: Since September 2015. About eight months now.

Q: Why/how did you become involved with Beyond Walls? Was it your choice, or did someone convince you?

A: I’ve been involved in the squash community in Twin Cities for twenty years and I’ve always loved the program. Especially in the national level. Since Beyond walls started I’ve been trying to get involved, and there was a chance for me to get on board this year. That’s where I didn’t even think twice about it. It was my choice, absolutely. We approached each other, it was a mutual approach.

Q: What about Beyond Walls makes you so committed?

A: I love the principles of it. I love the fact that I can be a leader and teach these kids pretty much a healthy way of life. I love squash And I love teaching the skills. My first goal in this program before I came on board is to make National Champion, but know that is not about it. It’s about being a good mentor and teaching them to be healthy for the rest of their lives.

Primary Goals:

Short term: The players to be independent on the court and to understand the game before they learn technique and advanced skills.

Long term: They players to continue playing squash, to stay active whether playing soccer or walking. But hoping they keep on playing squash.

Secondary goals: Win tournaments and to move up skill levels.

Rob:

Q: How long have you been involved in Beyond Walls?

A: Since the beginning. I help started, which is about six years ago.

Q: Why/how did you become involved with Beyond Walls? Was it your choice, or did someone convince you?

A: The idea of bringing kids together to play squash and focus on their academics persuaded me. I think god was pushing me towards this direction.

Q: What about Beyond Walls makes you so committed?

A: I enjoy giving back. I’ve had a fortunate business career. I’m in the position of paying it forward to the next generation and help however you can. It’s a unique nonprofit program. There’s other programs that do similar things but no other program I’m aware of is in depth as we are as what we do. To see our kids three hours three each three days of the week, and not all of them get to come all those times due to personal reasons, but on average we are seeing our kids nine hours every week. There’s no other nonprofit program that does that. And I think that’s why our program is so successful of changing the directory of what these kids think they are capable of.

Three things boards must have:

Write a check to the organization (expected to contribute to an annual base for our cause. they amount is up to you, however, there is a minimum).

Believe 110% in what we do (inner city education is a huge need, community service, and teaching them a game of squash is for perseverance, discipline, building traits to allow them to be successful so they can take those traits to any aspect of life).

Bring some sort of expertise from your career path (asking people for money to help do something for the community, calculating expenses and revenues, marketing, development, lawyer..etc).

Q: What are the general rules/guidelines for Beyond Walls?

A: Beyond Walls partner with a school that at least seventy percent of the kids have free-reduced meal. This rule is to lift up people that don’t have the same income that other people may have.

Q: What are the requirements to participate in Beyond Walls?

A: First you turn in a interested/permission slip signed by your parent. Then we evaluate the student on three things: attitude, attendance, and effort. We want them here 80% of the time. Are they showing a good attitude when they come and if they are trying when they are on the court. If they do those three things, then they are eligible to travel to the tournaments in Amherst or Williams College.

Jargon

sweet spot: the center of the racquet head where maximum power and control is generated.

Shout-outs: end of the day highlights of students and staffs’ performance

Types of shots

• Straight drive: The ball is hit parallel and close to a side wall to travel deep to the back of the court.
• Boast: The ball is played off a side wall at an angle, or the back wall, before hitting the front wall.
• Volley: The ball is hit before it touches the floor, usually directly to the front wall
• Drop shot: The ball is hit gently against the front wall, to fall softly to the floor in the front corner.
• Lob: The ball is hit softly and high on the front wall and with a high arc, so that it falls in a back corner of the court.
• Cross Court: The ball is hit against the front wall at an angle such that the ball lands on the opposite side of the court to the striker.
• Kill: The ball is hit hard and low on the front wall so that it travels no farther than half court.
• Nick : The ball is hit such that after striking the front wall the ball connects with the junction between the side wall and the floor. The result is the ball either bouncing minimally or ‘rolling’ out of the nick, ending the rally.
• Philadelphia (or corkscrew): A shot played diagonally upwards into the front corner hitting the front wall first and then the side wall. The ball then lobs over the court with significant spin.

Rules

The basic rules of squash are fairly simple. First, the winner of the toss gets to choose which side they want to serve from and alternates sides until they lose a point. The toss is typically done by spinning the racquet, with one player guessing whether the racquet will land up or down based on the direction of the logo at the end of the grip. The ball can hit any number of walls but must eventually hit the front wall before bouncing on the floor. A rally ends when one of the following occurs:

•The ball bounces twice
•The ball hits the tin
•The ball is hit outside the out lines
•Interference resulting in a stroke. For example, point to the obstructed player.

Taxonomic:

Different types of rackets

Weight: Due to the speed of the game a lighter racket is ideal for most players. Rackets range from 110 grams to 200 grams. The lighter your racket, the quicker you can react to play the ball. On the contrary, a slightly heavier racquet may give you more power. Lighter Rackets are used by players looking for superior touch and control. Heavier rackets are used by players who like to drive the ball into the back of the court.

Balance: A racket can be balanced in several different ways. There are an even balance, head heavy, and head light. The balance of the racket plays into similar features as the weight of the racket. If you prefer a light racket and the weight is distributed to the head, it will be more difficult to prepare for your backswing. Players looking to maneuver the ball and go short often, need a racket that is head light meaning low in weight. Head heavy means more of the weight is shifted toward the head of your frame. Head light means more of the weight is down toward the handle of your racket.

Racket Strings: Similar to the racket shape, the strings used, the strings tension and stringing pattern depend on personal preference. Higher tension strings increase control while looser strings increase the amount of power generated. Thicker strings are more durable and enhance power and thinner strings increase your control, or feel, of the ball.

Conclusion

Beyond Walls is a nonprofit after-school organization that brings urban kids together to play the sport squash while helping them with their academics. The program’s core is the sport itself, however, its ideal goal is to not only raise the students to become an expert and hopefully someday a professional at the sport but to help them stay on track on their way to college. They are taking urban kids in to help them explore outside of their comfort zone and community — traveling to compete in different states. The tournaments they travel to are usually hosted at a college they can tour. By doing so, Beyond Walls is changing the students’ mind that the path to college is possible for them. In addition, Beyond Walls is raising the students to become leaders. Not just leaders of Beyond Walls but of the bigger program they are a part of, National Urban Squash Education Association (NUSEA). NUSEA is made up of 18 programs across the country, and Beyond Walls is just one of the many. Beyond Walls goal is to inspire “confidence and academic excellence with urban youth as life-long learners and active leaders — both on, and off, the court.”

Bibliography

Zug, J. (2003). Squash: A history of the game. New York: Scribner.

Zug, J. (2010). The History of Squash in 8½ Chapters. Retrieved May 03, 2016, from http://www.worldsquash.org/ws/wsf-information/squash-history/the-history-of-squash-in-8½-chapters

Wallbutton, T. (2010). 140 years of squash. Retrieved May 03, 2016, from http://www.worldsquash.org/ws/wsf-information/squash-history/140-years-of-squash

Johnson, P. (2011, December 7). How squash developed from a prisoners’ racket and ball game. Retrieved May 03, 2016, from http://www.lookandlearn.com/blog/20330/how-squash-developed-from-a-prisoners-racket-and-ball-game/

Introduction

My name is Fue Xiong and I am a junior at Central High School . I love to play soccer. I play for Central Boy’s Varsity team and Saint Paul Blackhawks Premier. I barely play any other sports and none of them seem interesting to me. I am not interested, because I am not comfortable and feel clumsy playing sports that require using my hands. This is because all my life I have been playing soccer, which doesn’t require using my hands. Another reason why I don’t play other sports is that all of my brothers play soccer. Soccer helped me get along with them better.

In my Expository Composition class, we have an ethnography project. Ethnography project requires you to pick a culture that is out of your comfort zone and describe the culture, providing an understanding of that culture from an insider’s perspective. I chose to write about Central’s Women Badminton Team and had spent a great amount of time going to their practices and games. Through my observations, inferences can be made from how members of the Central girls badminton team act, speak, or think within specific cultural contexts to give meaning to their actions and behaviors of the group. I got permission to spend time with Central’s badminton team quickly and easily because I knew my cultural broker well; we have a good teacher-student relationship. His name is Mr. Brigger, the asisstant coach for Central’s Badminton Team, and he was my world history teacher in freshman year at Central High School.

In my perspective, badminton seems like it is not a real sport. The players don’t have to be athletic to be able to play and it is more like a family game where all of the players come around just to have fun and not being serious. Badminton seemed boring. The pace of the play is slow and not a lot of running due to playing in a small court. Badminton looked like a easy game to play and not very competitive. Also, badminton looked like it is an Asian dominated sport.

But, I think that badminton is a really interesting sport because I have grown up playing only soccer and have been surrounded by boys all the time. It’s super appealing to me to learn about how badminton is played and how girls act around each other when they play sports.

History

The history of badminton began in India with a game known as poona. Poona was a competitive sport that British Army officers learned and brought back to England. Poona developed from a children’s game called battledore and shuttlecock. The objective of this game was to see how long a group could volley the shuttlecock by hitting it with the battledore, or paddle (History, Sportsknowhow).

Even before battledore and shuttlecock evolved, there were similar sports being played throughout the world. In fifth century China, ti jian zi was played by kicking a shuttle into the air. By the 1600s, people in Europe were playing jeu de volant, a game that used a racket rather than feet to volley the shuttle.

By the time British officers stationed in India encountered poona, the game was a fast-paced competitive sport. These officers took the equipment for poona back to England in the early 1870s.

It was the Duke of Beaufort who officially introduced the game to England. In 1873, guests at a lawn party on his country estate, Badminton, played a game of poona. The game was a hit and soon became popular among the British elite. People began calling the new party sport “the Badminton game” (Sport, Britannica).

Artifacts

Badminton is a court or lawn game played with lightweight rackets and a shuttlecock. Historically, the shuttlecock (also known as a “bird” or “birdie”) was a small cork hemisphere with 16 goose feathers attached and weighing about 0.17 ounce (5 grams). These types of shuttles may still be used in modern play, but shuttles made from synthetic materials are also allowed (Britannica, Sport).

Badminton Racket:

• Should not exceed 680 mm in overall length and 230 mm in overall width.
• Racket manufacturers use 1U, 2U, 3U, and 4U to indicate the weight of the racket. 1U being the heaviest and 4U the lightest. The weight of rackets range from 83 grams to 100 grams.
• smaller grip (handle) is easier to turn the racket in their hands.

High School Badminton Court: Badminton is play inside a gymnasium because even the slightest wind can affect the birdie to change its direction. The court is made by using a long net that connects from one side of the building or on a tall metal pole to the other side and then divided into four or five courts by installing smaller removable poles between the net. The line of the court is marked by the tape on the floor. The size of the court is bigger for double than for single match, as shown in the map below.

Traditional and Modern Badminton Birdie:

• The cork base is soft and rounded
• Weight approximately 5 grams
• Cork base is the head: always in front when moving in the air.
• Feathers help slow down the birdie due to its friction with the atmosphere.

Place

Central is the oldest high school in the state of Minnesota, beginning its 150th year. It’s located in the city of St. Paul, about 8 miles away from St. Paul downtown. Central’s rich traditions, including academic excellence, are widely celebrated. Families praise the high value of Central’s place in academics. The varied extracurricular opportunities, the culture of constant innovation, and the focus on relationships as the center for learning. Central is an International Baccalaureate school and has offered the Diploma Programme since 1987, engaging students in topics that affect its community and the world (SPPS, Central).

PRACTICE

It was March 3, 2015 2:30 P.M., when I first went down to watch Central’s girl badminton team practice. I stepped inside the gymnasium and the first thing I saw was two long nets connecting on one side of the gymnasium to the other side. Then there were small poles about 5 feet tall dividing the long net into regular badminton court size net. There were five courts on each side, total of ten courts, filled with 2 to 4 girls on each court. The players, all Asian and one or two American, looked at me like I was lost and why would I be in a place full of girls. I quickly step back out the door and peak through a small glass window on the door. The players went back to practicing. It was more like a warm up, hitting the birdie back and forth.

After 20 minutes of standing outside, Coach Brigger arrived and introduced me to the team and the other coach, Brian Reinhardt. I went back inside the gymnasium and picked a corner to sit quietly and observe. The coaches made the players ran around the badminton courts for about five minutes. After running, the players got back to the court and continue to play badminton. Each players has their own style of playing. Most players hit the birdie up high straight back to its opponent while others hit the birdie straight back with speed. Another style of play most players used is hitting the birdie strategically. This mean that wherever her opponent is, she would hit the birdie as far as possible from her opponent so that she can tire out her opponent and still not hit the birdie out of bound. For example, when her opponent is far back in the court, she would hit the birdie softly just enough to go over the net so her opponent will have to sprint to the net to hit the birdie over, but most of the time her opponent does not get there in time. When her opponent does get to the birdie, she would then hit the birdie hard enough to go behind her opponent.

ON FIELD EXPERIENCE

After days of sitting on the cold floor and observing Central’s badminton team, I became interested in it. I asked Coach Reinhardt for permission to play so that I can get field experience and better understanding of badminton. Reinhardt gave me his racket and made me go against a varsity player. I looked at the varsity player and felt so confident, because I compared her to me and thought that I had the advantage. I’m athletic and a boy. She wore glasses when she played and does not look athletic. As soon as the birdie is served, I was all over the field. Running back and forth and side to side, catching my breath, and reaching for the birdie. I could not believe how tired my legs was from running in such a small field. I was running so much because I always got caught out of position. When I stand at the front, I can’t reach the back. When I stand at the back, I can’t reach shots on the front. When I stand on the left, I can’t reach shots on the right. And when I stand on the right, I can’t reach shots on the left. She just kept on scoring and ended the game with 21 to 5 points. Same thing happened on the second and third round. This 20 minutes of on field experience changed my thought of badminton and gave me a wider knowledge of how play is badminton.

GAME DAY

Central girl’s badminton is divided into three team. The top ten players will be in varsity squad, the second top ten will be put on the junior varsity squad, and the rest will be put into c-squad. Out of the ten players, top four of each squad will be playing single match and the rest of the six players will be pair to play double match, total of seven matches per game for each squad. To win a game, you will have to win at least 4 of the 7 matches.

On game days, both home and the visiting team arrived 30 minutes before the starting time and got inside the gymnasium. Each team stay on one side and warm up until the game start. During warm up, the players hit the birdie back and forth with little movement to someone on the other side. They warm up ahead of the game to help their body loosen up and not be stiff when their match start. Before the game starts, both team will line up in two straight lines.

After the lines are formed, the coaches or captains will call out which player will be going against which player. When the players were called out, they would walk toward the middle and shake hands with their opponents. After all the players were called out, the home team coach will explain what tape color line they will be using and give a brief explanation of the rule. Then the game begins. The players’ attitude and play changed so much when they are playing a game than from practice. The players got more serious and started to focus more. Also, the pace of the game increase to a whole new level. Each match is competitive in their own way. The best player on each team will be going against each other and the second best will also be going against the second best on the other team. As for single match, the players has more space to run because they have the whole half court to themselves and they didn’t have to speak much. The only time when single match players talk is when they were calling out the score before they serve the birdie. “Twelve to ten,” said the server. The server always say their score first and then say their opponent’s score. When serving, the server will stand on the right or left side of the court depends on the server’s score. If the score is even, the server will be standing on the right side and serve to her opponent who will be on the left side, so they are diagonally facing one another. If the server score is odd, she will stand on the left.

As for doubles match, the space of the field expands bigger but feels tighter because there are more players on the court. There will be less space to run because you will have to stay on one side of the court and let your partner stay on the other. Before doubles match starts, players will communicate to each other on who will be on the right or left before the birdie is serve and who will be playing back or front when the birdie is served. Doubles match players tends to speak a lot more than singles because they believe that communicating can help them be aware of what each other will be doing. They want to make sure that their partner knows what they are going to do next, what they wanted their partner to do, and telling their partner what they saw that their partner didn’t see.

Language

Badminton players can be loud or quiet depending on what type of match they play. When they play singles match, the only thing you will hear is the sound of players stepping on the floor and calling out each others’ score before serving. The only time you will hear badminton players talk is when they are playing doubles match. Badminton players tends to talk more in double match because they believe that communication is key to winning the game and help let each other know what they don’t.

Badminton players are like soccer players. They like to keep it short and simple when they speak to their partner or give command. When someone say “mine” or “your” they are telling their partner to leave the birdie or they are leaving the birdie to them. “Let go” or “out” is when they are telling their partner not to touch the birdie because it going out of bound. “Over” is usually used by the player in front of her partner, telling her partner that the birdie is too high for her and that the birdie is coming to her.

Interview

Central’s 1st Single: Yer Moua

“I always grew up standing on the sideline watching my sisters play. I joined badminton because it looked fun and I wanted to get along with my sisters more. Day by day, after all the hard work and all the tougher and older opponents, I eventually got better and understood the game clearer. It got more difficult to beat my opponents because the opponent is always better than the last one I beat. During my high school varsity season, my opponents were not easy to beat because they played more strategically instead of powering every shots and they move faster and have better accuracy. Every time I stepped onto the field, I change into someone else. I am usually a shy person but when on the field, I became more talkative and aggressive. I play badminton because I want to make my parents proud, make new friend, and to lead Central into another state championship title,” said Yer Moua.

Central’s 1st Double : Mai Choua Chang (back) and Maila Yang (front)

“Like many of my teammates, I started off from watching my sister and cousin play badminton and it seemed fun so I joined. At first, I lost tons of games but after each game, I learned something new and slowly improve my way to the top. Before a game starts, I get my confidence up and make sure I win because I feel that I have a responsibility and the team and my partner is counting on me. Sometime even with my confidence up I still lose and I hate it. But there is nothing I can do about it because losing is part of the game so I just moved on and focus on the next match. Other than disliking losing, I also disliked when my coach paired me to a different partner. I had a difficult time communicating and trying to get to know how she plays before the end of the game. I prefer to chose my own partner because in that way I can pick someone who have good chemistry with me and know how each other play and know how to cover each other up so we won’t mess up during game time. Some of the reasons why I join Central badminton team is to keep my body healthy, make new friend, and to win the 1st state double and stay undefeated,” said Mai Choua Chang.

Central’s Badminton Head Coach: Brian Reinhardt

“I have been coaching badminton since 1998. I started to play badminton because my father-in-law was a badminton coach and I took badminton as one of my college p.e. class. I love coaching Central’s badminton team because they are easy to work with and they are competitive. We like to have fun while we play but most of all we like to win games because it is more fun when you win games,” said Brian Reinhardt.

Central’s Badminton Assistant Coach: Andrew Brigger

“This year is my tenth year coaching badminton. Like Brian Reinhardt, I took badminton as my college p.e. class and got into coaching Central’s badminton team because there was need for this position and I decided to give it a try. I ended up liking it because all the players was athletic, wonderful, respectful, and dedicated. At Central, we take pride in being competitive and want to have fun while winning games,” said Andrew Brigger.

Conclusion

Throughout my observation of Central’s Women Badminton Team, soccer and badminton can relate but also is very different in their own way. In soccer you can rest while the game is in play, but in badminton as soon as the birdie is in play, you will have to be ready and play until the birdie hit the floor. Soccer is a time game and badminton is a point game. Soccer players can go anywhere in the field but in badminton they have to stay on their own side and can not cross to the other side until the game is over. Of all the differences between soccer and badminton, there is one important similarity. Badminton and soccer can bring us closer to our friend and family because we can learn each other behaviors and spend time together.

What brings high school female teenagers to play badminton is that badminton is a fun sport, big family game, fast pace, and not a contact sport. Badminton is a fun sport, because there is lots of laughter during practices and games. It is a big family game, because each team have about 30 players and they all go to the same place at the same time to compete against another team. Fast pace and non-contact sports attract teenager because it challenges them outside of school and non-contact sport mean that they are not likely be injured so they can return to school the next day after the game to focus on school work. Badminton attract Hmong girls because of it’s competitiveness and non-contact. Hmong girls like to compete but not contacting with other because of their size. They want to play a sport where their size doesn’t effect them on the field and badminton is the perfect sport.

After observing badminton through practice, game, and some playing time, I was surprised. Everything I thought about badminton was wrong. Badminton may look slow and easy but you will never know until you step on the field. Badminton is a very fast pace game, because as soon as the birdie is served, you will have to be on your toes and keep your eyes on the birdie at all time; the birdie can come at any speed and direction. One second late and you will not be able to get to the birdie. After the birdie hits the floor, you can only take a short five to ten seconds rest before the scorer starts to serve the birdie again. Badminton may look easy to play, but it is not. Badminton is a difficult sport to play, because you can’t score by just hitting the birdie over the net. You have to play strategically by hitting the birdie away from your opponent and play the birdie at different speed at different time. Before you can hit the birdie wherever you want it to go, you will have to be “best friends” with the birdie. Being best friends with the birdie means you spent enough time with it that you know exactly how much power the birdie needs to get it to go where you wanted it to be. This is what makes badminton a competitive sport.

Bibliography

• SportsKnowHow.com- BADMINTON- Knowledge & How to Information. (2012). Retrieved May 18, 2015, from http://www.sportsknowhow.com/badminton/
• Badminton | sport. (2015, March 8). Retrieved May 18, 2015, from http://www.britannica.com/EBchecked/topic/48549/badminton
• Central High School — International Baccalaureate. (n.d.). Retrieved May 18, 2015, from http://apply.spps.org/central_senior_high_-_international_baccalaureate

Wrung hands, and silence, and a long despair.

Life- what is life? Upon a moorland bare

To see love coming and see love depart.