Sport in Our Life

Sport has become an integral part of human life. The word ‘Sport’ had originated between 1910 and 1915. Sport connotes a physical activity governed by a set of rules or customs and often engaged in competitively. Over the years Sport has undergone an amazing metamorphosis. The sport was initially developed for recreation of the human beings. It has grown monstrously in the modern days and become high-tech.

Sport, athletic games, or tests of skill have been undertaken primarily for the diversion or recreation of the participants or spectators. Sport has great and varied manifestations. It has been restricted to any play, pastime, exercise, game, or contest performed under the given rules.

It has been played either indoor or outdoor, on an individual or team basis, with or without competition, but requiring skill and some form of physical exertion. Some sports, such as hunting, fishing, running, and swimming have evolved out of the primitive ways and lifestyle of human life. Some sports, such as riding, shooting, throwing the javelin, or archery have derived from early military practices and background. Sports like boxing, wrestling, and jumping, had arisen from the spontaneous human outbursts and challenges and occasional hostilities that had accompanied human interaction.

The development of sport in the ancient, middle ages, and modern days has been phenomenal. In the ancient days, the Greeks and Roman had evinced a keen interest in developing sport. It was the Greeks who organized the Olympics and interestingly people from all over the world participated and witnessed it. Thus modern Olympics had originated in Athens city of Greece. The feudal system of the middle ages had hampered the growth of the sport that was revived only in the days of a renaissance. In the modern days, especially in the 20th century, the sport has witnessed an organized growth and development of games. Baseball in the US, cricket in England, hockey in countries like India and Pakistan are some of the games that developed rapidly in the 20 century. Olympic Games, Pan-American Games, Commonwealth Games, and Afro-Asian Games, etc have been organized and held at periodic intervals, making the sport an international event in the 20 century.

In the 21 century, the sport has turned ultra-modern and developed with high-tech facilities. The games like cricket, football, and hockey have increasingly become global. Frequent changes in the rules of the games have been further complicated by the umpiring controversies due to human errors. The building of ultramodern stadia, provision of adequate infrastructure facilities, etc had further increased their problems manifold and put them under a heavy financial stake. On the other hand, technology has facilitated live telecasting and viewing of the matches and games so easily, thereby easing the common mans’ burden to some extent. The Olympic events have been held under the auspices of the International Olympic Association. Almost all countries of the world have become members of the International Olympic Association and participate in Olympics, which is periodically held once in four years. Similarly, cricket has a governing body called the International Cricket Council to hold the premiere events like the world cup and the champions trophy, etc with the object of spreading cricket throughout the world. Hockey has an International governing council known as International Hockey Federation, enrolling all hockey playing members in the world. Similarly, the soccer world cup has been held under the auspices of an international organization once in four years. The soccer-playing member countries have to go through rigorous qualifying rounds before participating in the soccer world cup. Modern sport has also witnessed the evolution of multimillionaires like Sachin Tendulkar in cricket, Ronaldo in soccer, William sisters in Tennis, who have risen to prominence by dint of their hard work, skill, and passion for their respective games.

Modern Sport has also witnessed the growth and development of sport and its allied industries. Media industries like Sports journalism, Sports education, and online games, etc have evolved and developed out of sports. Each country has a separate Sports ministry. For example, India has a separate Sports Authority of India with sufficient funds to function separately and independently. Sports goods and apparels like a tennis ball, rocket, etc in tennis, bat, ball, flannels, Sports wears, etc in cricket, hockey sticks, balls, and synthetic astroturf, etc in hockey have been the money-spinning projects globally. Sponsorship has been a modern feature in popular games like cricket, soccer, tennis, etc involving millions of dollars. Similarly, popular players of cricket, soccer, and tennis, etc are engaged by the multinational companies to advertise their products, spending millions of dollars. Last but not least, Sport has been not only meant for recreation but also has the object of keeping the individual concerned in good health and stamina. We are all aware that a healthy person is a wealthy person and Sport has been the secret of ones’ health as well as wealth.

·MLA Style Citation:
Wilson, Cade “Gaming-Motivational in many ways” Gaming-Motivational in many ways. 18 May. 2008. Articleland.co.uk 18 May 2008.

·MLA Style Citation:
Grazian, Robert “Sports Equipment Recreation.” Sports Equipment Recreation. 22 May. 2008. EzineArticles.com. 17 Jul 2008.

Modern Language Association (MLA): “sport.” The American Heritage® Dictionary of the English Language, Fourth Edition. Houghton Mifflin Company, 2004. 17 Jul. 2008. Dictionary.com http://dictionary.reference.com/browse/sport

Modern Language Association (MLA): “Sports.” Columbia Electronic Encyclopedia. Columbia University Press. 17 Jul. 2008. Reference.com http://www.reference.com/browse/columbia/sports

Modern Language Association (MLA): “Sport.” Oxford Advanced Learner’s Dictionary.Oxford University Press.Seventh Edition,2005(5th impression 2006)page 1479

All identifying details, including names, have been changed except for those pertaining to
the authors’ family members. This book is not intended as a substitute for advice from a
trained professional.
Copyright © 2014 by Mind Your Brain, Inc., and Bryson Creative Productions, Inc.
Excerpt from The Whole-Brain Child by Daniel J. Siegel, M.D., and Tina Payne Bryson,
Ph.D., copyright © 2011 by Mind Your Brain, Inc., and Bryson Creative Productions, Inc.
All rights reserved.
Published in the United States by Bantam Books, an imprint of Random House, a division
of Random House LLC, a Penguin Random House Company, New York.
BANTAM BOOKS and the HOUSE colophon are registered trademarks of Random House LLC.
Library of Congress Cataloging-in-Publication Data
Siegel, Daniel J.
No-drama discipline : the whole-brain way to calm the chaos and nurture your child’s
developing mind / Daniel J. Siegel, M.D., Tina Payne Bryson, Ph.D.
pages cm
ISBN 978-0-345-54804-7 (hardback) — ISBN 978-0-345-54805-4 (ebook) 1. Parenting.
2. Child development. 3. Child rearing. I. Bryson, Tina Payne. II. Title.
HQ755.8.S5327 2014
649.1—dc23
2014008270
Illustrations by Tuesday Mourning
www.bantamdell.com
Title-page illustration: © iStock.com/Leontura
v3.1
To the youth of the world, our vital teachers (DJS)
For my parents: my first teachers and my first loves (TPB)
CONTENTS
Cover
Title Page
Copyright
Dedication
Before You Read This Book: A Question
Introduction: Relational, Low-Drama Discipline
Chapter 1 ReTHINKING Discipline
Chapter 2 Your Brain on Discipline
Chapter 3 From Tantrum to Tranquility: Connection Is the Key
Chapter 4 No-Drama Connection in Action
Chapter 5 1-2-3 Discipline: Redirecting for Today, and for
Tomorrow
Chapter 6 Addressing Behavior: As Simple as R-E-D-I-R-E-C-T
Conclusion On Magic Wands, Being Human, Reconnection, and
Change: Four Messages of Hope
Further Resources
Connect and Redirect Refrigerator Sheet
When a Parenting Expert Loses It
A Note to Our Child’s Caregivers
Twenty Discipline Mistakes Even Great Parents Make
An Excerpt from The Whole-Brain Child
Acknowledgments
Other Books by This Author
A
BEFORE YOU READ THIS BOOK
A Question
cereal bowl gets thrown across the kitchen, splattering milk
and Cheerios all over the wall.
The dog runs in from the backyard and has inexplicably been
painted blue.
One of your kids threatens a younger sibling.
You get a call from the principal’s oɽce for the third time this
month.
What do you do?
Before you answer, we want to ask you to completely forget
about everything you know about discipline. Forget what you think
the word means, and forget what you’ve heard about how parents
should respond when kids do something they’re not supposed to.
Instead, ask yourself a question: Are you open to at least
thinking about a diʃerent approach to discipline? One that helps
you achieve your immediate goals of getting your kids to do the
right thing in the moment, as well as your longer-range goals of
helping them become good people who are happy, successful, kind,
responsible, and even self-disciplined?
If so, this book is for you.
Y
INTRODUCTION
Relational, Low-Drama Discipline: Encouraging
Cooperation While Building a Child’s Brain
ou are not alone.
If you feel at a loss when it comes to getting your kids to
argue less or speak more respectfully … if you can’t ɹgure out how
to keep your toddler from climbing up to the top bunk, or get him
to put on clothes before answering the front door … if you feel
frustrated having to utter the same phrase over and over again
(“Hurry! You’re going to be late for school!”) or to engage in
another battle over bedtime or homework or screen time … if
you’ve experienced any of these frustrations, you are not alone.
In fact, you’re not even unusual. You know what you are? A
parent. A human being, and a parent.
It’s hard to figure out how to discipline our kids. It just is. All too
often it goes like this: They do something they shouldn’t do. We get
mad. They get upset. Tears ɻow. (Sometimes the tears belong to
the kids.)
It’s exhausting. It’s infuriating. All the drama, the yelling, the
hurt feelings, the guilt, the heartache, the disconnection.
Do you ever ɹnd yourself asking, after an especially agonizing
interaction with your kids,
“Can’t I do better than this? Can’t I
handle myself better, and be a more eʃective parent? Can’t I
discipline in ways that calm the situation rather than create more
chaos?” You want the bad behavior to stop, but you want to
respond in a way that values and enhances your relationship with
your children. You want to build your relationship, not damage it.
You want to create less drama, not more.
You can.
In fact, that’s the central message of this book: You really can
discipline in a way that’s full of respect and nurturing, but that also
maintains clear and consistent boundaries. In other words, you can do
better. You can discipline in a way that’s high on relationship, high
on respect, and low on drama and conɻict—and in the process, you
can foster development that builds good relationship skills and
improves your children’s ability to make good decisions, think
about others, and act in ways that prepare them for lifelong success
and happiness.
We’ve talked to thousands and thousands of parents all over the
world, teaching them basics about the brain and how it affects their
relationship with their kids, and we’ve seen how hungry parents
are to learn to address children’s behavior in ways that are more
respectful and more eʃective. Parents are tired of yelling so much,
tired of seeing their kids get so upset, tired of their children
continuing to misbehave. These parents know the kind of discipline
they don’t want to use, but they don’t know what to do instead.
They want to discipline in a kind and loving way, but they feel
exhausted and overwhelmed when it comes to actually getting their
kids to do what they’re supposed to do. They want discipline that
works and that they feel good about.
In this book, we’ll introduce you to what we call a No-Drama,
Whole-Brain approach to discipline, oʃering principles and
strategies that will remove most of the drama and high emotions
that so typically characterize discipline. As a result, your life as a
parent will be easier and your parenting will become more
eʃective. More important, you’ll create connections in your
children’s brains that build emotional and social skills that will
serve them now and throughout their entire life—all while
strengthening your relationship with them. What we hope you’ll
discover is that the moments when discipline is called for are
actually some of the most important moments of parenting, times
when we have the opportunity to shape our children most
powerfully. When these challenges arise—and they will—you’ll be
able to look at them not merely as dreaded discipline situations full
of anger and frustration and drama, but as opportunities to connect
with your children and redirect them toward behavior that better
serves them and your whole family.
If you are an educator, therapist, or coach who is also
responsible for the growth and well-being of children, you will ɹnd
that these techniques work just as well for your students, patients
and clients, or teams. Recent discoveries about the brain give us
deep insights into the children we care for, what they need, and
how to discipline them in ways that foster optimal development.
We’ve written this book for anyone who cares for a child and is
interested in loving, scientiɹcally informed, eʃective strategies to
help children grow well. We’ll use the word “parent” throughout
the book, but if you’re a grandparent, a teacher, or some other
signiɹcant person in the life of a child, this book is also for you.
Our lives are more meaningful with collaboration, and this joining
together can begin with the many adults who cooperate in the
nurturing of a child in the earliest days of life onward. We hope all
children have many caregivers in their lives who are intentional
about how they interact with them and, when necessary, discipline
them in ways that build skills and enhance their relationship.
Reclaiming the Word “Discipline”
Let’s begin with the actual goal of discipline. When your child
misbehaves, what do you want to accomplish? Are consequences
your ultimate goal? In other words, is the objective to punish?
Of course not. When we’re angry, we may feel like we want to
punish our child. Irritation, impatience, frustration, or just being
unsure can make us feel that. It’s totally understandable—even
common. But once we’ve calmed down and cleaned the raw egg
out of everyone’s hair, we know that giving consequences is not
our ultimate goal.
So what do we want? What is the goal of discipline?
Well, let’s start with a formal deɹnition. The word “discipline”
comes directly from the Latin word disciplina, which was used as
far back as the eleventh century to mean teaching, learning, and
giving instruction. So, from its inception in the English language,
“discipline” has meant “to teach.”
These days, most people associate only punishment or
consequences with the practice of discipline. It’s like the mother
with the eighteen-month-old son who asked Dan: “I’m doing a lot
of teaching with Sam, but when do I start disciplining him?” The
mother saw that she needed to address her son’s behaviors, and she
assumed that punishment is what discipline is meant to be.
As you read the rest of this book, we want you to keep in mind
what Dan explained: that whenever we discipline our kids, our
overall goal is not to punish or to give a consequence, but to teach.
The root of “discipline” is the word disciple, which means
“student,
” “pupil,
” and “learner.” A disciple, the one receiving
discipline, is not a prisoner or recipient of punishment, but one
who is learning through instruction. Punishment might shut down a
behavior in the short term, bu

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