JFIFC    $ &%# #"(-90(*6+"#2D26;=@@@&0FKE>J9?@=C  =)#)==================================================_" }!1AQa"q2#BR$3br %&'()*456789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz w!1AQaq"2B #3Rbr $4%&'()*56789:CDEFGHIJSTUVWXYZcdefghijstuvwxyz ?X+&5>lR9_k 5?3};!ڨ-87vFӋQD"L^=lM9OkK3'^!x8ҹk$L$W\[X\:F^92GH1}$P9vWCZlj gbTi5' HY兣9݀!ciZ\V rbB$ws׭Brؖ H1-ukX"gI ֱ fܕI*w@=)ckibnPxl[2QCp$l Jxx Wj*|Ke\%95 G)1@ eC3jwKUU>d}5FIK5ocb4wi=ט+`)ĎNg$5;kyơ[`[ Jjx5s)"L #@]xvB}ZWB-%t"0FP?Z}H+& (sRVJN̥yfDWF;U Ēxγ"@d]F bk{IK,<jΉm})2@9pjI4:4ov%lqUHTxiV hdmx'qPkԵ\.Զ'+6LU:2Z%%@ ~$cZ.F-pp=xCqks Sal<1JVP ~#QtNv9 XXQ$voE¿R #egKD6E3-̟Q\}(dH3\kU%r]46{[v'pXJ!5mKTQZw>TEF}I>%fy\~6ncKpd7k.%B9;minZ HPѥ`5-E873OZHcY|{U-:t\>zeu=j>g yeϾ(KK9wn}TGܗSYv)6< ~ 5~-1c'kF(!FO^j"{wY$amqjdR8EuZkPt2?`_Ih\7FiQG,#Vio"x.e ֺ?XeB'>=FkÞn. 2IzTA8V-N 98*y{vq xҬ DrF pq=D{\w@ՊϦA>st{H0 㞧\iqoJJN{JM \[H&0ɒy6th,n ! uN\{;#6I;L$̤t[Skb=X#.svU UwJΖg9=ǵG4=֋hszV6XXIt۔U8WQ J9u1*ĒF+7V^XI9,HU v zՃir!-:޵;GsyVfq>rIz\)z?kdEO88j6Id~m=:pc2nlGvD C)1megD;Pq֥{,y<2c>{hx9QV$1;cҊ mental improvement. <br>2. Controlled behavior resulting from such behavior. <br>3. A set of rules or methods as those regulating the practice of (athletic) training (such as the BFS absolutes and axioms). <br>4. A branch of knowledge or of teaching. verb: A. To train by instruction and control. B. To punish or penalize for the sake of discipline control. Today s society thinks discipline is all about punishment and not about instruction, all about control and not about freedom. <br> <br>A man once took his son to the beach on a windy day and launched a kite into the breeze. The boy asked his father what keeps the kite in the air. His father told him that it was the string that keep the kite in the sky. His son said that could not be; the string was holding the kite down. His father replied,  If you believe that, let go of the string. <br>You see the very things that we believe are holding us down are the very things that empower us to go where we want to go. Teenagers spend far too much energy fighting the rules when they should be embracing them. The rules actually enable us to get where we want to go.<br>When a teen jumps into the car and is headed to Suzi s house for the big date, he gets there because he follows (most) the rules of the road. By following the rules of the road, he gets to where he wants to go. <br>So it is with other areas of life. Life is rule-governed behavior. Once we learn the rules, we have the power to go where we want to go, do what we want to do, be what we want to be, have what we want to have.<br>It s much like your score on the SAT test. Your score does not indicate how intelligent you are. Your score, e another, the sea engulfs us and the light goes out. These players fell victim to what Pat Riley calls  The Disease of Me and broke the covenant of the team. Dan Clark says  The major reason for failure in life is giving up what we want most for what we want at the moment. This incident was a perfect example of that. <br>Our Championship Training for Success Class materials emphasize the idea that winners are  failsafe, that there are no losses, just lessons on the highway of life. If we can learn from our losses, their impact can be greatly reduced. One of the athletes involved in the incident demons