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[k4ASJGz(nQgJ(%IF!x!()aul}yrLs:(:aыM##o\'q:cQ[a׺pc>4,5‚8=Hd'ފ+vs$1l@G/NcR9wqR{[=7U52(mEX;XMRS@Ew9I8nj(ݐE;+XyOzĺZnHFOފ*_QGY#ZT»:rh r9=Cleaning correctly. Burroughs Photo #8 shows Leland again. He looks good on Drill #2. Some strength coaches like to talk about a shoulder shrug during a Power Clean. I use th term shoulders to the ears (got that from Jeff Conners at East Carolina). However, if you really get the elbows to the ceiling, the shrug is natural. I want to eliminate talking about the shoulders if my athletes can do it with the elbows. The less to think about the better.<br><br>POWER CLEAN <br>DRILL #3<br><br>Drill #2 and Land: See Burroughs Photo #9. I want the athletes to land in a solid, perfect Athletic Position with the elbows up. The feet should now be wider than a jump stance. I call it an  Athletic Stance. I do not use the term  about shoulder width apart. I want the eyes on target while being tall with the hips back and lower back locked in. Spread the chest! Analyze the photo. Look at their toes. Does every kid look like an athlete? Are the knees directly over the toes? Are some stances too wide? Too narrow? Burroughs Photo #10 shows Leland in a good landing position. I took this photo during the drill so I think, a split second later, Leland had his elbows higher and his left elbow more forward; like the elbow position of the athlete directly behind.<br><br>THE POWER<br>SNATCH<br><br>The Power Snatch becomes easy to implement if you use the Three Drills. Drill #1 Jump Straight Up but just use the wider Snatch grip while keeping the knuckles to the floor. Drill #2 Jump With Elbows To The Ceiling but again, just use the wider Snatch grip. Drill #3 Use Drill #2 and Land using the Overhead Snatch Position. See Leland in Burroughs Photo # 11.<br><br>WHY THESE THREE DRILLS?<br><br>Drill #1 helps the athlete to learn and feel the  triple extension. I do not use this term because I don t want to scramble a kid s brain with too much to think about. If an athlete jumps straight up in the air, he will automatically get a triple extension (the hips, the kneesllege when Title IX passed. I grew up with three brothers, so I was lucky that sports and an active, physical lifestyle were always a part of my life. For most of my classmates, sports weren't "cool." Some of these women today wage their own wars with obesity, underachievement and low self-esteem - all factors that an active lifestyle and participation in sports can ease or eliminate.<br>Considering that in 1972, schools had virtually no organized female sport programs, Title IX would take many years to put into effect. As late as the 1970s, girls' sports not only were neglected, they were often actively discouraged. In the government publication "Title IX: 25 Years of Progress," it was cited that "In 1971 a Connecticut judge was allowed by law to disallow girls from competing on a boys' high school cross country team even though there was no girls' team at the school. And that same year, fewer than 300,000 high school girls played interscholastic sports. Today [1997], that number is 2.4 million."<br>Legislative efforts to sabotage the original intent of the amendment were waged almost yearly until 1980, when the Department of Education was established and given the responsibility to oversee the implementation of Title IX through the Office for Civil Rights. From that point, Title IX began to work its magic, slowly though, as most social reforms do. Understanding Title IX's impact requires us to look not just at the burgeoning statistics in female sport participation but also at the mindset of the young women athletes of today.<br>While sports have created the most controversy regarding Title IX, the gains in education and academics from the amendment are also noteworthy. Title IX bans sex discrimination in athletics and academics. Before then, many schools saw no problem in refusing to admit women or in imposing strict lim-/o㿖9/m?*oexaFzCn/OTvO{Z^pH.|ݭo&t n$-rO_M7~vԮ̺|'+rPVh"v_~;Ҵ;-zz]޿JyI'&Qn [?cf)H!;C b7>;KeEx9⵬(dSq@}* BcUQUq$|2Я@/\$L̶{0xypBGN1Gp֓Z ͨ>㯤P9'կ9O^|oȃ9\d"ss`O dKa{(|fPzL7?3ZeĚ$gkiL^W Ǐiwv/#ij*IDA!; O*7(H q8',ҜqWW^%ԧk 7ֺ75&VEj+*7Kѵ(2[J7FHELsnUnɗ0CT{`OS