The "tough/hardass" coaching model occasionally works on the HS/college level because athletes have no control.

It largely fails on the pro level because athletes have more autonomy & understand their value

Pro's want to be treated as people, not subordinates.

Why? A thread:

[42c] I’M CALLING IT ANONS.

I'M CALLING THE DEATH OF QUEEN ELIZABETH II ON 12/27/2020

THREAD POSTED ON DECEMBER 14, 2020

DECEMBER 14, DEC 1+4, D5.

PART ##4 CHESS 4D
PART ##5 CHESS 5D

d4.d5 FaLL of THE QUEEN

[13] DAYS TO PROVE ME WRONG

We need to stop imagining the Jan 6 fascists are purely "brainwashed," misguided, etc. Neither are they guided by white supremacy *only*.

They are largely a vanguard of principled petty bourgeois reactionaries who oppose democracy whether in its mass/working-class or liberal bourgeois form. They have allies in the most conservative and reactionary corners of the "big" bourgeoisie.

They see through a funhouse mirror the hypocrisy of liberal bourgeois democracy (no, the electoral college is not "sacred" 🙄). They also vehemently abhor the capacity of true democracy—socialism—to liberate oppressed, exploited workers upon whom their precarious fortunes depend.

To the extent liberal bourgeois democracy engages mass politics and gives even a highly attenuated and mostly suppressed voice to the working masses, that section of the petty bourgeoisie which turns to fascism regards liberal democracy as a betrayal. Only capital should speak.

The woman who died attacking the Capitol Building was a small business owner from San Diego. Yes, her head was full of conspiracist nonsense but she didn't just invent that lockdowns and worker protections might save lives but hurt her bottom line.

1) Dreaded thread on why I think the response to postcritique is so vitriolic. Short version: Because literary studies is a discipline in search of an application.

2) Before I go on, I'll say from the outset that many in lit studies explicitly reject the idea that the field *should* have an application. My opinion is that's fine if you want to do book clubs, but if you want an institution you can't ignore that difficult issue. But anyway...

3) The evidence by this point is overwhelming that when lit scholars talk about 'method' we're actually just talking about ourselves: 'ways of reading,' 'how we argue,' 'phenomenology of reading,' etc. etc.

4) David Kurnick nicely illustrates this phenomenon:

5) But none of this is method discussion. Talking about ourselves, how we approach our objects of study, our motives and objectives, our commitments, etc. would be the *beginning* of a method convo in every other discipline. In lit studies it's the *end*, or the whole convo!

There is a highly instructive symposium on "Veil of Ignorance" #ProcessTracing in the new @APSAtweets QMMR publication https://t.co/nxqEQ9HaRz There is lots to say ab it. For now, I want to focus on whether (causal) qualitative research has a problem w/ confirmation bias that 1/

needs to be addressed.
In short, Veil of Ignorance process tracing aims to blindfold the data collectors and analysts to the hypotheses to reduce risk of confirmation bias.
Proposal receives a lot of criticism by all respondents, partly for valid reasons, partly not, IMO 2/

If there was no bigger issue with confirmation bias, there would not be much benefit in talking about blinding in qualitative research.
As Beach notes, the intro to the symposium does not present evidence that bias is a problem. This is correct, but there is also no evidence 3/

that confirmation bias is not a problem. It's an absence of evidence situation with regard to comprehensive, direct evidence, i.e. from verification studies of qualitative research (for studies that are built on an epistemology for which the idea of verification makes sense). 4/

However, I'd say there is circumstantial evidence that confirmation bias is a problem.
1) Evidence for confirmation bias in quantitative research: The developments around #OpenScience and transparency in quantitative research in different disciplines present diverse evidence 5/