Issue link: http://educator.cta.org/i/315828
Cheer has changed For decades, cheerleaders were mostly pretty, popular pep leaders. But over the years, cheerleading has become physically demanding, requiring strength, skill, and the ability to perform aerial and tumbling feats. Does cheerleading get the respect it deserves? Noooo, fumes Kristine Durfee, Red Bluff High School cheer coach. "People don't realize how much hard work is required or how strong you have to be. It's not just about being coordinated and looking nice. You have to lift people up in the air, throw them and catch them. There's no other sport that requires that. You throw and catch them while in transition to your next formation, so it's not just catch and drop. You have to be skilled and talented to do that." Like most teams, Durfee's cheerleaders are constantly fundraising to pay for uniforms, tumbling mats, travel and other expenses. They start practicing in summer and drill after school and on weekends. They can't afford to enter competitions, although Durfee thinks they are certainly good enough to compete. As cheerleading has become more competitive and focused on "stunts," safety has become more of an issue, she says. Coaches, once merely "advisers," are now certified through the American Association of Cheerleading Coaches and Administrators (AACCA), an organization dedicated to cheerleading safety and education of coaches through certi- fication programs, offered online and at coaching conventions. Previous experience as a cheerleader is helpful for coaching, but not a requirement. W H E N I T C O M E S to boosting the confidence of students with special needs, the Sparkles program at Westlake High School gives everyone something to cheer about. Twice weekly, the school's varsity cheerleaders help students with disabilities practice cheers, under the super vision of special education teachers Lauren Iezza and Kacey Kalsman, Unified Associ- ation of Conejo Teachers. Students with special needs on the Sparkles team have their own uniforms and recently performed at their first school rally to enthusi- astic applause. The Sparkles program brings joy and a sense of community to her students, says Iezza. "The kids walk by other students in the hallways high-fiving now. My students and the cheerleaders are learning and growing from each other." "Our kids feel like celebrities now," adds Kalsman. The varsity cheerleaders say they benefit just as much as the students they coach. "It has taught me patience," says Hannah Kline- dinst. "Nothing comes easy for these students." "You can be having the worst day, but when you come to Sparkles practice, it changes you to having a 100 percent positive attitude," says Jessica Moss. Shema Deihimi, a Sparkles cheerleader and a student with special needs, says the best part has been making so many new friends. "It makes me feel happy," she says. "It makes me feel like I'm part of the school and that I'm involved in everything. And I love the uniform. I've wanted to be a cheerleader since kindergarten. I never thought I would be. And now I am." Sparkles team allows everyone chance to shine People don't realize how much hard work is required or how strong cheerleaders have to be, says Kristine Durfee in Red Bluff, shown below with Megan DiDio, Ashley Samson, Kacy Samson, Chase Feusi and Kierstin Exum. Lauren Iezza 51 www.cta.org M AY 2 0 1 4 Educator 05 May 2014 v1.6 int.indd 51 5/16/14 3:22 PM