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Professional athletes and especially those involved in team sports must operate within highly dynamic and multi-dimensional situational contexts (Vickers, 2007) requiring a very complex set of cognitive skills (see Kioumourtzoglou et al, 1998; Horgan and Tienson, 1992). Often these skills resemble, or share close relationships with the kinds of skills that, in the not so distant past, helped to make our ancestors successful hunters and gathers. Hunting is assumed to have been in practice for 99% of human prehistory. So that “intelligence” in the past was never a measure of one’s academic aptitude or potential for formal schooling, but was instead a measure of one’s potential for real life survival, while this largely depended on hunting and gathering. This kind of survival also depended on the same intellectual abilities as those employed by athletes during competition. Formal schooling of the kind familiar to most in the West today did not become a part of most people’s lives until the early 20th century.
In 1899, when the schools of Washington, D.C. were racially segregated and discrimination was rampant, there were four academic high schools in the city--three white and one black. When standardized tests were given that year, the black academic high school scored higher than two of the three white academic high schools. Today, nearly a century later, even setting such a goal would be considered hopelessly utopian. But this feat was not a fluke. That same black high school was scoring above the national average on IQ tests during the 1930s and 1940s. Yet its physical plant was inadequate and its average class size was higher than that in the city's white high schools.
--Thomas Sowell. (1998). Race, Culture, and Equality
In 1899, when the schools of Washington, D.C. were racially segregated and discrimination was rampant, there were four academic high schools in the city--three white and one black. When standardized tests were given that year, the black academic high school scored higher than two of the three white academic high schools. Today, nearly a century later, even setting such a goal would be considered hopelessly utopian. But this feat was not a fluke. That same black high school was scoring above the national average on IQ tests during the 1930s and 1940s. Yet its physical plant was inadequate and its average class size was higher than that in the city's white high schools.
--Thomas Sowell. (1998). Race, Culture, and Equality