The 1980s

be taken seriously, we had to take ourselves seriously.”

In the early days of Brooks girls athletics, we, the young women, learned quickly that to be taken seriously we had to take ourselves seriously. Bob Morahan, Polly Vanasse and Dusty Richard were all instrumental as coaches and mentors in this development, supporting, guiding and teaching us important life skills that moved beyond the classrooms. Of equal import was how we girls came together, forging friendships within and across teams that supported all aspects of learning. The range of skills we developed in leadership, teamwork and academics were the underpinning, from my perspective, to future success. — Circe Dunnell ’84

I have many memories from all three of my sports — field hockey, ice hockey and crew — of trips to and from away games in the green vans. Yes, we were going to compete and try to win the game or the race, but the time spent traveling to and from was time to just be silly, hang out with my closest friends and have no other worries in the world other than socializing with one another as well as with our coach. Trips in the vans were, for me at least, some of the best times in high school. I was with my friends, we were having a blast singing and telling jokes and listening to our 80's music. I learned much about reading, writing, math skills and many other academic things in the classroom at Brooks. But maybe the most meaningful learning experiences came from my time on athletic teams. Sports taught me how to work hard; how to try to be better every time I stepped on the ice or field, or sat down in a crew shell. I learned how to work with others, how to be a gracious winner and a gracious loser. I learned how to pick myself up off of the ground, literally, and keep going until the game was over no matter how tired I was or how poorly I felt I was playing. I had to, because I was part of something larger than myself, and that was my team.

I believe that it is fundamentally important for girls and women to play sports because a background in sports can improve a young woman’s leadership potential. Athletics empower females to be high school athletes, Division I college athletes and professional athletes, while at the same time being valued for doing so as much as men are valued for doing the same things. Equal access to athletics for girls and women is a reflection of how women are seen in society. The more chances girls have to be seen as competitors, the more empowered they become. Being an athlete does not just mean that one is physically strong or mentally strong. Being an athlete is about learning and passing on life skills that both men and women need to be successful in their lives. — Alison

V. Mastin ’89

Playing sports at Brooks was life-changing. I had previously played field hockey, but coming from a town where field hockey, softball and cheerleading were the only real options for girls, I never would have played another sport if it had not been required. I’m so thankful it was.

Don’t tell my teachers, but pre-season was always my favorite part of the school year, as an athlete in high school, college and a coach. The bonding with other girls after returning from summer and before starting classes always grounded my school year with the closeknit friendships I made. I loved the empowering feeling of being back on campus, everyone with a common purpose, walking around with sore muscles. I enjoyed welcoming younger student-athletes into my tight field hockey family and identity, and now that I think back on it, I think it was the feminist in me trying to empower them as well. More than the wins and losses, it was always the camaraderie among teammates that made the experience meaningful.

I often wonder how it would be if I were playing sports today at Brooks. It’s a different sports scene with club sports so prevalent and almost necessary if you want to play in the ISL. I’m thankful I had the opportunity to try new sports, such as ice hockey and lacrosse, as a 14-year-old. I have only recently appreciated that when I joined the girls 1st ice hockey team in 1987 (because I could figure skate), it was only its third year in existence. While I have no doubt that girls today are stronger, more physical and certainly more skilled, there was also a certain toughness and joy in our nascent team, with us walking from the gym to the rink in full pads, as well as 6 a.m. practices (which the boys never had). Yet, at the time, we simply thought of it as us being a bunch of girls who enjoyed the brisk rink, the sweaty “On the blue line!” sprints, and the rough and tumble challenge of a new sport. And that is exactly what burgeoning equity looks like: You get to do what you want, without thinking too much about it, just because you can.

Since Brooks, I have played college field hockey, played in various adult field hockey leagues, coached varsity field hockey and lacrosse (and, embarrassingly, some basketball and soccer, too), and currently play in the Women’s (Ice) Hockey League of Boston. From age 14, Brooks gave me confidence in my body, in my physical ability to move through the world. This cannot be understated, as it gives women confidence in their ability to tackle problems, get sweaty and use their strength to overcome adversity. — Stacey

The 1990s

My time at Brooks and playing soccer, basketball and lacrosse was unforgettable. I cherish the incredible wins the teams had during those years as much as the losses. Most of all, I cherish the support of my coaches throughout those years. My fifth- and sixth-form years at Brooks were difficult times personally for me, and my family and my sports were a healthy outlet to have fun and also to relieve stress, sadness and frustrations I had at that time. As the captain of these sports, I learned how to be a good leader and confide in my team because without each and every person on the team the victories would not have been possible. Back then, Brooks always recognized girls and boys sports equally, and I am proud to say that I didn't have the feeling that there was a difference or preference toward one or the other during my time there. At this moment, I see how professional women’s sports have advanced over these years. Proof is seeing soccer teams like FC Barcelona here in my home city, and seeing their success on the field and the constant increase of their fan base. More and more fans are voicing and showing how passionate they are about women’s sports. I am proud to see that presently, if my daughter wants to take that leap into this world of women’s sports, there are more possibilities now than ever and the support for her to do so.

Kim Tombarelli ’90

Amy Broadhead ’94

“My time at Brooks was really special in that I learned so much about myself and my capabilities through sports,” says Amy Broadhead ’94, who went on to captain the soccer team and play basketball at Brown University. “It taught me a lot about my work ethic and how the work that I put in was very equal to the success I got out of it. It gave me a place for connection and belonging with people. I played team sports, so it taught me a lot about teamwork and collaboration.”

Playing sports of all kinds growing up, and in high school and college and even today was and is as essential to me as breathing. I was fortunate that my parents, and my father in particular, was supportive of my interest in sports. He always encouraged me to be the best “athlete” out there — notice I didn’t say “best girl athlete” — just “athlete.” So I sought the best competition from wherever it came, even if that meant constantly needing to establish myself in a game or on a team dominated by boys.

At Brooks, I was in awe of the beautiful playing fields and pristine courts and felt a sense of profound gratitude and pride every time I donned the beautiful green and black uniforms (and even the gray and green practice uniforms!). At Brooks, sports gave me an opportunity to contribute, to be my whole self, to strive for something bigger than me. Sports also gave me something to look forward to when I otherwise often felt profoundly out of place.

Students at Brooks in the 1990s and 2000s had a chance to play for established girls programs at a level that matched the expectations and opportunities given to boys teams. These experiences taught these athletes values and attributes that they took with them into their adult lives and careers: teamwork, leadership and resilience.

Broadhead says that leadership comes in all different forms in life. “Leadership can come from being a part of a family, it can be part of a work environment, it can be a part of a friend group,” she says. “What sports really gave me was this ability to not just worry about that one game. It's about your whole career, it's about your whole life, and having a positive attitude through it. Sports gave me a platform to learn how to fail a little bit and learn how to also celebrate wins. And so when things are tough in my life, sports builds that confidence to be able to make mistakes and learn from your mistakes. And I think a lot of people have looked to me for that and for that kind of attitude.”

Broadhead grew up on campus as the child of longtime Brooks faculty Ray Broadhead, and she remembers looking up to the Brooks girls sports teams that preceded her. She recalls, for example, being a ball girl for the girls soccer team. “I loved seeing these girls with all that confidence, the same confidence and the same level of determination as the boys,” Broadhead says. “That’s not gendered. I think we try to gender so much, and sports is a really great platform for it not to feel so gendered.”

Broadhead currently heads up merchandising for Puma and has worked in sports for more than 20 years, she says, and she remarks on what she calls the transformation of attitudes. “There’s been a lot of change in how things have been progressing over the last, say, five years,” she says. “I think that has been through male allies. It’s through LeBron James saying, ‘Hey, you know what? These girls can ball.’ You’re seeing support from male athletes, and that’s been very beneficial.”

I was recently reflecting on why employers like to hire athletes as I’ve watched my teenage girls pursue their various sports interests. I see their sports friends peer-pressuring them to join in for an extra morning practice session, or try out for an elite club team, or sign up for a challenging event at an upcoming meet. I see my girls managing their time with school work, knowing it needs to be done before they can go to practice or games. I see my girls face disappointment and persevere. I see them cheering their teammates on and being more excited for a teammate's strong performance than their own. I see them have otherworldly performances because their teammates are counting on them. Discipline, perseverance, contribution, team first — yes, I’ll hire that and teach the rest.

— Kareen Bacinski ’91

Our coaches showed up day in and day out and held us to the same high standards on the field as they did in the classroom. We were coached to be competitive and taught to win and lose with respect. Our teachers and coaches modeled the behaviors they expected from their students. — Angela Chongris ’94

For me, playing sports at Brooks was as much about being competitive as it was being a part of the Brooks School culture we all know and love. We represented our school on the fields, courts and ice. At the time, I just loved being out there. I loved playing any and all sports. What I didn’t know then is how much my experiences on the fields and ice at Brooks actually shaped who I am today.

My athletic career at Brooks was one of the happiest and most meaningful periods of my life. Some of this is based in relationships; my best friends to this day are all women who were on my teams at Brooks. The bonds we formed on the playing fields, on bus rides and at team dinners are, in my case, lifelong. Some of it is sensory-based: I still live in New England and am fortunate to experience the beauty of the seasons, but there’s something about the Brooks campus that always makes me nostalgic for those colorful trees and those crisp, earthy smells. Brooks has always prioritized its landscape, which probably comes with a significant financial cost but creates significant value toward overall wellness.

I was a three-season athlete at Brooks before specialization became ubiquitous. I loved the transitions three times a year and always missed and longed for the off-season sports when they weren’t in session. It’s a feeling my own children rarely get to experience. I played on various club and AAU teams during my teenage years, but my experiences playing sports at Brooks taught me some of the most important values in my life: preparation, showing up, stamina, realizing you’re capable of hard work, focusing on the things you can control, playing to your strengths, understanding that everyone on your team has an important role to play — while I certainly didn’t have the maturity or foresight to know it at the time, these values are behind every accomplishment I’ve achieved in my work and in raising my children.

To me, Brooks was such a caring place. I look back at my coaches with amazement, realizing how challenging it must have been to teach classes during the day and find the energy to switch gears and run a good practice. If they were ever exhausted or burnt out, we never saw it.

The word “gratitude” has lost some of its heft these days; but even at its peak, I don’t think it was ever a strong enough word to encompass all the things I owe to Brooks athletics. Sarah Broadhead Baird ’99