'Anyone Can Save a Life' Aims to Prepare
July 28, 2015
By Rob Kaminski
MHSAA benchmarks editor
It was 2008 when Jody Redman and staff at the Minnesota State High School League developed an emergency action plan to provide guidance and procedure in the event of sudden cardiac arrest during scholastic athletic competition.
The desired response from schools upon receipt of the plan was, well, less than enthusiastic.
“Only about 40 percent of our schools used the information and implemented the program,” said Redman, associate director for the MSHSL. “Our focus was completely on sudden cardiac arrest, that being the worst-case scenario regarding athletic-related health issues.”
The MSHSL asked the University of Minnesota to survey its member schools, and results showed that the majority of schools not on board simply felt a sudden cardiac arrest “would never happen at their school.” Naive or not on the schools’ parts, that was the reality – so Redman went back to revise the playbook.
“We expanded the plan to deal with all emergencies, rather than specific incidents,” Redman said. “Now it’s evolved so that we are prepared to deal with a variety of situations which put participants at risk. We shifted gears and got more schools to participate.”
Did they ever. And not just in Minnesota.
This summer, the “Anyone Can Save a Life” program, authored by the MSHSL and the Medtronic Foundation, is being disseminated to high schools nationwide with the financial support of the NFHS Foundation. The program will reach schools in time for the 2015-16 school year.
Once received, schools will find that there are two options for implementation, via in-person training or online.
“The in-person method is facilitated by the athletic administrator with the assistance of a training DVD” Redman said. “The important element is the follow through, ensuring coaches return their completed Emergency Action Plan (EAP). With the e-learning module on anyonecansavealife.org, individuals will complete an e-learning module that will walk them through the details of their specific plan, and as they answer questions, the information will automatically generate a PDF of the Emergency Action Plan (EAP) which they can edit at a later date as information changes.”
Schools will find five major components of the program to be received this summer: the first is an implementation checklist for the AD, explaining their role. Next are sections for in-person training, online training and event staff training. The last item contains a variety of resources that will ensure the successful implementation of a comprehensive emergency response to all emergencies.
Generally speaking, the program prompts schools to assemble preparedness teams, broken into four categories: a 911 team, a CPR team, an AED team and a HEAT STROKE team. The groups are made up of coaches and their students who will be in close proximity to all after-school activities.
“The reality about school sports is, at 3:30 every day the office closes and any type of medical support ceases to exist,” Redman said. “We then send thousands of students out to gyms, courts, fields and rinks to participate without systemic support for emergencies. This program puts into place that systemic support.”
Another stark reality is that the majority of schools in any state do not have full-time athletic trainers. Even for those fortunate enough to employ such personnel, it’s most likely the training “staff” consists of one person. That one body can only be in one place at one time, and on widespread school campuses the time it takes to get from one venue to another could be the difference between life and death.
“Athletic trainers can champion the program, but someone needs to oversee that every coach has a completed EAP in place,” Redman said. “For every minute that goes by when a cardiac arrest occurs, chance for survival decreases by 10 percent.”
Thus, it’s imperative to train and grant responsibility to as many people as possible, including student-athletes. In fact, students are a vital component to having a successful EAP. Students will be put in position to call 911, to meet the ambulance at a pre-determined access point, to locate the nearest AED, to make sure emersion tubs are filled for hot-weather practices, and for those who are trained, to assist with CPR. Coaches will identify students at the beginning of the season and prior to an emergency taking place. They will provide them with the details of the job they are assigned so they will be ready to assist in the event of an emergency.
“We have game plans for every sport, and for every opponent on our schedule,” Redman said. “But we don’t have a plan to save the life of a member of our team or someone attending a game at our school.
“This is about developing a quick and coordinated response to every emergency so we give someone in trouble a chance at survival, and then practicing it once or twice a season. We have ‘drop the dummy’ drills where we drop a dummy and evaluate how it went, and how everyone performed. In one scenario, it’s the coach that goes down, and then you have a group of 15- or 16-year-olds standing there. That’s why students have to take ownership of this, too.”
The key to an effective emergency action plan is to utilize and empower students in every sport and at every level to be a part of the response team. Following are brief descriptions of the teams.
The 911 Team
- Two students will call 911 from a pre-determined phone and provide the dispatcher with the location and details of the emergency.
- Two students will meet the ambulance at a pre-determined access point and take them to the victim.
- Two students will call the athletic trainer, if one is available, and the athletic administrator and alert them to the emergency.
The CPR Team
- The coach is the lead responder on this team and is responsible for attending to the victim and administering CPR, if necessary, until trained medical personnel arrive.
- One person is capable of providing effective CPR for approximately two minutes before the quality begins to diminish. Having several students trained and ready to administer CPR will save lives.
The AED Team
- Two students will retrieve the AED and take it to the victim.
- Two students will physically locate the athletic trainer, if one is available, and take him or her to the victim.
The Heat Stroke Team
- Two students identify locations of emersion tub, water source, ice source and ice towels.
- Two students prepare tub daily for practices and events.
For more information, visit anyonecansavealife.org or contact the MSHSL.
3 Michigan Coaches Earn NFHS Honor
By
Geoff Kimmerly
MHSAA.com senior editor
January 16, 2019
Three Michigan high school coaches with long histories of championship success were honored Wednesday with 2018 National Coaches of the Year awards presented by the National Federation of State High School Associations (NHFS) Coaches Association.
Midland Dow boys tennis coach Terry Schwartzkopf, Pontiac Notre Dame Prep girls volleyball coach Betty Wroubel and Bloomfield Hills Marian and Birmingham Brother Rice golf coach Leon Braisted III – formerly the longtime coach of the girls and boys programs at Birmingham Seaholm – earned three of the 22 available NFHS awards and have led their programs to a combined 13 MHSAA Finals championships.
The following brief bios include excerpts from each honoree’s coaching philosophy, which they were asked to submit after being identified as candidates for the awards.
Leon Braisted III began coaching both the girls and boys Birmingham Seaholm teams in 1998 and guided those programs through the 2015-16 school year. He led the Maples girls to Lower Peninsula Division 2 championships in 2006, 2008 and three straight from 2013-15, and also to five runner-up Finals finishes. His Seaholm boys team was Division 2 runner-up in 1999. Braisted has coached the Bloomfield Hills Marian girls the last three seasons and the Birmingham Brother Rice boys the last two, leading Marian to a Division 2 runner-up finish in 2017. Rice finished seventh in Division 1 this spring. Braisted was inducted into the Michigan Interscholastic Golf Coaches Association Hall of Fame in 2015.
“An athletic program opens the door for students to become involved in different sports. Any sport the student joins is quite a learning experience. A coach through practices teaches the players to be ‘team players and learn the rules of the sport.’ During the practices and playing the sport, players learn tolerance, become alert to their surroundings, and most importantly (the sport) offers exercise. As a golf coach for 21 years I recognize that golf is a lifelong sport. The player learns patience, perseverance and (the sport) motivates the individual to desire to improve (his or her) game. At the beginning of each new season, I encourage the students to join in participating on a golf team. I do not turn any students away from being on the team whether they know how to play golf or not. There is much one can learn from being a teammate and facing the challenge of self- improvement, along with meeting new friends. Joining a sports team is more than just excelling on the field. It is the ability to meet others, a place and time where a person can enjoy the moments away from the rapid pace of daily life.”
Terry Schwartzkopf took over the Midland Dow program in 2007 after seven years leading the junior varsity. He guided the Chargers to five straight Lower Peninsula Division 2 championships from 2009-13 and a sixth title in 2016. He was named the statewide boys tennis Coach of the Year in 2017 by the Michigan High School Tennis Coaches Association and led Dow to unbeaten seasons in 2010, 2011 and 2014. His team finished fifth at the Division 2 Final this fall and tied for second in 2017.
“I believe that the sport is irrelevant when it comes to coaching. Granted, specific content knowledge is imperative to success, but coaching is about creating a stable environment in which young individuals can mature as individuals and athletes. I believe that athletics help individuals learn how to cope with loss, cope with success, and how to work to achieve a goal. It allows them the ability to feel that they contribute to something greater than themselves, to put team before self, and serves as something that unites players regardless of age or circumstances. Due to this mindset, our teams tend to be a tight-knit bond of individuals who help each other to succeed. In fact, this year alone I have had seven alumni return at various times in order to work with the team, desiring to give back to the program. In fact, my original captain returned to serve as a volunteer assistant coach this year. These legends give faces to the names that my players have heard stories of as they continue to unite this team past, present, and future. … The records, trophies, and competition are a wonderful part of the game of tennis, but the real victories come in watching these young boys turn into productive men willing to serve others, live with integrity, and exhibit character and sportsmanship both on and off the court.”
Betty Wroubel is the third-winningest coach in MHSAA volleyball history at 1,486-308-130 after leading the Fighting Irish to a 64-6 record and Division 2 runner-up finish this fall. She started her varsity head coaching career in the sport at Clawson, guiding that program from 1979-82. She then led the Pontiac and Oakland Catholic program from 1989-94 and has coached Notre Dame Prep since its first season in 1994-95. Her teams won Class B titles in Fall 2007, 2013 and 2017. Wroubel also coaches the softball team – she led Pontiac Catholic to the Class C title in 1983 – and serves as Notre Dame Prep’s athletic director. She was inducted into the Michigan Interscholastic Volleyball Coaches Association Hall of Fame in 2014.
“My philosophy of athletics has changed considerably since I started coaching and has continued to change throughout my career. I believe that athletics provide a powerful vehicle to teach and prepare our student athletes not only in sport, but more importantly in life. My responsibility has never been solely to teach my players to play and love the sport of volleyball, but rather to pursue their passion for something they love and how to grow as young, strong females today – to prepare them to handle disappointment, failure, adversity and stress in a healthy manner and success with a humble heart. As important as it is to help the players develop their game skills, it is far more important to help them in their personal growth journey, to prepare them for a world that will be very different than the one I grew up in, and to create a team-oriented culture in a world that is all about ‘me.’ … I try to teach and empower my players to believe in themselves, embrace all opportunities of both success and failure, and how to achieve what they once considered unimaginable; to work hard, be humble, grateful, forgive oneself, forgive others, and always strive to be what God created them to be.”
Three more Michigan coaches earned honors in Section 4, which includes Michigan, Illinois, Indiana, Iowa and Wisconsin. Hartland wrestling coach Todd Cheney led the Eagles to the Division 1 title in 2016 – the school’s first in his sport – while Dexter swimming & diving coach Michael McHugh has led his school’s boys program to four MHSAA titles including three straight in Lower Peninsula Division 2. Sterling Heights Stevenson competitive cheer coach Brianna Verdoodt led her program to its first MHSAA title, also in Division 1, in 2018 after Stevenson finished Finals runner-up in 2017.
The NFHS has been recognizing coaches through an awards program since 1982. Winners of NFHS awards must be active coaches during the year for which they receive their award.