Transfer Regulation Preserves Boundaries

December 1, 2015

By Rob Kaminski
MHSAA benchmarks editor

The conversation, speculation and anticipation begin early each July, building to a crescendo on the last day of the month. It’s the Major League Baseball trade deadline, which has come to overshadow the actual games, rendering numerous teams as quitters with more than a third of the season remaining.

Imagine a similar scene affecting not just one sport, but all sports, a month before each school year begins. Marquette is talking to Grand Haven about a left tackle. Port Huron needs a competitive cheer flyer. Detroit Pershing is looking for a point guard.

Why not? With an increasing number of school-of-choice districts statewide, those students with the means to do so could change jerseys each year.

Thankfully, MHSAA member schools agree to be bound by the rules and regulations of the Association, perhaps none more important to the pursuit of athletic equity than Regulation I, Section 9: the Transfer Regulation. Oft-changed, expanded, misinterpreted, and – at times – circumvented, the MHSAA Transfer Regulation attempts to identify and penalize athletically motivated enrollment decisions.

Origins of the rules involving transfers date to 1925, but the continual evolution has been necessitated by the erosion of geographic boundaries which once defined home turf in school sports.

One recent addition to this vital section of the MHSAA Handbook is commonly referred to as the “links” rule for athletic-related transfers, which went into effect prior to the 2014-15 school year.

“If I could summarize a global opinion from the phone calls I take from administrators around the state, it’s this: ‘enough is enough,’” said MHSAA Associate Director Tom Rashid, explaining the impetus for the most recent codicil. He estimates that 75 percent of the multitude of phone and written correspondence he entertains involves transfer issues and waiver requests.

The most recent changes include links from non-school and previous school teams; international student enrollment, and enhanced subvarsity participation. Those components, an overview of the Regulation and expansion to its current breadth and depth, and possible modifications for the future will serve to illustrate the rule’s importance to high school sports in Michigan, keeping the games local and community based, allowing people to root for the home team.

Rule That's Transferred Through the Decades

From the first Constitution of the MHSAA in 1924 through the most recent modifications in the 2015-16 Handbook in which nine pages are dedicated to student transfer issues, a regulation has been in place to govern athletic participation for students changing schools. While exceptions and details have grown, the basic premise has largely stayed the same. In 1924, students changing schools were required to sit one semester prior to participating in athletics, even those returning home from military schools such as Culver Academy in Indiana.  Over the years the rule was weakened by allowing the two school principals to make exceptions. As one might imagine, such authority proved too whimsical from situation to situation, and even-handed governance became problematic. Eventually, Michigan’s association of principals asked the MHSAA for a more stringent rule which was adopted in the early 1980s, closely resembling its current form.

“The transfer/residency rule is a legally and historically tested but still imperfect tool to control athletic-motivated transfers and other abuses.  It is a net which catches some students it should not, and misses some students that should not be eligible,” said MHSAA Executive Director Jack Roberts. “This is why all state high school associations have procedures to review individual cases and grant exceptions.”

As the old adage states, “There is an exception to every rule.” Or, in the case of the MHSAA Transfer Regulation, 15 of them, in an attempt to not penalize students who change districts for legitimate circumstances unrelated to athletic participation (See the “Exceptions” inset below).

Perhaps the most oft-used exception of the Transfer Regulation is that which involves full and complete residential changes, in which the “Rule of Four” is then applied.  When a student meets the residency requirement, he or she has immediate eligibility at the school of the new residence or closest nonpublic or charter school closest to the new home in drivable roadway miles. The fourth option is eligibility at the former school after the move.

“This ‘Rule of Four’ provides a geographic boundary for nonpublic and charter schools to even the playing field with the public school whose new student-athletes also must abide by a boundary,” Rashid said.

Other exceptions involve more extenuating circumstances, and even one which is not an exception at all in the case of first-time 9th-graders, who are eligible for the first day of activity in any sport at the school in which they enroll. The exceptions fall under three main categories: Residency, School Status and Student Status, as a way of simplifying the rule.

There are many common reasons for changing schools which are not exceptions to the “sit out” period.  Among these non-exceptions are “school-of-choice” enrollment after starting the 9th grade, returning to the school of residence after attending as a school-of-choice student, guardianship, being unable to afford tuition, transferring because the former school does not offer a sport or sports, or cancels a sport team. These students are not eligible for approximately one-half the school year.

Rashid conducts in-service meetings around the state each fall, in addition to hosting multiple training sessions at the MHSAA building each year for new athletic directors. Regulation 1, Section 9 receives heavy emphasis, and if attendees have one take-away from each session, it should be this: “When in doubt, sit them out and find out.”

“The energy and efforts of this office to educate administrators on the transfer rule which has become more complicated have helped to insure eligibility for those who qualify,” Rashid said. “There’s no substitute for experience, and our veteran ADs statewide are quite familiar with the rules. We attempt to give the new ADs a basic understanding and encourage them to contact our office for clarification on any issue, at any time. Our darkest days are when ineligible athletes participate and schools are required to forfeit contests.”

When schools believe they have compelling cases, requests for waivers are submitted for review by the MHSAA Executive Committee on a monthly basis. The vast majority of these requests involve the Transfer Regulation, although numbers have been on the decline in recent years. The 2007-08 school year saw 372 waiver requests for the Transfer Regulation hit the MHSAA office, with 275 cases being approved. During 2014-15, 300 such requests were received, and 213 were approved.

The recent decline can be attributed to a number of factors.

“Our Executive Committee does a wonderful job of reviewing and deciding the multitude of waiver requests while maintaining this rule which has existed for some time,” Rashid said.  “The minutes of each meeting are public, and schools will often check to see if similar cases have been approved before they go through with a request to MHSAA staff.

“I don’t think there’s been a decrease in students changing schools, but there’s better communication between MHSAA staff and schools pertaining to the rule, which might tend to decrease the number of requests for waiver.”

The apex of waiver requests might have correlated with the number of students who took advantage of Michigan’s school-of-choice landscape as its popularity grew near the turn of the century, which led to a misunderstanding of enrollment versus athletic eligibility.

In 1996, the state of Michigan made it easier for parents to choose their child's school from among those in their own and neighboring public school districts. By 2001 according to the Michigan Department of Education, 283 out of 554 districts were participating in Michigan's state schools-of-choice plan, and, without a doubt, it was the first time many were exposed to the MHSAA’s Transfer Regulation for athletic eligibility.

“Our transfer rule is sometimes difficult for the public to grasp due to school-of-choice laws,” Rashid said. “Often times, the public has school-of-choice mentality regarding enrollment. But there is a difference between enrollment and athletic eligibility. I feel badly for those who move and expect immediate eligibility at the new school without understanding the consequences.  School-of-choice legislation both respects and permits MHSAA transfer rule ineligibility.”

In fact, the MHSAA transfer rule provided for choice in athletics well before it was available in Michigan education.  Long before school of choice was popularized, the MHSAA transfer rule allowed first-time 9th-graders the choice of attending any school in Michigan which would allow them to enroll, and have immediate athletic eligibility.  Subsequent changes in enrollment would result in at least one semester of ineligibility for interscholastic athletics unless the student's circumstances complied with one of the 15 stated exceptions. 

“As school-of-choice options were expanded for students' enrollment, it has had no effect on the rules governing athletic eligibility,” said Roberts. “Those introducing and passing the bills did not want the legislation to provide a free pass for more students to change schools for sports, and effectively undermine the intended positive educational purposes of expanded parental choice in public education.”

School of choice is here to stay, certainly. However, according to a recent article in Bridge Magazine, families aren’t always finding the grass greener in neighboring school yards.

According to the story: “In 2012-13 alone, 26,305 students transferred from their home districts to school-of-choice districts (in Michigan, grades K-12). That same school year, 16,138 transferred out of school-of-choice districts, most of whom likely returned to the schools they would attend by residency.”

All of the instability keeps MHSAA member school administrators and MHSAA staff on their collective toes. Societal change continues to keep one of the oldest MHSAA rules at the forefront, and also drives further evolution of the rule.

With school of choice, the instance of a student’s changing schools for athletic reasons has increased and become more difficult to pinpoint. Add the increasing dependence on non-faculty coaches within schools and the related increased profile of non-school youth sports programs, and it’s the perfect storm for swelling athletic transfer issues.

Recent years have also thrown an additional curveball into the arsenal. Not only are students from neighboring communities roaming the hallways on the first day of school, but students from foreign countries have posed increased eligibility concerns.

“During the most recent decade, increasing numbers of students from foreign countries have been enrolling in U.S. schools on F-1 visas, and without being placed by approved programs,” Roberts said. “And once again questions related to unscrupulous placements and competitive balance emerged.”

Both festering issues addressed in the preceding paragraphs have led to the recent and more stringent Transfer Regulation modifications.

Mending Fences with Stronger Links

As Roberts alluded to in discussing the origins of the Transfer Regulation, it is a dragnet which serves the membership well, yet can never catch all intended targets, while sometimes reeling in those with legitimate cases. Over time, the gate can be weakened or exposed in some areas, and it’s time to reinforce the links.

On May 5, 2013, the MHSAA adopted a rule – known appropriately as the “links” rule – which advocates believe is more straightforward than the athletic motivated section of the Transfer Regulation and is a needed next step to address increasing mobility of students between schools. The rule took effect in August 2014 and links certain described activities to a longer period of ineligibility after a transfer.  It intends to catch some of the most overt and egregious of transfers for athletic reasons.

“This rule was born of frustrations expressed to  the MHSAA staff by coaches associations in wrestling and basketball,” Rashid said. “Kids were consistently changing schools after non-school, offseason contact with individuals from other districts. Under the old rule, they’d sit half the year, then play the second half, which includes the state tournament.

“It is also born from the most well publicized, ridiculous situations where students were transferring into the schools of a former coach or personal trainer who was newly hired,” Rashid said. “Except for an occasional instance when the rule hits home, ADs file this under ‘enough is enough’ and so many administrators have applauded the efforts.”

In general terms, this portion of the transfer rule Section 9(F), increases ineligibility for transfers not meeting a stated exception from 90 school days to 180 in situations as follows:

If a student has played on a team at one high school and transfers to another where he or she is ineligible, the period of ineligibility is extended to 180 scheduled school days if, during the previous 12 months, this student ...

  • Participated at an open gym at the high school to which the student has transferred.
  • Participated as an individual or on a non-school team or activity coached, coordinated or directed by any of that high school’s parents, administrators or coaches in the sport involved (this rule is sport-specific) for either gender. This includes summer basketball teams with school coaches if a student participated prior to registering to attend that school.
  • Has a personal sport trainer, conditioner or instructor who is a coach at the high school to which the student has transferred.
  • Transfers to a school where his or her previous high school coach is now employed.

Unlike Section 9(E), this new Section 9(F) does not require one school to allege athletic motivation.  If one of the four athletic related links exists, the student is ineligible for 180 scheduled school days.

After just one year in practice, the “links” component has shown strength.

“I think it’s had a few effects. I know from my phone conversations that it has certainly deterred some students from changing schools,” Rashid said. “It has clearly increased awareness of people who participate in non-school programs and then change schools. It’s heightened awareness of recruiting, which is the basis of the rule, and school-shopping because of sport.

“The rules can serve best in advance of a transfer to discourage changing schools for sports.  We encourage ADs to inform prospective transfer students and parents of the anti-recruiting rule and all parts of the transfer rule before they attempt to change schools.” 

Maxing Out the Visa

As difficult a task as it is to police meanderings from school district to school district throughout Michigan, the influx of enrollment from other countries adds an entirely new level of complexity.

Responding to the growing number of international exchange students taking classes in Michigan schools and the potential effect on equity in school sports, the MHSAA Representative Council adopted new rules for 2014-15 intended to treat J-1 and F-1 visa students similarly and to minimize the disparate impact of Federal Law on public schools in comparison to non-public schools.

“Until recently, foreign exchange students were primarily here on J-1 visas; they ‘journeyed’ here and ‘journeyed’ back after one year,” Rashid said. “We’ve seen a growing number of F-1 students who can have only one year in a public school, but then have multiple years at non-public schools. So our rule invoked two years ago said we are going to treat both types of exchange students the same. Play one year, then sit one year, no matter what kind of school.”

For those asking how many individuals this could possibly affect, consider this: the state of Michigan ranked second nationally in the number of exchange students hosted by its schools in 2014-15, and in years prior was No. 1 by a long shot. More than 2,500 students were here on F-1 or J-1 visas a year ago, a significant number indeed.

The tipping point for taking action was the 2013-14 school year when several high-profile situations occurred involving F-1 visa students, some of whom received the maximum penalty for a violation of undue influence (the anti-recruiting rule) – a calendar year of ineligibility.

The penalty has since increased to up to four years of ineligibility for a student or four years of suspension for a coach or disconnection of an adult associated with the school. The undue influence rule applies to all students, grades 7-12 including international students.

The key changes (applicable to international students not enrolled [attending classes] in an MHSAA member school during the 2013-14 school year) include:

  • The automatic exception which allows immediate eligibility for first-time-ever 9th-graders does not apply to international students.
  • Only those international students (J-1 or F-1) enrolled under Transfer Rule Exception 1, 2, 3, 5, 8, 12 or 13, or placed through an MHSAA “Approved International Student Program,” can have varsity eligibility.
  • Those international students who are placed through an MHSAA Approved International Student Program are immediately eligible for one academic year and then ineligible for one academic year (“Play One, Wait One”).
  • Other international students have no varsity eligibility. After the normal (approximately one semester) waiting period for transfer students, local schools may provide those students subvarsity eligibility, regardless of grade level and previous sports experience and without MHSAA Executive Committee approval.

A list of approved AISP organizations appears on MHSAA.com.

Subvarsity Clause Encourages Participation

One of the unintended consequences of the subvarsity component for transfers was that it failed to account for smaller schools or individual sports in which no freshman or JV teams existed. The most recent iteration of the rule now provides eligibility for such students. 

As a result of changes made for 2015-16, a transferring 9th- or 10th-grade student, who has never played in a high school scrimmage or game and is granted an Executive Committee waiver in advance of participation, may now be eligible in individual varsity heats, matches or races on a non-scoring basis. Previously, subvarsity eligibility was only for team sports with 9th-grade or JV teams. This expansion, with an approved waiver for a student who meets the above criteria, would permit some non-scoring involvement in cross country, golf, swimming & diving or track & field on a non-scoring basis where there is no separate JV team. This would not apply to relay teams in swim or track if they will be scored within the varsity race.

Eyes Forward

The three modifications related to the Transfer Regulation put into action during the last two years illustrate just how volatile, mobile and unstable boundaries and communities have become. Another way to look at it is how expansive a rule has become to regulate a part of the world that has become so small.

With that in mind, while the recent actions purport to quell the most egregious transfer eligibility issues currently brought to light, state association leadership must keep heads up and eyes forward for potential concerns on the horizon.

“There may be a large percentage of the MHSAA’s constituents who do not believe the links rule goes far enough; that this should be applied to all transfer students, not merely those whose transfer does not fit one of the 15 stated exceptions which allows for immediate eligibility,” Roberts said. “That could become the MHSAA’s next step in fighting one of the most aggravating problems of school-based sports today.”

Rashid points out that some states require that their executive staffs sign off on all transfers. For smaller states, that might be practical, but he fears that task would be unwieldly for the MHSAA, which has more than 700 member high schools.

Like Roberts, Rashid also can see a push coming for one year of ineligibility for all transfers not meeting prescribed exceptions, but warns of possible complications.

“Would such a step lead to more litigation and would it also net some who simply want to be part of a team?” he asks. “Would it also invite ineligibility for those who change schools for socialization issues? It sometime feels like the tail wagging the dog. I’d like more hard data. How many transfers are there overall, and how many transfers are even involved in athletics and to what extent?”

Future discussion could involve a combination of thoughts, according to Rashid, including a rule which is sport-specific. That is, transfers may become eligible for any sport after half a year, except for sports which they played at the former school at the varsity level. In those sports, the period of ineligibility would be a full year. Some would like to tighten the new links rule by applying 180 days of ineligibility to a transfer who has a sports connection to the new school (link) even if the student meets an exception or changes residence.

Those are topics for another day, but ones which the MHSAA is sure to keep in the forefront as it discusses and monitors the most recent upgrades – just as its leadership has done since 1924.

15 Exceptions for Immediate Eligibility

8 RESIDENCY EXCEPTIONS

  • Student moves with the people he/she was living with previously (full & complete)
  • Not living with either parent moves back to them +
  • Ward of the Court, placed with foster parents
  • Students from an Approved International Student Program (AISP on  F-1 or J-1 visa) placed with host family in district.  Play 1 year, wait 1 year. Non-AISP may have subvarsity only for all years without waiver after sitting out (through Martin Luther King Day or Aug. 1 depending on when enrolled)
  • Married student moves into school district
  • Student moves with or to divorced parent +
  • An 18 year old moves without parents +
  • A student resides in a boarding school +

5 SCHOOL STATUS EXCEPTIONS

  • School ceases to operate, not merged (Handbook Int. 64 & 90)
  • School is reorganized or consolidated
  • School Board orders safety or enrollment shift transfer
  • Achieved highest grade available in former school
  • New school established; enrolled on first day

2 STUDENT STATUS EXCEPTIONS

  • Incoming 9th-grader not here on an F-1 or J-1 visa
  • Expelled student returns under pre-existing criteria

+Four exceptions are allowed once in grades 9-12.

Transfers and Subvarsity Status

The Executive Committee has the authority to approve immediate eligibility at the subvarsity level for transferring 9th or 10th-grade students (after entering 9th grade, before completing 10th grade) who have not previously participated in an interscholastic scrimmage or contest in any MHSAA sport at the high school level (whether MHSAA member schools or not) and who do not qualify for one of the 15 stated exceptions to the transfer regulation and have transferred for reasons having nothing to do with athletics, discipline or family finances and would not require Executive Committee evaluation or comparison of school demographics or curriculum.

Note: Subvarsity eligibility under this Section permits participation in the following scrimmages or contests (but not in MHSAA tournaments):

  1. Non-varsity team sports: Teams consisting primarily of 9th- and/or 10th-graders and against other teams primarily of 9th-and/or 10th-graders.
  2. Individual sports subvarsity level: Races or heats, designated as subvarsity for all participants in that heat or race and not scoring within a varsity meet.
  3. Individual sports without a subvarsity level: On a non-scoring basis in the same events and even in the same heats/foursomes/rotations of those events designated as varsity level competition. Participation in relays would not be permitted if it is intended that the relay score within a varsity contest.
  4. In 1, 2 and 3 above:
  • This is not an opportunity for ineligible students to participate; it is only for those students who are eligible by rule or by MHSAA Executive Committee action.
  • This does not require schools to conduct non-scoring events or sub-varsity competition.
  • This does not create opportunities for “exhibitions” in sports where such is not permitted.

Get on Your Feet for Our Great Games

January 27, 2017

By Rob Kaminski
MHSAA benchmarks editor

Somewhere along the winding road in the long history of interscholastic athletics, gradual change has brought our product to a crossroads.

We, in this business of developing the minds, character and bodies of student-athletes, still understand the far-reaching benefits of school-based sports, and the mission of our programs. We understand their importance to community, the incomparable entertainment value for spectators, the bonds built between teacher and student that an hour a day in the classroom usually can’t match, and the memories and lessons that last a lifetime.

Somewhere along the way, however, some of the allure seems to have faded in the eyes and minds of others.

• Perhaps it’s the many options available to today’s young people, both in and out of athletics. Where once school sports and a letter jacket were THE thing, now it’s just another thing, with travel programs, virtual reality games, nonstop cable sports coverage and social media competing to fill free time.

• Maybe it’s parents, chasing the misguided dream of athletic scholarships for their children and in the process doting on the promises of untrained coaches intent on building their pocket books and reputations over building fundamentals and teamwork in kids.

• It could be that sensational stories from professional and collegiate levels warning of long-range effects of concussions and other sports injuries are causing fear in many parents who are making athletic participation decisions for their children.

• It’s possible that those once relied upon to spread the good word of our good work – our friends in the media – are far fewer. Administrators and coaches alike were once on a first-name basis with sportswriters in every community across Michigan. When a feel-good story took place, we knew whom to call to trumpet the news, and when the big game took place, they were sure to be there. The collapse and contraction of newspapers and the rise of faceless bloggers has delivered a blow.

• And, what of respect for authority? We are losing the keepers of our games – the contest officials – in bunches each year. People see the assaults, both verbal and physical, on these special men and women who give far more of their time than they are compensated for and figure it can’t be worth it to become an official, or to continue.

Ultimately, how we got here no longer matters. It’s what we do next. The focus for the 2016-17 school year is to define and defend educational athletics. We know that educational athletics is the best option. We are certain specialization is becoming a real health and safety issue, as real as concussions. We emphasize safety and risk management through our rules and regulations. We will utilize current media to tell our story. In doing so, maybe we can increase our pool of officials as well.

The following reveals the plan.

Teaching the Teachers

The 2016-17 school year is featuring a multi-faceted plan to Define and Defend Educational Athletics across Michigan, and one of the most critical strides aims at insuring that all varsity coaches – the educators of our programs – receive the proper instruction to pass along the mission of school-based sports to all involved, from students to parents to administrators.

For the first time each first-time varsity head coach of an MHSAA tournament sport needs to have completed Level 1 or 2 of the MHSAA’s comprehensive Coaches Advancement Program, the acclaimed continuing education program for school coaches.

Arming those most closely involved with student-athletes with proper perspective will go a long way in securing the future of interscholastic athletics.

“The role of a secondary school coach is so much more complex than it first appears, and it reaches beyond the responsibility of teaching skills to athletes,” said MHSAA assistant director Kathy Vruggink Westdorp, who oversees the CAP program. “The coach is first and foremost a teacher – that educational leader in an athletic setting – and it is often this coach’s responsibility to reinforce the connection between sports and academics. This defines the MHSAA brand of athletics.”

The connection between sports and academics cannot be overstated, and those sharing the hallways on a daily basis observe positive effects when students see that coaches show concern for their well-being beyond the playing surfaces.

Dan Hutcheson is in his first year as an assistant director at the MHSAA following a decade as athletic director at Howell High School. Prior to that, he served as the Highlanders’ wrestling coach. He knows first-hand the importance of the coach-student relationship.

“As a coach who’s in the building on staff, I know that I’m going to be in contact with my kids every day in class or in the hallways,” Hutcheson said. “When kids see that you care about them beyond the classrooms and fields or gyms, it can equate to improved academics. That is something other sports organizations don’t have.”

During the last three years alone, more than 1,800 individuals each year have attended CAP courses ranging from Levels 1-8, receiving instruction on topics such as “The Coach as Teacher,” to “Psychology of Coaching,” to “Effectively Working with Parents.”  These are just three of the 18 courses making a difference in coaches statewide, and those attendance numbers will rise with this year’s requirement.

While some might see the word “requirement” as an added helping onto the already full plates of those who dedicate so much free time, such regulations add value and help define school programs.

“I believe we have a better sense of the bigger picture.  Sure, our coaches want to win. But compared to travel sports, it is more educationally sound,” said Tim Ritsema, athletic director at Zeeland East High School, who serves as one of the MHSAA’s CAP instructors. “For those coaches who complete CAP, it gives their profession more credibility – it tells athletes, parents and the community that they take this seriously and want to be knowledgeable in the best practices. In travel ball, there are no regulations on coaches, it costs a lot more, and there can be selfish agendas. Our coaches are ‘All In.’ They recognize the long-lasting impact that they have on our student-athletes.”

Fellow CAP instructor Mike Garvey, athletic director at Kalamazoo Hackett Catholic Prep, sees the same enthusiasm during his experiences in front of the diverse groups of coaches.

“I see buy-in. Coaches of all ages, with a tremendous range of experience, have shared that they learned, that they have gained insight into the profession,” Garvey said. “I had a coach contact me about a couple of theories presented and indicated that it helped her team in two categories: they had more fun and they performed better. It also drew praise for her from the parents.”

Proven results from the methods employed are a big factor in gaining repeat attendees and spreading the word to coaches who have yet to attend CAP. Nothing increases credibility like positive results and peer recommendation.

A couple other factors contribute to the success, including willingness to participate and the widespread availability of courses throughout the state.

“The best sessions are when the majority of the coaching staff is actively participating, and it doesn't always need to be positive; that seems to add to the program,” notes CAP instructor Karen Leinaar, athletic director at Bear Lake HS. “Sometimes this is the first time all the coaches have actively talked about their philosophy, and sharing just makes it more ‘real.’ Hearing from others that they are doing it right is a big affirmation. Making the program available within a reasonable distance also assists in participation.”

CAP also plays a pivotal role in indoctrinating those outside the school setting to the purpose of school-based sports. Non-faculty coaches might have different roots than faculty coaches, but receive the same messages to take with them.

“There really is not a big difference between faculty and non-faculty coaches in the appreciation for coaches education,” Westdorp said. “We have seen 40-year veterans and first-year protégés indicate similar impact regarding the message of educational athletics.

“However, the non-faculty coaches are definitely better linked to their school and the culture of their school after taking CAP. Each module contains the Ten Basic Beliefs of Michigan Interscholastic Athletics. The very first module in CAP 1 is entitled ‘Coaches Make the Difference,’ and works toward the development of a coaching philosophy, core beliefs, understanding your personal reasons for coaching, promoting high expectations and creating team culture. It includes exercises in making difficult decisions, why there are rules and creating team culture.”

Some of the residual effect might be that today’s coaches will become tomorrow’s administrators, a movement which some sense has stalled in recent years.

The National Federation of State High School Associations recently enlisted global communications marketing firm, Edelman, to assist in rolling out a national campaign this fall to elevate awareness of the NFHS and educational athletics.

“In many cases, we need to re-educate our own people,” NFHS Executive Director Bob Gardner said. “We don’t see coaches moving to principal and athletic director jobs much as we once did.”

In Michigan, CAP is assisting in that way.

“We have several athletic administrators, principals and superintendents who recognize the value of their coaches within the building,” Westdorp said. “Many of these administrators have been in CAP sessions and are utilizing the materials. They want trained coaches who know how to deal with student-athletes in regards to safety, sportsmanship and skill development.”

Communication is key to CAP’s success, not only from instructors to the coaches in attendance, but in turn from coach back to other coaches, students, parents and administration moving forward. That’s how the mission of school sports persists.

“I stress that communication is one of the most important things coaches need to do,” Ritsema said. “Being a poor communicator allows for many things to go bad.”

Zeeland East and Bear Lake are classes apart in enrollment, but the rule of communication is universal.

“I am lucky being in a small school; we have very few questions to our rules,” Leinaar said. “I know others that have huge issues, but many have caused their own because they lacked the art of communication. Share with everyone. Make Grandma understand. You’ll not necessarily get 100 percent support, but at least there will be a shared understanding and expectation.”

Ultimately, the component of school sports which ranks above all else is the participants.

“We emphasize working with young people and teaching. Working with young people and leading,” Garvey said, “and keeping young people as the reason for the activity.”

Well-Rounded Task

The MHSAA organized a multi-sport participation task force during 2015-16 to identify the main sources of sports specialization and to generate methods to encourage greater participation in a variety of activities.

During the first meeting last April, Dr. Tony Moreno of Eastern Michigan University and Dr. Brooke Lemmen of the Michigan State University Sports Medicine Clinic each cited research which is inconclusive if specialization is the path to the elite level of sports, but is conclusive that specialization is the path to chronic, long-term negative effects.

The mission ahead for the task force is to change the culture in and around their schools.

“There’s a misconception that, ‘I have to only participate in that one sport to get to that next level,’” Hutcheson said. “But, when you hear college coaches talk, they want the kids who are athletes, who participated in more than one thing.

“I’d hear kids say, ‘I just want to lift weights out-of-season.’ Well, what do you do when you’re tired of lifting weights? You put them on the ground and rest. If you want to be a competitor, you need to compete. Playing another sport provides the opportunity to continue competing and growing as a competitor.”

While the committee discussed potential plans for such items as online resources, printed material and social media discussion to generate heightened awareness, those avenues have already been traveled to various lengths. In fact, the mission has changed little over the years.

“The most remarkable thing is that when I reviewed a couple of old videos we produced on the value of multi-sport participation about 10 years ago, our message really hasn't changed,” said MHSAA Communications Director John Johnson. “We now need to emphasize the injury factor – which is now so much more well-documented – and the fact that an increasing number of recognizable faces at higher levels are now endorsing the playing of multiple sports at youth levels.”

The trick is to develop the most effective delivery system and target those who most need exposure to the topic: coaches and parents.

“The task force sees educating parents as a priority, informing them of the dangers of early specialization in terms of burnout and injuries, as well as the financial burden families take on to advance their child towards a possible scholarship,” said long-time Traverse City Area Public Schools administrator and task force member Patti Tibaldi. “Parents need to understand that only one percent of high school athletes will receive athletic scholarships. Educational athletics should address the needs of the other 99 percent, don't you think?”

In many communities around Michigan, multi-sport athletes are not simply an added benefit; they are a must for programs to exist.

“I’m from a small school,” said Bronson athletic director and task force member Jean LaClair. “For our teams to be successful across the board, we need our student-athletes participating in multiple sports. We had a volleyball and softball team both make the state championship games, and seven kids were on both rosters! And, playing in a championship game, with the small-town support, is something you will never emulate in a club sport.”

It takes support from parents and coaches to build successful school sports programs, and administrators play a pivotal role in steering the ship.

“The biggest thing we discuss is the multi-sport athlete in our high school,” Ritsema said. “Luckily, our coaches are on the same page, and we deliver that message unified to our athletes and parents.”

Those involved with the task force understand the importance of the issues. It’s time for the choir to do the preaching, and project the chords beyond their buildings.

“Multi-sport participation within the school-based system teaches students the valuable lessons athletics should provide: how to work with different groups of people, the discipline of practice, how to respond from failure, how to understand and accept different roles within each sport, recognizing the strengths and weaknesses of each coach and teammate,” said Tibaldi. “School-based sports have a fundamental belief system that, while every sport has its individual differences, all sports need to comply with the philosophy of educational athletics adopted by the school district.”

As Johnson points out, the sooner that message reaches its target, the better.

“We need to literally reach the bottom of the food chain: elementary school kids who play sports, and their parents,” he said.

To that end, the MHSAA is focusing efforts in two ways during 2016-17: increased communication with its junior high/middle school membership, and the formation of regional strike teams.

Going Back to the Future

As the MHSAA moves forward with several initiatives this school year to help in defining and defending educational athletics, some staff members will be working their way backward – in age, that is.

Various findings in recent years through committees, task forces and personal experiences reveal that often times students are reaching secondary schools without positive prior experiences in school sports. That is about to change.

During the 2016-17 school year, the MHSAA is conducting two Junior High/Middle School Committee meetings rather than one, with an emphasis on the MHSAA more closely aligning itself with various JH/MS events through sponsorship efforts.

“The multi-sport task force has been a great discussion tool,” said MHSAA Assistant Director Cody Inglis, who oversees the JH/MS Committee. “You see that no matter the size of the school, everyone has the same problem; it’s become a true health and safety problem. Kids are specializing too soon and too often.”

One of the steps to help combat the trend is to reach children, parents and coaches before they hit the high school hallways.

“The task force recognizes that parents want to do what is best for their children,” Tibaldi said. “Our recommendations include finding ways for schools to offer earlier and better programming, stressing the development of overall physical skills versus the constant competition at an early age which is leading to an exodus from athletics by the age of 13.”

More than 700 junior high/middle schools across Michigan were members of the MHSAA in 2015-16. But just how many participants and parents – or even coaches at that level – are aware of the benefits afforded by that membership? The answer is likely a stark minority. It is the MHSAA’s charge to be more visible in the coming years.

“We’ll discuss becoming a presenting sponsor at some pre-existing league meets at the junior high/middle school level, whether it be track, basketball, cross country or any sport,” Inglis said. “We want to get into those existing leagues and conferences to have a presence.

“We could help financially, to offset the cost of officials and medals, for instance. And, we can brand those events from an educational athletic standpoint, versus the youth sport model which most kids that age have experienced. The goal is to give them a perspective they’ve yet to have in school-based sports. We want to make sure putting on a school uniform is a positive experience.”

Of course, biggest proponents of school sports are those who have dedicated hours, years and careers to the product. Those people, the ones the MHSAA leans on and appreciates the most, will be called upon again to deliver a huge assist at youth levels via forthcoming “Regional Strike Teams.”

“These local teams could be veteran or retired ADs in various areas who understand educational athletics and are familiar with junior high/middle schools in their communities,” Inglis said. “They can emphasize sportsmanship and multi-sport involvement so we can get in on the ground floor.”

The formation of these liaisons between the MHSAA and its youngest members will be discussed at length during the 2016-17 school year.

The junior high/middle school gyms and fields are not only stocked with future high school students, but they also offer a valuable forum for officials recruitment, training and retention, another critical piece to the welfare of school sports.

“With our Regional Strike Teams of people connected to schools and local officials associations, we can increase the connections made at the local, personal level to attract more people into officiating,” said MHSAA Assistant Director Mark Uyl, who oversees the MHSAA’s services to registered officials. “The members of the Strike Teams will know what events are going in an area of the state which could be conducive to officials recruitment events. The best way to recruit is at the local level between people with shared interests, and the Regional Strike folks can make these local connections.”