Logo

Change of Pace

January 30, 2015

Michael Schwimer is little known to us in Michigan. He was a 6-8, 240-pound relief pitcher out of the University of Virginia who was drafted in the 10th round by the Philadelphia Phillies in 2008.
In his minor league career, Schwimer earned 20 wins against 10 losses with a respectable 2.51 ERA. He struck out an eye-popping 12 batters per nine innings.
When Schwimer made his Major League Baseball debut for the Phillies in August of 2011, he served up a game-tying home run to the first batter he faced. He was traded to the Toronto Blue Jays in February of 2013, and was released by the Blue Jays the following August. You might say Schwimer majored in the minors. That’s where he peaked as a professional baseball player.
As a player, Schwimer made few waves. He wasn’t a “game changer.” And yet, he may still be known as one who helped to change the game itself.
Schwimer is widely reported to be the first MLB player to use a glove that was made of synthetics, not leather (which weighs twice as much), and was made using a plaster cast of his hand. It was a custom-made, form-fitting glove.
The result looks almost like a toy glove, fit for T-ball; but MLB gave it a “thumbs up” in December of 2011. MLB players have been warming to the glove, although very slowly.
To which Schwimer responds: “It takes forever for any change to occur. But when change happens, it happens really fast.”
That almost sounds like something Yogi Berra would have said – like, “it takes forever for change to occur, and then it doesn’t.” But experience very often teaches us the truth of this sentiment.
As the MHSAA reprocesses two of its toughest topics ever – out-of-season coaching rules and 6th-graders’ roles in school sports and the MHSAA – it seems like there is no progress toward change. And no change is the possible outcome of both long journeys.
But it’s also possible that, for one or both topics, the time will come when wisdom and will combine to create constructive change, which then seems to be occurring almost overnight.
My hope is that we find that formula before a rash of problems causes a tipping point that results in a rush toward solutions that are poorly conceived and/or politically imposed by outside entities.

High-Performing Programs

July 10, 2018

(This blog first appeared on MHSAA.com June 28, 2011, and was printed in the September/October 2006 MHSAA Bulletin, and in Lasting Impressions, which appears in the MHSAA's online Library.)

A study of 10 academically-oriented after-school programs in New York City funded by the After-School Corporation may provide some unintended guidance for interscholastic athletic programs.

Prepared in November 2005 by Policy Studies Associates, Inc. for the After-School Corporation and Southwest Educational Development Laboratory with support from the U.S. Department of Education, the report “Shared Features of High Performing After-School Programs” identifies the following characteristics of high performing after-school programs:

  • A broad array of enrichment opportunities. 
  • Opportunities for skill building and mastery. 
  • Intentional relationship building. 
  • A strong, experienced leader/manager supported by a trained and supervised staff. 
  • The administrative, fiscal and professional development support of the sponsoring organization.

While competitive junior high/middle school and high school sports were not the subject of this study, here’s what I think these findings could mean for school sports:

  • Interscholastic athletic programs should provide a wide variety of opportunities appealing to a diverse group of students.

  • Interscholastic athletic programs should provide competitive opportunities for the highly skilled as well as learning opportunities for the less skilled so they too might progress to higher levels of competency, or just enjoy the fun, friends and fitness of school sports.

  • Teamwork, sportsmanship and leadership should be outcomes as intentional as development of skills of the sport and strategies of contests.

  • A full-time athletic administrator is essential, and it is imperative this person have authority to train and supervise staff and hold them accountable for performance consistent with the best practices of educational athletics.

  • School boards and their administrators must provide sound policies and procedures, adequate financial support and opportunities for continuing education for the athletic director and every coach.

All in all, a pretty good blueprint for school sports in Michigan.