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Channeling Change

May 7, 2014

In the ubiquitous discourse about global warming and rising seas, one school of thought follows this thread: (1) global warming’s fundamental cause is beyond human behavior; but (2) changing human behaviors could slow the rate of warming; and (3) these changed behaviors would improve the environment and the quality of existence for all the globe’s life forms and therefore should be promoted even if they cannot affect the ultimate warming of the planet. 

Among those who admit to the inevitability that the planet will continue to warm regardless of humans’ best efforts are those who believe we should be planning for elevated sea levels now, not by working on ways to keep the rising waters out, but on innovative means of letting the water in.

With the Dutch, for example, among models, it is suggested that coastal communities begin today to build networks of canals that allow water to flow inland along planned routes that people can use and enjoy, and that the seawater be directed to places desperate for hydropower or where this seawater can be made free of unwanted species and fresh for human use and agriculture. 

Rather than building walls to keep the water out, build canals to let water in to be cleansed and used for our betterment.

This caused me to wonder if this kind of thinking would help us in school sports to reframe discussion on problems that seem too large for us to solve. Like the negative influence of non-school sports on interscholastic athletics and rules that limit out-of-season coaching of students by school coaches.

Out-of-season coaching is one of the focus topics for the MHSAA during the second half of 2014, and this image in response to global warming is one of several we may use to reframe discussion before we attempt to rewrite the rules. Are there ways to channel negative situations toward positive results . . . without the threat of introducing invasive species?

Inclusion Then and Now

October 24, 2017

It is accurate to say, and we can be proud that it is true, that there was no more inclusive state high school athletic association in the country at its inception than the Michigan High School Athletic Association.

In Michigan from the official beginning of the MHSAA, ours was one single athletic association. Not separate associations for schools with black students and white students, like some states then. Not separate associations for public schools and private schools, like some states. Not separate associations for big city schools and other schools, like some associations.

This association is unique in the U.S.: From its creation in 1924, by state law, open to urban and rural schools, black and white schools, public and private schools, and both high schools and junior highs. The MHSAA may be the only state interscholastic athletic association that can say all four of those statements were true at its inception.

We have in Michigan a legacy of inclusion that is second to none.

In recent years, we have added to this tradition through the inclusion of 6th-graders who, as a result of a change in the MHSAA’s Constitution in 2015, are now benefiting from MHSAA services, support and rules-making.

But, to be honest, the MHSAA has slipped some in comparison to the expanded inclusiveness of other state interscholastic athletic associations:

  • Compared to Illinois, Ohio and Tennessee, for examples, we do not sponsor and conduct events for junior high/middle school students, even when those students seek to compete under the MHSAA brand and banner.

  • Compared to many states, we are slower to add new sports for high school tournaments, even when students clamor for the opportunity to represent their schools in competition.

  • Compared to many states, we are slower to add programming for students with disabilities.

The MHSAA and its members cannot be all things to all people – that could obscure our mission and it would exceed our resources. But we should consider programming for more people.

The future of our society is in full-service schools developing the whole child in mind, body and spirit; and an essential ingredient of full-service schools is interscholastic athletics and activities. The ideal must be to serve the whole child and, as much as possible, the whole community of children.

That secures the future of schools and school sports as well as communities and their children.