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Community Development

April 1, 2015

When those who lead, manage and deliver school sports do their jobs well, the whole child – body, mind and spirit – is educated. Students learn to lead, and they learn to follow. They learn to become good team captains and good teammates.
When the job is done well, we place good sports on the path to becoming great citizens. We elevate both school spirit and GPAs. We lower dropout rates and discipline problems.
When the job is done well, school sports is an essential component of school improvement, as well as of the community building and place making strategies that every progressive city and town in Michigan is thinking about.
Successful schools are the ones in the center of community life; and when the job is well done, school sports programs are central to the life of those schools.
Building a school program without sports is like constructing the physical school building without the mortar that holds things together. Building a community without comprehensive schools is just as foolish.

Perspective

July 9, 2018

(This blog first appeared on MHSAA.com November 2, 2010)

Each summer I put together a list of all the problems we’re addressing and all the projects we know we’ll be working on through the MHSAA during the year ahead. It’s always a long list, and accomplishing just a few items would make any year a good year.

So, this requires that we try to decide between all that we might do and all that we must do. And here’s a reminder of one thing we must do.

When I ask school and community groups with whom I’m speaking about what they think the problems are in school sports, the most popular responses from these constituents are (1) too little funding, and (2) too many misdirected parents; or sometimes that order is reversed: over-involved parents and under-funded programs.

I like to caution people that in some situations, our students suffer from too little adult engagement in their lives and that, almost everywhere, interscholastic athletics benefit greatly from the time and energy parents and other adults volunteer to help local programs operate. But I get the point of what I’m hearing.

These and other responses I hear – serious as these cited problems can be – may merely be symptoms of the single, fundamental issue that’s at the heart of all the others. That’s perspective.

  • Too little money for schools and sports?

    • Perspective – spending money on less essential things.

  • Pressure-packed parents?

    • Perspective – people focusing on adults’ desires more than students’ needs.

  • Poor sportsmanship?

    • Perspective – forgetting or never learning the pure purpose of educational athletics.

  • Too much specialization?  Too much year-round competition?

    • Perspective again.

  • Too much talk of college athletic scholarships?

    • Perspective once again.

In essence, almost all issues arise from matters of perspective. At their root, almost all problems are problems of perspective.

What can we do about this?

I don’t have the perfect prescription; but one thing is certain: we can’t relegate this to an afterthought. We cannot hope to make time to address this problem each day; we must plan to make time for it each day.

We need to model a positive perspective. Point to it when we see it. Explain it. Reward it.

It can’t be left to others. We are the guardians of proper perspective. It’s Job 1.