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A Different Language

January 16, 2015

Every other year my wife and I are able to spend the December holidays with our son and his wife who are international school educators, but we must journey to the other side of the world to make that happen. In crossing both the international dateline and the equator to see them in Australia last month, I learned a helpful lesson for those of us who try to communicate about school sports.
For two weeks I attempted to be a follower of Australia's "national pastime" -- cricket -- but try as I might, I could not grasp a passable understanding of the sport. On the surface, cricket seems a lot like baseball; but there are far more differences than similarities to the sport many North, Central and Latin Americans grew up with and know so well. I watched cricket on television and read the extensive newspaper coverage every day; but even after studying the rules and listening to and questioning a local expert, even the most basic rules, strategies and language of cricket remain mysteries to me.  
For a while at least, my struggle with cricket may make me more understanding of some parents and others who are so quick to criticize high school sports. Possibly I’ll be more purposeful and patient to explain our policies and the philosophies behind them.
Many of today's parents and spectators have never played the sports their children now play. They don't really know the rules and strategies of the games that were not a part of their upbringing, and they tend to be more unreasonably critical of decisions by coaches and officials in those sports.
Competitive cheer, gymnastics, lacrosse, ice hockey, soccer and other sports seem "foreign" to those who never played those sports. But it's true that in all sports we are likely to experience the most criticism, and the most unjustifiable complaints, where there is the least understanding or appreciation. That's true of a particular sport’s playing rules, and it's also true of the policies and procedures that govern all school sports. And in both cases, this demands extra effort on the part of coaches and administrators to communicate the rules and the reason for those rules.

Money, Money Everywhere, But ...

June 23, 2016

Weather-watchers will often complain that there is too little rain where it’s needed, and too much rain where it is not.

I feel the same way about money and sports – too little money where it’s needed, and too much money where it is not.

While physical education is being eliminated in elementary schools and interscholastic athletics are being gutted in junior high/middle schools and high schools, college sports are awash in extravagant new revenue from broadcasting and merchandising rights. For example ...

The athletic departments of UCLA, Ohio State, California, Notre Dame and Wisconsin will receive more than $1 billion combined from Under Armour over the next 15 years. The University of Michigan has announced a 15-year, $169 million deal with Nike. Michigan State University has a multimedia rights deal pending with Fox Sports worth $150 million over 15 years. Both Michigan and MSU will benefit richly from what is likely to be a new $440 million per year package with the Big Ten Network.

Meanwhile, for lack of funds, schools reduce or eliminate physical activity from the school and after-school curricula. Inactivity rates soar, as do childhood obesity rates, as do medical expenses to treat obesity-related illnesses in adults.

In sports as in most other aspects of American society, ours is a free-market system that allows the rich to get richer, with little regard for the consequences. It’s a system that invites misplaced priorities. Of celebrity more than substance. Of immediate gratification over investing in the long-term health of a nation and its people.