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Family Time

August 29, 2014

When my wife and I were raising two sons who participated in high school wrestling, we had two hopes before each large wrestling meet in which they participated. First, that they wouldn’t get hurt; and second, that they would win their last match of the day.
We didn’t care if that last match was for 7th, 5th, 3rd or 1st place. The ride home was just a lot brighter when the last match was a victory. We always struggled for the right words when the last match of the day was a loss.
So my wife and I found it especially interesting to read an article about Jeff Daniels published Aug. 7 in the Lansing State Journal that included this excerpt:
Daniels attributes some of his family’s closeness to life in Chelsea and traveling around Michigan to play hockey.
“I’m a big fan of soccer, however, we went hockey and never looked back,” he said. “Ben was 8, and Luke was 5 when they started in hockey in Ann Arbor. All those 5:45 a.m.’s on Yost Arena ice on Saturday and Sunday. All the way through the end of high school.
“I tell parents now, it’s not whether the kid excelled, it’s not, ‘Why didn’t you shoot instead of pass, ‘You’ve got to work on your slap shot.’ It’s not that,” he said.
“It’s the drive there and the drive back. And you talk about anything else except about the game. And we believe that the time we spent doing that, and not focusing on pounding your kid to be better at the next game when he’s 12 damn years old, is one reason we’re so close as a family when the kids are in their 20s.”

Program Priorities

January 10, 2014

Many school districts face more requests from their constituents for sports programs than they have the resources to accommodate, so they are forced to make very difficult decisions. For three decades, when I’ve been consulted, I have offered and stood by this advice.

First, I advance the premise that if the activity is educational, there is just as much potential for the education to occur at the junior high/middle school and subvarsity levels as at the varsity level. Just as we would not discriminate against one race or gender, we should not disadvantage one age or ability level. In fact, with a little less pressure to win, it is likely to see more education at subvarsity levels and more reason to sponsor them.

Second, I advocate the position that schools should avoid sponsorship of any activity for which a qualified head coach cannot be secured. Qualified personnel are, in order of priority:

  1.  a teacher within the building who has current CPR certification and completed CAP.
  2.  a teacher within the district who has current CPR certification and completed CAP.
  3.  a teacher in another district who has current CPR certification and completed CAP.
  4.  a certified teacher from the community who has current CPR certification and completed CAP.
  5.  a non-certified person who has current CPR certification and completed CAP.

I urge schools not to descend lower than this for program leadership. Coaches are the delivery system of the education in educational athletics; they are the critical link in the educational process. More problems occur than are worth the effort if the program is in the hands of an unqualified coach.

Next, I urge that schools rank sports on the basis of cost per participant, and give higher priority to sports that spread funds over the greatest number of participants.

Next, I urge that schools place lowest in priority the sports that cannot be operated on school facilities and create transportation, supervision and liability issues, and give higher priority to those conducted at or very near the school.

Next, I urge that schools place lowest in priority the sports which are most readily available in the community, without school involvement. If resources are precious, then duplicating school programs should be a low priority; doing what the community can’t do or doesn’t do should be given a much higher priority.

While I’m a fan of school sports, I recognize that an athletic program has as much potential to do harm as to do good. Programs without qualified coaches that are conducted for small numbers of students at remote venues and without comprehensive school oversight and support may create more problems for schools than the good they do for students.

Bare bones budgeting will require brutally honest assessments based on priorities like these.