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Innovation Obstacles

April 12, 2013

It doesn’t take long to compile a dozen or more examples of products or businesses that have disappeared, or nearly so, because the world changed while the product or business did not.

Think eight-track tapes and players.  Consider what digital photography has done, from the Eastman Kodak Company to out-of-business local studios.  What the Internet has done to travel agents.  See what’s happened and still happening to print newspapers across the country, to magazines, and to both local and large chain bookstores.

It is not at all rare that businesses fail to reinvent themselves.  For many reasons, including admirable passion for what they are doing, business leaders often miss the trends or ignore the signs that suggest the need to change their products or their entire business model.

As Geoff Colvin wrote in FORTUNE magazine Feb. 25, 2013, “Business model innovation is a competency that doesn’t exist in most companies.”  He continued:  “The largest obstacles will be weak imaginations, threatened interests, and culture.”

I suspect that those are also the three major obstacles we must overcome as we think about the future of interscholastic athletics.

  • Does school-based sports, with a 100-year-old history, have a 50 or even 15 year future in schools and society?

  • If so, should the business model change?  And if so, how?

I suspect that some of what we think is change may be no better than rotating bald tires on our car; when what we really need is new tires, or no tires at all.

Physical Literacy

April 26, 2016

Dr. Tony Moreno has been on the faculty of Eastern Michigan University since 2004, and he has worked with the Michigan High School Athletic Association coaches education program since 2000. He met recently with the MHSAA’s Task Force on Multi-Sport Participation. This paraphrases some of what he shared:

  1. Young people who do not learn physical literacy (learn how to solve movement problems), are less likely to be physically active and, therefore, less likely to be physically fit (and more ultimately costly to society).

  2. Specialization leads to silos of ability that hinder competence and confidence in other activities, and these deficits last a lifetime. Sports done right creates a culture of problem-solvers.

  3. Research is inconclusive if specialization is the path to the elite level of sports, but it is conclusive that specialization is the path to chronic, long-term negative effects.

  4. The root of today’s problems is the loss of physical education from schools. The result today is “privatized PE” available for the “haves” (not the “have-nots”). It’s a free market, capitalized experience for those able to pay for it; but it’s no longer just for country club sports, but all sports, and it’s even coming to football (7 on 7).

  5. Those who want to reintroduce multi-sport participation or return schools to the center of the youth sports experience must learn how to compete with non-school, commercial offerings for the hearts and minds of parents and coaches, which is where the “cash and control” of youth sports resides.

  6. To educate means “to draw out.” Our purpose in school sports is to draw out the hidden abilities in youth and help them build confidence and competence to become healthier problem-solvers. Specialization is an expensive health issue for society that balanced participation can help to mitigate.