Logo

It’s a Blizzard

March 18, 2015

Like the good people in Boston and other eastern cities and towns who couldn’t find anywhere to put all the snow they were getting this past winter, those in charge of school sports can’t find anywhere to put all the advice and expertise pouring down on us. We are well beyond the tipping point between too little and too much information regarding concussions.

In one stack before me are different descriptions of concussion signs and symptoms. I could go with a list as short as five symptoms or as long as 15.

In a second stack before me are different sideline detection solutions – tests that take 20 seconds to more than 20 minutes, some that require annual preliminary testing and others that do not.

In a third stack are a variety of return-to-play or return-to-learn protocols, ranging from a half-dozen steps to more than twice that number.

When I read that the National Football League, with all of its resources, was “overwhelmed by all of the expert opinion right now,” I was not comforted.
We have to cut through the clutter and provide our constituents clear and concise recommendations for the efficient education of coaches, student-athletes, parents and others; for electronic sideline detection solutions that are not only quick and effective in assessing injuries but also provide immediate reports and permanent records of concussions; and for protocols that place return to play well behind return to practice and further behind return to learn.

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.