It’s Not Where, But How
April 28, 2017
As happens from time to time, but too often, the urgent has crowded out the important for the Michigan High School Athletic Association this spring. For example ...
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A flooded soccer field at Michigan State University has forced relocation of the MHSAA Girls Soccer Finals in June.
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The extravagant demise of The Palace of Auburn Hills following the relocation of the Detroit Pistons to the new Little Caesars Arena in Detroit is forcing relocation of the 2018 MHSAA Individual Wrestling Finals.
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Lack of availability at MSU‘s Breslin Student Events Center on the dates of the three-day MHSAA Girls Basketball Semifinals and Finals in 2018 and boys championships in 2019 is forcing changes for those tournaments.
When, after countless hours of study and discussion, these and other venue changes are announced, they generate many media reports and considerable constituent comment – in fact, much more attention than two years ago when the MHSAA announced three actions that were unprecedented nationally to promote participant health and safety: mandated concussion reporting, free concussion care gap insurance, and two sideline concussion detection pilot programs.
Where MHSAA championships are staged is not inconsequential, but it is infinitely less important than how interscholastic athletic programs are conducted during practices and contests at the local level all season long.
When we are consumed with where we play, we divert valuable time and energy away from necessary attention to what we should be doing and how we should be doing it.
Integrated Learning
July 1, 2016
One of the positive aspects of life that school sports and other after-school activities do better than most everything else is to build a sense of community. Another is to teach teamwork. And both are mostly missing in the world of individualized, online learning.
It sounds good to advocate for personalized, learn-at-your-own-pace “curriculum” (one can hardly call it “instruction”), but that model misses so much of what education is supposed to help a civilized society accomplish.
Benjamin Riley, founder and executive director of Deans for Impact (deansforimpact.org), makes this point in his May 18, 2016, Opinion on EdSurge (edsurge.com), “Bursting the ‘Personalization’ Bubble: An Alternative Vision for Our Public Schools.” Mr. Riley advances four principles:
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Teachers – not technology – should be the primary designers of students’ learning experiences.
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The experiences that teachers design should emphasize the social aspect of learning.
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The experiences that teachers design should be informed by learning science.
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Teachers should primarily use technology to identify social learning opportunities.
Mr. Riley concedes that these four principles are just a sketch – an outline for a different conversation than that which currently dominates education reform. “But there is one point on which I’m unyielding,” Riley writes: “We begin to forge the character of our country in our public schools. At a time when I feel our nation pulling further apart, I hope we start thinking and talking more about how we might move closer together, and promote the integration – rather than the personalization – of our learning experiences in public education.”
It is not Mr. Riley’s point, but it is mine, that school sports – including the requirement that participants be full-time students in the schools they represent on interscholastic sports teams – promotes the integration of the learning experience which is critical to shaping the character of our country.
The integration we speak of is developing the whole child through direct interaction daily with a diverse student body and a wide variety of curricular and extracurricular activities. This builds students, schools and society.