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The Massachusetts Model

August 19, 2016

Late last spring the veteran executive director of the Massachusetts Interscholastic Athletic Association, Bill Gaine, spent a half-day at the offices of the Michigan High School Athletic Association to share insights about ways state association staff can serve the mission of educational athletics. Here are some of my notes from that experience:

  • “Steal and build.” At the MIAA, the approach has been to steal the good ideas of others and build upon those ideas.

  • “Marry student life with academic life.” The MIAA leadership tries to make an intentional, purposeful connection between the after-school and school programs of MIAA schools.

  • “Connect rhetoric with policies and programs. You can’t have just policies or only programs; you must have both.”

Over 18 years, five pillars of policy and programs have evolved for the MIAA: Health and Wellness in 1984, Sportsmanship in 1993, Coaches Education in 1998, Student Leadership in 2001, and Community Service in 2002. All constituents get the whole package all the time, according to Gaine; and there is an MIAA staff person in charge of each pillar.

The “5 Pillars” is the curriculum the MIAA teaches athletic directors, with specific lesson plans. Gaine says, “The AD is the school’s curriculum coordinator for educational athletics.”

Wrong End of the Microscope

October 14, 2016

Those who love and lead high school football in Michigan may be looking through the wrong end of the microscope.

Attention to large schools, varsity programs and the postseason is a waste of time if we fail to closely examine smaller schools, lower level programs and the start of the season.

Are we adequately nurturing our roots and promoting the future of the game? Do high school coaches spend more time with civic and parent groups describing the benefits and defending the safety record of school-sponsored football than they do airing their grievances against other coaches in the media?

Do we understand how increasing the number and enrollment ranges of 8-player football programs affects our smallest schools, whether they conduct 11- or 8-player programs? Do we see where and how the same proposal can serve one school very well but another school terribly?

Do we understand what's happening in junior high/middle school programs? Do we play enough games to be attractive to kids and their parents, and do the practice policies and playing rules of this level promote an extra degree of participant health and safety?

Do we understand how starting practice so much earlier than academic classes in the fall may turn off kids and parents, especially at lower levels of play; and are we keeping up with rapidly changing calendar changes of member schools?

Ultimately, the future health of varsity high school football programs depends on the outcome of these kinds of questions, answers and efforts ... and has little to do with the size and system of the postseason playoffs. And positive efforts will be negatively affected by coaches airing dirty laundry in public.