The Measure of Success
February 17, 2017
In January of 2016, my counterparts in the statewide high school associations across the U.S. came together for about nine hours of professionally facilitated discussion.
We were challenged to tell our story, to say what we believe about high school sports and describe the values of educational athletics. We worked together to craft the narrative of school sports, the message of educational athletics and the meaning – the “why” of our work.
We were challenged to clarify what success means in school-sponsored sports – to distinguish our definition of success from that of sports on all other levels by all other sponsors.
On Jan. 11 of this year, during the meeting of the Classification Committee of the Michigan High School Athletic Association, one of the committee members – an active coach and athletic director – chastised and inspired us. He said (and I paraphrase):
“We spend so much time on MHSAA tournaments when that experience can be just one month or one week or one day. Half the teams are eliminated in their first day of the baseball, basketball, softball, soccer, volleyball and other MHSAA tournaments.
“We need to move our focus from MHSAA tournaments to the regular season, to the 9- or 18-game regular season, and to the 100 to 200 practices that occur over three or four months of each season.”
The Classification Committee was discussing the future of 8-player football and the effect of its growth on the 11-player game. He said:
“It doesn’t matter if it’s 11-player, 8-player or any other number. The values don’t change. The lessons aren’t altered. The purpose isn’t modified. In everything, we are helping young people become better adults.”
That’s how we measure success.
Inclusion
February 24, 2017
School sports enjoyed its highest public profile in the late 1950s and early 1960s. This was before competition from televised college and professional sports and proliferation of youth sports programs and myriad entertainment alternatives. But school sports has its greatest reach today. This is the era of inclusion.
This began with the near simultaneous expansion of opportunities for boys in a greater variety of sports and the reintroduction of similar athletic opportunities for girls.
The increased focus on the junior high/middle school level and the new opportunities for 6th-grade students to participate either separately or with and against 7th- and 8th-graders are major developments in this era of inclusion.
This era includes exploration of opportunities for students with an ever-widening understanding of physical, mental and emotional conditions that challenge students’ ability to participate in highly competitive and regulated athletic programs. It includes accommodations for students with documented changes in gender identification.
This era of inclusion includes reexamination of rules that limit students’ access to school sports while understanding that much of the value of school sports is a result of the rules for school sports. We know that if we lower the standards of eligibility and conduct, we tend to lower the value of the program to students, schools and society.
This is really the best time ever for school sports. It’s just a lot harder to operate today than 55 or 60 years ago.