Not the Critic

February 22, 2014

It is predictable; and it’s petty, not profound. Almost without exception, when a rule is enforced in one situation, the MHSAA will be criticized for not pursuing a similar penalty in other cases.

Of course, the critic is apt to draw parallels where they don’t exist. The critic is likely to assume facts that are not correct, and likely to call for the MHSAA to apply rules that the critic misunderstands, and to assess penalties that are in no one’s authority to impose. The critic can be unbothered by truth, accuracy and accountability. We cannot.

To be honest, MHSAA staff members have often been frustrated that the rules as they are written have no way to stop a particular transfer, or that people will not give testimony to enable a finding of undue influence. The reality is that rules cannot be written to stop everything bad without interfering with very much that is not bad.

And it is equally true that many people who have condemning information do not have the courage to share that information. And that some school administrators are too busy to get involved in such messiness. And that other school administrators are only too happy to have a malcontent athlete or parent move to another school.

Even at risk of irritating member school colleagues, the MHSAA ignores no allegations of violations by its member schools, their personnel or their students, even though we know that very many will be without merit – sometimes an innocent misunderstanding, other times a personal vendetta. And we know there may be just as many situations going unnoticed by or unreported to MHSAA staff.

And we also know that even when we do our job and we get it right – which is almost all the time – we may still be criticized by those who either have a personal agenda or do not have all the facts.

What is also true but unknown to the critic is the frequency with which MHSAA staff works proactively with schools to avoid problems, and how often MHSAA staff works privately with schools which self-report and quickly penalize their own constituents. A high percentage of violations have little publicity because we are intentional in efforts to keep a low profile for the unsavory side of educational athletics, and to keep the spotlight on the achievements of young people.

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.