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Second Half by MHSAA

Our Times

November 11, 2011

It is in fashion to say that schools (and also school sports) are operating in a time of unprecedented austerity.  This is not true.  Not even close.

While it may be true that recent times in Michigan have seen a deeper and longer recession than most people have lived through before, it is not true that these are the worst times ever for school sports.

Imagine the austerity, and imagine yourself administering school sports during the Great Depression when unemployment was three times today’s rate.  Or during World War II when gasoline was rationed and MHSAA tournaments were cancelled.  Now those were tough times!

What may make us think at this moment that these current times are the worst times or are unique times is that these are our times, and we don’t yet see light shining at the end of the tunnel through which we’re traveling.

Because it affects us now and isn’t something we’re reading about in history, we tend to believe these times are somehow much worse and that today’s problems are somehow of such a different type that our programs are at greater risk than ever before.

It is possible, of course, that our reaction to these times will be unique and will make these times the worst ever.  In other words, it’s not the troubled times per se, but our reaction to them that might set these times apart from all others.

It is possible that we will chop and change school sports so much that we never get the program back on the course of truly school-sponsored, student-centered educational athletics – a brand of sports unique in the world.

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.