Persuasion

April 13, 2012

“People are persuaded by relationships more than reasons.”

That’s the one statement I remember from a radio interview I was inattentively listening to during a recent long drive.  I don’t remember the topic, the speaker, the interviewer or the radio station; but that single statement soaked further into my soul as the miles passed by.

I began to think of many instances when I gave the benefit of the doubt to a person I knew well.  And the times when both sides of a debate had merit but I decided in favor of the source I knew better and trusted more.  Relationships.

I thought of my own failures to direct a change or defend the status quo because I depended solely on solid rationale and disregarded the biases and baggage of those I needed to influence.  When I didn’t take time to cultivate allies because I was so certain that the idea itself was powerful enough to carry the day.  When my confidence that “what was right” would ultimately prevail, but it did not.  Relationships.

Twice during the past four months we have seen a preview of how, more frequently in the future, people will attempt to influence decision making in school sports without building genuine relationships.  Once as a first strategy, and once as a last resort, a constituent of our state utilized the World Wide Web to generate support for a policy change.

In each case an online petition was initiated that generated, from across the nation and around the world, a large number of emails, many of which were vulgar, profane or ridiculous, triggering all email to the MHSAA through that website to be filtered as spam, never to be seen by the decision-makers.  This approach is the antithesis of effective persuasion.

No organization of substance should be swayed by bored souls surfing the web who, by mere chance, stumble across an issue and then ring in, without real knowledge of that issue, and no real stake in its outcome.

Hard Fun

June 22, 2018

One of the features that attracts students to school sports is that competitive athletics is “hard fun.” Most students want to have fun, and most students ascribe greater value to that which doesn’t come too easily.

I don’t think we change much as we mature. We continue to value most the things that require effort ... the activities which, when completed, feel like an accomplishment.

It’s why I cherish my recent high altitude hike on the Inca Trail to Machu Picchu ... the hardest physical challenge I’ve had since double-session football practices in high school and college.

It’s why coaches often will say their favorite season was the .500 record with over-achievers, not the conference championship with under-achievers.

It’s why students will return to class reunions this summer, 10 and 20 years after their graduation, and compliment especially the teachers and coaches who required the most of them as students and athletes.

What the very best classrooms and competitive athletic and activity programs do is challenge students. They push students to discover that they can move beyond where they thought their limits might be. They encourage students to explore their capabilities and to experience the joy of exceeding their expectations.