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.

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.