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Seeding Questions

April 6, 2015

The more I hear people speak with absolute certainty that seeding MHSAA tournaments would be a good thing for more sports to implement, the less I’m certain that adequate wisdom accompanies those words. And I’m particularly concerned with the condescending attitude of the advocates toward those who question if seeding is practical or fair for MHSAA tournaments.

Before seeding is adopted for additional MHSAA tournaments (and it appears ice hockey is on the fastest track), there are many practical questions to address for each sport, including who decides, how they decide and when they decide. Seeding in school sports is a much more difficult task than it is at higher levels where there are many fewer teams operating in much less diverse settings.

Any successful proposal for seeding in school sports must be able to give an informed “No” to these questions:

  • Will the plan cause the “rich to get richer,” the successful to be even more successful?
  • Will the plan add fuel to the public vs. nonpublic school discord?
  • Will the plan create additional travel expenses for schools and loss of classroom instructional time for students?

Furthermore, any successful seeding plan must also provide an informed “Yes” to these questions:

  • Will the plan promote the tournament among schools, media and the public?
  • Will the plan increase tournament attendance?

And it is of most importance that every advocate of seeding acknowledge that opponents of seeding pose the right questions when they ask:

  • Is it fair and is it right to ease the tournament trail for teams based on their regular season performance?
  • Is a brand new start in the postseason bad, and if so, by what educational criteria?

When people boast that “the seeds held” in the NCAA basketball tournament or in our own MHSAA Tennis Tournament, we have to admit that this is exactly what ought to have happened when we gave the top seeds the easiest road to the trophy.

It is not wrong to question if that’s the right thing to do.

High-Performing Programs

July 10, 2018

(This blog first appeared on MHSAA.com June 28, 2011, and was printed in the September/October 2006 MHSAA Bulletin, and in Lasting Impressions, which appears in the MHSAA's online Library.)

A study of 10 academically-oriented after-school programs in New York City funded by the After-School Corporation may provide some unintended guidance for interscholastic athletic programs.

Prepared in November 2005 by Policy Studies Associates, Inc. for the After-School Corporation and Southwest Educational Development Laboratory with support from the U.S. Department of Education, the report “Shared Features of High Performing After-School Programs” identifies the following characteristics of high performing after-school programs:

  • A broad array of enrichment opportunities. 
  • Opportunities for skill building and mastery. 
  • Intentional relationship building. 
  • A strong, experienced leader/manager supported by a trained and supervised staff. 
  • The administrative, fiscal and professional development support of the sponsoring organization.

While competitive junior high/middle school and high school sports were not the subject of this study, here’s what I think these findings could mean for school sports:

  • Interscholastic athletic programs should provide a wide variety of opportunities appealing to a diverse group of students.

  • Interscholastic athletic programs should provide competitive opportunities for the highly skilled as well as learning opportunities for the less skilled so they too might progress to higher levels of competency, or just enjoy the fun, friends and fitness of school sports.

  • Teamwork, sportsmanship and leadership should be outcomes as intentional as development of skills of the sport and strategies of contests.

  • A full-time athletic administrator is essential, and it is imperative this person have authority to train and supervise staff and hold them accountable for performance consistent with the best practices of educational athletics.

  • School boards and their administrators must provide sound policies and procedures, adequate financial support and opportunities for continuing education for the athletic director and every coach.

All in all, a pretty good blueprint for school sports in Michigan.