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Software Development

August 8, 2014

In his book The Sports Gene, author David Epstein causes the reader to think about athletic performance as software more than hardware; and I believe this is even more important for us to consider in educational athletics.
In school sports, at least in most situations, we still believe that opportunity is for everybody, regardless of gene pool or body type. High school sports teams often have an eclectic mix-and-match look that defies each sport’s stereotype on other levels.
In school sports, coaches don’t select and sculpt the body type as much as welcome what comes to them and work to develop skills to overcome inherent shortcomings.
In school sports, we focus on the software more than the hardware on other levels as well.

We are concerned with character development more than physical development, on principles more than physiques. It’s the operating system we focus on, much more than the hardware.

We also judge success differently – more on intangibles than tangibles, more on heart and mind than trophies and medals.

    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.