The Student Effect
January 7, 2014
The key to assuring an activity is educational is to consider the effect on the student of every decision made. For example, what is the effect on a student who ...
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gets cut from the team?
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never gets in a game?
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never experiences a win, or never a loss?
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frequently hears vulgarity or profanity?
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is taught how not to get caught breaking a rule?
If one student’s participation is at the expense of another student’s self-esteem, whether opponent or teammate, we can’t justify the program. It’s not consistent with the educational mission of schools.
If we ridicule those who fail, or if we lavish too much praise on those who achieve, we can’t justify the program. It’s not educational athletics.
If we direct or pressure students to specialize in only athletics or non-athletic activities, or in just one sport or activity, we can’t justify the program. It’s not educational.
If we miss or misuse the teachable moments of school sports – split seconds of time and circumstance in which to teach values like commitment, discipline, integrity, hard work and teamwork, we can’t justify the program. It’s not educational.
We assure the program is educational when we consider the effect on the student and when we seize the positive purposes of teachable moments that permeate the program.
None of this means we can’t have rules that, when violated, remove the privilege of participation. And none of this means we cannot have teams with both starters and substitutes, and contests that determine wins and losses. It means that there are objectives that go much deeper and outcomes that go much further.
Going to the Mat
October 4, 2016
Somewhere I heard a speaker say: “The most exciting thing in life is to be shot at ... and missed.”
In a real sense, I wouldn’t know; but metaphorically, that’s somewhat how we’ve felt after a federal district court judge tried unsuccessfully to cripple the Michigan High School Athletic Association in the aftermath of a lawsuit over the placement of sports seasons in Michigan.
Plaintiffs wanted the high school sports seasons for boys and girls to coincide and to mirror the seasons the National Collegiate Athletic Association established after our high school seasons were adopted. With the urging of its member schools, the MHSAA battled for nine years to attempt to retain a sports seasons schedule that allowed schools to use their resources (facilities, coaches and officials) in ways that they could demonstrate promoted higher participation rates by both genders.
Plaintiffs did not get all that they sought in the case, and neither did schools; but the judge ordered the MHSAA to pay $7.9 million, much more than the organization’s assets at that time.
But rather than being the death knell for the MHSAA, these events breathed exciting new life into the organization, the positive effects of which continue today.
The judgment – reduced significantly through negotiations, early payment incentives and insurance and paid off in 18 months – set in motion a review of internal operations that reduced expenditures by $600,000 over 12 months, while sponsorship and broadcast revenue grew by a combined $600,000 during those 12 months.
Eight years later, many of the operational savings continue, and non-tournament revenue is now more than double what it was in the first year following the judgment.
While complaints still come to us from students and citizens in local communities regarding the court-ordered changes for sports seasons, and participation has declined significantly in several of the affected sports – especially girls basketball, girls volleyball and boys tennis – the MHSAA office still continues to enjoy many efficiencies, as well as some euphoria, from the shot-at-but-missed experience.
This comes from the knowledge that we went to the mat for what our schools wanted, fought long and hard, paid a high cost, and came out of it with schools’ respect. In the aftermath, the MHSAA staff and Representative Council came together, and came through it stronger.