![](/sites/default/files/imported/DirectorSig2H.jpg)
The Waiver Process
August 21, 2015
Last school year, over the course of 12 meetings, the MHSAA Executive Committee received 467 requests from member schools to waive either a minimum standard for student eligibility or a maximum limitation on competition. Three hundred sixty-two of these requests for waiver were approved. That’s 78 percent.
This was a typical year – neither a record high nor record low in the number of requests, or of waivers approved.
Under the MHSAA Constitution, to at least some degree, every Handbook regulation may be waived by the Executive Committee. However, it is an abuse of authority if there is not a compelling reason for the waiver – that is, a clear case where the rule works an undue hardship (not just any hardship) on a student or school, or the rule fails to perform its intended purpose in the particular and unique circumstances documented.
There are times when school administrators will disagree with an Executive Committee determination, and more times when parents will disagree – and sometimes the difference of opinion leads to unjustified attacks on the MHSAA or individuals. This is unfortunate, but inevitable when critics see their situation alone and not in the context of past and future precedent.
Nevertheless, in recent years, fewer than one in 400 waiver requests that is not approved has been appealed to the full MHSAA Representative Council. I believe this reflects not only that the Executive Committee has been getting the decisions right, but also that those who are making the requests have felt well heard and served.
We work hard to create that atmosphere, even in the presence of emotional, invested parents who are advocating for their children. From a real live receptionist who greets every telephone caller, to our associate director who helps administrators prepare each request to the Executive Committee, we strive to present every request for waiver in its best factual light and every rule involved in its complete educational and historical context.
![](/sites/default/files/imported/DirectorSig2H.jpg)
The Specialty of School Sports
November 18, 2016
There is much finger pointing when it comes to sports injuries, and I’d like to point in a direction that is often missed.
Some people blame equipment – it’s either inadequate, or it’s so good that it encourages athletes to use their bodies in unsafe ways.
Some people say the rules are inadequate, or inadequately enforced by contest officials.
Some people say the pool of coaches is inadequate, or they are inadequately trained.
But let’s not miss the fact that risk of injury is inherent in athletic activities, and at least part of the reason injuries occur is because the participants are developmentally deficient. In fact, this may be the fastest growing contributing cause to injuries in youth sports. It’s not the sport; it’s the lack of development, the lack of physical preparation.
When rushed into early and intense specialization in a single sport, youth may not be ready for the rigors of that sport. Lindsay J. DiStefano, PhD, ATC, of the University of Connecticut, has researched the topic among youth basketball and soccer players and linked higher injury rates to lower sports sampling, and vice versa. Exposure to multiple sports during early childhood positively influences neuromuscular control and reduces injuries.
Do we encourage youth to sample several sports and help them learn basic athletic movements and skills? Do we offer opportunities to train and condition and focus special attention on strengthening knees and necks? Do we provide more time and attention on practice than on competition and assure safe technique is taught and learned?
Early and intense specialization, with excessive attention to competition, invites injury. There is a much healthier way for most youth – and that’s balanced, multi-sport participation – the specialty of junior high/middle school and high school sports.