What We’ve Learned

July 12, 2017

Here’s some of what we’ve learned from the first two years of having all Michigan High School Athletic Association member high schools report suspected concussions and make follow-up reports for each.

First and foremost, concussions are of concern beyond football and boys. While football – the highest participation sport – has had the most concussions, the sports that follow are girls basketball (second) and girls soccer (third).

Which leads to the second lesson: Girls report two to three times as many concussions as boys in basketball and soccer, as well as in softball compared to baseball.

Which leads to the third lesson: Whether girls actually experience more concussions than boys or are more forthcoming than boys in reporting suspected concussions, coaches need to coach and communicate with females differently than males; and coach educators must prepare coaches to interact differently with boys and girls.

We’ve also learned that more than 80 percent of concussions caused the athlete to be withheld from activity for six days or longer; and again, there was a tendency to withhold girls longer than boys. In any event, the data suggests that people are taking concussions seriously and not rushing students back into practices or contests.

The data also reveals that more than two-thirds of reported concussions arise from competition, and less than one-third occur during the many longer hours of practice. This is a reversal of the data we were provided a decade ago based on smaller samplings from other states; and this suggests that coaches are finding ways to teach skills and conduct drills without requiring as much player-to-player contact as in the past.

That’s good news. But we’ve also learned from the first two years of data that there is still more to research, more to learn and more to do to make our good games even better.

Hard Fun

June 22, 2018

One of the features that attracts students to school sports is that competitive athletics is “hard fun.” Most students want to have fun, and most students ascribe greater value to that which doesn’t come too easily.

I don’t think we change much as we mature. We continue to value most the things that require effort ... the activities which, when completed, feel like an accomplishment.

It’s why I cherish my recent high altitude hike on the Inca Trail to Machu Picchu ... the hardest physical challenge I’ve had since double-session football practices in high school and college.

It’s why coaches often will say their favorite season was the .500 record with over-achievers, not the conference championship with under-achievers.

It’s why students will return to class reunions this summer, 10 and 20 years after their graduation, and compliment especially the teachers and coaches who required the most of them as students and athletes.

What the very best classrooms and competitive athletic and activity programs do is challenge students. They push students to discover that they can move beyond where they thought their limits might be. They encourage students to explore their capabilities and to experience the joy of exceeding their expectations.