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.

The First Time

April 3, 2018

I remember as clearly as if it were yesterday the first time I had to determine a student was not eligible under rules of the Michigan High School Athletic Association.

At that singular moment, it did not matter that I had been able to advise a dozen previous callers that the students they were inquiring about were eligible under the rules. All I could see in my mind’s eye was this one student who would not be able to participate as a full-fledged member of a team in a sport he enjoyed.

I assumed, as I have in almost every case since, that this was a “good kid,” and one who needed sports more than sports needed him.

But the facts made him ineligible and there were no compelling reasons to look beyond the facts. I knew it would be hard on the student to miss a season, but I also knew this was not in any sense an “undue hardship.” I could see that if the rule was not enforced in this case, I would be undermining its enforcement in other cases, and effectively changing the rule.

And I recognized that I did not have the authority to change a rule which the MHSAA Representative Council and each member school’s board of education had adopted to bring consistency and control to competitive athletics.

Many years have passed, and I’ve had to consider the eligibility of countless students to represent their schools on athletic teams. But I still see each situation as an individual student, balancing his or her individual needs and desires against the need to protect the integrity of the rules and the desire to promote competitive equity within the program.