Get on Your Feet for Our Great Games
January 27, 2017
By Rob Kaminski
MHSAA benchmarks editor
Somewhere along the winding road in the long history of interscholastic athletics, gradual change has brought our product to a crossroads.
We, in this business of developing the minds, character and bodies of student-athletes, still understand the far-reaching benefits of school-based sports, and the mission of our programs. We understand their importance to community, the incomparable entertainment value for spectators, the bonds built between teacher and student that an hour a day in the classroom usually can’t match, and the memories and lessons that last a lifetime.
Somewhere along the way, however, some of the allure seems to have faded in the eyes and minds of others.
• Perhaps it’s the many options available to today’s young people, both in and out of athletics. Where once school sports and a letter jacket were THE thing, now it’s just another thing, with travel programs, virtual reality games, nonstop cable sports coverage and social media competing to fill free time.
• Maybe it’s parents, chasing the misguided dream of athletic scholarships for their children and in the process doting on the promises of untrained coaches intent on building their pocket books and reputations over building fundamentals and teamwork in kids.
• It could be that sensational stories from professional and collegiate levels warning of long-range effects of concussions and other sports injuries are causing fear in many parents who are making athletic participation decisions for their children.
• It’s possible that those once relied upon to spread the good word of our good work – our friends in the media – are far fewer. Administrators and coaches alike were once on a first-name basis with sportswriters in every community across Michigan. When a feel-good story took place, we knew whom to call to trumpet the news, and when the big game took place, they were sure to be there. The collapse and contraction of newspapers and the rise of faceless bloggers has delivered a blow.
• And, what of respect for authority? We are losing the keepers of our games – the contest officials – in bunches each year. People see the assaults, both verbal and physical, on these special men and women who give far more of their time than they are compensated for and figure it can’t be worth it to become an official, or to continue.
Ultimately, how we got here no longer matters. It’s what we do next. The focus for the 2016-17 school year is to define and defend educational athletics. We know that educational athletics is the best option. We are certain specialization is becoming a real health and safety issue, as real as concussions. We emphasize safety and risk management through our rules and regulations. We will utilize current media to tell our story. In doing so, maybe we can increase our pool of officials as well.
The following reveals the plan.
Teaching the Teachers
The 2016-17 school year is featuring a multi-faceted plan to Define and Defend Educational Athletics across Michigan, and one of the most critical strides aims at insuring that all varsity coaches – the educators of our programs – receive the proper instruction to pass along the mission of school-based sports to all involved, from students to parents to administrators.
For the first time each first-time varsity head coach of an MHSAA tournament sport needs to have completed Level 1 or 2 of the MHSAA’s comprehensive Coaches Advancement Program, the acclaimed continuing education program for school coaches.
Arming those most closely involved with student-athletes with proper perspective will go a long way in securing the future of interscholastic athletics.
“The role of a secondary school coach is so much more complex than it first appears, and it reaches beyond the responsibility of teaching skills to athletes,” said MHSAA assistant director Kathy Vruggink Westdorp, who oversees the CAP program. “The coach is first and foremost a teacher – that educational leader in an athletic setting – and it is often this coach’s responsibility to reinforce the connection between sports and academics. This defines the MHSAA brand of athletics.”
The connection between sports and academics cannot be overstated, and those sharing the hallways on a daily basis observe positive effects when students see that coaches show concern for their well-being beyond the playing surfaces.
Dan Hutcheson is in his first year as an assistant director at the MHSAA following a decade as athletic director at Howell High School. Prior to that, he served as the Highlanders’ wrestling coach. He knows first-hand the importance of the coach-student relationship.
“As a coach who’s in the building on staff, I know that I’m going to be in contact with my kids every day in class or in the hallways,” Hutcheson said. “When kids see that you care about them beyond the classrooms and fields or gyms, it can equate to improved academics. That is something other sports organizations don’t have.”
During the last three years alone, more than 1,800 individuals each year have attended CAP courses ranging from Levels 1-8, receiving instruction on topics such as “The Coach as Teacher,” to “Psychology of Coaching,” to “Effectively Working with Parents.” These are just three of the 18 courses making a difference in coaches statewide, and those attendance numbers will rise with this year’s requirement.
While some might see the word “requirement” as an added helping onto the already full plates of those who dedicate so much free time, such regulations add value and help define school programs.
“I believe we have a better sense of the bigger picture. Sure, our coaches want to win. But compared to travel sports, it is more educationally sound,” said Tim Ritsema, athletic director at Zeeland East High School, who serves as one of the MHSAA’s CAP instructors. “For those coaches who complete CAP, it gives their profession more credibility – it tells athletes, parents and the community that they take this seriously and want to be knowledgeable in the best practices. In travel ball, there are no regulations on coaches, it costs a lot more, and there can be selfish agendas. Our coaches are ‘All In.’ They recognize the long-lasting impact that they have on our student-athletes.”
Fellow CAP instructor Mike Garvey, athletic director at Kalamazoo Hackett Catholic Prep, sees the same enthusiasm during his experiences in front of the diverse groups of coaches.
“I see buy-in. Coaches of all ages, with a tremendous range of experience, have shared that they learned, that they have gained insight into the profession,” Garvey said. “I had a coach contact me about a couple of theories presented and indicated that it helped her team in two categories: they had more fun and they performed better. It also drew praise for her from the parents.”
Proven results from the methods employed are a big factor in gaining repeat attendees and spreading the word to coaches who have yet to attend CAP. Nothing increases credibility like positive results and peer recommendation.
A couple other factors contribute to the success, including willingness to participate and the widespread availability of courses throughout the state.
“The best sessions are when the majority of the coaching staff is actively participating, and it doesn't always need to be positive; that seems to add to the program,” notes CAP instructor Karen Leinaar, athletic director at Bear Lake HS. “Sometimes this is the first time all the coaches have actively talked about their philosophy, and sharing just makes it more ‘real.’ Hearing from others that they are doing it right is a big affirmation. Making the program available within a reasonable distance also assists in participation.”
CAP also plays a pivotal role in indoctrinating those outside the school setting to the purpose of school-based sports. Non-faculty coaches might have different roots than faculty coaches, but receive the same messages to take with them.
“There really is not a big difference between faculty and non-faculty coaches in the appreciation for coaches education,” Westdorp said. “We have seen 40-year veterans and first-year protégés indicate similar impact regarding the message of educational athletics.
“However, the non-faculty coaches are definitely better linked to their school and the culture of their school after taking CAP. Each module contains the Ten Basic Beliefs of Michigan Interscholastic Athletics. The very first module in CAP 1 is entitled ‘Coaches Make the Difference,’ and works toward the development of a coaching philosophy, core beliefs, understanding your personal reasons for coaching, promoting high expectations and creating team culture. It includes exercises in making difficult decisions, why there are rules and creating team culture.”
Some of the residual effect might be that today’s coaches will become tomorrow’s administrators, a movement which some sense has stalled in recent years.
The National Federation of State High School Associations recently enlisted global communications marketing firm, Edelman, to assist in rolling out a national campaign this fall to elevate awareness of the NFHS and educational athletics.
“In many cases, we need to re-educate our own people,” NFHS Executive Director Bob Gardner said. “We don’t see coaches moving to principal and athletic director jobs much as we once did.”
In Michigan, CAP is assisting in that way.
“We have several athletic administrators, principals and superintendents who recognize the value of their coaches within the building,” Westdorp said. “Many of these administrators have been in CAP sessions and are utilizing the materials. They want trained coaches who know how to deal with student-athletes in regards to safety, sportsmanship and skill development.”
Communication is key to CAP’s success, not only from instructors to the coaches in attendance, but in turn from coach back to other coaches, students, parents and administration moving forward. That’s how the mission of school sports persists.
“I stress that communication is one of the most important things coaches need to do,” Ritsema said. “Being a poor communicator allows for many things to go bad.”
Zeeland East and Bear Lake are classes apart in enrollment, but the rule of communication is universal.
“I am lucky being in a small school; we have very few questions to our rules,” Leinaar said. “I know others that have huge issues, but many have caused their own because they lacked the art of communication. Share with everyone. Make Grandma understand. You’ll not necessarily get 100 percent support, but at least there will be a shared understanding and expectation.”
Ultimately, the component of school sports which ranks above all else is the participants.
“We emphasize working with young people and teaching. Working with young people and leading,” Garvey said, “and keeping young people as the reason for the activity.”
Well-Rounded Task
The MHSAA organized a multi-sport participation task force during 2015-16 to identify the main sources of sports specialization and to generate methods to encourage greater participation in a variety of activities.
During the first meeting last April, Dr. Tony Moreno of Eastern Michigan University and Dr. Brooke Lemmen of the Michigan State University Sports Medicine Clinic each cited research which is inconclusive if specialization is the path to the elite level of sports, but is conclusive that specialization is the path to chronic, long-term negative effects.
The mission ahead for the task force is to change the culture in and around their schools.
“There’s a misconception that, ‘I have to only participate in that one sport to get to that next level,’” Hutcheson said. “But, when you hear college coaches talk, they want the kids who are athletes, who participated in more than one thing.
“I’d hear kids say, ‘I just want to lift weights out-of-season.’ Well, what do you do when you’re tired of lifting weights? You put them on the ground and rest. If you want to be a competitor, you need to compete. Playing another sport provides the opportunity to continue competing and growing as a competitor.”
While the committee discussed potential plans for such items as online resources, printed material and social media discussion to generate heightened awareness, those avenues have already been traveled to various lengths. In fact, the mission has changed little over the years.
“The most remarkable thing is that when I reviewed a couple of old videos we produced on the value of multi-sport participation about 10 years ago, our message really hasn't changed,” said MHSAA Communications Director John Johnson. “We now need to emphasize the injury factor – which is now so much more well-documented – and the fact that an increasing number of recognizable faces at higher levels are now endorsing the playing of multiple sports at youth levels.”
The trick is to develop the most effective delivery system and target those who most need exposure to the topic: coaches and parents.
“The task force sees educating parents as a priority, informing them of the dangers of early specialization in terms of burnout and injuries, as well as the financial burden families take on to advance their child towards a possible scholarship,” said long-time Traverse City Area Public Schools administrator and task force member Patti Tibaldi. “Parents need to understand that only one percent of high school athletes will receive athletic scholarships. Educational athletics should address the needs of the other 99 percent, don't you think?”
In many communities around Michigan, multi-sport athletes are not simply an added benefit; they are a must for programs to exist.
“I’m from a small school,” said Bronson athletic director and task force member Jean LaClair. “For our teams to be successful across the board, we need our student-athletes participating in multiple sports. We had a volleyball and softball team both make the state championship games, and seven kids were on both rosters! And, playing in a championship game, with the small-town support, is something you will never emulate in a club sport.”
It takes support from parents and coaches to build successful school sports programs, and administrators play a pivotal role in steering the ship.
“The biggest thing we discuss is the multi-sport athlete in our high school,” Ritsema said. “Luckily, our coaches are on the same page, and we deliver that message unified to our athletes and parents.”
Those involved with the task force understand the importance of the issues. It’s time for the choir to do the preaching, and project the chords beyond their buildings.
“Multi-sport participation within the school-based system teaches students the valuable lessons athletics should provide: how to work with different groups of people, the discipline of practice, how to respond from failure, how to understand and accept different roles within each sport, recognizing the strengths and weaknesses of each coach and teammate,” said Tibaldi. “School-based sports have a fundamental belief system that, while every sport has its individual differences, all sports need to comply with the philosophy of educational athletics adopted by the school district.”
As Johnson points out, the sooner that message reaches its target, the better.
“We need to literally reach the bottom of the food chain: elementary school kids who play sports, and their parents,” he said.
To that end, the MHSAA is focusing efforts in two ways during 2016-17: increased communication with its junior high/middle school membership, and the formation of regional strike teams.
Going Back to the Future
As the MHSAA moves forward with several initiatives this school year to help in defining and defending educational athletics, some staff members will be working their way backward – in age, that is.
Various findings in recent years through committees, task forces and personal experiences reveal that often times students are reaching secondary schools without positive prior experiences in school sports. That is about to change.
During the 2016-17 school year, the MHSAA is conducting two Junior High/Middle School Committee meetings rather than one, with an emphasis on the MHSAA more closely aligning itself with various JH/MS events through sponsorship efforts.
“The multi-sport task force has been a great discussion tool,” said MHSAA Assistant Director Cody Inglis, who oversees the JH/MS Committee. “You see that no matter the size of the school, everyone has the same problem; it’s become a true health and safety problem. Kids are specializing too soon and too often.”
One of the steps to help combat the trend is to reach children, parents and coaches before they hit the high school hallways.
“The task force recognizes that parents want to do what is best for their children,” Tibaldi said. “Our recommendations include finding ways for schools to offer earlier and better programming, stressing the development of overall physical skills versus the constant competition at an early age which is leading to an exodus from athletics by the age of 13.”
More than 700 junior high/middle schools across Michigan were members of the MHSAA in 2015-16. But just how many participants and parents – or even coaches at that level – are aware of the benefits afforded by that membership? The answer is likely a stark minority. It is the MHSAA’s charge to be more visible in the coming years.
“We’ll discuss becoming a presenting sponsor at some pre-existing league meets at the junior high/middle school level, whether it be track, basketball, cross country or any sport,” Inglis said. “We want to get into those existing leagues and conferences to have a presence.
“We could help financially, to offset the cost of officials and medals, for instance. And, we can brand those events from an educational athletic standpoint, versus the youth sport model which most kids that age have experienced. The goal is to give them a perspective they’ve yet to have in school-based sports. We want to make sure putting on a school uniform is a positive experience.”
Of course, biggest proponents of school sports are those who have dedicated hours, years and careers to the product. Those people, the ones the MHSAA leans on and appreciates the most, will be called upon again to deliver a huge assist at youth levels via forthcoming “Regional Strike Teams.”
“These local teams could be veteran or retired ADs in various areas who understand educational athletics and are familiar with junior high/middle schools in their communities,” Inglis said. “They can emphasize sportsmanship and multi-sport involvement so we can get in on the ground floor.”
The formation of these liaisons between the MHSAA and its youngest members will be discussed at length during the 2016-17 school year.
The junior high/middle school gyms and fields are not only stocked with future high school students, but they also offer a valuable forum for officials recruitment, training and retention, another critical piece to the welfare of school sports.
“With our Regional Strike Teams of people connected to schools and local officials associations, we can increase the connections made at the local, personal level to attract more people into officiating,” said MHSAA Assistant Director Mark Uyl, who oversees the MHSAA’s services to registered officials. “The members of the Strike Teams will know what events are going in an area of the state which could be conducive to officials recruitment events. The best way to recruit is at the local level between people with shared interests, and the Regional Strike folks can make these local connections.”
Prepping for the Long Run
May 9, 2014
By Rob Kaminski
MHSAA benchmarks editor
Case studies of Middle Child Syndrome range far and wide in the world of family psychology. But at the center of most dialogue regarding those affected is a feeling of being ignored or left out.
Within the family tree of scholastic sports, however, there’s no better time to be in the middle, as the tween and early teen generation is commanding the MHSAA’s utmost attention.
While participation numbers for high school athletics continue to hold steady in Michigan, junior high/middle school membership in the MHSAA is on the decline. In just the last seven years, membership among the vital group has dropped by exactly 100 buildings, from 831 schools in 2005-06 to 731 this year. That figure represents just 36.5% of the nearly 2,000 schools in the 2013 Michigan Education Directory serving 7th- and 8th-graders.
The number of high schools comprising the MHSAA now is greater than that of the feeder schools, bewildering when considering that a large percentage of high schools draw students from at least two junior high/middle schools.
To reverse the trend, the first order of business is to identify reasons junior highs and middle schools are leaving the MHSAA, or in more numerous cases, not joining the association at the start.
Armed with data from the 2013 MHSAA Update Meeting Survey and positions advanced by the MHSAA Junior High/Middle School Committee, a task force has been formed to examine problems and recommend solutions.
“We didn’t have an overwhelming ‘Yes’ or ‘No,’ or definitive answers, through the Update Meeting Survey on the various junior high/middle school topics. There are so many models in existence throughout the state. Some have grades 5-8, some 6, 7 and 8, some K-12,” said MHSAA Representative Council member Karen Leinaar, explaining her motion at the December Council meeting that a task force be formed.
“We hope the task force can provide information and direction by putting different minds together to narrow down some action plans to encourage more junior high/middle school membership,” added Leinaar, athletic director at Bear Lake, a K-12 building.
“When you see the numbers, it makes you scratch your head and think, ‘What can we do to get that number to at least 50 percent,” said fellow Council member Jason Mellema, superintendent at Pewamo-Westphalia Schools. “I’d like the task force to approach schools which aren’t members currently and ask, ‘Why?’ Those responses will be valuable.”
At the heart of the matter are separate but parallel discussions aimed at making junior high/middle school membership more attractive. Implementing either of the two requires different measures of MHSAA protocol.
The first matter would require MHSAA Representative Council action. These issues pertain to lengths of contests and seasons at the middle school level. Lengthening seasons and/or contests could provide more ample playing time for schools which currently find it difficult to mete out opportunities for all students in the program.
The second consideration involves the inclusion of 6th-graders into school athletic programs. Such action would require an MHSAA Constitutional change which would be confirmed by a two-thirds favorable vote on a ballot authorized by the Representative Council.
Extending the arm of MHSAA membership to 6th-graders might enable smaller school districts to begin programs and teams where currently none exist due to low enrollments.
In communities of all sizes, 6th-grade participation could encourage students to join school teams at an earlier age, exposing them to the values and benefits of school-based sports vs. community sports in which many youngsters are already participating.
“AAU (Amateur Athletic Union) and community-based sports aren’t going away,” said MHSAA Council member Steve Newkirk, principal at Clare Middle School. “What is our rationale when we examine lengthening seasons or extending our role to include 6th-graders? If we’re jumping into this attempting to control something that we can’t control, that’s not the right reason. But, if we can increase participation in some schools which otherwise wouldn’t have programs, then we need to figure out how to do that.”
In a nutshell, the keys to increasing membership among the MHSAA’s younger students are speculative at this point.
There does seem to be growing consensus, however, that when a new model is unveiled, it will be up to local leadership to grab the keys and drive the vehicle down the right roads.
Matter of minutes
Like an older or younger sibling, “burnout” gets a lot of attention from sports study professionals as a significant reason many young people walk away from sports.
Too much, too soon. Too much specialization. Data certainly exists to support both.
Often overlooked is exclusion. Not getting enough playing time, not feeling like part of the team, practicing just as hard but only playing the meaningless “fifth quarter.”
The MHSAA sets forth season and contest limitations for both its senior high schools and junior high/middle schools.
Survey data illustrates that Michigan is more restrictive than some neighboring states, and there seems to be growing momentum among constituents to lengthen contests rather than seasons.
“It’s interesting to see what some of the other states have in place, and in many instances we allow significantly fewer contests,” said Mellema. “Maybe increasing the number of contests would be the hook for increasing our membership.”
Michigan’s restrictions on the number of contests are a bit more stringent from others surveyed. However, the mood from January’s Junior High/Middle School Committee Meeting at the MHSAA, along with the flavor from last fall’s Update Meetings, seems to signify little desire for change.
When invested personnel were asked whether they would favor increased basketball and soccer schedules at the middle school level, the answer was ‘No,’ to the tune of 60 percent regarding basketball and 68 percent when it came to soccer.
“Our coaches want practice time, and increasing the number of games would actually take away from practice time,” said Kevin Polston, who heads the athletic department at a 7th-8th-grade building in Grand Haven. “Increasing the length of contests would be favored over playing more actual games.”
Early dismissal from school, increased transportation, contest officials and game management expenses also work against the notion of upping the number of events.
“When we talk about adding games, I see dollar signs,” said Blissfield’s Steve Babbitt. “More buses, more officials, more game management.”
Adding dates to schedules might also bring unwanted consequences to the school calendar.
“If we were to add contests, particularly in the fall, then the practice start dates might become an issue to get in the proper number of days before the season begins,” said Joe Alessandrini of Livonia. “We’d have to start practice before school begins.”
One problem inherent to late summer practice at the junior high/middle school level is that, unlike high school, many coaches use the first weeks of school simply to recruit kids to try out for their teams.
Gaining far greater momentum at the recent Committee Meeting was the advocacy for longer games through the addition of a couple minutes per quarter.
That position is further bolstered by the Update Meeting Survey, which revealed respondents’ favoring an increase in basketball quarters from six to 8 minutes, and for a “fifth quarter” in football to allow more students the opportunity to compete.
Just over half of the survey takers (52 to 48 percent) were more reluctant to add minutes to football quarters, but several JH/MS Committee Members point to longer football games as a key to participation. On many occasions, it was reported, football teams have run nearly all the time out of a quarter without the other team touching the ball. And, kids who only play the “fifth quarter” aren’t fooled by their roles if they only play when the game is over and nothing counts. Incorporating them into the flow of the game is preferred.
Others in the meeting discussed ways in which coaches rotated team units during a contest, and conference guidelines which have been established to promote participation while still allowing teams to be competitive at the ends of games.
“My concern when looking at game times is that we need to be specific and put constraints on how many minutes or quarters kids can play. That becomes tricky,” said Mellema.
“I’d like to have this meeting recorded to show that our opinions are not isolated; that we all share the same views, values and issues throughout the state,” said Constantine’s Mike Messner during the January meeting.
And that’s where influence at the local level from experienced school leaders is paramount.
“Our good intentions sometimes are not carried out the way we meant for them to be,” Leinaar said. “We have to impress on our schools why these changes are taking place, if we change things like length of seasons or contests.
“If it’s about winning, adding eight or 10 minutes to each game won’t change anything. If we add games, we see it as increased opportunities for kids, but coaches might not use it that way.”
Former MHSAA Assistant Director Randy Allen, who presided over JH/MS Committee Meetings in recent years, added, “The details of this can never be carried out or achieved by the state association. We can provide a tool to help achieve the goal of increased participation, but our schools have to implement it to be effective.”
Pleading the 6th
Even altering season and contest limits won’t address participation issues if kids can’t play.
Enter the debate over welcoming 6th-graders into the scholastic sports mix, an even hotter and more divided topic than game and season duration.
Whereas support for amending the MHSAA Constitution once lingered just below level ground, the most recent Update Meeting Survey is creating a groundswell, if not yet of seismic proportions.
In 2008, 47.5 percent of member schools indicated a desire to include 6th-graders in the MHSAA Handbook. Last fall, that figure rose to 59.4 percent overall, and up to 61.1 percent for just those individuals responsible for 7th and 8th-grade students in their districts.
It is worth noting that in more nearly 80 percent of school districts which include MHSAA member schools, 6th-graders share the same building with 7th- and 8th-graders.
Let the opening arguments begin.
“We’re talking 60 percent who are in favor of amending the Constitution. That’s a significant number,” Mellema said. “For larger schools with good numbers and only 7th- and 8th-graders in the buildings, it’s not an issue. But some smaller schools wouldn’t have teams without 6th-graders.”
Yet, in most places, 6th-graders are playing anyway, just not wearing the school colors.
“Because there are so many outside groups that have keyed in on kids at such a young age, I think it’s time to reach out to the younger grades to maintain educational athletics,” said Leinaar. “Fewer kids are on the playgrounds. Parents have them scheduled for soccer, judo, piano, and anything else you can think of. So, we should take the opportunity to develop the team concept in an educational setting without the little league mom and dad coaches.”
There is sentiment that the work needs to be focused in-house, or in the hallways, with deference to non-school athletic opportunities.
“It’s not about competing with outside entities,” said Brian Swinehart, athletic director of Walled Lake schools. “It’s about providing the best experience for those who are in our schools; getting them more opportunity to play.”
And getting them to play with structured coaching regulations. Within the MHSAA, members are strongly encouraged to hire coaches who are employed by the school district. Non-faculty coaches are required to be listed on forms submitted to the MHSAA, and in the very near future, all MHSAA coaches will be required to complete Coaches Advancement Courses and courses in basic safety and first aid.
“I coach my son in AAU wrestling, and my eyes opened up when I found that anyone with $18 and a computer could be a coach,” Newkirk said. “Anyone under the sun can coach.
“We need to get to the root of what it is we’re trying to accomplish. Is our goal the opportunity to play school sports or is the undercurrent to impact AAU sports? Maybe there’s a way to work with the coaches who are coming into our buildings and collaborate with them to have them buy into our values and philosophies.”
Polston echoed those sentiments at the JH/MS Committee meeting.
“If adding 6th-graders is to further our competitive nature versus non-school activities, I don’t think we’re ever going to do well at that,” Polston said. “Their philosophy is to win, and ours is education and value based.”
Just as school-based athletics differ from outside organizations, there also can be marked differences in the lives of youths as they move from elementary to junior high and middle schools. Such social transition periods are also considered.
“We’re already asking kids to grow up way too fast,” said Newkirk, whose school in Clare is 5th-8th grade. “It used to be Hot Wheels, Barbie Dolls and G.I. Joes, and now it’s all cell phones and texting and dating. Adding sports to those dynamics might create just another source of stress.”
The counterpoint could spotlight the exclusion factor again.
“I’m in a 6th-8th-grade building, and there’s a void for 6th-graders,” said Alan Alsbro of Berrien Springs.
Messner reiterates concerns that 6th-grade sports might be too much, too soon at a pivotal age for students, and also mentions certain buzzwords that are like nails on a chalkboard to all levels of school sports leaders: finances and facilities.
“We’re a 6-8 building, and we’ve always felt that the 6th-grade year is a year of adjustment academically and socially, so let’s start athletics in 7th grade,” Messner said. “And, we’ve already had to budget out freshman-level sports at the high school, so how can we justify 6th-grade? We’re not going to find a pot of money.”
Cash will always be a concern for school programs, but the facilities and transportation arguments are quickly debunked by some.
“We have 5th- and 6th-grade teams that are school-based right now. We don’t pay the coaches, don’t collect participation fees or take physicals, but they do use our facilities, and we find room and time in the schedule,” Mellema said.
“Some schools treat the lower grades as intramurals, still hosting the events in their facilities, so it can be done if we expand our programs down a grade,” Leinaar said. “People say, ‘Oh that’d be a lot of work.’ Yeah. It would, but you just have to figure out a way to do it.”
The facility and finance issue could, in fact, be a moot point. A change to the Constitution would not necessarily force schools to sponsor stand- alone 6th-grade teams. In fact, the change might not mandate schools include 6th-graders at all.
A change would simply provide the opportunity for participation. The underlying feeling within the JH/MS Committee was that local boards and conferences would determine the extent of 6th-grade participation.
“I think the fear of 6th-grade stand-alone teams could deter some districts from having their middle schools join the MHSAA,” said Sean Zaborowski of St. Clair Shores. “It’s not viable to have 6th-grade-only football teams, basketball teams, etc. The question becomes whether to allow them to participate with 7th-and 8th-graders.”
For some, it might simply be a question of need, on a sport-by-sport basis.
“We have enough numbers that we don’t need 6th-graders to fill out rosters,” said Muskegon’s Todd Farmer of his 7-8 building. “Only the cross country people are asking about it. And, if we allow 6th-graders to participate, then do we allow 7th-graders to play with 8th-graders?”
That is another piece to the puzzle with which administrators are wrestling, in some cases quite literally.
Contact list
Wrestling is one of the sports most in need of 6th-grade participants, if for nothing more than filling the lightest weight classes.
The Update Meeting Survey showed nearly 42 percent in favor of 6th-graders competing with 7th- and 8th-graders in wrestling. Among “contact” sports, only basketball received slightly more support at 52 percent.
“Non-contact sports is where the focus should be,” Alsbro said. “In the non-contact sports, I think it’s a no-brainer to get students exposed to competition without getting their brains knocked out.”
The fall survey backs that sentiment with support as high as 73 percent in cross country and 67 percent in track & field. Football, ice hockey and lacrosse yield percentages of 72 or above opposed to 6th-graders playing with 7th- and 8th-graders.
Leinaar speculates that it might be time to include 6th-graders in all “non-combative” sports.
Wrestling certainly falls in the contact category, but it is individual in nature. The JH/MS Committee suggested that the MHSAA Task Force consider the merits of team vs. individual sports as the natural division as to the inclusion of 6th-graders on the same teams as their 7th- and 8th-grade classmates.
Recent MHSAA waiver requests indicate a movement for such action to be taken. Consider the following:
- During the 2011-12 school year, 40 school districts made requests to the MHSAA Executive Committee to waive Regulation III, Section 1, pursuant to what is now Interpretation 262 so that 6th-graders could compete with and against 7th- and 8th-graders. The Executive Committee approved 37 of those requests.
- During the 2012-13 school year, 50 school districts made this request to allow 6th-graders on 7th- and 8th-grade teams, and 46 requests were approved.
The majority of these requests came in the sports of basketball, cross country, and track & field. On several occasions, schools were granted permission in all sports other than football, ice hockey and wrestling.
Interpretation 262 also states that requests may be submitted by the administration of “smaller member junior high/middle schools.” This might have deterred some districts from seeking 6th-grade participation and, in turn, eliminated the possibility of fielding a team in some cases.
In light of such history and language, the JH/MS Committee asked to forward the following positions to the Task Force and beyond:
- Change the current 6th-grade waiver process to allow schools of any enrollment size to be considered for waivers on a case-by-case basis that is need-specific, not granted only to small enrollment schools.
- Eliminate the waiver requirement for 6th-grade participation in individual sports, and maintain the waiver process and criteria for team sports.
Even with a Constitutional amendment to include 6th-graders in programs statewide, decisions would have to be made locally as to which teams they may be a part.
Outside the hallways
In addition to the primary topics of season and contest limitations and 6th-grade participation, the JH/MS Committee was asked for suggestions on how the MHSAA could retain current JH/MS members and make membership more attractive to schools not currently members. The following thoughts were expressed for consideration:
- Make membership required for those junior high/middle schools of MHSAA senior high schools. In other words, require district-wide membership (fully recognizing the difficulty with private school members).
- Provide MHSAA CAP courses at no charge or at a greatly reduced cost to JH/MS members.
- Modify the Limited Team Membership Rule at grades 7-8 to allow some participation in the same sport with non-school programs during the school season. Such allowance would have restrictions, to be determined.
- Give member schools flexibility on the start of fall football practices.
- Allow more local league and conference decision-making within broad statewide MHSAA regulations.
This input from the JH/MS Committee will be an important voice in the deliberations of the JH/MS Task Force that will convene multiple times during 2014 to bring a breadth and depth of study unprecedented on this topic in the MHSAA’s long history.
The quest for increased membership among the state’s junior high/middle schools – and thus, increased participation within the framework of educational athletics – is of utmost importance to the health and future of high school athletics.
Quoting MHSAA Executive Director Jack Roberts from his blog Oct. 8 on MHSAA.com, “School sports needs to market itself better, and part of better is to be available earlier – much sooner in the lives of youth.”
It is an age group that can no longer be ignored, or take a back seat to its older brothers and sisters.