MHSA(Q&A): Grand Ledge Gymnastics' Duane Haring
March 15, 2012
Duane Haring first took over the Grand Ledge gymnastics program in 2002 because his daughter Allison and her friends kept asking. He left to work as an assistant coach at Michigan State from 2005-06 -- but realized Allison and her teammates were on to something.
Haring returned to the Comets in 2006-07, and last weekend led them to a record fifth-straight MHSAA team championship. Grand Ledge senior Christine Wilson and junior Sara Peltier also won the Division 1 and 2 individual titles, respectively, making it two straight seasons Grand Ledge has swept all three competitions.
This winter's Team Final came down to Grand Ledge's last apparatus, bars, after a below-expectations performance on vault. But just as they have for a decade, Haring's Comets came through when it counted. And although Allison graduated nearly a decade ago, Duane plans to keep the winning streak rolling for years to come.
What was the conversation you had between your third and four apparatus? How would you paraphrase it?
I was sitting with the parents and I told them I was really angry because we can vault. We're a good vaulting team. I think we're the best vaulting team in the state, and we didn't do it. So I told them I just have to go for a walk, because I can't talk to them right now. I started to walk way, and I thought, “Oh yes I can.” I dragged them off the bleachers, and went out in the hallway. Trust me; they were wide awake for bars. They understood, loud and clear.
I know what they can do. All year I've been waiting for them to do bars like that.
Are all these championships different for you, or are they the same?
They're all nerve-wracking. This is supposed to be fun ... (he laughed). It's nerve-wracking.
How do you get them to come back and want to do six?
We lit a fire under them when we first did this. The community loves these guys. Most communities talk about football and basketball, and they still do. But more and more people in Grand Ledge talk about gymnastics. Almost everywhere you go, how about that gymnastics team? They're 75-0 ... that's in the paper, and people pay attention to that. They're into their gymnastics team in Grand Ledge.
Does this make you happy you came back and did this a second time?
It does. I'm glad. It's a good fit for me.
Nonfaculty Coaches
June 18, 2012
Since the so-called heyday of school sports in the 1950s, when you could count on more talk in a community about its few high school teams than about all the college and professional sports teams in the country combined, some things have improved – diversity and safety, for example; but some things have not met the high ideals hoped for in educational athletics.
During the explosive growth period of school sports in the 1970s and 1980s, when girls programs were introduced or reintroduced to schools and well-established community programs were added to the school sports curriculum, schools in almost every state had to backpedal from the ideal that only trained educators – certified teachers – could coach interscholastic athletic teams. (In Michigan, except for two years in the mid 1950s when certified teachers were required, the rules only urge that coaches be certified teachers.)
While the number of sports and levels of teams have greatly expanded these past five or six decades, the coaching pool within the faculty of a school district has not. Furthermore, teachers’ salaries improved so much that coaching stipends became less necessary to supplement teachers’ incomes, so teachers “volunteered” less readily to serve as coaches for a second and third sport.
Moreover, the coaching demands for one sport increased out of season, interfering with a person’s availability to help coach second and third sports during the school year. This was commonplace in the sports that moved from the community into schools, but the out of season demands have increased significantly for traditional school sports as well.
There is irony that community youth sports programs not only have provided school districts with a pool of informed and interested people to serve as coaches, but they have also increased the demands on coaches so much out of season that coaches must specialize in a single sport and therefore are less available to assist with the many different sports and levels of teams that school districts struggle to provide students.
It is estimated now that more than half of all high school coaches do not work in the school building where they coach, which can create communications challenges for schools. A smaller but growing number of high school coaches do not work at all in the field of education, which can create philosophical problems as well. Not always, of course; in fact, many nonfaculty coaches are a rich and increasingly indispensible blessing for school sports.