MHSA(Q&)A: Frankenmuth softball coach Brad Walraven
May 31, 2012
By Brian Spencer
Second Half
Brad Walraven initially wanted to coach baseball. And he planned on staying in his first softball job, at Bay City All Saints, just four seasons – long enough to coach his younger sister through her graduation from the school.
But though the last 33 seasons weren’t part of his original plan, there’s no question they’ve worked out well for hundreds of athletes who have come under his leadership.
Walraven has won four MHSAA softball championships and is among only six high school coaches in his sport nationwide with at least 1,000 career wins, according to the National Federation of State High School Associations. Walraven achieved that milestone when his Frankenmuth team swept Essexville-Garber 7-2 and 7-0 on May 21.
The victories made the Eagles 27-4 this season – and Walraven 1,000-276 in 33 seasons total, including the first 30 at All Saints. In MHSAA history, his career wins total is behind that only of Warren Regina’s Diane Laffey, who has a 1,048-395-3 record heading into this week’s District tournaments.
Walraven also has won 25 District and 16 Regional championships, and taken 10 teams into MHSAA Finals championship games – including the Eagles last season in Division 3. Frankenmuth now is 32-4 this spring, heading into Saturday’s District on its home diamond.
You started out coaching with the plan of sticking in it for four years. What about the game of softball and coaching it has kept you around for 33?
My priorities in coaching and philosophies have changed (over the years). In my fourth year of coaching, my sister was a senior. That year we turned the program around and started winning games. They were competing. The competition has had me coming back since, along with learning more about the game.
Did you always want to coach softball? If not, what did you want to do?
No; the funny thing is that I graduated from Bay City All Saints after I won a state championship in baseball. After I graduated, I wanted the baseball job at Bay City All Saints, but they said I was too young to coach baseball. However, they did want me to stick around, and they gave me the softball job.
In your 33 years of coaching, what has been the most important piece of advice you’ve been given?
I read this somewhere; if you just keep working hard, good things happen to good people. Though my philosophies have changed, this philosophy has been pretty solid. I’ve also had girls come back from playing with me that say how I had taught them discipline, and that they have carried that with them to the next steps in their lives. As a coach, hearing that from past players is very rewarding.
Are there specific seasons or teams that stick out more than the rest? If so, why?
In 1999, we won states at Bay City All Saints. We set the state record with a 44-3 record. This record I believe is still intact. (All Saints’ 44 wins that spring is now tied with the 2007 White Lake Lakeland team for the most in one season.)
Last year (2011), Frankenmuth got to the Finals and lost in Battle Creek (to Clinton, 4-2 in the Division 3 championship game). It was the first time Frankenmuth had been there since 1991.
What piece of advice can you give to aspiring coaches?
Listening is an important skill. Learn from other coaches. If you think you know it all, you don’t. Every time you go to clinics, you pick up something and learn something new. You must be able to adapt. Every season is different, as you get a new set of players and personalities to deal with.
How long do you plan on coaching?
This is a very open-ended date. I was actually going to quit three times in my career for various reasons, but I’m glad that I stuck it out. Given that my health stays good and I continue to wake up every morning excited about coaching, I would love at least another five years in Frankenmuth.
PHOTOS courtesy of The Frankenmuth News.
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.