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MSU to Host Inagurual Coaches School

May 27, 2015

By Geoff Kimmerly
Second Half editor

The Michigan State University Department of Kinesiology and the Institute for the Study of Youth Sports are inviting coaches and sport leaders to their inaugural MSU Summer Coaches’ School, to be conducted June 18-20.

Coaches and sport leaders will gain knowledge, build networks, and learn experientially through hands-on lessons outside the classroom. Subjects include:

  • Program-Building
  • Culture Change
  • Team Chemistry
  • Nutrition
  • Concussions
  • Training
  • Parental Relations
  • Performing Under Pressure

Sessions begin at 9 a.m. June 18, 8:30 on June 19 and run 8 a.m. – 12:30 p.m. on June 20. Packages are available for single days, conferences-only or all-inclusive with meals and lodging for those traveling from abroad.

For details or to register, click summercoach.msu.edu or contact Dr. Andy Driska (event coordinator) at [email protected] or (517) 432-8399.

The MSU Department of Kinesiology and the Institute for the Study of Youth Sports share a long history of scientifically studying the benefits and detriments of sport participation for young people, along with outreach to help coaches and sport leaders use scientific information in their day-to-day practice. The Institute is a major contributor to MHSAA leadership and student services efforts including Captains Clinics and Sportsmanship Summits.

Program Priorities

January 10, 2014

Many school districts face more requests from their constituents for sports programs than they have the resources to accommodate, so they are forced to make very difficult decisions. For three decades, when I’ve been consulted, I have offered and stood by this advice.

First, I advance the premise that if the activity is educational, there is just as much potential for the education to occur at the junior high/middle school and subvarsity levels as at the varsity level. Just as we would not discriminate against one race or gender, we should not disadvantage one age or ability level. In fact, with a little less pressure to win, it is likely to see more education at subvarsity levels and more reason to sponsor them.

Second, I advocate the position that schools should avoid sponsorship of any activity for which a qualified head coach cannot be secured. Qualified personnel are, in order of priority:

  1.  a teacher within the building who has current CPR certification and completed CAP.
  2.  a teacher within the district who has current CPR certification and completed CAP.
  3.  a teacher in another district who has current CPR certification and completed CAP.
  4.  a certified teacher from the community who has current CPR certification and completed CAP.
  5.  a non-certified person who has current CPR certification and completed CAP.

I urge schools not to descend lower than this for program leadership. Coaches are the delivery system of the education in educational athletics; they are the critical link in the educational process. More problems occur than are worth the effort if the program is in the hands of an unqualified coach.

Next, I urge that schools rank sports on the basis of cost per participant, and give higher priority to sports that spread funds over the greatest number of participants.

Next, I urge that schools place lowest in priority the sports that cannot be operated on school facilities and create transportation, supervision and liability issues, and give higher priority to those conducted at or very near the school.

Next, I urge that schools place lowest in priority the sports which are most readily available in the community, without school involvement. If resources are precious, then duplicating school programs should be a low priority; doing what the community can’t do or doesn’t do should be given a much higher priority.

While I’m a fan of school sports, I recognize that an athletic program has as much potential to do harm as to do good. Programs without qualified coaches that are conducted for small numbers of students at remote venues and without comprehensive school oversight and support may create more problems for schools than the good they do for students.

Bare bones budgeting will require brutally honest assessments based on priorities like these.