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Baby Steps

April 8, 2014

Two first, small steps have been taken in the direction of making school-sponsored sports for junior high/middle school-age athletes more attractive to these students and their parents.

Next school year, MHSAA member junior high/middle schools have the option to increase the length of quarters in basketball from six minutes to a maximum of eight minutes and to increase the length of quarters in football from eight minutes to a maximum of ten minutes.

In late March, the MHSAA Representative Council approved these recommendations of the MHSAA Basketball and Football Committees which had favorable reaction also from the MHSAA Junior High/Middle School Committee and from the Junior High/Middle School Task Force which is meeting throughout 2014 to bring special attention to long languishing issues of policy and programming for students prior to high school.

It is hoped that the up to eight additional minutes in school-sponsored basketball and football contests will allow more students to get playing time in more games, and we fully expect that it will also mean more playing time in all games for some students. Both are needed for school sports to be competitive in the youth sports marketplace.

These may have been among the easiest decisions the Representative Council will face as the Junior High/Middle School Task Force works its way through many tougher topics during 2014 when, in many cases, societal trends will confront sacred cows.

Model Education

December 13, 2013

The athletic classroom is at least as pregnant with teachable moments as any other classroom of our comprehensive secondary schools.

I believe this so strongly that there is a tendency to overstate this truth; but if we include non-athletic activities like speech, music, debate and drama, I am even more certain it is true.

It is true in large part because nowhere in education will one find it to the degree we do in school activities that teachers are teaching what they want to teach to students who are learning what they want to learn, and both teachers and learners are willing to work hour after hour on their own time, even after the so-called “school day,” to make sure that everything that can be taught is taught and everything that can be learned is learned.

This is not a distraction from the educational mission of schools. It is a model of what more of education should be. And we shouldn’t hesitate to say so. Nor should we hesitate any longer to provide these model programs for younger grade levels.