Championship Comments
April 23, 2013
Tom Lang wrote for the Lansing State Journal on April 5, 2013, about our most recent four-time MHSAA wrestling champion who, in keeping with our policy of not naming students in blogs, is not named here.
What really makes me want to name the Fowlerville senior heavyweight is that, in Lang’s article, the four-time champ freely names his practice partners over the years and credits them for his success.
With maturity and humility uncharacteristic of athletes twice his age, our newest of 17 four-time champs said: “I definitely had some great practice partners who were beating me up;” and he named five of them who he said “were all great practice partners for me. They were quicker so I had to make sure I stayed in good position and worked a lot on speed and more fluid technique.”
This senior, who pinned every opponent he faced this past season continued: “A lot of people might have been four-time state champs but they get one injury and that ruins it. Four years can be looked at as a very short time, but that’s a long time with wrestling and how you can face injury. There seems to be a lot of knee torqueing and shoulder injuries, the joints – and it really wears at you going four years in high school. It can be brutal on the body. So just staying healthy four years so you get a chance, is just the start.”
Giving credit to good partners and good luck. I’m thinking this young man already knows much more about life than wrestling.
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.