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The Complete Job

August 28, 2015

The difference between the great painters, poets and photographers and the rest of us is that they actually did the work, all the way through to completion. The same can be said for the greatest athletes, coaches, officials, musicians and artists. They actually did the work.

One of our most accomplished contemporary writers is Ann Patchett, author of six novels and volumes of nonfiction. She has written: “You can be smart and have the most compelling story, but if you can’t make yourself sit down and block out the noise around you, then that story will remain forever in your head.” You have to actually do the work.

One of the most important roles of schools and the MHSAA is to tell the story of school sports. We have a compelling narrative full of value and values for students, schools and society. But the story won’t get told unless we do the work.

First and foremost, this means delivering a values and value-filled program by coaches and administrators at practices and events, season after season and day after day.

Only a fraction less important is conveying to school boards, the media and the public what’s going on ... telling our story through every means available: in person, in writing, through all forms of electronic media.

Over the decades, we have managed millions of practices and events; but that’s just part of the job. Completing the job means that we must also do the hard work of managing the message of school sports ... giving meaning to educational athletics, and explaining it. Our job is not over until we do.

A Different Language

January 16, 2015

Every other year my wife and I are able to spend the December holidays with our son and his wife who are international school educators, but we must journey to the other side of the world to make that happen. In crossing both the international dateline and the equator to see them in Australia last month, I learned a helpful lesson for those of us who try to communicate about school sports.

For two weeks I attempted to be a follower of Australia's "national pastime" -- cricket -- but try as I might, I could not grasp a passable understanding of the sport. On the surface, cricket seems a lot like baseball; but there are far more differences than similarities to the sport many North, Central and Latin Americans grew up with and know so well. I watched cricket on television and read the extensive newspaper coverage every day; but even after studying the rules and listening to and questioning a local expert, even the most basic rules, strategies and language of cricket remain mysteries to me.  

For a while at least, my struggle with cricket may make me more understanding of some parents and others who are so quick to criticize high school sports. Possibly I’ll be more purposeful and patient to explain our policies and the philosophies behind them.

Many of today's parents and spectators have never played the sports their children now play. They don't really know the rules and strategies of the games that were not a part of their upbringing, and they tend to be more unreasonably critical of decisions by coaches and officials in those sports.

Competitive cheer, gymnastics, lacrosse, ice hockey, soccer and other sports seem "foreign" to those who never played those sports. But it's true that in all sports we are likely to experience the most criticism, and the most unjustifiable complaints, where there is the least understanding or appreciation. That's true of a particular sport’s playing rules, and it's also true of the policies and procedures that govern all school sports. And in both cases, this demands extra effort on the part of coaches and administrators to communicate the rules and the reason for those rules.