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.
Correctable Error
January 17, 2014
I have written at other times and places that if it had been the stated purpose of our state’s and country’s chief executives and legislators for the past 20 years to weaken public education, they would have done exactly what they have done. They have spoken about strengthening schools and improving education, but their actions have done the opposite.
This is precisely the point of the richly researched Reign of Error, The Hoax of the Privatization Movement and the Danger to America’s Public Schools by Diane Rovitch (Alfred A. Knopf, 2013).
Competition, choice and corporate influence are all attacked, as are the misuse and overuse of standardized testing and the excessive reliance on e-education.
The author’s prescription for schools is not everything new and different, but removal of politicians and profiteers. And, catching my attention most, Rovitch writes:
“As students enter the upper elementary grades and middle school and high school, they should have a balanced curriculum . . . Their school should have a rich arts program where students learn to sing, dance, play an instrument, join an orchestra or band, perform in a play, sculpt, or use technology to design structures, conduct research, or create artworks. Every student should have time for physical education every day . . . Every school should have after-school programs where students may explore their interests, whether in athletics, chess, robotics, history club, dramatics, science club, nature study, scouting or other activities.”
The kinds of programs that the MHSAA promotes and protects are the keys to the type of education students want, need and deserve. And I admire every school that provides these programs in spite of all that has conspired against them for two decades.