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Concussion Care Continuum

June 2, 2015

The concussion care continuum is of equal importance from start to finish, but some of the stops along the way are more in the MHSAA’s area of influence than others, so they are receiving more of our attention.

We would never say that removal-from-play decisions are more important than return-to-play decisions. However, because the removal decisions occur at school sports venues by school-appointed persons, while the latter are made at medical facilities by licensed medical personnel selected by students’ families, the MHSAA is giving the removal process more attention than the return.

This helps to explain why the MHSAA is orchestrating pilot programs where volunteering member schools will be testing systems during the 2015-16 school year that may assist sideline personnel at practices and contests when assessing if a concussion event has occurred and that player should be withheld from further activity that day. The buzz that these pilot programs is creating will increase everyone’s attention on improving sideline concussion management. For more information, click here.

The MHSAA has always believed it shared a role with local schools and health care facilities and professional organizations of coaches and school administrators in the education of coaches, athletes and parents. This remains our first and foremost focus on the concussion care continuum.

But the pilot programs, and more specific requirements beginning in 2015-16 to report head injury events, demonstrate that the MHSAA is moving further along the continuum to assist the entire concussion management team. As we do so, our focus is on all levels of all sports for both genders, grades 7 through 12, with attention to both practices and competition.

Playing Time

December 20, 2013

I spent just enough time sitting on the bench during my high school basketball and college football careers to know I hated it, and I hurt for those who sat on the bench all the time. Even as a headstrong, self-centered adolescent, it occurred to me that not being able to play as much as one might want, or not at all, had to be a terrible feeling.

This greatly affected my approach to coaching football. As defensive coordinator, I would see who was not engaged on the first two offensive units and begin to teach these “extras” defensive skills and strategies. Several players found their niche and contributed either as starters or key reserves on defense.

I made it a point at the subvarsity level to give playing time every week to every player who was on time to and active at every practice that week; and I tried to give a start to every player who met all our team rules and responsibilities for the season.

I know from the reactions of these players and their parents that their attitude about our program improved as they became increasingly engaged with our football team. I saw also that they seemed to support their classroom teachers more, as well as other aspects of our school.

I’ve lost track of them, but I suspect these players and parents continued to be positive voices for the school for many more years – among the loud voices who would not support the transfer of sports from schools to community groups and private clubs. They would advocate more opportunities to be a part of school teams, starting in earlier grades.