Culture of Excellence
October 20, 2015
What are the marks of excellence in a high school’s extracurricular activities program that set the most welcoming schools apart? What are they doing to create and perpetuate a culture of excellence in good behavior?
Our counterpart organization in the state of Washington invited the MHSAA and other state high school associations to consider these questions, and to offer examples which would help to recognize the best practices of schools that have a tradition of excellence in good behavior and a welcoming environment.
We discovered that our initial thoughts were like skipping stones on a pond. They barely skimmed the surface of this topic, and we quickly plunged more deeply than answers like comfortable venues, convenient parking, friendly signage, staff assigned to greet contest officials and visiting teams, and upbeat cheering sections.
We concluded that all of these welcoming attributes are the result of committed leadership that communicates clearly and consistently about the expectations of educational athletics, and these expectations are exceptional in how different they are than at every other level of sports.
What is abundant in these schools and scarce in less-welcoming schools is the appointment, and continued training and support, of a full-time athletic administrator who spends all day, every day on the interscholastic program.
And this athletic administrator provides ongoing training and support to coaches, as well as to team captains and other student leadership.
These are the schools where the MHSAA Coaches Advancement Program is provided time and time again to coaches. These are the schools where students have attended the MHSAA’s Team Captains Clinics, Sportsmanship Summits and Women in Sports Leadership Conferences. This is where the School Broadcast Program is providing events regularly and promoting the school proudly.
Simply put, these are schools where administrators are dedicated to creating a proper perspective of school-sponsored, student-centered sports, and spend time on this daily. They have gone beyond signs and slogans to the much more difficult (but more rewarding) work of nurturing better leaders out of coaches and athletes, individual by individual, week after week, season after season.
Travel Football
July 15, 2016
The University of Michigan will host a high school football game on Sept. 2, 2016. That would not make news, except that the game is between two out-of-state high school teams.
The teams are from New Jersey and Maryland, likely chosen to assist the Wolverines’ recruiting efforts in those states, and to help them make more waves in the college football world. Both high school teams are private schools, and each comes with heavy baggage.
Some public schools in New Jersey have boycotted playing the New Jersey school in football; the Maryland school is not a member of the MHSAA’s counterpart association in that state. One school is flaunting the rules; the other school has no rules to follow.
That major college football has been in an uncontrolled spiral of excess is not news; but its insidious damage to high school sports is finally making headlines.
NCAA rules have recently been robbing schools of winter and spring sports athletes as college coaches entice high school seniors to graduate at the end of their seventh semester and start practicing football with their future college teammates several months early. We are grateful to see Big 12 Commissioner Bob Bowlsby question the practice of enrolling players before their scheduled high school graduation.
Now, NCAA rules appear to invite universities to select high school football teams from anywhere there’s a great prospect or two, and transport the teams across the U.S. to compete in a nearly empty stadium, save for recruiting “gurus,” athletic apparel reps and a few media. We are hoping to see some college sports leaders step up to question this practice.
All of this leads to the rich getting richer – on both the college and school levels. All of which induces another updraft to the spiral of excess in what are supposed to be education-based programs.