Cutting Kids
September 25, 2012
As an athlete, I dreaded the days. Even when I was a returning starter, I approached with anxiety the page taped to the locker room door that would indicate who made the high school basketball team (and, by omission, who didn’t).
As a coach, I refused to do it. I wasn’t even tempted to cut anybody from my squads. But I was lucky. I coached football and golf, and the outdoor practice venues gave us enough room for almost limitless opportunities.
As a parent, I’ve cried over it. Watching my older son be cut from a non-school basketball program for junior high boys (he switched to wrestling in high school and had a fine career). Watching my younger son be cut four times from the travel soccer team (he made it on the fifth try and started for his high school freshman and junior varsity soccer teams during the two years after that).
At no time have I been more deeply troubled and saddened than watching the world of sports, to which I devote my working life, say, “No thank you” to my sons, to whom I dedicated my entire life.
As an administrator, I grieve over the process every year. I listen to complaints of parents. I watch them go from allies to enemies of high school sports.
Why would we limit squad sizes for outdoor sports?
Why would we cut freshmen who haven’t even matured yet and have only a little idea what they might like or be good at?
Why would we not find room for a senior who has been on the team for three years and continues to have a good attitude and work ethic?
Why would we turn away eligible boys and girls who would rather work and sweat after school than cruise and loiter?
Why do we persist in shutting out and turning against us the parents who would be our advocates today and the students who would be our advocates in the future?
Students of Rules
November 12, 2013
Those who make rules ought to be students of rules. We mean this in at least the two ways this posting and the next will address.
First, rule makers should know the essence of the existing body of rules which they will be responsible for upholding or modifying during the necessary ongoing review of those rules. These rule makers should have a general awareness of when and why each rule was first adopted, how it might have evolved, how it is now applied and what the major compliance problems have been in the past or may be in the future.
This first requirement is as important for those who prepare the rules for the contests – the playing rules – as for those who promulgate the rules that establish the minimum eligibility standards and the maximum limits for competition. In the face of any proposal to eliminate or greatly modify any rule, rule makers must ask what problems may return if they remove the rule that solved those problems.
Dov Seidman writes in how: Why HOW We Do Anything Means Everything: “Rules, of course, don’t come out of thin air. Legislatures and organizations adopt them usually to proscribe unwanted behaviors but typically in reaction to events. They lower speed limits after automobile accidents become too frequent, regulate pit bulls after a series of dog bites, or institute new expense-tracking procedures after someone is caught trying to get reimbursed for their new iPod. Rules have been established for a reason, but most people are out of touch with the rationale and spirit of why. They don’t read legislative histories and so have a thin, superficial relationship to the rules . . .”
That is not acceptable for those who write, review and revise rules. They have to know where each rule has come from. This is why for the rule makers and for those in our member schools responsible for applying the rules day in and day out, the MHSAA keeps current “The The History, Rationale and Application of the Essential Eligibility Regulations High School Athletics in Michigan."