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Future Actions

February 19, 2016

MHSAA committees have prepared not quite two dozen recommendations for Representative Council action later this spring. Once again this is a smaller than average number of proposals, and again they are modest in scope and significance. What has been different in recent years, and especially this year, is the length and depth of discussions by some of the committees.

Slowly, we are changing committee focus from tournament tweaks and other strictly transactional business to more strategic, even transformational issues.

Several committees talked longer than ever about health and safety issues, with attention to concussion and sports specialization, and how to accommodate and appeal to younger grade levels (6th, 7th and 8th).

I look forward to the day when these long discussions turn into provocative proposals. For example, I would love to hear that ...

  • The MHSAA Football and Junior High/Middle School Committees recommend MHSAA sponsorship of flag football at the 6th- through 8th-grade levels.

  • The MHSAA Soccer and Junior High/Middle School Committees recommend practice and game policies that reduce heading at the 6th- through 8th-grade levels.

  • The MHSAA Golf Committee recommends MHSAA sponsorship of coed, Ryder Cup format golf.

  • The MHSAA Tennis Committee recommends MHSAA sponsorship of coed team tennis.

There is so much more we could be doing to transform school sports for the 21st Century. New sports and formats, with increased attention to health and safety and the junior high/middle school level. This is our future, when talk turns to action.

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.