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A Healthy Future

April 24, 2015

As stated in this space a week ago, the 2015-16 and 2016-17 school years complete an eight-year period during which we have addressed for two years each Health Histories, Heads, Heat and Hearts.

What will the following two years – 2017-18 and 2018-19 – bring? Here are some aspirations – some predictions, but not quite promises – of where we will be.

First, we will have circled back to the first “H” – Health Histories – and will be well on our way to universal use of paperless pre-participation physical examination forms and records.

Second, we will have made the immediate reporting and permanent recordkeeping of all head injury events routine business in Michigan school sports, for both practices and contests, in all sports and at all levels..

Third, we will have promoted more objectivity and backbone to removal from play decisions for suspected concussions at both practices and events where medical personnel are not present.

Fourth, we will have provided a safety net for families who are unable to afford no-deductible, no exclusion concussion care insurance that insists upon and pays for complete recovery from head injury symptoms before return to activity is permitted.

All of this is for all sports on all levels, both genders.

We should be able to do this, and more, without judicial threat or legislative mandate. We won’t wait for others to set the standards or appropriate the funds, but be there to welcome the requirements and resources when they finally arrive.

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.