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Lacrosse Leads Again

November 13, 2012

US Lacrosse is once again a voice of reason in the sometimes irrational world of amateur sports.  Following up its Oct. 30, 2011 Position Statement cautioning against premature sports specialization (see March 6, 2012 blog), US Lacrosse issued on Oct. 18, 2012 the following statement on recruiting:

“US Lacrosse shares the concern of many lacrosse players, parents and coaches that the college recruiting process is not structured or timed in the best interests of high school student-athletes.  A growing number of private clubs and recruiting events – which operate throughout the calendar year and whose motivation remains in question – have created a confusing landscape for young players, who are being encouraged to specialize in lacrosse.

“An increasing number of young student-athletes are choosing to forego a well-rounded high school experience based on unrealistic expectations and misperceptions about playing college lacrosse.  Parents are being led to believe that college coaches are only looking at children who play year-round lacrosse for “elite” club programs and attend multiple, expensive recruiting events held during the summertime and the school year.

“Recruiting camps and tournaments for players as young as age 14, particularly those events that conflict with school or occur outside of the traditional lacrosse season, threaten the well-being of student-athletes with incidents of injury and burnout.  This intense recruiting culture also has eroded the work-life balance of college coaches.

“US Lacrosse will continue to work with the Intercollegiate Men’s Lacrosse Coaches Association (IMLCA) and Intercollegiate Women’s Lacrosse Coaches Association (IWLCA) to provide the information, resources and leadership necessary to enable high school student-athletes and their parents to make the best decisions about their lacrosse experience.

“US lacrosse also encourages men’s and women’s collegiate lacrosse coaches to exert their considerable influence to lead reform of the NCAA recruiting calendar, limit the age at which student-athletes begin the recruiting process, and agree not to attend or participate in recruiting events that infringe on the academic calendar of student-athletes.”

Integrated Learning

July 1, 2016

One of the positive aspects of life that school sports and other after-school activities do better than most everything else is to build a sense of community. Another is to teach teamwork. And both are mostly missing in the world of individualized, online learning.

It sounds good to advocate for personalized, learn-at-your-own-pace “curriculum” (one can hardly call it “instruction”), but that model misses so much of what education is supposed to help a civilized society accomplish.

Benjamin Riley, founder and executive director of Deans for Impact (deansforimpact.org), makes this point in his May 18, 2016, Opinion on EdSurge (edsurge.com), “Bursting the ‘Personalization’ Bubble: An Alternative Vision for Our Public Schools.” Mr. Riley advances four principles:

  1. Teachers – not technology – should be the primary designers of students’ learning experiences.

  2. The experiences that teachers design should emphasize the social aspect of learning.

  3. The experiences that teachers design should be informed by learning science.

  4. Teachers should primarily use technology to identify social learning opportunities.

Mr. Riley concedes that these four principles are just a sketch – an outline for a different conversation than that which currently dominates education reform. “But there is one point on which I’m unyielding,” Riley writes: “We begin to forge the character of our country in our public schools. At a time when I feel our nation pulling further apart, I hope we start thinking and talking more about how we might move closer together, and promote the integration – rather than the personalization – of our learning experiences in public education.”

It is not Mr. Riley’s point, but it is mine, that school sports – including the requirement that participants be full-time students in the schools they represent on interscholastic sports teams – promotes the integration of the learning experience which is critical to shaping the character of our country.

The integration we speak of is developing the whole child through direct interaction daily with a diverse student body and a wide variety of curricular and extracurricular activities. This builds students, schools and society.