The Limitation of Rules – Part 1

September 2, 2016

From the age of 10 to 20, my position as a baseball player was catcher. Sometime during that decade I was taught to return the ball to the pitcher with authority, with a snap throw from my ear, targeting the glove-side shoulder of the pitcher.

I caught every inning of every game, including doubleheaders. In those years, there was less concern than today for protecting the arms of pitchers, and there was no thought given to the throwing arms of catchers.

Today, the shoulder of my throwing arm is shot; I cannot throw a ball overhand with any force.

But here’s the thing. I didn’t ruin my throwing arm in youth and school baseball; I wrecked it as an adult doing silly things with a tennis ball on the beach with my teenage son. We had a blast for a summer afternoon, and I’ve paid for it the rest of my life.

The point of this brief baseball bio is to demonstrate an example of the limitations of rules.

We can identify dozens of risks to student-athletes and we can promulgate an equal number of rules to help them avoid injuries in our programs; but we cannot protect them against a lack of common sense in our programs or accidents in other aspects of their lives.

Even if we implement new rules to limit the number of pitches by a player, what good is that if, after reaching the limit, the pitcher and catcher switch positions? Do we need a rule to address that coaching decision too?

Do we need rules that prohibit large students from practicing against small, or experienced players from competing against inexperienced? How would we ever monitor or enforce such rules? Where do rules leave off and common sense take over?

Even if we put players in bubble wrap for sports, what do we do about their decisions away from sports, perhaps in vehicles, with their friends and their cell phones? Where do laws and rules stop, and personal responsibility start?

Transforming Coaches

October 12, 2012

Forty-two years ago this past August, I showed up at a high school near Milwaukee for my first teaching and coaching job.  I remember being introduced to the football team just before the first practice, and then just 60 minutes later, on the field, I heard a player call me “coach.”

The next day I overheard one player say to another, “Coach Roberts said . . .”

In 24 hours, I had been transformed from Jack Roberts to Coach Roberts.  And it gave me a very special feeling.

After parents (and sometimes before them), the coach is the most important person in the educational process of school sports.  Good coaches can redeem the bad decisions that administrators or parents sometimes make; and bad coaches can ruin the best decisions of administrators and parents.

Coaches have enormous influence over how kids think, how they act and what they value.

There is no time or money better spent in school sports than the time and money spent on coaches education.  Every coach, every year in continuing education regarding the best practices of supervision, instruction and sports safety, as well as in ethics, values, sportsmanship and leadership.

The MHSAA Coaches Advancement Program should be the centerpiece of every school district’s ongoing, multi-faceted training program for coaches.  We expect continuing education for classroom teachers.  Why would we ever consider less for those who work with large numbers of students in settings of high emotion and with some risk of injury attended by hundreds or even thousands of spectators?