Loss of Innocence

May 30, 2014

Last school year we were criticized for not looking before we leapt to the conclusion that some international transfer students at several schools were not eligible, and for ruling them ineligible for the then maximum allowable period of one calendar year.

In several cases – both school employees and others – told us that the students weren’t good basketball players, notwithstanding that it was people with interests in basketball who brought the students to our state, and that those people and others with basketball interests lobbied hard on the students’ behalf.

It turned out, almost without exception, those who appealed most ardently for the eligibility of an international transfer student actually had the least appealing cases. 

In the case of one student, we discovered an online video made a year earlier, taped while the student was still abroad, touting his height and demonstrating his basketball ability. Not about basketball, you say?

In another case where “basketball was not the issue,” a student later committed to play basketball for an NCAA Division I basketball program in 2014-15. He went from “mediocre” to the Mid-American Conference without ever playing his senior season of high school?

We were criticized during 2013-14 for being too suspicious, but the results of 2013-14 will make us even more suspicious in 2014-15.

Fortunately, the MHSAA will have a more complete set of tools to address transfer students this fall than it has had at any time in its history; and after what has been happening in recent years, people seem ready – even impatient – for the MHSAA to be enabled to move with more might when students – either international or domestic – transfer for athletic reasons.

Fundamentals vs. Fads

July 9, 2013

During the summer weeks, "From the Director" will bring to you some of our favorite entries from previous years. Today's blog first appeared Aug. 9, 2011.

While examining some ancient fabrics at the Viking Ship Museum in Oslo, Norway, my wife explained to me the “warp and weft” of weaving – how the vertical fibers are the warp and the horizontal fibers are the weft.

What intrigued me about the ancient remnants was that the vertical fibers of wool had survived the centuries so much better than the left-to-right-fibers of linen and silk. I was informed that the vertical fibers (the warp) gave the fabric its durability, while the horizontal fibers (the weft) provided the design. And the strength lasted long after the color had faded.

My vacationing mind then jumped quickly across the ocean and centuries to my working preoccupation with the essentials of school-based sports. I reflected on how certain principles on which educational athletics are based have withstood challenge after challenge over time, even as some of the earlier features of school sports have faded.

This travel memory will serve as a reminder to me to focus on the fundamentals – on those core values of school sports that are essential and allow us to claim that the programs are educational – and to worry less about the superficial features that will inevitably change with the trends and fads over the years. Determining which is which – distinguishing fundamentals from fads – is one of the challenges the leaders of school sports must face.