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On the Move

June 8, 2012

Two members of the MHSAA’s executive staff live on the same side of the same town.  Each lives less than a five-minute drive to the MHSAA building; and yet they live in differently named neighborhoods, taking the names of the public elementary schools which serve their sections of town and the school district.

Students of those two elementary schools feed the one and only public middle school of the district, which feeds the one and only public high school of the district.  Historically, there would not be too much to deter the children raised in these two homes from attending the same schools.

However, if one of the families is Catholic, it might choose to send its children to the Catholic grade school located across the street from the public high school.  And it might decide to send its children to high school at the Catholic high school in the town which neighbors to the west.

If one of the families were inclined, it might choose to home school its children before sending them to the district’s high school or to one of two Christian high schools nearby.

Or perhaps one of the families would choose to send one of their children to a charter school near the location of the mother’s employment.  Perhaps another child would be a school of choice student at a traditional high school convenient to the father’s place of work but in a different school district.  These are common occurrences today that were rare just 15 years ago.

A multitude of other factors could affect the choice of school:

  • One school might be better known than others for a particular curriculum strength, or it might have a strong reputation in drama or music or sports, or in one particular sport.
  • Children are more likely today to have mingled on non-school youth sports teams and to decide to stay together for high school teams.
  • High school students might attend the same summer camps and be attracted to a different group of kids or a coach, and transfer to join the new group or coach.
  • As families relocate more frequently, students are required to transfer; and as the nuclear family becomes less stable, students are more often forced to change domestic settings, and change schools.

These and other factors – some worthy or unavoidable, some unhealthy and contrived – add up to the following:

  • During the entire 1986-87 school year, the MHSAA Executive Committee processed 96 requests by member schools to waive eligibility rules, and 58 of those requests were for student transfers.
  • 25 years later, the total requests for the school year were 462; and of those, 337 were to waive the transfer section of the eligibility regulation.

This demonstrates in numbers what we have observed to be true:  that during the past quarter century, the clientele of high school athletics has become five times more mobile.  It’s one of school sports’ greatest challenges.

Nonfaculty Coaches

June 18, 2012

Since the so-called heyday of school sports in the 1950s, when you could count on more talk in a community about its few high school teams than about all the college and professional sports teams in the country combined, some things have improved – diversity and safety, for example; but some things have not met the high ideals hoped for in educational athletics.

During the explosive growth period of school sports in the 1970s and 1980s, when girls programs were introduced or reintroduced to schools and well-established community programs were added to the school sports curriculum, schools in almost every state had to backpedal from the ideal that only trained educators – certified teachers – could coach interscholastic athletic teams.  (In Michigan, except for two years in the mid 1950s when certified teachers were required, the rules only urge that coaches be certified teachers.)

While the number of sports and levels of teams have greatly expanded these past five or six decades, the coaching pool within the faculty of a school district has not.  Furthermore, teachers’ salaries improved so much that coaching stipends became less necessary to supplement teachers’ incomes, so teachers “volunteered” less readily to serve as coaches for a second and third sport.

Moreover, the coaching demands for one sport increased out of season, interfering with a person’s availability to help coach second and third sports during the school year.  This was commonplace in the sports that moved from the community into schools, but the out of season demands have increased significantly for traditional school sports as well.

There is irony that community youth sports programs not only have provided school districts with a pool of informed and interested people to serve as coaches, but they have also increased the demands on coaches so much out of season that coaches must specialize in a single sport and therefore are less available to assist with the many different sports and levels of teams that school districts struggle to provide students.

It is estimated now that more than half of all high school coaches do not work in the school building where they coach, which can create communications challenges for schools.  A smaller but growing number of high school coaches do not work at all in the field of education, which can create philosophical problems as well.  Not always, of course; in fact, many nonfaculty coaches are a rich and increasingly indispensible blessing for school sports.