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.
Sorting It Out
February 4, 2014
The MHSAA has a good relationship with the high school coaches associations of Michigan in spite of the fact that the MHSAA sometimes befuddles and frustrates some associations’ leaders and members. This occurs, for example, when a coaches association’s board of directors votes unanimously in support of a change in policy or procedure which fails to be adopted by the MHSAA Representative Council. Every so often over the past 25 years, I’ve had to provide reminders of why this occurs – in fact, why it must occur.
First, a coaches association is just that – an association of coaches; and coaches are but one of the many important voices to whom the MHSAA pays regular attention. The MHSAA also must hear the opinions of athletic directors, principals, superintendents, boards of education, contest officials and others. Typically, coaches desire more of everything: contests, classifications, trophies and medals. Just as predictably, most administrators seek reasonable limits on such things and can often be heard to say, “Enough is enough.”
Second, the makeup of many of our state’s high school coaches associations’ boards of directors, and even the associations’ members, do not reflect the MHSAA’s full membership. Understandably, many coaches associations’ board members are disproportionately from large schools in the southern or even southeastern part of Michigan.
And third, by their nature, coaches associations advance proposals for a single sport, which could impact other sports positively or negatively. There is no question that if one sport “gets” something, like another tournament classification or division, other sports will seek the same consideration which may or may not be practical for or beneficial to other sports.
When considering a proposal from a coaches association, MHSAA Representative Council members will almost always ask themselves: “Who’s not in the room? Who are we not hearing from? Is there another side of the issue? How does this play out among small schools, or urban schools, or northern schools? How will this affect other sports?”
We look to coaches associations for sport-specific advice; and we urge them to seek input from a constituency that is as large and diverse as possible. We look to other stakeholders to add their advice and counsel to the process; and we depend on the Representative Council to sort it out and seek the proper balance.