Our Narrative
November 21, 2011
Thomas Friedman – author of The World is Flat, From Beruit to Jerusalem and Hot, Flat and Crowded, among other major works – has a gift for converting complicated topics into moving narratives. So I took note, during President Obama’s second year in office when, in a New York Times column, Mr. Friedman took the President to task for a communication gap.
Friedman wrote that the President doesn’t have a communications problem per se (in fact, he’s been one of our nation’s more articulate chief executives), and he has a good grasp of facts on many subjects.
What he has, according to Friedman, is a narrative problem. “He has not tied all his programs into a single narrative that shows the links between his health care, banking, economic, energy, education and foreign policies.” Without this, wrote Friedman, people do not see these are all “building blocks of a great national project.”
Regardless of one’s opinion of Mr. Obama as President and Mr. Friedman as pundit, those responsible for school sports should pause over this observation or opinion; should stop to consider how all the projects and programs we contemplate either do or do not help us tell the story of educational athletics in Michigan.
The narrative for school sports can be compelling. When and where programs maximize participation and promote high standards of eligibility, conduct and care; when and where programs demonstrate quality coaching and officiating; and when and where it can be demonstrated that the programs are not merely compatible with the educational mission of the school but actually improve attendance, raise GPAs and increase graduation rates; then and there we have a coordinated and convincing narrative.
Projects and programs that produce and promote these results will be the kind of building blocks that tell our story and should generate popular support for many more years to come.
Making Participation Valuable
October 23, 2012
Boiled down, the role of state high school associations is to both protect and promote school sports, the second of which I comment on here.
It’s my experience that the most effective promotions speak for themselves. The most effective promotions promote the fundamentals of school sports, like scholarship and sportsmanship and safety. The most effective promotions provide tools to the membership at the grass roots level.
In Michigan we have a few initiatives whose primary purpose is to promote the value of participation, but we have many initiatives that encourage and equip those who make participation valuable.
For example, we administer the Coaches Advancement Program (CAP) all year long around the state to assist in the preparation of coaches for their important responsibilities. Across the state during August through October we conduct Athletic Director In-Service programs. Like many states, we conduct rules meetings for coaches and officials year-round, statewide.
Each spring we have a training program for local officials association trainers and for their officers and leaders and assignors. We conduct an annual Officials’ Awards and Alumni Banquet.
Every other February we conduct a Women in Sports Leadership Conference; and in the off years we provide mini-grants to support similar efforts on a more local level.
We conduct Sportsmanship Summits and provide mini-grants to leagues and local school districts to implement sportsmanship efforts at the local level where they can be most effective. We conduct Team Captains Clinics and other student leadership events, and we provide mini-grants to support similar efforts on the league or local level.
None of these initiatives promotes the value of participation per se. All of these initiatives encourage and equip those who make participation valuable. That’s where I think our promotional efforts are best made.