Push “Pause”
January 24, 2014
No student has the right to participate in the voluntary competitive interscholastic athletic program sponsored and conducted at an MHSAA member school. In practical application, this means that all students are assumed to be ineligible for participation until they have earned the privilege of participation.
Students do this by demonstrating that they have met every prerequisite condition for participation which, at minimum, are the eligibility rules of Regulation I (for high schools) and Regulation III (for junior high/middle schools). A student must be eligible under every Section of Regulation I or Regulation III before he or she competes in a scrimmage or contest.
For example, every student who is new to a high school is presumed to be ineligible for interscholastic athletics. School administration must be certain that each student’s circumstances comply with one of the 15 automatic exceptions to the transfer rule’s requirement that new students must sit out approximately one semester.
If one of the exceptions explicitly applies, the student becomes eligible, provided he or she complies with all aspects of all other Sections of Regulation I: enrollment, age, physical exam, previous and current academic records, amateur and awards, etc.
That’s why we teach at in-service meetings for coaches and administrators, “If in doubt, sit ‘em out.” Wait for as much information as possible before entering any student into a scrimmage or contest. Very often a week or two pause before play will avoid a season of forfeits and a school year of frustration.
Limitations of Rules
November 15, 2013
Those who make rules ought to have knowledge of the limitations of rules, lest they overreach and over-regulate.
Dov Seidman writes in how: Why HOW We Do Anything Means Everything: “Rules fail because you cannot write a rule to contain every possible behavior in the vast spectrum of human conduct. There will always be gray areas, and therefore, given the right circumstances, opportunities, or outside pressures, some people might be motivated to circumvent them. When they do, our typical response is just to make more rules. Rules, then, become part of the problem.”
The NCAA is under constant criticism for its voluminous rule book which seems to pry into myriad of daily activities of athletes, coaches, boosters and others with so many rules it’s impossible for people to know them all. So university athletic departments must hire compliance officers to guide people – effectively absolving the people in the trenches from knowing the rules and committing to their adherence; and the NCAA office must hire investigations to sort through all the allegations of wrongdoing.
While much trimmer than the NCAA Manual, the MHSAA Handbook is much larger today than its original versions. Still, every year in December when the MHSAA staff conducts a series of meetings that kicks off a six-month process of reviewing theHandbook, there is a concerted effort to “make the rules better without making the rule book larger.”
We know that unless the rules address a specific problem and are written with clarity and enforced with certainty, rules do more harm than they do good. “This,” according to Seidman, “creates a downward spiral of rulemaking which causes lasting detriment to the trust we need to sustain society. With each successive failure of rules, our faith in the very ability of rules to govern human conduct decreases. Rules, the principal arm of the way we govern ourselves, lose their power, destroying our trust in both those who make them and the institutions they govern.”