Risk Taking
February 14, 2012
The June 22, 2009 cover story of Business Week which I just reread was titled “The Risk Takers.” It featured businesses which during difficult times, instead of playing it safe, placed bets on some gutsy new strategies.
To make a point, the author used an illustration that we can relate to here in Michigan. I paraphrase:
Imagine a driver on a snowy night. If the car starts to slip, the driver’s natural instinct is to slam on the brakes and jerk the steering wheel in the opposite direction. But the laws of physics advise the opposite: laying off the brakes and steering into the turn.
The author reports that from 1985 to 2000, the average merger in an economic downturn created an 8.5 percent rise in shareholder value after two years; while the average deal in good times resulted in a 6.2 percent drop in the buyer’s share value. In other words, mergers – one of the biggest, boldest moves in business – do better in bad times than good. Much better, in fact.
It wasn’t recklessness this article was celebrating; it was risk taking – daring to be aggressive, rather than just defensive, amid a weak economy. Steering into the turn, so to speak.
Just like the winter driving analogy in the article, we who are involved in school sports in Michigan can relate to the big idea of the article because we too made some of our biggest moves at our bleakest times. The MHSAA retrenched in some ways, but the greater theme as we climbed out of our bad times of 2008 was that we made unprecedented investments in new technology.
Today MHSAA.com is the website of highest traffic and MHSAA.tv is the website with the most productions of any comparable organization in the U.S. And all of these investments in technology during those bad times have allowed us to undertake the ArbiterGame project now that will provide all member high schools the electronic tools necessary to make their tough tasks of school administration more streamlined than ever before.
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.