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Second Half by MHSAA

A Service Ace

October 18, 2011

I don’t write much about high school tennis, but I probably should.

It’s a terrific “lifetime” sport.  It’s a sport we can play into our “golden years;” and, without officials to make the calls, it also has the potential to teach lifetime values.

But no sport we administer gives us more headaches.  Too often we encounter overly-involved parents and under-involved school administrators; and we’re not certain if one doesn’t cause the other.

It’s a sport that brings chronic complaints of coaches “stacking” lineups.  So serious have the allegations been for so long that the MHSAA actually convened a group and hired a professional facilitator to try to resolve some of the problems, without much success.

It’s a sport that devotes hundreds of hours to seeding; and while the seeds almost always hold up, criticism flies fast and furious for several days each fall and spring following the boys and girls seeding committee meetings.

We are fortunate that the MHSAA’s administrator for tennis, Gina Mazzolini, has the perspective that, in spite of everything, it’s really only a small percentage of people involved who create the majority of problems.  It is, in fact, according to Gina, a fine educational experience for the vast majority of students involved.

This “big picture” perspective that Gina exhibits is what allows administrators at the local and statewide levels to remain passionate about their service no matter how prominent or persistent the problems seem.

Program Priorities

January 10, 2014

Many school districts face more requests from their constituents for sports programs than they have the resources to accommodate, so they are forced to make very difficult decisions. For three decades, when I’ve been consulted, I have offered and stood by this advice.

First, I advance the premise that if the activity is educational, there is just as much potential for the education to occur at the junior high/middle school and subvarsity levels as at the varsity level. Just as we would not discriminate against one race or gender, we should not disadvantage one age or ability level. In fact, with a little less pressure to win, it is likely to see more education at subvarsity levels and more reason to sponsor them.

Second, I advocate the position that schools should avoid sponsorship of any activity for which a qualified head coach cannot be secured. Qualified personnel are, in order of priority:

  1.  a teacher within the building who has current CPR certification and completed CAP.
  2.  a teacher within the district who has current CPR certification and completed CAP.
  3.  a teacher in another district who has current CPR certification and completed CAP.
  4.  a certified teacher from the community who has current CPR certification and completed CAP.
  5.  a non-certified person who has current CPR certification and completed CAP.

I urge schools not to descend lower than this for program leadership. Coaches are the delivery system of the education in educational athletics; they are the critical link in the educational process. More problems occur than are worth the effort if the program is in the hands of an unqualified coach.

Next, I urge that schools rank sports on the basis of cost per participant, and give higher priority to sports that spread funds over the greatest number of participants.

Next, I urge that schools place lowest in priority the sports that cannot be operated on school facilities and create transportation, supervision and liability issues, and give higher priority to those conducted at or very near the school.

Next, I urge that schools place lowest in priority the sports which are most readily available in the community, without school involvement. If resources are precious, then duplicating school programs should be a low priority; doing what the community can’t do or doesn’t do should be given a much higher priority.

While I’m a fan of school sports, I recognize that an athletic program has as much potential to do harm as to do good. Programs without qualified coaches that are conducted for small numbers of students at remote venues and without comprehensive school oversight and support may create more problems for schools than the good they do for students.

Bare bones budgeting will require brutally honest assessments based on priorities like these.