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Sounds of Silence

April 12, 2015

I write in the early morning hours for the same reason birds sing then – it’s quiet. Birds can hear their voices, and I can hear my thoughts.

It is during the uncontested moments of the day that I can try out ideas – test them on paper. Yes, on paper! My most creative and productive process still employs a legal pad, a pencil and an eraser. The physical process of writing the words, looking at them, and often erasing what doesn’t make sense to my mind or sound right to my ear as I read it aloud.

The task of written communication has become more difficult during the four decades I’ve been engaged in this enterprise. While the work has become more complex and requires more nuanced discussion, the space available for careful comment has been reduced. Pretending cleverness or profundity, texts and tweets often do more harm than good to promote creative and productive discourse.

I am rarely provided the luxury of long-form journalism in this modern age. Even a “feature” article in a prestigious national professional journal is expected to be less than 1,500 words.

Modern scribes must boil down complicated matters to brief blogs like this one, hoping in a few short paragraphs to share an insight worth reading and to suggest a response worth doing.

The insight here? Silence is golden.

The suggested response? Seek a solitary space to describe and defend what it is that you hear in that silence.

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.