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The Student Effect

January 7, 2014

The key to assuring an activity is educational is to consider the effect on the student of every decision made. For example, what is the effect on a student who ...

  • gets cut from the team?
  • never gets in a game?
  • never experiences a win, or never a loss?
  • frequently hears vulgarity or profanity?
  • is taught how not to get caught breaking a rule?

If one student’s participation is at the expense of another student’s self-esteem, whether opponent or teammate, we can’t justify the program. It’s not consistent with the educational mission of schools.

If we ridicule those who fail, or if we lavish too much praise on those who achieve, we can’t justify the program. It’s not educational athletics.

If we direct or pressure students to specialize in only athletics or non-athletic activities, or in just one sport or activity, we can’t justify the program. It’s not educational.

If we miss or misuse the teachable moments of school sports – split seconds of time and circumstance in which to teach values like commitment, discipline, integrity, hard work and teamwork, we can’t justify the program. It’s not educational.

We assure the program is educational when we consider the effect on the student and when we seize the positive purposes of teachable moments that permeate the program.

None of this means we can’t have rules that, when violated, remove the privilege of participation. And none of this means we cannot have teams with both starters and substitutes, and contests that determine wins and losses. It means that there are objectives that go much deeper and outcomes that go much further.

Dad's Day

April 23, 2012

Today is my father’s 92nd birthday.

Until my wife replaced Dad as my best friend, he doubled as both my best friend and father.

Dad has been inducted into 13 halls of fame nationally, and in Iowa where he was a two-time undefeated state high school wrestling champion, and in Wisconsin where he was a two-time Big Ten wrestling champion for the Badgers before a stellar career as high school and college coach, especially in football and wrestling.  All that before his 29½ year tenure as executive director of the Wisconsin Interscholastic Athletic Association.

For two decades Dad chaired the national high school wrestling rules committee, and he traveled nationwide to conduct wrestling rules meetings for coaches and officials in states where local expertise in the sport had not yet developed.  It is not a stretch to call him the father of high school wrestling.  Certainly no person had greater influence than he during the sport’s formative years on the high school level.

And no person had more influence over my formative years.

So it is becoming increasingly painful to observe my father falter, as all people do who live as long as he has. Simple tasks require an increasing amount of assistance; significant talks fill a decreasing amount of our time. It is agonizing to one who has adored him.

When Dad served the WIAA, his sharp mind and strong voice would make him a top choice to address the toughest topics at National Federation meetings.  He received the National Federation’s Award of Merit and is a member of its Hall of Fame.

But perhaps the most meaningful memory I have of Dad’s professional life occurred at his retirement event in late 1985 when the person representing the state’s coaches said this:  “John.  We may not have agreed with your every decision, but we never once questioned your motives.”  There can be no higher praise.