Logo

Why

August 5, 2016

Yesterday began my 31st year as executive director of the Michigan High School Athletic Association. When I was asked recently why I’ve served so long, I answered, “Actually, ‘why’ is the reason.”

What we do in school sports is important. How we do it is even more important. But why we do it is most important. And, to quote the last line of the last workshop speaker I heard on July 2 at the 97th Annual Meeting of the National Federation of State High School Associations, “The ‘why’ of our work is an incredible gift we’ve been given.”

The why of our work is the map that connects the dots between all that we do – all the policies, procedures and programs of competitive school-sponsored sports. The why of our work is the gravitational force that keeps what we do and how we do it grounded in the core beliefs of interscholastic athletics – healthy, amateur, local, inexpensive and inclusive programs that benefit students, schools and communities.

The why of our work sees what we do and how we do it as necessary for helping young people learn skills for life as much as skills for sports. The why of our work sees lifetime lessons available in both victory and defeat, and at both the varsity and subvarsity levels. The why of our work sees good sportsmanship not merely as an enhancement of our games but also as a precursor to citizenship in our communities.

When we begin our planning with why, then what we do and how we do it will more likely inspire and motivate others, and keep us in the game long after others have retired.

(Turns out that these ideas aren’t original. Simon Sinek lays out the “Why” premise in one of the top-viewed TED talks of all time. While the NFHS conference speaker was my inspiration, clearly Simon Sinek was his.)

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.