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Driving Force that Needs to be Re-Routed

November 30, 2015

The MHSAA's Fall issue of benchmarks examined the transfer regulation, including the reasoning behind recent changes. This is the first of four installments that will appear on Second Half this week. 

By John E. “Jack” Roberts
MHSAA Executive Director

During the 2014-15 school year, over the course of 12 meetings, the MHSAA Executive Committee considered 467 requests of member schools to waive Handbook rules. Of those, 300 requests were to waive some aspect of the Transfer Regulation.

So an issue of benchmarks which examines the MHSAA transfer rule is well justified. Perhaps overdue.

Over the years, families have moved about and split apart with increasing frequency. Public policymakers have adopted laws that encourage students to move, and to keep moving, until they find a school more to their liking or they graduate, whichever occurs first.

Meanwhile, the profile of competitive sports has blossomed to the point of becoming overblown, the influence of non-school sports has spread and the delusion of college athletic scholarships has infected the brains of more students and parents. All of which increase the likelihood that students will move as much or more often for athletics as for academics and all other factors combined.

Add to this that the United States, and Michigan in particular, has become the favored landing zone for foreign exchange students, and the result is the need for a transfer rule that is like a great outside linebacker – tough, quick and nimble. We need a rule that is tough, acts fast and can keep changing to keep up with the times.

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.