Turnaround Coaches: Study their Steps
April 27, 2016
By Scott Westfall
MSU Institute for the Study of Youth Sports
Turnaround leadership is often a popular topic within sports conversations, as many coaches are revered for their ability to transform a struggling team into a “winner.”
Turnarounds often are discussed in platitudes such as, “That coach has what it takes to turn this program around.”
While often talked about during the offseason, especially in the face of coaching vacancies, turnarounds are difficult to achieve. After all, if transforming a failing team into a successful one were an easy task, there would not be such an abundance of teams that struggle year-in and year-out.
As much as turnaround coaches are celebrated for their abilities to turn a losing program into a winner, very little scientific research has been devoted to analyzing coaches who have proven themselves as turnaround specialists. The steps and intangibles necessary for achieving a coaching turnaround have remained undetermined as this topic had never been examined from a scientific perspective – until now.
For the past year and a half, I have devoted the majority of my time to researching turnaround leadership in high school coaching, undertaking this study as the topic of my doctoral dissertation project. Research participants in this study included 11 high school football coaches from the state of Michigan who led dramatic turnarounds at their high schools within the last decade. The criteria for participant selection were:
• Prior to the coach’s arrival or appointment as head coach, the team finished (at least) three of the previous four seasons with a losing record (below .500 winning percentage), including a losing season immediately before the coach’s arrival or appointment.
• Within five seasons of the coach’s arrival, the team enjoyed (at least) three winning seasons (above .500 winning percentage).
Before their turnarounds occurred, these high schools had not experienced a winning season (on average) in 7.2 years, while five of the 11 schools had never qualified for the MHSAA Playoffs. However, upon being hired, the average time it took the coaches to achieve a winning record was 1.73 seasons. Moreover, the average time it took the coaches to qualify for the MHSAA Playoffs was 1.82 years. On top of this, each of the 11 teams qualified for the playoffs within three years of hiring their new coach.
The circumstances these coaches faced when they arrived were challenging to say the least, as all of the coaches entered a negative situation with poor team culture. These situations were characterized by losing streaks, cancelled seasons, dilapidated facilities, poor role models on the previous coaching staffs and a significant amount of parental pushback. Players and community members often were embarrassed by their football program. One coach described the situation by recounting, “During that time they were a doormat; everybody’s homecoming, a laughing stock. They were like the Bad News Bears.” Additional problems included low numbers, very little player development, and a low amount of commitment to the overall program.
One coach that I interviewed compared entering a turnaround situation to building a well. He stated, “You may not have success on the surface initially, but if you dig nice and deep and build the well right, there is water down there. It’s going to be some work and it might not come up right away – it takes some pumping. But if you build it right, it will happen.” In this article I will attempt to encapsulate 16 months of research, 191 pages of interview transcriptions, 2,278 miles driven across the state of Michigan, and countless hours spent with 11 turnaround coaches, in order to present to you the nucleus of what it takes to turn around a failing high school program.
The coaching philosophies of the majority of the coaches were characterized as “educational athletics.” This involved coaches striving to do things the right way, viewing their job as an extension of the classroom, implementing a character development program, and using football as a vehicle to teach life skills to players. Furthermore, their greatest strengths were revealed to be coaching/leadership skills, along with the ability to develop strong relationships with their players.
Coaches unanimously agreed that upon their arrival immediate changes needed to be made to the team’s culture. These changes included prioritizing team workouts, altering visible elements like the organization of practices, offensive and defensive schematics, team logos, along with placing positive role models in front of the players. Other changes to team culture happened through improved coach-athlete relationships, giving players a better football experience, and purging the program of negative people. One coach used the term, “Weeding the roses,” which means getting rid of the negative people in the program in order to let the better parts grow and prosper.
All of the coaches developed some type of vision for their program. The most common visions involved transforming their team into a top-level program, and for their players to conduct themselves as quality human beings. Winning games, competing with the best teams in their division, and playing for MHSAA championships marked becoming a top program. While winning was a major component of the coaches’ visions, developing quality human beings was revealed to be just as essential. This was evident as several coaches remarked that their most well-behaved kids were also their most productive players, and that doing things right in school and in the community often equates to wins on the football field.
To build upon their visions, each of the coaches formulated some type of plan or “blueprint” to execute their turnarounds. The majority of the coaches’ plans were constructed around developing positive coach-athlete relationships and employing off-season strength and conditioning programs. While all of the coaches’ plans eventually yielded a great amount of success, not all parties bought into them initially. Some of the players needed to see proof that the team could win games before they were completely sold. In order to create buy-in, the coaches used various approaches to connect with players and sell their plan. These methods included team activities, cultivating relationships with players, continuously selling their vision, hiring/retaining quality assistant coaches, and entering the situation with some sort of previous expertise. Although it may take time, the coaches stressed the importance of the players buying into their vision. As one of them decreed to his team, “The quicker you buy in, the quicker we win.”
Early indicators that a turnaround was commencing included winning games or making significant strides off of the field through positive coach-athlete relationships. Sources of sustained changes included a win streak or an increased level of commitment from the players. Clear indicators that the program had undergone a turnaround included the players adopting a new mentality filled with trust and confidence, along with the program reaching unprecedented levels of success, such as competing with the best teams, completing an undefeated season, and/or making the playoffs consistently.
Character development emerged as a strong component of this study, as 100 percent of the coaches reported that it played a significant role in fostering turnarounds. The coaches also indicated that they deliberately teach character in practice and use coaching as a platform for character development.
In hindsight, an outside observer may assume that these coaches were destined to succeed and their plans were met with little resistance. However, after examining their roads to turnaround success, most of them met several barriers along the way. Early obstacles included widespread mental challenges among players such as a lack of confidence and/or trust. Other early barriers included parental pushback and some cases of overt interference. After the turnarounds were complete, the coaches’ problems did not disappear; they simply changed form, as complacency became the new problem on the team. A potential root of this complacency was the addition of younger players who thought that success would happen automatically simply because of the program’s prior achievements.
The coaches were quick to acknowledge that the turnarounds would not have been possible without the excellent support they received. Their greatest source of help came from their assistant coaches who contributed both tangible and psychosocial support. Tangible support was seen through the assistants performing administrative duties and overseeing strength and conditioning sessions. Meanwhile, psychosocial support came in simple ways, such as listening, giving advice, and showing belief in the head coach. As one coach stated, “You’re only as good as the people you have around you.”
Team turnarounds are not officially complete until a team maintains the success it has built. In order to avoid complacency and sustain momentum, the coaches recommended that coaches and players find ways to keep reaching higher. In order to do this, coaches recommended talking to players about their team goals and what they want their legacies to be. To help sustain momentum, coaches stressed that it is often the little things that matter the most, such as effort, team discipline, player accountability, and positive attitudes.
The strongest theme that emerged from this study was the importance of coach-athlete relationships. All of the coaches believed that relationships are imperative to fostering turnarounds. It was also emphasized that relationships are crucial for sustaining long-term success. In essence, coaches may experience some momentary success by taking shortcuts with superior talent, however, strong relationships are the “X-factor” that will sustain the program over the long run. While the approaches of building relationships were diverse, what mattered most was coaches spending time with players in both structured and unstructured team activities, and simply showing players that they cared about them as people as much as they did as football players.
Steps of a Turnaround
(When turnarounds happen, they usually happen in this order)
1. Establish new leadership
2. Assemble a staff of positive role models
3. Gather information about the program
4. Create the vision
5. Make a plan and communicate it
6. Create buy-in from players and other key people
7. Change behavior – This is the impetus of the turnaround
8. Create and celebrate early wins
9. Don’t let up – Keep setting new goals and reaching higher
10. Complacency is the enemy: Make sure change sticks!
Intangibles Checklist
(These are the little things that people cannot see or do not talk about, yet they often matter the most)
1. Positive relationships between coaches and players. Build these by spending time with players and showing them you care about them as a person.
2. Establishment of a strength and conditioning program. All successful turnarounds were led by coaches who implemented a respectable offseason training program.
3. Display an undeniable belief that your vision and the plan will produce successful results. Continuously sell your plan and give players the reasons behind why you do what you do. Be prepared to stand tall and adhere to your vision when adversity strikes.
4. Generate player buy-in through team activities. Remember that sports are supposed to be FUN. Plan structured and non-structured activities to generate fun, excitement and team cohesion!
5. Demand excellence of your players off the field. Promote educational athletics and use your platform as a coach to teach character and life lessons to your players.
6. Outwork your opponents in everything you do. Arrive earlier. Stay later. Go above and beyond what your competitors are doing. Set the tempo that hard work is the new norm and it starts with you.
7. Remember that the little things matter. Take the time to ensure that your team always has the right effort, attitude and discipline, as well as accountability to the program and each other.
Scott Westfall spent 10 years as a teacher, coach, and athletic director in Fort Collins, Colo. He is currently finishing his Doctorate at Michigan State University, with an emphasis in Sport Psychology and Athletic Administration, and assisting the MHSAA with its student leadership programs. Westfall is a former athlete who participated in football, wrestling, tennis and cross country at the high school level, and rugby at the collegiate level. Please feel free to contact Scott if you would like a copy of his full dissertation. Scott also performs speaking engagements at conferences on various topics within educational athletics. He can be reached at [email protected]
Prepping for the Long Run
May 9, 2014
By Rob Kaminski
MHSAA benchmarks editor
Case studies of Middle Child Syndrome range far and wide in the world of family psychology. But at the center of most dialogue regarding those affected is a feeling of being ignored or left out.
Within the family tree of scholastic sports, however, there’s no better time to be in the middle, as the tween and early teen generation is commanding the MHSAA’s utmost attention.
While participation numbers for high school athletics continue to hold steady in Michigan, junior high/middle school membership in the MHSAA is on the decline. In just the last seven years, membership among the vital group has dropped by exactly 100 buildings, from 831 schools in 2005-06 to 731 this year. That figure represents just 36.5% of the nearly 2,000 schools in the 2013 Michigan Education Directory serving 7th- and 8th-graders.
The number of high schools comprising the MHSAA now is greater than that of the feeder schools, bewildering when considering that a large percentage of high schools draw students from at least two junior high/middle schools.
To reverse the trend, the first order of business is to identify reasons junior highs and middle schools are leaving the MHSAA, or in more numerous cases, not joining the association at the start.
Armed with data from the 2013 MHSAA Update Meeting Survey and positions advanced by the MHSAA Junior High/Middle School Committee, a task force has been formed to examine problems and recommend solutions.
“We didn’t have an overwhelming ‘Yes’ or ‘No,’ or definitive answers, through the Update Meeting Survey on the various junior high/middle school topics. There are so many models in existence throughout the state. Some have grades 5-8, some 6, 7 and 8, some K-12,” said MHSAA Representative Council member Karen Leinaar, explaining her motion at the December Council meeting that a task force be formed.
“We hope the task force can provide information and direction by putting different minds together to narrow down some action plans to encourage more junior high/middle school membership,” added Leinaar, athletic director at Bear Lake, a K-12 building.
“When you see the numbers, it makes you scratch your head and think, ‘What can we do to get that number to at least 50 percent,” said fellow Council member Jason Mellema, superintendent at Pewamo-Westphalia Schools. “I’d like the task force to approach schools which aren’t members currently and ask, ‘Why?’ Those responses will be valuable.”
At the heart of the matter are separate but parallel discussions aimed at making junior high/middle school membership more attractive. Implementing either of the two requires different measures of MHSAA protocol.
The first matter would require MHSAA Representative Council action. These issues pertain to lengths of contests and seasons at the middle school level. Lengthening seasons and/or contests could provide more ample playing time for schools which currently find it difficult to mete out opportunities for all students in the program.
The second consideration involves the inclusion of 6th-graders into school athletic programs. Such action would require an MHSAA Constitutional change which would be confirmed by a two-thirds favorable vote on a ballot authorized by the Representative Council.
Extending the arm of MHSAA membership to 6th-graders might enable smaller school districts to begin programs and teams where currently none exist due to low enrollments.
In communities of all sizes, 6th-grade participation could encourage students to join school teams at an earlier age, exposing them to the values and benefits of school-based sports vs. community sports in which many youngsters are already participating.
“AAU (Amateur Athletic Union) and community-based sports aren’t going away,” said MHSAA Council member Steve Newkirk, principal at Clare Middle School. “What is our rationale when we examine lengthening seasons or extending our role to include 6th-graders? If we’re jumping into this attempting to control something that we can’t control, that’s not the right reason. But, if we can increase participation in some schools which otherwise wouldn’t have programs, then we need to figure out how to do that.”
In a nutshell, the keys to increasing membership among the MHSAA’s younger students are speculative at this point.
There does seem to be growing consensus, however, that when a new model is unveiled, it will be up to local leadership to grab the keys and drive the vehicle down the right roads.
Matter of minutes
Like an older or younger sibling, “burnout” gets a lot of attention from sports study professionals as a significant reason many young people walk away from sports.
Too much, too soon. Too much specialization. Data certainly exists to support both.
Often overlooked is exclusion. Not getting enough playing time, not feeling like part of the team, practicing just as hard but only playing the meaningless “fifth quarter.”
The MHSAA sets forth season and contest limitations for both its senior high schools and junior high/middle schools.
Survey data illustrates that Michigan is more restrictive than some neighboring states, and there seems to be growing momentum among constituents to lengthen contests rather than seasons.
“It’s interesting to see what some of the other states have in place, and in many instances we allow significantly fewer contests,” said Mellema. “Maybe increasing the number of contests would be the hook for increasing our membership.”
Michigan’s restrictions on the number of contests are a bit more stringent from others surveyed. However, the mood from January’s Junior High/Middle School Committee Meeting at the MHSAA, along with the flavor from last fall’s Update Meetings, seems to signify little desire for change.
When invested personnel were asked whether they would favor increased basketball and soccer schedules at the middle school level, the answer was ‘No,’ to the tune of 60 percent regarding basketball and 68 percent when it came to soccer.
“Our coaches want practice time, and increasing the number of games would actually take away from practice time,” said Kevin Polston, who heads the athletic department at a 7th-8th-grade building in Grand Haven. “Increasing the length of contests would be favored over playing more actual games.”
Early dismissal from school, increased transportation, contest officials and game management expenses also work against the notion of upping the number of events.
“When we talk about adding games, I see dollar signs,” said Blissfield’s Steve Babbitt. “More buses, more officials, more game management.”
Adding dates to schedules might also bring unwanted consequences to the school calendar.
“If we were to add contests, particularly in the fall, then the practice start dates might become an issue to get in the proper number of days before the season begins,” said Joe Alessandrini of Livonia. “We’d have to start practice before school begins.”
One problem inherent to late summer practice at the junior high/middle school level is that, unlike high school, many coaches use the first weeks of school simply to recruit kids to try out for their teams.
Gaining far greater momentum at the recent Committee Meeting was the advocacy for longer games through the addition of a couple minutes per quarter.
That position is further bolstered by the Update Meeting Survey, which revealed respondents’ favoring an increase in basketball quarters from six to 8 minutes, and for a “fifth quarter” in football to allow more students the opportunity to compete.
Just over half of the survey takers (52 to 48 percent) were more reluctant to add minutes to football quarters, but several JH/MS Committee Members point to longer football games as a key to participation. On many occasions, it was reported, football teams have run nearly all the time out of a quarter without the other team touching the ball. And, kids who only play the “fifth quarter” aren’t fooled by their roles if they only play when the game is over and nothing counts. Incorporating them into the flow of the game is preferred.
Others in the meeting discussed ways in which coaches rotated team units during a contest, and conference guidelines which have been established to promote participation while still allowing teams to be competitive at the ends of games.
“My concern when looking at game times is that we need to be specific and put constraints on how many minutes or quarters kids can play. That becomes tricky,” said Mellema.
“I’d like to have this meeting recorded to show that our opinions are not isolated; that we all share the same views, values and issues throughout the state,” said Constantine’s Mike Messner during the January meeting.
And that’s where influence at the local level from experienced school leaders is paramount.
“Our good intentions sometimes are not carried out the way we meant for them to be,” Leinaar said. “We have to impress on our schools why these changes are taking place, if we change things like length of seasons or contests.
“If it’s about winning, adding eight or 10 minutes to each game won’t change anything. If we add games, we see it as increased opportunities for kids, but coaches might not use it that way.”
Former MHSAA Assistant Director Randy Allen, who presided over JH/MS Committee Meetings in recent years, added, “The details of this can never be carried out or achieved by the state association. We can provide a tool to help achieve the goal of increased participation, but our schools have to implement it to be effective.”
Pleading the 6th
Even altering season and contest limits won’t address participation issues if kids can’t play.
Enter the debate over welcoming 6th-graders into the scholastic sports mix, an even hotter and more divided topic than game and season duration.
Whereas support for amending the MHSAA Constitution once lingered just below level ground, the most recent Update Meeting Survey is creating a groundswell, if not yet of seismic proportions.
In 2008, 47.5 percent of member schools indicated a desire to include 6th-graders in the MHSAA Handbook. Last fall, that figure rose to 59.4 percent overall, and up to 61.1 percent for just those individuals responsible for 7th and 8th-grade students in their districts.
It is worth noting that in more nearly 80 percent of school districts which include MHSAA member schools, 6th-graders share the same building with 7th- and 8th-graders.
Let the opening arguments begin.
“We’re talking 60 percent who are in favor of amending the Constitution. That’s a significant number,” Mellema said. “For larger schools with good numbers and only 7th- and 8th-graders in the buildings, it’s not an issue. But some smaller schools wouldn’t have teams without 6th-graders.”
Yet, in most places, 6th-graders are playing anyway, just not wearing the school colors.
“Because there are so many outside groups that have keyed in on kids at such a young age, I think it’s time to reach out to the younger grades to maintain educational athletics,” said Leinaar. “Fewer kids are on the playgrounds. Parents have them scheduled for soccer, judo, piano, and anything else you can think of. So, we should take the opportunity to develop the team concept in an educational setting without the little league mom and dad coaches.”
There is sentiment that the work needs to be focused in-house, or in the hallways, with deference to non-school athletic opportunities.
“It’s not about competing with outside entities,” said Brian Swinehart, athletic director of Walled Lake schools. “It’s about providing the best experience for those who are in our schools; getting them more opportunity to play.”
And getting them to play with structured coaching regulations. Within the MHSAA, members are strongly encouraged to hire coaches who are employed by the school district. Non-faculty coaches are required to be listed on forms submitted to the MHSAA, and in the very near future, all MHSAA coaches will be required to complete Coaches Advancement Courses and courses in basic safety and first aid.
“I coach my son in AAU wrestling, and my eyes opened up when I found that anyone with $18 and a computer could be a coach,” Newkirk said. “Anyone under the sun can coach.
“We need to get to the root of what it is we’re trying to accomplish. Is our goal the opportunity to play school sports or is the undercurrent to impact AAU sports? Maybe there’s a way to work with the coaches who are coming into our buildings and collaborate with them to have them buy into our values and philosophies.”
Polston echoed those sentiments at the JH/MS Committee meeting.
“If adding 6th-graders is to further our competitive nature versus non-school activities, I don’t think we’re ever going to do well at that,” Polston said. “Their philosophy is to win, and ours is education and value based.”
Just as school-based athletics differ from outside organizations, there also can be marked differences in the lives of youths as they move from elementary to junior high and middle schools. Such social transition periods are also considered.
“We’re already asking kids to grow up way too fast,” said Newkirk, whose school in Clare is 5th-8th grade. “It used to be Hot Wheels, Barbie Dolls and G.I. Joes, and now it’s all cell phones and texting and dating. Adding sports to those dynamics might create just another source of stress.”
The counterpoint could spotlight the exclusion factor again.
“I’m in a 6th-8th-grade building, and there’s a void for 6th-graders,” said Alan Alsbro of Berrien Springs.
Messner reiterates concerns that 6th-grade sports might be too much, too soon at a pivotal age for students, and also mentions certain buzzwords that are like nails on a chalkboard to all levels of school sports leaders: finances and facilities.
“We’re a 6-8 building, and we’ve always felt that the 6th-grade year is a year of adjustment academically and socially, so let’s start athletics in 7th grade,” Messner said. “And, we’ve already had to budget out freshman-level sports at the high school, so how can we justify 6th-grade? We’re not going to find a pot of money.”
Cash will always be a concern for school programs, but the facilities and transportation arguments are quickly debunked by some.
“We have 5th- and 6th-grade teams that are school-based right now. We don’t pay the coaches, don’t collect participation fees or take physicals, but they do use our facilities, and we find room and time in the schedule,” Mellema said.
“Some schools treat the lower grades as intramurals, still hosting the events in their facilities, so it can be done if we expand our programs down a grade,” Leinaar said. “People say, ‘Oh that’d be a lot of work.’ Yeah. It would, but you just have to figure out a way to do it.”
The facility and finance issue could, in fact, be a moot point. A change to the Constitution would not necessarily force schools to sponsor stand- alone 6th-grade teams. In fact, the change might not mandate schools include 6th-graders at all.
A change would simply provide the opportunity for participation. The underlying feeling within the JH/MS Committee was that local boards and conferences would determine the extent of 6th-grade participation.
“I think the fear of 6th-grade stand-alone teams could deter some districts from having their middle schools join the MHSAA,” said Sean Zaborowski of St. Clair Shores. “It’s not viable to have 6th-grade-only football teams, basketball teams, etc. The question becomes whether to allow them to participate with 7th-and 8th-graders.”
For some, it might simply be a question of need, on a sport-by-sport basis.
“We have enough numbers that we don’t need 6th-graders to fill out rosters,” said Muskegon’s Todd Farmer of his 7-8 building. “Only the cross country people are asking about it. And, if we allow 6th-graders to participate, then do we allow 7th-graders to play with 8th-graders?”
That is another piece to the puzzle with which administrators are wrestling, in some cases quite literally.
Contact list
Wrestling is one of the sports most in need of 6th-grade participants, if for nothing more than filling the lightest weight classes.
The Update Meeting Survey showed nearly 42 percent in favor of 6th-graders competing with 7th- and 8th-graders in wrestling. Among “contact” sports, only basketball received slightly more support at 52 percent.
“Non-contact sports is where the focus should be,” Alsbro said. “In the non-contact sports, I think it’s a no-brainer to get students exposed to competition without getting their brains knocked out.”
The fall survey backs that sentiment with support as high as 73 percent in cross country and 67 percent in track & field. Football, ice hockey and lacrosse yield percentages of 72 or above opposed to 6th-graders playing with 7th- and 8th-graders.
Leinaar speculates that it might be time to include 6th-graders in all “non-combative” sports.
Wrestling certainly falls in the contact category, but it is individual in nature. The JH/MS Committee suggested that the MHSAA Task Force consider the merits of team vs. individual sports as the natural division as to the inclusion of 6th-graders on the same teams as their 7th- and 8th-grade classmates.
Recent MHSAA waiver requests indicate a movement for such action to be taken. Consider the following:
- During the 2011-12 school year, 40 school districts made requests to the MHSAA Executive Committee to waive Regulation III, Section 1, pursuant to what is now Interpretation 262 so that 6th-graders could compete with and against 7th- and 8th-graders. The Executive Committee approved 37 of those requests.
- During the 2012-13 school year, 50 school districts made this request to allow 6th-graders on 7th- and 8th-grade teams, and 46 requests were approved.
The majority of these requests came in the sports of basketball, cross country, and track & field. On several occasions, schools were granted permission in all sports other than football, ice hockey and wrestling.
Interpretation 262 also states that requests may be submitted by the administration of “smaller member junior high/middle schools.” This might have deterred some districts from seeking 6th-grade participation and, in turn, eliminated the possibility of fielding a team in some cases.
In light of such history and language, the JH/MS Committee asked to forward the following positions to the Task Force and beyond:
- Change the current 6th-grade waiver process to allow schools of any enrollment size to be considered for waivers on a case-by-case basis that is need-specific, not granted only to small enrollment schools.
- Eliminate the waiver requirement for 6th-grade participation in individual sports, and maintain the waiver process and criteria for team sports.
Even with a Constitutional amendment to include 6th-graders in programs statewide, decisions would have to be made locally as to which teams they may be a part.
Outside the hallways
In addition to the primary topics of season and contest limitations and 6th-grade participation, the JH/MS Committee was asked for suggestions on how the MHSAA could retain current JH/MS members and make membership more attractive to schools not currently members. The following thoughts were expressed for consideration:
- Make membership required for those junior high/middle schools of MHSAA senior high schools. In other words, require district-wide membership (fully recognizing the difficulty with private school members).
- Provide MHSAA CAP courses at no charge or at a greatly reduced cost to JH/MS members.
- Modify the Limited Team Membership Rule at grades 7-8 to allow some participation in the same sport with non-school programs during the school season. Such allowance would have restrictions, to be determined.
- Give member schools flexibility on the start of fall football practices.
- Allow more local league and conference decision-making within broad statewide MHSAA regulations.
This input from the JH/MS Committee will be an important voice in the deliberations of the JH/MS Task Force that will convene multiple times during 2014 to bring a breadth and depth of study unprecedented on this topic in the MHSAA’s long history.
The quest for increased membership among the state’s junior high/middle schools – and thus, increased participation within the framework of educational athletics – is of utmost importance to the health and future of high school athletics.
Quoting MHSAA Executive Director Jack Roberts from his blog Oct. 8 on MHSAA.com, “School sports needs to market itself better, and part of better is to be available earlier – much sooner in the lives of youth.”
It is an age group that can no longer be ignored, or take a back seat to its older brothers and sisters.