How are high school athletics terminal?
Are they dead or dying? Do they kill us?
No, I do not mean that high school athletics are dead or dying. Nor do I think that high school athletics has a negative impact on our health. Quite the opposite.
I am using "terminal" to indicate the final stage, the end of the road, the last stop. When I say the "terminal state of high school athletics," I am referring to the fact that most high school student-athletes will NOT play sports at college or as a professional.
The title of this blog alludes to a comment that my Athletic Director said after returning from a conference with Jody Redman (a Minnesota State High School League Associate Director). In fact, the statistic that she shared with me was that for 97% of high school student-athletes, high school sports is a terminal experience. Meaning, only 3% of high school student-athletes will play sports at the collegiate, minor league, or professional levels.
And this statistic should make all the difference.
All high school co-curricular programs, including athletics, should align with student learning objectives and the school's mission statement and facilitate student growth towards those goals. In short, co-curricular programs, like athletics, should be educational. In every educational program, we expect students to grow, mature, and develop to prepare them for future experiences in life. If that is true AND if 97% of high school athletes will not continue playing organized athletics, then what is the "next" that coaches are preparing their players for?
Often team goals (and individual athlete goals) focus primarily on speed/strength metrics, skill development, and measuring success against an opponent. Obviously, these elements are an essential part of improving times, winning games, and performing with excellence during the season. However, few team or individual goals focus on the next stage in life, especially for the 97% of students who are having a terminal athletic experience during high school.
This 97% terminal statistic and the book InsideOut Coaching (Jordan & Ehrmann, 2011), have caused me to reflect on the educational goals of high school athletics and how coaches can prepare students for their next stage in life (which most likely does NOT include athletics).
- Article from NFHS on the purpose of high school athletics
- InsideOut website
If developing young men and women into mature, caring, and thoughtful members of society as leaders, spouses, citizens, parents, church members, and employees is the end result, then our primary goals and activities should be pointed to those ends.
Coaches have such an amazing opportunity to help shape the athletes under their care, they should be thinking deeper with goal setting than how to get the next win. Hopefully, the following list of ways to prepare players for life will begin a conversation ... (btw, it has been my honor to see each of these examples being implemented as a coach, parent, and principal).
- Servant Leadership -- Seniors serving freshmen; athletes serving the school community and the local community. For example, players using a week in the summer to run a soccer camp for children in an impoverished community; coaches spending a scheduled practice to serve together at a local food pantry.
- Mentoring -- Seniors mentoring freshmen; varsity players spending extra time with those at the lower levels to help them learn the game. For example, seniors taking freshmen out for ice cream to get to know them and welcome them into the team; captains developing positive, team bonding activities that do NOT haze or initiate new players.
- Conflict Resolution -- Captains mediating player to player and player to coach disagreements; players discussing team drama in a rational, restorative way. For example, captains going through a book study on biblical conflict resolution (e.g. Peacemaker, Ken Sande, 2004); restorative circles at the end of practice.
- Respect for Authority -- Players refraining from arguing calls or getting technical fouls (or apologizing when they do); players whose facial expressions show gratitude and appreciation for the opportunity to play the game rather than frustration. For example, a coach who removes a player when he reacts negatively about a call to cool down and reflect; players who thank the referees after the game for the work that they have done.
- Winning and Losing Well -- Players who do not gloat when they win or pout when they lose. For example, players and coaches that genuinely congratulate each other after the game for a game well-played; coaches that institute a 10 hour rule after a difficult loss (i.e. it is okay to be disappointed after a tough loss, but you better show up to school happy and ready to learn in the morning).
- Team over Individual -- Players who do NOT beat their chest, celebrate excessively, or taunt their opponent after a play; players who celebrate assists as much as scores. For example, coaches who focus on team statistics after the game; team unity circles that encourage players to share about how other players help the team be successful.
- Spiritual Growth -- Coaches who take significant time during practice for devotions and prayer; players who are active members of their church youth groups (and coaches who give them the time to do that). For example, team devotions led by coaches and players; team involvement in school Bible study groups, like Fellowship of Christian Athletes (FCA).
High school athletics is terminal ... but we should use that knowledge to make it a life-enriching experience for all of our student-athletes.
