I am an athlete, I am a teacher, I am a learner, and I am a person. I would be lying if I said I was not affected by what has happened in State College over the past several months, and honestly, I think we all should be affected some, or else how do we learn. I have been watching the news come out of Central PA this week and most of my feelings are a mix of sadness, anger, and hope. I have listened to all of those predicting the economic and emotional apocalypse that will occur as a result of the NCAA sanctions against the PSU football program. I was lucky to be a scholastic athlete through all of my schooling years, and while I am dominated most by my rationality, I am an idealist. I know what the situation is in Happy Valley and in many DI schools; how the big three of college sports (basketball, football, and baseball) are no longer really about how they improve a player's scholastic experience but rather how decisions, both top-down and bottom-up, are determined by the bottom line. Someones are making big profits off of these programs influencing every decision made from "how do we get our forward off of academic ineligibility for March Madness" to "this child abuse thing is bad, but why don't we handle it in house so we can avoid the bad press." As I said, I know how it is. But, I am an idealist too! I know what it should be like. How do I know this? I lived it; my four years swimming for Westminster I learned so much about myself, about scholastic athletics, and about what a good program can do for its athletes, its school, and its community. So let me stop dwelling on the failure of one program to shine a bright, proud light on another and offer up some tidbits of wisdom I took away from the Westminster Swimming Program.
What a scholastic sport should do:
1.
It should be a supporting pillar for the school and its academic mission. By the ending of my first (well not technically first, but I'm not counting swim camp) meeting with Coach Klamut about the possibility of swimming at WC, I was keenly aware of a few very important facets of the program. One of those was school came first. And I learned he team serious about it. The boys' GPA was in the tank my first semester and Klamut was setting up new study hour minimums for first years and for GPAs that needed boosting. If we didn't show up for study hours (benefits debatable but that is another blog for another day), we sat on the pool deck with a desk and our materials and did work then had to make up the practice later. Our coaches sent out grade slips each semester to our professors to collect our grades and progress, and we were called in if there were concerns. Finally, the top 5 GPA earners got recognized to the team, which may not be everyone's slice of pie, but competitive athletes are sometimes competitive about other things too. Our conference, the PAC also has an honor roll for academic high achievers, so while my picture did not hang in the building for breaking records, it was there for being a kick-ass student. After some web surfing it seems that how a sports program supports its school aims can be seen on their websites. While the DI pages I perused contained almost no articles regarding academic accomplishments, there was a nice balance of academic and athletic accomplishments (sometimes more academic) on the Westminster athletics website. It takes a strong, insightful coach to recognize that the sport is probably not the end-game for all of their athletes. The coach has to realize their athletes are probably heading in other directions at the end of some very short amount of time and then a great coach takes that time to emphasize the teachable moments within the sport that will give them some tool to help them later. And even if one of their proteges goes pro, the average pro tenure is three to five years (again, another very short time). So when Michael Phelps retires this year after the London Olympics (he is 27), are there skills he acquired through is swimming career that will lead/help him to his next career? If his coach did
the job then I'm sure he is ready.
2.
A scholastic sports program ought to instill/promote feelings of community/team-connectedness over exceptionalism. I did a cursory glance over the New-Herald article about Mike Wallace not showing up for Steeler training camp. Not really one to follow the daily dealings of the NFL (because I generally don't care for pro-sports at all), I found the headline catching. Perhaps all the dollars and press and "potential" delude players at that level of playing and see their accomplishments as something they could have acquired without their team support system. Sporting accomplishments are results of a much more complicated equation than just the individual; part athletic input (hard work/commitment), part team support (from both coaches and fellow players), part opportunity, part motivation, and a variable of competition (all of that stuff but in the other lane or on the opposite side of the ball-whichever sport you are following). While I could possibly recreate my 500 free time from February 2007 with individual training, I can never recreate the whole PAC experience of that year and I am certain that accomplishment would not have happened had it not been for my teammates, my coaches and my competitors. Would Bradley Wiggins have won this year's Tour de France had it not been for his training team, his coaches, his competitors and the right moment? And while accomplishments are noteworthy at the time, they do not translate into what an athlete offers a program in the present or even in the future; all of that is unpredictable.
While the WC swim team is its own community, it also operates within larger ones. PAC SAAC (student academic advisory committee) states in its goals encouragement in campus and community projects as well as promoting social responsibility. Once a year, during Christmas break training, Coach Klamut took us on a trip to have dinner at a local Nursing Home. We learned that while we were connected to each other through our sport, we are connected to our community, even to those who do not share our passion for that sport. Sometimes, I have learned, it is not about us. A scholastic sport should strengthen our ties to the community we came from, teach us how to connect to the community we are in, and preserve that community spirit for people who will come into it someday.
3. A scholastic sports program should foster growth of personal responsibility, self-discipline, values, and integrity. These usually are found in a school's mission statement. Usually they include words like "citizenship," "community," "socially-responsible." And while this seems self-explanatory, these individual assets are hardly easy to obtain. I suspect after watching the debacle of the PSU cover-up of the child abuse scandal, integrity et al are extremely difficult concepts to pin down let alone master. They are hard because we acquire them through personal failure. If I never fail (trust me-not true), I don't grow or learn. If I fail and don't see it as a failure within myself, I don't grow or learn. If I fail, see that failure in myself and let it keep me from getting back up and persevering through the failure, I don't grow or learn. Failure is hard; it tears us down, it attacks our spirit. A great scholastic sports program teaches us how to see our failure, admit our ownership of it, adapt and try again (I would say adapt and overcome but that would be too simple, sometimes we adapt and fail all over again). At WC we signed a contract with specific agreements both coaches and athletes made and a set of consequences implemented if we failed to meet the agreements. We are human, we are not perfect, we fail. I am thankful that when I failed to meet my agreed obligations to the team, that I was held accountable through the consequences, and I learned that through my failure (in the pool and out of it) I can become better that what I was before.
I would be mistaken to say that WC swimming taught me all about life. It didn't, and I call BS on anyone who says their decade or so of scholastic sporting taught them about life. Life is long, and it requires more than we are capable of in the pool, on the field, or on the track. Life cannot be taught, only lived. I lived some pretty awesome moments in my four years at WC and many of them revolved around swimming. In living those moments, I was allowed to acquire a way to view and see the world around me and a skill-set with which to live in it. Seriously, I got the best of the best from WC swimming, and I would hope there are other scholastic sporting programs just as good.