What can you Guarantee?
It's the start of a new term. A new calendar of fixtures stretches ahead, and excitement surrounding the possibilities created by new seasons of football, hockey and netball. Various trophies await new winners, and life defining moments lie ahead for a fortunate few. For most, another programme of practices, matches, triumphs and disasters will provide material for more school magazine reports, and statistical records.
A lot of effort will be expended by coaches, and a lot of money spent, on fulfilling the programme. That is for certain. Other things are equally predictable as well. These include frustrations with weather. For most teams, some games will be won and some lost - only the ratios are unpredictable. There will be unexpected triumphs and moments of brilliance - and there will be occasions when the ball hits the post and bounces out, and when the luck goes the wrong way.
It can be guaranteed that there will be occasions on which the referee will make an unfavourable and inaccurate calls. And when the behaviours of opposition players - and maybe coaches and parents - will irritate and disappoint. Some players will surprise their teachers with their progress, whilst others will fail to live up to potential. All of those are completely predictable dimensions of almost school games programme, every term of every year.
Other things are less predictable. How hard the players work, how committed they are to team, school, coach and their own development. How they will respond when the umpire makes a poor call. Whether or not they make an effort to be available for all matches, even if it is inconvenient. The extent to which they will undertake additional practice and training, just because they want to be as good as they can be.
Some players will appreciate the commitment of their coaches. Some will recognise the efforts of opponents, and thank them for the game. Some will come to realise that they can always become better performers and better team mates through greater effort and positive attitude. Some will appreciate these qualities in others. Others will value fitness and health, and work unfashionably hard to pursue it. Whilst some players will help younger and less able performers, others will be contemptuous and intolerant. None of these responses is guaranteed.
So, what makes the difference? All schools, and programmes, have some things in common. They are the minimum operating standards. However, some are built on a culture of strong values, where commitment, effort, respect and endeavour are recognised and appreciated. The differences are small and subtle. But in the organisations where culture is strong, everything is different. People behave differently and appreciate different qualities in others. They give more of themselves and they expect more of others.
As Simon Sinek identifies, when the culture is strong, people do the "right" thing, not just the thing that is "right for them". That's why the best school programmes are not necessarily those with the highest performance standards. The national trophies will always be dominated by the bigger and better resourced organisations. Competitive success is a zero sum game in which only a very small number can triumph. But a pervasive culture of strong values is a positive sum game, and can be available to all schools who wish to build it.
Some things can be guaranteed. Others are a choice.