Athletic competition is an artificial endeavor. It mimics real life without being real. This is evidenced by the terms we use: we “play” a sport and competitions are called “games.” The exception is for those who derive or wish to derive their livelihood from athletic performance. While we welcome student-athletes of such high ability, our program is not intended to develop them to that level. Instead, we wish to use our athletics program to further the mission of the school:
The Geneva School of Boerne exits to provide a classical education from a Christian worldview, to equip students for a lifetime of learning, service and leadership to the glory of Jesus Christ.
That athletics is artificial is not to say it is without value. Just the opposite is true. It is because of athletics’ artificiality that it holds great value to a school such as Geneva that seeks to develop not just academically astute students but well-rounded young men and women who demonstrate qualities such as humility and selflessness coupled with confidence and poise. Within athletic competition, student-athletes encounter many positive and transforming experiences.
With its roaring crowds, intense competition, exhausted bodies, chaotic activity and immediate feedback, the athletic arena is a place unlike any other in a school. In athletics, the better team or player (better in the sense of greater talent or preparation) is often, but not always, rewarded with victory. Athletics reinforces the notion that harder work reaps greater rewards while also allowing for the vagaries that occur when imperfect people square off in an attempt to defeat one another. Such lessons and experiences may be had only within the heat of competition.
The positive role of athletics is on display when students’ interest in competition and sport is used for the greater good. Many students grow up loving sports and look forward to representing their school in competition. Sadly, such interest is not often found with academics. Students don’t typically dream of learning advanced biology or ancient history in high school. This results from a lack of emphasis on learning in our culture and homes. On the other hand, sports are often given too much attention as athletes serve as modern gods for young men and women. While we may not change the culture, we are given a great opportunity to capitalize on this interest by using it to change and develop our students into mature and godly men and women who are equipped for service and leadership to the glory of God.
For athletics to serve our students in the best possible way, the school must have a vision for what it wants to accomplish. Without such a vision, we are at risk of succumbing to the default positions often taken by sports advocates: either that competition is only about victories, trophies and championships (and therefore requires much time, practice and money) or it is a tool for building the self-esteem of the students (and therefore must be conducted in such a way that students are shielded from unpleasant outcomes such as humiliating defeats).
A well-run competitive sports program (well-funded, led and supported) should provide the student-athlete:
- An appreciation for and development of one’s body.
- An ability to handle pressure with confidence and poise.
- A healthy perspective on victory and defeat.
- Knowledge in how to interact with others through team sports.
- Experience in being a leader as well as a follower.
- The will to do one’s best, no matter the circumstance.
- Satisfaction that comes from the exercise of creativity within recreation.
- A sense of belonging to something greater than oneself, be it a team or a community.
- A test of one’s ability as well as the encouragement to reach beyond perceived limits.
- The discipline that requires one to set a goal, work toward it and see it to completion.
When we lose sight of the fact that athletics is artificial, we risk misleading our student-athletes. When athletics is “real,” too much emphasis is placed on the outcome. The desire for victory can become so great that we lose sight of any benefit our student-athletes may gain in defeat. When athletics is “real,” sinful behavior is easily justified. The poor call by a referee or cheating by an opponent may be seen as a wrong that in the name of justice must be addressed, often boorishly. To counter these tendencies, we must train not only the student-athletes but the parents, coaches and administrators in a healthy perspective on competition and give each clear expectations for conduct on the field, court, sideline and stand.
This is not to say that we want our students to enjoy defeat or become passive doormats after every blown call or incident of cheating. Such a response is to replace one set of weaknesses (blown temper, profanity or an ugly remark) with another (giving up, quitting or resignation with defeat). Both responses, while typical, are overcome through mature coaching and parenting that seeks to move student-athletes toward strength of spirit, body and mind.
The Rhetoric School began in the fall of 2007. Geneva joined the Texas Association of Private and Parochial Schools (TAPPS) in the fall of 2008 as a 1A school.
Since then, Geneva has claimed 25 state championships and has been recognized by the Texas Association of Private and Parochial Schools (TAPPS) as the top school in its division for the eighth time in nine years. The school was declared champion for the first time in the TAPPS 4A classification at the completion of the 2017-18 school year, reclaiming this honor after finishing as runner-up in the 2016-17 TAPPS 4A Henderson Cup race.
In addition, Geneva won the Henderson Cup twice as a TAPPS 3A school (2014-2015, 2015-2016), twice as a 2A school (2012-2013, 2013-2014) and three times as a 1A school (2009-2010, 2010-2011, 2011-2012).
Click here for the TAPPS Henderson Cup standings in each classification for the current school year.