Latest / WCHS Network Podcasts / 041025 Let's talk with Carl Lee - Class, Contracts & Controversy: Rewriting the Playbook for West Virginia Sports

Transcript

041025 Let's talk with Carl Lee - Class, Contracts & Controversy: Rewriting the Playbook for West Virginia Sports · WCHS Network Podcasts

• 0:01
  Speaker 1: Yeah, you gotta work. You gotta work. Bry Son is mine,
• 0:13
  Speaker 1: gotta show. Everybody is my son. You gotta work.
• 0:17
  Speaker 2: Bry Son. Another mile sag of Dog's Day.
• 0:20
  Speaker 3: Welcome to Let's Talk with Carl Lee. Join Karl alongside
• 0:24
  Speaker 3: frequent co hosts Lisa Odie and Hollis Lewis as they
• 0:27
  Speaker 3: explore dynamic conversations with guests from all walks of life.
• 0:31
  Speaker 3: Let's Talk is proudly brought to you by Attorney Frank Walker.
• 0:35
  Speaker 3: Real Talk, Real experience, Real results. Visit Frank Walker law
• 0:40
  Speaker 3: dot com. The conversation starts now. This is Let's Talk.
• 0:46
  Speaker 2: Hello, ladies and gentlemen.
• 0:47
  Speaker 4: This is Carl Lee and I have both of my
• 0:49
  Speaker 4: co hosts in the building today, Lisa Odie and Hollis Lewis.
• 0:53
  Speaker 4: We have an interesting kind of a show today because
• 0:57
  Speaker 4: this is one of those kind of shows that I
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  Speaker 4: think a whole lot of people have like a thought
• 1:03
  Speaker 4: process behind it, like they have a they have a
• 1:06
  Speaker 4: passionate kind of feel. But the person who I think
• 1:11
  Speaker 4: knows how things are gonna go, where things are gonna
• 1:15
  Speaker 4: go is is going to be our guest here today.
• 1:19
  Speaker 4: Dana Ferrell and Dana are you?
• 1:23
  Speaker 3: Are you?
• 1:23
  Speaker 5: There with us, Buddy, I am here right.
• 1:29
  Speaker 4: We're talking about the new classifications that the w v
• 1:33
  Speaker 4: S S a C just came out with here well
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  Speaker 4: this week, yes, Hollis, do you have do you have
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  Speaker 4: any of that information kind of to kind of read
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  Speaker 4: out just well yeah, well and I'll let Dana just
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  Speaker 4: jump in here, but just briefly, again, they kept the
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  Speaker 4: four classifications and instead of doing that wacky formula that
• 1:55
  Speaker 4: they did last time, they these are strictly based off
• 1:58
  Speaker 4: enrollment numbers.
• 2:00
  Speaker 2: Am I writing that, Delegate Defaril?
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  Speaker 5: You're correct? They went back, you know, and I think
• 2:06
  Speaker 5: there was so much kicked back about trying there's no
• 2:09
  Speaker 5: fair way to do this period that probably the least
• 2:12
  Speaker 5: arguable would be just straight up enrollment.
• 2:16
  Speaker 4: Yeah, and it was some And again, could you just
• 2:19
  Speaker 4: walk us through briefly why they did the formula lash
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  Speaker 4: the way they did it. They based it off not
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  Speaker 4: only enrollment, but they had you know, the size of
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  Speaker 4: your city, your proximity to a city, and mediate income,
• 2:32
  Speaker 4: and they added a whole bunch of other factors in.
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  Speaker 5: That's correct, and I think if you go back, the
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  Speaker 5: whole roots of this goes back to especially in backball.
• 2:43
  Speaker 5: But some of the other sports. With the Catholic schools
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  Speaker 5: dominating in the Class A levels that they were in,
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  Speaker 5: and even to some extent once they moved into Double
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  Speaker 5: A and some they were dominating as we've seen. So
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  Speaker 5: there was always this argument that they needed their own
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  Speaker 5: division Catholic schools like some states have. Uh but I
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  Speaker 5: think certainly the Catholic schools have a pretty powerful lobby
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  Speaker 5: with in and with the other principles, and so that
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  Speaker 5: was not entertained much. But you know, so they came
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  Speaker 5: up with this formula. I think that, uh they and
• 3:19
  Speaker 5: I think that's where they were looking at your proximity
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  Speaker 5: to uh cities or miss talties. I think it was
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  Speaker 5: ten thousand or more. It was the number, and and
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  Speaker 5: they thought, you know, okay, because those schools then may
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  Speaker 5: have an advantage over there is a more rural area,
• 3:37
  Speaker 5: and so that would you know, be the way that
• 3:39
  Speaker 5: they would try to get h some bolots in that.
• 3:43
  Speaker 5: So they uh, you know, I think the formula again,
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  Speaker 5: that's one of those things we say up there all
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  Speaker 5: the time. Hollis says this, the concept is great. Is
• 3:52
  Speaker 5: the application about a lot of pieces of the legislation
• 3:58
  Speaker 5: up there, you know, Yeah, I know the intensions were
• 4:01
  Speaker 5: that you have applications, and I think that here. I
• 4:03
  Speaker 5: think their intentions were to try to get the ballots.
• 4:05
  Speaker 5: But you know when when it started playing out and
• 4:08
  Speaker 5: I and I could speak for you know, I got
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  Speaker 5: the call immediately after that for my principal of my
• 4:12
  Speaker 5: school over at Sistamville. And you know that as far
• 4:16
  Speaker 5: as Paul County goes one smaller schools in the county,
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  Speaker 5: and yet because of their proximity to the Charleston city
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  Speaker 5: of them, it's which extend out Route twenty one for
• 4:26
  Speaker 5: quite a ways. Uh, it put them within that that
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  Speaker 5: proximity to Charleston, which penalized them and threw them up
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  Speaker 5: into Triple A. And they you know, they've been over
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  Speaker 5: ten in the last two football teams. Yeah, yes, the
• 4:42
  Speaker 5: last thing they needed.
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  Speaker 4: So so do you think that with the new formula
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  Speaker 4: and how the classification shook out this time, do you
• 4:50
  Speaker 4: think they got it right? Well?
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  Speaker 5: I don't know we could ever say, and I think
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  Speaker 5: every other of this there's never going to get it right,
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  Speaker 5: but I think there's going to be as close to
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  Speaker 5: right if we do this. There's a couple of things
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  Speaker 5: I would love to be able to see. Number one
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  Speaker 5: is they give the break up of the divisions. If
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  Speaker 5: we're going to have four classes, let an outside enterty
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  Speaker 5: out of states do that, so there's complete objectivity on that.
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  Speaker 5: I think the way they do it now is, you know,
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  Speaker 5: obviously there's school master's ak, principals and ads come together
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  Speaker 5: all one hundred and whatever ten of them or so,
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  Speaker 5: and of those, any one of those could submit a proposal,
• 5:32
  Speaker 5: and those proposals go before the full body. I think
• 5:34
  Speaker 5: they met up at Stonewall Junction Resort this week and
• 5:39
  Speaker 5: they'll throw those out there and then they, you know,
• 5:42
  Speaker 5: we do it down to they have you know, a
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  Speaker 5: top two or three and then they take a vote
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  Speaker 5: on those. But I know that's how they did in
• 5:50
  Speaker 5: the fall, and they had you know, some different proposals
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  Speaker 5: there and then the principals ultimately vote learned. I think
• 5:56
  Speaker 5: this is where a lot of people get sidetracked or
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  Speaker 5: get to long impressions. They think that these decisions are
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  Speaker 5: made out of Parkersburg and the directors up there are
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  Speaker 5: the ones making these decisions, and they're not. You know,
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  Speaker 5: the principals, the member schools, the principles come together and
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  Speaker 5: put forth their suggestions for how they want to go,
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  Speaker 5: and then they vote on it and ultimately whatever's decided
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  Speaker 5: to pull and then those directors in Parkersburg are settled
• 6:24
  Speaker 5: with the responsibility to carry it out.
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  Speaker 6: So, Dana, I'm sorry, go ahead. Oh I just had
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  Speaker 6: a question really quick. It's Lisa by the way. Hey,
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  Speaker 6: So this is not set in stone though, right, because
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  Speaker 6: we still have a thirty day public comment phase, and
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  Speaker 6: then of course the state Board of Education would also
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  Speaker 6: have to accept it. Right, What would happen if that
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  Speaker 6: did not happen? I mean, what have happened? I mean,
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  Speaker 6: I'm just playing Devil's advocate here, But if there was
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  Speaker 6: an outcry from the public about they didn't really like this,
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  Speaker 6: although I can't imagine not liking it because I think
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  Speaker 6: it's probably the fairest system we've had, and you know
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  Speaker 6: since the last one that if that would be the case,
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  Speaker 6: what would happen then?
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  Speaker 5: Well, my understanding is that it goes back to the
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  Speaker 5: last formula that we had. It was the one fast
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  Speaker 5: fault that they really liked. But that's weird defaults back
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  Speaker 5: to that until they gate through the cycle again. They
• 7:18
  Speaker 5: can agree on something. But you're correct, you know, there's
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  Speaker 5: all these comment periods and so forth, and the state
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  Speaker 5: Board has to approve it, and they're only meeting at
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  Speaker 5: certain times. And I think that's why they came together
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  Speaker 5: as they did right now, because the State Board of
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  Speaker 5: Education as soon as this thirty day period is that
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  Speaker 5: meets here to get to April and they'll vote on it.
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  Speaker 5: That they do, then things will fall into place. But
• 7:45
  Speaker 5: if they go any further than that, you can see why,
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  Speaker 5: you know, summer practices and schedules are being made things
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  Speaker 5: that just gets you know, so they have to stick
• 7:52
  Speaker 5: with what they have. Yeah, because I'm like you, I
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  Speaker 5: don't see a problem with that board or this because
• 7:57
  Speaker 5: you remember that there was a proposal they had coming
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  Speaker 5: out of Stonewall in October that I thought, you know,
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  Speaker 5: they thought was pretty good proposal, but the it had
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  Speaker 5: it still had some components of the formula in there,
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  Speaker 5: and the state rejected it because of that's so.
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  Speaker 6: And they do want to implement it this year, right
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  Speaker 6: the twenty five to twenty sixth season. They want to
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  Speaker 6: implement it immediately.
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  Speaker 5: Okay, that's correct. I do think the provo, especially on football,
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  Speaker 5: because you have to make this schedule so far out right,
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  Speaker 5: there'll still be some scheduling issues with that. But you know,
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  Speaker 5: for some schools, what.
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  Speaker 4: Are you hearing about conference possible realignment? Because when you
• 8:41
  Speaker 4: take some schools like, for example, you take a school
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  Speaker 4: like George Washington, where they're going to be in Quada,
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  Speaker 4: in a school like Capital, they're going to be they're
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  Speaker 4: going to be in Triple A, but historically they've been
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  Speaker 4: in the same conference. So is there going to be
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  Speaker 4: any effort to realign those conferences to make sure the
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  Speaker 4: conferences are indicative of the class and which the schools
• 9:01
  Speaker 4: are in.
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  Speaker 5: Well, that's a good question. We've been in I think
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  Speaker 5: we've been in such flux over the last two or
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  Speaker 5: three years with this that there's probably going to be
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  Speaker 5: a wait and see, make sure this is going to
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  Speaker 5: stick thing before you start to conference re alignment. But
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  Speaker 5: I think ultimately once we get seven on something, then
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  Speaker 5: that's going to have to take place, because, uh, your conferences,
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  Speaker 5: you know, require a certain amount of games to be
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  Speaker 5: played and your ratings points, especially at football. Yeah, yeah,
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  Speaker 5: you get you know, so g W even if they
• 9:32
  Speaker 5: go and went against Capital, you know that that cost
• 9:36
  Speaker 5: in points playing a triple at school unless and I
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  Speaker 5: think you know, and I suggested this in the past
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  Speaker 5: that because I like to see these rivalries. Uh, whether
• 9:46
  Speaker 5: it's South Charleston g W g W Campill and those
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  Speaker 5: or Capital South Charleston. Uh, anytime those schools play each other,
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  Speaker 5: you know it's a Riberry situation. I throw out the records,
• 9:55
  Speaker 5: and so you want them playing each other. And I
• 9:57
  Speaker 5: think that whether it's Poka Nitro, Ripley Ravens would and
• 10:01
  Speaker 5: there's kinds of situations whether there are different classes, but
• 10:04
  Speaker 5: there are natural rivals that there should be. Every school
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  Speaker 5: should have at least two variances when they're scheduled to
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  Speaker 5: where they're not pendle astra playing down a conference or
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  Speaker 5: a class.
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  Speaker 2: To That's a really good idea. Dan.
• 10:18
  Speaker 4: I'm going to go just a little bit off off
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  Speaker 4: this path a little bit and ask the question, is
• 10:25
  Speaker 4: there can you see at any given time in the future.
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  Speaker 4: I'm going to call it inn I own money falling
• 10:34
  Speaker 4: into West Virginia, whether it be high school, whether it
• 10:37
  Speaker 4: be college, and I guess it basically it is in college.
• 10:41
  Speaker 2: Do we see this happening?
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  Speaker 4: Is is there an opportunity for this to actually take place?
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  Speaker 5: Unfortunately? Yeah, what you're saying it is and I know
• 10:52
  Speaker 5: that this is something we talk with the directors of
• 10:55
  Speaker 5: the SSAC, and what I've been told there is at
• 10:57
  Speaker 5: least thirty two states that have some form the n
• 11:00
  Speaker 5: I L at the high school level currently, So uh,
• 11:03
  Speaker 5: it's coming in. I always say this about all there
• 11:06
  Speaker 5: be the transfer portal, uh travel ball bills and now
• 11:09
  Speaker 5: in LL these are national issues. It isn't to West Virginia. Uh,
• 11:15
  Speaker 5: we're just caught in the in the middle of it.
• 11:17
  Speaker 5: Each state's trying to jockey around and figure out how
• 11:20
  Speaker 5: they're going to handle it. And I think, you know,
• 11:23
  Speaker 5: these are really tough I think to deal with because
• 11:26
  Speaker 5: you know, you look at what individually, you know, I
• 11:29
  Speaker 5: think on any of these issues and the three I
• 11:31
  Speaker 5: just named, if you look at it individually, you can
• 11:34
  Speaker 5: make a very good case for it, but when you
• 11:36
  Speaker 5: put it together collectively, it's it's a nightmare. And I think,
• 11:41
  Speaker 5: you know, look at look at the college level. I
• 11:43
  Speaker 5: say this down here. You know, when they were going
• 11:45
  Speaker 5: running the bill A to the four to basically dismantle
• 11:47
  Speaker 5: the S S A C and replace it with government
• 11:51
  Speaker 5: governor issue and the commissionerssion, I said, yeah, it was
• 11:56
  Speaker 5: just crazy. And I'm thinking, you know, we thought the
• 11:59
  Speaker 5: n C Double Way was the bad guy and they
• 12:01
  Speaker 5: didn't get it all right, for sure, But when the
• 12:05
  Speaker 5: government got involved and started, you know, changing laws, and
• 12:08
  Speaker 5: with what we have at college sports at this point,
• 12:10
  Speaker 5: do we really want to do that to the last
• 12:13
  Speaker 5: bastion of amateur sports we have at the high school's
• 12:17
  Speaker 5: classic level. I don't think, you know, the woman majority
• 12:20
  Speaker 5: of people in this state at least you don't want that.
• 12:23
  Speaker 5: And so that's as they see. If not perfect, any
• 12:26
  Speaker 5: means there's a lot of things they could do better
• 12:28
  Speaker 5: us getting classifications correct.
• 12:31
  Speaker 6: Well. The good thing is I think they can revisit
• 12:33
  Speaker 6: it every two years now instead of four. Did they
• 12:35
  Speaker 6: did they add that into the into the college and.
• 12:40
  Speaker 5: I like that at least I've said all all it's
• 12:43
  Speaker 5: in a perfect world, you would be able to look
• 12:46
  Speaker 5: at least every two years and look at winning percentages
• 12:49
  Speaker 5: in the top two winning percentages each school perve sport
• 12:54
  Speaker 5: would move up the class and the bottom the bottom
• 12:58
  Speaker 5: two and that would move down a class, and so
• 13:01
  Speaker 5: you have kind of a you know, so you would
• 13:04
  Speaker 5: be moving around a little bit too maintain some balance, yes,
• 13:09
  Speaker 5: you know, and I don't want to sing when the
• 13:11
  Speaker 5: schools out. But let's say Bridgeport, you know they they
• 13:14
  Speaker 5: went and away, Yeah, they could dominate football, what have you? Okay,
• 13:18
  Speaker 5: if they went to the state championship two years in
• 13:20
  Speaker 5: a row, moving them on up to Quada at least
• 13:23
  Speaker 5: in that sport, and let's see how we do. But
• 13:26
  Speaker 5: that would be very hard to manage. Uh And and
• 13:29
  Speaker 5: I've heard, I don't know the details on it, that
• 13:31
  Speaker 5: Pennsylvania is using some form of that and they're riddled
• 13:36
  Speaker 5: with lawsuits over it.
• 13:38
  Speaker 4: I don't know if I'm a big fan of that. Well, Dana,
• 13:45
  Speaker 4: we appreciate the information, and uh we will. I'm sure
• 13:48
  Speaker 4: we will be back in touch with you again soon.
• 13:51
  Speaker 5: Oh we're always great to talk to you.
• 13:52
  Speaker 3: Guys.
• 13:53
  Speaker 5: Missed my old uh set team there were ready, we're waiting.
• 14:00
  Speaker 2: I took your place.
• 14:02
  Speaker 5: Well, yeah, I know, I can't no match for how
• 14:08
  Speaker 5: I will take his place on the house for here
• 14:09
  Speaker 5: in just a minute.
• 14:12
  Speaker 4: I think I just got a better see said, well,
• 14:14
  Speaker 4: we would love to have you on the other side,
• 14:16
  Speaker 4: but that's a different story.
• 14:19
  Speaker 5: Well sometimes I do. I get a cure sometimes to
• 14:22
  Speaker 5: be on the other side. So yeah, Well, anyway.
• 14:24
  Speaker 2: Okay, we appreciating.
• 14:28
  Speaker 7: We'll talk, so okay, bye bye, all right, so let
• 14:34
  Speaker 7: me I almost he brought up an interesting point, and
• 14:37
  Speaker 7: the only thing I don't like about this is that
• 14:40
  Speaker 7: the classifications are just so unequal, Like if you look
• 14:44
  Speaker 7: at Quada, it's only twenty teams, and I feel that's
• 14:47
  Speaker 7: a problem.
• 14:48
  Speaker 4: And I feel I still think, like again to his point,
• 14:53
  Speaker 4: when you have to mix up how they did it
• 14:54
  Speaker 4: last year and how they're doing it this year, and
• 14:57
  Speaker 4: you're having conferences where you can have a triple A team,
• 15:01
  Speaker 4: a quad A team, a single A team, they could
• 15:04
  Speaker 4: all be in the one to be the same conference,
• 15:06
  Speaker 4: and you're getting punished and rewarded for even playing winning
• 15:10
  Speaker 4: and losing. So I think the next iteration of this,
• 15:13
  Speaker 4: I would really like to see just it equals. So
• 15:16
  Speaker 4: we got one hundred and fifteen teams, I like to
• 15:17
  Speaker 4: see about you know, twenty five or thirty in each
• 15:20
  Speaker 4: class or something like that.
• 15:22
  Speaker 6: But you know, the disparity on the numbers. I was
• 15:24
  Speaker 6: looking at like the cutoffs for each classification, and I
• 15:28
  Speaker 6: think for QUADA it's one thousand and fifty or above,
• 15:32
  Speaker 6: and then for Triple A it's six hundred and twenty
• 15:34
  Speaker 6: five or above.
• 15:35
  Speaker 2: Correct six hundred and twenty five to one thousand and
• 15:38
  Speaker 2: forty nine.
• 15:39
  Speaker 6: So that's a huge difference if you're one of those
• 15:41
  Speaker 6: schools that's on the cusp of Triple A at you know,
• 15:44
  Speaker 6: just barely making it at six twenty five, and then
• 15:46
  Speaker 6: they're going to be playing a school like Capital who's
• 15:48
  Speaker 6: like one thousand and forty eight population of at their school.
• 15:51
  Speaker 6: I mean, that could be a huge difference in the
• 15:54
  Speaker 6: number of student athletes that you have to choose from
• 15:56
  Speaker 6: correct and to that fact.
• 16:01
  Speaker 4: That's the challenge that I have with you know, Okay,
• 16:04
  Speaker 4: so the top number and the bottom number.
• 16:06
  Speaker 2: Top number is always okay, but it's.
• 16:08
  Speaker 4: It's it's that lower that lower number that is the problem.
• 16:13
  Speaker 4: You know that that team that's sitting there with the
• 16:16
  Speaker 4: lowest number, that number is.
• 16:18
  Speaker 2: So far from the top number.
• 16:21
  Speaker 6: But you have to have those numbers. So it's just
• 16:24
  Speaker 6: how you fix it.
• 16:25
  Speaker 2: I get it.
• 16:25
  Speaker 4: But but if I'm that low team, I'm a I'm
• 16:29
  Speaker 4: automatically thinking to myself, I need to be down on
• 16:33
  Speaker 4: the next level.
• 16:36
  Speaker 2: I mean, if you look at quaud A like you
• 16:38
  Speaker 2: look at.
• 16:38
  Speaker 6: Preston A, Capital Fields about going from quad to.
• 16:41
  Speaker 4: Triple A last year were okay, well, I think if
• 16:46
  Speaker 4: you look at they were originally quad.
• 16:49
  Speaker 6: Oh okay, okay, that's what I was.
• 16:50
  Speaker 4: So, Like, if you look at Preston County, they got
• 16:52
  Speaker 4: eleven hundred kids in the top school in the state.
• 16:54
  Speaker 4: Morgantown they got about seventeen hundred kids. You're talking about
• 16:58
  Speaker 4: a six hundred kid different friends. I mean, it's it's significant,
• 17:02
  Speaker 4: but I don't know if it's you know, Okay, let
• 17:05
  Speaker 4: me ask this question and and this is this is
• 17:07
  Speaker 4: just this is is a simple stupid number question.
• 17:13
  Speaker 2: Are the numbers? Are the numbers really what we want?
• 17:16
  Speaker 4: Like, I mean, does the numbers necessarily dictate how good
• 17:19
  Speaker 4: of a football team I'm going to have?
• 17:21
  Speaker 2: Not at all.
• 17:21
  Speaker 6: I mean I think Bridget can hang with any team.
• 17:26
  Speaker 4: I'm not sure that what we're what we're, what we're
• 17:31
  Speaker 4: going after to rank them or to place them is
• 17:35
  Speaker 4: not really.
• 17:36
  Speaker 2: The what else?
• 17:37
  Speaker 6: What other options do we have? I can't go back
• 17:40
  Speaker 6: to the other system. I mean, I thought that system
• 17:42
  Speaker 6: was terrible.
• 17:43
  Speaker 4: Terrible, well, and I'm not opposed to that. There was
• 17:45
  Speaker 4: some conversation about you know, where you in in the season,
• 17:50
  Speaker 4: Let's say, like you.
• 17:54
  Speaker 2: How you rank.
• 17:55
  Speaker 4: Let's just say, okay, so we start wherever we however,
• 17:57
  Speaker 4: we get started, right.
• 17:58
  Speaker 2: So so Capital's there, South Charleston is there.
• 18:02
  Speaker 4: Okay, South Charleston ends up being the top team in
• 18:06
  Speaker 4: that conference. Charleston ends up being the bottom team in
• 18:10
  Speaker 4: that conference in their conference. So it's Charleston, this Charleston
• 18:17
  Speaker 4: belong somewhere else again, you know. And and it's comment
• 18:21
  Speaker 4: after that, Pennsylvania is flittered with lawsuits. You have to
• 18:25
  Speaker 4: have an objective metric. It can't be this and that
• 18:29
  Speaker 4: and that and this, because everybody's going to have some
• 18:31
  Speaker 4: sort of complaint. So enrollment numbers is the only way.
• 18:36
  Speaker 4: It's the only objective way to measure.
• 18:40
  Speaker 2: Yeah, there's no way to do it.
• 18:41
  Speaker 4: So I look at that and and I hear you,
• 18:45
  Speaker 4: and all I think about is like, okay, so I'm
• 18:47
  Speaker 4: looking at this, this big, huge community that has a
• 18:51
  Speaker 4: ton of kids, and then I'm on the and then
• 18:54
  Speaker 4: your community is on the bottom of that far size.
• 19:00
  Speaker 4: As far as size goes, you ain't got You have
• 19:03
  Speaker 4: no chance ever to compete.
• 19:08
  Speaker 2: I wouldn't say that, well, let me.
• 19:10
  Speaker 6: Ask you you guys this because I'm not sure. And
• 19:12
  Speaker 6: I wish I would have asked day him when we
• 19:14
  Speaker 6: had them on the line, but there was a clause
• 19:16
  Speaker 6: or what I've read on social social social media that
• 19:20
  Speaker 6: private schools will have the option to play up a class.
• 19:24
  Speaker 6: I don't know if that's true or not. But if
• 19:26
  Speaker 6: it is true, why why would that be an option
• 19:30
  Speaker 6: for a private school? You think maybe maybe we could
• 19:35
  Speaker 6: find out.
• 19:35
  Speaker 4: I'm not sure if that's true, but what I would
• 19:38
  Speaker 4: guess is that because their funding is a little different,
• 19:41
  Speaker 4: and they have the ability to get kids who may
• 19:46
  Speaker 4: be at a higher socioeconomic level. So again, and they're
• 19:50
  Speaker 4: not bound necessarily by the rules of public schools.
• 19:54
  Speaker 2: Yeah, so I guess that.
• 19:56
  Speaker 6: I just didn't understand. Yeah, okay, but does that makes sense?
• 20:00
  Speaker 6: Doesn't seem fair, but it makes sense.
• 20:02
  Speaker 4: But I would say this, I would say as far
• 20:04
  Speaker 4: as like whether you're looking at the numbers or not,
• 20:07
  Speaker 4: whether it kind of stuck on that or not. I
• 20:08
  Speaker 4: think the more pergnanent issue is that we have to
• 20:12
  Speaker 4: evolve as a state, and we need to get at
• 20:15
  Speaker 4: the very least, at the very least, we need full
• 20:19
  Speaker 4: time athletic directors because if you are at a smaller school,
• 20:23
  Speaker 4: you at a smaller community. If you had a full
• 20:25
  Speaker 4: time athletic director who's sole purpose is to improve the
• 20:30
  Speaker 4: athletic programs and activities at that school. Who who has
• 20:33
  Speaker 4: who can raise money and who can you know, go
• 20:36
  Speaker 4: to the trainers and help the coaches at that community.
• 20:39
  Speaker 4: I think that's where you sort of equal the playing field, right,
• 20:42
  Speaker 4: because if you have a stud athletic director, who who
• 20:46
  Speaker 4: is you know, all in you have like Innate Burton
• 20:49
  Speaker 4: Burton who was at Westernia State now is that firm
• 20:51
  Speaker 4: and at a smaller community, that person could be charged
• 20:56
  Speaker 4: with trying to elevate the program.
• 20:58
  Speaker 2: So I think we have to And again even.
• 21:00
  Speaker 4: To that point, we got to talk about full time
• 21:02
  Speaker 4: coaches like other states, you know, other states coaches at
• 21:05
  Speaker 4: highswood level making one hundred thousand dollars. See that to me,
• 21:09
  Speaker 4: I'm thinking it would be it would be worth somebody's
• 21:14
  Speaker 4: time to be a full time coach at the high
• 21:18
  Speaker 4: school level and that be his or her job solely
• 21:24
  Speaker 4: and you get paid whatever that whatever those numbers are.
• 21:29
  Speaker 4: But I know, I know, I know, four thousand dollars
• 21:35
  Speaker 4: is not enough.
• 21:36
  Speaker 6: It's just not enough for a And then you would
• 21:39
  Speaker 6: have the issue of where's the funding coming from. We're
• 21:41
  Speaker 6: already that's right.
• 21:42
  Speaker 2: I mean, I.
• 21:46
  Speaker 4: Don't know who you have to really love football, you
• 21:49
  Speaker 4: have to really love the school that you're at, you
• 21:51
  Speaker 4: have to really love the kids that you're coaching to
• 21:55
  Speaker 4: take that small amount, and you're basically working year round,
• 21:59
  Speaker 4: and that's where and that's from the outside end. And
• 22:01
  Speaker 4: I think that was sort of the conventional wisdom of
• 22:04
  Speaker 4: having teachers do that, because that four thousand with actors
• 22:07
  Speaker 4: a supplement too, said, right, salary, But when you're talking
• 22:10
  Speaker 4: about having a person from the outside coming in who's
• 22:13
  Speaker 4: not a teacher, who you have to during the season,
• 22:16
  Speaker 4: you're spending fifty hours plus a week, you know, training
• 22:20
  Speaker 4: and preparing to different things like that, and probably off
• 22:23
  Speaker 4: season twenty to thirty hours if you're really putting in
• 22:26
  Speaker 4: the work. So it's not feasible for a lot of people.
• 22:30
  Speaker 4: So I think we have to get to somewhere where
• 22:32
  Speaker 4: we can actually, you know, like I said, pay coaches,
• 22:35
  Speaker 4: pay athletic directors, and I think that could help level
• 22:38
  Speaker 4: the playing field and to the to the athletic director
• 22:42
  Speaker 4: part of it, you know. And I've been you know,
• 22:46
  Speaker 4: fortunately out at South Charleston, and I can make the
• 22:49
  Speaker 4: case you know that you know, you have Bryce Castuff
• 22:51
  Speaker 4: someone like that that's that's there who is adamant about
• 22:56
  Speaker 4: wanting to all the programs to to be successful. That's
• 23:03
  Speaker 4: a difficult that's a difficult task. But I think in
• 23:08
  Speaker 4: most cases, people want football, they want basketball, you know,
• 23:13
  Speaker 4: as those are somewhat the lead sports. Now I'll give
• 23:16
  Speaker 4: you that. Now soccer is coming, you know, baseball and
• 23:21
  Speaker 4: baseball as well. So now when you start talking about winning,
• 23:26
  Speaker 4: is there is it possible at the high school level
• 23:31
  Speaker 4: to be dominant in all of those particular sports one
• 23:34
  Speaker 4: school be dominant in all of those particular sports.
• 23:38
  Speaker 2: I don't think that that's really possible, And the reason.
• 23:41
  Speaker 6: Why depends on the I mean especially, I think there's
• 23:45
  Speaker 6: a big correlation between football and basketball because a lot
• 23:47
  Speaker 6: of the athletes that the kids that play football will
• 23:50
  Speaker 6: go into the play basketball.
• 23:52
  Speaker 2: Here's why I ask that question.
• 23:53
  Speaker 4: Here's why I'm asking that question because what I know
• 23:58
  Speaker 4: is a lot of times that kid that can play
• 24:01
  Speaker 4: football but plays basketball, he's playing basketball. He's focusing on basketball.
• 24:06
  Speaker 4: He's not gonna do he's not gonna do the dual sports.
• 24:10
  Speaker 2: Are we wrong for.
• 24:11
  Speaker 4: Holding these kids away from playing dual sports? Should we
• 24:15
  Speaker 4: be motivating them to play football and basketball?
• 24:19
  Speaker 2: Or should we is it fair.
• 24:21
  Speaker 4: To say, nah, I don't just pass up pass up football,
• 24:24
  Speaker 4: you know, just focus on your focus on your basketball.
• 24:27
  Speaker 2: I know two players.
• 24:28
  Speaker 4: I know two players in my era who a coach
• 24:34
  Speaker 4: told them not to play football. Well, I think that
• 24:37
  Speaker 4: sentiment's changing because I think what kids are seeing now
• 24:40
  Speaker 4: is that you have to be an athlete no matter what.
• 24:42
  Speaker 2: Right see. I think you're playing.
• 24:44
  Speaker 4: But I think to the point is like, if you're
• 24:47
  Speaker 4: at a bigger school, So if you're at a Morgantown
• 24:50
  Speaker 4: where you have almost eighteen hundred kids, then I think
• 24:54
  Speaker 4: because you have more to choose from, then you don't
• 24:57
  Speaker 4: necessarily maybe that kid doesn't who plays football, maybe don't
• 25:00
  Speaker 4: necessarily need him on the basketball team to be successful.
• 25:03
  Speaker 4: So but when you're at a smaller school, you need
• 25:05
  Speaker 4: the kid to play basketball, football, baseball, You need them,
• 25:09
  Speaker 4: You need to play everything to be good. So I
• 25:11
  Speaker 4: think that's the I think when you talk about dominance,
• 25:14
  Speaker 4: that's where the advantage of the bigger schools coming to play.
• 25:18
  Speaker 4: Because a school like Spring Mill, Martinsburg, Morgantown, we see
• 25:22
  Speaker 4: that they're good in football, women's basketball, men's basketball, track, baseball,
• 25:27
  Speaker 4: they're kind of they're they're they're at the top at
• 25:30
  Speaker 4: all those sports because they just have a bigger pool,
• 25:32
  Speaker 4: right right. But I would say this, I do think
• 25:37
  Speaker 4: that parents should be thinking about having their kids like
• 25:43
  Speaker 4: in multiple sports just for the just for the sake
• 25:46
  Speaker 4: of their being Like, what are you doing in the
• 25:49
  Speaker 4: off season of football?
• 25:51
  Speaker 2: What are you doing? If you're not playing another sport?
• 25:53
  Speaker 2: What are you doing?
• 25:54
  Speaker 6: I think track is a good option.
• 25:56
  Speaker 4: Absolutely, And track is dying on the high school level.
• 26:01
  Speaker 4: It's dying. And it's it's yeah here, it's dying, you know,
• 26:07
  Speaker 4: and and and and and we're and we're to your point, Holliss,
• 26:11
  Speaker 4: we're overlooking track. And it's important that the importance of it, Like,
• 26:16
  Speaker 4: come on, when you when you start talking about trying
• 26:19
  Speaker 4: to get through the combine, you start talking about trying
• 26:21
  Speaker 4: to get to.
• 26:22
  Speaker 2: To a D one school, what are they gonna do.
• 26:24
  Speaker 2: They're gonna, they gonna they're gonna put you on the clock.
• 26:27
  Speaker 4: But I think I think what happened though around here
• 26:29
  Speaker 4: and again I think the sentiment is changing. Uh what
• 26:32
  Speaker 4: happened around here is like again, you know, you have
• 26:34
  Speaker 4: those football and basketball players. Instead of playing those auxiliary sports,
• 26:37
  Speaker 4: those other sports, they filled it with travel sports. So
• 26:41
  Speaker 4: you know, in the off season and basketball playing AU
• 26:44
  Speaker 4: and with the younger kids in off season of football,
• 26:46
  Speaker 4: some of them aren't running track and playing baseball. They're
• 26:48
  Speaker 4: playing travel football. So they're playing like that. That's there.
• 26:51
  Speaker 4: They they are involved in a sport. They are doing something.
• 26:54
  Speaker 4: They're just playing that similar sport all year around. Where now,
• 26:58
  Speaker 4: I think, what's happening, Because again, if you're ranking yourself nationally,
• 27:03
  Speaker 4: which a lot of people are doing, which Dana Ferrol
• 27:05
  Speaker 4: Delicate Farrel kind of mentioned that, they're starting to look
• 27:08
  Speaker 4: nationally outside of the States. So a lot of kids
• 27:11
  Speaker 4: are looking at night like, dang, this is the number
• 27:13
  Speaker 4: one recruit and he plays football, basketball, and he runs
• 27:16
  Speaker 4: track and he swims in the summer. So they're starting
• 27:18
  Speaker 4: to see that. So I think kids are now starting
• 27:20
  Speaker 4: to say, hey, I'm gonna be as athletic as possible.
• 27:23
  Speaker 2: You look at like guys like zaj Jackins.
• 27:25
  Speaker 4: And Collins from Huntington respectfully and Princeton who went to WVU.
• 27:31
  Speaker 4: Those are track guys. They ran track, they played basketball,
• 27:33
  Speaker 4: they did a variety of sports. So I think the
• 27:35
  Speaker 4: sentiment is slowly starting to change back. I just think
• 27:38
  Speaker 4: I just think if you're listening to this, and you're
• 27:40
  Speaker 4: a parent and you have a child that's at at
• 27:42
  Speaker 4: a younger age that has an opportunity to do multiple
• 27:46
  Speaker 4: sports and encourage him or her simply because it is
• 27:53
  Speaker 4: the best way. Well, let me throw this idea, y'all,
• 27:55
  Speaker 4: and I'll start with relisha. What do you think about like,
• 27:58
  Speaker 4: for example, when we talked going back to the numbers,
• 28:01
  Speaker 4: and we didn't give out the full numbers as far
• 28:05
  Speaker 4: as like quada is one thousand and fifty or more,
• 28:11
  Speaker 4: Triple A is six hundred and fifty to one thy
• 28:14
  Speaker 4: forty nine, Double A is three hundred and fifty one
• 28:18
  Speaker 4: to six twenty four far as enrollment numbers, and single
• 28:21
  Speaker 4: A is three fifty or less. Right, So when you
• 28:24
  Speaker 4: do have like smaller schools, Now, again this is nineteenth
• 28:28
  Speaker 4: eleventh twelfth grade, what about the possibility of eighth graders
• 28:33
  Speaker 4: being allowed to play high school football or high school sports?
• 28:37
  Speaker 4: Like when UK cause, like, for example, you got like
• 28:40
  Speaker 4: these community schools where it's like K through twelve.
• 28:45
  Speaker 6: You know, maybe physically they there may be an athlete
• 28:48
  Speaker 6: here here or there that physically would be able to
• 28:50
  Speaker 6: hang with some of these high school you know, athletes,
• 28:53
  Speaker 6: But I think eighth grade, even if they're physically able,
• 28:56
  Speaker 6: I don't think mentally they're ready to be a part
• 28:59
  Speaker 6: of that whole scenario. There's a huge difference between an
• 29:02
  Speaker 6: eighth grader and a senior.
• 29:03
  Speaker 4: Well, I'm saying, I'm saying like, like eighth graders and
• 29:06
  Speaker 4: ninth graders will be like relegated to like the JV
• 29:09
  Speaker 4: team unless you got the stud ninth grade right, But
• 29:12
  Speaker 4: I'm saying like those eight graders will be like you're
• 29:14
  Speaker 4: playing JV to What I'm saying is like you get
• 29:16
  Speaker 4: him in the program.
• 29:17
  Speaker 6: Then what happens to the middle school programs six and seventh?
• 29:20
  Speaker 4: I mean, you still got a middle school program in
• 29:22
  Speaker 4: just two years. I mean what you think?
• 29:25
  Speaker 6: I mean, I think it's a novel idea. I'm just
• 29:28
  Speaker 6: I don't know if I'd be a fan of it.
• 29:30
  Speaker 6: That's a lot to ask of an eighth grade.
• 29:33
  Speaker 4: What what what I'm what I hear not saying what
• 29:38
  Speaker 4: you mean. But I'm saying what I hear though, is
• 29:42
  Speaker 4: again we're cherry picking the talented player to do something.
• 29:49
  Speaker 4: We're allowing him or her to do something for the
• 29:53
  Speaker 4: betterment of them and or the betterment of the other program.
• 29:57
  Speaker 4: I mean cherry picking were saying, eighth grade you could play.
• 30:00
  Speaker 4: Eighth grade, you can play in high school, you played.
• 30:02
  Speaker 2: But you played.
• 30:04
  Speaker 4: But the only the only really ones is that really
• 30:08
  Speaker 4: are good? Like why am I gonna play JV when
• 30:10
  Speaker 4: I can play varsity at the at the level that
• 30:14
  Speaker 4: I'm at.
• 30:15
  Speaker 2: Because we're going we're getting you in the program earlier.
• 30:18
  Speaker 2: I don't need to be in a programmer.
• 30:20
  Speaker 6: Is this something Hollis they're doing you've heard of nationwide?
• 30:23
  Speaker 5: Is it?
• 30:23
  Speaker 4: Is it?
• 30:23
  Speaker 6: Is it something that's a trend or just an idea?
• 30:27
  Speaker 4: It's an idea, but I've heard it in a couple
• 30:29
  Speaker 4: of different places, like for example, like in Kentucky, like
• 30:34
  Speaker 4: those middle schoolers and this is mostly basketball middle school.
• 30:38
  Speaker 4: Like oj Mail for example, he's seventh grade. He played
• 30:40
  Speaker 4: on the varsity high school team. You know what I'm saying,
• 30:42
  Speaker 4: and get us basketball. It's different scenario. But what I'm
• 30:45
  Speaker 4: saying is like, if you are at one of these
• 30:47
  Speaker 4: little community schools where like, for example, you got like
• 30:51
  Speaker 4: Pickens Elementary High School, it's got I ain't gonna use
• 30:54
  Speaker 4: that one. But you got like Harmon Elementary High School,
• 30:57
  Speaker 4: it's got thirty one people in it. You know, what
• 31:00
  Speaker 4: I'm saying, if they had a sports team, why wouldn't
• 31:02
  Speaker 4: that Why couldn't that eighth grader just play well?
• 31:05
  Speaker 6: I mean that would be beneficial for the smaller schools,
• 31:07
  Speaker 6: but I could see a scenario in the larger schools
• 31:10
  Speaker 6: where they would they would, like you said, they would
• 31:13
  Speaker 6: hand pick those eighth graders that they see potential, and
• 31:16
  Speaker 6: they'd enter the transfer portal to come to their school
• 31:18
  Speaker 6: as an eighth grader and become a part of the
• 31:20
  Speaker 6: JV team to groom them.
• 31:25
  Speaker 2: You're losing community, Yeah, you're losing Communit know that.
• 31:30
  Speaker 4: I'm saying, like Horseman, thone excuse Westside kids, don't you
• 31:34
  Speaker 4: just go to Capitol like you and go anyway?
• 31:36
  Speaker 2: You just play it.
• 31:36
  Speaker 6: If they're really really good, then Martinsburg or somebody else
• 31:39
  Speaker 6: is going to swoop in and get those players that
• 31:41
  Speaker 6: are capable.
• 31:42
  Speaker 2: Possibly, Lady, I don't. I don't think.
• 31:46
  Speaker 4: I don't think that there's there's there's any.
• 31:50
  Speaker 5: Need for.
• 31:54
  Speaker 4: Quote young talent, young talented, let's say middle school kids
• 32:01
  Speaker 4: to be in a rush to get to high school.
• 32:04
  Speaker 4: I don't think that just because I'm really good in
• 32:06
  Speaker 4: middle school doesn't I ain't saying we know you keep saying,
• 32:10
  Speaker 4: I ain't saying good, I'm saying eighth grader, eighth grader.
• 32:13
  Speaker 4: I'm saying, we ain't talking about We ain't Cherry Pikett
• 32:15
  Speaker 4: saying the eighth grader you're gonna play basketball.
• 32:16
  Speaker 2: Football, or whatever the hell you're saying.
• 32:18
  Speaker 4: So you're not saying that automatic it would get They.
• 32:21
  Speaker 6: Can go right, no matter what, we can go. So
• 32:24
  Speaker 6: what what how do you think the high schools would
• 32:25
  Speaker 6: feel about that? So when they have to take all
• 32:27
  Speaker 6: the eighth graders that are that want to come play.
• 32:29
  Speaker 4: First, If I'm a high school coach and that's what
• 32:31
  Speaker 4: I'm doing, if I can get that kid into my
• 32:34
  Speaker 4: program earlier, let's go. And the thing is, you're going
• 32:36
  Speaker 4: to be competing against other eighth and ninth graders and
• 32:40
  Speaker 4: I can filled out a whole JV schedule, So now
• 32:43
  Speaker 4: I can really get a JV schedule. I got numbers,
• 32:45
  Speaker 4: and let's go, like, let's go play now, so I
• 32:48
  Speaker 4: can see. I got to extra you to develop you.
• 32:50
  Speaker 4: If I'm a if i'm a if I'm a JV
• 32:52
  Speaker 4: player and i'm i'm I'm a ninth grader and i'm
• 32:57
  Speaker 4: a i'm a I'm a starter on the JV. Okay,
• 33:02
  Speaker 4: and so are starting five are all ninth graders, right, Okay?
• 33:09
  Speaker 4: All of a sudden, now you want to bring you
• 33:10
  Speaker 4: want to bring some eighth graders to cut into, to
• 33:13
  Speaker 4: cut into to us, and to me, I'm like, no,
• 33:17
  Speaker 4: it's about competition. I mean, come on, but what about
• 33:20
  Speaker 4: the you know me, you know, you know, I'm all
• 33:23
  Speaker 4: about the competition, But you got to you got to
• 33:26
  Speaker 4: come through.
• 33:26
  Speaker 2: You got to come through the system.
• 33:31
  Speaker 6: I was just going to say the logistics of it,
• 33:32
  Speaker 6: because not all your middle schools are absolutely next door
• 33:35
  Speaker 6: to the high school. So you know, if they've got
• 33:37
  Speaker 6: to after school practice, somebody's got to find a way
• 33:40
  Speaker 6: to get the player there to the high school. And
• 33:42
  Speaker 6: and like I said, they're not always close.
• 33:44
  Speaker 2: That's fair.
• 33:45
  Speaker 4: I can't argue that that's it's always It's good with you.
• 33:49
  Speaker 2: He refuses to go with me on anything.
• 33:54
  Speaker 4: But I'm saying, when we say competition, you can't come on, bro,
• 33:57
  Speaker 4: you can't say that it's competition all the way around this.
• 34:00
  Speaker 2: I just don't. I don't think that.
• 34:02
  Speaker 4: I don't think that there's a I don't think that
• 34:04
  Speaker 4: there's a Again, I'll take the good I'll take the
• 34:08
  Speaker 4: great player. That's the eighth grader. Okay, that's the that's the.
• 34:14
  Speaker 2: Exception to the rule.
• 34:15
  Speaker 4: Like he's he's gonna be better than some of the
• 34:17
  Speaker 4: tenth graders and could maybe even go after.
• 34:20
  Speaker 2: A twelfth grader. Okay, I can see.
• 34:24
  Speaker 4: There being some value of him or her playing up.
• 34:29
  Speaker 4: I can see some value. What I don't what I
• 34:33
  Speaker 4: what I don't What I don't think is gonna be good?
• 34:38
  Speaker 4: Is I think there's gonna be too many people who's
• 34:41
  Speaker 4: gonna want to do that, who aren't good enough. Parents
• 34:45
  Speaker 4: want him to go, Coaches think that they should go.
• 34:48
  Speaker 4: I think so, I think.
• 34:49
  Speaker 2: I think.
• 34:49
  Speaker 4: I think that you're creating a window of opportunity that
• 34:56
  Speaker 4: folks are gonna want to take because they think that
• 34:59
  Speaker 4: their kids that and he and he or she may
• 35:01
  Speaker 4: not really we have to be that because I mean,
• 35:03
  Speaker 4: you got kids, and that I mean parents holding their
• 35:05
  Speaker 4: kids back. Now what I'm saying, and maybe maybe just
• 35:08
  Speaker 4: to clarified and we'll jump to something else. But like
• 35:10
  Speaker 4: if you have a school like Charleston Catholic where everybody
• 35:13
  Speaker 4: is going to the same school, so k or whatever,
• 35:16
  Speaker 4: maybe sixth grade through high school, right and they're all
• 35:21
  Speaker 4: in the same school to your point. So this would
• 35:22
  Speaker 4: cut so so this would cut the logistical argument down.
• 35:26
  Speaker 4: So if you had a school, like a community school
• 35:28
  Speaker 4: is what they call, and you have an outstanding eighth
• 35:30
  Speaker 4: grader who's already in the school with who's already going
• 35:32
  Speaker 4: to school with high schoolers, why why shouldn't him or
• 35:36
  Speaker 4: her be allowed to play at the high school level
• 35:38
  Speaker 4: if you're ready to go, you know what I'm saying.
• 35:41
  Speaker 6: And that kind of goes back to the private school
• 35:44
  Speaker 6: situation because they're unique and and and like you said,
• 35:47
  Speaker 6: they have that that on campus presences are there in
• 35:52
  Speaker 6: the same community school.
• 35:53
  Speaker 2: It's some public.
• 35:54
  Speaker 6: School to some, but not all schools are close. You're right,
• 35:59
  Speaker 6: so that that would be the problem with that, I
• 36:01
  Speaker 6: think part of it anyway. I mean, I think it's
• 36:03
  Speaker 6: a good concept, but I think there's a lot of
• 36:06
  Speaker 6: wrinkles you would have to iron out for that time.
• 36:08
  Speaker 4: And fortunately for me, like or unfortunately for me, my
• 36:12
  Speaker 4: first thought goes to football, and my first thought is size, strength, speed,
• 36:18
  Speaker 4: all of those kinds of things. Maybe that can work
• 36:21
  Speaker 4: in basketball, maybe that can work in track, Maybe they're
• 36:23
  Speaker 4: going to work, you know, in other sports. Football man,
• 36:26
  Speaker 4: I just think that it's a it's a it's just
• 36:28
  Speaker 4: a different it's just a different kind of an animal.
• 36:31
  Speaker 4: And the and the issue with safety is critical there.
• 36:35
  Speaker 4: And I don't think that I just don't think that
• 36:38
  Speaker 4: you know that that's something that should be that should happen.
• 36:41
  Speaker 4: So let me ask you just to switch it up
• 36:43
  Speaker 4: real quick. We there was a comment made by the
• 36:48
  Speaker 4: grammar I think it's the basketball or football coach, and
• 36:51
  Speaker 4: basically what he said, in regards to transfer and different
• 36:53
  Speaker 4: things of that nature, he said, if because we've seen
• 36:56
  Speaker 4: like with the NCAA Championships, it wasn't really great because
• 37:00
  Speaker 4: you didn't have any cinderellas, there's really not much to
• 37:03
  Speaker 4: chew on there, right, So basically what he said, what
• 37:06
  Speaker 4: he alluded to is that if a kid from a
• 37:08
  Speaker 4: smaller school at the collegiate level transfers to a bigger school,
• 37:12
  Speaker 4: then that bigger school should have to pay a buy
• 37:15
  Speaker 4: out to the smaller school. What do you what do
• 37:17
  Speaker 4: your thoughts on it? I like it, I mean I
• 37:21
  Speaker 4: kind of Again, I don't like the whole money deal
• 37:24
  Speaker 4: part of it anyway, But in this situation, if I'm
• 37:28
  Speaker 4: at I'm at State, and I'm and somebody wants to
• 37:32
  Speaker 4: take me at a larger level, they're going to have
• 37:35
  Speaker 4: to pay state to let me, like out of your contract,
• 37:39
  Speaker 4: out of my contract to go I would be okay
• 37:42
  Speaker 4: with I think I could see myself being okay with that.
• 37:46
  Speaker 6: I'm totally for it. I mean, I really feel like,
• 37:48
  Speaker 6: you know, this is a contract. You've entered a legal
• 37:50
  Speaker 6: contract with a school, and you know, whenever you decide
• 37:54
  Speaker 6: to move on to green or pasture. I mean, we've
• 37:56
  Speaker 6: had the wild wild West of transfer Port long enough.
• 37:59
  Speaker 6: We need to set down a little bit. And you know,
• 38:02
  Speaker 6: these contracts, you know, they should include provisions so that
• 38:05
  Speaker 6: if you decide to go somewhere else, you have to
• 38:07
  Speaker 6: you know, you have to pay up like any other
• 38:10
  Speaker 6: other contract.
• 38:11
  Speaker 4: And I think it's perganent because it's like I said,
• 38:13
  Speaker 4: looking at the NC Double Championships, particularly on the men's side,
• 38:16
  Speaker 4: the final four was.
• 38:17
  Speaker 2: All number one, right, that never really happened.
• 38:21
  Speaker 4: I don't think it was an upset the whole tournament now,
• 38:24
  Speaker 4: I mean traditionally the women's just like one two one two,
• 38:27
  Speaker 4: which again, even if you look at that game, it
• 38:29
  Speaker 4: was a blowout. It was not a good game right now,
• 38:32
  Speaker 4: and it's just like this this has just been the
• 38:34
  Speaker 4: most almost lame duck, you know, march madness that I've
• 38:37
  Speaker 4: seen in years.
• 38:38
  Speaker 2: It was just not exciting at all. I think that
• 38:40
  Speaker 2: you have to and we've got to get out of here.
• 38:42
  Speaker 4: But I think that one of the things that you
• 38:44
  Speaker 4: have to do, if money's involved, it has to be
• 38:48
  Speaker 4: contract like you have to be contracted according to that.
• 38:52
  Speaker 4: I mean, that's how it is in professional sports, because
• 38:54
  Speaker 4: you're not amateur sports.
• 38:55
  Speaker 2: If you're paying, so you know the school's paying exact exactly.
• 39:00
  Speaker 4: So to me, there has to be some form of
• 39:02
  Speaker 4: a contract of how much you make, when you can
• 39:04
  Speaker 4: lose it, how you can lose it, if you can
• 39:06
  Speaker 4: lose it, whatever, those all those things should be in there.
• 39:11
  Speaker 2: You sign that you got to you're accountable.
• 39:14
  Speaker 6: These small schools need a way to recoup their investments
• 39:17
  Speaker 6: for sure. For sure, you know they've spent time, they've
• 39:19
  Speaker 6: spent you know, not only the monetary part of it,
• 39:22
  Speaker 6: but just the time developing these players. They do all
• 39:25
  Speaker 6: the work and then the biggers come in and take them.
• 39:28
  Speaker 6: So yeah, they need a way to control it.
• 39:30
  Speaker 4: And it's almost like a former revenue Shane, which I
• 39:32
  Speaker 4: like I said, I'm totally agreement because watching the NCAA tournament,
• 39:36
  Speaker 4: particularly on.
• 39:36
  Speaker 2: The men's side. You've seen all the players.
• 39:38
  Speaker 4: Oh, he's from this small school, he's from that small school,
• 39:40
  Speaker 4: and now they're going to contribute to the bigger schools
• 39:43
  Speaker 4: and the small There's no gun Zaga, there's no VS News.
• 39:46
  Speaker 2: It was literally the Loyotas of the world. It was
• 39:50
  Speaker 2: just nothing this year.
• 39:52
  Speaker 4: Well, ladies and gentlemen, we hope you enjoyed the show
• 39:54
  Speaker 4: and we will be back again next week.
• 39:56
  Speaker 3: Let's Talk with Carl Lee is probably presented by attorney
• 39:59
  Speaker 3: Friend Walker. Visit Frank Walker Law dot com. Share your thoughts,
• 40:03
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• 40:07
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• 40:10
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• 40:14
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• 40:19
  Speaker 3: tune in Thursday nights at seven or Sunday evenings at
• 40:21
  Speaker 3: eight for Let's Talk with Carl Lee.
• 40:24
  Speaker 1: If you fall, doesn't do for get back up for
• 40:26
  Speaker 1: your feet. Anything will be a win, yup, even the feet.
• 40:29
  Speaker 2: They say. Sugar band for you wise Vintary Sweet couldn't
• 40:32
  Speaker 2: play with big kids. I had to sit in.
• 40:34
  Speaker 1: The street and watch from a distance.
• 40:36
  Speaker 2: But over time I grew.
• 40:38
  Speaker 1: If I put in the work, in no time, I'm
• 40:40
  Speaker 1: doing everything that I worked and prayed on Moka. If
• 40:43
  Speaker 1: you ask me how did I do it, I'm gonna say.
• 40:45
  Speaker 1: You gotta work, ry Shine, just mine, gotta show. Everybody
• 40:50
  Speaker 1: is my time.
• 40:50
  Speaker 6: He ain't here.
• 40:51
  Speaker 1: You gotta work, cry shan love A mind who TALKA
• 40:55
  Speaker 1: died this day line, don't talk.
• 40:56
  Speaker 2: You gotta work. You gotta work. You gotta work. You
• 41:04
  Speaker 2: gotta work. You gotta work, You gotta work.