If we know better, why don’t we do better?

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Where do High School and USCSA programs fit into our development.

In a recent article, I laid out the disconnect between what we say about long-term development in Nordic skiing and what we do and the rewards. “Long-Term Development in Nordic Skiing: What We Say vs. What We Actually Do”. Most people that I talk with agree with the premise of long-term development and keeping youth in sport longer. None of this is particularly controversial. We all understand that endurance development, technical skills and learning how to race takes years. We now see this statement across virtual all endurance sports world, that early results are a poor predictor of long-term success.

So, if we assume there is a consensus then we must ask why the system seems to act in the opposite way. Because systems don’t reflect what we say. They reflect what we reward through early selection, for competition and training opportunities. That’s really the question sitting underneath all of this.

We’ve reached a point where there’s broad agreement on philosophy. Long-term development matters. Early results don’t predict long-term success. Endurance, technique, and racing ability take years to build. You hear that all endurance sports now, not just skiing.

None of that is controversial!

But if that’s true, then we have to be honest about what follows. Because systems don’t reflect what we say. They reflect what we reward. And right now, the system is still rewarding something very different.

The incentives tell the story.

Junior skiing in the U.S. is quietly organized around early selection. Qualification for Junior Nationals, especially at U16 and younger, carries weight. Rankings matter. Opportunities follow results. No one would say that’s the goal. But it’s the outcome.

Athletes see it. Parents respond to it. Coaches feel it. And none of that is inherently bad. But when those forces align around early results, the system starts to tilt. Short-term performance carries more weight than it should. And over time, that shows up in participation. The fields in USSS junior races get smaller as the age groups progress. We can debate why, but we can’t ignore that we’re losing athletes along the way.

The earlier we start selecting, the earlier we start excluding, selecting out athletes. And in a sport like skiing, that’s a problem. Development is long-term, non-linear, and tied to maturation in ways we can’t reliably predict. So, when we sort athletes at 13, 14, or 15 years of age, or younger, we’re making decisions on incomplete information, and treating those decisions as if they’re meaningful. They’re not!

What we’re really doing is narrowing the pathway at the exact point where it should be widest. If we believe in long-term development, early stages should include more athletes, not filter them out. We don’t lose athletes because they lack talent. We lose them because they stop seeing a path or opportunities forward.

That loss doesn’t always show up at the top. At the elite level, we can always point to success and say the system works. And in a narrow sense, it does. Every system produces some high performers. But that’s survivorship bias. But even with the perceived success, it is clear that most of those who step onto the World Cup are not prepared and developed for that level of competition, or we see an erosion of their performances over several years.

What matters more is what happens in the middle. Over time, that middle erodes. Fewer athletes stay. Fewer develop later. Fewer are still around when their best years should begin. And once they’re gone, they’re gone. So, how do we grow the sport and improve the development system? Following are a couple of ideas for the integration of high school and college skiing.

This is where the high school system should come into focus. Whether we acknowledge it or not, it’s one of the most influential environments in the entire pathway. We’re talking about roughly 6,500 high school athletes, compared to about 2,100 in the USSS junior system. That alone tells you something. Most athletes are not in the club pipeline. And there’s very little overlap between the two, in some regions more than others.

So now you have two systems, often operating in parallel, sometimes in conflict, shaping the same athlete. The club system is year-round, often very expensive, which creates barriers, and it is tied to rankings, qualifications, and progression. Ideally, at least in theory, it is long-term focused. The high school system is seasonal. Compressed. Built around immediate competition, conferences, regional, and state.

Both have value. But they’re not aligned. And when systems aren’t aligned, the athlete’s abilities are often put in difficult positions. High school seasons are short. That compresses everything. Training, racing, recovery, all of it gets stacked into a three-month season.

And yet, high school skiing also gets something right that the system needs more of.  It creates a connection. It lowers barriers to entry. It brings athletes into sport who might never join a club. It makes skiing social. It makes it fun. Those values matter!

Athletes who feel connected to a team stay in the sport longer. That alone makes the high school system one of the most valuable pieces of the entire pathway. The issue isn’t that it exists rather it is not integrated,  where do those high school skiers go after high school, an assumption may be many go into the non-integrated USCSA programs.

If that gap exists in high school, it becomes even more obvious at the college level.

Because this is where the pipeline either tightens or disappears. On one side, you have NCAA skiing. Roughly 20–25 programs. Maybe 300–400 athletes. Small, but structured, providing consistent coaching,  clear expectations, and daily training environments that align with the demands of sport.

On the other side, you have USCSA. Thousands of athletes. Hundreds of active racers. A much broader participation base.  So yes, USCSA is far bigger. But the NCAA is more efficient. In NCAA programs, a higher percentage of athletes improve year over year. More reach FIS relevance. More stay on a performance trajectory. That’s not because they’re inherently more talented. It’s because the environment supports development. Training is consistent. Coaching is present. Progression is clear.

USCSA shows the opposite. It’s not only a talent problem. It’s a structural problem. You have hundreds of athletes still in the sport. Many have endurance backgrounds. Many are still within a trainable window. But training is inconsistent. Coaching is variable. Development isn’t systematized. And there’s no clear bridge to higher performance levels. So, the conversion rate stays low.

This is where the pipeline argument starts to fall apart. We tend to focus on the front end, getting more kids into the sport.  But at the USSS level that has been ineffective at best.  And missing the fact that we already have athletes in the system that aren’t welcome or integrated. High school skiing, USCSA, represents a large participation pool sitting right in the middle of the development pathway. What we don’t have is a system that consistently integrates and develops them.

So, what actually needs to change? Not the philosophy, it seems we already agree on that. What needs to change is how the system behaves across the junior and collegiate level, it means recognizing where the opportunity is not just in the NCAA pipeline, but in the larger, under-structured USCSA system that already exists.

Even if we integrated the high school athletes and the USCSA athletes into the USSS system, the sport is still tiny. But it seems growing the sport significantly beyond this level is unlikely so we should be looking for ways to include these athletes in the system as much as possible for those who have an interest.

There are athletes in the system right now, thousands of them, who could or have the potential to improve dramatically beyond high school. Some who could enter the sport late and still become competitive.

At some level, this comes down to a simple choice. Do we want a system that identifies and benefits early performers? Or one that develops athletes over time? Right now, we say the second. But too often, we operate like the first. And the differences are real; we can see it by who improves, who stays in the sport, and when athletes exit the sport.

We don’t need to overhaul everything. There’s a lot in the system that works. High school brings athletes in. NCAA shows what structured development can look like. Even USCSA shows us how much untapped potential is sitting there.

But without alignment, those pieces don’t add up. So the question isn’t whether we understand long-term development. It’s whether we’re willing to build a system that actually supports it. Because if we are, the path forward should be clear.

And if we’re not, we should at least be honest about what we’re choosing instead.

 

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