Iowa high school football: 2025 playoff qualifiers released by IHSAA – KCCI

Iowa High School Football Playoff Report: Season Culmination and Sustainable Development Impact

Introduction: Fostering Community and Well-being Through Sport

The 2025 Iowa high school football regular season for Classes 3A, 4A, and 5A has concluded, with the Iowa High School Athletic Association (IHSAA) releasing the official list of playoff qualifiers. Concurrently, Classes 2A through 8-player commenced their postseason competitions. This report details the outcomes of key matchups and analyzes the events through the lens of the United Nations Sustainable Development Goals (SDGs), highlighting the role of scholastic athletics in promoting community health, education, and social cohesion.

• SDG 3: Good Health and Well-being: Athletic programs provide a structured environment for physical activity, contributing to the long-term health and mental well-being of student participants.
• SDG 4: Quality Education: High school football serves as an extension of the educational experience, teaching discipline, teamwork, resilience, and strategic thinking.
• SDG 11: Sustainable Cities and Communities: Friday night games represent significant community gatherings, strengthening social bonds and fostering a sense of local identity and pride.

Game Summaries and SDG Linkages

Class 5A/4A/3A Regular Season Finales

1. Gilbert vs. North Polk

   Gilbert secured a decisive 49-18 victory over North Polk, finishing the regular season undefeated and claiming the district championship. The team’s defensive performance, which included four interceptions, demonstrated exceptional teamwork and strategic execution, reinforcing principles of collaborative problem-solving central to SDG 4 (Quality Education).

2. Indianola vs. Urbandale

   Indianola defeated Urbandale 14-7 to secure a playoff berth. The event also marked the final home game for senior players and student managers, including twins Abby and Katie Clutier. Their long-term dedication as managers since fifth grade exemplifies the inclusive nature of school sports and promotes SDG 5 (Gender Equality) by showcasing the vital contributions of young women in athletic programs. The community’s support for the team underscores the role of sports in achieving SDG 11 (Sustainable Cities and Communities).

3. Centennial vs. Sioux City North

   Centennial locked up its playoff spot with a commanding 49-7 win. The team’s focused performance highlights the discipline and goal-oriented mindset fostered by competitive sports, which are valuable life skills that contribute to the objectives of SDG 4 (Quality Education).

4. Waukee vs. Waterloo West

   Waukee earned an expected playoff position by defeating Waterloo West 49-21. The high-scoring game showcased the athletic prowess and physical conditioning of the students, directly reflecting the promotion of healthy lifestyles as outlined in SDG 3 (Good Health and Well-being).

5. Des Moines Christian vs. Winterset

   In a critical matchup, Winterset secured its playoff entry with a 31-20 victory over Des Moines Christian. The game was contested under the established rules and governance of the IHSAA, an example of the strong institutions necessary for fair play and orderly competition, aligning with SDG 16 (Peace, Justice and Strong Institutions).

Playoff Round One Analysis: Classes 2A and Below

Postseason Highlights and Community Impact

• Van Meter vs. South Tama County

  Van Meter advanced with a 45-6 win. The game provided a platform for student-athletes to demonstrate their skills, contributing to their holistic development and well-being (SDG 3 & 4).

• Roland-Story vs. Anamosa

  Roland-Story’s defense led the team to a 28-14 victory. The enthusiastic participation of student fans highlights the role of these events in creating safe and inclusive social spaces for young people, a key target of SDG 11 (Sustainable Cities and Communities).

• Underwood vs. South Central Calhoun

  Underwood dominated with a 54-8 win to advance. The participation of teams from various communities promotes inter-community engagement and friendly competition, reducing inequalities and fostering social cohesion (SDG 10: Reduced Inequalities).

• Madrid vs. North Butler

  Madrid won 48-8 in a game that brought the local community together despite inclement weather. This gathering reinforces the function of school sports as a cornerstone of community life, contributing to social sustainability (SDG 11).

• Mount Ayr vs. Saint Albert

  Mount Ayr emerged victorious in a high-scoring 55-47 contest. The intense physical demands of the game underscore the commitment of student-athletes to physical fitness and healthy living (SDG 3).

Official Playoff Qualifiers (Classes 5A, 4A, 3A)

Conclusion: Athletics as a Vehicle for Sustainable Development

The IHSAA has officially confirmed the playoff qualifiers for the state’s three largest classes. The journey to the postseason represents a significant investment in youth development. These athletic programs are instrumental in advancing several Sustainable Development Goals by promoting health, offering quality educational experiences beyond the classroom, and building strong, inclusive communities. The 2025 Iowa high school football playoffs serve as a testament to the power of sport as a tool for positive social and personal development.

Analysis of the Article in Relation to Sustainable Development Goals

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 3: Good Health and Well-being
   • The article focuses on high school football, a physically demanding sport. It describes players engaging in intense physical activities such as running, tackling, and scoring touchdowns (e.g., “A 74 YARD TOUCHDOWN RUN,” “BREAKING TACKLES, RUN THOMPSON, AN 80 YARD SCORE”). This directly relates to promoting physical fitness and active lifestyles among young people, which is a key component of good health and well-being.
2. SDG 4: Quality Education
   • The events described are entirely within an educational context, specifically “Iowa high school football.” The participants are students (e.g., “SOPHOMORE CHASE BOOS,” “SENIORS IN HIGH SCHOOL”). Extracurricular activities like sports are an integral part of a holistic educational experience, teaching teamwork, discipline, and perseverance.
3. SDG 5: Gender Equality
   • The article highlights the participation of female students in the football program. It specifically mentions “twins, ABBY AND KATIE CLUTIER. THEY STARTED BEING STUDENT MANAGERS IN FIFTH GRADE FOR THEIR DAD, ERIC, AND HERE THEY ARE NOW, SENIORS IN HIGH SCHOOL.” This showcases female involvement and long-term commitment in a traditionally male-dominated sport, connecting to the goal of ensuring women’s full and effective participation in all aspects of life.
4. SDG 11: Sustainable Cities and Communities
   • The article portrays football games as significant community events that bring people together. It mentions “FANS,” “SENIOR NIGHT,” and the festive atmosphere (“THE BAND WAS DECKED OUT READY TO TRICK OR TREAT AT INDIANOLA”). These gatherings strengthen community bonds and social cohesion, which is a core aspect of creating inclusive and resilient communities.
5. SDG 16: Peace, Justice and Strong Institutions
   • The article refers to the Iowa High School Athletic Association (IHSAA), the governing body for the sport. It states that the “2025 playoff qualifiers released by IHSAA” and that teams were waiting for the organization to “RECALCULATING THE RPI.” This points to the existence of an effective and transparent institution responsible for organizing, regulating, and ensuring fair play in high school sports.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.
   • The article’s focus on organized, intense physical activity for high school students directly supports the “prevention” aspect of this target by promoting healthy and active lifestyles that can reduce the risk of non-communicable diseases later in life.
2. Target 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles… and promotion of a culture of peace and non-violence…
   • High school sports, as described in the article, are a practical application of this target. They teach students valuable life skills such as teamwork (“SO MUCH HARD WORK WITH MY TEAMMATES”), discipline, and sportsmanship, which contribute to personal development beyond traditional academic learning.
3. Target 5.5: Ensure women’s full and effective participation and equal opportunities for leadership in all levels of decision-making in political, economic and public life.
   • The specific mention of Abby and Katie Clutier serving as student managers from fifth grade through their senior year is a direct example of this target in action within “public life” at the community and school level. It demonstrates sustained female participation and contribution in a sports context.
4. Target 11.7: By 2030, provide universal access to safe, inclusive and accessible, green and public spaces, in particular for women and children, older persons and persons with disabilities.
   • The football games described are community events held in public spaces (school stadiums). The article highlights their role as gathering places for the community (“WE GET TO PLAY AT HOME IN FRONT OF ALL OF OUR FANS”), making them accessible public spaces for recreation and social interaction.
5. Target 16.6: Develop effective, accountable and transparent institutions at all levels.
   • The article explicitly mentions the function of the IHSAA in managing the playoffs. The statement that the “2025 playoff qualifiers released by IHSAA” and the process of “RECALCULATING THE RPI” demonstrate the operation of an accountable and transparent institution governing the sport.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Implied Indicator for Target 3.4: The number of students participating in school-sponsored athletic programs.
   • The article discusses numerous teams and players across different classes (e.g., “CLASS FIVE A, FOUR A AND THREE A,” “Classes 2A through 8-player”), implying a high level of student participation in organized physical activity, which can serve as a proxy for promoting well-being.
2. Implied Indicator for Target 4.7: The existence and support of extracurricular programs that foster teamwork and discipline.
   • The entire article serves as evidence of a well-established extracurricular sports system. The quote, “IT’S JUST AN AMAZING FEELING TO BE ABLE TO PERFORM AFTER JUST HOURS IN THE DARK AND SO MUCH HARD WORK WITH MY TEAMMATES,” directly indicates the development of skills like perseverance and collaboration.
3. Implied Indicator for Target 5.5: The number and roles of girls and women participating in school sports programs, including non-playing roles like management.
   • The specific example of the Clutier twins serving as student managers provides a qualitative data point for this indicator. Tracking the number of female managers, coaches, and trainers in high school football would be a way to measure progress.
4. Implied Indicator for Target 11.7: The frequency of community events held in public recreational spaces.
   • The article describes a series of “Friday Night” football games, which are regular, well-attended community events. The mention of fans, bands, and special themes (“HALLOWEEN FANS,” “THEME OF CHRISTMAS”) indicates that these public spaces are actively and frequently used for community engagement.
5. Mentioned Indicator for Target 16.6: The public availability of information from governing institutions.
   • The article directly refers to the public release of information by the IHSAA (“2025 playoff qualifiers released by IHSAA” and the posting of RPI calculations). This action itself is an indicator of the institution’s transparency and accountability.

4. Table of SDGs, Targets, and Indicators

Source: kcci.com