I recently became aware of two very different stories about children and physical activity. The first was a Facebook video of a young kid cruising around in a parkour gym. If you haven’t seen it – check it out – it is worth the 1:14 min. What a great place for kids to play, learn and move! Check out the movement skills of that boy! And, kudos to the wonderful instructor leading the class – love the clip with the kids jumping to a box and grabbing his feet for stability.
A couple days later and this story hits the inter-web: School district bans game of tag to ‘ensure physical, emotional safety of students’. (Spoiler alert: tag is now back at Mercer Island School District after the outcry – yay.). The rationale given by the communications director was:
“The Mercer Island School District and school teams have recently revisited expectations for student behavior to address student safety. This means while at play, especially during recess and unstructured time, students are expected to keep their hands to themselves. The rationale behind this is to ensure the physical and emotional safety of all students.
Let me go out on a limb here (properly harnessed in, of course) and let you know what probably happened.
Random kid: Julie pushed me.
Other random kid: Ryan pushed me.
Not so random Principal: That’s it – no tag for anyone! Everyone must keep their hands to themselves. In fact, why don’t you sit on your hands all recess for good measure (ok, that part might not have happened).
Unfortunately, over the last few years there has been no shortage of these type of events:
I could go on with even more, but I think you get my point.
From what I can tell, each of these “bans” springs from an incident or two where someone gets hurt (in the Toronto case it was a parent who got a concussion from being hit in the head with a soccer ball…). If this is the way we handle inappropriate behaviour in schools then would someone please answer these questions?
If a kid gets stuffed in a locker – do we ban all lockers from the school?
If a kid throws an eraser in class and hits another kid in the head (like my friend and I did to each other for most of grade 5…) – do we ban all erasers from the school?
If a group of kids is too rowdy when they work on problem solving in math class together – do we ban group work?
Why do school staff (and some parents) go for the kneejerk reaction and frickin’ ban everything? Why don’t they just do what they do in all these other cases and DEAL WITH THE PROBLEM. We have enough issues with children not moving enough, not engaging in free play and not interacting with each other enough without putting even more constraints on them…
If anything, we should have MORE active play and student interaction at recess – the Lord knows they spend enough time in front of screens not interacting. Hmmm, here’s an idea – how about MORE physical education classes taught by qualified, trained professionals who can help TEACH social skills and appropriate behaviours for playing together in and out of class. Booya (does anyone say that anymore?) – problem solved.
Carl Honore shares a story in his brilliant book (which you should buy), Under Pressure: Rescuing our children from the culture of hyper-parenting, from the Secret Garden nursery school in Eastern Scotland – the first outdoor nursery in Britain. A group of 3 year olds had spent the day in the woods; helped by the adult in charge, they built a fire to ward off the chill. Wee Magnus Macleod reached in with his bare hand and picked up a burning ember.
BAN fires! BAN bare hands! BAN outdoor nurseries! BAN three-year-olds!
Nope. Everyone stayed calm. Magnus’s wound healed. His mom kept him in the Secret Garden and also enrolled his younger brother. She said, “…the main thing is that Magnus is now very sensible about fire – he knows not to get too close to it. The truth is that there are risks in the world and that children benefit from being exposed to them within reason” (p. 240).
A couple months after “the incident”, Carl spent the day with the kids at Secret Garden. Guess what? It was cold. They gather material for a fire. Magnus volunteers to light it – using a Swedish firestarter (that has sparks up to 3,ooo degrees Celsius) and a piece of denim. He lights the fire successfuly and here is how the chapter ends:
A smile crawls across Magnus’s mud-streaked face.“ You have to be careful with fire,” he tells me, in an almost professorial tone. “But you don’t have to be afraid of it.” He trows another log on the flames and then whispers, as if to himself: “I’m not afraid of anything.” (p. 255)
Welcome to what is now the third installment of the “Youth Sport” series (I really need a better name for this…)! Post #1 addressed some issues with school sport. Post #2 was a look at winning vs. development. My friend, Andy Vasily (whom I have yet to meet in person!) replied to Post #2 and shared his son’s experience with a school sport league in China. I thought it was so cool, I asked him to expand it into a guest post. So, without further ado, here is Andy’s guest post!
When I read Doug’s blog post, I couldn’t have agreed more with the points that he had made. As a teacher and coach for the past twenty years, I have seen numerous examples of young people being turned off of sport because the attitude and environment in which they play the game is much too serious in nature. Whether it be overzealous coaches hell bent on creating winners at all costs or parents who simply push their kids much too hard, we have to be extremely careful about the expectations we are placing on young people in regards to competing in sport. Helping young people to understand the value of being physically active for life is essential as the research has conclusively shown, time and time again, the massive benefits it has in regards to their physical, social and psychological well-being. When they have a positive sporting experience, they are much more likely to remain active in sport and recreational pursuits for years to follow.
Building a supportive community around the concept of healthy competition not only lends itself to better engagement, but also emphasizes that every person involved in the sport experience can learn so much about what it truly means to be a part of a team. As important sport related physical skills are being developed and improved upon, the students also begin to understand that their self-worth and self-identity are NOT connected to winning or losing.
In certain cases, when there is too great an emphasis on winning, a young person’s self-confidence can be completely crushed in the face of failure, defeat, or being benched for not living up to the expectations of the coaches. Therefore, there must be another way to deliver the sport experience in a way that engages young people and encourages them to give it a go and be involved regardless of level of skill.
As I read Doug’s blog post, I immediately thought about a model of sport competition that has been running at my school in Nanjing, China for the last several years. The Nanjing International School belongs to the Chinese International School Sport Association (CISSA) which is essentially a league that is set up to give all students from grades 5-8 a chance to experience sport competition in which the emphasis is not on winning or losing, but playing the game for the pure joy of being involved in sport and to experience all of the benefits that come along with it.
Not only has my own son, Eli, been involved in CISSA sport, I have been lucky enough to coach several different teams over the years. As rewarding as it is for the students, it is equally rewarding for me, as a coach, to be involved in the CISSA experience. My good friend and colleague, Danny Clarke, our Athletic Director here at Nanjing International School sums it up perfectly below:
“CISSA is a Shanghai based organization with additional schools from surrounding cities such as Hangzhou, Suzhou and Nanjing. It is for students in Grades 5 – 8 (Year 6 – 9, ages 10 – 13). The philosophy is highly inclusive and one that fits our school philosophy and the philosophy of our Athletics Program. What we find is that students sign up and participate in sports competitively that would never normally do so. By providing a competition in which no scores are ever recorded or displayed, no awards given and in which coaches are required to play all their players equally, it creates an environment in which the focus of success is inwards towards your own team and players and a supportive and non-judgmental culture is fostered.
Students support each other because they know that they all have a different level of experience in that sport and that winning and losing is not the most important thing. Of course the students know the result and are disappointed when they lose and happy when they win and this is part of sport. More importantly though, enjoying playing the sport, enjoying the improvement of self and of teammates is what it is about and I have witnessed it over and over again. The kids really enjoy this competition and I am convinced that, all of the students, whether they are the best athletes or the weakest, benefit from this experience. It also influences the coach and their coaching methods. They become more inclusive, supportive and focused more on improvement and less on results.
It is important to note that the CISSA model is not the be all and end all in sports competition. Offering a more competitive and selective program for students as they get older (for our school it is from age 13) is also important whilst hopefully still encouraging those students who are not selected for the more competitive teams to continue to participate through other recreational opportunities.”
I’m happy that Doug asked me to guest blog about the CISSA experience because I have truly seen firsthand how wonderful a model it is. My son comes home from every single tournament with loads of stories about how much fun he had. Not only has he bonded with other students on his own team, he has also made many friends with students from other schools (that he stays in touch with).
As a CISSA coach, we are required to referee the games and rarely do we ever have discipline problems or rough play as the very nature and culture of the league is one of friendly competition which makes the entire experience all that more special to the players. The CISSA model is perfect for those students who may not be athletically inclined as it gives them equal access to playing time. I’ve seen some student’s self-confidence sky rocket as a result of being involved in CISSA team sport and actually being able to participate equally in games along with their team mates.
Included in this blog post is our CISSA handbook which explains, in detail, all of the rules and regulations in the league. Should you be interested in reading the handbook, feel free to download it. If there is even the slightest of possibilities of setting up a league like this in your area or region, I highly recommend doing so as it completely changes the sporting experience for many kids who may not have the chance to play otherwise. I’d like to thank Doug for allowing me to guest blog and to share my thoughts about the CISSA model and the positive impact it has had at our school here in Nanjing, China.
Thanks for sharing Andy!
This post is the first of what I intend to be a bit of a series on youth sport and kind of picks up where A Sporting Chance left off. I want to chat briefly about winning vs. development in child and youth sport and share a wee epiphany with you. Although this has long been a topic close to my heart, I have been doing much more thinking and reading on the topic as preparation for the Re-Imagining School Sport pre-conference session that Vicki Harber (@vharber) and I planned for the #Banff2015 National HPE Conference. The day was full of great conversations and evidence to push some of the boundaries of what we know is good for kids in sport. As well, two recent articles on youth sport caught my attention this week and are worth the time for you to read them (now or later- it’s up to you).
Where the “elite” kids shouldn’t meet. Tim Keown, ESPN. All about the marketing and the myth of elite sport for preteens. “This is the age of the youth-sports industrial complex, where men make a living putting on tournaments for 7-year-olds, and parents subject their children to tryouts and pay good money for the right to enter into it.”
Playing youth sports about having fun, developing skills. Jason Gregor, The Edmonton Journal. This article is all about why a 9 year old hockey player quit playing spring hockey and the letter his dad wrote explaining the decision. “…as a nine-year-old, you have only played two shifts in the game, no matter how important that game is … it is time to have a talk with yourself and re-evaluate why we do this.”
Full disclosure: I am extremely biased on this topic and believe that there shouldn’t even be a debate. In my mind, if you are involved in child or youth sport in any way, shape or form (parent, coach, ref, etc.) and consider placing winning some banner, trophy or medal ahead of the development of individuals and teams – you should give your head a shake. Just thought you should know…
In this installment, I want to address the culture of “my kid is really good and therefore deserves to play much more so we can win”. Kinda what both of the previous two article’s address.
I once chatted with a parent who was bemoaning the fact that her daughter was playing the same amount as other kids on her team. She shared with me that, in addition to the $1,400 team fees that all the kids played, she was also spending $800/month on private training and weekend clinics (her daughter was playing U15 volleyball). In her mind, her daughter should be playing more because she was spending more on training and was “better” than the other girls. This got me thinking…
Let’s look at a professional sports franchise – often held up as the pinnacle of sport achievement. The Edmonton Oilers, not currently contending for Lord Stanley’s Cup (but things are looking up!), are such a team. According to http://www.hockey-reference.com, Ryan Nugent-Hopkins made $6,000,000 last season and averaged 20:38 minutes a game. In contrast, Luke Gazdic made $800,000 and averaged 7:23 minutes. Hmmm… Here comes the epiphany – wait for it!
Since there are a certain number of people who want kids to play “just like the big leagues”, why don’t we model that? Since our kids DON’T get paid to play, what about if kids that PLAY MORE – PAY MORE! PLAY LESS – PAY LESS! We could have a sliding scale based on minutes / sets, etc. That way, those that want their kids to play more can pay for that privilege! Brilliant, eh?
Sounds odd but if you really want your team to focus on winning, wouldn’t this be the best way to go? (insert sarcastic emoticon here)
Of course I am being facetious, however, I am using this example to ask why we focus so much on winning in youth sport? Kids really don’t need to focus on winning – sure, anyone would rather win than lose BUT – their care does not last… There has been LOTS written about what kids value in sport – winning is not at the top of the list. Winning should not be a high stakes game for kids.
So. You GET PAID to play? Then playing time can differ.
If YOU PAY, then you should PLAY!
School sport, youth sport – anything that claims to be developmental and “for the kids” should be held accountable to actually follow through and be “for the kids”. Why the focus on banners, titles, trophies, winning as the main goal? I have yet to hear someone with a valid argument on why (in a “developmental system”) – please let me know if you do!
I could tell you more stories on this theme but I’d rather post this for now and then take a look in the pot I have stirred up…
As some of you may know, I had the distinct pleasure of co-chairing the recent joint Health and Physical Education Council / Physical and Health Education Canada, National Health and Physical Education Conference – A Physical Literacy Uprising, in beautiful Banff, Alberta, Canada (let’s just go w #Banff2015 from now on though…). I could share a lot about #Banff2015: the 867 passionate delegates, the crazy and fun socials, the variety and diversity of sessions, and much more. In fact, for an overview of the conference, presenters and presentations, check out http://www.phecanada.ca/events/conference2015/program/workshops.
However, it is really hard to replicate a conference on a blog page. I would say impossible. Fortunately, with some collaborative effort from Brent at PHE Canada and one of our keynotes, I can share a video that I hope will make you think about the way you think about exercise and physical activity (read it twice, it makes sense, really, it does). We were privileged to have Dr. Yoni Freedhoff (@YoniFreedhoff) speak to us on Friday morning on the topic of:
Rebranding Exercise: Why Exercise is the World’s Best Drug, Just Not a Weight Loss Drug
The premise of the talk is as follows: By preventing cancers, improving blood pressure, cholesterol and sugar, bolstering sleep, attention, energy and mood, and doing so much more, exercise has indisputably proven itself to be the world’s best drug – better than any pharmaceutical product any physician could ever prescribe. Sadly though, exercise is not a weight loss drug, and so long as we continue to push exercise in the name of preventing or treating adult or childhood obesity, we’ll also continue to short-change the public about the genuinely incredible health benefits of exercise, and simultaneously misinform them about the realities of long term weight management. We need to REBRAND.
Please take a moment and view the video.
I would encourage you to watch the whole 39:13, however, if you want to skip all the research evidence, jump in at about 28 minutes or so for some key points and the summary.
You may wonder why we asked someone who mostly writes about nutrition and weight management (http://www.weightymatters.ca/ – highly recommended!) and is an obesity medicine doctor to keynote a conference called A Physical Literacy Uprising. The reason lies with the way we sometimes rationalize our work as PE teachers and Physical Activity professionals: childhood obesity.
“We need more PE to combat childhood obesity.”
“We need more PA to combat childhood obesity.”
I have even heard colleagues’ state that the obesity epidemic finally makes our jobs relevant and necessary – finally we will get the respect we deserve as a profession because we can FIX this. I couldn’t disagree more.
As Yoni states in his presentation, when we tie exercise to weight loss/control/management etc. we are committing:
A dis-service to exercise – we box exercise in as weight loss instead of highlighting all the other benefits of physical activity: sleep, co-morbidities, mental health, well-being, academics, joy, etc. This aligns with my own thoughts about WHY we need to move. Movement is worth so much more than the box(es) we often place it in.
A dis-service to quality weight management – people will try stupid things when they feel exercise has “failed” them in their goals (ie. Biggest Loser. To read one of Yoni’s scathing critique of that show, click here). Incidentally, this aspect is also linked with the fallacious idea that we need to be “fit” (or at least look that way) to be effective teachers of PE (more on that here!).
From a physical literacy perspective, we need only return to the original definition:
In short, as appropriate to each individual’s endowment, physical literacy can be described as a disposition in which individuals have: the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for maintaining purposeful physical pursuits/activities throughout the lifecourse. (Whitehead, 2010)
Quite simply – weight loss is not the motivational piece we are looking for to get kids (or adults) active, healthy and joy-full.
Let’s REBRAND EXERCISE and get it right*.
*My apologies to those who already “get it” and therefore do not need to rebrand. Please keep on being and doing awesomeness.
April 30-May 2, 2015
Why should you come to Banff for the 2015 Health and Physical Education Council (Alberta) and Physical and Health Education Canada National Conference? Well…
I could tell you about the long hours and hard work the Steering Committee has put in to make your experience at #Banff2015 second to none.
I could tell you how important our theme of PHYSICAL LITERACY is and why you should come and learn all you can.
I could tell you how inspiring and informative our keynote sessions by Dr. Kathleen Armour, Dr. Yoni Freedhof and Dr. Nancy Melnychuk will be.
I could tell you about the incredible variety of sessions facilitated by leaders in the field from across Canada and beyond (even Australia and Ireland!).
I could tell you about the incredible social events on Thursday night, Friday night (including a National Dance-OFF!) AND Saturday night.
But I won’t.
Nope. You can get all that from the conference website.
What I want to do is tell you a story of how you might maximize your #Banff2015 experience and leave the conference a richer human being.
Slow fade to black as I take you back (way back) to the beginning of my final year of undergraduate education… After a summer of working hard and playing harder I did a lot of thinking as I made the long drive out to campus. I was mulling over how I wanted to spend my senior year. Would I do the same things? Try some new stuff? The upshot was, I made a conscious decision (shouted out loud on the Coquihalla Highway) to take risks and be open to the opportunities they created. I had the BEST year. Here are some examples:
The woman in the apartment across the hall was the editor of the campus paper. She was bemoaning the fact that she did not have a sports editor. Because I am a sporty guy, she asked me if I knew anyone who could do it. Given my new philosophy, I said, “Yes. Me!” Presto – the “Strapped Jock” editorials were born. Risk taken. Opportunity accepted.
As part of my decision, I resolved to introduce myself to interesting people who I might meet around campus – the gym, weight room, cafeteria, classes, wherever. I had fabulous conversations, made many new friends, had unique experiences and even (finally) got a few dates! Risk taken. Opportunities accepted (I even asked a girl out after a final exam… Like, right after. I mean, I waited in the hall until she came out an hour later).
I know. You are trying to figure out what the heck my college dating life and experience as sports editor could possibly have to do with #Banff2015. Good question! Simply this. Give my senior year strategy a try and take a risk (or 4) at the conference. Then, be open to the opportunities those risks provide.
Make an effort to get outside your normal group of conference buddies – invite others to move with you and go and move with others.
Try a brand new activity to bring back to your students. Preferably, one that makes you slightly uncomfortable.
Introduce yourself to 15 people you have never met before. Partner with them during sessions. Follow them on Twitter. Exchange emails and teaching ideas.
Meet at least 6 people from outside your home province and dance with them on Thursday night. Find them again on Friday night and do it again.
Come to #Banff2015.
Take risks. Be open. Enjoy (the conference and the gratuitous Banff shot below).
A little while back, as part of his blog entitled “Help me, help me”, @SchleiderJustin posted the following question for #slowchatpe: Q3: Should physical education teachers be physically fit barring medical reasons? Why?
I threw out a fairly quick answer that included something like, “Depends on your definition of fit: cross-fit models on the cover of GQ/Cosmo or healthy and active role models?” If you read this blog at all, you probably guessed which way I am leaning… The twitter conversation was good – but left me wanting more. Since that response, however, I have actually been thinking about this question a lot. Really – a lot.
Perhaps the reason that the question is so pervasive is because the answer, for each of us, says a lot about what we value and, who we are. On the blog page – where the focus of the post was actually on getting 20 minutes of physical activity a day – two comments sprung out at me (oh, and this one: “I think that i should try it and nice job on your opinion.”).
Comment: Should we be physically fit? Yes. Should our students be physically fit? Yes. Just as we would expect our students to work towards achieving fitness, and understanding the value of being healthy, so too should we be striving to achieve those same goals.
Response: I agree with you whole-heartedly. How can we preach something and not follow through on our own teachings? We don’t have to be fitness maniacs or body builders; however, if you are obese it is sending the wrong message. Would you go to a church where the minister did drugs? Would you go to a dentist who was missing half their teeth? Would you buy a car from a GM salesperson after you see him drive away in a Toyota? No. You have to model fitness for the ss or you are just another hypocrite.
I found myself confused by the inherent contradictions, unclear definitions and hyperbole in these two comments. Therefore, you’ll have to forgive me as I go on a bit of a rambling rant about this topic. Of course, rather than forgive me, you could just choose to stop reading and go about your life without the enlightening power of this polemic. 😉
Why the focus on fitness?
What do we really mean when we say PE teachers should be “fit”? I would argue that when you say, “PE teachers should be “fit”” – your listeners see these images:
But what IS fitness?
Fit is defined as: “In good health, especially because of regular physical exercise: my family keep fit by walking and cycling.”
Fitness is defined as: “The condition of being physically fit and healthy: disease and lack of fitness are closely related.”
Other, more specific definitions include categories such as cardio-respiratory endurance, power, flexibility, strength, etc. There are even those who would crown the “fittest” man/woman on earth.
Are these images what we want our PE students and teachers to strive for? In my province, the aim of our Program of Studies for PE: “…is to enable individuals to develop the knowledge, skills and attitudes necessary to lead an active, healthy lifestyle”. Therefore, to me, being fit is not about how you look (more on this further down…), how much you can lift or, how fast you can run. Being fit is about being in good health and being active for life. My first job as a PE teacher is to ensure my students make strides (see what I did there?) to meet the aim of the program. In that, I agree with the comment above – we should all (Ts and Ss) be striving to meet goals of being fit (see earlier definition) and understanding (and applying / living) the value of being healthy. YES!
As a PE teacher I agree that modeling a healthy active lifestyle can be important. Active for life. A physical literacy journey. Being healthy. For sure. However, this is a package deal that considers SO much more than fitness. Consider the diagram below (thanks @DeanKriellaars) and the role fitness plays in the journey that is physical literacy.
So why do we say that PE teachers should be fit? Why only focus on this one area? Why not complex skills, active living in the community, health behaviours, or other parts of the PE curriculum? Why not focus on the fact that PE teachers need to TEACH?
My sneaking suspicion of why the fit PE teacher issue is so pervasive is that it has to do with how we look and what we value. Consider the reply above: “…however, if you are obese it is sending the wrong message. You have to model fitness for the ss or you are just another hypocrite.”
See the subtle shift there? Obese is equated with non-fit. Obese is also used as an extreme, polarizing term followed by hyperbole. The fit definition we have explored says NOTHING about size, or weight. Sneaky segway here – why do we focus on how PE teachers look instead of what they can do?
Weightism: “…the assumption or belief individuals of a certain weight or body size are superior – intellectually, morally, physically – to those who exceed the ideal weight or body size.” (Morimoto, 2008)
We really need to stop judging people’s health and fitness by how they look. Just. Stop. Humans come in all shapes and sizes and fitness can look different. Exercise and physical activity are FULL of benefits – weight loss is not always one of them – and should not be the main reason to move more. Move to feel good, be healthy, play with your kids, etc. Obesity is a complex issue, let’s not try and over simplify. A recent article in the Wall Street Journal highlighted the importance of physical activity for those who are considered overweight (BMI from 25-25.9) or obese (BMI>30).
Aside: I don’t have the time or space right now to deal with all the issues around using BMI as an individual health measure. Short version. Don’t use BMI as a measure of individual health. Long version – check out this post.
The article begins by citing a recent study entitled Physical activity and all-cause mortality across levels of overall and abdominal adiposity in European men and women: the European Prospective Investigation into Cancer and Nutrition Study (EPIC) – sweet acronym! The study followed European men and women for an average of 12.4 years and included a total of 4,154,915 person years (p. 1) – wow!
The main finding I’ll share is this: “The hypothetical number of deaths reduced by avoiding inactivity in this population may be double that with an approach that avoided high BMI and similar to that of an approach that avoided high WC” (p. 8)
Takeway messages for us in PE?
To further explore this idea, let me introduce you to two women (whom I have never met…) who I think can shed some much needed light.
Lauren Morimoto – Lecturer in Kinesiology and PE at California State University East Bay (now at Sonoma State, I think!)
I “met” Lauren while researching autoethnography. Her peer-reviewed article brought me to tears and opened my eyes. I highly encourage you to find it and read it.
Morimoto, L. (2008) Teaching as transgression: The autoethnography of a fat physical education instructor. Proteus, 25 (2), p.29-36.
Until you can, here is a snippet of her opening poem entitled, This Girl (my apologies for the blurriness).
Mirna Valerio – Spanish teacher and cross country running coach at Rabun Gap-Nacoochee School, author of the brilliant blog Fat Girl Running.
I only just stumbled upon Mirna’s blog through the WSJ article but she is one funny, talented writer and I am guessing also a pretty amazing teacher and coach! Her posts range from sharing her love of running: There is a sort of primal quality to it that, while it isn’t for everyone–especially those new to trail-running, inspires you to appreciate those trails that are not fantastically weird or scary. You must extend your hands, feet, and heart in friendship to the forest, and it in turn, will befriend you.
To clothing advice: Many of us larger ladies have some issues finding workout clothing that is 1) comfortable and 2) does not make us feel (or look) like a link of brats that is about to explode, or a bear in a big, ugly tent. This is a major conundrum that must be dealt with or it might cause us to have an excuse to not get out there and be badass as we should be doing everyday.
To the rant that caught my attention – Haters Gonna Hate: A Rant, is harsh, personal and brilliant. You should read it. Now. After setting the context: So this post is for all you haters out there. And let me apologize on BEHALF OF YOU to YOUR BODY, for you projecting your own insecurity and feeling of inadequacy on others. Mirna then responds to stuff people have said to her. Here is a short peek:
You might wanna stop running so much. For a big girl like you, you may be better off on the elliptical or like, playing tennis.
Why are you so concerned? Last time I checked, getting any exercise is better than getting no exercise. Do you know what’s more dangerous on the knees and heart? Not doing anything. And by the way, my joints are just fine. But my brain hurts trying to explain basic shit to you.
Don’t you feel weird going into a gym-you know, cuz everyone’s a size zero and you’re not?
Thanks for pointing out the obvious. So perceptive of you. What gym do YOU go to? That apparently is not my gym because although my gym has its share of meat-heads, there are tons of different body types, goals, people, sizes.
I hope to some day meet both of these fabulous ladies. Maybe go walzing. Maybe go for a run. To go back to the question of whether PE teachers should be fit – yes, yes they should.
Fit like Lauren.
Fit like Mirna.
I have been challenged by Andy Vasily to answer the above question. Here is my response! Hope you enjoy – I recruited a little bit of help…
Thanks to the awesome EDEL 321 classes for their insights and enthusiasm! #321pe
I am now challenging all the #Banff2015 Steering Committee members, @LifeIsAthletic and @CollinDillon to answer the question and post.
Be sure to check out physedagogy for the latest info on the #PhysEdSummit coming on October 25th. Hope to “see” you there!
I have been pondering doing something like this for a long time – time to get ‘er done!
“This” is figuring out a way to better integrate Twitter (and other technology) into my undergraduate classes (Curriculum and Pedagogy in Elementary Physical Education) and also further connect with those either new to teaching elementary PE or those just finally coming to the glorious realization that whole child education includes education of the physical!
So, here goes… #321pe
What? A hashtag? Seriously, didn’t Jimmy Fallon and Justin Timberlake do that already? Doesn’t the online PE community already have #physed, #pechat, #pegeeks, etc.?
Why, yes. Yes it does. However, many of the folks that use these current tags are PE specialists. Not all – but many. Now, that is not a bad thing – au contraire! I LOVE PE specialists and wish we had more of them – especially in our Elementary schools. But, I wanted something distinct and focused for the elementary based teacher.
The teacher who is passionate about PE but may be the only one in their school.
The teacher who maybe had 1 class in University on how to teach PE.
The pre-service teacher inundated with “core” subject responsibilities.
The pre-service teacher who wants to connect with others interested in quality elementary PE.
The pre-service teacher who wants to learn from experienced elementary teachers who also love PE and teach it amazingly.
You get my point…
My hope and dream for #321pe is that it can grow organically and rhysomatically as it morphs to meet the needs of the community with input from said community. Although I don’t have all the details yet, here is my initial plan:
As another way to launch and explore this idea, I will be submitting a #321pe session for the #PhysedSummit on October 25th, 2014. In the meantime – tweet me your ideas, comment on the blog and let’s build a community together!
So why #321pe and not something else? You’ll have to wait for the #PhysedSummit to find out!
Seeing as how it was Father’s day yesterday (in Canada anyways…) AND it happens to be the longest day of play THIS week on June 21 – I figured I would write a short post connecting the two (brilliant, I know – thanks for noticing!).
First, some key stats:
2. Since only 7% of 5- to 11-year-olds and 4% of 12- to 17-year-olds meet the daily recommendation of at least 60 minutes of MVPA (2009-11 CHMS, Statistics Canada via Active Healthy Kids Canada) and we know more boys than girls meet the 16,500 steps/day target (2012 Kids CANPLAY) – the findings from Jaffee & Rex (2000) are TRES COOL! 100% of girls with active fathers were physically active (compared with 86% of girls with active mothers).
So, my fatherly friends – not only is it important for you to be active for YOU, it is also important for your family! Nice work Dad!
Now, on to the longest day of play…
This initiative by ParticipAction is intended to take advantage of the longest day of the year (approximately 16 hours and 47 minutes here in sunny Edmonton, Alberta) and encourage everyone to get outside and move!
For all sorts of tools to spread the word, including a video, posters and idea sheets, go here.
So get outside and enjoy an ACTIVE father’s day (it’s good for you AND your family) – then do it all over again on the Longest Day of Play on June 21!
Move your daddy – move your family!
I have a problem. Ok, I have lots of problems but I want to blog about this one… You see, I want to love school sport and in fact for many years I did. But my love light is flickering and is in danger of going out. Before I really dive into this issue, let me share a few quick facts about me and my love.
I played school sport.
I coached countless school teams.
I have watched school sport positively change the lives of kids.
I have seen school sport re-ignite teachers’ passion for education.
Despite all the positive experiences I have had over the past 30 years, why does my taste for school sport seem to turning from sweet to bitter? After a lot of thoughtful, pensive, pondering; a good deal of reading; hour upon hour of observation; several naps (seriously, naps are awesome); deliberate discussion with many friends and colleagues I have narrowed my reasoning down to three key issues.
#1. Participation Rates. I spent many years coaching at the junior high (grades 7-9) level. My last school had a population of about 400. Because I was interested, I kept track of all the kids that played on all the teams we had. Over the whole year, only 90 kids out of the 400 played at least one sport (many played more than one).
22.5% of the school population could access all the benefits of being part of school sport (sort of… more on this in the next issue). But that also means that 77.5% of students had no involvement whatsoever with school sports. Public education systems around the world are founded on the belief that a democracy requires informed and intelligent citizens. Egerton Ryerson, one of the key advocates for public education in Canada, firmly believed that schooling should not be a class privilege and should be not only universal, but free (see – History of Public Education).
So why do we continue to commit school resources to something that can only benefit some of the students? In the very thought provoking article The Case Against High School Sports, Amanda Ripley shares the example of Spelman College. Spelman spent almost $1 million on athletics for 4% of the student body. Given the fact that almost half of the incoming class in 2012 had some sort of chronic health issue that could be improved by exercise, the president made a change. The $1 million dollars was re-directed in 2013 towards a campus wide health and fitness program to benefit all. Intriguing. Can we continue to justify only providing the benefits of school sport to less than 25% of our students?
#2. Elitism. So. You are one of the lucky ones – you make the school team. Yay for you! Life will now be blissful and wonderful as you develop your prowess and skills along with the other kids on your team. Not so fast. What I continue to see is that the best 5,6, 11, etc. kids are treated very differently than the rest. They are given the bulk of the playing time and have the most opportunity to learn and develop in practice. I suppose this is just an extension of the previous point. We’ve already got rid of over 75% of the kids. Why not winnow it down a little further?
Quite simply, we can’t afford this sort of elitism in a school sponsored “educational” sport experience (please note the very sarcastic nature of my finger quotes). Public school is for all. A year ago, the director of education in Canada’s largest school board wrote an editorial for the Star. In the article he argues for all the physical, psychological and social benefits to children from school sport. I don’t disagree with these benefits, however, we must recognize that school sport misses a large number of kids. If we are going to continue to only provide sport for 25%, then at the very least, let’s stop the elitism there. Segue to my next point.
#3. Winning first. I believe that this issue is actually at the heart of the problems with school sport (and perhaps community and club too). School is about becoming an informed, engaged, educated citizen – now and for life. Not about winning trophies and putting banners on the wall. Don’t get me wrong, winning is not in itself a bad thing. Pretty sure most of us would rather win than lose. The problem lies in placing winning as the ultimate goal with all else, including player development and dignity, coming a distant second.
A short story and then I’ll wrap this up. A few years ago I coached a junior high, junior basketball team. I had 18 kids try out and 18 kids made the team. We had a perfect season. 0-6. Whaaaaaaaat? The last game of the year, we lost 46-84. My boys were jumping in the air, cheering, slapping each other on the back. The other team was asking their coach, “Didn’t we win the game?” Let me explain. I had 18 grade 7 boys on my team who had never played on a basketball team before and some had never really played basketball at all. As a team, our goals were to improve individual and team skills and essentially to be better by the end of the season. Oh, and to grow to love the sport of basketball.
We were excited to “lose” our last game because we did not define our success individually or as a team by winning. Here are the important stats of that final game.
- we had our highest scoring game ever (previous record – 23 points)
- we were not doubled by the other team
- we kept the other team’s score below 100
- every player scored at least one basket
- one player who had never got on the scoresheet before not only scored a bucket – he FOULED someone! For a kid who was scared to play defence, this was a big step!
The point is, we would have had a dismal season if we focused on winning. Instead, we put development first and arranged our season goals around that concept. Everyone played (line change!), everyone improved and everyone won.
To be honest, I am not really sure what we should do. I am, however, convinced that we need to do something different. A re-imagining of school sport, if you will.
What if all kids received quality daily physical education that included true physical literacy foundations providing them with the foundation to pursue a variety of sport and physical activity?
What if late elementary and junior high kids ALL had opportunities to participate in sport clubs that would develop their skills and allow them to compete positively against others of the same level?
What if high school sport was a place that had opportunities for ANY student to play at the level they choose?
What if we made a commitment to place development ahead of winning at all levels of school sport?
I’m not ready to give up on school sport. But as a society, our relationship with school sport needs to move from infatuation to love; patient, kind, not envious, not boastful, not dishonorable and not self-seeking.
Let’s work together to find a way to give all kids in school a sporting chance.
(re-post of my guest post on the ParticipACTION Blog)
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