The End is Near
December 10, 2013
From time to time we are confronted with print or broadcast media reports, or articles in scholarly publications, that criticize schools’ sponsorship of competitive athletic programs. Some authors have gone so far as to predict that the day is coming when schools are forced by the strength of intellectual argument or the shortage of resources to disassociate from competitive sports and to discharge that responsibility to local community groups and private clubs, as is the custom of most other nations.
For 50 years the “end is near” prophecy has been present among our critics. Today the prediction also can be overheard among cash-strapped school administrators, especially if they ascended to leadership without involvement in school sports.
It’s my sense that these dire predictions are not likely to come true for the reasons usually cited – e.g., that the programs dilute focus or divert funds of schools from their core mission. What is more likely is that these predictions will come true because those in charge ignore basic human needs and responses, and they fail to implement programs that meet those needs.
Our response should not be to lower sports’ profile in schools and offer less to students. It should be just the opposite. We should even more boldly proclaim the value of competitive athletic programs; we should provide more sports and levels of teams for high school students; and we should provide junior high/middle school students with more and longer contests, beginning at earlier ages.
We need to go on offense, as my next postings will prescribe.
Integrated Learning
July 1, 2016
One of the positive aspects of life that school sports and other after-school activities do better than most everything else is to build a sense of community. Another is to teach teamwork. And both are mostly missing in the world of individualized, online learning.
It sounds good to advocate for personalized, learn-at-your-own-pace “curriculum” (one can hardly call it “instruction”), but that model misses so much of what education is supposed to help a civilized society accomplish.
Benjamin Riley, founder and executive director of Deans for Impact (deansforimpact.org), makes this point in his May 18, 2016, Opinion on EdSurge (edsurge.com), “Bursting the ‘Personalization’ Bubble: An Alternative Vision for Our Public Schools.” Mr. Riley advances four principles:
-
Teachers – not technology – should be the primary designers of students’ learning experiences.
-
The experiences that teachers design should emphasize the social aspect of learning.
-
The experiences that teachers design should be informed by learning science.
-
Teachers should primarily use technology to identify social learning opportunities.
Mr. Riley concedes that these four principles are just a sketch – an outline for a different conversation than that which currently dominates education reform. “But there is one point on which I’m unyielding,” Riley writes: “We begin to forge the character of our country in our public schools. At a time when I feel our nation pulling further apart, I hope we start thinking and talking more about how we might move closer together, and promote the integration – rather than the personalization – of our learning experiences in public education.”
It is not Mr. Riley’s point, but it is mine, that school sports – including the requirement that participants be full-time students in the schools they represent on interscholastic sports teams – promotes the integration of the learning experience which is critical to shaping the character of our country.
The integration we speak of is developing the whole child through direct interaction daily with a diverse student body and a wide variety of curricular and extracurricular activities. This builds students, schools and society.