Creating a Culture of Health and Fitness
Not all children like games. The better the quality of the experience, the higher will be the proportion that do, but that figure will never be 100%. Sometimes it will be the children who are unable to readily master necessary skills, others will not enjoy being outdoors in the cold and some will recognise that many games are structurally ridiculous as human pursuits.
Whilst games undoubtedly have the capacity to capture the imagination of their followers, and to provide participants with rich and rewarding experiences, simply taking part in games does not ensure that these benefits will be available to all. Teachers' estimates of how many children would choose to play games if they were not compulsory range from 20-80%, depending upon the game and the age and sex of pupils. Their guess is never 100%.
Does it matter? The then Sports Council clouded thinking the nation's thinking in the 1970s with a catchy campaign entitled "Sport for All". But it was misleading. Sport (meaning competitive games) will never be for all. But exercise and health could be. It is a distinction that schools must recognise. The rejection of team games is often coincident with radically reduced exercise levels, or a marginalisation within the games programme. Health promoting activity has a mixed quality of provision, and is often presented as the consolation prize for those whose involvement in games has been accepted as over. Girls not required for Hockey teams stand in front of the Aerobics instructor and copy her movements. Physical conditioning is encouraged amongst the school's leading athletes as a factor in increasing the chances of competitive success.
Health and Fitness should not be a minor part of a PE programme. It might be a major part of the culture of a school. Done well, it is something that impacts upon the lives of all pupils and is prominent through out the organisation.
The "why" is a key part of this education. The benefits of exercise as a positive life choice can be a carefully kept secret. Compulsory exercise can be positioned as an unpleasant obligation, rather than a stimulating part of a vibrant life, with intellectually proven health benefits. School fitness gyms feature uninspiring posters of bones and muscles, rather than smiling faces glowing red with endorphin highs. Running might be a compulsory part of the programme, unimaginatively packaged as competitive cross country or a maximal "bleep" test. But the benefits of running to physical and psychological health are much less frequently promoted. Much more prominent are the negative messages - the undesirable consequences of failing to comply with school requirements.
A strong culture of health and fitness is visible throughout a school. The messages in the corridors seek to inspire participation, and educate its benefits. The role models are people who embrace active lifestyles, not necessarily high performing sports people. The celebration is of participation, and the whole school community promotes this message consistently. Academic teachers acknowledge the contribution of exercise to exam success. The message is consistent throughout the organisation.
Much adult physical activity is non-competitive and exercise based. Sport is the minority activity in society, not health-based exercise. Mass participation events, like Race for Life, recognise the achievement of getting involved, and marginalise finishing times. School events could reflect these cultural norms. Alongside competitive success, stimulating pupils to take part in regular exercise can be a goal of the organisation. Many pupils will go on to develop interests in sports, and some will seek to excel. But the foundation of the culture is valuing physical activity, dedication and involvement. A minority of children will value personal bests and want to push themselves. Far greater will be the number of adolescents who can see a health benefit in steady state running.
Many schools have a strong culture of competitive sport, and many children will always be engaged by this. However, this engagement will never be 100%. Whether it is possible to inspire all pupils to act on a concern for their physical and psychological health is uncertain. What is beyond rational dispute is that this would have significant benefits, and this can be a logical and powerful motivator for pupils of all physical abilities.
"Sport" may not be for All, but maybe exercise and health could - and should - be