Confusing the Purpose of Independent School Sport
In most subjects, there is no disconnect between the educational and business purpose of an independent school. Good exam results are good for business. Full stop. This might lead to accusations of teaching to the test, in “exam factories”, but parents and schools find rare and easy agreement here. Good grades are the right outcome, and everyone aspires to the same thing. When exam results are published every summer, each school seeks a new way of measuring the to claim another record. High grades correlate with high happiness - across the board. Results mean reputation. For the avoidance of doubt, widely published tables offer ready comparison of schools, and bursary of those in the upper divisions are clear of the business implication of this.
The same applies to elite sport. Frequently produced tables allow clear identification of success. The top teams attract the greatest income. Competitive successes closely accompanied by financial fortunes
It is less straightforward in school sport. When discussing the educational aims of a games programme, it is easy to adopt a high brow, philanthropic approach. Schools find it easy to talk about impacting upon all pupils, to raise opportunity and esteem. They are excessively comfortable with the discredited expression “Sport for All”. Ambitions are of player development, and a building of resilience through allowing pupils to fail. The encouragement of experimentation, to solve problems and promote creativity. A nurturing environment of child centredness. The educational purpose is clear.
Then it comes to Saturday. Preparing teams for competition against local rivals means the coach is in charge. Experimentation and creativity are suspended in favour of eliminating errors.
Fear of failure fuels a drive for efficiency. The coach ceaselessly shouting instructions from the touch line, and seeking to influence the referee, could hardly be seen as an educational influence. He may have a professional role, but there is little professionalism in much sideline conduct.
The drive to win is confused with, and and excused by, the school’s business purpose. When sports results are perceived as a visible part of the business purpose of the organisation, everything changes. The focus on winning has consequences which are not always consistent with the educational purpose. Considerable emphasis is placed on the high profile teams. It might be great that there are twelve teams playing for each school, but everyone is clear that the result of one or two carries greater significance. And there are undoubtedly some parents who are influenced by these results, inferring a wider superiority from the scoreline.
When the commercial position of a school is embroiled in its moral purpose, there are few good outcomes. Pressure to win undermines the educational foundation of a school and prioritises short term outcomes. Staff who see a significance of the result beyond the final whistle are rarely at their best as educators.
School leaders - and the leaders of sport in schools - hold considerable responsibility here. They heavily influence the staff on the ground in how they define success. And how important they feel it is to win. It will influence their decisions on coaching, team selection, strategy, substitutes: everything about the way the team is operated.
Everyone needs to be clear: does the school exist for the benefit of the pupils - or are the pupils there for the benefit of the school?