Replacing Compulsion with Culture
There has been much recent consternation about the future of potentially dangerous sports in schools, largely fuelled by Professor Pollock’s widely articulated assessment of the dangers of physical contact. Her campaign appears confined to an attack on Rugby Football, in defiance of the science that shows that, before the age of 15, this game is no more dangerous than Hockey and Netball.
As a result of this, a hundred years of compulsory participation in team games is under unprecedented threat, with few schools escaping the attention of a growing pacifist lobby of parents. There are no schools who would any longer compel pupils to take part in contact sport if parents expressed a contrary desire.
The legal situation is relatively clear, though largely untried. Schools may assume consent of parents to activities which are a known part of their offer; however, such consent may be withdrawn at any time – after which it is probably unlawful to insist on unwilling participation.
This is leading to growing fear for the future of school teams, especially in Rugby, based on an apparent assumption that many pupils will only take part if compelled to do so. This terror may not be entirely unfounded, but appears illogical. Club sport exists (and always has done) without any compulsion, based on the simple and sound premise that these activities are inherently attractive and enjoyable, and that both adults and children play for fun. Clubs are conscious of the need to attract and retain players, and plan their programmes with this aim of engagement well to the fore. Historically, schools have been sheltered from the pressure of market forces – and much shabby provision has been hidden behind compulsion, especially for the less able. A pressure to make the experience of sport more engaging would not be a disaster.
The alternative is culture. In schools with a strong culture of participation, the issue of compulsion is largely irrelevant. There is a self sustaining expectation of organizationally approved behaviour. Where culture is strong, commitment to teams and to participation is greater than children’s self interest or the line of least resistance. Culture is the only explanation of why some schools can assume pupil commitment, whilst others spend miserable Friday afternoons desperately trying to complete teams of conscripts in order to avoid the call of shame which cancels the game, and earns widespread industry approbrium.
The future has to be in building a culture of participation. By making the experience attractive, by stimulating intrinsic motivation and through education of parents, pupils and teachers of the benefits of being involved in sport. In an era of growing concern for children’s mental health, the advantages of teamship have never been more important in building emotional intelligence. These advantages are available to all participants; they are not ability dependent, as recreational sport amply demonstrates.
The era of making rules to compel participation, and demanding obedience to them, is over. The new focus must be on building and sustaining a culture that values both physical fitness and teamship. in which participants find value, enjoyment and satisfaction. It is a subtle, but significant shift.