Physical education…more than “just a game”?

Sir Ken Robinson in his well-known TED lecture (ted.com) states; “Our education system is predicated on the idea of academic ability.” He goes on to say that “Every education system on earth has the same hierarchy of subjects…at the top are mathematics and languages, then the humanities and at the bottom are the arts…” He didn’t mention Fitness, Exercise, and Sport (FES) subjects, however if asked, I think he would agree that they might fit in below the arts! Certainly as a non-traditional academic discipline FES can tend to be isolated within an institution.

Woody Allen joked in his 1977 movie Annie Hall, “Those who can’t do teach, and those who can’t teach, teach gym.” From school through to tertiary institutions, often the external view of those who teach FES is one of “playing games” rather than pursuing academic excellence.

In the mid 1980’s when I was a student in the first fitness industry specific courses offered by AUT (then ATI), the only other FES related course was the physical education degree offered by Otago University. Today almost every tertiary institution offers a FES related course. There are also a number of private educational providers specialising in this field.

This growth is not unexpected considering the interest most people have in sport. Sport always has its section in our daily newspapers and TV news segments. It is more than just a pleasant distraction from the more serious events in the world. Sport is an integral part of New Zealand’s national identity.

In his book ‘Sports and Athletes – Philosophy in Action’, Joseph C. Mihalich wrote; “Sport provides a universal social context for the learning of such cherished values as courage, honesty, discipline, communal effort, and the pursuit of excellence.” Occasionally it also shows us an ugly side with post-match alcohol abuse and violence.

Exercise has a pivotal role to play in the health of a nation, working against heart disease, high blood pressure, diabetes and global obesity (globesity). Fiscally it makes sense. It is estimated that New Zealand would save $40 million per year in health care - money that could be spent on education - if only 5% of the inactive people (currently at 30%) became more active (The National Health Committee’s ‘Active for Life: A Call for Action’). The NHC also looked at the human cost, stating that 1,300 to 1,560 deaths could be prevented per year in New Zealand if the whole adult population became physically active. Physical activity contributes to society on many levels.

I find students who choose to study subjects around physical activity are inherently highly motivated, perhaps coming out of their love for a specific sport or training discipline. If we can guide and direct this energy, most achieve high levels of academic success.

Educating students wanting to make FES their career is a challenge. In my experience teaching in this arena, the majority of these students are high in the VAK of Neil Fleming’s VARK model (Visual, Auditory, Reading/writing, Kinaesthetic) for students’ preferred learning styles.

Because of this, educators who teach FES students seem to use a wider range of teaching techniques than I see employed around the rest of the institution, in an effort to get their subject through to their students. My colleagues use the term “Keeping it real” in an effort to remind them to make the learning more authentic. Case studies, stories and context are used to enable our students to always see how things fit into the ‘big picture’, even when they are studying at a micro level.

I was surprised when I received my national tertiary teaching award. It is hard to see what you are doing as ‘outstanding teaching’ when you are surrounded by excellence. I could name many of my colleagues who I (and the students) think teach at least as good as me.

Perhaps it is the melding of sport coaching skills and teaching techniques that produces great learning outcomes. Skills acquired in dealing with diverse team members, minimal equipment, with only your quick wits and good planning to get through each training session are easily transferred into the classroom.

I enjoy being part of a ‘collaborative school culture’ as defined by Judith Little, where educators “Engage in frequent, continuous, and increasingly concrete and precise talk about teaching practices. They plan, design, research, evaluate, and prepare teaching materials together; and teach each other the practice of teaching.”

I appreciate that this goes on in all schools and departments, however I believe that the academic isolation that the ‘sports arm’ of an educational institution sometimes experiences and the uniqueness of their students has galvanized these educators to ‘teach different’.

I recently visited a sport school in a local tertiary institution. I was there to assist with some professional development around the use of new technology. I was impressed with the level of technical competency and their willingness to weave it into the fabric of their teaching practice, to engage and educate their students. They could see the instant benefit for their students of using this technology. This could be a model for other schools in their and other institutions.

However when I asked if they shared their teaching practices across the organisation, they responded by saying that the only time they get asked to contribute to the wider institution is when they are required to run team building or game sessions for other staff.

So the next time you are looking enviously out your classroom window at your sport colleagues taking a session in the sun, don’t assume that it’s just a game. Look closely and you will see a well structured teaching session, as highly organised as your own.

I believe that a lot of cross-discipline learning can go on between academics, and we can all improve how we educate our students by getting some dialogue going around learning and teaching. Teaching strategies, like knowledge, are made to be shared.

Ko to rourou (with your basket)
ko taku rourou (with my basket)
ka ora e te iwi e (the iwi / people will prosper)

Peter Mellow was awarded a National Tertiary Teaching Excellence Award in 2007, the same year he won an International Apple Distinguished Educator award. He is a Senior Lecturer and Flexible Learning Advisor at AUT University.