Health and Safety A, B, Cs
August 18, 2015
At a recent staff meeting I asked those who had attended the annual summer meeting of the National Federation of State High School Associations to report their most prominent impression. One person said, and the others agreed, that almost every session and every topic eventually turned to health and safety.
Indeed, that is the filter through which we determine priorities, the lens through which we view every problem, and the scale on which we weigh every decision ... now more than ever.
This mindset is not the result of epidemic dangers in school sports, but because the limitless reporting of isolated incidents has created the impression that school sports is dangerous.
In fact, these are the healthiest times ever to be a high school athlete. Never have we known more and done more to improve every aspect of the experience. Give me any letter of the alphabet, and I can give you a positive progress report: A – Acclimatization policies; B – Bat standards; C – CPR requirement ... and so on.
Often our impressive progress is used against us. Make an improvement and someone is sure to spout off: “See? It isn’t safe. We need to ban it or at least remove sports from schools.”
This is why we usually pair program improvements with promotions to re-emphasize the value and values of school sports for students, schools and society, and the impressive health and safety record of school-sponsored sports.
Click “Health & Safety” for a comprehensive review of what’s going on.
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:
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Teachers – not technology – should be the primary designers of students’ learning experiences.
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The experiences that teachers design should emphasize the social aspect of learning.
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The experiences that teachers design should be informed by learning science.
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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.