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Safety First

August 16, 2012

In the final chapter of A Moveable Feast, Ernest Hemingway writes:  “Skiing was not the way it is now, the spiral fracture had not become common then, and no one could afford a broken leg.  There were no ski patrols.  Anything you ran down from, you had to climb up.  That gave you legs that were fit to run down with.”

As motorized lifts carried less prepared people faster and with greater ease and comfort to higher and longer slopes, alpine skiing injuries became more frequent and serious.  Similar patterns can be found in many other sports as technological advancements have taken participants to extremes their physical bodies were unprepared or unsuited for.

The classic but far from unique example is football.  Improvements in helmets, mouth guards and face masks and the requirement of all three for head and face protection, encouraged coaches to teach and players to use blocking and tackling techniques that threatened their unprotected necks.  Catastrophic spinal cord injuries spiked in the early 1970s.  High school football rule makers countered with the prohibition of spearing in 1975, and then barring both butt-blocking and face tackling in 1976.  Certification of helmets was required in 1980.

New technologies created poles that catapulted pole vaulters to unexpected heights in the late 1960s; and high school rule makers responded with new requirements for poles and landing pits in 1975.  Risks of injuries and lawsuits were largely responsible for the pole vault being dropped at least temporarily from the schedule of events in some states.

The pursuit of profits by manufacturers and personal bests by athletes and their coaches will continue to push bodies to the extreme limits of what is safe; and rule makers will push back, often being labeled as out of date or out of step by those they are trying to protect.

Every four years the Olympics shine a spotlight on amazing dedication by athletes and alarming developments in equipment across the full spectrum of sports.  We are watching the 2012 Summer Games in awe of the participants, but on alert that some of the products they are utilizing will help, but others will harm, our high school programs.

We need to be certain that those who arrive at the top of our mountains have the legs to run down safely.

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:

  1. Teachers – not technology – should be the primary designers of students’ learning experiences.

  2. The experiences that teachers design should emphasize the social aspect of learning.

  3. The experiences that teachers design should be informed by learning science.

  4. 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.