PROFESSIONAL JOURNAL READING Education -- A Whole New Game Dr. Joel Kirsch, President of the American Sports Institute The author feels there should be a push for reform in our educational system. The focus currently is on standards, instruction and curriculum, vouchers, or charter schools. In each situation many people believe that participating in sports takes away from academic achievement. As a result, we are seeing a decrease in emphasis on sports in our schools. A loss in funding also coincides with the decreased emphasis on sports. With the information provided in this article, the author feels people may change some of their perceptions on the characteristics sports develops, and how this can carry on into educational reform. The following concepts are developed through athletic participation, many of which could also be applied to educational settings. 1. Self-paced learning: Develping skills at their own pace, no matter their age, gender, ethnicity, or how hard they work. 2. Mastery-based learning: Working on skills continually, instead of moving from one thing to the next. Quality is valued over quantity! 3. Relevance: Spending countless hours on the basics because they are relevant. 4. Engagement: One must be actively engaged in the learning process or they simply will not improve their skill level. 5. Learning through coaching: Demonstration on how to do something, explaining why it should be done in a certain way, and then repeating it over and over until performed at a high standard. 6. Demonstration learning: Perform in front of others to demonstrate skills. 7. Team-oriented learning: Individuals seeing themselves as part of a larger cause, something that goes beyind themselves, they must experience a sense of place and belonging. 8. Character development: The quality and success of a team is directly related to the character of its players. Many examples from athletics could be given for each and every one of those concepts. Those concepts are a large part of what makes athletics successful and a valued learning experience. Throughout the school day, one could surely provide instances where these concepts come out in education. However, to say the focus of a particular academic subject would be on those concepts would be unfounded. As an example, if a basketball coach were to spend two weeks on the techniques of shooting a free throw, go through all of the coaching sequences, and provide many opportunities for repetitions, would this coach experience success and then say that his team has covered this aspect of the game and not return to it any more during the season? Highly doubtful. This situation would never occur. Does it occur in the educational settings? The answer is yes. Often a teacher will cover a unit, say OK now that unit is completed, and move on without hardly ever mentioning it again. At times this can be caused by the pressures of getting all materials covered before running out of time. Perhaps if more of these ideas were taken from athletics and incorporated into daily educational settings, we would accordingly see a rise in success rates with students.

-- Anonymous, June 16, 1999

Answers

Brian: You have some excellent observations in this commentary! The cohort model that you are a part of works along some of the lines you are talking about. I try in my classroom to do many teamwork tasks because they are more meaningful and memorable. Time will always be an issue as will curricular requirements, but I feel we must try as often as we can to do these types of things. Any more thoughts? John

-- Anonymous, July 06, 1999