move Educated, physically
We’re suffering an epidemic of childhood inactivity, so let’s teach the fundamentals of movement Daryl Devonish
Do you know what your kids are up to? If they’re over the age of 13, then chances are pretty high that physical activity is not involved — and they’re suffering the consequences.
Childhood obesity rates in Canada have nearly tripled over the past 30 years. More than 1.2 million Canadian children are affected by mental illness, with that number skyrocketing to 7.5 million in young adulthood.
Fortunately, playing sports and engaging in even light physical activity have been proven to help protect kids against depression, heart disease, and obesity — now and later in life. But while 85 per cent of Canadians agree that participation and involvement in sports “builds stronger communities” and contribute to better physical fitness, social interaction, and mental and emotional wellbeing, the number of kids participating in those sports is quickly evaporating into what researchers have called a “global epidemic” of childhood inactivity.
If it sounds like I’m a little obsessed with sports, it’s because I am — and with good reason: Sports saved my life.
As first-generation Canadian with Trinidadian parents who arrived in Canada with very little, my athletic ability earned me a full scholarship to attend a private school that changed the course of my entire life.
I’ve spent 30 years helping others improve their life through sports and physical activity. And having worked as a public school physical education teacher, a personal trainer, and a university-level kinesiology instructor, and through each of these lenses, the view has been increasingly clear: youth sports participation is plummeting, kids are less active than ever before, and the results are tangible.
Considering the many proven benefits, this decline in youth sports participation is alarming to parents, educators, and healthcare professionals alike. And while there’s no single reason for the drop in youth sports enrolment, there are several significant factors that contribute to the downward trend.
Kids lack fundamental moving skills because we aren’t teaching them. The physical education teacher position in public schools is a slot that has been increasingly filled by general education teachers who may have little or no experience teaching (or even participating in) physical activity. Paired with a public education system that continues to underfund phys. ed., the system sets many kids up to fail — particularly those who don’t possess natural athletic ability.
How can we expect kids to learn how to become proficient — or even competent — in any sport if we don’t first teach them the fundamentals of physical literacy?
It would be considered ludicrous to teach kids algebra before arithmetic. A music teacher who listens to the radio but can’t read music, sing, or play an instrument probably wouldn’t fly for very long. But for some reason, the standards for physical education have been de-prioritized.
A competent and caring supervisor is no substitute for a passionate and experienced teacher, and kids deserve the latter in all of their course subjects.
These aforementioned factors, combined with others such as a lack of quality coaching, a lack of free play, an overemphasis on competition, expensive fees, and the everpresent distraction of technology, have conspired to create an environment where inactivity thrives and kids aren’t motivated to get moving.
First and foremost, we need to put the education back in physical education classes. Elementary and middle school physical-education classes are the feeder system to organized sports and an all-around active lifestyle.
Cultivating a love of activity and creating enjoyable experiences in phys. ed. for all students is a vital component in the creation of active adults, and we owe them a quality physical education — with an emphasis on the education.
We need to teach kids the ABCS of movement. If kids don’t leave grade eight having learned how to run, jump, skip, swim, roll, balance, catch, and throw — aka, the fundamentals of physical literacy — then the chances of their being physically active in adulthood are slim.
If you’re not assessing, you’re guessing. There’s a reason we grade kids in subjects such as math, science, and history; not to criticize them, but to establish a baseline and identify areas where students need further support. We can’t be afraid to work with kids to make accurate assessments and set goals with regards to their physical activity.
For students who are naturally athletic, educators can use those assessments to understand how they can better support athlete development while building their confidence and personal growth. For students who less athletically inclined, educators can help them establish long-term fitness goals that are enjoyable, realistic, and provide them a sense of accomplishment regardless of skill level.
Our goal is not to raise a generation of Olympians. Our goal is to equip the next generation of young Canadians with the tools they need to enjoy the active, healthy lives they deserve.
Let’s set them up for success.