The root and not the fruit

MANY OF our contemporary sporting heroes have fond memories of playing their chosen sport at a high school in Jamaica. They eventually matriculated into more structure programmes that played a role in accelerating their overall development. Sports stars share differences in personality, socio-economic background and territory of origin. Interestingly, there is a constant. A high school system offering physical education or its equivalent as a subject. This is the genesis of the grand revelation!

A more robust, well-organised physical education programme in high schools could function as a conveyor belt that can seamlessly produce future sports stars. This is where it all starts. Our student-athletes are more malleable at this stage of their sporting development. In essence, they are more receptive to technical and remedial coaching as well as being more conducive to mental conditioning. In addition to that, the physical education programme in schools is where the rudiments of sports are generally taught so it is easy to understand the importance of making a positive impression at this critical juncture of their lives.

Furthermore, the benefits of a physical education programme should not be trivialised in these times. We know the value of exercise and physical activity in the promotion of good health and overall well-being. Hence, a vibrant physical education programme has the dual benefits of honing sporting skills and at the same time promoting healthy lifestyle practices. Teamwork and leadership are also by-products of an organised physical education programme.

I have come to a realisation that we appreciate the final product; but oftentimes fail to appreciate the production line. Case in point, look at the pandemonium at the ISSA Boys and Girls’ Athletics Championship or even during the ISSA schoolboy football matches. Here is the other side of the coin. Generally, this level of enthusiasm is woefully lacking when it comes to lobbying for improvement in the physical education programmes and for the motivation of our student-athletes. Some may ask, isn’t this the responsibility of the schools, parents and local stakeholders? A resounding yes.

However, a collective effort is needed. Anecdotally, the average parent or guardian shows little interest in pushing his/her child towards achieving his/her full potential in sport or even in maintaining acceptable fitness levels. These emerging athletes are products of the same physical education programme at their respective high schools.

Therefore, high schools help to unearth talented athletes and then transition them to be professionalised in the next phase of their sporting journey. After all, physical education programmes introduce students to the fundamentals of agility, coordination, balance and movement, which are essential for success in athletics, cricket, football and basketball.

Understandably, some students will not want to participate in physical education due to medical conditions. That is perfectly fine since students of this nature are in the minority and there is a legitimate case for their non-participation.

Some parents also believe that sports may take precedence over academics in their child’s life if there is too much focus on physical education as a subject. While this narrative may be valid, the stereotype that sport is inferior to academics needs to be addressed in a fulsome way.

Sporting acclamation or scholastic ascension? This is the million-dollar question for aspiring athletes. Responses to this question are certainly diverse. It can be posited that Jamaican children are cultured to invest all of their energies and time into their educational pursuits. Subsequently, sports and co-curricular activities are relegated to leisure time in the pecking order. You simply cannot fault a child for choosing academics over sport. Why? Traditionally, it has proven to be a viable route for upward advancement. Here is where it gets complicated.

Sport has caught up and has even surpassed education in terms of income generation. The rapid commercialisation of sport has accentuated its appeal and has redefined the way youngsters see themselves achieving self-actualisation. Importantly, it needs to be emphasised that not every student athlete will forge a successful career in their chosen discipline.

The ones who excel generally have precocious talent, fitness, a strong support system, conscientiousness and resilience. Excellent soft skills are highly desirable, but I am not sure if they are prerequisites. The same principle applies for those individuals who are desirous of making it big in academia. Therefore, it is a choice that requires one to weigh the pros and cons of both worlds and see how best your skills, talents and abilities align with what you want to achieve.

The global landscape is slowly changing to reflect today’s realities. Sporting acclamation has paved the way for a paradigm shift where academics and sports can peacefully coexist. It is not a matter of precedence; it is a matter of providing opportunities for all. Physical education in high schools is a significantly underrated tool for the development of athletic abilities. Try to appreciate the root, and not just the fruit.

Andy A. Spence is a cricket enthusiast who has been following the sport from a very tender age. He holds a Bachelor of Arts in Language, Communication & Society and a MA in Linguistics, both at The University of the West Indies, Mona Campus. He can be contacted at andy.spence16@yahoo.com