Trying to Find Solutions That ’ s an outline of the how we got to a place where we are still looking for solutions to :
• The uneven playing fields and foundations of school sport .
• An obese and less healthy society .
• Continued drop in sporting standards .
• Continuation of the social challenges highlighted globally by BLM .
Make no mistake , there is no magic wand to wave to solve all the challenges we have faced in three decades . In an ideal world , it would be simple to bring a co-ordinated focus to bear on the required changes in education , socio-economic development and sport , which would allow all children , irrespective of background , to choose and participate in the sport of their dream . However , that is simply not plausible , given the massive diversity of resources and enthusiasm throughout the education profession .
Given the variation in cultural affinity towards certain sports , and accessibility , the desired interaction at child level will not occur until post-school level , by which time they have often been overly exposed to the negativity and apprehensions of their cultures , instead of growing and socialising with the integration and diversity this great country has to offer .
An Alternative Plan ?
It is worth considering that a means of levelling the playing field at the impressionable and developing ages , would be to do away with any formal or structured sport from Grade R to the end of primary school . Instead , the focus should be on teaching the ‘ alphabet of skills ,’ such that the production is future generations of high school students who can run , jump , hit , kick , throw and catch with both hands or feet , and have the agility of a gymnast . These are the keys to developing world champions in any sport , and will upgrade sports performance at every level thereafter .
The fact is that the running , throwing and jumping of athletics , with the agility , balance , tumble and turn of gymnastics , are the core to all land-based sports . Therefore , when kids are exposed to choosing their formal sports at senior school , they would have the skills and experience to excel , and would be chosen on merit .
Also , by focusing on basic skills at primary level , the need for costly facilities is avoided . Balls , hurdles , ropes , measuring ropes , skipping ropes end even bats are of minimal cost , and could even be made from recycled items . Competitions , whether individual or team , can be resourced across the board . The reduction of major capital and maintenance costs also reduces the now endemic concerns of corruption .
Teaching the alphabet of skills would not only boost physical confidence , but also develop key ethics by evolving psychological , social and ethical awareness . It teaches discipline , determination , dedication , how to win , and importantly , how to lose . It creates respect and teamwork , and a tolerance of strengths and weaknesses . These are the very things that unify people and would change the landscape in terms of social and cultural interaction . And a teenager who has been exposed to , and been given the competence and reasoning of engaging in , a healthy lifestyle , is more likely to continue a regular exercise regime after school .
COVID-induced Exercise Boom
Ironically , Covid-19 has provided time for people to review their exercising and sporting commitments , and social consciousness . Whether it ’ s simply increased time availability , or health concerns , it ’ s been established worldwide that there has been a more than 200 % increase in time spent exercising by people who previously exercised once or twice a week . Those who exercised three times a week have increased their time by over 20 %.
The clear message over the last seven months of COVID-19 is that being healthy is the strongest counter to the impacts of the viral infection . This message is unlikely to be lost going forward , because we have all seen the massive boom in exercise , which in time will deliver a reduction in obesity and other co-morbidities . And this greater interest in fitness is not only a positive for sport as a whole , but also has potential to highlight benefits of focusing on the ‘ alphabet of exercise and sport ’ with the kids .
On the other hand , the World Health Organisation ( WHO ) recommended the closing of schools during peaking COVID figures . While creating complications for working parents , the President ’ s decision to close public schools for four weeks also created an opportunity for kids to do more exercise , and ideally commence a focus on basic skills training . Whether driven by parents , private coaching , teacher volunteerism , or through street sport , the investment in exercise and skills development creates greater potential for any kid , and the future South Africa .
If adopted by South African sport federations and the education departments , a basic sport skills primary level programme can make a major contribution to three identified challenges in the long-term :
• Having merit selection over the use of quotas .
• Higher overall standard of sports performance .
• Lowering of obesity and co-morbidities , and an increase in population health and fitness ( to fight off viral infections , in particular .)
Vitally , this will not simply impact on transformation of sport , but commencing at such a young age has the potential to impact and contribute in addressing the BLM question , with the hope that more and more South Africans can move to where all lives matter .
About the Author
Norrie represented Scotland and Great Britain in numerous ultra-distance events , then emigrated and represented South Africa in triathlon . He is an IAAF-accredited coach and course measurer , and travels all over the world to work on events , including the Olympics . He has authored two books ( Everyman ’ s Guide to Distance Running and Every Beginner ’ s Guide to Walking & Running ), and counts 21 Comrades medals amongst his more than 150 ultra-marathon medals . You can read more from him at www . coachnorrie . co . za .
Image : Pexels
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ISSUE 133 SEPTEMBER 2020 / www . modernathlete . co . za