Most people would agree that athletics and organized sports can be a vital part of a well-rounded education for our children. But while we accept this theory almost as gospel, we do very little to put it into practice. Besides the obvious health benefits of physical activity, there are untold numbers of social, educational, and developmental lessons to be learned through organized sports. But the truth is, we primarily execute athletic instruction in our schools as a means unto its own end. Most children who participate in organized and team sports, despite our wildest dreams, won’t grow up to be the next Eli Manning or Derek Jeter. So, knowing that, why aren’t we working more deliberately to promote athletics and the skills gained by participating in them as vital parts of curriculum development in the classroom?Despite the significant investment our schools make in developing athletic programs, the disappointing truth is that we don’t do enough to integrate lessons learned and skills developed on the field with academic advancement in the classroom. We frequently assume that education is bifurcated into academics and athletics, with the benefits of better health and good sportsman-like behavior being collateral outcomes of the real goal of developing the next sport superstar.
Investments in education shouldn’t be treated the same way venture capitalists invest in start-ups, directing untold millions of dollars into businesses with the expectation that only a very small percentage of the target investments actually make a profitable return. While that might work for the titans of finance and promoting private business ventures, it’s a failing model for our students and their schools. A real and substantial return on investments in organized sports should be measured by the impact they have on the overall educational development of our children. If we effectively integrate vital skills learned on the field and find innovative ways to tie athletics into the classroom, each child will be an investment capable of significant return to our community.
There’s no harm in embracing our sons’ and daughters’ desire to be the next Cy Young winner or Superbowl MVP. The harm emerges when our educational institutions invest in athletic programs with the goal, stated or otherwise, of grooming the next all-pro athlete, instead of fostering a well-rounded student who can apply the lessons learned on his or her team in the classroom as well. Vital lessons like discipline, teamwork, and respect aren’t simply skills for being “on the field,” these are life skills, and, if purposively integrated into classroom learning, they can provide a full complement of support to the instructional standards like reading, writing, and arithmetic.
Unfortunately, in our bifurcated educational system we’re quick to leave these lessons of discipline and teamwork on the field at the bottom of the ninth, with the perspective that this is where they are learned and this is where they are most useful.
So how can we fix this? For starters, we need to collectively realize that education and sports aren’t mutually exclusive when it comes to children’s enrichment. We can integrate them. For instance, schools can incorporate lessons in physiology, nutrition, physical health, and biology into a curriculum that incorporates what’s learned in the classroom with the practices our students employ on the field. As educators, we can use the physical experiences that young athletes have on the field in our social studies classes as a point of comparison and explanation for what the daily life of individuals simply trying to survive in the Third World is like. While there are dozens upon dozens of creative and innovative ways to merge lessons learned both on the field and off, the key is to use organized sports as an integrated part of educational development.
As a mother of young athletes—and a sports fanatic myself (go Pats!)—I understand the passion that both parents and children have for organized athletics. But as an educator, I know our priorities are wrong and we’ve failed to leverage our investment in these programs into comprehensive educational development. Investment in athletic programs should be about investment in all of our students—not just a select few. What’s more, our children are students first, and the first priority of our schools is their education.
All too often, our investments in athletic programs are compartmentalized in a way that focuses on health and the prospective development of sports stars. We need to change the mindset and give purposeful thought to how we can integrate organized sports into a classroom curriculum. In doing so, we can justify the investment in athletics programs for the benefit of all. It will require a cultural change within our athletic departments and among our administrators. As a mother, educator, and sports fan, it makes no sense to me that for the amount of investment we put into sports programming, their related facilities, and faculty support, that our educational system hasn’t yet gotten serious about leveraging these programs for the benefit of academic instruction for all of our students. It’s time for us all to step up to the plate and figure out a new game plan.
Gabriella Rowe is the third generation Head of School of the family owned and operated Mandell School. Gabriella also serves on Community Board 7 which plays an important advisory role in New York City Municipal Government affairs. She has two sons and is an avid sports fan. Follow her on Twitter @Gabriella_Rowe
