“But we have no space?” Or “Sadly, PE is the first thing to be taken out.” These, phrases all too common on the lips of Primary Heads in the UK.
Sadly, there is no denying that PE and Sport are frequently stuck at the lower end of priority lists by curriculum leaders and primary teaching staff alike. After all, what is the point of being fit if you can’t count, read or write?
However, with growing research confirming that exercise and fitness is central to mental wellbeing and academic performance, this comes at a significant price to child development, academic progress and mental health. Conversely, there is an argument that focusing on extra maths and English is questionable if the child brain cannot focus longer than his or her age plus two minutes! Likewise, is it sensical to avoid physical activity given the correlation between academic achievement and physical attainment?
With this in mind, as two sports teachers we were delighted to be able to partner with The Gymrun Group - an organization with a vision of putting physical health at the epicenter of foundation education. Similar to UK primary schools, but on a far greater scale, many of the schools in this region of sub-Saharan Africa are facing similar challenges when tackling the delivery of PE and sport. In the African schools we visited in particular - teachers earn £10 a week and the resources are non-existent.
Books are prayed for and classes are led by chalk on blackboards. International aid seldom sends sports equipment owing to the international desire for books and scribing materials. As such, even the most basic sports kit is scarcely available in any of the schools we visited and sports specific spaces are simply not a thing. With limited funding - sports facilities are at the very bottom of the pile. In some schools - even classrooms would be a luxury, instead church halls have to a suffice.
As such, it makes for difficult viewing, especially given the argument posed by UK primary schools is that they don’t have funding for sport nor do they have the space. Every UK primary school receives a sports fund greater than the annual budget to run entire schools in Zambia. In addition, most primary schools have access to small tarmac playgrounds or even sports halls. Albeit less than ideal, they look luxury when compared to the facilities on offer here. Both of these, funding and resources are things that the schools we visited could only have dreamt of.
With no resources. With limited appropriate space and with children dressed in whatever they own - we decided to prove the power of Gymrun as a concept applicable to any school worldwide, irrespective of financial capacity or space. The power of a concept so simple and so easy to deliver, to transform global fitness amongst children can not be underestimated. A concept capable of reducing childhood obesity in the west, improving mental health amongst adolescents globally and enhancing academic performance in all foundation schools - surely ticks a lot of governmental concerns.
Over a course of a few weeks - we gained entrance into 15 schools. We applied the 5 fitness principles in 6 of these schools, delivering the program to more than 800 children. We worked in whatever space was available. Shoes, sticks and stones became apparatus for children to speed bounce over, chairs were assembled as dipping stations and jumpers were used as markers for the 12 by 12 meter run. In some cases, the perimeter was adjusted to match the space we were in. In all the cases, the children took full part in all 5 exercises. In all cases, every child was made to sweat. Every child pushed themselves a little more. Every child uncontrollably smiled.
From the sidelines, teachers who often were little more than Year 13 leavers, this the most educated in their community, watched on. They picked up small ideas and basic fitness principles to ensure they are able to continue the legacy. Their desire to learn, to take on the challenges associated with leading PE lessons was commendable.
Again, this provided some cause for concern, given the obstacle faced in UK primary schools is often at the feet of the class teacher. The finger is often pointed at the level of training they have received at university or during their PGCEs to have the competent level of understanding to lead physical education lessons. Yet, when considered in comparison to what we have witnessed here - is this not laughable? Every teacher in the UK has received training on how to teach. Every teacher is afforded access to facilities and equipment. How is it, that teachers in the developing world are able to lead lessons after an hour of training - with no space, no equipment and children who in many cases are malnourished? Surely UK schools need to question the acceptability of this as an issue.
We firmly believe that no child, irrespective of background, should face barriers to participating in physical activity - at least twice a week. With a ready made curriculum and assessment method provided by Gymrun, it could not be more achievable - even for staff members who don’t feel as confident leading on lessons of this manner.
However, there is no escaping the fact that the longer schools are allowed to swerve PE lessons and continue squashing it’s importance - the worse the health of their pupils. Simply outsourcing activities to external providers only provides limited gains. Rather, as we have proved in this African setting - upskillimg your own teachers in how to deliver simple, but essential, physical literacy is the way forward. It provides longevity, continuity and a sense of responsibility, as well as ensuring it is targeting all the pupils. Leaving literacy solely to after school clubs would be considered negligent.
We urge you to consider physical literacy with a paralleled sense of importance as academic study.
As the weeks have rolled by and the number of schools visited increased, a global epidemic has been made increasingly apparent. Government led education in the UK forces physical
Literacy to the bottom. PE lessons are the first thing to be removed for visiting lectures, author visits or trips. Unsurprisingly, in Africa - international aid is so focused on building schools and teaching English and Maths - that sport is merely a word children learn to spell. Globally, sport and PE are at the bottom of education priorities. Surely this also needs addressing?
Little by little - research, funding and principles such as Gymrun are recoding the way we think. Understanding the importance of sport and physical literacy can only be a good thing. Now - with no excuses or barriers to PE participation - let’s join the revolution for fitter, healthier young minds and bodies.
What’s the bet it even improves behavior, social skills and academic performance?