In sport, winning is not the only thing

Inevitably, arguments centre on the country’s performance in the Olympics. Many angrily question expenditure on participation in sporting disciplines for which there is little assurance of winning, asserting that “…winning isn’t everything; it’s the only thing.” Few could qualify in any competitive human endeavour.

Discussions on sport largely focus on evaluating the accomplishment of national teams and individuals competing in international, perhaps regional, tournaments.

There is little interest in or understanding of the deeper value of sport in education and overall development.

Reviews in the UK highlight the potential contribution of the participation of children and young people in physical education and sport to social inclusion and the creation of durable social networks.

There is considerable evidence that such activities positively impact mental and physical health, emotional and academic development, crime reduction, truancy and disaffection. They also promote beneficial health habits and encourage life-long participation in physical activity. Their influence extends beyond the schoolyard, contributing to improved public health.

We need to analyse and understand these phenomena.

Sport and education, better yet sport in education, can be an inspiring union, sharing an enduring partnership in the holistic development of youth. But firstly, there must be a well-articulated philosophy for both sport and education.

Are children pushed into sport because teachers, and parents, declare them academically unfit? Similar to the manner in which they were chosen for work in the school garden in the distant past? Do teachers, with parental approval, consider sport a replacement for schooling instead of a pathway to reinforce the importance of education? There is a widely held, thoroughly misguided, perception that achieving success in sport guarantees a future as equally secure as successful completion of school — economic return and social mobility. Truth is, for every Usain Bolt or Dwight York are thousands destined to lives of regret for thus limiting their livelihood options.

Sport and physical education are fundamental to the early development of children and youth.

Skills learned by engaging in the wide range of associated activities help mould well-rounded citizens.

Sport must therefore be purposefully incorporated in education and national development.

Our education and national planning experts must be tasked to explore the possibilities of using sport to help the country address the challenges of aligning education for development.

They must define a relevant education policy oriented to influence formulation of a curriculum which provides youth with labour market skills that better enable them to engage the global economy, its ideas and technologies.

Critically, opportunity must be created for sport to contribute to achieving the objectives of education policy.

Promotion of sport can and must be intrinsically linked to improvements in the education system. This affords the best opportunity for both the comprehensive development of sport in TT , as well as long-term sustainable physical health and wellness of the population.

Winston R Rudder Petit Valley