Good for the whole child

Regular exercise benefits growing boys and girls, and competitive sport develops other vital attributes too, says Mike Spens, Headmaster of Caldicott School in Buckinghamshire

The years between the ages of seven and 13 are tremendously important in the development of a child; intellectually, emotionally and physically. If we are to provide a broad and rounded education for our children then we must ensure that these three strands of their development are properly interwoven and treated with equal importance.

Most children love to run around and play games and this is something that all schools should feed on and promote. It is a well-documented fact that regular exercise is extremely beneficial for a growing child, particularly in the context of developing the cardio-vascular system and good muscle structure as well as in combating obesity. Equally the relaxing and refreshing result of games and related activities plays a vital role in the intellectual and emotional development of the child. A good dose of air in the lungs, and thus oxygen to the brain, can have a dramatically beneficial effect both on mood and on thinking power.

Preparatory schools pride themselves on the opportunities that they offer to children to play games and to experience a wide range of outdoor activities and it is a cornerstone of the broad education that preparatory schools provide. Furthermore coaching is given to all children right across the ability and age ranges. This is of key importance as the vast majority of children of preparatory school age are very keen to take part in games and activities, and with proper instruction their co-ordination and their skill levels can improve rapidly. How often have we seen a rather unathletic and non-sporty eight-year-old become a major figure in school sport when he or she reaches the age of 12 or 13

An enjoyment of sport and exercise if engendered and fostered during these formative years will serve our children very well in the future. The competitive element of games is also very important. Children are naturally competitive creatures and one only has to spend a few moments watching toddlers at play to know the truth of that. The idea put forward in some educational circles that it is somehow wrong for children to be encouraged to compete seems to me patently absurd. Not only is it flying in the face of natural instincts: such an approach is unlikely to be helpful in preparing children for the competitive world in which they are growing up and in which they will live their lives as adults. A healthy spirit of competition encourages children to put their skills to the test and it gives them a measure of achievement. Properly monitored and structured competitive sport promotes in children a desire to improve and develop their talents and skills. It encourages them to raise their own expectations of themselves and to set higher targets. This can and does feed back in a very positive manner into the classroom and into other more cerebral activities.

Team sports play a vital role in teaching children how to work together and about the importance of working for each other. They help to develop key qualities such as selflessness, an awareness of others and of the contribution that they can make, and a realisation of what can be achieved by mutual co-operation and support - teamwork. Team games and group activities will also develop and foster qualities of leadership which are of immense value both to individuals and to the school as a whole.

Competitive games can of course bring out the best and the worst in people, not only in children! It is vital that children learn to compete in the right spirit and that they learn to be good sports who can accept either winning or losing with equal grace. These are qualities and values that can be learned through the experience of playing games competitively under the watchful eye of a wise coach and their influence on a child’s behaviour reaches far beyond the playing field or courts. It is another important thread in the overall education of the child.

The benefits of regular exercise, of outdoor activities, of team and individual sports are inestimable. This has long been recognised in preparatory schools, where the philosophy of educating the whole child is deeply ingrained. It is not a philosophy that is present in all schools and it is to be hoped, in the light of the Government’s call for co-operation and sharing of expertise across all sectors of education, that preparatory schools will be seen as centres of excellence and good practice in this respect; and that preparatory schools will be keen and willing partners in sharing their expertise and experience, and in making their staff and facilities more widely available.

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