Physical Education – Key to a child’s development

There has been much talk recently about the role of sport in high schools in Jamaica. Sport can be considered (for this conversation) – organised competitive activities in age groups aimed at having a winner. 

It is important however, to point out that there is a course in the high schools called Physical Education which is an educational/academic course aimed at achieving psychomotor learning, movement in a play environment while seeking to enhance health and hygiene practices. 

If schools, teachers and principals focus more on those objectives, then the learning process in primary and high schools would be able to achieve its goals. What has happened in some instances over the years, is sport has overtaken the desires of those who want to “win at all cost” and has ignored the fundamentals of what Physical Education should really be. 

Let us take a grade 7 ( 10 – 12 year old) class of girls and boys, new into high school in a football (soccer) class – they should do the following 

• learn to appreciate the space available to them on the field 
• get to know the ball 
• learn the basics of the sport – dribbling, passing and shooting (attacking skills) or keeping your opponent from getting the ball and keeping it long enough to pass it to your team member

There are minor games which are developed and can be used effectively to teach these skills. In the meantime the discerning PE teacher can look out for those with good eye-hand coordination, ability to carry out the skills effectively & efficiently and those who can use the space provided well. It is the same for most sport when learning from the basics. That is what PE is supposed to be. 

The other aspects of PE which should be introduced are the physical aspects – warm up and cool down to look at use of muscles, how muscles are to be prepared and after work out how to return to normal, before running off to the next class. 

In some schools that process ends after three years and children would have been exposed to at least five sport over that period – netball, football, track and field, basketball, cricket, hockey, swimming, gymnastics…based on the schools. Each of those sport has basic techniques which are to be passed on. Closer to the end of each class there is a competition designed to enhance the skill(s) learned to ensure that the student gets an opportunity to operate in two instances

1. using the skill under no pressure for results 
2. using the skill in a competitive environment 

The other competition comes in for the inter-form, inter-house and in some cases inter-schools (a batch of three or more). That is what Physical Education is and should still be. 

 

Coaches who want to win

The traditional school which has a history of winning certain competitions nationally creates the sport plan which looks at an external coach, most times stepping over the PE teacher’s authority. What should really happen is the PE teacher is to provide a report on the progress of the students to indicate who may/may not be ready for competition. This does not happen in a lot of cases, so what we get a bunch of young men/women going to a programme and having to be taught all over again. 

The practice of forcing children to compete in a fierce environment can be damaging to self esteem, confidence while turning that child away from his/her peers. What then is the solution? 

PE should aim for the following: 

• eight of every ten children should be physically active in primary schools (Play is a child’s profession) 
• eight of very ten children should have at least two hours of PE a week in schools for at least four years (11- 17 years) 
• of the 11 – 17 age group, up to 50 per cent of them should be participating in at least one sport in the community at least once a week

Active Schools 

A few years ago I recommended we select a cohort of active schools. These are schools with the best facilities for PE – space, equipment, teachers…track them and see how much more healthy and adaptable the children are to society. 

While I know the focus on sport in schools – I know too that if PE programmes are allowed to be managed effectively, we will have a more rounded education programme, after all PE is Physical Education. More recent times, schools have also instituted yoga, deep breathing and tai chi as part of their programmes – focused on the mental a little more. 

Let’s talk some more about this and offer solutions. 

Twitter-quette (The etiquette of Twitter)

Expressing yourselves in 140 characters can be a challenge sometimes, especially if you have a lot to say, but the seven-year old Twitter has created that option for communicators of all kinds. Twitter has become one of the ten most visited internet sites and with close to 340 million ‘tweets’ a day, there is a lot of things being said. Twitter has no filter. Twitter is a no-holds bar space, so the question is – is there an etiquette for Twitter? 

Twitter uses range from the A to Z types…the introverts, the extroverts, the followers, the tweetaholics and so much more. Who uses Twitter? Some breakdown was done in 2009 and the users ranged from self promoters, pointless babblers, researchers, news junkies, sport junkies, and a range of smaller groups. I was particularly interested in the definition of pointless babblers. Twitter defines them as those “who just want to be up close and personal and want to feel to be a part of the Twitter World i.e. those who follow stars of all kinds. They want to know what other people are thinking, saying, about to do, what they did and even what their friends did. Does that leave space for rules and regulations of Twitter?

Twitter is largely about followers. Your timeline is an example of those you follow. You are connected (or feel connected) to those you follow. 

1. Do you therefore think they should ‘follow’ you too?
2. Do you expect a RT or even a response?
3. Do you feel lead to say anything to those you follow?
4. Do you think it is OK to rant on Twitter?
5. What is an appropriate language for Twitter?
6. Do you feel Twitter has lived up to its game?

If so, is there anything else Twitter should be doing that it isn’t?

These questions have come up from time to time as the space has been used to “cuss”; expose, trace others while not thinking of the repercussions. Had an interesting discussion with some Tweeps a few days ago about censorship & regulations…how alike or different they are and I thought it was important for me to pen this piece. 

Here are some tips which should help you how to use Twitter more effectively

• Think before you Tweet 
• The person you offend today, could be your potential employer tomorrow 
• Be clear and concise in your tweets
• Do not stalk a personality on Twitter – Twitter Jail is not the best place to be
• Do not use the space as a rant spot
• We do not need to know everything you eat, drink and do at home 
• Use Twitter to connect to your customers, business partners and friends
• Do not use to discuss private family matters
• Create tweets that can enhance your profile 
• Keep your tweets short & simple (simple & stupid) 
• Follow your interests
• Reply with @
• Be the best at all times when you tweet 

If you haven’t started tweeting yet, sign up at http://www.twitter.com and become a Tweep today.

Twitter issues are endless, but is a space where the use is multi-faceted. Some of us are skilled enough to conduct a lecture on Twitter or even share tips on “How to”. Twitter is for all. News recently surfaced that people are moving from Facebook to Twitter as the space is far more dynamic and provides for greater interaction. 

Women are heavier Twitter users, but only by a margin – 53 to 47 per cent over their male counterparts. It is also reported that 63 per cent of Twitter users are under 35 years of age. While Caucasians rank as the highest set of users by race, Blacks are ahead of Hispanics. The hashtag format though is used most heavily by Blacks. Strange but true. 

Follow me on Twitter @carolebeckford 

Collegiate System – Bridging the Gap

For the 2011 – 2012 period in the collegiate system in the Jamaica, close to 150 student-athletes have been awarded scholarships from colleges. Mico University, University of Technology, University of the West Indies and the GC Foster College of Physical Education & Sport have so far registered their intention to prepare and improve on the development of athletes from various sporting disciplines.

It suggests that for the next four years, we should see our student athletes continue with their excellent performances on the field of play, but also have greater access to acquire requisite training and development in other professional areas. 

These scholarships are a welcome addition to the growth and development of the sport industry as Jamaica progresses and grow into the sporting mecca of the world. This effort has to be lauded. While the colleges/universities have their own agenda in terms of collegiate competitions, it may also be a great idea to have the athletes at least meet once/twice each year to exchange notes and ideas on their varied experiences in a controlled setting. The offices of Students Affairs may want to coordinate on their calendars. 

We know the value of a great education especially to athletes who seek the best opportunity for earning ability and it is the responsibility of the athlete to seek this out, but the system can and is playing its role. The efforts by the college system are also important as it is this age group, 17 – 26, that poses some challenges, according to researchers. So I am hoping we can officially track some of these individuals to look at their overall progress in highlighting the validity of the programmes and what shortfalls there may be, with recommended improvements. 
Support Programmes
While we are growing the industry though, it is also of value that we train to provide the support in administration, technical, social and other developmental areas. We have seen how quickly the sport sector is growing and is bursting at the seams in some areas; but we have to be mindful that the athlete base does not outgrow the support we can offer. 
It is therefore important to have better access to courses in sport management, sport psychology, sport administration, sport nutrition, statistics, budgeting and finance as areas that will complement the training being done on the academic side for the athletes. The Business of Sport while having the athletes can only be stronger if the support grows. The formal four-year programmes do offer some of the related courses, but there are creative ways to offer professional modules which last for up to 45 hours, making it also in keeping with international standards. What this does too is attract some people from ‘outside’ the industry to make better use of some skills and knowledge. 
An athlete ultimately wants to perform at the highest level of competition, either in the world championship of their respective sport or the Olympic Games, and while London is just around the corner, the Brazil 2016 programme should start now. I am excited at these developments and we look forward to the support from all. Well done!

(c) – Republished from September 2011

Sport PR lecture – NYU

Recently I had the pleasure of being a guest lecturer of Sport PR at the NYU and I spoke about my experience among a number of other related topics. What was key to note though was the awareness of Jamaica as a strong sporting brand. A lot of our top athletes were known in the areas of track and field, basketball, soccer and cricket. The class was a truly international one with students from all across the globe. I noticed the number of Asian students, all of whom said they were to return to their respective countries. The US students were from all over too and the diversity was rich.

I explored the argument of PR in those regions as the approach was certainly different, but pursuing a Masters in the US offered a wide perspective.

This was the basis of my conversation with the Graduate group

The explosion of the Worldwide Sport Industry has not only opened doors for athletes, sport managers and franchises to make more money, but it has also created an opportunity for strategic public relations to be much more relevant for reputation management. The reputation of any sporting entity whether it is a personality or an organisation, has to be managed to maintain standards as set by:
• The Athlete
• The Organisation
• The Community
• The Sponsors

The expert PR professionals build an information package which can be delivered to the public by way of news, data and images and plays a valuable role in promotion in an attempt to attract interest converted to an increase in fan base and paying patrons.

Jamaica’s Social Agenda

I am challenging a Government Minister, Agency to partner with us to execute this so well needed programme 

 

RATIONALE

• There is need for a social action plan which will establish the need for a reduction of poverty over a two year period (based on a current/pressing need)
• We are all at risk, but there is need to convert the change of mindset among groups to include – inner city communities, poverty stricken communities, corporate Jamaica and the wider school community
• The approach will be multi-faceted so as to provide a total programme and to link the benefits of the specific target groups

GOAL

The public education programme seeks to provide information on the requirements of the social agenda and the issues that are faced by persons needing to benefit from the programme. The programme is also aimed at bringing to the attention, to the general public the impact of the social agenda policy and programmes as set by the Government.

The programme is set to inform both users of the programme as well as persons who will direct and be directed the services being offered to help to solve the problem

OBJECTIVES

• to communicate Government’s determination to address the social problems of the nation
• to educate members of the public of the various services available for support for persons considered to be a part of the poverty group
• to educate the public on practical approaches to promoting health, community development, a wholesome environment and the development of the nation’s children
• to present the individual programmes as single initiatives put forward by the Government
• to provide progress reports on the implementation of the programme so as to show trends, growth and the areas that may need to be readdressed

PUBLICS

1. children living on the streets, inner city or homes
2. unemployed youth
3. street people
4. social workers/educators
5. service/social clubs and other private sector groups
6. the NGO community
7. all government ministries, departments and statutory bodies
8. professional bodies
9. media fraternity
10. church/cultural communities
11. cultural organisations
12. the public

STRATEGY

A multimedia plan is to be enforced so as to achieve the goals of the national programme. The programme will include mass and face to face styles to include community meetings from the regional centres and the dissemination of news releases for commercial media – electronic and print, plus advertising and special publications where necessary.

The subjects in the Social Agenda programme are many so the aim is to group them in related areas according to the broad subjects they entail

• Children – Rights of the child, early childhood stimulation, parenting, education (compulsory education), dental health, breastfeeding
• Community development – values and attitudes, work ethic and national development
• Health – drug abuse and prevention, AIDS/STDs, national health insurance plan
• Environment – environmental health

Because of the nature of these groups, meetings at the top level are recommended so as to achieve a common goal. The results of these meetings will be made public, as the JIS will form an integral part of this group from the conceptual level. The JIS will be available on a continual basis.

STRUCTURED MEDIA PROGRAMMES

• News stories (Editorial department) the releases will look at the development of the programme and how it impacts on various communities
• Feature articles (Editorial and PR) articles will look at the successes of the programme and hear endorsements from those who have significantly benefitted
• Photo opportunities (Editorial) awardees of programmes at the end of short and long term programmes, along with community activities that are ongoing to be used with along with the news and feature stories
• Interviews with radio and television will feature continuous updates to maintain an ongoing presence of the work being done to highlight the various aspects of the programme
• Radio programmes using role play, campaigns etc
• Television programmes are aimed at reflecting the visual aspect  of the articles featured

Note: This plan was submitted in 2006, September, long before Social Media emerged. Of course those platforms would have to be included