Recent headlines:
“In hockey, some fights happen off the ice.” Star Tribune, 1/26/11; “In Basketball, Danger of Head Trauma.” New York Times, 9/11/10; “Despite Law, Town Finds Concussion Dangers Lurk.” New York Times, 9/23/10; “Favre has recovered,” Star Tribune, 12/27/10; “Football is violent, but does it have to be mean-spirited, too?” New York Times, 1/24/11; “Aggressive thoughts, may linger long after violent game turned off” Star Tribune. 11/3/10; “Is it ‘common sense’ to keep violent games from kids?” Star Tribune, 9/3/10; “Political Heavy Hitters take on College Bowls”, New York Times. 1/10/11; “Auburn is first in one Ranking (NCAA football team) and 85th in another (academic level of team), New York Times, 1/6/2011.
[One couple said they went to see a fight, and a hockey game appeared! Referees are seen to stand near players’ fist fights, tolerating them, without their prompt dismissal from the ice.]
Granted, such news items, though increasingly present, do not represent all the daily “Sport” news. However, we are a violent country domestically and world-wide—[abundance of guns in private hands, gang warfare, murders, domestic violence, movies and TV features, seemingly eternal warfare, failures to resolve disagreements non-violently; catering in sports to the “hit them again harder“ audiences. Personal dueling lost its appeal after US Treasurer Alexander Hamilton’s death in 1804. Professional boxing is less common now, but “extreme wrestling” and other “extreme sports”, are increasingly prevalent. No physical endeavors, based on “intent” to seriously injure one’s opponent, should be categorized as a “sport.” [When the terms of the Minnesota Boxing Commission expired several years ago the then Governor Pawlenty nominated new members. I wrote asking him to withdraw the appointments and terminate the Commission. No response].
My professor of physiology in grad school was Dr. Arthur Steinhaus. One of his research interests involved professional boxers. He well documented that “the more often” and “the harder the hit to the head, hemorrhages in the brain developed and caused further damage. Although brutality as an intent is viewed as “illegal” in hockey, football, even basketball, the “Take him out” aggressive attitude is present in these American-style “combats”. The disabling of opponents becomes a “goal”. Kick the football between the goal posts, throw the basketball through the hoop, put the puck past the goalie. Win the game using the best players, utilizing whatever “rough actions” are needed to win, while the rest sit on the bench. Such behaviors should not be involved in winning.
1) Ideally, every student (child, teens, young adults) should be provided health education, age-appropriate, as an integral segment of a diverse curriculum for life-involving all individuals. Those with physical handicaps and others with varied needs should be helped. Honest and accurate presentations should be made regarding reproduction information. Though not legally required, participation should be expected, for the concern is not a “mere elective” interest.
2) To provide such a significant segment to education related to physical skills will require “professional training”, not just employing “coaches” whose main concern is “winning games”. A “professional” staff could make the role pertinent to other fields of learning that have relevance—e.g. Muscle functions, physics; blood constituents—biology and nutrition; music and art, dancing, other cultural games—Native American lacrosse; disease and injuries—physiology; rest and sleep—biology and so on—related to other pertinent sports.
3) “Coaches”, whose focus understandably is “winning”, tend to involve the best players, leaving the less skilled sitting on the bench (e.g., basketball, football, and soccer). Even injured team players may be kept in the game, producing life-long injuries to those players (e.g. Brett Favre). The other players should not be ignored. They have invested their time and energies also. Even in childrens’ games “being the last one chosen” with a team does not produce self-confidence or value.
4) Activities should regularly involve both boys/girls, young women and men, family generations games, good for breaking barriers, showing interest, practicing equality, becoming accustomed to playing for its own sake. Many activities can be shared in family reunions, camper gatherings—volleyball, soccer, lacrosse, badminton, swimming, and so forth. Many facilities are available in schools or in communities.
5) Schools that now maintain football teams should terminate them and switch to soccer. Thereby there would be fewer and lesser injuries, due to fewer contacts in a powerful manner, more healthy running. Soccer is a game more adaptable in numbers of players and simpler clothing.
6) Academic schooling might have “different sports” during the school year—related to gyms, pools, courts availability. A different combination of sports might be offered in alternate “semesters” so the students could experience playing different skill patterns (e.g. each semester a game) thereby experiencing eight game patterns for four years in high school.
7) Some skills, physical endeavors may fit seasonal differences when schools are not in session—biking, hiking, track, tennis, swimming can be done during family vacations or with use of community facilities [One learns that biking a given trail twice or more, or climbing the same mountain twice or more—that it is not the same trail or mountain.]
8) Eliminating involvement with football, soccer, or basketball leagues would reduce time spent in practice, eliminate travel needs, and would be less expensive. Dropping “championship playing” during the evenings of school years would release more time for student studies or sleep needed. [No wonder that Japan and other countries have exceeded our American students in diverse tests.]
9) Developing commitment to active lives, having balance and priorities for each life step, will tend to differ. [As an instructor I was often asked by a male student to be excused from tests due to a conflict with football practice. I am unaware of any players asking the coach to excuse them from football practice because there was a sociology test scheduled at the same time!]
10) Public schools should not directly serve as “feeders” for professional sports. Specialties that require high level training can be sought through privately employed “coaches” for each form of “play”.
11) Public schools should not be agents for commercial interests—ads on stadium walls, stickers on students’ lockers, Channel One’s presentation of their interpretation of news for classes with TVs given by the corporation. Money can be used as leverage to affect scholarly programs.
In summary, the goal of public schools should prepare students for life-long, age-appropriate, health regimens, creating guides regarding diet, exercise, rest, and years of recreation. [In ancient Rome, the coliseum held crowds for “bread and circuses” or lions and Christians while modern Americans gather in many stadiums for “beer and football”.]
Which goals are more important for the human race in the long run?
