Design Thinking Paradigm: The ‘age’ of Sport Specialization

        The article “Where the elite kids shouldn’t meet” is not a scholarly piece of writing, however it provides numerous thought-provoking ideas that I have been researching for my final paper. This article happened to be the first one I read when initially investigating my topic of ‘sport specialization’ and acted as a springboard for my inquiry on the related issues.  The author’s ability to engage the reader will hopefully open the eyes of parents, bring their questions and concerns to the forefront, and initiate a dialogue for a change in the philosophies of youth sport.

        With a sarcastic grace the author attacks the commercialism of youth sport and questions the extent to which society is forcing elitism into the games and sports our children love. Essentially we have lost the notion of “play” and traded that in for “deliberate practice” where children are guided or directed at every level. The physical and emotional well being of the child is being ignored at the expense of the parent’s bank account and their own personal ego’s. As a parent of a five-year-old, I have already experienced the pressure to focus on certain athletic opportunities for my son, and it goes without saying, that there is a financial cost and significant time commitment. The author does a tremendous job at making a connection with the reader. We all want the best for our child, so wouldn’t it be great if they were able to become a professional athlete, or receive a athletic scholarship to pay for their education, or even get recognition in a local newspaper. Although the author makes no specific call for action, it is quite apparent that there is a need for change.

       The problem lies at the foundation of youth sport. Every organization, whether it is hockey or soccer or baseball, is being structured to promote and develop the talents of children. No longer is teamwork, a focus on fun, and encouraging maximum participation the basis for involvement in youth sport. Local sport organizations are being run like businesses and are competing with one another to attract the best athletes and provide them the prospect at playing that sport 12 months of the year.  My belief is that most sport organizations are being run on this model, there are a few who have begun shifting the focus, however the overuse and burnout of children under the age of 12 is becoming more prevalent according to the literature that I have been reviewing. Generally colleagues and friends do not see the negative impact youth sport is having on our children to the degree that I do. In conversation last week a discussion with colleagues resulted in the suggestion to conceive children so that they could be born earlier in the calendar year (January to March) because according to statistics they are more likely to exceed in sport.

       Due to the nature of the article being written for mass media consumption and not published for a scholarly journal, it lacks the necessary recommendations for change. The author’s qualifications may be no more than mine, however he has done a brilliant job of providing some first hand evidence that supports the many issues in youth sport.  Potential ideas that may present possible solutions include:

•       National Sport Organizations establishing guidelines to prevent the ‘elite’ or ‘select’ teams from occurring prior to the age of 12 or 13.

•      Educating parents on the affects that hypercompetitive sports has on their children physically, emotionally, socially.

•       Promote the Long Term Athlete Development model for all sports.

•        Shift the focus of youth sports to encourage play, participation, teamwork and structure seasons for all sports to allow for greater diversification of sport enrollment.

        I look forward to investigating the potential solutions to the ‘sport specialization’ model over the course of the HEAL program and how it can be incorporated to all games and sports at all levels of play. The research is becoming more one-sided and the negative affects are outweighing the positive experiences had by children in youth sport. Parents need to actively change their behaviors and question their motivation behind signing up their child for sport. Although the blame can be placed on coaches and sport organizations, the ownership of change has to reside with the parents of these children.

The Big Red Barn and the "Field Trip"

I am not going to say I was skeptical of the trip out to Chilliwack, but I was definitely hesitant of the enjoyment factor. Speaking with Stephen a few weeks ago, he provided some insight to the educational purpose of the "field trip" and I was sold on the idea of this engaging opportunity. It was truly a wonderful learning experience and it goes to show that learning takes place outside the classroom everyday, however my wife said it best "you don't even like horses" in summing up my personal thoughts about them. She is totally correct; there is no real reason behind my feelings, just that I prefer most animals to horses. I have never had a desire to ride one or interact with them on any level and that might have changed in part to the interesting observations made in the Big Red Barn.

The three trainers were so different that it almost felt by design. Each trainer used equipment that served a similar purpose, however they were all visually distinct from one another. How each trainer interacted with the horse was very distinguishable as well, and you were able to really gain insight into who these trainers were as people through their relationship with the horse. While the trainers shared the same goal, to show the public their abilities and methods of training an unbroken horse, their teaching styles were very individual. Above all, they were from 3 separate countries, which made it that much more interesting.

Although communication was limited to non-verbal actions, the tools used to communicate were significant and highly expressive. The constant interaction with the horse continued for the entire 60 minutes and must have been exhausting, even without considering the physical requirements of this event. The trainers had their own noise or call that they utilized excessively throughout the challenge; I am not to sure if this was used as a focus tool or to ensure the presence of the trainer was noted by the horse??? Even though verbal cues were minimum, the auditory sounds were increased or decreased depending on the intensity of the required task. I felt that Cayley was the least successful in conveying his message to the Colt, as the communication seemed lost in the chaotic body language. 

Another critical component of the trainer's communication was their proximity to the horse as well as their positioning throughout the challenge. The more consistent the trainer was in positioning themselves within a 3 - 5 foot circumference of the horse's head the more successful the communication seemed to be received. In addition, if the trainer was making constant physical contact via the hand or piece of equipment it appeared that the horse responded better to the communication. Kerry Kuhn made the reference of the nagging wife that never goes away, and although it was his quote, this truly resonated with me. It may not work in all situations or with all types of human beings, however the methodology for using this technique with horses was well demonstrated and very successful in my limited professional opinion.

The ability to communicate through physical contact is nothing new but this example brought up a concern that I encounter on a daily basis; it is the appropriateness of physical contact in the teaching profession, particularly in K-12 education system. Generally speaking physical contact of any kind with students is discouraged, including things like a pat on the back, a hand on the shoulder, and most definitely hugging or physical consoling. Even the topic of discussion makes teachers uncomfortable and really eliminates a valuable tool when considering interactions of human beings. Now I am not suggesting that we "need" to hug, pat, or make physical contact with all our students, however the significance of being reassured with a hand on the shoulder or a congratulatory pat on the back must be considered. Not too sure how this affects others in their professional fields, but observing the interactions between the trainer and horse really highlighted the importance of physical contact as a communication tool.

As I sat there analyzing the way these trainers communicated, I was also enlightened by a few other relevant observations. Most importantly was the reflection by Kerry in regards to having a “game plan” during the competition. As a teacher you can have lesson plans, unit plans, or day plans, but if you are unable to adapt to the situation at hand you will struggle in the profession. It was very insightful for him to share that with the audience, and hopefully a pleasant reminder to new and old teachers alike about over planning and being afraid of going with the flow.

With a slight feeling of guilt, I did not want to leave out any mention of the Australian trainer Paul Clarkson…. after all he is Australian. To be completely honest though, it was his actions that allowed my first true connection to the Trainer’s Challenge. It was his teaching strategy and statement: “Everything I do is for a reason.” From a teacher’s perspective, unless it is relevant and important there should be no reason to teach it, share it, or ask students to learn it. He also demonstrated the teaching strategy of progressions, which is imperative to teaching skill development in sport and Physical Education. The ability of the horse to show increased knowledge and understanding of the desired tasks really highlighted the amount of learning taking place inside the ring.

The entire “field trip” experience was valuable and enlightening. I gained a greater understanding of horses and the world from which they come. My time in the Big Red Barn has opened me to new possibilities. I am very thankful that I was able to attend and walked away with a greater understanding of teaching and communicating. 

The Beautiful Outdoors....

What an exceptionally beautiful weekend, the first holiday long weekend of the school year, and nothing but sunshine. The only thing to make my weekend more satisfying would have been popping the top of my Westfalia VW van, camping out for Thanksgiving weekend, and eating a deep fried turkey by the fire....oh well, that one is still on the bucket list. Having said that, I made use of every opportunity to get outside and enjoy the outdoors.

My activities included a couple simple walks through the neighbourhood breathing the fresh ocean air, watching the squirrels scamper to collect the last of mother nature's food, and pondering the housing crisis which seems so non-existent. On my street alone two new houses are framed up and waiting for the windows to be installed while a couple streets over a mini subdivision is being developed where two lots have now become six. Now this may not be an example of insufficient housing, but it certainly demonstrates the increasing cost of home ownership as outlined in the Vancouver Sun article, The High Cost of Home Ownership. The average "Vancouverite" can now expect a mortgage in the neighbourhood of $346,000, the highest in Canada outside For McMurray.

My family and I ventured on our bikes for a journey through the trails. My son, the opposite of Max van Manen's son, barely focusing on the task at hand and more concerned with the many other ideas floating around in his 5 year old brain. So entertaining to listen to him and his mother discuss the why's, what's and how's of the world. The notion of an "active mind" is truly at play here and it highlights the need for students both young and old to be physically active in order to be mentally active. Meanwhile my 2 year old daughter is enjoying her therapeutic ride in the bike trailer, copying all the words possible that her older brother is saying while pointing out all the dogs we pass.

Even my most productive moments of the weekend were occurring outdoors. Washing the vehicles, mowing the lawn, decorating the yard with autumn and halloween displays. This is truly where I am in my element, as much as it pains me to put in the time and effort, the final product is like a masterpiece. All the components coming together, the clean and shiny car, the beautifully manicured lawn and garden beds (pesticide free of course), and the festive themed decorations positioned throughout the yard. It is an unusual activity to experience flow, however out of all my experiences this weekend my alignment in the flow spectrum was centred during "yard work." It truly meets all the requirements focused; sense of ecstasy; great inner clarity; knowing activity is doable; sense of serenity; timelessness; intrinsic motivation. Now, if I was not a teacher I could envision myself as a Landscape Architect but once the rain comes I will be more assured than ever that the HEAL program is where I belong.

The Game I Love

The month of September is a busy time for many as children head back to school, sports and activities begin to pick up, with the fall season upon us the last of the garden needs to be harvested, all the while daylight hours are decreasing and the dark of the night is arriving earlier. For myself those items mentioned above are just the beginning, additionally being a teacher and going back to work, having the initial start up for all the athletic teams at my school which I need to plan, organize and facilitate for, along with beginning a new chapter in my educational career and starting an MEd, while also volunteering my time after school with various extra curricular events and then trying to find the balance that works for my family and myself.

My intention here is not to complain or create a list of all the responsibilities that I must take care of, but the notion that finding balance and taking into consideration my personal health comes after all the other important aspects of my life have been taken care of. I value and appreciate all of the items that fulfill my day to day, however I question where the importance of personal health and wellness fits.

Who teaches you where to place personal health along the spectrum of everyday living?

How can we plan to ensure that the wellbeing of our existence is given the time it deserves?

Although I am unable to provide the answer to these questions at this time, I do know the importance of engaging in physical activity, establishing personal time, and exercising the mind while working towards balance in life. Hopefully through my personal growth and development I will be able to answer the two questions above for myself but also help others in finding their balance as well.

For the first time in a month I was able to make it out to my slo-pitch team's weekly game. Regardless of whether I chose to complete a school assignment, or answer the long list of emails or devote my time to something else....I was just unable to make it out to play the game I love. The frustration was beginning to mount, not that I noticed at the time but no matter what I was doing instead of playing ball my mind was out on the field for those few hours. Clearly I was missing out on the opportunity to run around, missing the excitement of hitting the ball, missing the sights and sounds of the ball diamond.

Once I was out on the field I began to feel "alive" again. My senses were heightened; I could smell the fresh air and the trees in the forest behind the field; I could see every blade of the wet grass beneath my cleats and differentiate all the granules of dirt on the infield; I could hear the chatter of teammates and the calls of the umpire with such definition; Even my taste buds were reaping the benefits as the wonderful beverage that I had in my red cup tasted so clean, so crisp, so perfect. Back out where I belong and running around like a kid allowed me to enter a state of mind where nothing existed except the game....Randy, I was experiencing that silence you were speaking of, the world was moving around me but my mind was free and clear.

The league I play in is a recreational co-ed league. Our team is made up of friends that I have known and played baseball with since I was a young boy in addition to girlfriends, fiancés, and wives. The social make-up of this team is very different from our competitive baseball team which most of the guys play on during the spring and summer. The social aspect of this team is what really makes it a life-long recreation endeavour that I will be able to participate in for years to come. Socializing, working together, supporting each other is what team sports are all about and this truly establishes the benefits of team sports to a person's social and emotional wellbeing. I look forward to getting back out there, to share another laugh, to hear about their work week, and to engaging the body and mind.

If it wasn't for this course I probably would not be making these meaningful connections or understanding the affect sport has on my personal well-being. Obviously I enjoy playing slo-pitch, however after reflecting on finding balance in my life I have truly realized the importance of this activity. It is no longer just "The Game I Love," but a part of my therapy to keeping the body and mind healthy and happy.

I look forward to uncovering more in the weeks ahead......

Welcome to Recreation, Sport and Health Education

Who am I?

A life long learner, an educator, a huge supporter of sport and recreation, a loving husband, and an adoring father.

School has been apart of my life since the age of 3 and for over the past 25 years it has been one of my most constant relationships. As with every relationship, particularly those lasting more than a decade, one must sit back to reflect on the peaks, valleys and moments in between. Enjoying my K-12 years is an understatement. I was lucky enough to have amazing teachers and many valuable experiences, while also fortunate enough to develop lasting relationships. These experiences lead to my pursuit of post-secondary education and my enrolment into the Human Kinetics program at UBC, with the goal of becoming a Physical Education teacher. I feel very fortunate to have studied in such a remarkable environment and to have received a tremendous education during my time at UBC. Five years after graduating high school, I was officially a teacher.

My first teaching assignment was in the Home Economics Department, teaching Food Studies to students at an "inner city" school. I am grateful for that job opportunity, it was humbling to be in an environment where the students truly appreciated the education they were provided. The value of that experience will last with me forever and something I reflect upon regularly in my professional life. Working with food was something I never imagined, but created an obsession that carried me through the next 5 years of my career. My appreciation for food, its role in society, and the importance of nutrition and healthy eating is still something that I share with my students no matter what course I teach.

Life outside the Home Economics Department is very different, as the Athletic Director I no longer have access to a fridge, oven, or sink to prepare my meals while at work. My philosophy however is still very much the same, while my efforts to ensure students are pursuing a healthy lifestyle continue. Being involved with athletics at the organizational level has rejuvenated my professional drive and I look forward to working with coaches and student-athletes in their athletic endeavours.

I was fortunate to marry an amazing woman and life companion who also shares my passion of recreation, sport and education. Together we have two unbelievable children who keep us extremely busy as they navigate the world we live in. As a family we value the role of education, health and active living, and whether it be a walk in the rain, a trip to pool, or a visit to the playground we try to embrace the experiences as much as possible.



Why the HEAL Program?

Thank goodness for SFU and the HEAL program.

I have been looking into MEd programs for some time and to my dismay there was nothing out there that truly encompasses the broad spectrum of topics offered within the HEAL program.  The opportunity to explore all aspects of health was a driving factor in my decision to enrol in HEAL. Something as holistic as health should be investigated as such and this program will allow me to explore the connections between my experiences as a Home Economics teacher and Athletic Director in a high school environment. The frame work of the course will assist me to acquire more knowledge within my area of strength, but also provide me the freedom to inquire about topics of health that are unfamiliar. The student-centered approach allows the integration of my educational journey into my professional career with the goal of improving my professional practice. I am grateful to have been accepted in this program and look forward to opening a new educational chapter in my life.



My understanding of health and the mind/body relationship?

I thought someone was going to teach me that.....

Health is word that has been defined, discussed, debated and changed over the course of history. It has been updated to include what we now know, what we believe to be, and takes into consideration societal norms in the present. The term health is used to describe someone's overall well-being by assessing their physical, mental, and social state. Human health cannot be evaluated solely on one component of our well-being, but more accurately on their relationship with each other.

The relationship of the mind and body is more intertwined and would require more space than the capacity of this blog to explain. My thoughts on the topic is quite simple though.

The mind and the body requires 

rest in the form of sleep,

activity in the form exercise,

fuel in the form of nutritional food,

and the understanding that each is integral to others ability to function.

Take aways and Give aways?

I would like to gain the tools necessary to become a more prominent leader in health promotion, not only at my school, but on a larger scale within my school district. To acquire greater knowledge of the relationship between our physical, social and mental well-being and its affect on student learning. I am looking forward to the relationships that will develop, the learning that will occur through my peers'  experiences and expertise, and the achievement our educational success as a group through the completion of this MEd program. I am also looking to add more 3 letters that I can be placed after my name and the doors that will open because of it.

I am willing to dedicate the time required to thoughtfully complete all assignments that are required in the HEAL program. To be a significant contributor in all class discussions by sharing my experiences, knowledge, and understanding of topics in each course. Regardless of personal and professional situations, I will bring a positive attitude, a desire to learn, and an open mind to classes where I respect the thoughts, opinions and beliefs of others.