How should we feel about the 'feelgood factor' at the London Olympics?

Just because you feel good

Doesn't make you right

Just because you feel good

Still want you here tonight.

Skunk Anansie, Hedonism

Prime Minister David Cameron thinks that the Olympics will create a legacy for the whole of the UK and not just London.  But, true to his earlier statements about importance of feelings and what-not, he warns that some of this legacy will be “hard to touch”.

The concept of 'hard to touch' is a strange one in an era of evidence-based policy, in which, in the words of one civil servant (presumably in thrall to the early philosophy of Wittgenstein), 'if I can't measure it, it don't exist'.  As you know, Wittgenstein abandoned his early ideas and adopted a broader view, and perhaps Mr Cameron has also been persuaded to take a more inclusive conception of reality.  Or maybe he is just worried that the only legacies of London 2012 will be immaterial.

Cameron's touchy-feeling tones when discussing the Olympics are not without precedent.  Consider this neat piece of verbal gymnastics from New Labour's Game Plan policy document, when it suggests that whilst the quantity of medals won at the Olympics is of great importance, one must not neglect the “quality” of a victory:

“‘Quality’ can be taken to be the extent to which victory produces the feelgood factor and national pride (as these are the main public benefits of high performance sport). If it is accepted that the more popular the sport, the greater the amount of feelgood which follows, then “quality” medals are those obtained in the most popular sports.”

So, according to Game Plan, the feelgood factor is a quality that can be created and changed in amount over time, and although it is admitted that it is “difficult to quantify”, there seems little room for doubting that it can have a powerful causal effect.

So what is the feelgood factor, then?  In case you thought it was something to do with happiness, or satisfaction, or well-being, or other philosophical fluff, the authors of Game Plan tell us it can all be explained with hard science:

“The biological explanation for the feelgood sensation is due to the release of endorphin in the brain. Endorphin has been called the ‘happy hormone’ and is released for different reasons, mainly physical, but also from laughter and joy, experienced by, for example, your team winning a match. Endorphin helps to reduce pain and has even been found to enhance treatment of many illnesses and diseases.”

Remember that this piece of pseudo-scientific woowoo comes from a government document; a document that is primarily concerned with justifying the future of sport in the UK, and the billions of pounds it says are needed to ensure it.

The feelgood factor has been repeatedly cited by governments and other agencies as one of the arguments for investment in elite sport in general, and the London Olympics.  In Game Plan, for example, it is listed as the first of three 'virtuous outcomes' of elite sporting success (the others are economic benefits and increased grass-roots participation).

If the Game Plan account is to be accepted, the feelgood factor really means 'improved mood'.  Perhaps you think that is a rather feeble justification for close-to £10,000,000,000,000 expenditure from London alone.

The weediness of the feelgood defence for investment in elite sport is partly due to the fact that we can easily think of more economical alternatives for generating good feelings and lifting our mood, from old episodes of Dad’s Army to Christmas with family and friends, to a smile from a secret crush.

There is a second, more fatal difficulty with the feelgood defence.  Improved mood following nice experiences is almost always short-lived.  Humans are adaptive creatures (like all creatures, in fact), and we readily adapt to changing environments.  So improved mood or satisfaction eventually results in a ‘hedonic treadmill’ by which the elevated state will not continue, even if the circumstances that promote it are maintained.

In other words, the good mood that we hope will come with the Olympic success will be short-lived, and will certainly last a lot less time than it will take to pay off the debt from the Games.

And let’s not forget that moods – like interest rates and skirt lengths – can go up as well as down.  John Steele, former CEO of UK Sport, spoke of the “the euphoria of a full Lord’s Cricket Ground … when a single Ashes test was won”.  But by the same logic, any of England’s subsequent defeats would seem destined to result in national despair.  What will happen to the feelgood factor if any of our Olympic hopefuls under-performs or is injured?

If success in elite sport (let alone second-hand, spectated success) has a potent positive effect on our mood, presumably failure has the opposite.  And if this is true, then this is a real cause for concern, as the nature of sports competition is that most players lose in the long-run.

These are not new arguments, nor particularly scholarly.  I am sure there are those among the governments and their policy makers who know that the public has been offered some pathetically weak rationale for their investment in the Games.  Personally, I’d prefer an honest explanation like, ‘Hey, it’s the Olympics.  We beat the French!’  I’d even take, ‘Look, I was a bit of a spotty geek at school; if we get the Olympics, I get to hang out with Jessica Ennis and Victoria Pendleton!'  I just wish they didn’t treat us like fools.  It doesn't feel good at all.

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Books on the Body-Mind Connection

I am really pleased to say that the next blog entry has been written by Dr Jennifer Leigh, an expertise on yoga and somatic education.  I asked Jennifer to recommend five books on a genuinely fascinating topic - and one that is of great relevance to both sport and education - the body mind connection.

When I was asked to recommend five books on mind-body connection I have to say that my brain froze.  I looked at the (shelves and shelves of) books that I own on aspects of this and was completely flummoxed.  I could recommend lots of them.  Others I wouldn’t touch with a bargepole.  My main concern though, was who I would be recommending them for.So I have decided to recommend one book from five sections of my bookshelves (bar the really freaky ones) with a little bit of an introduction as to why it may be relevant to the mind-body discourse. 

The idea of a mind-body connection is not exactly universally accepted.  The ascendancy of the mind over the body and its importance in the development of Western philosophy and later medicine, psychology and sport can be traced back to the days of Plato, the Orphic and Socrates: “the body is an endless source of trouble...only the mind can reach existence”.  For example, Descartes’ dualism was firmly anti-organic, built on earlier notions of the physical world, and described in the words of Alan Watts as, “the domain of corruption and evil”.  The division or schism between mind and body can thus be seen to have affected Western society from its earliest days, with the body being seen as inferior to the mind. 

In contrast, in yoga philosophy and practice a mind-body connection is an assumption.  The purely physical aspect of yoga, asana, has been emphasised in recent years, sometimes to the exclusion of all else, turning yoga practice into an exercise form.  Yoga could be a valuable practice for any sports person.  But which book on yoga to recommend? 

I have chosen Dynamic Yoga by Godfrey Devereux (1998).  Devereux’s approach to yoga is physical, strong and active.  His explanations of the poses are clear, and if you can get over the extremely revealing shorts he wears, the photos are helpful.  The book is comprehensive, covering the poses you would encounter in most Hatha, Ashtanga or Iyengar yoga classes.

Eastern philosophy has a different starting point and language when talking of the mind and body, illustrating “the irrelevance of Western theories to non-Western contexts”.  The traditional Eastern view of the body and mind is that they are inseparable aspects of the same human existence.  A book that explores the martial mind-body connection is Peter and Laura Ralston’s Zen-Body Being (2006).  It is a bit of a how-to manual with exercises designed to help the reader experience a greater sense of their body-being.

The importance of the body-mind (or embodied mind) as opposed to a body/mind split in the philosophy of psychotherapy can be traced back through Freud and his discovery of the power of the unconscious over the conscious and his work on the power-relationship between therapist and client.  Linda Hartley’s Somatic Psychology (2004) traces the history of psychology and its sorry relationship with the body, which has tended to either ignore it (in the context of cognitive or social psychology), or treat it as exclusively functional (in biological and neuro-psychologies). 

In a discussion of Eastern philosophies and their resemblance to Western psychotherapy, Alan Watts states that both are concerned “with bringing about changes of consciousness”.  Western psychotherapy has as a primary concern with the study of the mind or psyche as a clinical entitity, whereas “Eastern cultures have not categorized mind and matter, soul and body, in the same way”.  By increasing awareness of the body-mind and its movements, it is possible to increase awareness of that boundary of and relationship with the world (and all others in it).  Alan Fogel’s The Psychophysiology of Self-Awareness (2009) explores how the physiology of the body and psychology interact within a therapeutic situation.  He illustrates this with the use of psychology, neuro-biology and the Rosen Method, a form of somatic bodywork. 

My final book is a collection of writings on the principles and techniques of somatics in Don Hanlon Johnson’s Body, Breath and Gesture (1995).  The book forms a history of the field, including how it has fragmented into the disparate approaches and techniques that are found today.  Johnson focuses on Western somatic body awareness disciplines, many of which were developed after the turn of the last century.  Some of the practices outlined may fall into that ‘hippy’ section, however I find it to be a book that gives a very clear sense of the broadness of the somatic field and the scope of work and practice that people are engaging in to increase their sense of a mind-body connection.

__________________________________________

Jennifer Leigh is an accredited Somatic Movement Therapist, a Qualified School Teacher and an experienced Yoga Instructor.  Her doctoral research was a study on children’s perceptions of embodiment. She is currently working as a Research Associate at the University of Kent on a study looking at Costs and Outcomes of Skilled Support for Individuals with Complex Needs and an evaluation of ‘Imagining Autism’, a drama intervention for primary school children with autism.  She also has a killer pair of legs.

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The Arts of Storytelling and Learning

I recently came across an interview with the US radio and TV host Ira Glass.  He was talking about the art of storytelling, and his basic message was this:



hard work, grit and stick-to-it-ness are needed if you are going to create great work.

Not a radical idea, I know.  Especially in the era of 10,000 hours of deliberate practice.  But Glass introduces another element that I've never seen mentioned in the literature of expert performance, and that is TASTE.




Here is what he says:

“Nobody tells this to people who are beginners, I wish someone told me. All of us who do creative work, we get into it because we have good taste. But there is this gap. For the first couple years you make stuff, it’s just not that good. It’s trying to be good, it has potential, but it’s not. But your taste, the thing that got you into the game, is still killer. And your taste is why your work disappoints you. A lot of people never get past this phase, they quit."

This sense of frustration will be familiar to anyone who has ever tried to learn something.  Especially something complex.




For example, in the last few years I have tried to learn a number of difficult things including golf, sketching, and Italian. Each of these activities had their own challenges.  My main difficulties with Italian were linked my my apparent inability to hear the differences between many of the sounds and 'phonemes' that made up the language.  In my head I was speaking like a character in a Fellini film, whilst to my teachers I sounded like Phil Mitchell in a pizzeria.  With sketching, I had to learn to overcome my tendency to impose my preconceived ideas rather than what I was observing.  Chairs have four legs; faces have two eyes; those are the facts, whichever way they are facing.


And don't even get me started on golf!


Yet, as expertise theory (and common sense) would predict, the more I did these activities, the better I got, more or less.  And the pace of my improvement seemed ti be strongly associated with the quality of support and feedback I received from my teachers and coachers.


Ira Glass' discussion of storytelling is relevant to those interested in learning and expertise because it hints at a principle behind both practice and feedback: taste, or (if you prefer) AESTHETICS.  In other words, movement towards competence or even expertise in these areas is only possible because the learner and the teacher have their senses of aesthetic judgement - some attempts are better than others; some actions are desirable, not just because of the outcome, but because of an intrinsic value; generally speaking, grace, and fluidity and poise are preferable to their opposites.


Aesthetics are STANDARDS.


It seems to me that taste acts as a powerful motivator for both learners and teachers.  Both are inspired by a sense of the way a skill or technique is supposed to be, and - from time to time - their senses coincide!  If we wish to get better at our chosen activity - if we want to bridge the gap between ability and ambition - we need to be clear that we need to do the work.  There are no short cuts.

It is the responsibility of teachers and coaches to make this clear to the learner from the beginning.  Nothing of value is learned easily.


Glass again:

Most people I know who do interesting, creative work went through years of this. We know our work doesn’t have this special thing that we want it to have. We all go through this. And if you are just starting out or you are still in this phase, you gotta know its normal and the most important thing you can do is do a lot of work. Put yourself on a deadline so that every week you will finish one story. It is only by going through a volume of work that you will close that gap, and your work will be as good as your ambitions. And I took longer to figure out how to do this than anyone I’ve ever met. It’s gonna take awhile. It’s normal to take awhile. You’ve just gotta fight your way through.”

So practice and feedback are vital elements in the development of expertise.  But both of these, I suggest, assume a sense of taste or aesthetics.  Practice, if it is for any purpose, must have some ambition.  And feedback is always with reference to a standard of performance or imitation.


Knowing helps explain our frustrations as we learn AND teach, and it helps explain why practice and feedback are so important in the first place.


To finish off, he is a recording of Ira Glass himself talking about storytelling, accompanied by some beautiful typography.


I'd love to hear your thoughts on the issues raised in this entry.  Criticisms, too!

Ira Glass on Storytelling from David Shiyang Liu on Vimeo.

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Making Sport a Daily Habit: What Motivates Children to Take Part in Sport?

I am really pleased to present a Guest Post from Ed Cope, a specialist researcher in Youth Sport at the University of Berdfordshire in the UK.

Ed's topic is one of perennial interest and importance: children's participation in sport.

Comments and responses to this (and previous) posts are positively encouraged.

In most sport coaching contexts, children can choose whether or not they wish to participate in sport. Therefore, it could be assumed that all children who engage in some form of sport or physical activity do so because they want to. However, not all children take part in sport for the same reasons. A large body of literature exists that documents children’s motivations for taking part in sport. This blog discusses the key findings from the literature that specifically relate to children’s motivations for participating. Furthermore, a number of recommendations will be made, which will enable coaches to deliver more developmentally appropriate coaching practices.

Children engage in sport for a variety of reasons. From comprehensively reviewing the literature, five common themes have consistently emerged. Each of these themes will be briefly discussed in this section.

Perceived competence

Children with a high perceived competence level are much more likely to participate in sport, than children with low competency levels. High competency is achieved when children experience a feeling of success. Alternatively, children’s competency levels decrease when they experience failure. It is often the case that children perceive competence against the level of effort they exert. Therefore, if a child is rewarded for the amount of effort they put in, their competence levels will likely increase.

Fun and enjoyment

Fun and enjoyment has largely been considered the primary motive for why children take part in sport. However, there is no one global definition of fun and enjoyment. According to some researchers, it has been suggested that a number of sources affect what children perceive to be fun and enjoyable. These sources can be grouped into three categories; achievement (skill mastery, perceived competence and physical appearance), social (friendships, social recognition, adult interaction and team interaction), and intrinsic (excitement and energy, flow, movement sensations and good times). It is important to understand what sources affect children’s motivations to participate.

Parents

Parents have considerable influence over children’s motivation to take part in sport. In particular, parents can influence their children’s perception of competence through the role they play in their children’s sporting life. The extent, to which parents become involved in their children’s sport, will either promote motivation levels, or decrease them. It has been suggested that over-involved parents who pressure their children to win, have a negative effect on their motivation. At the same time, under-involved parents who show little appreciation of children’s efforts will also have a de-motivating impact on their willingness to maintain participating. It is recommended that parents show care and support, with an emphasis on effort, teamwork and fun.

Learning new skills

Research in swimming and athletic contexts suggest that some children take in sport in order to satisfy their intrinsic motivations of learning new skills. The reasons stated were that children enjoy learning new skills to make them better at the sport they participated in, and because of the inherent challenge it presented. In addition, it has been found that some children also wish to learn new skills to impress coaches, parents and friends/teammates.

Friends and Peers

Although not as significant a motivational factor as some of the other sources that have been discussed, friends and peers do influence children’s motivations to take part in sport. Children cite friends and peers as motivational influences when they are given the opportunity to work together, gain social acceptance, and make friendships. When placed in situations that promote direct competition, many children become de-motivated.

Key points

• The majority of research, which has studied children’s motivations to participate in sport, has done so from a psychological viewpoint. However, children’s motivations are also influenced by a number of socio-cultural factors (e.g. parents and friends). Considering this, motivation is a context specific phenomenon, as what motivates one child in one context, may not necessarily motivate them in another.

• Most children are intrinsically motivated to take part in sport (i.e. they participate for reasons such as wanting to learn new skills or because they enjoy participating). Coaches must be aware that they are responsible for creating the coaching environment, with this influencing children’s desire to remain intrinsically motivated. Consequently, if children are to remain motivated, the coaching environment must be aligned with the reasons for children wanting to participate.
• 
  
• Coaches, who use more positive behaviours, over more negative behaviours, have been found to maintain and increase the level of children’s motivation. Coaches should minimize their use of negative behaviours, but also be aware that constant delivery of positive behaviours such as general positive feedback will have an adverse effect on children’s motivation.
• 
  
• Coaches should look to limit the amount of instruction they give. It has been argued that too much instruction impacts on the ability of children to engage in decision making and problem solving tasks. Instead, an effective coaching strategy is to remain silent for periods of coaching practice, as this allows a coach to observe and reflect on practice. At the same time, it allows children to make their own decisions and work problems out for themselves.
• 
  
• Coaches must strive to understand the personal motivations of all of the children they are coaching. As has been highlighted, children have many different motivations for participating.

Further reading

Keegan, R. J., Harwood, C. G., Spray, C. M., & Lavallee, D. E. (2009). A qualitative investigation exploring the motivational climate in early-career sports participants: Coach, parent and peer influences on sport motivation. Psychology of Sport and Exercise, 10, 361-372

McCarthy, P. J., & Jones, M. V. (2007). A Qualitative Study of Sport Enjoyment in the Sampling Years. The Sports Psychologist, 21, 400-416

Smoll, F. L., Smith, R. E., Barnett, N. P., & Everett, J. J. (1993). Enhancement of Children’s Self-Esteem Through Social Support Training for Youth Sport Coaches. Journal of Applied Psychology, 78 (4), 602-210.

Wall, M., & Côté, J. (2007). Developmental activities  that lead to dropout and investment in sport. Physical Education and Sport Pedagogy, 12(1), 77-87.

Weiss, M. R., & Petlichkoff, L. M. (1989). Children’s Motivation for Participation in and Withdrawal from Sport: Identifying the Missing Links. Paediatric Exercise Science, 1, 195-211.

Weiss, M. R. (1993). Children’s Participation in Physical Activity: Are We Having Fun Yet? Paediatric Exercise Science, 5(3), 205-210.

Biography

Ed is currently a full time PhD student at the University of Bedfordshire. His research interests are centred around the pedagogical practices that children's sport coaches employ, and how these impact on children's sporting experiences. Ed is also a practicing children’s sports coach.

Ed can be contacted by email: Edward.cope@beds.ac.uk

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Participant Development in Sport

LTAD?


Core skills and capabilities?


Early Specialisation?


Talent Development?


Critical Periods in Development?




There is increasing demand on coaches and teachers to keep informed of relevant research evidence, and to adapt their work accordingly.  Evidence-based practice is accepted as the default position for those claiming to be professionals in sport.


The trouble is ... Well, there are a few troubles.  For example:

• Some of the research literature is highly complex, and uses arcane jargon;
• Some of the literature seems to contradict itself; and
• There is awful lot of it out there.

Dave Collins, myself and a small group of subject experts from physiology, psychology and sociology carried out a comprehensive review of the literature on participant development in sport on behalf of sportscoachUK in 2010.

Click on the image to get a free copy.

The report turned out a lot more 'comprehensive' than we'd imagined at the start, and it is certainly the most thorough review carried on playing, developing and improving in sport.

It also includes HUGE list of references.

It offers a critical analysis of such hot topics as LTAD, early specialisation, and talent development.  It also gives an examination of the assumptions that underlie most sports development programmes.

The review was written as a reference document for sportscoachUK, and so the tone is at times quite technical.  So, we also wrote an Executive Summary, which is available by clicking the next image:

The Review team was:

Richard Bailey, PhD, RBES Ltd

Dave Collins, PhD, University of Central Lancashire

Paul Ford, PhD, University of East London (Now BOA)

Áine MacNamara, PhD, University of Limerick (now UCLAN)

Martin Toms, PhD, University of Birmingham 

Gemma Pearce, MSc, University of Birmingham 

We hope this resource proves useful, and makes some contribution to the quality of sporting experiences of all.

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Exercise: the Movie!

I recently stumbled across this short film about the importance of exercise, by Dr. Mike Evans of the University of Toronto.  It is a great example of how to make quite complex ideas accessible.




I wonder whether this approach can be used to explain other topics?

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Great Books on Sport and Education

I will be introducing a new feature to this blog in the New Year: expert book lists.  Some seriously top-notch people have already agreed to contribute their lists.  So look forward to those!




Meanwhile, I thought I'd kick things off with some recommendations of books that belong at the cusp of Education and Sport.  PLEASE let me now your own ideas to add to this list.  Assuming I agree with you, I'll start to prepare a sequel to this list, which can be published later.




You'll notice that some of these books  are, in one way or another, connected to me.  What can I say?  It's my list!!


In fact, to prove the point, I will start with a couple of my own books!




The first book is a recent guide to teaching Physical Education.  With contributions from many of the world's leading authorities on the subject, Physical Education for Learning focuses on the ways by which teachers can promote student learning in and through sporting activities.  There are quite good books on PE teaching out there, and a few really bad ones, but none matches this book as a 'state of the art'.
    






The Routledge Physical Education Reader is a more theoretical book.  It was designed to bring together the most important articles and chapter, dating back to the 1970s.  I think David Kirk and I put together a really strong collection.  It's for teachers, obviously, but also sports coaches and general education people.







My next book is about learning.  Learning is the fundamental concern of teachers and coaches, yet there is a very low level of understanding about how it actually happens.  In my experience, many people stick to a naive, simplistic notion in which learning resembles filling an empty bucket!  Many practices are ineffective precisely because their designers are ignorant of recent research into learning.  This book - How People Learn - is just the best book I have found on the subject.







The next book is the update of the classic book Coaching Children in Sport.  In fact, it is really a completely new product, reflecting the great advances in coaching and sports science in recently years.  Ian Stafford book is a great collection of contributions from some impressive writers and practitioners, and strikes a really nice balance between theory and practice.








The fifth and final book on this list is not really a sport or education book at all.  It is a memoir of a childhood.  Julie Myerson is a great writer, and her story of her battle with all things sportive is very entertaining.  Also, it offer a valuable insight into what it is like to be a child who is Not A Games Person, strange as that seems!







Of course, these are just my ideas.  Please let me know your thoughts.


I look forward to hearing from you.

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Aims - what's the point of PE and sports coaching?

‘Cheshire Puss,’ she began, rather timidly … ‘Would you tell me, please, which way I ought to go from here?’  ‘That depends a good deal on where you want to get to,’ said the Cat.  ‘I don’t much care where,’ said Alice.  ‘Then it doesn’t matter which way you go,’ said the Cat.  ‘So long as I get somewhere,’ Alice added as an explanation.  ‘Oh, you’re sure to do that,’ said the Cat, ‘if you only walk long enough.’ (Lewis Carroll, 1865, ‘Alice’s Adventures in Wonderland’)

To help understand the importance of aims within sport teaching, consider two encounters.  In the first, the teacher/coach uses her knowledge, skills and understanding to prepare young children for elite competition.  She draws on state-of-the-art scientific knowledge to ensure that her young players develop extraordinary physical and mental skills, and uses her excellent communication and motivational skills to keep the players training and their parents quiet.  By the nature of such training, lots of these players are injured or burnt out, and whilst the teacher/coach is upset for the children, she consoles herself that the situation is probably necessary if she is to achieve her ultimate goal: medals.

On the second encounter another teacher/coach uses her scientific knowledge to help the young people in her charge to have sporting experiences that are enjoyable.  For her, sport should be ‘fun’, whilst she knows that fun for six, sixteen and sixty years olds will take quite different forms.  This teacher plans her sessions with the intention of maximising enjoyment for all, and considers a session a good one if everyone leaves with a smile of their face.

These teachers/coaches are clearly involved in sport pedagogy, but who have markedly different conceptions of the role and value of sport in people’s lives.  The first teacher seems to think of the aims of sport mainly in social terms; for her, the purpose of sport is as a vehicle to win medals and glory, whether for the club or for the country.  The second teacher understands the point of sport in terms of personal satisfaction or enjoyment.  Casual observations in schools and sports clubs reveals that there are many teachers and coaches who assume the latter position, and who feel they have achieve their goal if everyone is ‘busy, happy and good’.  And, it is also not difficult to find evidence of the former approach, too, whether in the form of the brutal training of Chinese infant gymnastics or in the ‘survival of the fittest’ mindset of youth squads in many professional football clubs in the United Kingdom.

So, we can see two teachers with very different conceptions of the aims of sport, and these aims result in completely different ways of thinking of sport. 

Much like a rudder directs a boat, aims direct the uses to which a teacher’s/coach’s skills, knowledge and understanding are put.

As we have seen, aims can be framed in terms of social or individual outcomes.  This is not to suggest that there are only a small number possible aims!  On the contrary, the list of aims is probably endless  For example, an international review of the stated aims of educational systems from around the world came up with the following composite list (Tabberer, 1997):

• Excellence
•  Individual development
•  Social development
• Personal qualities
•  Equal opportunity
•  National economy
•  Preparation for work
•  Basic skills
•  Foundation for further education
•  Knowledge/skills/understanding
•  Citizenship/community/democracy
•  Cultural heritage/literacy
•  Creativity
•  Environment
•  Health/physical/leisure
•  Lifelong education
•   Parental participation

It would not be difficult to show how each of these can be translated into an aim for sport pedagogy (with a little imagination!).

It is worth noting that the list above was gleaned from curriculum documents.  Philosophically speaking, therefore, they represent what are called explicit aims.  These are aims that are stated for all to hear or published for all to read.  The moment a government or agency publishes the aims of a strategy or scheme they make them explicit, and consequently, open to discussion, criticism and rejection.

If aims are not made explicit they remain implicit, or hidden.  There is nothing sinister about this: implicit aims are not hidden to conceal.  Often, they are just too obvious to discuss.  Take as an example the question of mind-body dualism.  For many people (probably most people) the superiority of the mind over the body is simply taken for granted, and so any educational aims related to the development of the body will be inevitably be affected by this assumption.

One of the most valuable jobs that philosophy can offer is to help make implicit aims and assumptions explicit.  This is important because it is impossible to discuss, criticise and reject ideas until they are out in the open.  Lots of bad ideas grow and thrive only in the dark!

It is worthwhile examining both explicit and implicit aims because both will influence the way people act.  The explicit aims might reflect things like policies and formal guidance, and these are obviously relevant to teachers and coaches.  However, implicit aims are likely to reflect unquestioned assumptions and practices.  Our implicit aims will probably be more powerful precisely because we never question them.

So what?  Why does this talk of matter?

You may have already met Julie Myerson’s memoir ‘Not a Games Person’.  It is a frank account of a young woman who gradually changes from a general distain for sport and exercise to someone who hates them, largely due to her experiences at school.  At one point Myerson describes a lesson that might be familiar to many of us.

“This is me.  Six years old and standing in a sack in the middle of a field somewhere in the middle of England a long time ago.

 I don’t know why I’m here or what I’m doing – I don’t have any idea what the purpose is of standing in this field.  All I know is that they want me to jump – hold the sack as tight as I can and jump jump jump to the finishing line.

 I’m surrounded by people but all alone.  There’s a horrible feeling in my tummy and an itch on my leg, like a fly crawling over it.  I shiver and wait for the whistle to blow.”
(Julie Myerson, 2005, ‘Not a Games Person’)

We have no way of knowing the aims of Myerson’s teacher, but we can guess.  Perhaps the teacher felt that it was important for her pupils to get out of the classroom, to ‘burn off excess energy’.  Or maybe the motivation was competition (it was a sack race, after all).  Or perhaps her planning was inspired by the aim to make her children fitter and healthier.  Or was this lesson just an easy way to fill some time before the real business of school starts again?

Some of the teacher’s aims might be reasonable; others might seem weak or illegitimate.  In other words, different aims are of different value, and such value is only judged by making the aims explicit and by critically discussing them.

Strangers on a train You are on a train occasionally chatting to a charming person sitting opposite. Your new-found friend has just been reading an article in the newspaper that reports research findings that many children around the world have no regular sport or physical education lessons whilst at school. “Oh well”, your companion says innocently, “thank heavens it is only sport they are missing out”. You smile to yourself, and educate the stranger.



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