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Posts Tagged ‘physical literacy’

Physical Literacy and Innovation: Building the Foundation for Lifelong Success

Posted in Health, tagged , , , on February 10, 2025| 2 Comments »

Over the past year, I’ve thought a lot about physical literacy. My earlier post, Embracing Physical Literacy: More Than Just Fitness, explored the concept of giving students the tools, confidence, and motivation to move—to make physical activity a lifelong pursuit. This picked up from a 2019 post, More Than Just Getting Moving, that shared the work of physical literacy mentors.  Yet as we move through this school year, I see physical literacy taking on new dimensions—from its role in mental health to its intersection with emerging technologies. It’s time to expand our understanding of how schools can make physical literacy a cornerstone of student success.

Why is physical literacy so important for young people today? For starters, it’s more than simply a “nice to have” complement to academic pursuits; it’s foundational. Recent studies like this one from 2019 on physical literacy and academic performance make a strong case for it. This conclusion was more broadly supported by a comprehensive review in the United States by the Center for Disease Control and Prevention (CDC) that found incorporating brief physical activities in classroom settings positively affected cognitive skills, attitudes, and academic behaviours, with none of the studies reporting negative associations. Academic success and physical literacy are deeply interconnected, with research consistently showing that movement enhances cognitive function, focus, and overall learning. When students engage in physical activity—whether through structured sports, active play, or simple movement breaks—their brains release chemicals that boost memory, problem-solving skills, and concentration. Schools that prioritize physical literacy not only help students develop coordination and confidence in movement but also create environments where learning is more effective. By integrating physical activity into the school day, we aren’t just fostering healthier bodies; we are actively improving academic outcomes, engagement, and overall student well-being.

Yet, beyond the numbers, there is a simple truth: movement helps kids thrive. It builds resiliency, fosters belonging, and provides a mental health anchor in an increasingly fast-paced and complex world.

Consider the challenges our young people face. With the rise of screen time—now averaging over eight hours daily for teenagers—and increasingly sedentary lifestyles, many students don’t engage in the kind of unstructured, active play that was once a given. The annual study in Canada from ParticipACTION scored our country with a D+ for physical activity for children and youth in 2024. The grade resulted from youth having insufficient physical activity, excessive screen time, and declining active play and outdoor movement. By integrating movement into daily life—not just in PE but across subjects and schedules—we can help students build the habits they need for lifelong health and well-being and move us up from this unacceptable standing.

West Vancouver participated in a study released in 2023 of grade 2 students from all of district elementary schools.  The research  assessed 319 children, with an average age of 7.5 years, evaluating them across five domains: running, locomotor skills, upper and lower body control, and balance. Findings revealed that 79% of the children were at an emerging level of motor competency, while 21% were at a competent level. On average, children engaged in approximately 111 minutes of moderate-to-vigorous physical activity (MVPA) daily, with those at the competent level participating in 15 minutes more MVPA per day than their emerging-level peers. The study highlighted the significant positive impact of parental support, especially logistical support, on children’s motor competencies. Additionally, the quality of school grounds played a role in enhancing motor competencies, with different aspects benefiting boys and girls uniquely. The research underscores the importance of both parental involvement and well-designed school environments in fostering children’s motor skill development.

The sum of all of this means that at the school and district level we need to stay committed on making physical literacy a deliberate focus.

I use this space a lot to write about innovation, and recently a lot about AI.  I do think there are some interesting linkages with both these areas related to physical literacy.  As I noted in a recent post, we are being explicit and strategic by identifying AI and physical literacy as our two key areas related to innovation in our district this year.  The intersection of AI and physical literacy represents a broader opportunity. In a world increasingly defined by technology, emphasizing physical literacy alongside digital innovation signals that we value the whole child. It says that while we prepare students for the future’s technological demands, we’re also committed to ensuring they have the tools to take care of their bodies and minds. One is not more important than the other; they’re two sides of the same coin. 

Looking ahead, we need to think bigger about physical literacy’s role in education. What if every student graduated not only with digital literacy but also with a foundational level of physical literacy? What if movement became as integral to our schools as math or reading? This isn’t just about preparing kids for gym class; it’s about equipping them with the skills to lead healthy, balanced lives in an increasingly digital world.  As we embrace innovation this year, let’s continue to make physical literacy a priority in our schools. We can build an education system that harnesses the power of technology while ensuring our students develop the physical literacy they need to thrive.

The image at the top of this post was generated through Magic School AI.  Various AI tools were used as feedback helpers (for our students this post would be a Yellow assignment – see link to explanation chart) as I edited and refined my thinking.  

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Could AI Reduce Student Technology Use?

Posted in Change, Health, SD45, tagged , , on January 21, 2025| 7 Comments »

Ironically, by integrating generative AI tools in schools, we might empower ourselves to focus less on screens and more on human connection, simplifying tasks so that technology becomes a supporting player rather than the main act.

This idea has been rattling around in my head for a while now, partly because it feels so counterintuitive.  The image at the top of this post is a slide from presentations I have been giving lately on AI.   AI is often seen as another layer of technology that increases our dependence on devices, but what if it can actually do the opposite? What if AI’s ability to handle repetitive, time-consuming tasks allowed us to reallocate student time and focus on areas that emphasize creativity, connection, and collaboration?

Take the ubiquitous PowerPoint presentation as an example. Right now, students spend hours designing slides—choosing fonts, aligning images, and adjusting transitions—when the real value lies in the ideas they’re presenting. Imagine if AI could generate the slides for them in minutes, leaving more time for practicing their delivery, refining their arguments, or engaging in meaningful dialogue with peers and teachers about the topic. The focus shifts from the tool to the content, and from the screen to the human interaction.

Or consider note-taking. Today, students often type madly while their teacher is speaking, their eyes glued to their laptops or tablets, trying to capture every word. AI tools can now summarize lectures in real time or even generate notes automatically from audio recordings. With this burden lifted, students could engage more fully in discussions, ask thoughtful questions, or simply listen. This reallocation of attention—from typing to thinking—is where the potential lies.

And it doesn’t stop there. AI can analyze data for science projects, generate essay outlines, and create study guides tailored to individual needs. Each of these tasks, currently requiring significant screen time, could be offloaded to AI, allowing students to spend more time on hands-on experiments, peer reviews, or physical, collaborative activities like building prototypes or role-playing historical events.

 From Efficiency to Human Connection

Initially, it’s easy to think about these shifts in terms of efficiency—getting more done in less time. But I believe there’s a deeper opportunity here, one that’s more human. By removing some of the digital drudgery, we can refocus on the things that make education rich and meaningful: relationships, creativity, and shared experiences.

What if, instead of students individually creating digital flashcards for hours, they spent that time playing learning games together? What if the hours saved from not editing videos for a media project were spent brainstorming as a group or rehearsing for a live presentation? These shifts could bring back the human element that has sometimes felt crowded out by screens.

Even more intriguing is the potential for AI to free up teachers in similar ways. If AI can help with grading or lesson planning, teachers might have more time for one-on-one conversations with students or for designing experiential learning opportunities. The classroom could become less about sitting behind screens and more about shared exploration and growth.

Innovation in AI and Physical Literacy

In West Vancouver, we have been discussing innovation around two key areas: AI and physical literacy. This juxtaposition is intentional, as we begin to think about how these two seemingly opposite areas can work together. On one hand, AI has the potential to simplify and streamline tasks, freeing up time. On the other, physical literacy emphasizes movement, health, and engagement in the physical world. Together, they could create a more balanced and holistic approach to education, where technology supports human connection and physical activity rather than replacing it.

Earlier this month we did a session with school and parent leaders that looked at innovation in these areas and the linkages and it was met with a lot of interest.  My colleague, Assistant Superintendent Sandra-Lynn Shortall also wrote an excellent blog post on some of her thinking in this area earlier this month, Bots, Bodies & Balance: Embracing AI, Movement and Co-Regulation in Education.


A Work in Progress

Of course, I recognize that this vision might be naïve. Technology has a way of creeping into every corner of our lives, and the idea that AI will reduce overall screen time might be overly optimistic. It’s entirely possible that the efficiencies created by AI will simply lead to new tech-based activities filling the gaps, perpetuating the cycle rather than breaking it.

Moreover, this transition would require deliberate choices by educators and school leaders. AI won’t automatically shift the focus to human connection—we have to intentionally design learning environments that prioritize it. This involves rethinking instruction, supporting teachers, and ensuring that we use AI as a tool to enhance, not replace, the human elements of education.  

Embracing the Paradox

The idea that more advanced technology could lead to less reliance on technology feels paradoxical, but perhaps that’s where the real promise lies. If we can embrace AI as a means to simplify, streamline, and refocus, we might find ourselves in a world where technology truly supports learning rather than dominating it. It’s a shift from using tech for tech’s sake to using it as a tool to deepen our humanity.

This is still a work in progress for me—a mix of hope, curiosity, and skepticism. I’d love to hear from others: Do you think AI could lead to less technology use in schools? What would it take to make that happen? And how do we ensure that the efficiencies created by AI translate into richer, more connected learning experiences for our students?

For this post, I used several AI tools (Chat GPT, Claude, Magic School) as feedback helpers to refine my thinking and assist in the editing process.

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Embracing Physical Literacy: More Than Just Fitness

Posted in Change, Health, SD45, tagged , , , on March 11, 2024| 3 Comments »

 
I have written before (HERE) about the importance of not just moving more, but developing physical literacy skills with students.  This was pre-pandemic. And if anything the limited activity many had during the COVID-19 pandemic increased these challenges leading to what many are seeing as a health crisis.

In the world of education, we rightly emphasize intellectual growth, but the significance of physical health cannot be overstated. We are intentionally trying to do this differently in West Vancouver Schools. We are looking at the whole school environment to get students moving more often throughout the day.  For us physical health is not just about sports or fitness; it’s a comprehensive approach encompassing mental and emotional well-being, community involvement, and personal development.

During the pandemic new connections and partnerships were formed between health and education. And for us, this is translating into our work in physical literacy – it is not just about the “school’s job” to make changes, but it is also for the entire community to work together. Community partnerships can push us forward, positively impacting students’ overall health and wellbeing. This new physical health promotion video which is a product of our collective efforts in West Vancouver, shares our thinking:



The video showcases the importance of finding creative ways to promote physical activity and make movement matter.  Engaging students in a variety of activities, from yoga and dance to outdoor adventures, while also using simple but intentional movements in classrooms and hallways, highlights the diverse ways students can engage in physical health. It’s a reminder that physical health must be accessible to everyone, regardless of their athletic ability or interests. And we know that it is important for all of our students to be competent in key physical literacy skills.  Just like you have key literacy and numeracy skills to function in the world, the same is true with physical literacy.  When you are competent in movement skills, it is more likely you will  be immersed in diverse physical pursuits throughout your life because activities are more fun when you are physically competent. The focus is on enjoyment, participation, and the holistic benefits of staying active.

And we know the research is clear that physical literacy is linked to better academic performance and consistently embedding physical literacy in schools can have a positive impact on both physical health and academic achievement.

Physical health is a collective journey, where students support and motivate each other. This communal aspect is crucial, as it fosters a positive environment where students form new friendships, feel encouraged to try new activities in a variety of environments, and push their boundaries.

The integration of physical health promotion into our schools is a testament to its importance. It’s not just an extracurricular activity; it’s a fundamental part of student development. As the Province of BC moves to expand foods programs (through its Feeding Futures initiative) and calls are coming for a national program, this needs to be linked to the work in physical literacy – this is all interconnected.

The physical literacy work is essential for all of us. We need to continue promoting and supporting diverse physical health opportunities giving our students skills that they will value and be motivated to use for their entire life.  By doing so, we’re not just nurturing healthier bodies; we’re building stronger, more connected communities.

Note:  The visual at the top of today’s post was generated by me pasting this blog post into Chat GPT 4.0 and asking it to generate some options of images that could accompany the post. 

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More than just getting moving

Posted in Change, Health, Uncategorized, tagged , , , , on December 17, 2019| 6 Comments »

Photo by Mike Wakefield, North Shore News

I feel as a society we are tackling the current challenges around physical activity and the need to be more active a bit like we did with the “just say no” drug education in the 1980’s. If we only told people that they were more likely to suffer a variety of health conditions and potentially die at an early age, they would wake up and change their ways. If only we produced more reports on health that said we were failing, we would stop failing. It is from this backdrop that I am so excited about what we are doing with physical literacy in our schools.

We know health guidelines say that kids should get at least 60 minutes of exercise a day, and we also know that few are doing it.  And there is no shortage of blame to go around.  Of course schools get some of it for how we structure our days, and then there is the overly protective pressures in society that leads to kids often not going outside.  And of course there is technology.  Any discussion around kids and activity often turns back to those damn phones!  All that being said, I think we were all shocked in West Vancouver when of the 1580 elementary aged students we tested a couple years ago on their abilities to run, hop, throw, kick a ball and walk backwards heel-to-toe, only 13 could competently perform all five tasks.

I appreciate that if we were talking about reading or math these kind of statistics would be reason to declare an emergency.  And we do think this work is as important as other foundation skills.  Instead of bemoaning the state of kids today – we got on with teaching them.  In just one year we were up to 65% of students being able to complete all the tasks.  The grade 2 students who never learn to kick a ball, become the high school students who don’t participate in soccer intramurals, the primary students who never learn to throw a ball are the ones who fake an illness to get out of softball in PE class, and those who don’t learn to properly run or hop, limit the athletic social events they will ever want to participate in.  But wow, what a difference we are seeing.  From agility ladders in hallways, to outdoor circuits to purposeful teaching of physical literacy skills – we have a team of teachers changing the culture.   And it is more than just getting kids to run around.  That is important, but we also need to teach kids the core skills of physical literacy.  It is great to have silent reading so all kids get time to read, but we also need to teach reading skills – the same theory holds for physical literacy.  And don’t be fooled into believing physical literacy can only happen in a gym.  The game changer is seeing people embed it in their work right in classrooms.

K Class Circuit at Ridgeview Elementary

We want students to develop physical literacy skills for their lives. If not at school, some kids will never have places to develop these skills.

And so interesting to read a Canadian study (HERE) published just last month that finds that there is a link between resilience and physical literacy among children, encouraging the importance of physical literacy development in schools.

I have always been struck by the simple idea – when will what we know change what we do.  We know physical literacy matters for youth.  For their physical health, their mental well-being, the academic success and their enjoyment in life.  And we are seeing some simple strategies are making big impactful changes across the district.  It is exciting to work in a district that is changing thinking and practice with physical literacy.

I am so lucky to work with a team including Diane Nelson, Erin Crawford, Amber Pascual, supported by Drew Mitchell and professional and researchers across Canada – all working together in West Vancouver to make this happen.  And teachers who are embracing the work.  When I get asked about what is new in West Vancouver, I tell people you need to see what we are doing with physical literacy.

 

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But Can They Throw a Ball?

Posted in Health, Parenting, SD45, tagged , , , , , , , on September 26, 2013| 6 Comments »

throw ball

There has been an important recognition in schools, particularly at the junior grades, that we need to be doing more to keep kids active.  In British Columbia Action Schools BC have been leaders in this effort.  They are, in part:

a best practices whole-school model designed to assist elementary and middle schools in creating and implementing individualized action plans to promote healthy living while achieving academic outcomes and supporting comprehensive school health.

Daily physical activity is a regular part of schools and “action breaks”, among other strategies, are regularly employed. All of these physical activity initiatives are popular with educators, and they are also supported by research in: Spark – The Revolutionary New Science of Exercise and the Brain by John Ratey.  The good news is — it may be just working. Last week the Globe & Mail reported on a recent US study that teen obesity rates could be leveling off and young people may be doing more exercise. This is all excellent news.

But, back to my question — can they throw a ball?

With all of our efforts focussed toward increasing physical activity, some are lamenting the”sports” part of the physical activity is taking a backseat.  From baseball to soccer, basketball to tennis, schools are now seen less as places for young people to acquire sports-specific skills and that we are turning, instead, to the community for the development of sport-specific skills.  Of course, community sports are nothing new, but “school” sports like volleyball and basketball were, only a generation ago, exclusive to schools and are now taught at younger ages primarily in the community.  As well, groups like KidSport help bridge the financial barrier for some families when kids can’t participate in community sports.  Still, some will argue that sports aren’t a necessary part of our school system, but I think most would agree that the fundamental skills of running, jumping and throwing a ball are core skills we want for all young people. Canadian Sport for Life describes this in its Long Term Athlete Development Plan.

So, looking at our elementary schools, one key challenge is the lack of teacher training for sports skills. PE specialist teachers are exceptionally rare in the province and teachers either have to teach their own PE classes or swap with another staff member (e.g. Teacher A takes Teacher B’s art class while Teacher B takes Teacher A’s PE class).  Without the training, many elementary PE classes are high on activity but not so high on skills-acquisition.

Our district is part of a program trying to change this and is investing and partnering in programs that support physical literacy.  Diane Nelson, who is the Principal-lead on our Sports Academy Programs at secondary, is working with others in Metro Vancouver on a program partnering our Grades K-3 teachers with coaches who have strong skills in teaching sports-specific skills.  The three-lesson progression helps both teacher and students.   Chartwell Elementary Principal, Aron Campbell, recently blogged about the program, Physical Literacy:  The Other 3 R’s . . . Running, Jumping and Throwing.  And, over the course of the year, our K-3 teachers will have the opportunity to work side-by-side with Jesse Symons who is a head coach / teacher in the district’s Premier Soccer Academy. To quote from Aron’s blog:

Although some of the basic skills such as walking, running, jumping, hopping, throwing and catching may seem natural or innate in children, for many kids, this is not the case. Developing basic “Physical Literacy” ​is critical for kids to acquire in order to build an ongoing sense of athletic confidence, as they are exposed to more and more opportunities to be active and involved in sport throughout their years at school and beyond.  Whether it is organized soccer, t-ball, or games in a PE class or at recess, a firm grasp in ‘physical literacy provides the motivation that can be invaluable for kids in the future development of self-esteem and the pursuit of a physically active lifestyle.

And once students have these core skills at the primary level, it is a goal for our intermediate classrooms to continue the partnership with local sports organizations. It is not a new idea, but part of a systemic plan for elementary schools to partner with the local soccer clubs or tennis organizations in offering programs to students.  It is a win-win opportunity since most community sports organizations are struggling to attract young people and are facing declining numbers; by partnering with our schools, they can offer their expertise to all students and can ignite the passion of a student who will pick the sport up in the community. To me, it is an approach that has some real opportunities and we should try to tap into it.

It is absolutely important to recognize the great work being done to help our kids to become healthier, whether it is eating better or being more active. While some (albeit mostly south of the border) were recently bemoaning the narrowing of the curriculum that saw a reduction in physical activity, there is a realization young people being active is a key part of improving student success.

That said, the time is right to invest in sports skills for all young people in schools — not only because we are taking on the training of the next Olympians, but because these skills are also life skills and they are best learned at a young age as they expose students to sports and games they might not otherwise try. And, we can’t solely rely on the community for them.

Thanks to Diane Nelson, District Principal Sports Academies and the driving force in our district behind this work, and to viasport for their financial support.

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The Multi-Sport High School Athlete

Posted in Health, Parenting, tagged , , , , , , , on November 6, 2012| 26 Comments »

High school students sampling different sports each season, appears to be a diminishing reality.  Many may know the stories of athletes like Steve Nash and Wayne Gretzky, who played a number of sports as a youth, and specialized in a sport later in life. But, when we look to our high school athletes today, it seems more are focusing on specific sports at a younger age, and this trend is one that is dramatically changing our high school sports. Recently, Cam Cole wrote an excellent piece around this in the Vancouver Sun about physical literacy and the decline in kids sports.

Of course, at its core, this is not really a school issue; it is far broader than that. There is an intersection of school and community in almost every sport today. While less than a decade ago there were often lines between ‘school sports’ (e.g. volleyball, basketball, rugby) and ‘community sports’ (soccer, hockey, baseball) the lines have blurred.  Today, almost every sport is a 12-month sport. For some sports like hockey, this is almost 100 per cent in community; for others like basketball, it is more evenly split between school and the community.  Many sports have complete organizations in schools and the community.

Personally, I think something is being lost in early sports specialization.   A recent report from Matthew Bridge and Martin Toms out of the United Kingdom: “The specializing or sampling debate:  a retrospective analysis of adolescent sports participation in the UK” tends to agree. The report indicates  “individuals who competed in three sports aged 11, 13, and 15 were significantly more likely to compete at a national compared with club standard between the ages of 16 and 18 than those who practised only one sport.”   This runs counter to what many athletes, coaches and parents seem to believe, and who go all-in on a sport from a very young age.

Another phenomena influencing multi-sport, high school athletics is the increased emergence of paid coaches in community programs.  While still largely supported by volunteer staff, parents and community members, most major community sporting clubs have some paid staff, who are obviously invested in retaining athletes for their livelihood.  When it was solely a system of volunteers, the parent who coached soccer in the fall often helped coach the school basketball team in the winter, as well as the softball team in the spring.  Paid community coaches are often less likely to see their athletes sample school sports.

There is also a major overlap and growing competition between school and non-school sporting opportunities (in many ways, it follows the non-profit versus profit paradigm).  Club programs run all year and coaches will often discourage “their” athletes (the issue of  coaches and so-called “athlete ownership” is also very infuriating)  from participating on school teams outside of their sport. So, the community soccer coach doesn’t want a player to play volleyball for the school, because they want to promote sport specialization.

As a parent, along with my kids, I do want to have more say in this conversation. I want my kids to have the opportunity to play a range of sports if they want to.  I am less concerned with “development”, which is all the buzz in sports now, and more concerned with the “fun” which should be all the buzz.

I like the advice Stephanie Hauser, a high school athletic director from Wisconsin,  recently shared on the topic of multi-sport athletes at Proactive Coaching:

For Parents:

  • Be the final decision makers on behalf of your kids’ well-being.  This means having to put your foot down and be willing to make the difficult decision to say “no” on behalf of your multi-sport athletic child.  Injury, fatigue and burnout WILL happen if you are not willing to say “no” to some things.  Know when it is the right time to make the decision for your child – don’t automatically give the kids the choice; most will opt to attend everything, not wanting to let any of their coaches down.
  • Be willing to “shut them down” for a time period when you see fatigue or burnout happening.  Last summer, we were seeing the signs of some nagging fatigue injuries with our daughter, and we were struggling as parents with how to best handle the situation.  Then, the best thing for all of us happened – she twisted her ankle at Panther Fitness.  This was the excuse that we needed to shut down for the remaining three weeks of the summer…what a blessing in disguise!! The results were amazing.  Her shin splints went away, her knee and hip pain went away, she had time to hang out with friends, clean her room, read a book, and when volleyball season began three weeks later, she proceeded to have an all-conference season.  The trade-off for her was a refreshed body and mind, rather than a few more weeks of training, and she came back stronger than where she left off.

For Coaches:

  • Let your actions speak louder than your words.  Many coaches say that they support the multi-sport athlete, but it is evident that this is just “lip service” because in reality they are putting undue pressure on these multi-sport athletes to attend everything.  Have regular conversations with these kids, so you will be able to sense when it is time to give them a little more breathing room.  In reality, many of these multi-sport athletes are the most reliable, competitive and naturally athletic kids on your team.  They are the “studs” – let them thrive in their other sports, and then come your sport and thrive there.  I have witnessed this with our own daughter.  There is no doubt that she begins each season looking a bit rusty.  My husband and I call that the “three-sport athlete look.”  Yet, within the first few weeks of the season she not only meets, but exceeds the performance of others who have spent countless hours in the off-season in the gym refining their one-sport skills.  Coaches, spend the off-season time with the athletes that need you the most, those single-sport athletes who may have limited athletic ability.  They really need you to help them fine-tune their skills because they may not have the strong athletic ability to rely on.  This is the opportunity for you to really help them strive to be the best that they can be.
  • Work with other head coaches to coordinate your off-season schedules and regularly talk with them about shared athletes.  NEVER make an athlete feel like they have to choose between one coach and the other, and NEVER discuss or put down that athlete’s other coaches.

For Athletic Directors:

  • Schedule time for head coaches to sit down together to coordinate the summer calendars, open gyms, contact days, and camps in a sincere effort to minimize the number of conflicts and difficult choices that the multi-sport athlete is forced to make.  This will open the communication lines and minimize the frustration between coaches who feel that they are competing for the multi-sport athletes’ time.
  • Communicate the multi-sport athlete philosophy of the athletic department with parents and share with them the things that the athletic department and coaches are doing to support that multi-sport athletes.  Provide multi-sport athlete research, education and data for parents.
  • Manage the outside entities, such as legion baseball, AAU basketball and select soccer.  Work with your coaches to find ways to we get these outside entities to work with the school to help us maintain three-sport athletes.  To do this, you need buy-in from the coaches and the willingness to commit to this effort and be the liaison between school and outside entity.
  • Applaud and honor the multi-sport athlete.  Build recognition opportunities into your athletic award system.  Many of these kids are truly masters of time management, selflessness and self-discipline; and they have a passion for competition.  Additionally, there are those multi-sport athletes with marginal athletic ability that truly just want to participate so that they can be a part of something good.  Reward these kids for their dedication and contribution to your school.

There are a number of challenges currently happening in high school athletics, and I actually think we may have one or more new models developing (more on this in another post), but one value we should return to in school sports, and really — in all sports — is the value of the multi-sport, high school athlete.

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