A parent might ask, “What do I want my children to be like when they grow up?” All parents should ask this, but we often get so caught up in the day to day stuff we overlook this. Certainly, we all support the academic preparation our children receive, but what else do we want? Not only did I want my children to enjoy reading, be competent in math and science, and to be knowledgeable of history and society, I wanted them to have a complete physical education. I wanted them to appreciate their bodies, to fulfill their physical selves, to experience the joy and camaraderie of intense play. And I want them to experience this throughout life, not just in childhood. By the time children reach adulthood they should already possess the physical skills necessary for any activity they may want to do in the future.
Unfortunately, one thing I learned early on was that I could not rely on physical education instruction in the school. Not that it is the fault of the teachers; their programs are often thought frivolous, to be put in the category of art and music. Schools often classify these as “unnecessary’ subjects.” Northampton elementary schools have only two 40-minute physical education sessions a week, yet young children need to be physically active at least one hour a day. Wouldn’t it be nice that instead of releasing elementary school at 2:10 in the afternoon, children had an additional hour of play? Northampton High School suggests that recess is a time to be physical. Do school officials really believe this?
Since developing the whole child does not happen in school, it comes down to parents to become involved. What does it mean to be physically literate? For youngsters, this means being exposed early to physical skills such as running, jumping, throwing, catching, skipping, and hopping. Early exposure to the water is paramount. Many children skip these activities because they are neither exposed, only playing inside, or they focus on one sport at the exclusion of others. Think of it this way, if you don’t learn to throw, you will be unsuccessful at badminton, tennis, softball, or baseball. If you don’t learn to run you will compromise your ability to play soccer or jog. If you can’t swim, you will fear fishing, snorkeling, or kayaking. Beyond these basic skills, children need to develop agility, flexibility, strength, and endurance.
Physical skills are important but of equal importance is learning to work in a group, learning to compete, to train. Children need to test themselves, take risks. As children get older, they need to experience strenuous exercise, to realize that fatigue is transient, that excellence requires hard work. If your child wants to be an athlete, what kind of athlete will your child become — a whiny brat or someone who can take it? Will they quit if they lose a game? Are they a good sport? Can they learn to lose as well as win? Parents and coaches need to set an example.
Research shows that active parents tend to raise active children. As a parent, not only is participation in exercise and sport good for you, your child is watching. What better motivation can you have to live an active lifestyle? But children are watching all of your behaviors, not just whether you exercise or not. We all know that childhood obesity is rampant in our society, often leading to diabetes, heart disease, and mental health problems. Unhealthy children become unhealthy adults. Problems developed in youth tend to follow children into adulthood. Children need to observe a parent who exhibits a healthy lifestyle.
Developing physical literacy involves one thing, physical participation. You don’t learn physical activities by watching. I remember taking a physical education class many years ago. The instructor kept talking while we all stood anxiously around in the cold. One of the students in the back yelled, “Shut up and let us play.” That’s good advice. Ever watch a soccer game for 5-year-olds? It’s like bees chasing a bear with a honeycomb. Try explaining the infield fly rule to a 6-year-old. Like adults, children adapt to exercise by becoming better. Unlike adults, children are changing as they grow. There are peak times for children to adapt.
Part 2 of this column presents the peak times for children to adapt, to specify which physical domains on which to focus as children grow and change.
Jim Johnson is a retired professor of exercise and sport science after teaching 52 years at Smith College and Washington University in St. Louis. He comments about sport, exercise, and sports medicine. He can be reached at jjohnson@smith.edu.