AS A former physical education (PE) teacher, I agree with several observations by Nominated MP Benedict Tan, who spoke in Parliament about gaps in the sports participation framework ("More S'poreans engaging in sports regularly"; Tuesday).
Indeed, there is a lack of motivation among our young to take part in sports, as well as insufficient opportunities to learn sports. Also, there is too much focus on winning medals.
These are caused by the lack of inspiring and passionate PE teachers, the over-emphasis on traditional school-level sports events, and a narrow view of PE.
PE lessons should be taught by specially trained teachers with the passion, skills and knowledge to deliver fun and engaging lessons.
Currently, many PE teachers are required to teach an academic subject on top of PE. Some schools even allow non-PE-trained teachers to teach the subject.
Also, many schoolwide sports events are organised the same way as they were a decade ago. For example, instead of having a variety of games and sports, school sports days consist of only track and field events, meaning there is minimal participation from the students, most of whom end up as spectators.
Lastly, many school leaders view PE and co-curricular activities as a springboard to awards and accolades for the school, as evidence of their positive management.
When resources are limited, participatory sports are the first to get axed, eliminating opportunities for student involvement.
Tong Yong Sheng
Indeed, there is a lack of motivation among our young to take part in sports, as well as insufficient opportunities to learn sports. Also, there is too much focus on winning medals.
These are caused by the lack of inspiring and passionate PE teachers, the over-emphasis on traditional school-level sports events, and a narrow view of PE.
PE lessons should be taught by specially trained teachers with the passion, skills and knowledge to deliver fun and engaging lessons.
Currently, many PE teachers are required to teach an academic subject on top of PE. Some schools even allow non-PE-trained teachers to teach the subject.
Also, many schoolwide sports events are organised the same way as they were a decade ago. For example, instead of having a variety of games and sports, school sports days consist of only track and field events, meaning there is minimal participation from the students, most of whom end up as spectators.
Lastly, many school leaders view PE and co-curricular activities as a springboard to awards and accolades for the school, as evidence of their positive management.
When resources are limited, participatory sports are the first to get axed, eliminating opportunities for student involvement.
Tong Yong Sheng
