Do sports develop character?

“Can you tell me, Socrates — is virtue something that can be taught? Or does it come by practice. Or is it neither teaching nor practice that gives it to a man but natural aptitude or something else?” — (opening question in Plato’s Meno)

It has become normative for leaders and coaches to focus on the importance of evolving into positive role models: “If you’re going to talk the talk, you’ve got to walk the walk.” This popular phrase captures the essence of the message I have been propagating for more than six decades in sports and education.

Great philosophers like Socrates, Aristotle, and St. Thomas Aquinas to name only a few, struggled with the question of teaching values, and despite their deep wisdom, were unable to produce satisfying answers. Aristotle concluded that acquiring virtue (values) required a combination of learning (becoming good by understanding what it is to be good); practice (becoming good by doing good), and nature (either you have it or you don’t). Two millennia later, we continue to search for meaningful ways to inculcate values in youth. Past and present sports administrators and physical educationists have acclaimed the numerous personal and social benefits of sports education. Sports builds character and keeps you in good shape mentally and physically. Learning to play fair in the classroom and on playing fields prepares you to play fair in life. The list goes on. I once asked legendary bask-etball coach John Wooden, if he believed sports builds character. “George, it can . . . or it can tear it down. It all depends on leadership,” he said.

Unfortunately, claims about meaningful ways to instill values and virtue (build character) through sports and physical activities by far outnumber the evidence to support such statements. However, this is not to deny the potential of sports, exercise and physical education. But it’s foolish to assume that positive outcomes will flow automatically from sports participation. Changes in feelings, attitudes, values and behaviour are more likely to follow if someone who exemplifies character-building qualities, preaches them.

Physical activity whether on the playing field, gym, in the fitness room or in any instructional setting, is conducive to wholesome influences because these environments are emotional, interactive, and salubrious Activity on playing fields provides unlimited opportunities for development of personal and social qualities.

Teaching values requires a liberal education without resort to indoctrination. While I have always been uncomfortable about employing techniques bordering on indoctrination to transmit values, I strongly believe it is possible to encourage children and youth to discuss, explore, and reflect critically on values and ethical positions that exist in our diverse, complex and ever-changing society.

However, academic and informed opinion is unanimous — and I concur — that teaching values through sports education is a hard and complex task. But it’s not impossible and it’s the duty of teachers and educators.

Here are some pointers:

Develop receptivity. People don’t have the capability to learn at the same time and pace. Sometimes a student is focused on what she needs to learn, change, and improve, and other times she is not. I have come to realise that helping young people take more responsibility for their development at their own pace is essential for their growth.

Coaches influence players. This is primarily because of the strong desire of players to take the field, and because coaches decide who takes the field, and for how long. This dynamic between the coach and players depends on a variety of factors, such as the age and maturity of players, the latters’ relationship with family and friends, the level of competition involved, and the seriousness with which both sides discharge their respective roles.

Now comes the hard part — putting your money where your mouth is. Both talkin’ and walkin’ means coaches must back up what they say with what they do. If coaches want to develop character in others — to communicate and teach positive values to players — they must be individuals of character themselves. If not, players will quickly see through the deception.

The claim that sports participation per se builds character, is an oversimplification. Participation can just as easily destroy character. Undoubtedly, some aspects of sports worldwide warrant criticism. Actions and attitudes of many players and coaches in their chosen sport, particularly at the professional and college levels, discredit the ideals of fair play and conduct. However, to dismiss the huge potential to positively influence young people because of the misdemeanour of a few, is to throw the baby out with the bath water.

There lies the heart of the problem. Mere participation in sport is not the critical factor, but how the sport is administered by coaches and other stakeholders can prove very helpful for developing cooperative and responsible citizens.

(Dr. George A. Selleck is a San Francisco-based advisor to EduSports, Bangalore)