Research consistently highlights that sports and physical activities (SPA) are crucial for enhancing the health, fitness, and overall well-being of all individuals.  According to the CDC, “physically active children and adolescents have higher levels of fitness, lower body fat, and stronger bones and muscles compared to those who are inactive. Physical activity also supports brain health by improving cognition and reducing symptoms of depression” (CDC, 2019). Given these significant benefits, especially for children, the WHO and SHAPE America recommend that school-aged children engage in at least 60 minutes of physical activity daily. Therefore, SPA should be regarded as a fundamental component of school education, not an optional one.

In educational settings, SPA must be accessible to every student, regardless of age, gender, ability, or background. Participation in SPA is a fundamental right for every child, supported by international conventions. Ensuring inclusivity allows all students to benefit from regular engagement in SPA. According to the CDC, sports impart valuable life skills such as resilience, teamwork, and the ability to handle both success and failure. Moreover, when children are healthy, fit, and in a positive school environment, their attendance improves, discipline issues decrease, and academic performance is enhanced. Health organizations further  highlight that insufficient physical activity and unhealthy dietary habits are major causes of non-communicable diseases (NCDs). Therefore, limiting or removing SPA opportunities reduces its potential to address the growing issue of NCDs.

To advance a more inclusive and forward-thinking approach to SPA in schools, the traditional ‘pyramid model’ of sports development is inadequate. This model works well in sports organizations that focus on developing elite athletes. It begins with a broad base of participants but narrows the focus as it progresses, concentrating efforts on a select few for competitive success. It also often channels individuals into specific sports and promotes early specialization, which may not align with the diverse needs and interests of all children. 

In contrast to the traditional ‘pyramid model’ methods of elite sports development,  I propose a new model called the ‘square model’ for the promotion and development of SPA in schools. This model prioritizes inclusiveness and equal opportunities for all children, ensuring that  every child, regardless of age, gender, background, or ability, can participate in SPA, whether during class or school events.

Unlike the pyramid model, which narrows focus to elite performance and excludes the majority, the square model caters to all students. The pyramid approach prioritizes a select few talented individuals, creating a competitive environment that can discourage boarder participation. In contrast, the square model fosters mass participation, allowing every child to experience the benefits of SPA, not just the gifted students.

Another key principle of the square model is that SPA should be developmentally appropriate, tailoring activities to each child’s unique growth and abilities. This approach fosters a sense of personal achievement by allowing children to explore, engage, and strive for their personal best at their own pace. As a result, children experience enjoyment, build self-confidence, and develop holistically.

The square model ensures that every child reaps the positive impact of SPA on their physical, emotional, and social growth. SPA is not just about health and fitness; it is also to build teamwork, resilience, and self-discipline. These benefits should be available to all children, not just those excelling in athletics. The model also emphasizes making SPA both educational and enjoyable, a key factor in fostering lifelong habits of physical activity that promote health and well-being. During school programs, the focus should shift from only recognizing a few talented students to educating, encouraging, and providing opportunities for all children through developmentally appropriate activities.

In supporting the square model, it is essential to ensure broad access to SPA in schools by diversifying programs beyond conventional sports like football, basketball, volleyball, badminton, table tennis, chess, archery, and athletics. Schools should incorporate a variety of activities, including non-conventional and fun exercises such as rope jumping, jumping jacks, hopscotch, frisbee, hula hoop, steal bacon, duck-duck, goose, tag-game, obstacle course, relay race, aerobics, yoga, etc. These activities not only interest children but also contribute to their meaningful participation and development. Non-conventional sports are generally inexpensive and require minimal facilities, making them accessible even with limited resources. By combining conventional sports with these non-conventional activities, schools can create a engaging and vibrant environment that supports students’ participation in SPA.

While the square model is effective in promoting mass participation and inclusivity, it may not fully address the needs of exceptional student-athletes. To support these talented individuals, it is recommended to incorporate certain elements of the pyramid model alongside the square model. This approach would allow for the recognition and development of exceptional student athletes, enabling them to represent their schools in regional or national competitions and potentially pursue sports at a professional level.

This balanced approach ensures that every student benefits from the inclusive, broad-based opportunities of the square model, while exceptional athletes receive the targeted support they need to excel. By integrating  the square model  as the primary framework with elements of the pyramid approach as the secondary focus, schools can achieve both broad-based participation and the development of talented student athletes. This strategy maintains a strong emphasis on inclusivity and long-term sustainability, ensuring that all students gain the full benefits of SPA, enhancing their physical, emotional, and social development, and enriching the overall school experience.

Nima Gyeltshen

Youth Sports Administrator