prioritize the need to feel part of a social group, improve their fitness, or just have fun playing something they enjoy. Ensuring that opportunities cater to various sporting
interests is certainly not an easy task. To help promote inclusivity, coaching staff are tasked with taking the time to consider the needs of the person before placing any expectations on them as a student-athlete. This approach provides the best opportunity to build positive connections and support those who may be experiencing any academic, social or mental health challenges.
IDENTIFYING & DEVELOPING TRANSFERABLE SKILLS TASIS England’s staff also have an important role in helping student-athletes to identify those transferable skills, relatable experiences, and/or emotions that are often experienced through sports and can often positively influence performance and well-being in other areas of their life. An example of this is when students encounter the need to learn a new skill or tactic. This process can often involve the aid of existing skills and/or knowledge to provide context and relevance to new areas of learning. It is vitally important to try to relate how the very same methods of problem-solving used in sports and skill acquisition can also be used to support student-athletes in the classroom. The challenge for teachers and sports staff is to work
together in helping students, colleagues, and parents to understand these similarities. Together, we can then actively promote the positive benefits of participating in sport and other co-curricular activities, such as STEAM, performing arts, and Duke of Edinburgh Award as a great way to support academics. When offered in a supportive environment, competitive
sport can provide students with the opportunity to develop new or build upon existing psychological skills. These transferable skills include resilience, commitment, confidence, and perseverance. Competing can also immerse young people in experiences that provide them with leadership opportunities, team building through collaboration, and the platform to become sports ambassadors who model values such as sportsmanship, respect, and compassion. However, equally important is the option for students to
participate in recreational sports. The focus for these sessions is on building fundamental skills and/or enjoying social interaction with others. It is also a great way for students to experience sports for the first time without the pressure that sometimes comes from participating in competitive fixtures. Recreational sports also require a lower level of commitment and are a great way for students to continue to enjoy sports during the times of year when they may not have the time available to commit to competitive sports teams.
CREATING A COMPETITIVE SPORTS PROGRAM Alongside our much-valued participation in ISA events, TASIS England is a member of the London School Sports Association (LSSA) and the International Schools Athletic Association (ISAA). Collectively, these three affiliations provide our students with a competitive sports programme which offers local, national, and international sports competition and travel. The number of events scheduled
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throughout the year also ensures that we can offer all Middle and Upper School students the opportunity to represent the school in individual and/or team competition should this be something they would like to pursue. As an international school, we also recognise the value of
offering opportunities for our students to experience travel and compete in annual sports tournaments that take place in countries across Europe. Recent trips have included short breaks to Paris, Athens, Vienna, Barcelona, Geneva, and Eindhoven. Travel is an effective way to stimulate innate curiosity, promote international mindedness, and celebrate diversity. It also empowers students to grow in confidence, develop a more global perspective, whilst also providing opportunities for different groups to interact and discover shared interests. For the more competitive, these events are an incredible opportunity to test yourself against student- athletes and teams from countries around the world.
EMBOLDENING EVERY STUDENT TO EMBRACE A CULTURE OF LEARNING Continuing to provide multiple pathways emboldens every student to embrace a culture of learning and to also celebrate the journey of continuous development. This relies on our ability to recognise those seemingly inconsequential moments that many students will encounter during their unique journey through sports. In a similar way to the Olympics, these international events always look to promote the values of excellence, respect, and friendship. Indeed, there have been thousands of people around the world who have met each other whilst competing as rivals at these types of events, and who have gone on to forge life- long friendships based on those shared experiences. Taking time to build positive relationships between
coaching staff and students, too, is vital in supporting young people navigate the pressures and time constraints that come hand in hand with their attempts to balance academic, social, family, and sporting commitments. If the aim is to create a life-long love of sport, then it is important to identify the barriers preventing those from participating. Comparatively, we must also take the time to recognise the continually changing circumstances and subsequent support needed for those who are already on that journey.
www.tasisengland.org
Left & below: students from TASIS England
Adapted from an article originally published in May 2024’s issue of ISA Journal.
GLOBAL EDUCATION SPORT
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