HARDCORE AUSTRALIAN CURRICULUM HEALTH AND PHYSICAL EDUCATION FRAMEWORK FANS WANTED - PART ONE

I have recently given up on teaching in ‘academia’ in preparation of sports coaches, and, physical education teachers formation. To me, it seemed I and Physical Education: Teacher Education (PE:TE) or university faculty coach development was making little impact. This is because by the time they hit the ‘coal face’, they basically endured what was being ‘done’ at the working level of the schools/clubs’ culture. Indeed, to ensure that I fully understand what was happening, I even undertook a short term PE teaching contract within a public school.

Thus, I thought I better ponder ‘globalisation’ and its effect on the Australian Curriculum: Health and Physical Education framework… Easy going I know!!! DO NOT READ if you’re after light and fluffy.

However, in this series, I will be highlighting the early responses of Doune MacDonald, Timothy Lynch and Dawn Penney (someone of ‘legendary’ status in our discipline as no doubt the previous two will also attain), in the formation of what I believe is a pretty pragmatic piece for PE teachers to follow.

First actor in this journey is the ‘lead’ author, Doune MacDonald.

Please remember that I am a ‘prac’ademic really and prefer the field. I am using the bones of a Masters level coursework essay that I wrote a few years ago when I had to teach the AC:HPE framework. Indeed, in 2013 when it was just a draft, I had to prepare PE students (Dip Ed) through three syllabus frameworks in 9 weeks!!! Thus, I noted the framework’s ‘global’ and ‘neo-liberal’ influences early.

D’Mac! The LEAD author!!!

I am going to put it out there… BEHAVIOUR CHANGE is hard!!! I like the AC:HPE and here I begin my speculative at times journey:

In a lecture to an audience of health and physical educators, the lead writer of the 2015, Australian Curriculum, Health and Physical Education (AC:HPE) syllabus, Doune MacDonald, described the processes of creation, and, subsequent implementation of the document, as needing and also reflecting a degree of ‘gradualism’ (MacDonald, 2012).  I believe that the document mirrors the middle ground that Professor MacDonald was aiming for; this was especially important in order to satisfy the greatest number of stakeholders with interests in the field.  The AC: HPE syllabus importantly also positions itself as an actor in the rise of globalisation.  It can be seen as a response to financial reforms (Carnoy, 1998; Henry et al., 1999) but also as an important cultural and social support structure that will help Australians of the future navigate through rapid changes around the globe.  To effectively analyse the AC:HPE document in this light, a conceptualisation of globalisation will be used that considers the economic, political and cultural influences that affect schooling within Australia, that are spurred on greatly by the nation-state repositioning itself in new ‘global’ times.

Only 1973 views??? Should have gone viral as I am a fan of ‘gradualism’:

Within this keynote lecture, the lead writer of the AC: HPE syllabus, Doune MacDonald outlines some of the main rationale behind the development of the document.  Weaved throughout is the question as to whether or not the notion of ‘gradualism’ has influenced the syllabus’s development, and indeed, whether gradualism is required when thinking about this new reform.  In doing so, although she superficially addresses the many stakeholders that have influenced the AC: HPE syllabus, I firmly believe that gradualism was the only true way that the document was going to satisfy the interacting forces that are at play, whilst Australia responds to globalisation.

I have seen this framework used by key PE teachers in their planning at ‘coal-face’ level: https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/



Now we’re talking!!!

In any case, this was my intentions of the evaluation:

This following paper asked me to consider how a sector/issue, plus, setting/context, had been transformed by globalisation.  From the outset, my choice to analyse the recently launched, Australian Curriculum, Health and Physical Education (AC:HPE) syllabus (ACARA 2015),  was not a clear one in this regard.  This is due to the fact that whilst cultural, economic and social forces stemming from global, neo-liberal, nationalistic and other drivers influenced the development framework of the document, just as Alan Ovens (2012) observed in the 2007, New Zealand national HPE curriculum, it appears that there is major doubt among many academics as to whether the pedagogy of Health and Physical Education (HPE) teachers will rise to meet the standards espoused within the text (Lynch, 2014; Penney, 2013).  Indeed as Evans and Penney (1998) point out, education policy is never neutral and is a complex process where social and political, “vested interests and values are always and inevitably expressed” (p72).  However, it should be noted that whatever the discourses that forged together, or, fought against one another, during the creation of the AC: HPE document, I suggest that the discipline area is now in a position of power possibly unrivalled in its history.  For example, it appears that in primary schools nationwide from years P-6, only Mathematics and English are afforded as much specified curriculum time as the HPE key learning area (KLA).  At the same time, it must be said that much of my resultant analysis of the AC: HPE analysis in view of globalisation is highly speculative.  Whilst I gave positive feedback in the creative process about the document’s development and shape, I was not there in the working group who authored it, and as such I am merely making educated assumptions.  Interestingly however, I will suggest that global forces certainly played a large part in this development for the KLA’s new direction, yet, as aforementioned the process of negotiating important influences and stakeholders was never going to be easy for the designers, especially for the chief author.

More on ‘gradualism’ as the middle ground:

…Professor Doune Macdonald, described the processes of creating, and, subsequently implementing the document, as needing and also reflecting, a degree of ‘gradualism’ (Macdonald, 2012).  Thus, I believe that the AC: HPE document mirrors the middle ground that Professor Macdonald was aiming for and is a minor triumph; this again was especially important in order to satisfy the greatest number of stakeholders, all with differing and discursive interests in the field (Lynch, 2014).  Importantly, the AC: HPE syllabus also positions itself as an actor and artefact in the rise of globalisation, because:  firstly, it can be seen as a response to financial reforms (Carnoy, 1998; Henry et al., 1999); and secondly, with its ‘future’s perspective’, as Macdonald pointed out (2013), it may also prove an important cultural and social support structure that will help young Australians navigate through rapid changes around the globe.  However, in order to effectively analyse the AC:HPE document in this light, a conceptualisation of globalisation will be used that considers the many economic, political and cultural influences that affect schooling within Australia.  These influences are spurred on greatly by the nation-state repositioning itself in new ‘global’ times (Ozgar and Lingard, 2007; Carnoy, 2014).  Therefore, this essay will view the AC: HPE syllabus in light of the ‘gradual’ change that Macdonald and team negotiated in response to political, cultural and economic turbulence that affects Australia due to globalisation.  This will be done through an examination of: firstly, the reflections of Doune Macdonald in the lead-up to her employment as lead writer of the AC: HPE framework; secondly, through an examination of the experiences garnered from one of Macdonald’s learned peers, Dawn Penney, on past curriculum launches and her great involvement within them; and finally, the document itself will be analysed in view of ‘gradualism’ (Macdonald, 2013) and how some of the subject matter was shaped by global forces (as I have deconstructed the document superficially in this light in two previous assignments I will be brief in my analysis here).    However, to understand the final presentation of the HPE framework and the fact that it sated so many competing interests, one must first go back and look at the development of the ‘lead writer’.

Gradualism!

How good is ‘speculation’???

Professor Doune Macdonald was chosen by the Australian Curriculum Assessment, and Reporting Authority as the lead writer of the AC: HPE syllabus.  She was chosen ahead of other contemporaries like Dawn Penney who will be introduced later.  Having read much of both academics over the year, I find this an interesting and a possibly politically motivated choice, as both had been quite vocal and critical about globalisation’s and neo-liberalism’s impact on HPE over the decades.  For example, over 20 years ago, Macdonald and colleagues were co-authoring papers outlining the effects of globalisation and how Australia as a nation state’s subsequent response to it, was greatly effecting the KLA.  However, Macdonald and peers called the process, “corporate federalism”, which featured the four key discourses of: neo-corporatism, economic rationalism, corporate managerialism and human capital theory (Brooker and Macdonald, 1995; Kirk et al., 1997).  The fact that she and colleagues were conceptualising ‘globalisation’ without using the term, and, instead opting for ‘corporate federalism’ makes sense in view of Waters’ assertion that in February 1994, the, “Library of Congress contained only 34 publications with the term (globalisation)” (2001).  This is especially clear when considering how Macdonald and company wrote the first article cited above in 1993, and, that it was eventually published in 1995.  Thus, from now until the end of the paper, ‘globalisation’ will be duly replacing ‘corporate federalism’ when talking about Australian education processes. 

D’Mac!!! Doing the job…

Timothy Lynch and Dawn LEGEND Penny coming soon BUT:

Macdonald’s thoughts from the mid 1990’s, right up until her employment by ACARA to lead the AC: HPE process in 2012, were very clear about globalisation’s negative impacts.  For example, in 1995 she cites that there were four key discourses that were most troubling the future of physical educators: “PE as health, PE as sport, PE as academic study, and, PE as science” (p104).  Like Carnoy (1998; 2014), she felt that economic and social changes, or, the ‘globalisation’ pressures that occurred during the 1980s, led to great competition between the governments of nation-states on the world stage.  This was seen from the discourses that were newly influencing PE like: a) PE as health, where educators were now charged with fostering independent, self-responsible and self-regulating citizens, who could negotiate an “international consumer community” (p104); b) PE as sport, where the powerful and all-encompassing need for Australia’s sporting prowess within the world community, led to “the repositioning of PE within a sport education framework”  (p106); c) PE as academic study, where teachers’ “work under the rationalists’ microscope” (p107), and were charged to find a new need to legitimise their subject as more than just playing games; d) PE as science,  where new international and national pushes for the increase of certain knowledge like science was being valued, “because of their perceived worth in contributing to economic growth and development,” and as a result, found PE aligning itself within greater scientific pursuits.  From here, we are given further signposts as to Doune’s future worth in negotiating the dynamic policy making process.  For example, where: firstly, in 1997, and again like Carnoy (2014), she and colleagues argued against using education as a tool for economic efficiency and productivity, especially though means of utilising education as a competency based framework for assessment, that was clearly inspired by the, “regulation of performance standards across the Australian workforce” (p289); secondly, in 2004, she reflected on educators’ who were now realising the complexities of power, especially through globalisation, again however, only in certain educational knowledge, like science and mathematics, “and how schooling as a cultural work is bound to be messy” (p75); thirdly, in 2008 she was clear in the link between neo-liberalism and the globalisation of education, that saw, “neo-liberal school reforms designed to privatize traditional government educational and school services (e.g. free schooling, staffing of schools) and return them to the marketplace in which "choice" is believed to provide a better outcome” (p7); and finally, in 2011 - which was just prior to her involvement in the AC: HPE document - she warned HPE practitioners again of the link between neo-liberalism and globalisation, that was shown in the now new national push for “high stakes testing …outsourcing PE to external providers…(and) making the case that each is a response to neoliberalism and potentially the ‘deprofessionalization’ of PE” (p36).  Thus, whilst I outlined earlier that much of this paper is speculative, and, that I found the choice of Professor Macdonald as lead writer ‘interesting’ and possibly ‘politically motivated’ - especially in regard Doune’s responses to global forces above - one would like to think that the professional body representing HPE teachers and others interested in the ‘physical’, like the Australian Council for Health Physical Education and Recreation (ACHPER), must have surely lobbied hard and well, especially considering the near presence of Professor Dawn Penney, who is not entirely convinced about the worth of the AC: HPE framework, in these significantly global times.

MORE to come with Lynch and Penney in that order…

Academics who have probably (and rightly so not read further) sorry if I have upset anyone. I am just a teacher…

Yours in learning,

Gunny

Social Media as a Tool in Professional Learning Communities for Volunteer Sports Coaches - Part One

This (below) is one of my favourite photos of my sports coaching/teaching. It’s taken almost a decade ago. All three of us coaches plus the rest of our team did the job well . We sold belief to our men that sport transformed lives. I am under the big hat and I’m guessing that all three of us can’t fit those jeans anymore… The easiest BIG team coaching you can do is when you are a bunch of like-minded professionals, but critical peers, who align along the development first breeds success continuum.

Greenie (looking over to our mentor Marthy (just see her leg)), Canadian Kev and Gunny…

Greenie was on Facebook before I knew him and is a real intelligent bloke (like the smartest teacher in any school). Kev was an engineer and Canadian so also pretty modern. Gunny was still giving out his home phone number out six years later… Thus, when the great Shane Pill and I collaborated on an intervention to support volunteer Australian football coaches (to read, join ‘Grassroots Coaching and Consulting” Facebook group and check ‘Files’ section for a copy) and pushed the final idea that social media: Facebook, Twitter, LinkedIn, YouTube etc could help support coaching development, my former peers would have been laughing!!!

Cassie, Paul, Marthy, Kev, Greenie and Gunny - they could use technology well not me! BUT we did OUR job…

In any case, to back up the written thoughts, about a year ago I decided to start up the Grassroots Coaching and Consulting group (Facebook) and we are gaining new members every day, from the PE teaching, professional and amateur coaching ranks, academia, sports governing body administrators, caring adults and health professional sectors. AND… It’s working!

Sure, we don’t get the chance of ‘real’ connection (oxytocin through touch) BUT, we have sharing members from all around the world and sports/teaching contexts involved. Not quite a sporting war dance but we all support or learn together trying to ‘rethink’ the power of transformational PE and SPORT.

Grassroots Coaching and Consulting Group is only a ‘virtual’ chant… BUT growing stronger!

To illustrate my point this is some sharing of thanks that was posted today from one of my former students, who is one of Queensland’s ‘New BREED’ or HEART focussed and successful development coaches:

Last week I found myself a bit stuck preparing for a single session with an U14 cricket team on a rainy day. My goal for the session was to get boys familiar with one another as they have a game together this weekend. I called Gunny (0431311070, or, www.craiggunn.org), and he recommended reaching out to the Grassroots community. https://www.facebook.com/groups/147501649318126/about/

What a response I got. So many amazing suggestions for activities from coaches around the globe.

Thank you Reed Maltbie for your discussion ideas regarding ideal vs non-ideal teammates and identification of important core values that we want to define our team's culture. This gave the boys a clear understanding of what they wanted the team dynamic to feel and look like, and how they could play a role in contributing and fostering that.

Thank you Dale Sidebottom for your icebreaker videos, featuring a plethora of paper scissors rock iterations which the boys LOVED. The Evolution Icebreaker was a favourite. If a cricketer can pretend to be a chicken in front of his playing group, they are definitely becoming more familiar with one another and growing as a group. I'll be borrowing your ideas for seasons to come!

We also managed a bit of time outside, with a quick game of Vortex Gridiron (thanks Michael Duff!). With the rain, we headed inside for Hallway Cricket. The boys enjoyed changing up the format, embracing the dreary weather and working on fundamentals within a different space and situation.

Richard Shorter's suggestions were phenomenal too. I never thought to have boys play common games like Jenga with players / parents / coaches offering positive & negative feedback to model the different types of teammate or parent. What a learning experience for all involved, including parents! This will definitely be something I utilise in the future.

This group is an incredible resource, and I truly appreciate you taking your time to offer up suggestions to help me out. I have my fingers crossed that this group continues to grow!! The more we help each other, the better the next generation will become.

Me too thanks Hamish!!!

Thanks also, To Sharpy, Wilo and Rob Anderson!!! By the time your amazing help came through I reckon the session was under way…

Yours in learning,

Gunny

PS. September, 25, 2019, Kobe, Japan, RWC, ‘Grassroots Teaching and Learning’ conference!!! Day before England vs USA - TOPS!!!

Kelvin Giles Breathes Fire at Sandgate Pub PD

'Grassroots Coaching and Consulting Group', features inspiring teachers from all around the world. Below is the link to the group which features practitioners and researchers from all sports!!! Feel free to join! But, we must remain curious...

https www.facebook.com/groups/147501649318126/about/

Hello fellow learners,

In late September, 2019, an enthusiastic group of PE teachers, sports coaches, academics and parents gathered at Mr. Henderson’s, Sandgate to hear from one of the world’s greatest coaches on putting back in at the ‘coal face’ for kids, Kelvin Giles of ‘Movement Dynamics’. To say that the bloke delivered is an understatement. “I feel like I’ve just been punched in the face…” said one lucky patron.

The great coach was ably supported by Australian Catholic University’s Deputy Head of Exercise Science, Dr. Gert-Jan Pepping and Coach Gunny. All three happily donated their time for free to help ‘fight the good fight’ for young people, plus, attract sponsorship for the incredible, medical service, ‘Heart of Australia’, who care for rural and remote Queensland communities. Scroll to the bottom for ‘Ted Talk’ video featuring Dr. Ralph Gomes.

Kelvin Giles - Movement Dynamics https://www.movementdynamics.com/

PE teacher, Mr Shepherd from Southern Cross Catholic College, Scarborough wrote two pages of wonderful notes from which I will gather some absolute gold from Kelvin. Basically, he is begging us to go back to an idea that has worked for Australia in the past, sport and coaching development at the ‘grassroots’ level and a PE curriculum, plus organised sports cultures that doesn’t just focus on competitive games fixtures but movement to the betterment of all.

Carl and Linda Calio plus team at ‘Brighton by the Sea’ Sponsored at GOLD level $300 to ‘Heart of Australia’!!! https://www.brightonbythesea.com.au/

Gold by Kelvin Giles:

1) “Pre- and post-puberty: 50% of energy is for growth, not winning trophies”

2) Need to have children engaged before the age of 14 otherwise they get “APS – Anti-Perspiration Syndrome”

Belinda Batty and team from ‘CrossFit 4017’ were SILVER sponsors of $200 to ‘Heart of Australia’. https://www.crossfit4017.com.au/

3) “Jogging is the worst activity ever” - We need warm-up activities tailored to the movements needed for the sport/activity

4) “Whoever came up with ‘Youth Olympic Games’ needs to be shot” - 80% of those who make this stop the sport by the time they are 16. They are burned out either physically or emotionally

Wayne and amazing team from Banyo Dental were BRONZE sponsors, gifting $100 to ‘Heart of Australia’. https://www.banyodental.com.au/

5) Any increase in Healthy Young People (physical and mental) means an increase of High Performers. They win (happy and healthy) = Society wins!

6) Develop movement not sports in PE - School PE mostly competitive game based education. We need more Movement based education! Need to focus on: How to do activities and how to improve, not how good we are at doing an activity now. We do games/events because its easier to compare with concrete information eg. Scoring or marking distance/speed/height…

Tradd Horne, from Principal Podiatry Banyo (Tuesdays at Brighton) was a BRONZE sponsor ‘gifting’ $100 to ‘Heart of Australia’ https://principalpodiatry.com.au/

7) Need to focus on the foundations of movement – Movement is King: a) Squat, Lunge, Push, Pull, Brace, Rotate, Hinge, Landing; b) Linear, lateral, rotational

8) Skill acquisition of movement is the key to open the door for any Sport

Kimberley and team from The Cut and Colour Room Sandgate, kept ‘punters’ happy with hair cuts and packs worth over $100 as prizes!!! https://www.thecutandcolourroom.com.au/

9) Have to focus on those students below the ‘High Performers’ to push and develop them. Problem: we focus on ability at a chronological age and those who are slow developers are left behind and drop off! We need to focus on developing the skills at whatever level the student is at.

10) Four our young people: Engage early!!! Specialise late…

Our amazing hosts Marco and team at Mr Henderson’s Sandgate http://mrhenderson.com.au/

Kelvin was booked for 50 minutes but in true professional style delivered and answered questions for a full 90 minutes. This meant that I (Coach Gunny) and Associate Professor, Gert-Jan Pepping only needed to set the context and gather the summary!

Of course there was plenty of time prior and after for good food, drink and networking opportunities for those of us who care deeply for our kids’ future…

Congratulations to the three schools who participated in the ‘Cup Challenge’ game: Wavell High, Sandgate High and St. Patrick’s, Shorncliffe. You’re all winners!!!

See you in November?

Yours in learning,

Coach Gunny www.craiggunn.org

Craig Gunn, 0431311070 OR Email: coachgunny@craiggunn.org

Anything coaches or PE teachers need is found here! https://www.movementdynamics.com/

Associate Professor Gert-Jan Pepping https://www.linkedin.com/in/gertjanpepping/

IS IT TIME TO GO TO 9V9 IN AUSTRALIAN FOOTBALL JUNIORS AND YOUTH? YES!!! BUT, IT'LL BE HARD, PART 3 (THE FINAL, PARTING GIFT, FROM COACH GUNNY)

'Grassroots Coaching and Consulting Group', features inspiring teachers from all around the world. Below is the link to the group which features practitioners and researchers from all sports!!! Feel free to join! But, we must remain curious...

https www.facebook.com/groups/147501649318126/about/

Hello fellow learners,

Does AFL have a ‘concussion’ problem like Wendy Carlisle suggests??? Yes indeed!!!

As I will explain below, it can all be eased by going 9v9 for juniors and youth. (Psssst: this is the last in this series! I’m heading back to rugby league coaching because it’s safer…)

However, I urge independent, caring adults to read this piece below before reading any from me.

https://www.themonthly.com.au/issue/2018/september/1535724000/wendy-carlisle/afl-s-concussion-problem

This above piece is the final nail in the coffin for me. I’ve spent three years trying to work out the NATIONAL game but am firmly convinced that entertainment seems more important than player safety by the big corporation. Look at previous posts on www.craiggunn.org to see my further inquiry and provocations but it appears that “Something is rotten in the state of Denmark!!!” (The Bard, ‘Hamlet’) for mine…

Let me start with a little anecdote as always.  I live on the furthest most north eastern outpost of Brisbane, before you hit rugby league heartland, Redcliffe. Redcliffe finds the local red dolphins’ jersey easily outworn by community fans over the Brisbane Broncos.  Yet, my daughters play AFL but only watch the women on TV otherwise it’s all rugby league with J. Thurston and G. Inglis their heroes.  However, this seems similar to many girls in AFL that I have coached.  Thus, when my wife and I walked a pram past my local rugby league club (where I played as a kid) housing our first born daughter, “Not in your life!!!” said she.  “Even if she was a boy, there is no way he’d be playing rugby league…..”

Now sure, the language of the Rugby League coaches, supporters and players might have helped her thoughts here, BUT… To be honest, it was a safety thing.  See, like most rugby league and union people, we believed that when players die etc playing those games ()very rarely and sadly), that AFL – that we knew little about – must be the safer option. 

However, fortunately, now having coached for three years in varied context throughout Queensland, Australian football, I can dispute that.  Concussion and the AFL’s ‘slowness’ to change rules etc proves this to me.  Take this below.  Any rugby league or union coach I’m sure would be shocked that this Burton ‘bump’ was deemed legal:

https://www.youtube.com/watch?v=qMUVKEyIt90  (search here or scroll to very bottom)

So was this one by this ‘big bopper’ Sandilands. He also received a week off injured but no suspension,

LeCras was also cleared also as can be found on the West Coast Eagles webpage:

http://www.westcoasteagles.com.au/video/2018-04-14/lecras-irons-out-ainsworth

In any case, the ‘art’ of the bump is explained here for community coaches and novices.

Whilst, there are some dangers about contacting the ‘head’ noted, ‘perfect’ bumps are also in fact explained as best handled when your opponent is ‘off balance’.  Or in other words, DO many like this one, when the recipients have absolutely ZERO clue that you are coming!!!  This one was Tweeted out by the AFL themselves as ‘good tough footy’…  Either way, the commentators said, “All fair!”  &  “Perfect timing”:

https://au.sports.yahoo.com/jetta-claims-another-victim-brutal-bump-mitchell-102719987.html

Yet to some of us from the other collision codes, this ‘bump’ thing was outlawed long ago.  It’s called a shoulder charge.  Why did he or she not try and tackle (wrap) for example???

Now there’s not much I can do about Harris Andrews and his unfortunate brain bleed from this piece of ‘foul play’ below, but I can suggest once again that 9v9 for young people, or, elite players, reduces congestion so that it’s safer to play, officiate and coach?  https://youtu.be/07CEB12MwK4

Yet, the perpetrator here was only given one week below..… As he ‘punishes’!!!

https://youtu.be/pi6OR4FoYnk

Stefan Martin Concussion 2016 – This fellow was given five weeks: https://youtu.be/hynYEFeZUWY

Either way, I’m confused like Wendy Carlisle. The BUMP needs revision and thankfully the AFL I am told is looking at reviewing rules etc. This no doubt is much to the dismay of the ‘leave it alone’ brigade.

Leave it alone hey? Think about this, Muhamad Ali when I was a kid. was the most famous American outside of The FONZ from Happy Days. We all watched his slow demise and boxing has changed as a result. Well done!!! When will the AFL change and take this similar stuff seriously???

Now, this is not an academic piece, so you do your own research, around:

1) How ‘marking’ as by far and away the most risky part of Australian football from their own numbers.

2) Bu,t tackling is the 2nd or 3rd worst. Which I can certainly help with!

3) Dr. Nathan Gibbs publishing in an academic journal how Sydney Swans’ reporting of concussion was 2 and a half times greater than that cited by the AFL game operation.

4) That women in all sports are twice as likely to be concussed than males.

5) That Ireland (a far smaller country than ours and far more affected by the GFC) through Trinity and the Irish Rugby Board, is investing ‘proper’ money on this concern. Especially when compared with the miniscule amount so secretively guarded by the AFL.

Now, I move my argument on… Please tell me learners, why would a player like this Queenslander properly attempt to tackle, when a ‘bump’ is allowed, and, indeed, a safer option? Sorry ‘tackling’ Nick and team but that is poor tracking, framing, feet placement, stance, head placement, plus features no dip, no drive etc amongst others… Next time, for your own sake, go the BUMP!!! There is too much congestion mate, so look after yourself and hurt the other bloke only. https://youtu.be/pIKI_aodAtc

In any case, as the great Alistair Clarkson (PE teacher, yes I’m biased) said, in an article by Patrick Smith on the BUMP: ““If things need to die along the way because it’s for the safety of our players, then that’s a good thing.”

Ok!!!!Thus back to the kids. I call for the end of 18v18 for reasons that I have listed before and this: The tackle is NOT taught in junior or youth Australian football in my experience. It just isn’t!!!

Even in boys’ youth ‘rep’ teams that I have been involved in, had never ever even ‘pummelled’ before…

Thus, if you want to learn how to tackle, get in touch with me. BUT it starts from the ground up!

Of course, you could solve all of this by just going 9v9. And no!!! Tackle bags and a line of 15 girls practicing cartwheels is not teaching!!!

And, as far as all of the ‘nay-sayers’ go who talk about ‘tradition’,

Did you know that Australian football had scrums in the late 1890s?

Did you know that Tom Wills (alleged founder of Australian football) went to Rugby school in England?

Did you know that the amazing game of ‘Marngrook ‘and other wonderful indigenous games I’ve used in PE had no influence on Australian football?

YES!!! It is just mythology!

It’s just like that of AFL being safer than rugby league, a 180 degree game, where you brace for front-on or in side-on contact…

Indeed below, you will see a junior photo of a Brisbane girl tackling in a better style than Nick Reiwoldt above.  Thus I say: WELL done coach, dad, brothers etc…

But… Look at the congestion!!!  Ludicrous!

Thus, I am back to the simplicity of rugby league (shown below) where my senior women will spend six progressive weeks on tackle safety in the off season!  Because, as the Irish research is very clear on, the tackler gets concussed far more so than the attacker.

Thus there is a choice, ease the congestion or go the BUMP!

Yours in learning,

Craig Gunn (AFL Coach level 2 and experienced educator of a couple of decades)

PS. Play for Valleys Diehard’s Senior Women: The funnest, safest, most welcoming and professional learning team in the state:

https://www.facebook.com/valleysdiehards/photos/a.405489639504373/1809007945819195/?type=3&theater

https://www.facebook.com/valleysdiehards/photos/rpp.142033552516651/1818913748161948/?type=3&theater

Love the ‘folded arm’ brigade!!! “What about ‘tradition’?”

Is it Time to go to 9v9 in Australian Football Juniors and Youth? Yes!!! But, It'll be Hard, Part 2

Remember: 'Grassroots Coaching and Consulting Group', features inspiring teachers from all around the world.  Below is the link to the group which features practitioners and researchers from all sports!!!   Feel free to join!  But, we must remain curious...

https www.facebook.com/groups/147501649318126/about/

The representatives of many Warrior Women feature under some interesting vocabulary...

In my undergraduate education degree, I had two shared majors, English and Physical Education.  I was better at PE teaching...  Yet, today I started thinking about my time teaching Shakespeare to year 10 classes and  'The Taming of the Shrew', for two reasons: 1) Yesterday's announcement of the AFLW competition being stifled to seven games despite considerable outcry by players and fans like myself a few months prior; 2) Plus, the ceremony and adult rules/values that had one of my daughters posing in the above photo, and the other with three peers, supposedly not allowed to sing the national anthem next to 'official' players, or receive medals on stage...  All may be solved with 9v9 and a revolution as we will see!  And, we will also see how the kids themselves find ways to cut through the 'red tape'.

But now The Bard, William Shakespeare, in the supposed comedy, Taming of the Shrew, describing the once strident Katherina, now subdued in a relationship she never wanted: 

“Thy husband is thy lord, thy life, thy keeper,
Thy head, thy sovereign, one that cares for thee...

And craves no other tribute at thy hands
But love, fair looks, and true obedience...

Why are our bodies soft, and weak, and smooth,
Unapt to toil and trouble in the world..."

Unfortunately in this alleged 'comedy' of its times, Shakespeare never got the chance to meet some of the Warrior Women, I've coached or taught...

Now, I'm never going to say that teaching critical literacy was easy, especially with year 10s!  Thank goodness for Baz Luhrman and friends... But without boring you, you'd go through the texts looking for examples of the dominant discourse, or, the values, language, actions etc that positioned the reader to accept meaning.  It's pretty obvious that the excerpts I used above shows that the femininity being presented is rather dated???  But I ask once again has the corporation that is the AFL moved into modern times yet?  I suggest no, and, the more that us 'tamed shrews' stakeholders like Katherina above accept this, nothing will change.

The first photo above with all of the captains of AFL Brisbane Juniors is rich in meaning.  The 'values' of the Brisbane Lions, a professional team are clearly positioned above them, and the 'staged' positions of the young women connotes that 'together' they live these values through their efforts in the game.  Now, I'm not going to bore you further with my interpretation of body language, and the like, but will say that it's a little presumptuous of the AFL corporation, as once again it goes against research on young people, let alone what I have experienced personally as a coach and teacher in wide and varied contexts for many years... For example, just three reasons:

1) The Trophy and the ceremonies - The stark reality is that I have one child captaining her team whilst another was allegedly not allowed to participate (along with many others).  Thus back to my English teaching days you'd ask, "Whose values and beliefs are being supported through these actions?"  Well in this case, those in power, and, it isn't the kids despite all of the reminders over the weeks leading in to the epic U/13 grand final between Sandgate and Wests Juniors, that it's all about 'the kids'.

Maybe it has everything to do with ceremony???  You see, there are no right or wrongs in English as long as you can justify:

a) Four shadow players not allowed on the field with the anthem (sorry is this Australia)??? 

b) Also, the shadow players were not allowed on stage for medal presentation which also featured a 12 year old making a speech.  My students possibly could inquire and then come up with a thesis statement around the idea.

For example, they could reason that maybe it's about 'tradition', adult posturing, or, simple marketing, and then look for other evidence. 

Now my own opinion of it all as an experienced educator: If anybody in their right mind thinks that any of these girls play for medals, trophies and speeches is crazier than me even!!!  In any case, Amada Visek's (2014) major research showed that medals etc were number 61 in rank of importance of 'fun' determinants in sport participation for young people!!!  In particular, does anyone really think that this kind of traditional fare is ever going to compete with computer games?  This is for the dignitaries who make money out of administration gone wild... 

2) The professional team link myth (the Lions connection) - Well we have known for a very long time that a very small percentage of young people aspire to play professionally, and of those, a ridiculously small percentage actually do!  From David Kirk (1996) to Amanda Visek again, and, many others, we know that children and youth play sport (and remain in it) for reasons like fun, friends, learning and feeling competent.  Thus, the photo with its positioned connection to the 'pros' has me again, like in an earlier post, wondering if the AFL just wants viewers in the main rather than players...  Again look at a previous post of mine or hear PD's that I present with influential experts like Kelvin Giles.  In any case, the drop-out figures in all sports in this country by our teenagers are alarming!!!

3) The values - In the end I could continue to take an axe to these words but in previous posts I've suggested that AFL cultural traditional behaviour is generally not: a) innovative in coaching; b) inclusive of women coaches; c) respectful of young umpires etc etc… The only way I know this is through observed actions, not 'words'!  Thus best move onto 9v9 and how it will help!!!

Before I start, I note that the newly launched NRLW is being played during the NRL men's finals campaign.  You can be curious and wonder 'why' this is possible when AFLW play in a 'time window' during the heat of summer up until the start of the men's game... Also, what has this to do with 9v9?

Now, I've heard many excuses as to why the AFLW has to play in this small window of time that are flawed in my opinion.  For example, that the short AFLW season is because the players' bodies may not be able to handle it!  Say that to warriors like Kate Lutkins and others who I saw constantly put their bodies on the line at the QWAFL winning Wilston Grange this year whilst juggling full-time jobs... All the while, after the earlier AFLW mini-season. 

I've also heard it's about ACL injury prevention.  Yet I have pointed out previously that AFL training even at 'elite' level is often unrepresentative of the game!  The PEP ACL program stuff is very important but having taught skill acquisition at university level, I simply can't understand the lack of groundwork with real congestion (not bags) in the women's game's training paddocks.

No, my thesis statement would revolve around space which costs money...  Yeah, playing on cricket fields upsets cricketers in the summer!!!  And, I assume that with the length of AFL games etc playing women's games in men's season is thought problematic due to financial or marketing reasons.  Well, this is my guess only!  From here an English student would back this up with evidence which I'm not going to do.  Rather, I'd like people within the AFL or AFLW to think about this solution.

Therefore, whilst space seems to be the issue, and with many other shaped, non-cricket shaped ovals abundant in Australia, like soccer and rugby fields, I'd suggest that AFLW will get a better deal if they dabbled with something which to me seems a really good initiative, an AFLX type movement.  Particularly, I can't see the dominant male driven discourse being pacified at this stage in any other capacity. 

Anybody read 'Taming of the Shrew?'  Are you AFLW players and supporters going to submit and be obedient and beaten down like Katherina?  I personally believe that AFLX is an exciting form of the game anyway and one that the many traditional 'naysayers' are wrong in mocking.  Thus, AFLW could claim a version for those of us who refuse to be 'tamed' by tradition and restrictions.  Indeed, many like me are new to the game and hale from rugby league families in Queensland.  Tradition is not important to new fans I'd guess who prefer the women's game.   

As for 9v9 and kids and youth, again, I implore you to look at the research, like this from Cross, Pill and Williams (2018)  http://www.sportlogia.com/no14engl/1.html.  Whilst not 9v9, read and think about what happens when 12v12, 15v15 and 18v18 versions is compared.  Even last week's dissenter I posted about, who when I mentioned less numbers and space retorting with an, "Everybody gets a medal?" type response, must confirm that the research above supports my drive for more ball interactions, meaning more learning, and meaning happier kids. 

Of course, the AFL industry when trekking overseas to learn, instead of learning from great practices like above that is home-grown, could go to Belgium and other European soccer revolutions where number reduction is all the rage!  Yet, in any case Australian football fans, let alone AFL corporation, have you ever actually asked the kids what they want?  The PE teacher in me says that they want to compete for the ball, not wait around practicing cartwheels.  And let me remind everyone, that most of the great teachers, like our nation's first people, through Jesus Christ to Sir Ken Robinson have taught us that kids are not 'mini adults'...  But there is hope!

The 'shrew's last night were not tamed.  Sandgate's, towering 'Harry the Hawk' mascot in the national anthem, proved the distraction that meant our four non-playing girls could be snuck on the field to sing with their teammates and opposition (next to the very marketable Harry of course).  Scroll down for evidence... 

And as for the medal celebration, watch what happens when our 12 year old fullback no. 31 refuses to be tamed!  Of course the corporation didn't provide enough medals, because the other four were 'snuck' including no.8 were snuck on the stage.  Our hero no.31 selflessly goes  without... A 12 year old refusing to be 'obedient' because of LOVE for the GAME!!!  Her four team-mates were simple not allowed to be on an extended bench and drew the short straw for this weekend only.  But tradition, adult norms and actions etc meant that players like no. 8 were anything but 'included'. 

Harry the Hawk on far left, mutineers scattered arm in arm in club polos with 'official' mates in jerseys.

Thus my fellow logical peers, as we have all been told repeatedly through our formative years, 'action speaks louder than words'.  Thus I implore all of us to constantly consider whose interests are being served by behaviours in organised sport and recreation.  Research from around the world shows that is usually us 'adults' who are being served.  And you know, the figures are showing that this is not working anymore... 

Happy to hear your thoughts!!!  By the way, if you thinks I enjoy seeing kids playing finals, when so much comes down to genes, date of birth, and upbringing, then you'd again be wrong - but culture, safety and love shown through adult behaviours helps heaps!!!

Yours in learning,

Gunny