Learning Moral Fiber to face the Game of Life

A recent item in our local newspaper piqued my curiosity, not because it was necessarily interesting in itself, but rather because it seemed on the surface hardly worthy of the amount of space it was given. The article entitled. “Through basketball, they learn the game of life” took up 25 column inches. Pardon me while I yawn, but this seemed like a no-brainer, a “duh” kind of statement. Schools have included sports in their programs for centuries. Even Socrates taught while he walked his students around, thus earning him the sobriquet of the peripatetic philosopher. One has only to see the first movie episode of Harry Potter to know the role that quidditch played in his late elementary years as his character (meaning the character’s character) matured. Here in the game of quidditch, Harry tested out his leadership skills; his peers and we-the-readers began to see the life qualities that would be so necessary for him to solve his own game of life. The importance of games of sport goes well beyond the game itself, even well beyond the health aspects of physical conditioning.

Why then should the editors deem this article worthy of so much attention? Perhaps it was just a bad news day – I doubt it. Perhaps the writer was trying to argue to cash strapped public education that sports programs should not be cut – if so the argument was far too oblique to make that point, especially since most of the teachers volunteered their time.

Surely, the paper deemed the program special enough for such lavish an expenditure of its precious column space. And, for that matter, that the teachers would sacrifice precious in-school preparation time surely had to underline something special, perhaps even unique in what was happening.

According to the writer, “Sometimes learning about basketball has nothing to do with sports and everything to do with character.” The article even claimed, hopefully not too hyperbolically, that the character education aspect of the program was why these youngsters participated, not merely because they liked to play basketball. At its core this activity, developed by Raleigh-based NetWorks Basketball, combined both character and sports educations in a specifically designed curriculum. Its teaching methods focused on helping students learn and practice fundamental character traits such as community pride, perseverance, focus, practice, respect and courage; the program included essay writing, group discussions and direct instruction, and oh yes, learning how to play basketball. Each student was encouraged to buy into the program’s basic mantra,” I am responsible for the student I become. I must work like the student I want to be. I must be willing to change, grow and improve.”

The importance of this article transcended the direct benefits achieved by these few students. The writer, the editors and the participants bought into fundamental values of great importance to the common good, such as:

That the acquisition of socially beneficial character traits is extremely important.

Helping youngsters learn the “Game of Life” is in the public interest because how well these future adults learn the “game” will influence their own lives, and those with whom they come into contact.

The acknowledgement that these qualities are learned traits and can be taught. They are not genetically inherited, nor determined by their parents’ social or economic status. Character is taught! Character is learned!

Educators can make a difference through carefully planned character-education programs.

How we play the “game of life,” how we as individuals use the basic values we learn as youngsters, and how we understand how our communities (our team) depends on each of its members, will influence the quality of our lives in the future and the lives of that generation not yet even born. This program was acclaimed important not because it merely produced good people, or good citizens, but rather that it taught some of the specific rules and strategies needed for personal success and ultimately for community enhancement.

I would extend this character formation as a basic foundation for leadership education. Having a moral backbone allows an individual to stand tall; having the will, courage, and skills to then influence others makes for a leader; and having value-based leaders adds to the success of that group’s common enterprise of living.


Citation:
Carla Turchetti. “Through Basketball, They Learn the Game of Life.” Midtown Raleigh News. Sunday, 2/23/11, p. 3M.