Two tyred to care: 2008

Unwillingly to school; the place of cycling in the compulsory schooling sector

Shakespeare wrote about the schoolboy creeping like a snail unwillingly to school. Nowdays his caregiver's car will still be creeping towards the school gate because of the congestion created by the large scale convergence of so many cars on one place at the same time. There are many reasons why this phenomenon has developed, not the least, the fact that with all those cars arriving at school, it is unsafe for a child to walk to school!!. One consequence is the rise in childhood obesity, and one possible solution is to put children on their bikes.

What opportunities exist in our schools to promote cycling?

The new curriculum, due to be fully implemented by 2010 is a radical departure from previous curricula and reflects community concerns about the obesity epidemic and environmental sustainability. We would expect, therefore, to see within the Health and Physical Education "learning area" three "strands" of interest to committed cyclists: 1 personal health and physical development, 2 movement concepts and motor skills, 3 healthy communities and environments. This "learning area" also has two "key areas of learning" which are relevant: physical activity and outdoor education.

All of this could have been predicted and similar ideas can be found in previous curriculum statements. What is radical is the addition of a section on "Principles" which apply to the whole school curriculum. Two of the principles are community engagement and future focus. The second radical element is the section on "Values" which states (among other values) that "Students will be encouraged to value:

community and participation for the common good
ecological sustainability which includes care for the environment."

So what is new?

Physical education has been part of the school curriculum probably from the beginning of state funded education in New Zealand. The idea of "mens sana in corpore sano" is much older than the Roman who came up with that slogan, as it was an essential part of the education system of the ancient Greeks. The problem is that our contemporary society encourages low levels of physical activity and the school curriculum is failing to make an impression. I see adults who have never ridden a bicycle, nor been on a tramp in the bush, and I wonder how this could have happened in New Zealand where the opportunities for outdoor recreation seem limitless.

I am inclined to the view that the problem is partly structural so the publication of a new curriculum and the following in-service training for teachers is unlikely to make much of an impression. Simply, the schools do not have enough time in a crowded curriculum to have enough physical education to make much of an impression. Nor do they have sufficient staff to run effective programmes, let alone provide some sort of remedial programme like "reading recovery" for the student who is already seriously unfit.

So why should cyclists be interested?
The new curriculum offers an opportunity to promote cycling. This opportunity comes from two factors.

First of all, schools have to grapple with what it means to have principles and values in the curriculum. How do they incorporate these in their programmes? At this stage they are still feeling their way and are open to advice from outside groups.

In addition, schools have full programmes and teachers have to cover a lot more than what I outlined in my first paragraphs. This makes them very willing to pick up and use programmes which have already been set up for them. In March 2008, the Land Transport Safety Authority promoted Feet First Walk to School Week in pursuit of its goal to reduce congestion around schools from parents delivering their children to school by car. Schools were able to pick up a programme in a box and apply it. While we don't know how many schools took up the programme, it does show a way forward.

Schools will also need travel plans and with that, a return to the infamous bike sheds. Cycle advocates have tended, so far, to think of central and local government as policy makers worthy of our attention. The new school curriculum introduces the school trustees, another very large group of elected officials who must pay attention tothe interests of cyclists.

Because of the sheer numbers of school boards and the fact that most of us do not have the right to vote for school boards, if we are to influence school boards then it will have to be through their national organisation, the School Trustees Association (STA). Boards are easier to influence, however, because they are subject to regular inspections by the Education Review Office (ERO) which will soon be wanting to see evidence of how each school reflects the values of ecological sustainability. ERO also looks to see that schools implement all aspects of the curriculum including "healthy communities and environments." Boards of Trustees also have to pay attention to the concerns of community groups to reflect the principle of "community engagement" and the value of "community and participation".

What do we want Boards of Trustees to do?

Set up travel plans which provide for students who cycle to school.
Provide facilities like bike sheds.
Encourage teaching staff to incorporate cycling skills in their physical education programmes.

What can we do?

Work with LTSA and other government departments, to develop a cycling programme like Feet First Week and bike buses like the existing walking buses.
Work with Boards of Trustees and local district and city councils to develop safe routes to school programmes.
Develop age appropriate programmes to help inexperienced teachers to run physical education programmes with a cycling emphasis.

What outcomes can we expect?

The school curriculum has a future focus. Children who cycle to school will be fitter. There will be fewer car journeys to and from school. Students who regularly cycle to school are more likely to continue to cycle in adult life.