| Current Issues | No.37 February 2003 |

Sustainable Active Living: Integrating Sustainable Development with Quality Physical Education and Sport David Chernushenko |

This article is a condensed version of a discussion paper prepared for the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the United Nations Environment Programme (UNEP).** A. Overview The provision of physical education and the opportunity to participate in sport and physical activity on a regular basis are critical building blocks for the development of healthy individuals and, by extension, a healthy society. Over the past several decades, studies have consistently shown how quality physical education (QPE) can provide a range of health (physical, social, emotional, psychological) benefits to students when they receive it on a regular basis during their school years. Habits and practices developed at a young age frequently translate into lifelong benefits. The benefits to society as a whole, of encouraging and providing access to physical activity and sport opportunities, are economic as well as social, through avoided costs as well as stimulating new and complementary economic activity. Despite this overwhelming evidence, the status of physical education is in decline in many countries worldwide. When forced to compete for resources, space and time, PE is often given lower priority than “core curriculum” subjects (literacy, numeracy, and science) and emerging subjects (e.g. computers). The slow erosion of physical education points to the need to “rethink, renovate and adapt the policies and programmes of physical education in order to bring them into line with the changing world.” (UNESCO, 1999). At the same time as this rethinking and adaptation is going on, many political leaders and members of civil society worldwide are going through a similar re-evaluation and redesign, as they work their way towards a more “sustainable” approach to development, one that balances and integrates the pursuit of economic, environmental and social goals, and gives due regard to the future of the planet and its inhabitants. The goal of sustainable development is to have a healthy planet, populated by healthy individuals, supporting healthy societies and economies. The goal of quality physical education, on the other hand, is to produce healthy individuals, capable of leading long, healthy and productive lives. The two goals are connected and complementary: healthy, active individuals play a key role in the creation and maintenance of a sustainable community, while sustainable development is an important contributor to the development of healthy individuals. The overlap between the goals of promoting sustainable development and the goals of quality physical education and sport, point to an opportunity: QPE can become more relevant and of renewed and broader interest to more people, if it integrates a more holistic and far-reaching approach. B. The relevance of sustainable development to QPE and sport The relevance of sustainable development to QPE and sport can be characterized by the following four statements and propositions: 1. To have the best chance of being healthy, individuals need a healthy natural environment. QPE should teach students about the importance to them of a healthy environment. Students should be taught about various environmental threats to their health and to their ability to engage in physical activity, and provided with guidance on how to reduce or avoid such risks. Table A: Health threats from a degraded environment airborne smog and other outdoor air pollutants indoor air quality toxic chemicals ultra-violet ray exposure soil pollution pesticides water-borne pollutants/bacteria cigarette smoke 2. Opportunities to pursue a healthy and active lifestyle are threatened by unsustainable development. QPE should teach students about ways in which more sustainable development can protect and even increase their opportunities to lead a healthy, active lifestyle. Table B: Key Threats to physical activity opportunities from unsustainable development ozone layer depletion climate change habitat/biodiversity loss radioactive contamination accumulation of toxins soil and water contamination acid rain damage to forests 3. Physical activity and sport can have a negative impact on the natural and social environment, but need not do so. QPE should teach students why they should, and how they can, pursue physical activity and sport in a more sustainable manner and how, in doing so, they can contribute both to more sustainable sport, and to a more sustainable community and global society. Table C: Some Unsustainable Aspects of Sport and Physical Activity
Facilities | Development of fragile or scarce land types Construction waste sent to landfill or incinerator Consumption of non-renewable resources Creation of greenhouse gases Ozone layer depletion (from refrigerants) Soil and water pollution from pesticide use Public funds and land used for private and elite sport Construction tends to be in disadvantaged neighbourhoods
Events | Creation of greenhouse gases Air and noise pollution from movement of people/goods Spectator waste sent to landfill, incinerator and sewage plant Paper consumption by media Waste generated from signs, banners, temporary booths, etc. Local residents temporarily or permanently displaced Public left with burden of debt generated and ongoing facility upkeep
Other Acrivities / Programmes | Degradation of parks through over-use Erosion of trails and shorelines, riverbanks (e.g. mountain biking, canoeing) Litter and fire damage on mountains Restricted public access to recreational spaces
4. Creating a healthy, more sustainable community will require the active participation of all members of society. QPE should teach students why they need to take an active role in the way their community and country is structured and governed, and how they might begin to do so. Individual health and well-being depends on more than a good diet and plenty of exercise. A whole range of “environmental” factors also come into play, including social and political ones. If the goal of Quality Physical Education is to provide individuals with the knowledge, tools and habits that they will need to maintain an active and healthy lifestyle, then QPE curriculum and activities must somehow address this wide range of issues. First, QPE will need to provide instruction in how to recognize factors that will negatively affect individual health. Second, QPE will need to provide some instruction in how to avoid these negative influences. Third, and perhaps most important, QPE will need to look at ways in which individuals can contribute to building a more sustainable society where these negative influences have been minimized or even eliminated. C. The need to integrate QPE and sustainable development The extent to which physical education and sport have been integrated with sustainable development remains relatively limited on a global basis. Finding both topics covered in any comprehensive way within the same curriculum in schools remains exceptional rather than common, even if there is a detectable trend in this direction. This being the case, it is natural to consider why it is so. I. Obstacles to Integration Insufficient knowledge and training Too few professionals in the field of education, let alone experts in physical education and sport have sufficient knowledge of environment and social issues to be able to either recognize the extent and importance of the connections between sustainable development and physical activity, or the importance of working to integrate common issues and themes. Even where teachers and leaders in QPE recognize that more work could be done to integrate them, few have the knowledge to initiate this process and to develop appropriately integrated curriculum and activities. With sufficient resources, such integration might be more common and movement in this direction could certainly be accelerated. Resource and time constraints Picking up from the previous point, resources for education are increasingly at a premium in almost every country, as many governments work to reign in past deficit spending or to maintain basic educational systems. With money being tight, new initiatives tend to be at the end of the line for allocation of resources. In fact, many school systems have yet to adequately fund basic PE programmes. Some only give lip service to providing quality physical education on a daily or even regular basis. Without QPE programmes that feature professional instruction, it is difficult to propose or impose new approaches, topics and course material, even when this may be an appropriate direction for the future. The “back to basics” agenda Compounding the challenge of resource constraints in some countries, notably Canada and the United States is a “back to basics” agenda, which emphasizes a return to traditional basic subjects, but with a strong modern emphasis on marketable technology skills, such as computer proficiency. This agenda tends to be driven partly by resource constraints and partly by an ideological shift, in which many of the arts (music and drama) are given lower priority, along with physical education. Environmental education is similarly being whittled down, perversely it might seem, just after achieving a foothold in the curriculum during the 1990s. How green the Games? Greenpeace's environmental assessment of the Sydney 2000 Olympics – Lessons Learnt. Reprinted with Permission from Palese, Blair et al. (2000). How green the Games? Greenpeace's environmental assessment of the Sydney 2000 Olympics. Page 1. Lesson 1. Make specific environmental commitments as part of your development plans well before design plans are finalised and construction begins. Make these commitments public. Lesson 2. Environmental Guidelines must be clear and specific benchmarks that are non-negotiable, measurable and backed up by law. These benchmarks must be included in all of the tenders offered for Olympic development and made public. Lesson 3. Olympic organisers and developers must be required to collect and report information on all environmental aspects of their project and make this information publicly available. Lesson 4. Independent auditing of all environmental information is essential to ensure credibility. Lesson 5. No matter how Olympic construction is managed - with one project manager or as independent projects and contracts - Olympic organisers must ensure that the best and most cost-effective environmental systems and materials are used project-wide. Lesson 6. Great Enthusiasm for and expertise in environmental building and event management exists at all levels internationally. Seek out and engage those innovative and creative experts and companies interested in the environmental success of your event. Lesson 7. High-level and consistent consultation with the community, environmental and social groups is essential and must be part of the project from the beginning. A clear process for conflict resolution should be established as part of the city's Environmental Guidelines. Lesson 8. Education about environmental initiatives undertaken and the benefits gained is essential at all levels, from the public to athletes, sponsors, the media and the commercial sector. Full Reference Palese, Blair et al. (2000). How green the Games? Greenpeace's environmental assessment of the Sydney 2000 Olympics. Greenpeace International: Australia Pacific. ISBN 1-876221-08-9 II. Integration as a practical and effective solution Interestingly, the most practical and effective way to overcome these constraints may lie in the word “integration”. After all, it is not necessary to create entirely new courses and re-train or hire new teachers in order to ensure that relevant sustainable development concepts and issues are included as part of physical education. The most practical and cost-effective solution would lie in re-orienting QPE so that it introduces students to some important new issues, uses activities that integrate and reinforce relevant lessons, and works to promote the shared goal of sustainable active living. This should not be done at the expense of the integrity of existing QPE programs, however. A cross-curricular and team-teaching approach might best serve this need. Some practical suggestions as to how this might be done are made in the final section of this paper. III. A New Integrated Approach: Susta inable Active Living The argument in favour of better integrating QPE promotion and the pursuit of sustainable development, to the benefit of both goals, appears persuasive enough. What is missing at this point, however, is an appropriate new terminology, supported by a comprehensive framework, that is not only conceptual but can be put into practice. In a recent paper entitled Physical Education and Sustainable Development: An Untrodden Path – one of a very small number of academic papers to directly tackle the connection between the two – authors Lake, Stratton, Martin and Money (2001) propose an appropriate term and argue for the adoption of the concept: “Sustainable active living.” Sustainable active living (SAL) is an approach to quality physical education that would have an integrated goal of educating individuals to live healthy, active lives while equipping them to strive to exemplify sustainable living and to promote it in all spheres of their lives and their community. While the authors do not elaborate much on their idea, they provide a useful new term and encourage further thinking and discussion of this concept. In the early days of its conceptual development and practical implementation, SAL might begin by focusing on areas such as: Exercise, healthy diet and lifestyle; Understanding, accepting and promoting fair treatment according to gender, ability, socio-economic conditions, etc; Pursuing physical activity in a way that exemplifies sustainable practice; and Using sport and recreation opportunities to promote sustainable development in society. The idea of sustainable active living will be explored in greater detail in the final section of this paper. While we must be careful not to place too much on the backs of PE practitioners – who cannot be expected to provide a catch-all subject or magic solutions to social and political challenges – physical education is one area where certain relevant topics and approaches essential to sustainable development can be introduced and practised, ideally as part of a broader cross-curriculum approach. D. Recommendations for developing linkages to improve physical education and promote sustainable development The declining status of quality physical education points to a need for QPE to expand its focus, so as to incorporate discussion of a broader range of environmental and social issues. QPE can help to guarantee its ongoing relevance by examining and responding to some of the major contemporary challenges and issues of society. QPE programs, both inside of schools and elsewhere, must not just be about the individual, the body and personal health decisions. QPE must also be about the health of the society and the environment in which it is being taught. Current environmental and social conditions worldwide point to the necessity for all sectors of society, in all regions, to adopt and promote sustainable practices with a renewed sense of urgency. Participants in physical education and sport worldwide, at whatever level, have a role to play, both in adopting a sustainable approach that we might call sustainable active living (SAL), and in integrating many applicable elements into a curriculum that promotes SAL. From our examination of the connections between QPE and sustainable development, and the potential for their deliberate further integration, several conclusions stand out: To achieve a more sustainable society, all sectors will have to play an active part, including QPE and sport; A sustainable society, and the work that will be required to get there, requires healthy individuals who can see the connections between issues. QPE and sport can help to develop individuals with this kind of vision and understanding; Active individuals have a vested interest in pursuing and promoting sustainable development. They and their opportunities for healthy active living, suffer from a polluted and socially impaired environment; The pursuit of sustainable development will be greatly enhanced by individuals and organizations that have chosen to lead by example. By training individuals who understand the importance of sustainable active living and ways to adopt it as a conscious lifestyle choice, QPE will be motivating others to follow suit, and Active individuals can, and even should, be encouraged to be activists for sustainable development. A healthy individual is one who questions, takes responsibility and participates in community life. Overall, we can conclude that the concerns of QPE, sport and sustainable development overlap in a number of ways, some obvious and some subtle. We can also conclude that they share a common goal: the promotion of sustainable active living. Sustainable active living (SAL) is an approach that combines elements of quality physical education and the promotion of sustainability. SAL is an approach to living as well as to personal and social development that can be taught to youth in an institutional setting (schools, clubs, etc.). The applicability of SAL goes well beyond schools and sports clubs, however; it is equally an approach to lifelong activity, development and learning which emphasizes engaging in regular physical activity, and the adoption and promotion (at an individual and collective level) of environmental and social responsibility. SAL is living in a healthy, active and responsible way. By teaching SAL to youth and encouraging its lifelong practice, QPE teachers and others with whom they engage in cross-curriculum or “team” teaching can contribute to the healthy and sustainable development of the responsible citizens and leaders of the future. In this way, schools and other institutions will be contributing to more sustainable social, environmental and economic development in greater society. Quality physical education practitioners and all organizers and participants in sport and physical activity in their many forms have both an opportunity and a responsibility to adopt and promote the concept of SAL. SAL can and must be introduced in a manner that supports the importance and integrity of QPE, however. The introduction of SAL in schools should help to reinforce the importance of quality, regular physical education and sport activity, rather than as a replacement or competing priority. QPE practitioners, in primary schools through to university, can work with teachers of other subjects to support SAL as a cross-curricular approach. In this final section, we will propose a number of ways in which the principal actors in QPE and sustainable development might develop a framework, implementation strategies and some concrete steps for: consciously integrating sustainable development into QPE and sport; using QPE and sport to support the pursuit of sustainable development; and fleshing out and promoting the concept of sustainable active living. I. A Framework for Adopting and Promoting the Sustainable Active Living Approach This section proposes a Framework for integrating sustainable development into the theory and practice of quality physical education and sport through the adoption and promotion of the SAL approach. Teaching SAL in an institutional setting involves teaching and promoting four principal elements: an understanding of the importance that a healthy environment and a healthy social structure play in the pursuit of individual physical, mental and emotional health; an understanding of the impact (both negative and positive) that each person can have on the natural environment and on the community; an understanding of how the individual, alone and in a group, can adopt and demonstrate practices that promote sustainable environmental, social and economic conditions, and an understanding of how an active person can actively promote positive social change, and the need for all individuals to do so, in pursuit of a sustainable society and environment. Sustainable active living can be adopted and promoted in quality physical education and sport using the following framework. Healthy environmental conditions for active living Quality physical education should promote an understanding of the following as environmental pre-conditions for sustainable active living: Basic outdoor and indoor air quality standards and the health effects of certain pollutants. The health impact of exercise, sport and strenuous activity in polluted air. Basic outdoor and indoor water quality standards and the health effects of certain chemicals and pollutants. The impact of regular physical activity in or on both outdoor and indoor water bodies. Basic drinking water quality standards and issues. Basic food quality standards and issues, including topics like organic foods, vegetarianism and genetic modification. Hazardous and toxic materials in the environment, notably in air, water and soil. Quality physical education should also teach the following strategies for mitigating the impact of a potentially harmful environment: Strategies for reducing the risk of ultraviolet radiation (e.g. skin cancer, eye damage) during outdoor physical activity. Strategies for reducing the risks associated with physical activity in hot conditions. Strategies for reducing the risks associated with physical activity in polluted outdoor and indoor air. Strategies for reducing the risks associated with physical activity in polluted water and chemically treated indoor pools. Strategies for reducing the risks associated with food and water consumption. Strategies for reducing the risks associated with hazardous and toxic materials at, in or near parks, fields and other sport facilities. Healthy social conditions for active living Quality physical education should promote an understanding of the following social issues, and their implications for sustainable active living: Ethical standards, as they relate to the practice of sport, active living and larger issues. Gender issues, including similarities, differences, equal and fair access, body image, appropriate activities, etc. Sexual health issues, including reproduction, disease, etc. Physical and mental ability and disability in sport and society. Access to physical activity and sport for marginalized (by race, religion, socio-economic background, etc.) groups. Strategies for managing conflict and improving cooperation and teamwork. Other social issues relevant to active living that may be a priority in any given community. To build and strengthen sustainable social conditions, and conditions that will contribute to sustainable development and active living, quality physical education should promote the following: Develop and encourage individuals who are capable of questioning existing environmental and social conditions, and who are able and willing to offer constructive alternatives. Develop and encourage such attributes as ethical behaviour, compassion, social responsibility and principled leadership. Develop and encourage individuals who are capable of and willing to lead by example, and to be active agents for social change. Sustainable practices in physical activity and sport Quality physical education (particularly at the college and university level) should promote an understanding of the following issues related to sport and recreation events, facilities and activities, and their implications for sustainable active living: Principles of sustainable facility design and operation Enhance ecosystems during development and protect them during ongoing use of the site. Offer a safe and high quality environment for people who work at or use the site, and a highly desirable recreation destination. Reduce demand for water from potable drinking supplies. Achieve high levels of energy efficiency, and purchase energy. requirements from sources that are renewable and/or which emit low levels of greenhouse gases and other pollutants. Minimize the use of materials which deplete natural resources or create toxic pollution in their manufacture, use or disposal. Preserve or recreate significant areas of open and natural spaces for current and future enjoyment. Avoid ozone-depleting substances. Minimize impact of noise on local community and other resident species. Minimize impact of lighting on local community and other resident species. Protect the quality of water leaving the site via run-off or infiltration. Improve the quality of soils wherever possible, and protect soil and sediments within the developed area. Maximize the appropriate use of recycled materials and minimize the generation of waste in all development and ongoing operational activities. Common Issues for Events and Activities Limit impacts from facility construction/operation (see above). Minimise consumption of non-renewable resources (fuel, metals, etc.). Minimise consumption of natural resources (water, wood, etc.). Minimise the generation and emission of greenhouse gases (electricity, heating, transportation, etc.). Minimise air and noise pollution from movement of people and goods. Take steps to reduce soil erosion and compaction by spectators. Minimise spectator waste sent to landfill, incinerators and sewage plants. Reduce paper consumption by media and officials. Minimise the waste that is generated from signs, banners, temporary booths, etc. II. Strategies for Implementing Sustainable Active Living Using the above Framework, how might this new sustainable active living “agenda” be promoted and implemented across the wide array of institutions and organizations with a mandate for physical education and sport? Various institutions and groups responsible for physical education and sport, and/or environmental and sustainable development education and activities, might begin to integrate and promote a sustainable active living approach.
Implementing Body | Activity
Government ministry of education | Adopt and promote SAL as a primary focus of QPE approach and objectives Develop curriculum integrating SAL into PE and other appropriate subject areas and school activities
Teacher training college | Teach SAL approach and activities Provide PE and environmental education teachers with instructional material, including activity kits
School | Re-emphasize the importance of quality daily physical education, and re-energize it with an SAL focus Integrate SAL approach into other relevant subjects (e.g. general science, biology, geography, environmental education) Introduce team-teaching of modules where lessons cross between PE, environmental education, health, sciences, etc. Adopt SAL approach to all school activities and games Adopt SAL approach and practices to other school-related activities, including transportation to/from school (e.g. “Walking school bus”)
University/college | Adopt SAL approach and integrate it into relevant courses (physical and health education, sports management, environmental studies, resource management, outdoor education) Adopt SAL approach and practices in all recreational and competitive sport activities, events and facility operations
Physical educators | Adopt SAL approach to teaching physical education classes and activities Work with teachers in other subjects to team-teach appropriate topics/modules Introduce SAL practices in all school programs, activities, events
Sports club | Adopt SAL approach and integrate into sport programmes Adopt and demonstrate SAL practices in club operations and events
Outdoor education center/camp | Adopt SAL approach and integrate into all camp recreation and sport programmes and other activities Adopt and demonstrate SAL practices in operations and events ntroduce and demonstrate SAL approach and practices in all nature and outdoor education programs, activities and field trips
Government ministry of health and sport | Adopt and promote SAL approach to all sport governing bodies, facility operators and event organizers Develop partnerships with ministries responsible for education, environment, health and fitness, to promote SAL and specific targeted initiatives (e.g. air quality, active transportation)
Sport governing bodies and major sport organizations (e.g. IOC, FIFA) | Adopt and promote SAL approach to all sport associations, clubs, facility operators and event organizers Adopt and implement the Olympic Movement’s Agenda 21 for Sport Provide technical material to clubs, event hosts, facility managers Develop partnerships with health and environmental organizations and help organize/fund concrete joint projects
Coaches | Adopt and promote SAL approach in training and competition Develop partnerships with sport and environment groups, training facility operators and event organizers to promote healthier environmental conditions for training and competition
Medical/ health professional association | Adopt and advocate SAL approach to population health and disease prevention Develop partnerships with sport and environment groups to promote healthier environmental conditions
Family | Adopt SAL as an approach/philosophy in all household and family activities Choose active forms of transportation and recreation, if possible Identify ways to reduce the environmental and social impact of building, renovating, operating and cleaning the home and garden
E. Conclusion This Sustainable Active Living “agenda” can be promoted and implemented across a wide array of institutions and organizations with a mandate for physical education and sport, including: government ministries of education, health and sport, teacher training colleges, primary schools, universities and colleges, sports clubs, outdoor education centres, sports governing bodies, and medical/health professional associations. Opportunities exist for partnership between bodies and individuals such as those just described. Not only can partnership help to reduce the work involved for any one organization in the adoption and implementation of SAL, partnership is also likely to increase effectiveness by using the appropriate partner agent for a particular task. While the SAL approach is new, and may be considered both radical or utopian by some stakeholders, it has considerable potential to reinvigorate quality physical education and sport, while at the same time promoting the goal of sustainable development on a global basis. References Lake, J., Stratton, G., Martin, D., and Money, M. “Physical Education and Sustainable Development: An Untrodden Path.” QUEST, Vol. 53, No. 4. November 2001. Papers and Conference Proceedings Papers from MINEPS III -- Third International Conference of Ministers and Senior Officials Responsible for Physical Education and Sport: a. “Compilation of the Recommendations of MINEPS I and II: empirical overview of their application by Member States and by UNESCO” (ED-99/MINEPS III/REF.4) b. “International Charter of Physical Education and Sport” (ED-99/MINEPS III/REF.5) c. “UNESCO and the growth of international cooperation in the field of physical education and sport: future prospects.” (ED-99/MINEPS III/REF.1) **To request a full version of this paper, contact Marcellin Dally of UNESCO (M.Dally@unesco.org) or Wondwosen Asnake of UNEP (wondwosen.asnake@unep.ch). David Chernushenko President, Green & Gold Inc. 99 Seneca St. K1S4X8, Ottawa, ON Canada http://www.greengold.on.ca david@greengold.on.ca http://www.icsspe.org/portal/texte/area/bulletin/ Sustainable Active Living: Integrating Sustainable Development with Quality Physical Education and Sport David Chernushenko