Dodgeball in School Curriculums: How to dodge physical activity 101

Dodgeball is an extremely controversial activity in the physical education realm. While dodgeball is a part of the Alberta Physical Education curriculum it poses several threats to a child’s developmental state and self-efficacy towards physical activity. To some, dodgeball is a fun, intense and skill building activity, that focuses on non-locomotor and locomotive movement patterns, however; to others dodgeball is a red flag, the bane to their physical education experience. Admittedly dodgeball is a fun game that has skill development properties, but it has so many risk factors that the developmental benefits do not outweigh the negatives. The adversities of dodgeball such as; biological age vs. chronological age, physical literacy, Phys Ed retention rate, and potential risk will be discussed throughout this paper. The overall tone set by these risk factors is inherently negative and calls for the banning of dodgeball in Phys Ed.

Dodgeball is typically favored by those who have had positive experiences with the game. Majority of these experiences are impacted by the opposing team, this creates a dilemma as many students are not on an even playing field biologically. Students may have the same chronological age but biologically are very different. The influx of hormones during developmental periods such as puberty creates massive differences in growth and strength, because biological age is correlated but not dependant on chronological age this leads to large discrepancies of strength and size between students of the same age. This factor alone is not inherently bad but when combined with a sport based on hitting the opposing team without giving them a chance to retaliate (throw back or catch) strength is essential and creates an unfair advantage. Additionally students who hit biological maturity early typically experience physical growth very quickly, so much so that they tend to lose a portion of their coordination. The introduction of increased strength and decreased motor control via coordination creates a dangerously high risk of injury even with rules in place to prevent it such as “no head shots”. Accompanying the physical disparity between students is a social element. Certain students already feel “un-athletic” or isolated in Phys Ed classes, adding the element of fear, such as being targeted and attacked from bigger and stronger students will not only lead to injury but anxiety. This anxiety and fear will reduce Phys Ed retention rates as well as create the notion that “I wasn’t meant for this or I’m not athletic enough” decreasing participation, physical literacy and long term athlete development in those who are afraid due to risk of injury or a lack of “skill”.

Dodgeball is a great game for developing locomotor and non-locomotor movements such as throwing, catching, ducking, and dodging. While dodgeball can be a fun developmental tool that encompasses these movements there are other alternatives that do not pose the same risks psychologically or physically. Dodgeball has a high chance of causing a variety of injuries from concussions to jammed/bent fingers. An amazing alternative dodgeball is “Star Wars ball”. “Star Wars ball” is a target game that focuses on team work, dodging, and throwing. To begin split into two teams, have an exercise ball referred to as the “death star” in the center of the gym, set up cones sporadically around the gym, these are obstacles or “planetary debris” designed to impede the movement of the death star. The object of the game is to throw gator skin balls referred to as “asteroids” to move the exercise ball to the enemy teams’ base line or to hit one of the enemy players with the death star. This game is an awesome target game because it helps develop skills such as throwing with force, throwing with accuracy and communication. In order to get the death star moving communication is essential as multiple people need to throw asteroids in a cascading effect to get the ball rolling. This game is a great replacement for dodgeball as it encompasses almost all of the locomotor and non-locomotor movements developed during dodgeball. Students still have to dodge the death star when it is rolling at them, and they are mentally stimulated as they have to strategize the best route to get the death star on the opposite side, when to throw the asteroid and where on the death star the asteroid needs to contact, to stop or move the ball. A modification to include is catching as a mechanic. This can be implemented easily, and creating different rules such as catching an asteroid resets the death star back to the middle. As one team progresses the death star farther into enemy territory they have to throw more accurately and farther, the increased distance enables catchers an opportunity to reset the death star in a dire situation. Modifications of catching can extend game time and add an entirely new strategic element. Star Wars ball is able to achieve all of the same developmental skills and more given the strategic components the game brings. Students who might not excel at throwing can still feel included through the creation of different roles. Strikers aim for the death star, defenders aim to prevent the death star from moving towards their base, andd catchers focus on catching asteroids and resetting the death star. Star wars ball is not elimination based and allows students a greater opportunity to participate and develop these skills through time on task and repetition based learning. Star wars ball is an alternative game that holistically develops locomotor skills better than dodgeball without creating an inherent risk of injury. The decreased risk of injury is primarily due to the fact the students are aiming at an object compared to their class mates. All of the mechanics of dodgeball culminate into a game that developmentally has more to offer with reduced risk of injury than dodgeball.

In closing dodgeball can be a fun developmental game however the risks it presents do not outweigh the benefits. There are alternative target games that encompass and even surpass the developmental skills taught in dodgeball. Social aspects of Phys Ed can be negatively affected by dodgeball due to exclusion in elimination style dodgeball, fear, and increased risk of injury. This in turn will reduce Phys Ed enrollment when it becomes an option to students, negatively affect their physical literacy and promoting sedentism. The four general outcomes of Phys Ed set out by Alberta education such as “activity”, “benefits health”, “cooperation”, and “do it daily… for life!”. The goal of these outcomes is to create curriculums that focus on student skill acquirement, develop an understanding of physical activity and healthy living, promote positive student interaction, and develop an understanding of the responsibility for students to lead an active way of life. Dodgeball only incorporates skill development, as it does not further develop an understanding of Physical activity, it can negatively affect student interaction and the negative experiences students experience during dodgeball can turn them off of physical activity well into adulthood. Given the risk of injury within dodgeball and the limited benefits, it is within my opinion that dodgeball be removed from Alberta Phys Ed curriculum and alternative target games be implemented.

References

1. Alberta Education. (2000). Physical Education Program of Studies.

2. Phys Ed Review. (March 2018) https://physedreview.weebly.com/dodgeball-alternatives.html