As a follow up to last night, where I choose to read old blog posts instead of writing a long new post, it seemed only right to reflect today on what I read.
One of the posts I revisited I call “The Gymnastics Theory.” I wrote this post back in 2014 but the concept of how the future of education could be influenced by the world of competitive gymnastics is something I frequently come back to. It was interesting to read this post that outlined some of my original thoughts on the topic, and because it’s a topic that comes up often for me I thought it would be good to reflect on what’s changed since my 2014 version of this theory.
Since 2014 I’ve definitely built on the theory quite a bit. In particular, a big difference is simply in my terminology. In this post from 2014, I talk about learning being “skill-based” and I’ve now realized this was my simplified way of saying that gymnastics is an example of an already existing, successful model of systemic competency-based learning. In fact, the main reason The Gymnastics Theory continues to come up for me is because I’ve found that it’s a helpful example when trying to explain what competency-based learning could look like. At a few conferences now, I’ve been given feedback that even for someone with practically no understanding of gymnastics, (ie. you maybe watch it in the Olympics and that’s about it) this was an easy to understand example for contextualizing competency-based learning for people just learning about this concept.
Furthermore, I’ve done a lot more thought into the division of groups in gymnastics versus traditional schools. In my old post, I simply mention how gymnastics levels are not determined by age and how practice groups may not be the same as competition groups because by practicing with levels above and below you there are more opportunities for peer-peer mentorship and leadership. All of these facts are still very true and relevant, but now I’ve taken this a bit deeper and started to imagine how the entire structure of gymnastics levels and transitioning between levels works and how it’s comparable with education.
I don’t want to go too in-depth into this right now, maybe I’ll finally get around to making a more official written update on my entire theory sometime soon… but for now, I want to focus big picture on what’s changed not all the specifics of my thinking. The summarized idea though is that gymnastics actually has two somewhat parallel tracks that gymnast can take depending on their needs/what they hope to get out of the sport, and between the two tracks there are three different types of levels designed to more efficiently test skill proficiency at different points in a gymnast career. I’ve done a lot of imagining about what it might look like if education followed a similar structure.
Finally, I think the biggest change in my thinking in my commentary on school not being a competition. Now that I’ve had 6 more years being in school and gone through the college process, I totally disagree with 2014 Anya. School is a competition. It might not be advertised that way, and we might even be explicitly told sometimes to not think of it that way, but at the end of the day, we’re always competing. This semester even, my Marketing 101 professor spent the first 10 minutes of class emphasizing how we are always competing for grades, jobs, promotions, etc so we might as well get in that mindset now and be ready to fight for the win. People are always being compared to others because everyone wants the best candidates for their team. School might not have formal competition events for assessment purposes, but it’s definitely a competitive atmosphere. I don’t think that has to be a bad thing, personally, I find competitions to sometimes be a great motivator, but it has to be healthy competition in order to be motivating and that’s something that school isn’t always great about creating the environment for. Again, I’ve done a lot more thinking in the realm of what “healthy school competition” looks like, but my thoughts are not fully formed yet so that’s as much as I’ll say for now.
Overall, I’m very amused by how much has grown and changed with my thinking since this original idea came about in 2014. These two worlds of gymnastics and education are both very close to me and it’s always fun to make connections between the two. Maybe re-reading this old post is the prompt I’ve been waiting for to finally attempt writing out all of my thoughts on the topic – and figure out a more articulate way to write them, because I’m sure this post is kind of funky just due to the fact that I’ve been thinking about this concept for so long that it’s getting all jumbled trying to come out of my head now.
(I drafted about three more paragraphs on my “summarized” version of the levels structure description alone before realizing that was way too much for this post… so trust me when I say there is lot’s more. I mean I didn’t even mention the scoring system.)