TITHE AN OIREACHTAIS
AN COMHCHOISTE UM DHLÍ AGUS CEART, COSAINT AGUS
CEARTA NA mBAN
An Tríú Tuarascáil
Óglaigh na hÉireann-Ról maidir le hAclaíocht a chur chun cinn
Nollaig 2010
____________________________________________________
HOUSES OF THE OIREACHTAS
JOINT COMMITTEE ON JUSTICE, DEFENCE AND WOMEN’S
RIGHTS
Third Report
The Defence Forces – A role in promoting Physical Fitness
December 2010
(PRN. A10/1769)
ii
CONTENTS
Foreword by the Chairman………………………………………………………. v
Recommendation of the Joint Committee………………………………………..
vii
Appendix A: Membership of the Joint Committee………………………..……..
ix
Appendix B: Orders of Reference of the Joint Committee………………………
xi
Appendix C: Acknowledgements ………………………………………………. xvii
Appendix D: The Case for a Defence Forces role in supporting the delivery of
Physical Education in Irish schools and promoting increased
physical activity levels within the wider community
(Rapporteur Report of Deputy Jimmy Deenihan)
Appendix E: Transcript of Public Hearing
1
21
iii
iv
Foreword by the Chairman, Brendan Kenneally T.D
The Joint Committee on Justice, Defence and Women’s Rights as part of its Work
Programme agreed to examine the possible role of the Defence Forces in promoting
fitness and wellbeing in schoolchildren in the State and the wider community.
This issue was raised by Deputy Jimmy Deenihan and the Committee agreed to invite
a number of witnesses to give evidence to the Committee to assist in its consideration
of this important issue.
The Committee agreed to appoint Deputy Deenihan to act as Rapporteur and report
back to the Committee with conclusions and any recommendations in relation to this
matter.
It is noted by the Committee that the recommendations included in this report apply a
common sense approach to the possible role the Defence Forces could play in the
enhancement of Physical Education in young people.
Also, the Committee is of the view that such an initiative may contribute to long-term
health benefits for youths generally, thereby reducing levels of obesity and related
illnesses resulting in a possible saving to the State in terms of Health.
The Committee met in public on 13th January 2010 and following consideration of the
evidence presented to the Committee, this report, formally agreed by the Joint
Committee on 1st December 2010, contains details of conclusions and
recommendations.
I would like to thank Deputy Deenihan for raising this issue at Committee and
producing such a detailed and well researched Report and also to Dr. Noel Richardson
and Mr. Michael McDonough for their valuable contributions to the Committee.
I would also like to thank all the members of the Committee for their participation and
contributions to this process.
Brendan Kenneally T.D.
Chairman
December 2010
v
vi
Recommendation of the Joint Committee
The Joint Committee fully supports the recommendations in the
Rapporteur Report.
1 December 2010
vii
viii
Appendix A
Members of the Joint Committee
Deputies
Thomas Byrne (FF)
Niall Collins (FF)
Brendan Kenneally (FF) (Chairman)1
Joe Carey (FG)8
Michael Mulcahy (FF)2
Lucinda Creighton(FG) 8
Darragh O’Brien (FF)
Brian O’Shea (LAB) (Opposition Convenor)
Pat Rabbitte (LAB)
Trevor Sargent (GP)5
Alan Shatter (FG)7
David Stanton (FG)6
Noel Treacy (FF)
Senators
Ivana Bacik (LAB)
Ciaran Cannon (FG)4
Lisa McDonald (FF)
Denis O’Donovan (FF)
Eugene Regan (FG)
Jim Walsh (FF).3
1
Deputy Brendan Kenneally replaced Deputy Peter Power by Order of Dáil Éireann on 5th
June, 2008 and was elected as Chairperson on 5th June, 2008.
2
Deputy Michael Mulcahy replaced Deputy Finian McGrath (IND) by Order of Dáil Éireann on 29 th
October 2008
3 Senator Jim Walsh appointed 27/01/2010
4 Senator Ciaran Cannon appointed on 9th February 2010.
5. Deputy Trevor Sargent replaced Deputy Séan Connick by Order of Dáil Éireann on 27 th May 2010
6. Deputy David Stanton replaced Deputy Jimmy Deenihan by Order of Dáil Éireann on 7 th July 2010
7. Deputy Alan Shatter replaced Deputy Charles Flanagan by Order of Dáil Éireann on 7th July 2010
8. Deputies Lucinda Creighton and Joe Carey replaced Deputies Denis Naughten and Dinny McGinley
by Order of Dáil Éireann on 13th October 2010
ix
x
Appendix B
Orders of Reference
Dáil Éireann on 23 October 2007 (and 25 October 2007*) ordered:
“(1) (a) That a Select Committee, which shall be called the Select Committee on
Justice, Defence and Women’s Rights* consisting of 13 members of Dáil
Éireann (of whom 4 shall constitute a quorum), be appointed to consider (i)
such Bills the statute law in respect of which is dealt with by
the Department of Justice and Law Reform and the Department
of Defence;
(ii)
such Estimates for Public Services within the aegis of the
Department of Justice and Law Reform and the Department of
Defence;
(iii)
such proposals contained in any motion, including any motion
within the meaning of Standing Order 159, concerning the
approval by Dáil Éireann of the terms of international
agreements involving a charge on public funds; and
(iv)
such other matters
as shall be referred to it by Dáil Éireann from time to time;
(v)
Annual Output Statements produced by the Department of
Justice and Law Reform and the Department of Defence; and
(vi)
such Value for Money and Policy Reviews conducted and
commissioned by the Department of Justice and Law Reform
and the Department of Defence as it may select.
(b) For the purpose of its consideration of matters under paragraphs (1)(a)(i),
(iii), (iv), (v) and (vi), the Select Committee shall have the powers defined in
Standing Order 83(1), (2) and (3).
(c) For the avoidance of doubt, by virtue of his or her ex officio membership of
the Select Committee in accordance with Standing Order 92(1), the Minister
for Justice and Law Reform and the Minister for Defence (or a Minister or
Minister of State nominated in his or her stead) shall be entitled to vote.
(2)
The Select Committee shall be joined with a Select Committee to be
appointed by Seanad Éireann to form the Joint Committee on Justice,
Defence and Women’s Rights to consider (i)
such public affairs administered by the Department of Justice
and Law Reform and the Department of Defence as it may
xi
select, including, in respect of Government policy, bodies
under the aegis of those Departments;
(ii)
such matters of policy, including EU related matters, for which
the Minister for Justice and Law Reform and the Minister for
Defence are officially responsible as it may select;
(iv)
such matters across Departments relating to women’s rights as
it may select;
(v)
such related policy issues as it may select concerning bodies
which are partly or wholly funded by the State or which are
established or appointed by Members of the Government or by
the Oireachtas;
(vi)
such Statutory Instruments made by the Minister for Justice and
Law Reform and the Minister for Defence and laid before both
Houses of the Oireachtas as it may select;
(vii)
such proposals for EU legislation and related policy issues as
may be referred to it from time to time, in accordance with
Standing Order 83(4);
(viii)
the strategy statement laid before each House of the Oireachtas
by the Minister for Justice and Law Reform and the Minister
for Defence pursuant to section 5(2) of the Public Service
Management Act 1997, and for which the Joint Committee is
authorised for the purposes of section 10 of that Act;
(ix)
such annual reports or annual reports and accounts, required by
law and laid before either or both Houses of the Oireachtas, of
bodies specified in paragraphs 2(i) and (v), and the overall
operational results, statements of strategy and corporate plans
of these bodies, as it may select;
Provided that the Joint Committee shall not, at any time,
consider any matter relating to such a body which is, which has
been, or which is, at that time, proposed to be considered by the
Committee of Public Accounts pursuant to the Orders of
Reference of that Committee and/or the Comptroller and
Auditor General (Amendment) Act 1993;
Provided further that the Joint Committee shall refrain from inquiring into in
public session, or publishing confidential information regarding, any such matter
if so requested either by the body concerned or by the Minister for Justice and
Law Reform or the Minister for Defence; and
(viii)
such other matters as may be jointly referred to it from time to
time by both Houses of the Oireachtas,
xii
and shall report thereon to both Houses of the Oireachtas.
(3) The Joint Committee shall have the power to require that the Minister for Justice
and Law Reform or the Minister for Defence (or a Minister or Minister of State
nominated in their stead) shall attend before the Joint Committee and provide, in
private session if so desired by the Minister or Minister of State, oral briefings in
advance of EU Council meetings to enable the Joint Committee to make known its
views.
(4) The quorum of the Joint Committee shall be five, of whom at least one shall be a
member of Dáil Éireann and one a member of Seanad Éireann.
(5) The Joint Committee shall have the powers defined in Standing Order 83(1) to (9)
inclusive.
(6) The Chairman of the Joint Committee, who shall be a member of Dáil Éireann,
shall also be Chairman of the Select Committee.”
*Amended on 7th July 2010 to reflect the revised name for the Minister and Department and to transfer
responsibility for Integration.
Seanad Éireann on 24 October 2007 ordered:
“(1) That a Select Committee consisting of 6* members of Seanad Éireann shall be
appointed to be joined with a Select Committee of Dáil Éireann to form the Joint
Committee on Justice, Defence and Women’s Rights to consider –
(i)
such public affairs administered by the Department of Justice
and Law Reform and the Department of Defence as it may
select, including, in respect of Government policy, bodies
under the aegis of those Departments;
(iii)
such matters of policy, including EU related matters, for which
the Minister for Justice and Law Reform and the Minister for
Defence are officially responsible as it may select;
(iv)
such matters across Departments relating to women’s rights as
it may select;
(v)
such related policy issues as it may select concerning bodies
which are partly or wholly funded by the State or which are
established or appointed by Members of the Government or by
the Oireachtas;
(vi)
such Statutory Instruments made by the Minister for Justice and
Law Reform and the Minister for Defence and laid before both
Houses of the Oireachtas as it may select;
xiii
(vii)
such proposals for EU legislation and related policy issues as
may be referred to it from time to time, in accordance with
Standing Order 70(4);
(viii)
the strategy statement laid before each House of the Oireachtas
by the Minister for Justice and Law Reform and the Minister
for Defence pursuant to section 5(2) of the Public Service
Management Act, 1997, and for which the Joint Committee is
authorised for the purposes of section 10 of that Act;
(ix)
such annual reports or annual reports and accounts, required by
law and laid before either or both Houses of the Oireachtas, of
bodies specified in paragraphs 1(i) and (v), and the overall
operational results, statements of strategy and corporate plans
of these bodies, as it may select;
Provided that the Joint Committee shall not, at any time,
consider any matter relating to such a body which is, which has
been, or which is, at that time, proposed to be considered by the
Committee of Public Accounts pursuant to the Orders of
Reference of that Committee and/or the Comptroller and
Auditor General (Amendment) Act, 1993;
Provided further that the Joint Committee shall refrain from inquiring into in
public session, or publishing confidential information regarding, any such matter
if so requested either by the body or by the Minister for Justice and Law Reform
or the Minister for Defence; and
(viii)
such other matters as may be jointly referred to it from time to
time by both Houses of the Oireachtas,
and shall report thereon to both Houses of the Oireachtas.
(7)
The Joint Committee shall have the power to require that the Minister for
Justice and Law Reform or the Minister for Defence (or a Minister or Minister
of State nominated in their stead) shall attend before the Joint Committee and
provide, in private session if so desired by the Minister or Minister of State,
oral briefings in advance of EU Council meetings to enable the Joint
Committee to make known its views.
(8)
The quorum of the Joint Committee shall be five, of whom at least one shall
be a member of Dáil Éireann and one a member of Seanad Éireann.
(9)
The Joint Committee shall have the powers defined in Standing Order 70(1) to
(9) inclusive.
(10)
The Chairman of the Joint Committee shall be a member of Dáil Éireann.”
*[Membership increased by Resolution of Seanad Éireann on 10 th December 2009
xiv
increases in Seanad membership of the Joint Committee (in order to allow for separate meetings of the
Seanad Select Committee, should these be required in particular cases) and allows for the appointment
of Senators as Chair of the Seanad Select Committees
Note: Further amended on 7th July 2010 to reflect the revised name for the Minister and Department
and to transfer responsibility for Integration.
xv
xvi
Appendix C
ACKNOWLEDGMENTS
I would like to thank the Committee for Justice, Defence & Women’s Rights for
accepting my suggestion to produce this report and for appointing me as Rapporteur. I
would also like to acknowledge the considerable input of Dr. Noel Richardson
(Director, Centre for Men’s Health Institute of Technology Carlow and Retired
Captain, Defence Forces), in particular, whose experience in the Defence Forces and
in Sport and Physical Education was invaluable in the completion of this report. I
would also like to acknowledge the very important input of the following individuals
and groups:
Captain Michael McDonough
Former Inspector for Physical Education, Department of Education
Dr.Niall Moyna
Professor, Dublin City University School of Health and Human Performance
The Irish Sports Council
Colonel Brian O’Keeffe
General Secretary, Representative Association of Commissioned Officers
Interns:
Kevin Craig
Julie Reider
John Newdick
Sarah Zinc
Finally I would like to thank the United States Military Academy at West Point for a
private briefing on the 6th March 2009, especially Whitfield East (Ed.D, Professor and
Director of Education) on the contribution that the U.S. Defence Forces make to
community fitness and the fitness levels of students in the U.S. education system.
xvii
xviii
Appendix D
The Case for a Defence Forces role in supporting the delivery of Physical
Education in Irish schools and promoting increased physical activity levels
within the wider community
(Rapporteur Report of Deputy Jimmy Deenihan)
1
2
The Case for a Defence Forces role in supporting the delivery of Physical
Education in Irish schools and promoting increased physical activity levels
within the wider community
1. Introduction
It is appropriate that, against a backdrop of rising childhood obesity levels and serious
concerns about children not meeting current recommended guidelines for physical
education (PE) and physical activity, that a Joint Oireachtas Committee should
consider the potential role of the Defence Forces in supporting the delivery of PE in
Irish schools and promoting increased physical activity levels within the wider
community. The Committee’s remit is also timely in light of the McCarthy report and
an ever-increasing requirement to maximise public services through appropriate interdepartmental and inter-agency work.
This report will cover three main areas
(i)
It will chart the background and origins of a military tradition in shaping
physical education in Ireland since the formation of the state.
(ii)
It will consider military influences on physical education and the
promotion of physical activity and physical fitness in other countries.
(iii)
It will examine the rationale for a potential Defence Forces role in
supporting the delivery of PE in schools and promoting increased physical
activity levels within the wider community, by focusing on three areas
(obesity, physical activity and the current provision of physical education).
The report will conclude by highlighting a number of key recommendations arising
from the main findings.
Jimmy Deenihan TD
(Rapporteur)
3
2. Background and origins of military tradition in shaping
education in Ireland since the formation of the state
physical
There is a strong history of military involvement in the evolution of physical
education in Ireland. In his doctoral thesis, Duffy (1997) chronicles the strong military
tradition in physical education that was in evidence soon after political independence.
The Army School of Physical Instruction was established at Keane Barracks, Dublin
in 1922, and later became the School of Physical Culture at the Curragh in 1930 under
the Cumann na nGaedheal government. It was responsible for training physical
training instructors, whose role, as Duffy (1997:57) highlights, extended outside the
Army to schools:
“Thus physical education came to be linked to the Army from an early stage,
and the consequent associations with national security and fitness”
O’Donoghue (1986:220) cites Dail Eireann records from the late 1920’s which point
to a concerted campaign within the Dail for the introduction of compulsory physical
education, and, in particular, for the introduction of activities that would be ‘national
in character’. He describes how the new Fianna Fail government of 1932 sought to
harness the enthusiasm generated by Ireland’s success at the 1932 Olympics 3 by
developing a sport and physical education policy to be administered through the
schools.
Duffy (1997:57) cites The Report of the Department of Education for 1932-33 which
recommended that, as part of a wider move to increase the role of the military in
physical education, arrangements were to be made to provide:
“…an extensive course of Physical training given by skilled Army Instructors
to students in the Preparatory and Training Colleges, which are situated near
the large Army centres”.
During the early 1930’s the Army, as Duffy (1997) notes, began to exert a significant
influence on the direction that physical education policy began to take. Information
was collated on existing models of training that had been adopted in Germany,
Czechoslovakia, France and Sweden. Duffy (1997) chronicles the extensive work that
was done by Lieutenant Tichy of the Czechoslovak Army, in conjunction with the
Irish Army School of Physical Culture, in the development of a national plan for
health, recreation and physical education in Irish schools. Lieutenant Tichy produced
3
Dr Pat O’Callaghan won a gold medal in the hammer and Bob Tisdall won a gold
medal in the 400m hurdles
4
two schemes entitled Education for Health and Scientific Recreation for National
Development. These schemes were based on the Czechoslovakian Sokol system of
physical education, and, although not implemented4, signify the strong historical links
between the Army and the development of physical education in Ireland. Indeed, as
Duffy (1997) points out, the impetus generated by the Army initiative, is likely to
have had a strong influence on the setting up of the 1936 Inter-Departmental
Committee on physical education. This committee endorsed a different military
tradition; the Swedish Ling system, which was oriented towards a structured
programme of gymnastics, aimed at improving the health and fitness of the wider
society.
Whilst the military influence on physical education waned during the 1940’s and
1950’s, notably, the first appointee as physical education inspector was Captain
Michael McDonough, who had trained in the Army School of Physical Culture. Duffy
(1997) notes, how, in his first report as physical education inspector, Captain
McDonough referred to the ‘great work’ that was being done in the area of physical
education within City of Dublin Vocational Schools, ‘for the most part [by] ex-Army
PT Instructors’. Another ex army officer (Commandant Joe O’Keefe) took on a role in
St Patrick’s College delivering physical education to trainee primary teachers, whilst
army personnel were also involved in the area of physical education at St Raphael’s
College, Sion Hill. Duffy (1997) also traces significant military involvement in the
formation of a number of National Governing Bodies, including the Irish Amateur
Gymnastics Association, the Irish Volleyball Association and the Irish Orienteering
Association.
Since the 1970’s, there has been a strong association between the Department of
Defence and the University of Limerick (formerly Thomond College). Since that
time, there has been a regular enrolment of army officers in the physical education
degree programme in Limerick, which continues to this day. There has also been a
strong association between the Defence Forces and the National Council for Exercise
and Fitness (NCEF), which is based at the University of Limerick. This began in 1994
when three Defence Forces personnel qualified as Level 3 Tutors with the NCEF and
delivered the first NCEF Level 1 programme at the Defence Forces School of
Physical Culture specifically for Defence Forces personnel. Numerous NCEF
programmes have been delivered in the Defence Forces since that time, and this
association also continues to this day. The significance of these two developments;
namely the more recent tradition of Defence Forces personnel qualifying as PE
4
Commander Tichy’s work was superseded by an Inter-Departmental Committee
that was established in 1936 to consider how physical education could be developed in
Ireland
5
teachers and NCEF instructors; highlights the significant resource of qualified
personnel in the area of physical education and exercise and fitness instruction that
the Defence Forces currently has at its disposal5.
In summary, the military influence has been at the core of physical education
development in Ireland since the foundation of the state. This has evolved and
progressed to the present day, with Defence Forces personnel continuing to undergo
training in the areas of physical education and exercise and fitness instruction. Both
the historical context and the resource of personnel that the Defence Forces has,
means that the Defence Forces is very strongly positioned to offer a supportive role in
helping teachers to meet the current Department of Education and Skills
recommendations with regard to the delivery of PE to primary and post-primary
school children.
3. Military influences on physical education and the promotion of physical
activity and physical fitness in other countries
This section will consider some international models of best practice that have forged
strong links between the military and the wider community (including schools), and
that may serve as potential models in terms of how the Defence Forces might fulfil a
role in promoting physical activity and supporting the delivery of PE in Irish Schools.
Military influences on physical education and the promotion of physical activity and
physical fitness have been to the forefront in other countries. Long established
programmes such as Cadet Forces (UK), Cadets Canada and the Young Marines
(Canada) and the Junior Reserves Officers’ Training Corps (USA) place a strong
focus on the promotion of physical fitness and healthy lifestyles among young people.
For example, the Cadets Canada programme evolved from an arrangement between
the Federal Government and local school boards and contributed significantly to the
development of physical education programmes in Canadian schools and the
promotion
of
physical
fitness
among
Canadian
school
children
(http://www.cadets.ca/content-contenu.aspx?id=46889):
“Cadets develop an understanding of the benefits of a healthy lifestyle.
Participation in fitness activities results in a positive attitude that enables
cadets to take on new challenges.”
The British youth cadet forces consists of the Combined Cadet Force (CCF), Sea
Cadet Corps (SCC), Army Cadet Force (ACF), and Air Training Corps (ATC). Each
5
As of 3rd November 2009, there were 42 PE degree holders and 236 physical
training instructors (PTIs) serving within the Defence Forces (Ref No: 38159/09, Proof: 318,
DÁIL Records).
6
program encourages physical activity and incorporates it into the program, but differs
in manner. These programs are open to all youth between the ages of 10 and 18, and
aim to develop youth physically and mentally, improving self-confidence, teamwork,
friendship, and leadership through a wide diversity of fun, exciting, and adventurous
opportunities. In addition, the program strives to develop a sense of community. The
Armed Forces also run military fitness classes which are open to the public.
There is also evidence from other countries of partnership initiatives between military
authorities and sporting/education departments. For example in France, there is a
week dedicated to youth sports activities that occurs in partnership between the
Minister of Defence and the Minister of Sport. The activities are co-ordinated at a
national level by the commission’s army youth (CAJ). As well as promoting physical
fitness and offering children in France the opportunity to participate in a variety of
physical activities and sports, the week is seen as a very important mechanism for
fostering good relations between the military and the wider community. In Singapore,
success in sport has been identified as an important pillar of nation building, national
security, as well as an expression of the nation's coming of age as a developed nation.
McNeill et al (2003) describe the important role that the Singapore policy of 'sport for
life' (previously 'sport for all') plays in supporting the development of nation building
and national identity. Although regarded internationally as a ‘stick approach’ in
promoting physical activity and tackling obesity, it is, nevertheless, an example of
how sports policy can be interwoven with more traditional and military values.
The
"Troops
to
Teachers"
Program
in
the
USA
(http://www.kansascity.com/437/story/1557943.html) was founded in 1994 to help the
numerous veterans facing unemployment after the post Cold War troop reductions.
An updated bill, currently facing bi-partisan support in both houses, aims to expand
benefits to veterans to aid the numerous veterans of the most recent wars find jobs
after their service commitment is up, but also to help replace the ageing teaching
population with new blood. Benefits include up to $15,000 in grants and certification
costs, as well as federal money provided to schools who hire teachers from the
programme. The programme also provides counsellors to help guide and eventually
place these veterans into the education system. They try to encourage the veterans to
work in very rural or inner-city schools where well-qualified educators are scarce. The
experience from this programme is that military veterans bring a wealth of experience
to the teaching profession (leadership, organisational ability, presentation skills and
teaching/instructional skills). They also bring with them a model of training and
professional development that is grounded in the need to maintain a healthy and
active lifestyle and to stay physically active.
Finally, and without in any way wishing to promote a model of conscription in
Ireland, it is interesting to note the direct correlation that seems to exist between
mandatory conscription and obesity rates. Notwithstanding the fact that low obesity
levels are likely to be a function of a range of different factors and policy measures,
nevertheless, countries like Norway, Denmark, Sweden, Austria, Switzerland, Finland
7
and the Netherlands all have mandatory conscription as well as some of the lowest
obesity rates in the OECD (http://www.nationmaster.com/graph/hea_obe-health-obesity).
Most interestingly, Korea has the highest rate of conscription and the lowest obesity
rate in the OECD. It is possible that young people in these countries although
typically just serving 12 months on active duty, may be taught the essentials of fitness
training and leading an active lifestyle, which may form the basis of leading a healthy
lifestyle that pays dividends in later life. If such training can be taken out of an
entirely militaristic context and applied to everyday life, there are potentially huge
gains to be made in terms of the public good.
These examples illustrate (i) the huge potential that exists for fostering good
relationships between the military and the wider community; (ii) the potential
resource that exists within the Defence Forces in Ireland in terms of promoting
physical activity, tackling obesity and supporting the delivery of PE in Irish schools,
particularly at a time of serious economic recession; and (iii) the potential of such
programmes in being seen as a vehicle for attracting young people to choose a career
in the military.
4. Rationale for Defence Forces input to promoting physical activity and
supporting the delivery of PE in schools
Recent research reports (Fahey et al, 2005; Woods et al, 2010) and policy documents
(Department of Health and Children, 2000; 2005; 2007; 2009) provide a strong case
for maximising all available resources and strategies and adopting a more strategic
inter-departmental and inter-agency approach towards increasing levels of PE,
physical activity and sport among children in Ireland. The recently published
Children’s Sport Participation and Physical Activity Study (CSPPA Study; Woods et
al, 2010), provides the most comprehensive overview to date of physical activity,
physical education and sport participation levels of children and youth in Ireland. The
study was designed as a follow-up to the “School Children and Sport in Ireland” study
undertaken by the Economic and Social Research Institute (ESRI) in 2005 (Fahey et
al, 2005). As these reports and policy responses highlight, the principal challenges,
not just in Ireland but across most western countries, are to tackle the rising tide of
childhood obesity and to get more children more active more often.
a.
Obesity
It is now widely recognised that obesity, defined as a condition of excess body fat that
is associated with a large number of debilitating and life threatening disorders,
represents a public health problem of unprecedented seriousness. According to the
2007 SLÁN data, 43% of Irish men and 28% of Irish women are overweight (BMI
25.0-29.9 kg/m2) and a further 16% of men and 13% of women are obese (BMI 30
kg/m2). Although obesity in Ireland is a relatively new phenomenon, more
worryingly, it is a very rapidly growing problem. As can be seen from Table 1, there
has been a marked increase in obesity levels between 1990 and 2000. The magnitude
of this increase has been greatest among the youngest age category (18-35 years), and
more pronounced in men.
8
Table 1
The prevalence of obesity among males and females categorised for age in 1990
(Department of Public Health Medicine, 2003) and 2000 (Griffin et al, 2004).
Category
Males
18-35 years
36-50 years
51-64 years
Average
Females
18-35 years
36-50 years
51-64 years
Average
Prevalence
1990
Prevalence
2000
Difference
Relative Change
4%
12%
11%
9%
13.3%
24.4%
24.4%
21%
9.3%
12.4%
13.4%
12%
3.3 fold
2.0 fold
2.2 fold
2.7 fold
7%
9%
31%
16%
9.1%
15.0%
29.6%
18%
1.8%
6%
-1.4%
2%
1.3 fold
1.6 fold
0.9 fold
1.3 fold
The origins of increasing rates of obesity among young Irish adults can be traced to
increasing childhood obesity levels in Ireland. With increasing evidence of an
emerging epidemic of childhood obesity worldwide (Lobstein and Frelut, 2003;
Lobstein et al, 2004), childhood obesity has now become a serious public health issue.
In Ireland, the appointment of a National Taskforce on Obesity by the Minister for
Health and Children in 2004, bears testimony to the gravity of childhood obesity in
Ireland. Indeed, in a survey of self reported height and weight among 13 and 15 year
olds in 13 European countries, Ireland ranked amongst the countries with the highest
levels of obesity (Lissau, 2004). The Irish Universities Nutrition Alliance (IUNA)
National Children’s Food Survey (2005) found that 22% of children were overweight
or obese, with 9% of boys and 13% of girls obese and 11% of boys and 12% of girls
overweight. Similarly, according to the North South Survey of Height, Weight and
Body Mass Index in Ireland, almost one in four boys (23%) and over one in four girls
(28%) in the Republic of Ireland were either overweight or obese (Whelton et al,
2002). Indeed the relative change in overweight levels among children aged 12-15
years trebled between 1990 (Department of Public Health Medicine, 2003) and 2000
(Griffin et al, 2004) and is currently estimated to be rising at a rate of 10,750 children
per year (Lobenstein, 2004).
Such findings, as Whelton et al (2002) point out:
“…provide further compelling evidence on the emergence of the obesity
epidemic among children in Ireland. Given the burden of disease linked with
obesity, in particular Type II Diabetes Mellitus, these findings have significant
implications for population health and health care costs over the coming
decades.”
The most important long-term consequence of excess weight in youth is its
persistence into adolescence and adulthood with many studies showing that BMI in
childhood is related to BMI in adulthood (Department of Health and Children, 2005).
In fact, overweight in adolescent males has been shown to be associated with
9
increased mortality risk even among those who lost weight and were lean during
adulthood (Must et al, 1992).
The recent Report of the Inter-sectoral Group on the Implementation of the
Recommendations of the National Task Force on Obesity Group considered that
measures to increase physical activity among children was of fundamental importance
in tackling obesity. While recognising the demands of the school curriculum, they felt
that the school environment was key to getting children involved at an early age in
sport and physical activity, either as part of structured physical activity programme or
through the encouragement of play at breaks and at after-school programmes. Among
the policy areas that were identified for increased priority by the Group, and that are
of particular importance in the context of the current report, were:
 The emphasis in all schools should be on increased physical activity including
participation in sports.
 With a view to achieving the optimum 60 minutes of physical activity per day
recommendation (excluding PE time) every child should be enabled, through
restructuring the school day if necessary, to achieve a minimum of 30 minutes
dedicated physical activity every day in all educational settings.
 All schools should meet the minimum requirement of two hours of physical
education per week delivered by appropriately qualified staff.
 The Department of Arts, Sport and Tourism should co-ordinate with the
Department of Education and Skills the shared use of sports and physical activity
facilities between schools and communities.
It is the contention of this report that the Defence Forces has the potential to support
these policy areas, and to play its part in addressing the very serious public health
issue that childhood obesity presents.
b.
Physical Activity
The vast majority of both primary and post-primary school children are not meeting
the current recommended guidelines for physical activity (i.e.  60 minutes daily of
moderate to vigorous intensity physical activity; Department of Health and Children,
2009). At primary level, less than one in five children (19%) are meeting the
guidelines, while at secondary level, the figure is even lower at 12% (Woods et al,
2010). This situation has not improved since 2005 (Fahey et al, 2005) and, overall,
physical activity levels are lower in girls than in boys at both primary and secondary
level. Worryingly, Woods et al (2010) also report a decline in physical activity levels
for both sexes as they advance through the post-primary system, with 16-18 year old
girls being least likely to meet the physical activity recommendations. The same study
draws attention to children engaging in what can only be seen as a worrying degree of
sedentary leisure pursuits – 99% of the sample exceeded the health recommendation
of not more than 120 minutes of daily sedentary screen time (i.e. TV, DVD/Video and
computer).
10
Physical activity has a positive relation with health. For example, Woods et al (2010)
reported that children who met the physical activity guidelines were fitter, less likely
to be overweight or obese and more likely to have a health blood pressure profile.
Twisk et al (2001) also draw attention to the important role that physical activity
during youth plays as a predictor of adult health.
In 2000, The National Children’s Strategy (Department of Health and Children, 2000)
highlighted the need for children and youth to have more opportunities for sport, play,
leisure and cultural activities. ‘Ready! Steady! Play! A National Play Policy (National
Children’s Office, 2004) and Teenspace: A National Recreation Policy (Department
of Health and Children, 2007) were initiatives that were launched to specifically
address this need. ‘Targeting Sporting Change in Ireland, Sport in Ireland 1997-2006
and Beyond’ (Department of Education and Science, 2005), also highlighted the need
to raise significantly the levels of involvement in physical activity among children in
Ireland. Regrettably, as Woods et al (2010) note; little progress has been made in this
regard:
“This is an issue which calls for immediate policy attention through promotion
and development of all avenues for physical activity.” (Woods et al, 2010,
p40)
With its strong cultural focus on physical activity and physical fitness, the Defence
Forces is well positioned to offer a supportive role in promoting physical activity
among children in Ireland, within both schools and the wider community.
c.
Physical Education & Extra-Curricular Sport
The main positive findings to emerge from the CSPPA Study (Woods et al, 2010)
regarding children’s participation rates in physical education were:

the proportion of school principals who reported offering PE 2-3 times per
week increased from 31% in 2005 to 53% in 2009;

the average weekly minutes of PE for post-primary pupils increased from
69 minutes in 2005 to 77 minutes in 20096.
The same study however highlighted a number of areas of concern in relation to the
delivery of PE at primary and post-primary level:
Almost two-thirds (65%) of primary school children and the vast majority of postprimary children (90%) are not meeting the Department of Education and Skills
recommended minimum of PE per week (i.e. 60 minutes for primary and 120 minutes
6
For comparative analysis to the 2004 data, the 2009 data were averaged with first
year pupils removed.
11
for post-primary children per week). A drop-off in PE was reported as students move
through the post-primary system. Junior cycle post-primary students reported
considerably more minutes of PE per week than those in senior cycle (dropping off
from 84 minutes in 1st-Yr to 53 minutes in 6th Yr). An evaluation of inspection
reports undertaken by the Department of Education and Science in 2008 showed that
22% of schools did not provide physical education for all students in senior cycle. In
such cases, the provision was not provided for final year students (13%), not provided
at all for senior cycle (4%) or provided for only part of the year (4%)7.
 Some 7% of primary students and 9.5% of post-primary students reported that
they cannot swim.
 In the context of PE facilities, 81% of primary school principals and 29% of postprimary school principals reported not having access to a multi-purpose indoor
hall on-site for the purpose of teaching PE. Some 49% of primary school
principals and 41% of post-primary principals reported that their sporting facilities
were ‘not at all adequate’. Primary school principals of disadvantaged schools
were more likely to report that their sports facilities were not at all adequate
compared to principals from non- disadvantaged schools.
 In the context of extra-curricular sport, 63% of primary and 73% of post-primary
children participate in extra-school sport at least one day per week. Some 24% of
primary and 16% of post-primary children reported never participating in extracurricular sport. Participation in extra-curricular sport is much lower among girls
than boys and decreases with increasing age.
 With regard to extra-school sport, 83% of primary and 63% of post-primary
children participate in extra-school sport at least once per week. Some 11% of
primary children and 34% of post-primary children reported never participating in
extra school sport. Participation rates in extra school sport also decline with age
and are lower among children from lower social classes.
 In the context of non-participation in extra-curricular/extra-school sport, Woods et
al (2010) point to what they regard as ‘a lack of quality, broad and balanced
programme for participation [in extra-curricular sport]’ (p65) and ‘feelings of
incompetence and not having access to suitable sports/activities [for extra-school
sport] (p86). In a 2005 survey conducted by Jimmy Deenihan it was found that, of the 1400
primary school principals who responded, more than 800 reported having inadequate
7
Minister Batt O’Keefe’s reply to Parliamentary Questions Tuesday, 6th October,
2009.
Reference Number: 32939/09, 32941/09
12
facilities/equipment for conducting PE classes. Over 75% did not have a sports hall,
more than half had no indoor facilities, and over 45% of the schools had no playing
pitch whatsoever. More than 400 had no access to a swimming pool, and of the
schools that did have access, many said they were unable to make use of it because of
the prohibitive transport costs involved. Students in one quarter of the schools
surveyed reported receiving less than one hour of PE per week.
In the context of this report, and specifically in terms of exploring a potential role for
the Defence Forces in supporting the delivery of PE in Irish schools and promoting
increased physical activity levels within the wider community, the CSPPA study
raises a number of additional key discussion points.

Whilst more traditional team games are covered quite comprehensively within
the PE curriculum, the report highlights a number of deficiencies in the
delivery of other aspects of the PE curriculum, stating that ‘some strands are
largely being ignored’ (p 59). For example, 89% of children at primary level
and 76% at post-primary level reported not having any exposure to outdoor
and adventure activities, whilst 70% and 72% respectively indicated not ever
participating in gymnastics. These are two areas with a particularly strong
military tradition and are examples of where the Defence Forces could
potentially address existing deficits within the PE curriculum.

School principals acknowledged the key role that extra-curricular sport and
physical activity plays in building a positive school ethos. Nevertheless, the
report highlights the high teacher to pupil ratios for extra-curricular sport,
which, it concludes ‘raises questions about the ability of schools to deliver a
quality extra-curricular sport and physical activity programme’ (p82). It
highlights the need, in particular, for increased support towards some of the
smaller less established team and individual sports. It specifically calls for ‘an
increased focus on ‘partnership between Government departments, local
councils etc’ (p84) and concludes that:
‘Support at a local and national government level is needed to
formalise and support this initiative’ (p82)
The Defence Forces can play a key role in contributing to such a partnership,
particularly with regard to addressing gaps in the provision of less mainstream
extra-curricular sports and physical activities.

The CSSPA report reinforces previous findings (Connor, 2003) that extra
school sport ‘reflects and often exaggerates disparities amongst social class
groupings’ (p111) and calls for an increased sports policy focus on
economically disadvantaged groups. In calling for an increased focus on a
‘school-community link for sport and physical activity’ (p114), it is the
contention of this report that the Defence Forces can make a very positive
13
contribution to such a link and is well positioned to promote sport and
physical activity among economically disadvantaged groups.

Finally, the CSSPA report highlights the issue of ‘amotivated’ children – those
children who never participate in extra curricular or extra-school sport. It calls
for ‘alternative forms of activities to suit the age, motor ability, development
and interests’ (p139) of these children. As the concluding section of this report
will highlight, the Defence Forces can make a unique contribution to
addressing this issue by offering novel approaches to promoting physical
activity to such target groups.
5. Conclusion and Recommendations
The key arguments that have been highlighted in this report are:
 Childhood obesity is a serious public health issue in Ireland.
 The vast majority of school children in Ireland are not meeting the
recommended guidelines for physical activity.
 Although the uptake of PE at both primary and post-primary level has increased
in recent years, serious shortcomings remain regarding the capacity of schools
to meet Department of Education and Skills recommendations for minimum
levels of PE, particularly in relation to schools’ capacity to delivery across the
full range of the PE syllabus.
A number of important factors have been highlighted as a backdrop to these
issues:
 There is a strong history of military involvement in the evolution of physical
education in Ireland and this relationship continues to the present day.
 Other countries have developed excellent programmes which serve as models
of best practice in potentially forging strong links between the military and the
wider community (including schools), and that may serve as potential models
in terms of how the Defence Forces might fulfil a role in supporting the
delivery of PE in Irish Schools and promoting increased physical activity
levels within the wider community.
 The Defence Forces is a rich source of (i) expertise (PE teachers, PTI/NCEF
instructors, Coaches and Leaders across a broad range of sports); (ii) facilities
(Curragh swimming pool, pitches, gymnasia, adventure activities); and (iii)
equipment. This resource has huge potential to support existing policy
measures and programmes in supporting the delivery of PE in Irish schools
and promoting increased physical activity levels within the wider community.
14
 In light of the McCarthy report, there is the very real possibility in the years
ahead, that a constriction of public services is likely to impact most severely
on a non-examinable subject like PE and to have severe consequences on the
status of school sport.
 By reaching out to schools and communities in a more policy-focused and
strategic way, the Defence Forces can reap rich dividends in terms of fostering
excellent relationships with the wider community, and attracting young people
to chose the Defence Forces as a career.
In conclusion, this report has attempted to make the case that the strong military
tradition associated with physical education in Ireland can be harnessed to develop a
more defined role for the Defence Forces in supporting the delivery of physical
education in Irish schools and promoting increased levels of physical activity within
the wider community. The current harsh economic climate behoves all stakeholders
interested in children’s PE, physical activity and sport to work in partnership towards
this goal and to maximise all available resources. It is imperative that a long-term
policy approach is taken and that the successes of such endeavours are measured over
the longer term and not in one or two-year periods. It is acknowledged that the basis
of any inter-departmental or inter-agency work is that benefits accrue to all parties
involved. This raises two very important points:
(i)
The recommendations outlined in this section of the report can only be
considered following appropriate discussions and engagement with the
physical education profession in Ireland, so that any potential ‘new’ roles for
the Defence Forces are based on consensus and developed in the true spirit of
partnership.
(ii)
Likewise, the involvement of the Defence Forces should also be based on
consensus and partnership. Whilst the proposed recommendations inevitably
have resource implications for the Defence Forces, it is the strong contention
of this report that, if implemented, these recommendations have the potential
to harness much good will and to forge closer and stronger links between the
Defence Forces and the wider community.
Under the auspices of the Director of Training, the following recommendations are
proposed:
1.
Develop a Defence Forces week of Youth Sport and Physical Activity
Based on the French model, the focus of the week should be on (i) promoting a
broad range of physical activities to as wide a reach of children as possible, and
(ii) exposing children to new or novel physical activities such as orienteering,
outdoor pursuits or age-appropriate obstacle courses/team challenges. As well as
promoting increased participation levels in physical activity, such activities could
be used as a vehicle for developing children’s teamwork and leadership skills. In
order to maximise the effect of such a week, follow-up activities should, where
possible, be organised to build on the momentum prompted by such a week.
15
2.
Support the delivery of Sport and Physical Education Programmes in
Schools
(i) On a pilot basis in two to three locations throughout the country, develop
partnerships between Military Barracks and local schools with the aim of
supporting the promotion of physical activity and the delivery of PE in the
schools. The intention would be not to interfere with the role of school
teachers, but rather to address some of the serious shortfalls that currently
exist in the area of physical activity and PE, and that have been
documented in this report. This could take the form of (a) enabling access
to facilities (e.g. sports halls, gyms, playing fields); sharing sports
equipment (e.g. orienteering, adventure sports); providing appropriately
qualified military personnel to support the delivery of physical activity and
PE programmes, where defined shortfalls exist8.
(ii)
At a local military Barracks level, develop a voluntary roster of suitably
qualified military personnel who can support the promotion of physical
activity and sport and the delivery of PE in schools. Notwithstanding
ongoing military commitments, this could be facilitated through (a)
supporting school lunch-time/ after-school physical activity and sports
programmes; (b) assisting with delivery of PE programmes; (c) opening up
military sports facilities and equipment for use by schools.
(iii)
Qualified Defence Forces PE instructors could assist at the national level
in establishing desirable fitness standards for children of various ages and
programmes to achieve those standards. Children would be offered
voluntary testing on an annual basis against those standards, with
standardised tests prepared at national level for the various age groups.
The tests would be administered by the children’s own teachers in the
same way as the Standardised Tests (for Maths and English) are currently
administered in Primary Schools (although in this case the test would be
against an objective standard rather than to assess the child’s standard
relative to his/her peers). This would give parents an objective picture of
how their child ranks in terms of physical fitness against the recommended
standard for their age.
8
It is proposed that all parties reach consensus in advance as to what constitutes
‘appropriately qualified’ military personnel in the context of inputting to specific physical
education, sport and physical activity programmes
16
(iv)
Physical Education should have as its foundation training in good posture
and movement. Promoting good posture and movement in the classroom in
the form of teaching students how to sit at their desks with natural poise
and coordination, body upright and relaxed, internal organs not
compressed, shoulders not hunched, and feet not wrapped around the legs
of the chair would ensure that muscles would be toned, that there would be
no excess wear-and-tear on the joints, and that the body would be poised
and coordinated. Students could then perform to their best potential when
participating in sports or any other activity. Physical Education is often
associated with strength, stamina, and endurance, but without proper
posture students cannot perform to their full potential. Input by qualified
Army personnel could play a vital role in the correction of bad posture and
the promotion of good posture in the classroom.
3.
Support the promotion of increased physical activity levels within the
wider community
Support local statutory and voluntary agencies (e.g. Local Sports Partnerships,
HSE, leisure centres, local sports clubs) in their endeavours to promote increased
physical activity levels within the local community. In particular, the focus of
such endeavours should be on promoting physical activity levels among
disadvantaged groups.
4.
Develop a FETAC accredited module on Teamwork and Leadership
through the medium of Physical Activity and Sport, for delivery to
Transition Year students
The Defence Forces has a long and proud tradition in the area of teamwork and
leadership. During a time of economic recession and uncertainty, these are
attributes that are becoming increasingly important to develop in young people.
By developing and delivering a module on Teamwork and Leadership, the
Defence Forces can make a very tangible contribution in this regard.
5.
Co-ordinate an Annual Military Challenge for children and young
people
The growing popularity in recent years of triathlons, multi-activity challenges
(e.g. Hell of the West; Gael Force) and ‘Boot Camps’ bears testimony to the mass
appeal of activities that are perceived as somewhat daring and that challenge the
human spirit. Children, even more than adults, tend to respond very
enthusiastically to activities that they perceive as challenging and daring. The
Defence Forces could develop an Annual National Military Challenge that would
be specifically designed for 13-18 year olds. The ‘Challenge’ would be based
around physical activities (hill-walking, running, cycling, rowing/canoeing), but
could also incorporate other challenges, such as (i) basic map-reading and
navigation, (ii) problem-solving and teamwork and (iii) basic survival skills in an
open environment.
17
6.
Increase military involvement in inter-agency and inter-sectoral
efforts, at both national and local level, to promote increased physical
activity participation among children and young people
As highlighted in this report, the Defence Forces is a rich resource of expertise
and resources with regard to physical activity, sport and PE. There could be much
to be gained by increasing Defence Forces representation at a physical
activity/sport/PE policy level, at both national (e.g. Sports Council, National
Governing Bodies of Sport, National Obesity Taskforce) and local (Local Sports
Partnerships, City and Town Councils etc) level. Qualified Defence Forces
personnel could participate in expert groups at the National level to assess the
extent of the problems of childhood obesity, inactivity, lack of fitness, and poor
posture and recommend programmes to address them. They could also participate
as expert advisors at the local level in the administration of any such programmes.
7.
Inveigle the support of high profile Defence Forces sports personnel to
champion the case for increased physical activity and sports
participation among children and young people
This could take the form of promotional campaigns, endorsing schools’ sport
competitions, attending career days, etc. In the areas of fitness, posture, and
lifestyle military personnel can provide positive role models for young people.
These areas could be actively promoted through a programme of school visits and
talks to students by military teams. Occasional demonstrations of military PE and
drill (posture) could also be held in selected schools.
In conclusion, the Defence Forces have a range of resources, both personnel and
facilities, which could be used to assist in combating the problem of childhood
obesity, inactivity, and poor posture, while also helping to improve the general
fitness of the community. If these resources are to be used this committee would
strongly suggest that the Defence Forces should be formally tasked by
Government with filling a role in this area. This would mean that the provision of
support would not be dependent on the goodwill of local level Defence Forces
personnel but would be part of the Organization’s mission.
References
Connor S. (2003). Youth sport in Ireland : the sporting, leisure, and lifestyle patterns
of Irish adolescents. Dublin, Ireland: Liffey Press.
Deenihan J. (2005) Physical education provision in primary schools: a questionnaire
completed by school principals. Dublin, Ireland.
Department of Education and Science (1997). Targeting Sporting Change in Ireland,
Sport in Ireland 1997-2006 and Beyond, Strategic Plan.
Department of Education and Science (1999). Primary School Curriculum, Physical
Education. Dublin: The Stationery Office.
Department of Education and Science (2003). Junior Cycle Physical Education.
Dublin: The Stationery Office.
Department of Health and Children (2000). National Children's Strategy: Our
Children- Their Lives.
18
Department of Health and Children (2005). Obesity: The Policy Challenges. The
Report of the National Task Force on Obesity. Dublin
Department of Health and Children (2007). Teenspace: A National Recreation Policy
for Young People.
Department of Health and Children, Health Service Executive (2009). Get Ireland
Active: The National Guidelines on Physical Activity for Ireland.
Department of Public Health Medicine (2003). Dietary Habits of the Irish Population:
Results from SLÁN. Annual Report 2003. Department of Public Health Medicine,
UCD
Duffy P. (1997). State policy on school physical education in Ireland, with special
reference to the period 1960- PHD Thesis, NUI Maynooth
Fahey T., Delaney L., Gannon B. (2005). School children and sport in Ireland.
Dublin: Economic and Social Research Institute
Griffin, A.C., Younger K.M., and Flynn M.A. (2004). Assessment of obesity and fear
of fatness among inner-city Dublin schoolchildren in a one-year follow-up study.
Public Health Nutr. 7(6): p. 729-735.
Lissau I. (2004).Overweight and obesity epidemic among children. Answer from
European countries. International Journal of Relat Metab Disord.; 28:10–15.
Lobstein T, Frelut M.L. (2003). Prevalence of overweight among children in Europe.
Obesity Reviews;4:195–200.
Lobenstein, T. (2004). Obesity and healthy eating - where did it all go wrong?
Presentation given at the Health Promotion Unit Conference on Tackling Obesity
Together - Every Step Counts. Cavan, Ireland.
Lobstein T., Baur L., Uauy R. (2004). Obesity in children and young people: a crisis
in public health. Obesity Reviews.;5:4–85
McNeill, M., Sproule, J. and Horton, P. (2003). The Changing Face of Sport and
Physical Education in Post-Colonial Singapore. Sport, Education and Society
Volume 8, Issue 1, March, Pages 35-56
Must, A., et al. (1992). Long term morbidity and mortality of overweight adolescents:
a follow up of the Harvard Growth Study of 1922 to 1935. New England Journal of
Medicine. 327(19): p. 1350-1355.
National Children’s Office (2004). Ready, Steady, Play! A National Play Policy.
2004.
Twisk J.W.R. (2001). Physical activity guidelines for children and adolescents: a
critical review. Sports Medicine; 31(8):617
Whelton H., Harrington J., Crowley E., Kelleher V., Cronin M., and Perry I.J. (2002).
Prevalence of overweight and obesity on the island of Ireland: results from the North
South Survey of Children's Height, Weight and Body Mass Index
Woods C.B., Tannehill D., Quinlan A., Moyna N. and Walsh J (2010). The
Children’s Sport Participation and Physical Activity Study (CSPPA) Research Report
No 1. School of Health and Human Performance, Dublin City University and The
Irish Sports Council
19
20
Appendix E
Transcripts of Public Hearing
21
22
Joint Committee on Justice, Equality, Defence and Women's Rights
__________
Dé Céadaoin, 13 Eanair 2010.
Wednesday, 13 January 2010.
__________
The Joint Committee met at 2.30 p.m.
__________
MEMBERS PRESENT:
Deputy Thomas Byrne,
Deputy Seán Connick,
Deputy Jimmy Deenihan,
Deputy Charles Flanagan,
Deputy Michael Mulcahy,
Deputy Denis Naughten,
Deputy Noel O'Flynn,*
Deputy Brian O'Shea,
Senator Maurice Cummins,*
Senator Lisa McDonald,
Senator Denis O'Donovan.
*In the absence of Deputy Niall Collins and Senator Eugene Regan, respectively.
DEPUTY BRENDAN KENNEALLY IN THE CHAIR.
The joint committee met in private session until 2.35 p.m.
Role of Defence Forces in Promoting Physical Fitness: Discussion.
Chairman: The purpose of the meeting is to discuss the role the Defence Forces could play
in the promotion of physical fitness and posture development in schools. I am grateful to Dr.
Noel Richardson and Mr. Michael McDonough for their attendance to assist the joint
committee in its consideration of this issue. Submissions received from them have been
circulated. A submission will be received from Professor Niall Moyna in the near future.
Each of the delegates will make a brief presentation for approximately ten minutes to the
committee. The presentations will be followed by a question and answer session.
Before we begin, I draw attention to the fact that members of the committee have absolute
privilege but the same privilege does not apply to witnesses appearing before the committee.
Members of the committee are reminded of the long-standing parliamentary practice to the
effect that they should not comment on, criticise or make charges against a person outside the
Houses or an official by name or in such a way as to make him or her identifiable.
I invite Mr. McDonough to proceed.
Mr. Michael McDonough: I joined the Army in 1949 and graduated from the cadet school
in 1950. I worked in the Army until 1965 and at one stage was in charge of in-service courses
for soldiers, NCOs and officers in the Army's school of physical culture, as it was called at the
time. The idea was that we would train Army people to be instructors in their various units.
One of the basic courses was a six-month course which included a number of academic-type
23
subjects such as anatomy, physiology and so forth. Mainly, however, it was a practical course
in which the skills of a variety of activities were introduced.
At the time physical education in schools either was not provided or there might have been a
competitive sports programme. Perhaps sometimes there is that division but one can bring the
two sides together, that is, training for competitive sports and physical activity for the sake of
well-being.
Following on from the Army courses, quite a few of the people who were trained went out to
the vocational education committees and began to teach physical education in schools. They
became quite well known in the Dublin and Cork areas, in particular. People who had trained
in the Army school of physical culture became instructors-teachers in the various schools.
They were accepted and, as time went on, other teachers began to be trained in Britain. When
they moved back home, they were taken on by schools. However, the majority of physical
education was undertaken by Sion Hill and Ling colleges of education where girls were
taught to be PE teachers. They did not have a second subject and were solely PE teachers.
In 1965, when I was appointed by the Department of Education to be the first inspector of
physical education, there was not much to inspect, except in the girls' schools, and so a
development programme was required. We did not have a college in Ireland training male
teachers. Some people went to England and Strawberry Hill in Twickenham was quite
popular. Dr. John Kane became involved with us at that time with the idea of establishing the
national college of physical education in Limerick. That is all jumbled together but my role
in the Department of Education at that time was to supervise that work, the establishment of a
sports council, etc.
Time moved on, teachers were trained in Limerick and the boys' schools employed them.
The men and the women were trained together there; it was not like Ling and Sion Hill which
only trained women. That was the beginning of my involvement at education level.
My background was in the Army and I could see the links between armies worldwide and
physical activities in their various countries. In Sweden, Germany and France, much of the
early work done was of an army mode. I suppose the objective was to make the general
population fit and well in case it had to go to war. A number of articles were published at that
time in Britain stating they were worried about the fitness of young people since the army
would say it needed them. They did a variety of tests.
Time passed and the focus gradually turned to educating young people to live a life in which
activity was part of their lifestyle both for their health's sake and in order that they would have
a satisfactory lifestyle of which physical activity was a part.
I will now turn to the present and how the Army might contribute. I am torn between the
two functions I had - one in the Army and the other in education. However, a link can quite
easily be created between organisations for the betterment of the people.
I made a number of points which I thought might be useful to run through to help members
to focus on their main objective, that is, to see how the Defence Forces might contribute. If
one says we are doing a programme for young people, old people or for those who are middle
aged, one might alienate other people. It is very important that the population at large learns
to play together and that they are encouraged to be active together. "Play" is perhaps one of
the fundamental words about which we should think as well as physical activity. Play is older
than mankind and humanity. Animals played before we came along. Therefore, all the
activities we do should have a play element incorporated into them.
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While there may be co-operation with governing bodies of sport, which have a firm focus on
particular sports, the public view should be of participation by all citizens, regardless of club
affiliation. The Army should make a contribution which might focus on one or other group
but it should not alienate another group. Men tend to be alienated in terms of walking
because women are so good at it. One sees them walking on the roads; sometimes they bring
their husbands with them. We need to think in terms of the broader public.
The Army Reserve support would require an overlap of Army aims with projects. If, for
example, the Army aim is to get a greater number of people in the Army to encourage Army
people to integrate as citizens and make a voluntary contribution, that pragmatic approach
would be very helpful. When I say "pragmatic approach", I mean doing the job.
I had much experience with a group called Gymnastique Volontaire in France. It is
supported by the government there and is a good example of health enhancing physical
activity whose participants and practices could be studied and adopted, where suitable. There
could be an integration of Army support in that because I have seen that happen in France.
Gymnastique Volontaire has a membership of millions and it is supported by the state. Its
aims and objectives are health enhancing physical activity.
I will not go into detail on the following but the rainbow walking programme would suit the
Army very well as a way to link it to physical activity for the general public. I taught in Sligo
IT until this year. The students introduced the rainbow walking programme to their parents
and supervised them while they did the programme, and the parents and the students came
into the college at the end of the 22-week programme. This was an example of integration of
parents and students in physical activity. Some of those involved in this were FCA members.
In Sligo IT, quite a few of the Army people were those who could deliver on the walking
programme and on the orienteering and other types of programmes. One can see it happening
but it is not programmed.
A challenge day programme, for example, is another type of activity that could quite easily
be done. It sounds military, in a sense, if one has a town like Leipzig competing against a
town like Waterford. The idea is to determine on one particular day what percentage of the
population would be involved in physical activity for more than 20 minutes. That is easy to
measure. One just gets organised. In the end of the day, the town that wins flies its flag over
the town hall of the town that loses. It sounds military, and I would suggest it could quite
easily be organised by the local FCA.
I remember being in a primary school in Waterford and telling the children that the
challenge day was the following week. Gera, the town with which they competed, is not far
from Leipzig. I told them that if Waterford lost, they would have to fly the flag of Gera over
the town hall and I showed them the Gera flag, which was the colours of Kilkenny. There are
no prizes for guessing how many of the Waterford children, and their parents, turned out in
that instance.
Links with school programmes are important. To get Army involvement, it is probably
based on the idea that we have a good school programme, primary and post-primary.
Our educational system is based on examinations. I suppose there is not much wrong with
that, but nevertheless there is no examination for PE. Even if one had it at the junior level, it
would mean that the PE teacher would not feel in the staff room somewhat deprived of status
because he or she is in a tracksuit and out running around, but not involved when it comes to
examinations. There might be a key.
On the Irish Sports Council programmes in the area of Sport for All, Sport for All is a
Council of Europe document which outlines everything, from A to Z, the council
25
recommends for sport. I do not see much in the newspapers about Sport for All activity,
even, in the case of a marathon, for instance, to see who won or came second. Who cares
who won - maybe somebody such as the runners' mothers do. The important aspect is the
number of people who take part.
Research on physical activity is conducted by the Irish Research Institute. It is seen a lot,
but I reckon that if one was to stop the majority of people in the street and ask had they read
what the Irish Research Institute states about physical activity, one would get an answer in the
negative. There needs to be publicity on the numbers taking part in Gaelic football, soccer,
swimming, and so on. That tapestry is important. However, when the Irish Research Institute
is commissioned by the sports council to do this work, the publicity is negligible. Perhaps
there is no interest.
The involvement of professional groups from universities and IT courses linking with,
perhaps, the FCA is a great possibility. Perhaps that is where the Army could contribute.
When I was in the Army I saw what was happening and things have changed since then. The
Army now has a role. It goes abroad. It has things to do. When we spoke of attacking and
killing all enemy there, we did not know who the enemy was. Now they do not attack or kill
them, but at least they know what the problems are.
The Army could be linked to physical well-being and physical activity. Perhaps the Army
Reserve, what was the FCA, which has a little hut in every town in Ireland could fulfil a
function. Perhaps they could use the Rainbow Walking Programme as a mode, because they
can do marching. When we ran programmes we used get permission from Army barracks to
use their drill masters to do some marching. People loved walking and loved the stylised
form of it, not everyday but on occasion.
I was in the Army. I spent a great deal of time working in the Department of Education and
Science and I spent a great deal of time with a Sport for All organisation trying to get people
to be more active, for instance, in triathlon challenge days. The possibilities are immense. It
seems that many of the skills I used I learned in the Army and perhaps the Army has a
contribution to make again.
Chairman: I thank Mr. McDonough. I do not know whether he realised how appropriate
was his story about the challenge day programme, the Waterford school and the Kilkenny flag
because three of the members present are from Waterford and we know exactly what he
means. I ask Dr. Richardson to make his presentation.
Dr. Noel Richardson: I am delighted to lend my support to the proposal before the
committee this afternoon, which is to look at a potential role for the Defence Forces in
supporting the promotion of physical activity and physical fitness and the development of
physical education in schools.
Like Mr. McDonough, I am wearing several hats here. In the first instance, I was a member
of the Defence Forces for 12 years. I was commissioned in 1986. During that time I worked
very much in physical education within the Defence Forces. It struck me today while
travelling here that I was involved at the time in research on fitness, physical activity and
lifestyle patterns among Defence Forces personnel. I was close to finishing the report for the
Defence Forces when somehow some of the headlines of the report leaked to the press. I
remember waking up one Tuesday morning to the following headline in The Star, "Tubby
Troops trip and end in a mess". I ended in a mess that time as well and I was called before
the Chief of Staff to explain how these results had got out. Somehow they had leaked, but
that is an aside.
26
I was 25 years in the Defence Forces last November and I went to a reunion at which there
was a really big turn-out. Interestingly enough, at that reunion many of my former classmates
spoke about the Army as an outdoor life and the physical activity elements of it. Whether it
was being up on Lugnaquilla trying to read a map or abseiling or rock-climbing down in
Kerry, there were strong physical activity and fitness elements to the Defence Forces that we
all, with the benefit of hindsight, really appreciated for developing our skills, not just in terms
of healthy lifestyle but in terms of leadership, teamwork and confidence building. One of the
key arguments I would make today is that the Defence Forces could have a potentially key
role in that regard, not just in promoting physical activity and fitness, but in bringing the
expertise within the Defence Forces to support such skills development among
schoolchildren.
The second hat I am wearing is that of a PE teacher. I graduated from Thomond College in
1988. I am passionate about the role of physical education and concerned that it has had a
peripheral role in schools for too long.
The third hat I am wearing is that of one who has been passionate about sport all his life. I
was an athlete for several years and I have been involved in coaching and training teams in
more recent years. I have been trainer to the Kilkenny hurling team for the past four years. I
am delighted to announce that to the Waterford members.
Deputy Jimmy Deenihan: Five in a row.
Chairman: So Dr. Richardson is responsible.
Dr. Noel Richardson: I would like to claim a small level of kudos for that. I also coach the
under six O'Loughlin Gael's camogie team, which is probably my real job. My daughter
plays on that team.
The fourth hat I am wearing is that of a father of four daughters who sees the immense value
of activity, fitness and physical education. Four years ago I had the benefit of living in
Australia for a year and would make the following comparison. Our three older children went
to public school where the focus on activity, fitness and physical education at primary school
level was something to behold. When one returns to Ireland, one is concerned that we lag
behind in this regard. That is the context in which I view the issue.
I will go through the three key arguments quickly. The first is the health argument which I
have outlined in the document I submitted to the committee. I will not go into the issue in
detail now. The problem of obesity must be considered within the health argument. I have
quoted extensively from a report, in the production of which Professor Niall Moyna is
involved, which is sponsored by the Irish Sports Council and will be published shortly. We
are all aware also of the findings of the obesity task force. Obesity is a time bomb and if we
do not tackle it in children, we will face serious health consequences down the line. There is
strong evidence to support this. The rate of increase in obesity levels in the past 20 years is
frightening and we will be reneging on our responsibility if we do not tackle the issue. If
people are obese as children, it will be very difficult for them not to be obese as adults. That
is the stark reality.
The second argument concerns physical activity levels. The report of Professor Moyna and
Dr. Catherine Woods highlights that at primary level less than one in five children meets the
national guidelines for physical activity, while at secondary level, the figure is even lower - at
12%. Therefore, the majority of Irish schoolchildren do not meet the recommended national
guidelines for physical activity. There is also grave concern about the decline in the physical
activity levels of both boys and girls as they advance through the post-primary system, with
16 to 18 year old girls being the least likely to meet the physical activity recommendations.
27
We have an academic environment in schools, where the focus is on attaining leaving
certificate points. As children advance through the system, the focus on physical education
and activity levels is reduced. We are sitting by and doing nothing about it, which is a
disgrace.
We must consider physical education. In this regard, we are looking at the potential role of
the Defence Forces. The findings are stark. One third of primary schoolchildren do not meet
the Department of Education and Science's recommendation of 60 minutes activity a week.
At post-primary level, almost three out of every four or over 70% of students do not meet the
Department's guidelines. That is a disgrace.
With regard to the provision of facilities, only one in five primary schools has its own
multipurpose indoor hall, while at post-primary level, one third of principals reported that
they did not have a multipurpose indoor hall on site. Some 50% of primary school principals
and 42% of post-primary principals reported that the available sports facilities were
inadequate. I highlight these figures to illustrate the glaring gaps within the education system
that need to be filled by other sectors. The argument I make is that the Defence Forces have a
key role to play in meeting these needs.
I would like to mention some of the specific recommendations made in Professor Moyna's
report. He will make a submission in this regard. He suggests education policy must derive
ways of supporting schools to adhere to the full physical education curriculum. One of the
big limitations of the PE curriculum is that it does not cover the full spectrum of activities.
The Defence Forces have a plethora of qualified personnel, PE teachers, exercise and fitness
instructors and leaders in various activities such as water safety and outdoor education. These
are a significant resource. There is also a vast resource of equipment, halls, gymnasia and
swimming pools, etc. that could eliminate the glaring gaps in the school system.
Professor Moyna's report states after-school physical activity and sports experiences are a
crucial link in the chain of participation and that the school-community link is essential in
ensuring lifelong participation. Significant numbers of schoolchildren do not participate in
any activity outside school. The Defence Forces are a significant resource that could support
such activity. The report recommends that physical activity and sport receive multi-agency
policy support in all relevant sectors. Why should the Defence Forces not contribute to such a
multi-agency approach?
The report suggests funding must be allocated to ensure all schools have access to facilities
and that grants must be made available to this end. We know that in the current economic
environment funding and grants will not be available. Therefore, the onus is on us to find
existing resources to support a multi-agency approach. The report also suggests there should
be a more varied range of activities. The Defence Forces have expertise and the qualified
personnel to support this. I have mentioned in my submission issues such as leadership,
confidence building and teamwork. Who better than Defence Forces personnel to support the
development of these skills in schools?
There are significant gaps in the system in dealing with obesity, inadequate physical activity
levels and our inadequate PE programme. There is no question about this, the evidence is
there for us to see. Professor Moyna's report which will be published shortly is the most
damning I have seen to date. We need to look creatively at any possibilities to address these
issues. I have mentioned the gaps in my submission. However, there are international
examples to show what can be done. The cadets Canada programme which evolved from an
arrangement between the Federal Government in Canada and local school boards contributes
significantly to the development of physical education programmes and the promotion of
physical fitness in Canadian schools. It is an example of a specific link between the
involvement of defence forces and the education sector in promoting physical activity. An
28
even better example can be found in France where the Commission's army youth programme,
a week-long programme run by the French military authorities, promotes physical activities,
education and programmes. Such programmes benefit the children involved but also nurture
good relations between the military, schools and the wider community.
It would be remiss of me to concentrate only on what the Defence Forces could provide.
There is also an opportunity and potential for the Defence Forces to develop and improve
their links with schools and the wider community. I mention in my submission the troops to
teacher programme in the USA. I should mention also that we have personnel qualified as PE
teachers, exercise and fitness instructors, coaches and leaders across all the sports
organisations in the country. These military personnel would bring expertise that would
enhance education in schools. The experience gained from the programme followed in the
American model is that military veterans bring a wealth of experience to the teaching
profession, including leadership, organisational ability, presentation and instruction skills.
They also bring with them a model of training and professional development grounded in the
need to maintain a healthy and active lifestyle and to stay physically active. I owe much to
my Army training. I am now out of the Defence Forces longer than I was in the force, as I
left 14 years ago. However, I continue to bring the skills and values I developed as a member
of the Defence Forces to the work I do today and continue to rely on these skills in my
teaching profession. I have been involved in recent years in research into men's health and
the skills I learned have been hugely valuable.
What we need to consider is not the Defence Forces taking over responsibility for physical
education from the professionally organised structure in place but helping to fill the gaps.
There are gaps in resources and personnel. Professor Moyna's report mentions that many
unqualified personnel teach PE in schools because of the lack of a sufficient number of
qualified PE teachers. The Defence Forces could play a role in promoting physical activity
and fitness through its skillsets, personnel and resources. There is also potential for and value
in the Defence Forces nurturing good relations with schools and the wider community.
Deputy Jimmy Deenihan: I thank the Chairman for inviting these two experts to address
us. We are very fortunate that we have two people with such proven expertise. Mr.
McDonough has expertise from his time in the Defence Forces and dealing with the provision
of physical education and Dr. Richardson from his time in the Defence Forces, involvement
in education and sport at a high level. They both bring significant knowledge with them and
demonstrate how the expertise available in the Defence Forces can be transferred to the
broader community, whether in schools or the community in general. We are really looking
at mass participation. It is not a sectoral thing - it is mass participation. We are considering
how the Defence Forces can influence the level of fitness in this country, across the spectrum
from the cradle to death, more or less - from very young to very old. As the witnesses said,
there is an obesity problem in this country. We are sitting on a medical timebomb that has
been developing for some time. While the cardiovascular problem in this country is
improving, we continue to have a low rank among European countries as regards
cardiovascular fitness.
There is also a postural crisis in this country. Posture is not being studied, but I am sure it
will be in the years ahead. We are examining obesity, but we are not examining posture.
Medical people will confirm that modern lifestyles, which involve crouching over computers
or school desks, cause major postural problems. Those who teach the Alexander technique in
this country are very busy at the moment, as they treat those who suffer from back and neck
pain, or problems with lung and heart functions.
I have mentioned three of the many issues that will have to be responded to by a national
interdepartmental Government agency. I suggest that the Defence Forces can play a role in
this regard. Such an approach is being taken in countries like the United States, Canada,
29
France and the United Kingdom. I hope it will happen here too in some form. As the
delegates said, we do not want the Defence Forces to have total responsibility for this
approach. They can play their part, however. If we want to address this issue, we will have
to use all the resources available to us.
I got some very good information from the Minister when I asked a question in the Dáil
about the Defence Forces. Some 42 members of the Defence Forces have degrees in physical
education. In addition, there are 236 fully-qualified physical training instructors in the
Defence Forces. Many officers and non-commissioned officers in the Permanent Defence
Force have qualifications in various sports. The same thing also applies to the Reserve
Defence Force. The full body of knowledge that is being used within the Defence Forces
could also be used in the community at large.
I would like to speak about personnel and facilities. The witnesses mentioned the very good
facilities that are being used throughout the country. I understand that the Curragh swimming
pool is used by approximately 20 schools. Local communities use the facilities at the
barracks in Athlone and Galway, although they would have a greater impact if they did so in a
structured way.
I would like to ask a couple of questions. Team building has become very important in this
country. People from the Taoiseach down are advocating the importance of teamwork. Do
our guests agree that the Defence Forces have a key role to play throughout the community in
providing experiences, such as obstacle courses and orienteering, within the narrow concept
of team building?
I would also like to ask the delegates about postural development. Do they believe, on the
basis of their own experience, that the Defence Forces can play a very important role in the
simple development of posture?
Dr. Noel Richardson: I agree that the Defence Forces can play a huge role in team
building, which was one of the first things I referred to in my presentation. Building
teamwork and improving morale are part and parcel of every Defence Forces training course.
Such matters are part of the essence of soldiers' training and professional development. They
come naturally to every member of the Defence Forces. I suggest that soldiers should be
asked to bring such skills to bear in schools, for example, as part of some kind of programme.
There could be a focus on using physical activity and education as a means of developing
team building. Deputy Deenihan mentioned problem solving tasks like orienteering and little
obstacle courses. Children should be encouraged to work in a physically active way to solve
problems as part of a team. Society will benefit if children are physically active, develop
good interpersonal skills such as teamwork and build self-confidence.
I am interested in the Deputy's comments about posture. I mentioned in a light-hearted way
that I am involved with the under-six O'Loughlin Gaels camogie team in Kilkenny. My
daughter plays for that team and the under-eight team. I agree that posture and basic running
technique have been ignored at a cost. I see it with older players as well. A great deal can be
done to teach basic posture and good running technique to children. Such matters, which are
part and parcel of Army training, are not being taught to children at present. One is marching
from the day one joins the Defence Forces. Posture is at the core of what a soldier does from
day one. It would not take much for the Defence Forces to make a real contribution in that
regard.
Mr. Michael McDonough: The competence of physical education teachers in analysing the
posture of children is a fundamental issue that must be tackled. I do not think anybody has
legs that are the same length as each other. There is a slight tilt in everybody's hips.
Everybody has a form of scoliosis that corrects itself in most cases. Children who have an
extreme form of scoliosis need to be helped at an early stage. If that does not happen, their
30
postural problems will become exaggerated. In the 1960s or 1970s - where did all the time go
- we invited a professor of posture cultivation to come to Ireland from an Israeli university.
Many countries, such as Switzerland, have posture cultivation organisations. People learn
how to lie on balls, how to sit properly and how to select the right type of chair. The
professor in question organised two courses for physical education teachers at Newbridge
College. The courses in question, each of which lasted two weeks, were sufficiently
concentrated to lead to a college diploma in posture cultivation. One would be amazed at the
number of physical education teachers who are able to refer children with postural problems
to local doctors, or draw the attention of their parents to such problems. That is an extreme
example. Deputy Deenihan was talking about general posture. Non-commissioned officers
sometimes have to tell soldiers to stand up straight. A fundamental programme that caters for
the highly technical side of this issue would be of extreme benefit when it comes to activities
like marching and walking.
Dr. Noel Richardson: There needs to be an awareness among teachers of the problems that
can exist in this regard. They should know when it is appropriate to refer such problems to
someone else. If such problems are ignored, rather than tackled, they can develop into
something more serious.
Mr. Michael McDonough: When I attended a course in Ringsend, I did not have any
children to work on. I walked out, picked two children and brought them in. Perhaps I
should not have done that. The two boys in question were from the same family. After I had
done a test on their hip bones, both of them had to be referred to medical doctors. They were
at the age at which something could be done about it. If one shoe is made a little taller than
the other, for example, this problem can be corrected for the rest of one's life. It is amazing.
There is a world of imperfection but a slight correction can make a big difference.
In general, people love walking. I have experience of walking programmes, as part of which
an NCO marches a group of civilians. They love it and believe it is fun in the knowledge that
they will not be put in jail if they do not do it correctly. The Army can make a contribution
that is both professional and motivational.
Dr. Noel Richardson: There are many ex-Army instructors running boot camps on a
commercial basis. There is an appeal to these activities. I discussed men's health with a
colleague in Australia and he said the number of problems diagnosed among boys in that
country had gone through the roof in recent years. I refer to ADHD and other behavioural
problems. He believes there is over-diagnosis. Is it any wonder that boys suffer from these
conditions when they are made to sit in chairs for five or six hours a day?
Mr. Michael McDonough: It does not surprise us.
Dr. Noel Richardson: Perhaps young lads need more outlets to let off a bit of steam. The
man to whom I spoke believes there is over-diagnosis of problems and that we need to
recognise boys and girls are a little different. The culture and structure of schools do not
always tie in with how boys behave. Boys and, possibly, girls would value the military
approach. I am not suggesting it should take over but that it is fun. I have great memories of
training as a cadet. It was serious but also fun and one laughed it off at the end of the day.
Chairman: I return to the question Deputy Deenihan asked Dr. Richardson. Reference was
made to the number of trained personnel in the Army and all the others in the organisation.
They would know what to do because of their training. Dr. Richardson referred to
presentation skills. Do the personnel have these skills or would they need to be trained in this
regard?
31
Dr. Noel Richardson: Anybody at NCO level would have done basic training, be it in
respect of making a presentation, standing in front of a group or structuring a teaching
session. Outside the Defence Forces, it would form part and parcel of a level 1 or 2 coaching
course for Gaelic games or soccer, for example. It is very much within the professional
development of any soldier to corporal level. At officer level, there is a considerable focus on
developing good presentation and report writing skills, in addition to oral presentation skills.
The personnel concerned are definitely equipped with skills in that regard. Physical
education teachers can conduct physical education classes generally but the skills of
somebody with a water safety or orienteering qualification could be used to support them in
schools. Defence Forces personnel could run specific activities in their areas that they are
equipped to run. It would not mean assuming the role of the physical education teacher but
working in partnership with him or her with a view to offering support.
Deputy Brian O'Shea: I thank Dr. Richardson and Mr. McDonough for their presentations.
What they are suggesting has tremendous potential. Dr. Richardson mentioned Commandant
Joe O'Keeffe. I am a past pupil of his. I am a national school teacher and was trained by him
for two years.
One issue that has arisen is good posture. Part of the programme Commandant O'Keefe
taught us emphasised strongly the principle of compensatory movement. If one does
something at the front, one does something at the back to compensate. It is a basic point but
often overlooked. In one of our first lectures Commandant O'Keeffe told us General
MacArthur had maintained his fitness and prevented weight increase with 75 exercise
manoeuvres: 25 press-ups, 25 stomach crunches and 25 repetitions of a compensatory back
exercise. It may not have been that simple but the commandant used this story to make his
point. His programme was an adaptation of an American scheme he had experienced when in
the United States. He was very impressed by it. I used it throughout my teaching career and
the children liked it.
My school had sports, including hurling and football but particularly athletics. I did not
know how to coach a child with a particular ability beyond a certain point. At the time Bord
Lúthchleas na hÉireann was offering courses to teachers and all the national school coaches
attended. I found them very useful. There is nothing as bad as bad coaching because it has to
be undone. If, at the courses, I picked up a couple of pointers that would help me to improve
the children's standard, I gained from them. The Army has a range of skills and coaching
abilities that could very well be used.
When I was in training college, I did a lot of circuit training but as my political career
developed, I developed a sedentary lifestyle and became overweight. As a consequence, I
developed type-2 diabetes. This is now a huge problem in society and arises in many cases
from obesity. Women under 40 years used not become diabetic to any great extent but they
do now. Children as young as 11 years have developed diabetes. When I became diabetic, I
told my consultant that nobody in my family, for as far back as I could determine, had had
diabetes. He told me to remember that our ancestors all did hard physical work and were,
therefore, burning off excess sugar. The condition did not develop as a consequence. Some
25% of the population either have diabetes or the potential to develop it. It is a considerable
health issue, on which I will not elaborate further.
While what is being proposed is aimed at schools, the point has been made that we can reach
out to all age groups through the schools. I strongly believe the skills in the Army are not
fully utilised in the interests of the community. It seems there will be a decrease in the
Army's involvement overseas because of the state of the country's finances. This means we
will have more Army personnel to develop programmes such as that proposed. It is an
opportune time to proceed with it.
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Mr. McDonough referred to the Defence Forces Reserve, of which the former Chief of Staff,
Lieutenant General Gerry McMahon, is in charge. There has been a pattern, whereby
recruitment has not worked out. There is a stay on recruitment. If a programme is interfacing
with the community and giving great satisfaction, it could be a way of strengthening the role
and personnel in the Defence Forces Reserve.
One issue that arises in respect of exercise is the compensation culture. I know of claims
that have curtailed what can be done in a school. Irrespective of the merits of a claim, it has
this effect. We will just have to live with this.
I am very impressed by the idea behind the programme. We should not just be talking about
it because action should be taken. How should we roll out the programme nationally? Should
doing so be our objective? At what level should the education system and the Defence Forces
come into initial contact? It will filter out at lower levels as one proceeds but the process
needs to be started and driven. People should be accountable for ensuring that it happens.
Some of those ideas are very good but no one is driving them. I see it as important that there
is accountability to the Oireachtas in terms of implementing it. If a policy decision is taken,
then we should ensure that it is implemented. From the structure end of it, how do we get
started on this? Not too many questions occur to me and I believe the potential is there.
Essentially the questions I might ask would focus on detail in how matters can develop. My
real concern, however, is how to get this started. That is my contribution at this stage.
Dr. Noel Richardson: That is obviously the challenge. The Reserve Defence Forces is a
really useful mechanism with which to consider making the connection between the Defence
Forces, the schools and the wider community. As the Deputy rightly says, this is appropriate
in trying to make the Reserve Defence Forces an attractive proposition for second level
school children so that they may apply for membership. Perhaps there could be some liaison
involving the Department of Education and Science and the Department of Defence, through
the Reserve Defence Forces.
Mr. Michael McDonough: Perhaps some form of pilot programme of a limited size might
be the way forward, by proving that it can be done and that it is effective at a certain level.
Dr. Noel Richardson: Perhaps it might be carried out in a barracks in a town such as
Athlone----Mr. Michael McDonough: Or perhaps Bray, or in a county or whatever.
Dr. Noel Richardson: -----where an audit could be done of the personnel there to establish
who is potentially qualified and able to support the schools in that town. Then a working
group could be developed between the schools and the personnel within the barracks to look
at what activities might be rolled out over, say, a year or two, and to evaluate the situation and
see how it goes.
Mr. Michael McDonough: That is correct. Care should be taken to ensure that no
professional problems arise, in other words that some individual or other does not feel
threatened. This is always a possibility when one goes into a professional area, so that must
be planned, and very carefully.
Dr. Noel Richardson: Nothing will work unless there is adequate consultation at the outset
between, say, teachers in the schools and the military. There must be consultation on both
sides.
Mr. Michael McDonough: Parents, believe it or not, are the people to whom the children
belong. We sometimes forget that. They might have a decision to make.
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Dr. Noel Richardson: Absolutely, and Mr. McDonough has mentioned the compensation
culture and that is a problem. However, I believe, the proposal would not involve sending
anyone into the schools. It would be somebody with the relevant qualifications in his or her
area, so that, for instance if he or she is to run an orienteering event this will entail being
qualified by the national governing body for that sport.
Mr. Michael McDonough: Athletics is the same.
Dr. Noel Richardson: Athletics is the same and the school’s insurance policy must be
carefully examined to ensure that the person coming in is appropriately covered. These are
the challenges being presented from developing the initiative from what is, as yet, essentially
a talk-shop around the topic. It is an excellent idea to have it on a pilot basis, and to pick two
or three areas in the country, looking perhaps, at an inner city area as well as a rural region
such as Cavan or Monaghan to explore how the impact might differ in the respective areas. I
am mindful of some of the areas referred to in my presentation where there are gaps as
regards a physical education programme, particularly in inner city areas. I have in mind older
girls in particular and the need to try and target the areas of most need.
Deputy Seán Connick: I thank both gentlemen for the presentation. It is a very interesting
debate and it is an area in which I have a particular interest. I take up where Deputy Brian
O'Shea left off in terms of how to move things forward. I can foresee interdepartmental
involvement here because really it affects everything, from health to defence to the
environment, through to arts, sport and tourism or whatever. I wonder whether we, as a
committee, can make recommendations to the various Departments. Some years ago it was
decided to make disability an interdepartmental issue and a cross-departmental approach was
adopted in tackling it.
Deputy Jimmy Deenihan: There still has to be recognition that this needs to be one of the
recommendations.
Deputy Seán Connick: Yes, it is an enormous issue. In my background outside the
Oireachtas I have been involved in a number of different businesses over the years. One of
them was the health business, and I ran a health club for 14 years between 1986-2000, so I
have come across many of the issues, such as sciatica, which can affect most people. If one
puts a person flat on his or her back and checks the height of the two legs, one will be found
nearly always to be longer because of posture. People tend to stand incorrectly and develop
scoliosis, kyphosis and all the various conditions that can have enormous impact further down
the line as they get older. We are all conscious of this. It is a plug for the "Gerry Ryan
Show", I suppose, to say that I am with the Oireachtas group on the operation transformation
panel. I am doing that not just because I have the exercise equipment at home but because of
the discipline that will make me stick to the diet and do the exercise for the eight weeks.
I found that the biggest problem among customers was commitment because we depended
on them to come in. Regardless of how good they might be inside in the health club, we
depended on them to come back in. While January and February was always the good time, it
was difficult to keep them going for the rest of the year.
It would be interesting to look at the issue raised in terms of the Sports Council of Ireland. I
serve on the Joint Committee on Arts, Sport and Tourism and that is an issue I raised. We
could have the greatest javelin throwers or discus throwers in Ireland, but we never know
because people might not have the opportunity to hold a javelin or a discus at a young age, to
demonstrate whether we have such athletes coming through. I raise that issue in terms of the
sports council and how the facilities we have in the schools might be enhanced in terms of the
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simple things, not involving enormous expense. The provision of long-jump or high jump
facilities, for instance, does not involve great expense.
When I ran the health club, we worked with all the schools. The PE teachers brought the
students to us and we dealt only with the fifth and sixth years. They became familiar with
aerobics, how to use treadmills, the weights machines and so on, and there was good cooperation between the schools and the facility. We were lucky in New Ross in that we have a
swimming pool which meant that many of us were taught how to swim at a young age. The
facility became enormously popular for the schools, which supported the business when I was
there, purely on the basis of the different types of activity it provided for the students, and
many of them enjoyed it.
I am mindful, too, that before my accident I hated PE, the horse and the other physical
artefacts, but give me a ball for indoor soccer, rugby, hurling or football and it was great, or
let me participate in long-distance running or something. Automatically, when I had my
accident people thought I could play basketball. However, I could not play basketball to save
my life before the accident, so the last thing I was going to do was take it up while in a
wheelchair. That was the last thing I wanted to hear, but I should have loved to have done
long-distance wheelchair pushing, for argument’s sake. There are things one can do which
can be inclusive.
I saw Deputy Deenihan’s e-mail which was circulated this morning encouraging people to
sign up for the Dublin city marathon
Deputy Jimmy Deenihan: Perhaps the Deputy can do that.
Deputy Seán Connick: No, I am past it now, I am afraid. The operation transformation is
as far as I intend to go for the moment.
Deputy Jimmy Deenihan: Many wheelchair people do these things, as the Deputy knows.
Deputy Seán Connick: I know that. It is fantastic and they never get credit for the effort
that goes into it. I know what it is like to push a mile, let alone 26 miles and they tend not to
get the publicity at the end of the push.
I was just interested because I know he went to America to look at the cadet schools and
what is going on there. Again, we had many people who were involved in outdoor activity,
such as paint balling or skirmishing, all these things that bring people outdoors and which are
competitive. I would strongly support a cadet school, say, or something similar that could be
rolled out on a national basis. Initially, the way to go might be something along the lines of
an activity week, where people are brought out into the countryside and become engaged right
across the sectors, including people such as the Defence Forces and PE teachers. In this way
the whole country could be engaged in a national week of activity, whether through active
retirement or whatever. We have installed exercise equipment in many playgrounds in our
public parks that are specifically aimed at the older individual. Some of them have just been
unveiled in New Ross, although I am not sure about other parts of the country. That is a
fantastic initiative. We are playing catch up with the development of our schools, but once
schools have a reached a particular level, then every school should have a PE hall.
I just say to the Waterford lads that if they get fed up with Kilkenny they can come down to
Wexford some time. I visited some friends this morning and----Chairman: We might combine our teams.
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Deputy Seán Connick: -----they had four little cats in a row, and they told me they had
planning permission in for the fifth.
This is a fantastic initiative with huge potential, but it needs to be driven forward. I would
love to see it rolled out on a much wider basis.
Mr. Michael McDonough: We are speaking and we are using language, but everybody
should have a vocabulary of movement by the time they leave school. They should be in a
gymnasium and taught to move sideways, to jump, to land and so on. These are things most
people can do, but some of them cannot do it efficiently. I have worked in Sligo IT over the
past ten years on leisure and recreation courses as a part of business studies. I also give a
course in track and field athletics because I am a coach. I coached John Lawlor for the Rome
Olympics, and if it were not for the couple of Russians that had imbibed beforehand, he
would have been the champion, but he came fourth. When we get the students into the
gymnasium, we ask them to do a hop, step and jump. Three quarters of them are not able to
do that.
Dr. Noel Richardson: They just do not have the basic co-ordination.
Mr. Michael McDonough: They just cannot figure it out, so much basic work has to be
done. The military mind would be helpful in that respect.
Senator Maurice Cummins: I thank the delegates for their excellent presentation. We will
have to get the Department of Health and Children to home in to the idea. Unless we have the
Department on board, we will not go anywhere with it. When we speak of obesity, posture
and so on, the Department should push these issues to prevent people going into hospital in
the future.
We had a sports for all week a few years ago that worked fairly well, but it did not continue.
We need to have something like that again, as Deputy Connick pointed out. We have not
bought into the whole question of physical education at all. When we read that 78% of the
Department's recommendations are not being followed, then that is a typical example. Unless
we get a commitment from the Government to embark on a system of physical education, all
we will do is talk to ourselves. We need to have an interdepartmental aspect to all of this.
I have a son who qualified as a PE teacher in Limerick this year. Out of the 60 people who
are there, very few of them have full-time jobs. Many of them have gone to teach in Dubai
and in England. It is a waste of resources to have all these people ready, willing and able to
teach but who cannot get jobs. We need to look at it from an interdepartmental point of view,
involving Departments with responsibility for education, health, sports and ourselves. The
physical education teachers would welcome the support the Defence Forces working together
with the aim of getting the nation fit and healthy.
Chairman: From what they have said, the delegates probably agree that this has not been
given enough priority by the Department of Education and Science. We are talking about
getting Army involvement here. I know the delegates are ex-Army and are not involved at
the moment, but do they think there would be any enthusiasm in the Army for the role we
propose?
Dr. Noel Richardson: The vast majority of Defence Forces personnel are fathers with
children who see the need for physical education. The spirit of what we are trying to do
would be embraced. The nuts and bolts of developing this policy are the things the Defences
Forces would immediately think about, such as how the schools would feel about it, litigation
issues, sharing of resources and so on. There would have to be very careful planning and
discussions on how things could move forward. In principle, the Defence Forces could see
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the potential for positive links to be developed with the wider community. It can only be put
forward in a way that does not suggest the Defence Forces are taking over fitness and sport,
but trying to support existing programmes and leaving the policy to the professionals within
physical education.
Deputy Jimmy Deenihan: I thank our two speakers. Mr. Michael McDonough is a role
model for all of us. He is 80 years of age. He is going skiing next month, and he is the man
who started physical education in this country because he produced a report in the 1960s that
set up the National College of Physical Education in Limerick. He has a very distinguished
record and it is important to highlight it. If Dr. Richardson trains Kilkenny to win five in a
row, it will be historic. The only two teams to do that before, were Wexford in hurling and
Kerry in football on two occasions.
Chairman: I knew Kerry would come into it.
Deputy Jimmy Deenihan: Sorry, it was Wexford in football as well. He will set a record if
Kilkenny win five in a row. What kind of enthusiasm exists among the Defence Forces for
this? From the inquiries I have made, it seems they are very enthusiastic at all levels. If the
Defence Forces are asked to do something, they do it. If they are asked to close their barracks
in 14 weeks, they do it. If they are instructed by the Minister to do something, they will do it.
Our challenge is to get realistic proposals together. I am convinced that we will get results
provided we are realistic and that the Minister and the Secretary General of the Department
agrees with us.
Chairman: We have had some very useful contributions this afternoon. I found them very
interesting. I take it that Deputy Deenihan will draw up some kind of report on this for us.
When we agree a report, we should circulate it to the various Departments that have been
mentioned. Unless there is some sort of interdepartmental group put together, we will not go
anywhere with this. However, we have made good progress on it today.
Deputy Jimmy Deenihan: The issue of the contribution of the Defence Forces is only a
small part of the overall solution. I agree that it is only a very small part of the overall
solution but certainly----Chairman: It is the key to it.
Deputy Jimmy Deenihan: Yes, it is. If we could identify a niche for this group of experts,
probably the largest cohesive group of experts in the country, and a practical role for the
Defence Forces to play, it could be the catalyst to get other Departments and agencies
involved, including the Department of Justice, Equality and Law Reform and the Garda
Síochána.
Chairman: I thank Dr. Richardson and Mr. McDonough for their attendance, excellent
contributions and responses to the questions asked by members. I also thank members for
their interest in this subject.
Under the heading of any other business, I remind members that a meeting of the select
committee is scheduled for tomorrow at 10.30 a.m. in this committee room to consider the
Criminal Justice (Money Laundering and Terrorist Financing) Bill 2009.
The joint committee adjourned at 3.50 p.m. until noon on Wednesday, 27 January 2010.
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