isp tribune - spring 2012 - volume 21 - sports

VOLUME 21 – SPRING 2012

From the Head of School ....................2

The PRIMARY Importance of PE ..........2

Sports After School ............................4

Where Science Meets PE ....................5

Secondary School Sports ...................6

Keeping it All Together: PSE ...............8

Importance of PE ................................8

Life-Changing Sports .........................9

Alumnus in Action ............................10

Rigors of Rugby ................................11

Professional Running .......................12

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PE & Sports: Lessons for Life

the tribuneThe Journal of the International School of Paris

At ISP, we are proud of our

physical education and sports

programs. Physical education

plays an essential role in a

child’s overall well-being and

development and is a critical

component of our holistic

approach to education. Within

the context of the IB curriculum

and using the many resources

we have available to us in Paris,

these classes and after-school

activities are integrated into

the daily routines of our

students. They encourage

teamwork, promote leadership

skills, decrease stress and,

most importantly, create

life-long habits that foster a

healthy lifestyle – a part of

success in school, at work

and in life.

Since I grew up in a warm

climate, swimming was my

fi rst real sport. I took this to

competition level and also did

many related water sports such

as scuba diving, water skiing,

sailing and even windsurfi ng.

I continue to love water and

while it took discipline and

dedication, sometimes beyond

everyday desires, it is a skill

and passion that has stayed

with me and served me well

over the years. Our hope at ISP

is that each and every student

can fi nd that physical activity

that will inspire them to want

to keep it for life.

From the Head of SchoolAudrey Peverelli

We recently had a conversation

with Clodagh Ryan, Vice-Principal

of Organization & Management,

who has been teaching PE at the

Primary School in a variety of roles

for over 11 years. She does not just

preach the benefi ts of a healthy

and active lifestyle to her students;

she lives it. In her spare time, she

actively plays both Gaelic Football

and Camogie, two sports native

to her home country of Ireland,

and this year both she and Ms.

Beaulieu, Primary School Principal,

took part in La Parisienne, a 6K run

in Paris only for women.

What are the diff erences between

“sports” and “physical education”

(PE)?

Sports and PE are often mis-

takenly used interchangeably, but

the diff erence between the two is

quite vast.

On a basic level, sports are for

winning; a coach guides and trains

a team or an individual with the

ultimate goal of competing in (and

hopefully winning!) a game. PE, on

the other hand, is for learning, and

classes are facilitated by a teacher.

The emphasis is less on competition

and more on exposing students to a

wide array of physical activity.

What role does PE play in the PYP

curriculum?

In the PYP, physical education

is an integral part of the holistic

development of a child and forms

part of the Personal, Social and

Physical Education Scope &

Sequence, which guides the plan-

ning on what to teach the students

in the strands of identity, active

living and interactions.

Together with the Scope &

Sequence document, the Essential

Elements of the PYP (knowl-

edge, skills, concepts, attitudes

and action) are evident in the PE

curriculum, just as they are in all

other subjects taught at ISP. This

approach to the physical education

of our students is an authentic way

to foster the attributes of the IB

learner profi le.

There are opportunities to learn

about and practice diff erent kinds

of physical activity, and these are

built into the curriculum and rein-

forced by the optional after school

Extended Curriculum Activities

(ECA) program (see page 4).

PE plays a critical role in the

School’s mission to assist and

develop students into well-

rounded, global citizens, and this

goes beyond student participation

in sports and games. Linking and

connecting PE to other disciplines,

and showing our students these

links, is an important aspect of

teaching.

Why is PE important?

A PE teacher’s mission is to help

students fi nd a physical activity

The PRIMARY Importance of Physical Education Interview by Nick Bian, Offi ce of External Aff airs

2 the tribunethe tribune — The Journal of the International School of Paris — www.isparis.eduThe Journal of the International School of Paris — www.isparis.edu

that can lead them towards a

healthy and balanced lifestyle.

Students benefi t from participat-

ing in physical activities in numer-

ous ways—not only do physical

activities make children healthier

by strengthening their bodies, but

they also help children develop

transdisciplinary skills, such as

organizational skills, goal setting,

the value of teamwork, etc.

Why is ISP’s PE curriculum unique?

The cultural diversity of ISP’s

student body plays an important

role in a student’s PE experience.

For example, when working on

a strike and fi eld game, once all

the students have the basic idea

about the game, they will contrib-

ute their cultural experience to

the class. American students will

bring baseball/softball knowledge,

Indian students cricket skills,

English students rounders skills

(rounders is a British striking and

fi elding team game), etc. This

enhances everyone’s exposure to

many cultures and helps move the

inquiry along.

“Connecting activities across the curriculum is the key to deeper understanding. There are many

learning activities that connect science to PE, PE to math, math to music, music to art, art to dance,

dance to fi tness and so on. The list is endless, connected and interchangeable and the more connec-

tions we create, the more time we have to inquire.” —Clodagh Ryan, Vice-Principal of Organization & Management

Primary School

students are cheered

on by Secondary

School teachers at a

whole school sport-

ing event, which was

organized for ISP’s

45th anniversary.

Volume 21 – Spring 2012 3

While physical education

is used as a tool for learning

through movement, the Extended

Curriculum Activities (ECA)

program allows each student to

further expand his or her interest

in a particular sport by developing

specifi c knowledge and skills.

Sports are essential in teaching

children life skills: taking up chal-

lenges, solving problems, making

lasting, positive relationships and

experiencing the warm feeling

of success while learning to cope

with failure. We want children to

see and, ultimately, to enjoy the

value and benefi ts of physical

activity in their lifestyles; and to

develop a lasting commitment to

sports for life.

A Lifelong Love of Sports

We strongly believe that there

is a sport or physical activity for

each child to be excited or passion-

ate about. It is our job to help the

students to fi nd theirs.

In the Primary School, we off er

a wide range of competitive and

non-competitive sports, including

judo, capoeira, fi tness, running,

Brazilian dance, badminton and

other sports clubs. From martial

arts to invasion games, chil-

dren are taught to be physically

active, engage in team sports and

develop social skills.

Competitive Sports

Competitive sports engage the

children in a team, teach them

to set goals and to organize their

time in order to meet these goals.

They help the children develop

a sense of belonging and are an

integral part of school life. The

school community will always

enjoy cheering for ISP’s players

and will demonstrate collective

pride in their achievements.

Competitive sports are also

part of the ECA program in the

Primary School. These include

the Cubs soccer and basketball

players, as well as the Panthers

swim team. All have seen a recent

increase in participation in the

past few years – especially the

swim team, which participates

regularly in competitions and

tournaments with other local

schools at municipal swimming

pools in Paris.

In victory or in defeat, Cubs’

players demonstrate good sports-

manship, adherence to rules, fair

play, and team work. And, in the

same way the community enjoys

rooting for our Secondary School

Panthers, the young Primary School

Pushing the Sports Envelope After SchoolNina Wilson, ECA Coordinator

“I love coming to the gym!

I love PE!”

—Kindergarten Student

Primary School

students learn the art

of capoeira, a type

of Brazilian martial

arts, which combines

dance and music.

At ISP, the competi-

tive swimming team

is composed of

students from both

the Primary and

Secondary Schools.

“Why do we need to move?

To go somewhere!”

— Pre-K Student

Cubs receive equal kudos. As a

Grade 5 student said after a

basketball game: “We lost the

game by a lot but we had so

much fun.” That says it all!

4 the tribune — The Journal of the International School of Paris — www.isparis.edu

Where Nutrition Meets Physical EducationDebra Gregory & Carla Kenny, Science Department

Making connections between disciplines is a natural phenom-

enon in the Middle Years Programme. This is made especially

obvious when teaching the sciences in grades 6-9. The con-

nection between science and physical education is seen

through the prism of health and nutrition.

For six weeks in Grade 7, students learn about the

importance of nutrition and exercise as important

factors to improving physical health and aware-

ness while reducing the likelihood of disease

and obesity. They also learn about the adverse

eff ects of smoking and overeating.

Grades 8-9 also look at the importance

of general health, immunity and disease,

connecting the activities in the PE

program as important examples of

maintaining a healthy heart. They

explore heart disease and the

eff ect that exercise has on main-

taining a healthy heart rate.

These science units build on

what is taught in the PE classes,

including diet, digestion, and get-

ting enough nutrients into our

bodies so that we can perform

better in sports and think more

clearly in the classroom.

Eating healthy, balanced meals

cuts across all cultures. MYP sci-

ence students study and compare

the diff erences between national

groups. The traditions, cuisines

and number of meals per day may

vary, but all agree that a healthy

diet, combined with exercise and

physical fi tness are the right ingre-

dients to a long and healthy life.

One great example of how science

and well-being meet is the food

pyramid.

Food pyramids may

diff er according to the

country and culture of

origin. This particular

one provides guid-

ance to vegetarians

as to how to eat a

healthy, balance diet

as part of an overall

active lifestyle.

“In many cultures around the world, food varies. This is

usually because of the location and environment of the

country. As an example, the diet of a population located

near a river, lake, or the ocean would include fi sh and

seafood as one of the main sources of nutrition since

it is easy and convenient to fi sh.... In places where it is

cold and remote, like in parts of Russia, people might

eat meat as their main source of nutrition...”

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As Athletics Director in the Secondary School, Julien

Draghi is in charge of coordinating all sports activities

in the Extended Curriculum Activities (ECA) program.

When Mr. Draghi fi rst arrived at ISP six years ago,

there were only 4 or 5 activities in the sports pro-

gram; now there are over 15. In 2011-12, over 170

students participated in voluntary after school sports

and, of these, 130 participated in competitive sports

which include soccer, swimming, basketball and rock

climbing. “Sports and PE are important for a healthy,

balanced lifestyle and well-rounded education,” Mr.

Draghi explained. “It’s a question of balance... Exposure

to sports is just as important as exposure to the arts.”

Mr. Draghi has introduced an offi cial league called

PISA, the Paris International Schools Association, which

is a new, formal platform for organizing matches and

tournaments between the international schools in the

Paris area. On top of this, he created a new logo for the

Panthers team, re-designed all of the team uniforms,

created a football and basketball season and helped

recruit professionals to coach the teams.

He has also led three trips abroad for students,

including two football tournaments in Italy and one

basketball tournament in Switzerland.

For him, sports are about enjoyment: “In our teach-

ing and coaching of students, we try to help them fi nd

pleasure in the sport they are practicing. This is essen-

tial... Sports are a very social activity and if our stu-

dents don’t take any pleasure from it, it will not work.”

Mr. Draghi explains.

To encourage greater student participation, ISP has

increased the number of activities that are off ered

and tried to ensure that these activities are culturally

appropriate for ISP’s diverse student body. For example,

cricket is being off ered as an after school activity. This

is often of particular interest to Indian and Pakistani

students, but could also be an opportunity for students

from other parts of the world to discover a sport that is

unfamiliar to them. Other activities off ered at ISP that

might appeal to certain groups include: rugby, fi eld

hockey, baseball, table tennis, etc.

At this year’s Grade 12 Graduation Ceremony, med-

als will be awarded to the top four players from the past

six years: Nick Conte, Pietro Lanzetta, Emaline Laney and

Leonora Lawrence. Mr. Draghi will be removing their

jersey numbers from circulation among the Panthers

teams–this is the highest honor a player can have.

Sports in the Secondary School Elizabeth Farabee, Offi ce of External Aff airs

“Sports are a great way to get kids involved. Every child

needs to be physically confi dent and proud, and sports

give every child an opportunity to shine.”

—Bertrand Mouscardes, Head of the Secondary School PE Program


“There is a level of maturity needed for sports, both

on the fi eld and in the classroom. There are so many

diff erent teams, diff erent people, diff erent ages – you

have to show maturity to be respected and this serves

as an added incentive to discipline yourself.”

—Ludovico, Grade 9

“I especially love playing sports that are not familiar

to my cultural heritage or maybe not as popular back

at home. Before ISP, I never learned to play any sports

with sticks. I’ve since found that fi eld hockey is quite

fun and exciting and have also discovered baseball,

ping pong, judo and tae kwan do.”

—Youngsoon, Grade 8


The Secondary School PE depart-

ment is an important component of

the School’s belief in holistic educa-

tion. Much more than just ‘games’

and ‘sports’, the curriculum, devel-

oped by the PE department in line

with the MYP curriculum guidelines,

is based on the following main prin-

ciples: development of the whole

person, intercultural awareness, pro-

motion of international-mindedness

and the encouragement of open and

eff ective communication.

While the aim of teaching PE

is to encourage and enable all students to appreci-

ate and understand the value of physical activity and

its relationship to a healthy and balanced lifestyle, we

also encourage the development of heightened social

awareness through our disabled sports, cyber sport

and fi rst aid units. Students participate in excursions

to the Handicapped Association of France Athletics

Competitions and participate in ‘hands-on’ workshops

learning how to practice wheelchair basketball and tor-

ball (a competitive sport for the blind). They learn about

the positives and negatives of video-generated sports

games, as well as some basic fi rst aid steps and practices

to apply in emergency situations. We also have an ‘out-

door education’ component of the curriculum, in which

students go on fi eld trips to do horseback riding, orien-

teering, hiking, rock climbing, biking and swimming.

Our goal is to develop and foster a lifelong interest

and enjoyment of physical activity, and with our variety

of sports programs, guest lecturers, inter-school compe-

titions and excursions around Paris and France, we hope

to instill the belief of physical fi tness as an important

element in a young person’s life.

At some schools, health or

personal education is often taught

as an extended part of the physical

education program. In an attempt

to merge sports, health and well-

ness, schools often fail to provide

young people the support they

need in developing important life,

study and social skills.

At ISP, we have developed our

own Personal and Social Education

(PSE) program, that is part of our

unique ‘well-being’ curriculum,

which consists of weekly, age-

specifi c units taught by specialist

teachers in the Secondary School.

Units include: building relation-

ships, keeping safe and healthy,

sexual health, emotions and feel-

ings, psychology and human sci-

ences, and a cross-cultural world,

among other topics.

The separation of personal and

social education from the sports

program allows students to learn

about the psychological aspects

of maintaining a healthy life-

style. Together these two distinct

programs form a comprehensive

and unique approach to measuring

students’ needs and their under-

standing of expectations. More

importantly, they provide the space

for students to make their own

choices in all areas of life.

The development of interper-

sonal skills learned through the

PSE curriculum overlap the practi-

cal and physical skills taught in the

PE program. Skills such as team-

work and collaboration, confl ict

resolution, discipline and achieve-

ment are important and associate

well within the context of sports

teams. They model our approach

to trans-disciplinary education and

blend seamlessly into ISP’s method

of learning for living.

The Importance of Physical EducationLoretta Fox, Physical Education Teacher

“Playing disabled sports was a wonder-

ful experience, and now I even watch

disabled sport games on TV... I loved this

unit!” —Aditi , Grade 7

Keeping It All Together: Personal & Social EducationToby Cann, PSE Coordinator

Grade 7 students play

wheelchair basketball

as part of a unit on

disabled sports.


Life-Changing Sports Diane Hopkinson, University Counselor

As a University Counselor, I have the opportunity to view student accomplishments from an

overall perspective, and nothing else seems to have such a positive eff ect on so many levels

of one’s life as sports. Sports is that mojo we seek to make ourselves better - and it’s right

there, so simple, so attainable - we only have to fi nd the motivation to get out there and do it!

For students, participating in sports fosters teamwork, leadership skills and self discipline, in

addition to the physical and mental benefi ts of physical exercise.

The focus and endurance that goes hand-in-hand with athletic performance also translates

directly to their study habits, which can positively aff ect academic performance.

Linking to the Community

While our students have many opportunities to participate in sports at ISP, they also may

become more immersed in the French community and culture through local sports teams and

activities. The French Federation off ers a diverse range of sports, including tennis, fencing,

rugby, soccer, rowing, equitation, and swimming, at a highly competitive level. In addition to

the enjoyment and fulfi llment of mastering a sport, these opportunities provide unique expe-

riences for our students that will play a role in shaping their future perspective and potential.

University & Beyond

Sports participation can infl uence university acceptances and even future careers where

teamwork and leadership skills are important. Especially in the American higher education

system, where extra-curricular activities are an important component of the application proc-

ess, athletic ability and sports participation often have a positive impact on acceptance.

Furthermore, American academic institutions are divided into athletic divisions based

on their competitive level – Division I, II, III. In Division I schools, the highest competitive

(pre-professional) level, sports scholarships are available for athletically talented students.

So, for physical and mental fi tness, self-growth, to become a more interesting person over-

all and just having fun...go out there and play sports!

“I have loved sports my whole life! My real passion is tennis, which I

play fi ve or six times a week. This past fall, I played in the American

Embassy tournament at Roland Garros (a tournament where approxi-

mately 200 people competed) and was crowned champion of both

the women’s singles and women’s doubles. I hope to continue to play

tennis at university, perhaps at an American Division I school. I know I

couldn’t do well in school without it. Tennis helps me balance my time

and teaches me discipline.” —Leslie, Grade 11

Emily, a Grade 12

student, took fencing

classes at the French

Association Sportive.


Ocieka “Michael” Bakou

is an example of an ISP

alumnus who decided to

take his love of sports and

athleticism to the next level

– playing American football

at a NCAA Division I School

in the United States.

Ocieka is currently a

senior majoring in informa-

tion science and minoring

in business at the University

at Albany, where he has

proudly started for the last

two years as part of the

defensive tackle. “Sports

have always been important

in my life, teaching me self-

discipline, leadership and

team work,” Ocieka told us

during a recent phone inter-

view. “Sports are an impor-

tant tool to make friends,

be involved, develop team

work, help you understand

yourself as an individual and

empower you by increasing

your confi dence.”

Half-American and half-

Ivoirian, Ocieka arrived at ISP

in 2000 as a Grade 5 student

when his family escaped

to Paris from the political

unrest in the Ivory Coast.

Ocieka has been an avid

athlete since he was a child

and continued to explore

his love of physical activity

while in Paris: “When I was

at ISP, my group of friends

and I were on every sports

team; we took on every chal-

lenge, signed up to play and

represented the ISP colors as

best as we could. We lost a

lot and won some, but what

was important was being

together, persevering and

having a good time.”

He left in 2007, after

completing his Grade 11

year at ISP, and spent his

senior year in the United

States where he discovered

the great American sport

of football. Before then,

American football was some-

thing Ocieka had only seen

on TV and in the movies but

it has now become a sport

he loves and is passionate

about: “American football

has shown me facets of my

personality that I never knew

I had. The lessons I have

learned from this sport have

helped me grow as an indi-

vidual and therefore make

it my favorite sport.”

“I learned, thanks to ISP, not be afraid to fail at a task, but to instead

enjoy or learn from each situation.” —Ocieka “Michael” Bakou

Alumnus in Action – Ocieka “Michael” BakouElizabeth Farabee, Offi ce of External Aff airs

Ocieka “Michael”

Bakou (right) stand-

ing with one of his

teammates from the

University of Albany.


For alumnus Gregory Collett (’03), rugby has always

been a family tradition. So, as soon as he could, he

began to play the sport as a hobby with friends.

When Greg entered ISP, he spoke no English, having

been schooled solely in the French school system. By

working hard and learning English, Greg’s dedication

led him to achieve both in the classroom and out on

the pitch. He states “I am very proud of my IB Diploma.

It gave me an international perspective; it opened up a

new world for me in terms of the variety of activities it

off ered: MUN, sports, and drama.”

Rugby, however, changed him, and from a young age

he knew he wanted to play professionally one day. He

started adding intense after school and weekend prac-

tices to his already full IB Diploma schedule. By 18, he

was selected to play on the French national team, at

the famous national training center in Marcoussis.

After graduation from ISP, Greg was accepted at

Loughborough University (U.K.) to play on their rugby

team. Again, Greg’s positive attitude allowed him to

not only commit to a three-times-a-day practice and a

full game schedule, but also successfully complete his

degree in political science. Greg led the squad to three

championships in as many years and then was recruited

to play for England in games throughout Europe.

Although he was accepted to pursue a master’s

degree at Cambridge University, Greg decided to fol-

low his passion and decidedly moved to Bordeaux after

receiving an off er to lead their squad. This change of

direction put rugby at the center of his life.

Now, he is in Orléans, playing for a fédérale team and

is working during the day at the Conseil Général while

playing in matches every Sunday afternoon. He says, “I

am lucky to be able to play rugby at the highest level

but still have time for work and friends. For me, rugby

has given me direction, which stimulates my life. I am

never bored; it has taught me good time management

skills while allowing me to follow my true passion.”

The Rigors of Rugby – From Passion to ProfessionCarrie Levenson-Wahl, Offi ce of External Aff airs

“I am very proud of my IB Diploma at ISP. It gave

me an international perspective; it opened up a

new world for me...” —Gregory Collett, Class of 2003


ISP - Secondary School - 6, rue Beethoven, 75016 Paris - Tel: 01 42 24 09 54 - Fax: 01 45 27 15 93ISP - Primary School - 96 bis, rue du Ranelagh, 75016 Paris - Tel: 01 42 24 43 40 - Fax: 01 42 24 69 14www.isparis.edu - [email protected] - [email protected]

Head of School: Audrey Peverelli Editors: Carrie Levenson-Wahl, Elizabeth Farabee, Nick Bian Design: A. Tunick (www.atunick.com) & Janice Carapellucci (www.carapelluccidesign.com)Printed on Forest Stewardship Council (FSC) Certifi ed Paper

Chikara Onda attended ISP

from Pre-K to Grade 1 and again

from Grade 7 to 12, graduating

in 2006. He then moved to New

York City to pursue a joint degree

in Economics and Environmental

Science at Columbia University.

At the same time, he competed

with the elite Open A division of

New York Road Runners, consist-

ing of the top ten teams in the city,

with Front Runners New York. His

debut marathon, which he com-

pleted in a respectable 3 hours

25 minutes, placed him in the

top 4000 runners out of 47,180

fi nishers. “I think ISP’s tight-knit

community and approachable

sports teams are conducive to this

sort of multitasking. With the right

planning and time management,

it’s defi nitely possible for students

to remain involved in sports while

excelling academically.” Chikara’s

excellent time management skills

have landed him a full scholar-

ship at Princeton, where he will be

pursuing a graduate degree at the

Woodrow Wilson School of Public

and International Aff airs in the fall.

Chikara running in

the Grete’s Great

Gallop Half Marathon

held on October 1,

2011, in Central Park,

New York.

Running Towards His Professional Goals

PHO

TO: T

OM

HEN

NIN

G


isp tribune - spring 2012 - volume 21 - sports

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