VOLUME 21 – SPRING 2012
the tribuneThe Journal of the International School of Paris
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
Volume 21 – Spring 2012 1
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
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.
The PRIMARY Importance of Physical Education Interview by Nick Bian, Offi ce of External Aff airs
“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.
2 the tribune — The Journal of the International School of Paris — www.isparis.eduThe Journal of the International School of Paris — www.isparis.edu 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
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...”
—Blythe, Grade 7
“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! LOM
A L
IND
A U
NIV
ERSI
TY, S
CH
OO
L O
F PU
BLI
C H
EALT
H, D
EPA
RTM
ENT
OF
NU
TRIT
ION
CO
PYR
IGH
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NSE
RT C
OPY
RIG
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00
8
4 the tribune — The Journal of the International School of Paris — www.isparis.edu Volume 21 – Spring 2012 5
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
“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
“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
6 the tribune — The Journal of the International School of Paris — www.isparis.edu Volume 21 – Spring 2012 7
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.
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!
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
“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
Keeping It All Together: Personal & Social EducationToby Cann, PSE Coordinator
Grade 7 students play
wheelchair basketball
as part of a unit on
disabled sports.
Emily, a Grade 12
student, took fencing
classes at the French
Association Sportive.
8 the tribune — The Journal of the International School of Paris — www.isparis.edu Volume 19 – Spring 2011 9
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.”
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.”
“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
The Rigors of Rugby – From Passion to ProfessionCarrie Levenson-Wahl, Offi ce of External Aff airs
Ocieka “Michael”
Bakou (right) stand-
ing with one of his
teammates from the
University of Albany.
“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
10 the tribune — The Journal of the International School of Paris — www.isparis.edu Volume 21 – Spring 2012 11
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) 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
12 the tribune — The Journal of the International School of Paris — www.isparis.edu