To Dodge or Not To Dodge

For as long as I can remember, dodgeball has been a staple activity in my physical education classes. It is typically enjoyed by the majority of students, and most versions of dodgeball involve a certain level of athletic ability and strategizing. Dodgeball is an activity that I personally have always enjoyed, and I know that I share this perspective with many of my peers. However, in recent years, dodgeball has become a subject of controversy. There is an ongoing debate regarding whether or not dodgeball should be included in physical education curriculums. While there are valid arguments for both sides of this story, I believe that dodgeball should remain a part of physical education classes in schools.

One reason why I believe that dodgeball should remain as an activity in physical education classes is that it is a highly adaptable activity. When most people think of dodgeball, they imagine the most standard form of the game wherein two teams of students are throwing balls at each other from opposite sides of a school gymnasium. This is certainly the most common dodgeball game and the easiest to explain and set up. Yet, there are many different versions of dodgeball, as well as many ways to adapt it to students’ various needs and abilities. One great example that I was able to find is from the UK Dodgeball Association. The document that I found online, which can be accessed through my list of resources below, provides dodgeball rules not only for people without disability, but also for those with visual and hearing impairments, those in non-motorized wheelchairs and those with cerebral palsy. Each set of rules is clearly explained, and allows the reader to understand exactly how each game is played. As an example, the rules for the hearing impaired dodgeball are very similar to the standard rules, but there are lines-people introduced who hold different coloured flags at the start and end of the game, and when a person has gotten “out”. I believe that all physical educators should be required to learn various ways in which dodgeball can be adapted to their students’ needs and abilities as this creates an inclusive space for learning and promotes teamwork and social connection among the students. Additionally, it would be a beneficial experience to play dodgeball with visually impaired rules, for example, in a class where none of the students have a visual impairment. This scenario would teach them to rely on their classmates, and it would lead them to use skills and thought processes that they had never used before. Other modifications that could be made include Buddy Dodgeball, where each player must link arms with a partner for the duration of the game. Another idea to use is a game of Doctor Dodgeball, where the doctor is someone who is not comfortable with throwing and said person has the ability to save their teammates who have gotten “out”.

An argument that I have encountered for why dodgeball should not be included in schools is that it fosters an environment where bullying and aggression are normalized and rationalized. While doing research for this paper, I came across a Huffington Post article written by Ken Reed in July of 2014. In this article, Reed explained that he was a “multi-sport jock and [that] playing dodgeball in school meant [he] could use [his] size and athletic ability to pummel [his] less physically-gifted classmates before ultimately battling [his] fellow jocks for dodgeball supremacy.” He also went on to say that “quality physical education shouldn’t include dodgeball” because it “turns children into human targets, allows for bullying, is humiliating for some students [and] … many students are eliminated from the game early, resulting in limited physical activity during the PE class period.” It is important to recognize that these points are valid arguments, and that some students have endured this unfortunate experience. That being said, I believe that issues such as those stated above can be prevented in the future. Reed makes the point that students who get eliminated from the dodgeball game receive significantly less physical activity than those who do not. This can be avoided by giving eliminated students the opportunity to return to the dodgeball game after they run a lap of the gym, or after they successfully shoot a basketball free throw. Another idea to lessen the amount of sedentary time students engage in is to play Doctor Dodgeball. This game creates a scenario where the students are sitting for a much shorter period of time, and they have the opportunity to continue play once they are saved by the doctor. These ideas are simple solutions, yet they are effective and promote increased physical activity among youth.

Another argument that Reed presented was that dodgeball created a space where bullying and humiliating other students was seen as normal and expected. This scenario can be avoided if a game of Fortress Dodgeball is played. In this game, each team gets a certain number of folding mats to stand up and have act as fortress walls. If these walls get knocked down by the opposing team, they cannot be fixed and must remain on the ground for the remainder of the dodgeball game. I chose this dodgeball game to be an example specifically for the reason that it creates roles for students who may not be physically literate or able to participate to the same capacity. As much as I hope that every single student is physically literate, I know that there will typically be a few students who have no interest in being active. However, with fortress dodgeball, they can be given the role of strategizing and creating a plan for the rest of the team. This will give said students a task that may be more interesting and exciting, as well as create a space that is inclusive. If a student is not comfortable with being right in the thick of the dodgeball game, they also have the option to create a game-plan for their team and lead a strategy to beat the other team. This minimizes the humiliation aspect because students are given options in how they would like to participate, and can be active in a way that is comfortable for them. Furthermore, they have the chance to fill a role critical to fortress dodgeball, and thus do not get made fun of.

The final reason why I believe dodgeball should remain as an activity within schools is due to its fulfillment of curriculum requirements and safety standards. Upon searching the Alberta Physical Education Curriculum for dodgeball, I noticed that the game itself was not included. However, skills such as throwing, receiving, catching, bending, balancing, running, jumping and leaping are included. All of these physical skills are required for a student to be able to play dodgeball to the best of their ability. On top of this, these skills are critical for lifelong physical literacy. Without the ability to move, it is very likely that students will remain sedentary for the majority of their life. By including dodgeball as an activity in their physical education classes, teachers are also providing students with the opportunity to work on, and improve, their fundamental movement skills and patterns.

As for safety considerations, the Safety Guidelines for Physical Activity in Alberta Schools (2013) outlines dodgeball as an activity that is safe to play. It states that “constant visual supervision is recommended following initial skill instruction and after all safety concerns have been emphasized.” Moreover, this document goes on to say that rules must be laid out for the ball in use (a properly inflated, soft, gator-skin ball is to be used), the way students are throwing the ball (throws should be below the shoulders or waist depending on age-group), and that the doors of the gymnasium should be shut but not locked. These three key areas are not difficult to regulate, and constant visual supervision teacher is mandatory regardless of the activity at hand. I believe that as long as students are following the rules and playing dodgeball consciously, they should have the opportunity to explore, or develop, new movement patterns.

All in all, I feel that the Alberta School System should continue to use dodgeball as an activity to teach fundamental movement skills and teamwork. Dodgeball is a highly adaptable and modifiable game, it creates opportunities for students to collaborate and strategize in a group setting, and allows for the development of fundamental movement skills while still being safe. I firmly believe that every potential pitfall of dodgeball also comes with a simple way to alleviate that problem. As a future teacher myself, I can say that I will be including dodgeball in my teaching for the reasons stated above.