Forum: ‘Dead end’ in school sport is a system that limits opportunity

The conversation around the National School Games (NSG) should not be reduced to a question of which sports lead to elite outcomes (Do the National School Games need a refresh?, April 15). Doing so risks misunderstanding the fundamental role that school sport plays in a student’s development.

School sport is often a young person’s first meaningful encounter with structured physical activity. It is where students explore interests, experience teamwork and build confidence in a supportive environment.

For many, it is also their only sustained opportunity to participate. Its purpose should therefore not be defined solely by its ability to produce high-performance athletes.

Singapore National Olympic Council secretary-general Mark Chay commented that sports without a clear pathway to major international Games are “dead-end” sports. I disagree.

There is no such thing as a “dead-end” sport in the context of school development. From the perspective of national sports associations, there is always the aspiration that their sport can grow, and one day be included in major Games. Labelling any sport in this way overlooks the broader value it brings to participation and development.

Not every student is on an elite trajectory. The strength of a sporting system lies not only in producing champions but also in its ability to engage, include and develop the wider population.

The NSG has long served as a platform for participation, discovery and growth. Beyond competition, it develops resilience, discipline and teamwork, qualities that are central to education and the formation of well-rounded individuals.

In this context, the inclusion of a wider range of sports should be seen as an opportunity. Emerging sports such as tchoukball and ultimate frisbee show how inclusive and accessible formats can engage students in different ways, reaching those who may not identify with traditional sports.

Recognition within the school system also matters. When a sport is formally included, it signals that it is valued and influences whether schools invest in programmes, develop coaches and sustain participation over time.

Constraints such as resources, facilities and sustainability are real and must be managed. However, they should not result in a static system. Instead, they call for adaptive approaches such as phased implementation, pilot competitions and partnerships.

Ultimately, the question is not whether a sport leads to a defined end point, but whether it creates meaningful journeys for students. In school sports, the real “dead end” is not the sport itself but a system that limits opportunity.

Delane Lim 
President, International Tchoukball Federation 
Secretary, Tchoukball Singapore