Play On: A Whittle Elective Course Inspired by the Book “Play On” by Jeff Bercovici
by Shaina “Shay” Chafin, Athletic Director
Play On. Two words that can play a pivotal role at every stage of one’s life. Play on even when the going gets tough. Play on even when you feel like you have nothing left to give. Play on when you may not get the call you want. Play on even when it seems impossible. Play on equates to ‘keep going’. Each stage of life comes and goes. If we are so fortunate in the process we learn, we grow, and we move forward.
These two words are the foundation for an Upper School elective course for Tenth and Eleventh graders. This class is based on a book written by Jeff Bercovici, who spent time in the company of elite level athletes, trainers, coaches, scientists, and doctors. Through his research, he breaks down the key pillars that take the average athlete from good, to great, to elite. What is the relevance?
Let’s take a step back and look at your life. When did you learn the importance of creating a routine? Do you set goals for yourself? Who taught you the importance of hard work? Do you use positive ‘self-talk’ (a term I often refer to in class)? When did you learn about the impact of consistency?
There is no one stage of life that teaches us these pillars. Yet, each one is a critical component to being a successful human. Together, they are the building blocks for every successful elite-level athlete. They are inherent in people such as Tom Brady (Football), Catharine Pendrel (Olympic Cycling), Carli Lloyd (Professional Soccer), Alex Martin (Professional Surfer), Lebron James (Basketball), and Kristy Coventry (Olympic Swimmer) to name a few. All are elite in their respective sport. Each athlete learned the ‘secret’ of success by honing these intangible pillars that often go unnoticed.
Vision Board by Jaden Russell ‘22. “The first assignment was to create a Vision Board. I had never made one, nor did I know what it was, but I created a collage of my goals and aspirations for 2021, which set the basis for what our class was about. Delving deep into the “why?” behind our current habits, routines, and passions and how to move forward was truly eye-opening and allowed for greater self-awareness and opportunities...I applied my passion in photography to think about how I can be the best photographer I can be and what steps need to be taken to ensure that. The discussions we had and the projects we did were highly meaningful and useful for choosing how to live our lives every day.” - Jaden Russell ‘22
The beginning of the Trimester sets the foundation of the Play On elective class. Students begin the Trimester by setting goals for themselves. They create a vision board that can be easily displayed and revisited. A vision board is a visual representation of one’s goals. It is important to know where you are going before you can create and build a plan to get there. Students then move into doing internal work. They check-in on self-talk and work through the ways it impacts each one of us.
At Whittle we have three core tenets that tie into the foundation and process of this class: Dare to Imagine (students craft a letter to self), Honor Potential (students write a list of 10 of the most daring dreams they have), and Forge Connections (reflect on a way(s) they have recently connected with another human being).
As we move deeper into the Trimester students reflect on, breakdown, and recreate their own daily schedule. They find and incorporate three new beneficial things into their daily routine. These can include drinking more water, an earlier bedtime, more breaks from screens especially during this COVID era, etc. Week to week, students focus on taking each chapter of the book, dissecting the information, and engaging in meaningful and impactful discussions. Students teach peers the story of a selected athlete profiled in the book, highlighting the impact learning these key pillars had at an early age.
The focus on consistency is present throughout the entire Trimester, giving students time to work on building habits and routines that align with a positive output. The class culminates with students co-authoring their own annotated playlist and chapter of what we currently refer to as the Whittle Play On book. Students have autonomy to craft this in a manner that shares who they are while demonstrating their understanding of the course. “Play On” holds a different meaning for each student by the end of the course. Their shared takeaway is early exposure to these key pillars. Knowing that what we do each day impacts our life on a massive scale and that we are in the driver’s seat for our own life, are key takeaways for this course. I challenge each person reading this, Play On in all things.
In Their Own Words
Students Reflect on their Play On Experience
“Without a doubt, Play On has been one of the biggest highlights of my time at Whittle. I originally signed up for the course not knowing what to expect or what class itself would look like. In my time during Play On I learned an incredible number of things about myself that I never knew or possibly would have never learned. The class allowed for self-exploration, independence, and reflection. It was always the highlight of my day and never felt like a burden. I was always excited to come to class and work. The homework included assignments that actually helped me, were fun, and very relevant. The classroom dynamic was very supportive and encouraging of each person in the class. We created a bond and trust within our close community. Although the class was only a trimester long, I feel I learned enough to last me a lifetime. Taking this class helped me learn about myself and take away lessons that would be impactful for the rest of my life.”
- Zoe Beck ‘23
“I am still using the daily routine that I created at the start of the Trimester. Overall, the discussions towards health benefited my life in general and allowed me to create new habits that are still changing my life. It was a great class that furthered my understanding of the importance of physical and emotional health. It was a great class that enhanced my quality of life.”
- Roshan Natarajan ‘23
“I really enjoy the Play On class. I think sometimes as students it is hard to find time in our days for self-care or self-awareness. But for me, Play On has given me that scheduled time to prioritize my wellbeing and has taught me so much about myself, my goals, and what I can do every day to reach them. Learning about math and science is super important, but I think it's also crucial to learn about yourself, and normally in school, you don't get to do that. Play On has given me that chance and I feel like it has helped me grow as not just a student but as a person.”
- Calla O’Neil ‘22
“I thoroughly enjoyed this class, it gives me a chance to reflect on myself and make changes I've always wanted to make. I really enjoy reading about other elite athletes and reading about the struggles they go through. Not only does it help me in the long run, but also gives me more confidence to do the things I enjoy. The almost daily discussion helps a lot for reflection, but so do the projects. The projects are fun and interactive, and also give you a chance to reflect on yourself while improving your writing or any other academic abilities.”
- Asher Rizer ‘22
“In this class, we have the opportunity to learn things that we can use to create real change in our own lives. I really like that I have the opportunity to evaluate my own lifestyle and become inspired to make changes to it. The discussions we have in this class are always very reflective and interesting and have become a valuable source of everyday insight for me.”
- Ella Song ‘22
“Play On is a really refreshing and unique take on PE - instead of the typical working out and playing games we are actively learning about mindsets of successful athletes, intentional ways to improve our own, and integrating them into our daily lives.”