Nurturing Challenge-Seekers at The Harbour School in Hong Kong

In an era where the concept of well-being has become an institutional buzzword, it can be challenging to discuss its significance in a fresh and authentic way. 

We know that the tangible, embodied skills developed through physical education are a vital facet of holistic growth in young people. This knowledge is made manifest each time a group of learners race down the stairs of The Harbour Schools The Grove campus to the public basketball court for Movement and Wellness class, when we are presented with a cohort of excited children, busting at the seams to move their bodies and let loose.

Perhaps because of our privilege that we live in a cultural moment that (finally) values how physical activity fosters not only physical health but also intellectual resilience and social-emotional intelligence, it is worth reflecting on the details of how exactly this unfolds in practice in our learning community.

Embodying Empathy 

Jennie Liu Gilbert, Movement and Wellness Teacher

Term 2 took the Upper Primary students at The Harbour School on a journey around-the-world through the vehicle of dances, games, and sports from indigenous, historical, and contemporary physical cultures of North America, Oceania, Europe, Asia, and Africa. Woven between the different activities, students were activated in discussion and reflection around some essential questions: How are values and beliefs reflected in movement and games? What is the relationship between movement, place, and history? 

Students began with an exploration of Native American sports - which students discovered were more than just games. These exercises, practiced by Native people all over North America, are rooted in ancestral tests of strength that reinforced group cooperation and sharpened survival skills in often hostile environments. Challenges such as the Hoop and Arrow tested hunting skills, determining the strongest hunters in a group, whereas the Inuit Knee Jump practiced skills needed to jump away from cracking ice to safety. Our Upper Primary learners threw themselves into these games with gusto, channeling their inner hunters and gatherers, nurturing both body and spirit. 

We played a First Nations game called ‘Boo-ga-lah’, a ball made out of different parts of the kangaroo (we used a rubber dodgeball), where a team is called a ‘Dhe’ or totem, made up of a tribe or family community. The game requires the two totems to form an inner and outer circle respectively, with the inner circle passing the ball between them until that ball is caught by the outer circle, when the circles switch seamlessly. The game is won by the totem that passes the boo-ga-lah between them for the longest duration after a period of time, but the objective of the game is for both totems to become virtuosic as one. In First Nations communities, this game was played throughout days-long ceremonies. Our learners found this long-haul game both a physical and mental twister, as it challenged their desire for quick wins and instant gratification. The switching between inner and outer groups asked them to move as a group, requiring both cognitive and communicative prowess. 

Though we are educators and not neuroscientists or psychologists, as guides of physical learning experiences at The Harbour School, we observe daily the profound impact that engaging in movement, games, and athletics has on nurturing individuals’ sense of self and community. Development is not linear and certainly not always easy: the diverse activities we offer in Movement and Wellness challenge our students, giving them the opportunity to become familiar and enjoy challenges, encouraging them to seek them out in unique ways both within and outside of school. 

Healthy Competition at The Harbour School (Black Dolphin Sports)

Alec Kronitz, Movement and Wellness Teacher/Athletics Director

Within the big picture of Movement and Wellness, we have a wide array of competitive activities students take part in. The Black Dolphin Sports program is composed of over 130 athletes competing at different levels in a variety of sports including basketball, cross country, cheerleading, football, rock climbing and wrestling. We are a non-selective program - any learner in The Harbour School is welcome to join any team. As we compete against teams from much bigger schools and have a different process of recruitment, our athletes may not always win in their respective sport, so it’s important to ask ourselves why we enter competitions, and what kind of benefits it brings. 

Whether the sport is team-based or individualised, we might say the main benefit of competition is the ability to enhance physical fitness and athletic capacity. Sports encourage athletes to train regularly and maintain endurance, strength, and agility, contributing to increased energy levels and overall health. On top of the physical benefits, young athletes of all age levels will also begin to foster discipline and a strong work ethic as consistent training and time management are needed. Within this, students develop a strong sense of responsibility and commitment to their sport. The Harbour School students participating in a team setting such as cheerleading, basketball, or football will gain many benefits relating to teamwork and cooperation. These sports require athletes to work together towards a common goal while improving an array of different skills including communication and leadership skills. Remember, there is no “I” in team. 

But sometimes there is an “I” in team… The Black Dolphin climbing team has been off an amazing start with climbers coming in first, second and third in the first competition of the year and many others coming in the top ten. The rankings in these competitions come solely from individual performances, and only the final will consist of team scores. So what are the benefits of competing in sports which are more individualized? A sport consisting of one athlete competing against one another helps athletes build mental toughness as they may be put into situations which require resilience and perseverance. The true test of an athlete is how they can problem solve these situations under pressure and if they can effectively handle any setbacks which come their way. The legendary basketball player Michael Jordan once quoted, “It doesn’t matter if you fall down, it’s whether you get back up”.

Building Strength, Confidence, and Resilience: JG1 Students Take on Wall Climbing

Mark Gallenito, Movement and Wellness Teacher

In today’s world, helping young learners build resilience and confidence is essential in early education.  One effective way to foster these traits is through physical challenges that encourage students to step outside their comfort zones.

This became clear when The Harbour School’s  JG1 students tried wall climbing for the first time.  There was a mix of excitement and nervousness as they looked up the climbing wall.  While some students were eager to start, others took a moment to gather their thoughts.  Regardless of their initial feelings, each child faced a chance to develop important life skills like determination, problem-solving, and perseverance.

Wall climbing uniquely engages both the body and mind.  As the students climbed, they had to think critically about their movements, using balance, coordination, and strength to reach the next hold.  This required patience and focus—skills that are useful both in the classroom and in life.

The most inspiring part was seeing the boost in confidence and self-belief among the students.  Each time they climbed higher, they felt a sense of accomplishment.  The small successes taught them that facing challenges can lead to rewards and satisfaction.

There was a strong sense of community, with students cheering each other on and celebrating each other’s progress.  The positive atmosphere showed the value of social-emotional learning—knowing how to support others and accept encouragement.

As educators, we understand that experiences like this go beyond the climbing wall.  The lessons learned—trusting oneself, overcoming fears, and embracing challenges—are vital for lifelong learning.  Our JG1 climbers showed great bravery, and we are proud of their efforts.

Looking back, we wonder:  How can we continue to create opportunities that challenge and empower our students?  Wall climbing is just the beginning. We are excited to see how our young learners will grow in the future.