Physical education has long been included in school curricula, yet debates continue about whether children should be required to participate in sports. Some argue that mandatory sports unfairly pressure students who lack athletic ability or interest. Others...
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This guide provides a detailed breakdown of how to write a high-scoring argumentative essay on the question: "Should schoolchildren be made to do sports at school?". It uses a model essay to illustrate key concepts like thesis statements, counter-arguments, and the precise language that examiners reward, helping you move beyond simple opinions to construct a compelling, well-structured argument.
Physical education has long been included in school curricula, yet debates continue about whether children should be required to participate in sports. Some argue that mandatory sports unfairly pressure students who lack athletic ability or interest. Others believe that structured physical activity is essential for children’s health, social development, and academic performance. This essay will argue that schoolchildren should be required to do sports at school because it promotes physical well-being, builds important life skills, and helps create balanced learning environments—while still allowing flexibility for different abilities.
The most compelling reason to require sports in schools is the increasing concern about children’s health. Modern lifestyles often involve long hours of sitting, screen time, and limited outdoor activity. As a result, many children suffer from obesity, weak muscles, poor posture, and reduced cardiovascular health. Mandatory sports ensure that all students engage in regular physical exercise, which strengthens their bodies, improves heart and lung function, and supports healthy growth. Regular activity also reduces the risk of chronic illnesses later in life, such as diabetes and hypertension. Because children spend much of their day at school, making sports compulsory ensures that physical health is not left to chance or dependent on parents’ time and resources.
In addition to physical benefits, sports significantly improve mental health. Exercise releases endorphins, reduces stress, and helps children manage anxiety. Many students face academic pressure and social challenges; sports offer a healthy coping mechanism. Furthermore, physical activity has been shown to improve concentration, memory, and classroom behaviour. When students move their bodies, blood flow to the brain increases, supporting cognitive function. Schools with strong sports programs often report better academic performance as students become more focused and disciplined. Therefore, requiring sports is not a distraction from learning—it is a foundation that supports it.
Sports also play a key role in developing social and emotional skills. Through team games, children learn cooperation, communication, and problem-solving. They experience both winning and losing, which teaches resilience, sportsmanship, and emotional maturity. Participating in sports helps students build friendships and become more confident. These life skills are essential beyond school. In adult life, teamwork, discipline, time management, and leadership are highly valued in workplaces and communities. By making sports compulsory, schools help prepare children not only academically but socially and emotionally for future challenges.
Despite these benefits, some argue that mandatory sports may pressure students who dislike athletic activities or who feel embarrassed about their abilities. Others worry about the risk of injuries or the fact that competitive environments may create anxiety. While these concerns are valid, they can be addressed without abandoning compulsory sports altogether. Schools can adapt sports programs to emphasize participation rather than competition. Activities can be varied—swimming, dance, martial arts, yoga, cycling, and outdoor games—so that students with different interests and strengths feel included. Injury risks can also be reduced through proper training, safety guidelines, and warm-up routines. Ultimately, avoiding sports altogether is not a solution; teaching safe and enjoyable movement is far more effective.
The best approach is compulsory participation combined with flexibility. All students should take part in physical activity, but they should have choices regarding the type of sports they do. Schools can: • Offer multiple sports options • Focus on skill development rather than competition • Ensure programs are inclusive of students with disabilities • Provide modified activities for students with medical needs • Use supportive rather than punitive teaching methods This ensures that physical education remains fair, enjoyable, and beneficial for all children.
In conclusion, schoolchildren should be required to do sports at school because physical activity is essential for their health, mental well-being, and personal development. While concerns about pressure and injuries exist, they can be addressed through inclusive and flexible programs. Mandatory sports ensure equal access to exercise, teach valuable life skills, and create healthier, more balanced learning environments. Ultimately, physical education is not just an optional activity—it is a vital part of preparing children for a successful and healthy future.
Argumentative essay tasks like "Should schoolchildren be made to do sports at school?" are a staple of the English subject exam in VG1, VG2, and VG3. These tasks are not designed to test your personal fitness or opinions on sports; they are designed to assess your ability to build a logical, structured, and persuasive argument in English. The examiner wants to see if you can present a clear standpoint (your thesis), support it with well-reasoned arguments and evidence, acknowledge the opposing viewpoint, and conclude effectively. This structure directly maps onto the Norwegian curriculum's competence aims for writing, which require students to "write structured and coherent texts" and "express and justify their own opinions." Mastering this argumentative format is crucial for achieving a high grade, as it demonstrates critical thinking and command of the language beyond simple description.
To write a strong argumentative essay, you must understand its key components. These are the building blocks that examiners look for to see if you have structured your text logically. Think of them as the skeleton of your essay: without this structure, your ideas will collapse into a disorganized heap. A strong command of these concepts allows you to control the flow of your argument and guide your reader to your conclusion persuasively.
| Concept | Definition | Example from the Model Essay |
|---|---|---|
| Thesis Statement | A single, clear sentence in the introduction that states the main argument or position of the essay. It acts as a roadmap for the reader. | "This essay will argue that schoolchildren should be required to do sports at school because it promotes physical well-being, builds important life skills, and helps create balanced learning environments—while still allowing flexibility for different abilities." |
| Argument / Claim | A point that supports the thesis statement. Each body paragraph should focus on one main argument, introduced by a topic sentence. | "In addition to physical benefits, sports significantly improve mental health." (This is the topic sentence for the third paragraph). |
| Evidence / Elaboration | The specific details, examples, or logical reasoning used to support an argument. This is where you explain and justify your claim. | "Exercise releases endorphins, reduces stress, and helps children manage anxiety... physical activity has been shown to improve concentration, memory, and classroom behaviour." |
| Counter-argument | An argument that opposes your thesis. Acknowledging the counter-argument shows that you have considered the issue from multiple perspectives. | "...some argue that mandatory sports may pressure students who dislike athletic activities or who feel embarrassed about their abilities." |
| Rebuttal / Refutation | Your response to the counter-argument, explaining why it is flawed, weak, or less significant than your own arguments. | "While these concerns are valid, they can be addressed without abandoning compulsory sports altogether. Schools can adapt sports programs to emphasize participation rather than competition." |
Examiners frequently see the same structural and stylistic mistakes. Avoiding these is a direct path to a better grade. …