Dear families and friends of St Edmund’s College,
2024 Scriptural Theme: “I have come so that they may have life and have it to the full” (John 10:10)
NAIDOC Week Assembly
Last Wednesday we held an assembly to acknowledge and celebrate NAIDOC Week, a time when we honour the history, culture, and achievements of Aboriginal and Torres Strait Islander peoples. I would like to thank Wendy Brookman for being our guest speaker and sharing her thoughts, wisdom, and experience. As well as being a mum and aunty to some of our boys, Wendy is a valued member of our School Advisory Council and a very busy contributor to many community-based organisations.
Below is part of my address to the student body from this assembly:
This year’s NAIDOC Week theme, ‘Keep the Fire Burning,’ calls us to action The fire symbolises the spirit of Aboriginal culture – a spirit that has burned for over 65,000 years. It represents resilience, wisdom, and connection to Country. Despite attempts to extinguish this fire through colonisation and discrimination, it continues to burn brightly. But keeping the fire burning is not just the responsibility of Aboriginal and Torres Strait Islander people. It’s a duty we all share. I want you to take note of the word I’ve used there – it’s not just something that some of us like to do – it’s a duty we all share. It’s an obligation, a requirement, a responsibility for every single one of us.
In this school, 4% of our student population are Aboriginal or Torres Strait Islander. When I mention that to people in other schools, especially other non-government school leaders, they say how great that number is because their percentage is far less. And yes, it’s wonderful to say that 4% of our students are Aboriginal or Torres Strait Islander. But let’s flip that figure – that means that 96% of our student population is not Aboriginal or Torres Strait Islander. Now that sounds very different, doesn’t it? So while 4% is a decent figure compared to other schools, it still puts Aboriginal and Torres Strait Islander students in the minority. And when you are in the minority, you cannot do all of the heavy lifting by yourself. You can’t keep the fire burning alone
What all of us can do, as a school community, is to amplify Aboriginal voices and keep the flame of culture alive. Amplify their voices, not be their voices, because First Nations people have voices, and often those voices are quite strong, but they become lost in many issues, arguments, stereotypes, and generalisations. So we amplify First Nation voices – we allow them to be heard, we recognise them, we support them, and we provide platforms for those voices.
We all know that fire needs a few things to keep burning – heat, fuel, oxygen, and good airflow. So what can we add to the fire to keep it burning?
We can listen and learn. How many of you have read books by Aboriginal authors, or watched films by Aboriginal directors, or can name Aboriginal artists?
We can respect and acknowledge. We always acknowledge the traditional owners of the land on which we stand. How many of you know about the Ngunnawal and Ngambri people, their history, and their customs?
We can challenge racism and stereotypes. We speak up when we hear misconceptions about Aboriginal people or culture, or when we hear inappropriate words and descriptions.
We can advocate for Aboriginal and Torres Strait Islander rights. We can stay informed about issues affecting communities and support initiatives that promote equality and justice.
Remember, amplifying Aboriginal voices doesn’t mean speaking for them. It means creating spaces where those voices can be heard clearly and respected deeply. Let’s continue to create that space here at St Edmund’s College, and wherever you are, every single day.
As we celebrate NAIDOC Week, let’s commit to keeping the fire burning not just for today but every day. Let’s ensure that the wisdom, strength, and spirit of the world’s oldest continuing culture continues to illuminate our shared future.
Heritage Round Weekend
Whilst all weeks are very busy in the life of a school, this week is an exceptionally busy week for us with the Blue and White Ball on Friday evening, followed by Heritage Round on the weekend. This year our Heritage Round focuses on all our winter sports, including basketball, football and rugby union. The Heritage Round is a wonderful mixture of friendly rivalry against Marist College as well as opportunity for our old boys and their families to reunite, reconnect and enjoy some time together.
I will write more about the Heritage Round in the next edition of Vortex. I would encourage as many of our students and families to support our teams this weekend and build the spirit of the Heritage Round weekend. Heritage Round kicks off at 10.00am in our Chapel with the Old Boys Mass. All old boys and their families and friends are invited to this Mass and should have already registered for this event. This is followed by morning tea, a tour of the College (depending on demand) and then a series of reunions with old boys catching up with each other, either at school or at another venue.
The sporting focus of the Heritage Round is as follows:
Saturday 3 August
*Rugby Union: St Edmund’s College First XV vs Marist College; Owens Oval, 3.00pm
*Football: St Edmund’s College Under 16’s vs Majura Park FC; Dickson District Playing Fields (Antill St, Dickson), Field 1; 3.10pm
Sunday 4 August
*Basketball: St Edmund’s First V vs Marist College; Southern Cross Basketball Stadium; 4.30pm
At the College Assembly on Wednesday of this week I clarified with students the appropriate behaviour and attitude for the Heritage Round games, and especially for the First XV game in the afternoon. Some of the points covered in the assembly will be as follows:
- Students spectating are to wear full winter uniform (no variations at all).
- All students are to demonstrate positive sportsmanship throughout the whole day, and especially during the First XV Rugby game in the afternoon. Students not demonstrating good sportsmanship and appropriate behaviour will be asked to leave the grounds.
- This demonstration of good sportsmanship is particularly important at times when the opposition scores a try or kicks for goal.
- Students are to be respectful in their dealings with the opposition players and spectators – not using derogatory language or negative physicality before, during and after a game, including not booing during a game.
We would also expect all our old boys attending to behave in a similar manner, supporting the expectations of the College. We are very much looking forward to a great coupe of days of sport this weekend.
The Spirit of Sport
Over the last couple of editions of Vortex I have shared with you some writings and reflections about the true nature of sport. This theme is continued today with an excellent article I found a few weeks ago. The article is written by Paul McKeon and I am grateful to Kidspot (news.com.au) for permission to share this with you. It is a timely reminder of the true, deeper values of sport.
Click on this link to the original website source.
“I could see it in his face from across the room. My son and his mates had just joined a new basketball league in Sydney’s east. Well into the first half of their first game he was still on the bench, along with two others. His excitement was beginning to turn.
The second half was worse. He didn’t get onto the court until the final few minutes of the game, when the opposing team was up by more than 10 points, and it was clear the chances of victory had vanished.
Disappointed for him, I spoke to the coach afterwards. Having been a volunteer in another sport I was wary of coming off as a pushy parent, but I also wanted to understand his approach.
Was there a deliberate strategy I’d missed?
In this level, under 12, games are played over two 20-minute halves. With nine players, dividing equally, each would be on court for roughly 22 mins. So, an equitable range might be somewhere between 10 and 30 mins each.
My son’s own game was falling well below that.
The coach’s answers boiled down to ‘my job is to win’ and ‘if he wants more game time, he needs to get better’.
Rather than risk being thought of as unreasonable, I let it go. It was only on reflection I realised how mistaken his thinking was.
We’d chosen this particular league because the boys had been lacking competition elsewhere. Having picked up basketball as neighbours during the COVID lockdowns they were 18 months into playing and needing a challenge.
While my son and his friends are competitive and like to win, this was not a representative league. There were no try-outs and teams were not formally graded. All that was needed to play was to pay the $600 fee.
I’m not one to argue it’s necessary for every player to get equal time. My son is also self-aware enough to know he’s not the strongest player and he always wants his team to win. But it’s hard to feel pride in a result you’ve played little part in.
When I relayed our experience to others they were sympathetic, especially his teammate’s parents. But I was also second-guessing myself. The coach clearly wasn’t 100 percent wrong. Winning isn’t everything but it is not nothing either. Was I wrong?
Then I remembered my own experience.
In four years as a volunteer AFL coach and team manager I probably fielded teams in at least 100 games and watched as many more. I can barely remember the results of most of them. What stands out now most clearly is the experience of seeing the kids grow.
I learned too.
Early in my second year I reached a low point. Three games into the season we suffered a crushing defeat. Late that night, as I typed my post-game report to their parents, I was ready to resign.
“You had one job,” I told myself.
But a funny thing happened. The next week, those same boys bounced back and played their best game of the season. The resilience those nine-year-olds showed taught me that coaching, and sport in general, is about more than winning.
Of course, we want our coaches to push players. So, this is not to suggest wrapping kids in cotton wool. One of the lessons of a semi-contact sport like basketball is that sometimes you’re going to get physically hurt or hurt someone else. There are lessons worth learning in those experiences.
It’s also not to suggest protecting them from unpleasant experiences. As I discovered, the best lessons often come when you lose. I think the bravest thing sportspeople do is to walk onto the court, pitch or field knowing only one team will walk off the winner.
My experience of coaching taught me that in most kids’ sport, the goal isn’t shown in the final result. The scoreboard is simply a measure of how well you and the team have dealt with the hand you’ve been given on that day; and it’s not the reason to play.
In part, kids’ sport is about fostering what academics call ‘pro-social’ behaviours. Organisational psychologist, Adam Grant, author of Hidden Potential, describes this as “the desire to benefit others or expend effort out of concern for others”.
You and I might call it being a good sport.
Contrary to what our natural instincts might tell us at first, the number one job of a good coach in kids’ sport, at least in non-representative competitions where parents are paying for the experience, is to develop the players and team to reach their best.
After all, even a poor coach can win with a team of champions. I should know, I did it in my first year when my team was made-up primarily of the sons of the other coaches; the kids who wanted to play an extra game each Saturday. I felt like the G.O.A.T.!
And, of course, it is easy to get caught up with the desire to win. Coaches are often young people themselves. They may have been great players too. Having been a young man myself once I know it’s difficult to appreciate you might still have things to learn.
But if we remember the coach is the adult in the room and, as we constantly hear, performance in sport is 90 percent mental, it’s hard to see a beneficial lesson in leaving any kid who wants to play sitting on the bench for 80 percent of a game.
It should be obvious really. Coaching isn’t about winning. These games aren’t about representing Australia. While there may be a nice keepsake for the winners at the end of season, the result has no lasting impact beyond bragging rights.
What does last are the kids’ memories of how they were treated and what they learned. In my own coaching days, my best measure for how well we’d done each season was how many kids came back the following year and brought their friends along to join.
That’s winning in my book”.
The Fathering Project
St Edmund’s College supports The Fathering Project, an organisation recognising that fathers, and father figures, play a vital role in children’s lives. The Fathering Project is an evidence-based organisation that aims to promote positive fathering behaviours and fathers’ engagement with their infants, preschool, primary school and adolescent-aged children. It is the first intervention program to be implemented in Australia which focuses on the fathers of all children.
The evidence demonstrating fathers’ potential to positively influence their children’s health and mental health, social success and academic achievements is now robust, indisputable, and compelling. I would strongly recommend that our fathers (in fact all parents) take a careful look at The Fathering Channel website especially their resources and research . With a focus on evidence-based prevention and intervention, The Fathering Project aims to be the premier national provider of resources and support for fathers and father figures, and a recognised global expert on the impact of fathering on family and community wellbeing.
Prayer: The Spirit of Sport
Loving God,
We ask your blessing on the games we are about to play.
Give each one of us the courage to play this game in a manner which by our words and our actions is pleasing to you.
Let us enter our competitions in a spirit of sportsmanship and with a respect for the members of the opposing team.
We ask You to bless each one of us, especially the coaches, officials, parents and players.
Keep us under the protection of your son, Jesus Christ,
and help us be aware of his presence with us in this game,
Amen.
Blessed Edmund Rice, pray for us.
Live Jesus in our hearts, forever.
Joe Zavone
Principal
Christus Lux Mea