A reluctant student, a teasing class and an anxious parent
Arjun, 14, has a BMI of 27 and has been reluctant to take part in fitness sessions for several weeks. During the 50 m sprint he walks, says 'I'm fat and slow, there's no point', and sits on the sideline. Two classmates imitate him and laugh. His mother telephones you and asks for a 'strict diet plan' so that he can lose 4 kg before the inter-school selection in one month. Otherwise Arjun is healthy, has no diagnosed condition, and his latest 50 m time was 11.2 s, the slowest in the class. He is good at cricket bowling and enjoys wicket-keeping. The school has no counsellor, but the class teacher is supportive. You have 12 sessions before the selection.
1. How do you respond to Arjun's mother's request?
Read the worked answer
Acknowledge her concern first, then be clear about limits.
- A 4 kg loss in one month is not a safe or appropriate target for a growing 14-year-old. Restrictive dieting in adolescence can affect growth, energy, concentration and eating behaviour.
- There is no medical reason to prescribe a diet here, and the facilitator's role is activity and habits, not individual nutrition prescriptions.
- Offer a realistic plan: regular meals including breakfast, no sugary drinks, 60 minutes of daily activity, and adequate sleep.
- Aim for gradual change in fitness and waist measurement, not a number on the scale.
- Refer the family to a doctor or dietitian if they want individual nutrition advice.
Say plainly that you will support activity and share progress, but will not run a 'strict diet'. This keeps trust and protects the student.
2. How do you design the 12 sessions so Arjun can succeed?
Read the worked answer
Build a mastery climate rather than a comparison climate:
- Set personal targets, such as completing a 400 m walk-run without stopping, then improving it.
- Start with what he already does well - bowling and wicket-keeping - and give him a valued role in small-sided games so he experiences competence.
- Break the sprint into short 20–30 m efforts with full rest, progressing to 50 m over several weeks, so he is not publicly last every session.
- Offer a choice between two activities and use mixed-ability teams.
- Praise effort and specific improvement, not natural talent.
The reasoning is that motivation rests on feeling competent, having some choice and belonging to the group. Repeated public failure in the 50 m undermines all three.
3. How do you handle the teasing, and what will you ask the class teacher to do?
Read the worked answer
- Stop the behaviour immediately and name it: laughing at a classmate is not part of this session.
- Do not single Arjun out or make him speak in front of everyone.
- Speak to the two students privately about expectations and consequences.
- Set a class rule about encouragement and give Arjun a buddy during activities.
- Avoid public fitness comparisons; publish personal bests only.
Ask the class teacher to follow up across the school day and to monitor for repetition. If teasing continues or Arjun becomes withdrawn, escalate to the head teacher and parents.
The judgement is that the social environment is the main barrier here. Changing the drill alone will not help while he expects to be laughed at.