OPINION | Is the “No Pain, No Gain” Mentality still Necessary in Today’s Schools?

Photo Credit: Suhani Dosanjh

Terms like “no pain, no gain” or “feel the burn” gained popularity during the ‘80s, with the rise of televised aerobic workouts. While on their own, they simply encourage you to work hard to see positive results, they also contain an underlying mindset — in order to get fit or achieve your exercise goals, you must undergo suffering. Students are almost certain to hear this phrase during their mandatory three years of Physical and Health Education (PHE). Although the weight of these words may be missed, they are still felt. This mentality is a part of the way PHE is taught, despite the semi-integration of wellness education into the curriculum.

Is there a line between giving it your all, and pushing yourself to 110 per cent without any thought to your health or wellness? High school PE does not always think so. So, what harmful messaging does “no pain, no gain” contain, what are the negative impacts of enforcing this mentality, and why does it still have a place in the physical education system, even after scientists and health officials have refuted it time and time again?

When exercising, one should be aware of their body and its limits to maximize health benefits and enjoyment, as well as prevent injury. When focus is moved from doing exercises correctly and at your own pace to completing the highest amount of repetitions as quickly as possible, injury is likely. The gym may be uncomfortable, but it should never be painful. While muscle pain after vigorous exercise can be expected, muscles shouldn’t be overworked or pushed past their maximum capacity, according to the American Physical Therapy Association. It’s no secret that this mindset has been proven to be harmful by both scientists and health officials alike, since it is understood that pain is the body’s warning sign. But how can students listen to their body when they receive contradictory messaging at school? Being told by a teacher that you must push past pain in order to improve, even though injury is likely, is irresponsible and shows misguided priorities and direction from the PHE department.

Students should be taught to listen to their body and to take breaks when needed. Because taking a break or modifying an exercise for your skill level doesn’t mean you can’t still retain health benefits. In fact, according to the Ohio State University Medical Center, taking breaks can actually improve your overall performance, whether it’s a five minute break during a sports game or a day-long break between vigorous cardio workouts.

The modern PHE curriculum marks students on effort rather than performance, but does the “no pain, no gain” mentality warp the definition of effort? Simply defined, effort is a conscious determined attempt or an expenditure of energy towards a goal. When put into the context of high school PHE class, this mentality implies that effort is synonymous with pain and that, without experiencing pain, the accomplishment of goals is impossible. This ignores the potential value of strategies that focus on intrinsic motivation, such as positive reinforcement, to build resilience and encourage learners to persist with difficult tasks. While the “no pain, no gain” mentality may serve as a source of motivation for some, it fails to consider the differences in skill levels and effort capacities among students. Not everyone starts from the same point of fitness or possesses the same natural ability. Acknowledging these disparities is crucial in understanding that effort cannot be defined by the amount of pain endured. If effort really was the focus of the gym, then wouldn’t it be “no effort, no gain”?

Many Hamber students enjoy PHE, either for the sports or for the fitness exposure. But various others don’t. These students often do not participate. How much of that is due to the “no pain, no gain” mindset? Does this mentality scare unmotivated students into trying less? The “no pain, no gain” mentality often creates an environment that alienates individuals who may not fit into traditional perceptions of fitness. This can discourage students who do not excel at high-intensity workouts or sports, leading to feelings of inadequacy and decreased participation.

With a newfound awareness of mental health and wellness sweeping the fitness world, people are coming to prioritize their body and mind through exercise. According to Genevieve Dunton, the Professor of Preventive Medicine & Psychology at the University of South Carolina, current reasons for exercising “are certainly more about stress reduction, anxiety release, and improved sleep.” People are realizing that fitness is not solely about physical strength or endurance but encompasses mental, emotional, and social well-being too. High school students face numerous pressures. Integrating wellness practices into gym programs can provide them with tools to manage stress, build resilience, and maintain a healthy balance in all aspects of their lives. 

Some changes have already been made in Hamber’s PHE department. For example, the department has started to move away from using health assessments for marks — a student-driven change that Hamber was one of the first schools to implement, according to Mr. I. Sehmbi (Physical Education). This change was implemented to give fitness a more goal-centered focus and was a necessary step in the right direction towards a more holistic approach to PHE.

This shift in landscape makes one question the true purpose of PHE in schools. The parts of gym that will create real difference in the lives of many have less to do with workouts or sports. The practice of being physically active helps increase students’ focus and academic participation. Additionally, PHE can help students develop routines, as well as can give them the tools to create their own healthy lifestyles and be conscious of their fitness. These skills will keep students healthy when exercise is no longer mandatory in school and can strengthen the relationships between their minds and bodies. 

So where does the “no pain, no gain” mentality fit in? How does pushing yourself past your capabilities teach you about personal fitness and wellbeing? These inquiries not only bring this mentality’s relevance into question but also pinpoint part of the harm in this mindset. By listening to student feedback and replacing harmful mentalities with positive mindsets, Hamber’s PHE department can create an environment that is both encouraging and beneficial to all students, regardless of their skills or limitations.