Craig Constantine

What are the transformative possibilities of integrating Parkour into educational frameworks, and how can its values be preserved amidst sportification pressures?

Finn Berggren shares his thoughts on Parkour, explaining why he brought Parkour to Gerlev Idrætshøjskole in Denmark to replace the traditional gymnastics curriculum. We also discuss the “sportification” of Parkour and the Olympics, and he shares his story of the pivotal moment which solidified his decision to bring Parkour to Gerlev.

We built the first Parkour park in the world because it was a park designed to teach for pedagogical reasons and not just for doing, but also to learn how to do it and, at the same time, understand the philosophy behind Parkour.

~ Finn Berggren (7:00)

Finn Berggren shares his experiences as the principal of Gerlev Sports Academy, where he has transformed the institution’s approach to movement education by integrating Parkour. He recounts discovering Parkour through a television program and how its unstructured, innovative nature captivated him. His vision led to the creation of the world’s first pedagogical Parkour park, designed to teach movement and philosophy rather than competitive techniques. Finn discusses Gerlev’s evolution from a gymnastics-focused academy to a hub for diverse movement practices, including Parkour and street dance, emphasizing personal development and inclusivity.

Finn also reflects on the broader implications of sportification, warning against its potential to restrict the freedom and creativity inherent in Parkour. He advocates for preserving its unstructured, exploratory spirit and suggests using networks rather than rigid organizations to maintain its authenticity. Finn shares a personal story of witnessing children’s spontaneous engagement with movement, underscoring the importance of fun, challenge, and reflection in promoting physical activity and holistic development.