Sport for Life

“Tweet!” The crowd hushes in anticipation. The striker takes a cleansing breath and

begins closing in on the resting ball. The penalty marker is only 12 yards away from the goal

line, but just the slightest imprecision could send the ball sailing over the crossbar, wide of the

goalposts, or into the sweaty gloves of the goalkeeper. Four strides later, he strikes the ball with

the laces and it begins to lift off, disturbing the calm blanket of dew that had settled on the

freshly-cut grass below it. The goalkeeper initiates his dive to meet the ball before it reaches the

net, but the powerful shot ricochets off of the crossbar and into the net, just out of reach. The

referee’s whistle emits a piercing “Tweet! Tweeet! Tweeeet!” to signal the end of the game. The

erupting celebration of fans and players reverberates through the park as the scoring team

saunters back to their bench.

Nobody likes to lose, but nothing beats the thrill of competing in a sporting event. For

me, there is no better way to spend a Saturday morning than to play in an exhilarating soccer

match. I began playing soccer in the second grade, and I have been hooked by the beautiful game

ever since. After a few years on the recreational fields with little Pugg goals, I set out for the

competitive team which entailed more training, travelling, and higher level of competition. My

competitive soccer years have brought me to numerous destinations including Las Vegas, San

Diego, endless northern California parks, and playing field meccas. My experience with the sport

has transitioned dramatically: from the participation trophy days of the past to intense college

showcase tournaments in recent years.

I specifically am interested in the social growth that players experience as a result of their

dedication to sports, as well as the effects of negative pressures that they face from parents,

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peers, or themselves. I decided that this would be a fascinating realm to explore because there are

countless young competitors who can relate to my athletic background and unquenchable hunger

to taste the next level of play. Consequently, my positive experiences with soccer and other

sports have lead me to investigate the question: ​How does athletic participation impact the

development of social skills among adolescents?

Social skills encompass the capability to connect and work with others, an essential skill

for the classroom, workplace, and in the heat of athletic competition. Particularly, youth sports

demonstrate a direct benefit toward self-confidence, cooperation, and responsibility among

athletes. These social skills are critical tools that they can carry in their toolbox wherever they

choose to go after their youth sports years are over.

First, athletic participation improves mental health and self-confidence among

adolescents. Youth sports introduce kids to a structured environment—fostering self-discovery,

creativity, and positive takeaways overall. A study on psychological and social benefits of youth

sports resonates with this perspective:

Social benefits included positive relationships with coaches, making new friends, and

developing teamwork and social skills. Personal benefits included children being

emotionally controlled, enjoying exploration, having confidence and discipline,

performing well academically, managing their weight and being “kept busy.” (Eime et

al.)

A safe environment is essential for youth development to take place. Sports teams introduce

athletes to a diverse network of players and coaches who share their same passion for competing

and reinforce positive values in a fun, engaging way. Dr. Gabriele Goodman, an accredited

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sports and performance psychologist with experience as a competitive triathlete and personal

trainer, stated in a personal interview that “you need to make yourself accountable to others.

There’s a team and structure you follow; that’s how you develop your strengths and your focus.”

The team aspect of youth sports is a unifying force that positively influences cognitive growth.

Mental composure is a particularly significant effect of the team environment, and players learn

to withstand pressure as a result of their team-oriented focus. Similarly, Goodman commented on

the importance of young athletes finding role models to emulate, which translates to higher

self-assurance and satisfaction. Essentially, the sports world is a universal conduit for aspiring

youngsters to find professional figures to admire. As trivial as it may seem, imitating Stephen

Curry’s jumpshot or Cristiano Ronaldo’s iconic goal celebration has notable value for young

competitors. Altogether, sports teach young competitors to persevere, and there is substantial

evidence of collaborative benefits too.

Cooperation and effective communication are crucial to team success, and young players

learn to use these skills each day with their teammates and coaches. The ability to work together

is the foundation of successful problem-solving and collaborative efforts. In a personal interview

with Steve Chappell, coach and Executive Director at Walnut Creek Soccer Club (WCSC), he

discussed his view that “the more you can communicate openly and honestly, the more trust

you’ll have among teammates and teams.” With his club and team management experience, he

frequently observes players learning to understand what message they are conveying through

their tone of voice or their nonverbal movements, also known as body language. All team

members need to be on the same page in order to play together successfully; thus,

communication is a paramount skill that athletes must master. Likewise, in the book ​Winning by

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Teamwork,​ the author emphasizes the importance of teammates “talking about what is happening

in the game and listening to ideas that can make the team better” (Hicks 10). Teams operate like

businesses. Teammates must listen to each other and provide their own input in order to execute

tactics and strategize cohesively. Football is a clear-cut example of the danger of

miscommunication; if a single player does not know their role or where to be on the field, they

could cause a severe injury for themselves or a teammate. Although an extreme example, young

athletes get a taste of how imperative communication is in real world application through their

athletic experience. Moreover, an experiment on psychological, physical, and academic

responses to youth athletics conducted by Penn State University concluded that “team sports

teach athletes how to be a team player. (…) Being on a team will teach you sportsmanship and

will teach you that it is okay to lose, (…) how to work hard at something they really want”

(Moskowitz). Learning how to deal with defeat and to respect one’s opponents are critical skills

for life, not just sports. In Chappell’s words, the “skills that a player (…) can take from the field

on into the classroom or workplace [are] invaluable.” Additionally, having respect for the game

and playing by the rules parallel abiding by the laws and being a model citizen for the betterment

of society. Striving for mutual respect and agreement among both teams is something that needs

to be taught to young athletes as they grow and mature. Undeniably, sports teach young athletes

how to cooperate, however, not all effects of youth sports participation have manifested

themselves fruitfully.

An emerging situation known as specialization has blatantly demonstrated negative social

and physical impacts. A study from the National Center for Biotechnology Information defined

the phenomenon as “intense training in one sport while excluding others,” and noted that “it has

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become increasingly common in early to middle childhood” (Jayanthi et al.). So, one might ask,

with countless opportunities to learn and enjoy different sports during their precious years of

growth, why would kids voluntarily throw in the towel? The reality is that pressure from parents

is to blame for this unfortunate scenario. Many of these parents assume the responsibility of their

child’s personal coach, nutrition expert, and fitness trainer without acknowledging the aftermath

of their “expertise.” From a superficial perspective, their intentions seem harmless, but many

published reports suggest otherwise. A study on athletic specialization by Resident Physician

Ajay Padaki of Columbia University indicated that ​“one-third of players reported being

encouraged to continue playing by a parent and/or coach despite admitting an injury.” A more

alarming finding was that “one-fourth of youth athletes reported experiencing pressure from

adults to continue playing after a concussion”​ (Padaki et al.). Undeniably, the line needs to be

drawn when competition jeopardizes the safety of young athletes. It is unacceptable for parents

to reiterate encouraging phrases such as “just play through it” or “shake it off” and believe that it

absolves them of any responsibility for their child’s health. Concussions and other brain injuries

should be treated professionally, not disregarded as an inevitable result of competing. While it is

important to set lofty goals, parents should not foster external pressure should it compromise the

development of their child, not to mention impose serious health risks such as permanent brain

damage.

From a psychological perspective, the impacts of athletic specialization are not favorable

either. The American Academy of Pediatrics established this point in an article that focuses on

psychosocial development among young athletes. Specifically, the article articulated “negative

psychological consequences” that elite young athletes experience, including “‘burnout’ from

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physical and emotional stress, missed social and educational opportunities, and disruptions of

family life” (“Intensive Training”). Such repercussions are often observed among young

gymnasts, wrestlers, tennis players and soccer players who are participating in olympic

development programs. In extreme cases, families turn to unorthodox means of education in

order to accomodate time-intensive sports; online school or homeschooling are socially isolating

“solutions,” besides being very static environments for adolescents to learn in. These alternative

methods of education inhibit social skill development for adolescent athletes, contrary to the

desired effect of youth sports participation. Furthermore, the demanding nature of specialized

programs takes its toll on an athlete’s established network of friends and their family dynamic. A

survey conducted by US Youth Soccer reported that just seven percent of Division I coaches

favored specialized athletes when recruiting for their soccer teams (“Are Kids Specializing”). In

other words, specialization has no definitive proof of actually increasing the likelihood of

reaching the collegiate or professional level, and it has only manifested itself negatively among

young athletes. Thus, specialization is an unnecessary approach to youth sports and it ultimately

hinders young athletes’ development of social skills, often in traumatic fashion.

Nonetheless, the pinnacle benefit of adolescent sport participation manifests itself within

the responsibility that young athletes learn. Responsibility for athletes comes in a multitude of

scenarios–choosing a healthy meal over the cramp-inducing alternative, allocating enough time

for schoolwork, opting out of the late night concert–that will directly affect their performance. A

study conducted by the National Center for Biotechnology Information found that “those who

participated in (…) sports demonstrated improved skills in goal setting, time management,

emotional control, leadership, wisdom, social intelligence, cooperation, and self-exploration”

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(Merkel). In the real world, time management speaks volumes about an individual’s organization

and how invested they really are in their job, relationship, or whatever it may be. Young athletes

are crafting the skills that they need to follow schedules and establish their own routines. As

adults, they will need to be able to balance family commitments, social opportunities, and

individual time. Responsibility for young athletes primarily revolves around time management,

but it encompasses decision-making as well. The Office of Disease Prevention and Health

Promotion analyzed “a study published in Pediatric and Adolescent Medicine” which concluded

that “out of 14,000 high school athletes, the ones who regularly played sports were less likely to

use drugs” (“The Benefits”). A parallel survey administered by “the National Household Survey

of Drug Abuse showed that students who played sports were less likely to have smoked

cigarettes or used drugs and were more likely to disapprove of others using them” (“The

Benefits”). Finally, “the Women’s Sports Foundation (…) stated that female high school athletes

are 80% less likely to become pregnant than non-athletes” (“The Benefits”). Evidently, the

statistics reported by several studies have demonstrated the positive choices made by young

athletes compared to their non-athlete counterparts. This is especially noteworthy for teens and

other young adults as they find themselves faced with countless distractions and negative

influences in their lives. On another note, while reflecting on the immense responsibilities faced

by young athletes, Goodman explained, “You have to be accountable, accountable to your team,

accountable to your coach (…) you have to show up. Sports teaches perseverance because you

have to show up again and again.” Goodman’s insight stresses the value of consistency, which

translates to becoming a dependable person. Sports teach kids to own up to their actions and

really test the limits of their mental strength, which some would say reflects their character. For

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example, choosing to cut corners or slow down when nobody is watching only cheats oneself,

and they will fall short of their full potential. Responsible competitors are trustworthy and

honorable; (all attributes that employers and professional “teams” are scouring for in the

employment “playing field”) athletes who sprint through the line rather than just to it. Entirely,

youth sports teach athletes social skills, and responsibility is the forefront among them all.

Youth sports participation positively reinforces the development of social skills among

adolescents. We must continue encouraging kids to play sports for a healthy lifestyle, but more

importantly for the indispensable skills that they acquire and refine through their athletic

experiences. Children will continue to refine the skills that sports have taught them which will

prepare them for successful social interaction in higher levels of education, their jobs, and

beyond. To thrive as independent young adults, they need to have high self-confidence. To

succeed in the workplace, they need be effective collaborators. To flourish as global citizens,

they need to take responsibility for their actions. While collegiate and professional careers are

obtainable by some young athletes, it is crucial that parents recognize the physical and

psychological risks of athletic specialization at a young age. We must continue fostering youth

sports participation because the social skills that they acquire through their athletic experiences

will be used the rest of their lives.

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 Works Cited

“Are Kids Specializing in Sports Too Early?” ​US Youth Socce​r, 26 Jan. 2016,

www.usyouthsoccer.org/are_kids_specializing_in_sports_too_early/. Accessed 4 March

2019.

“The Benefits of Playing Sports Aren’t Just Physical!” ​Health.gov,​ Office of Disease Prevention

and Health Promotion, U.S. Department of Health and Human Services, 30 May 2012,

health.gov/news/blog-bayw/2012/05/the-benefits-of-playing-sports-arent-just-physical/.

Accessed 4 March 2019.

Chappell, Steve. Personal Interview. 27 Feb. 2019.

Eime, Rochelle M., et al. “A Systematic Review of the Psychological and Social Benefits of

Participation in Sport for Children and Adolescents: Informing Development of a

Conceptual Model of Health Through Sport.” ​US National

Library of Medicine, National Institutes of Health,​ National Center for Biotechnology

Information, www.ncbi.nlm.nih.gov/pmc/articles/PMC3751802/. Accessed 27 Feb. 2019.

Goodman, Gabriele. Personal Interview. 5 Mar. 2019.

Hicks, Kelli L. ​Winning by Teamwork.​ Rourke Educational Media, 2014.

“Intensive Training and Sports Specialization in Young Athletes.” Pediatrics, July 2000, p. 154.

Student Resources In Context,​

link.galegroup.com/apps/doc/A63602523/SUIC?u=wal55317&sid=SUIC&xid=3bd33f59

. Accessed 5 Feb. 2019.

Jayanthi, Neeru, et al. “Sports Specialization in Young Athletes.” ​US National

Library of Medicine, National Institutes of Health,​ National Center for Biotechnology

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 Information, 3 May 2013, www.ncbi.nlm.nih.gov/pmc/articles/PMC3658407/. Accessed

24 Feb. 2019.

Merkel, Donna L. “Youth Sport: Positive and Negative Impact on Young Athletes.” ​US National

Library of Medicine, National Institutes of Health,​ National Center for Biotechnology

Information, 31 May 2013, www.ncbi.nlm.nih.gov/pmc/articles/PMC3871410/. Accessed

30 Jan. 2019.

Moskowitz, Sydney Starr. “Benefits of Playing Competitive Sports.” ​Sites at Penn State​, Word

Press, 7 Oct. 2015,

sites.psu.edu/siowfa15/2015/10/07/benefits-of-playing-competitive-sports/. Accessed 4

March 2019.

Padaki, Ajay S., et al. “Quantifying Parental Influence on Youth Athlete Specialization: A

Survey of Athletes’ Parents.” ​US National Library of Medicine, National Institutes of

Health,​ National Center for Biotechnology Information, 21 Sept. 2017,

www.ncbi.nlm.nih.gov/pmc/articles/PMC5613852/. Accessed 26 Feb. 2019.

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 Works Consulted

Cassidy, Camille M., and David E. Conroy. “Children's Self-esteem Related to School- and

Sport-specific Perceptions of Self and Others.” ​Journal of Sport Behavior​, vol. 29, no. 1,

2006, p. 3+. ​Student Resources In Context,​

link.galegroup.com/apps/doc/A142683333/SUIC?u=wal55317&sid=SUIC&xid=9f0cf99

b. Accessed 17 Jan. 2019.

Matheny, Mike, and Jerry B. Jenkins. The Matheny Manifesto: A Young Manager's Old-School

Views on Success in Sports and Life. Crown Publishing Group, 2015.

Odland, Jerry. “High-stakes sportsmanship.” Childhood Education, vol. 81, no. 4, 2005, pp.

220-B(2). ​Student Resources In Context​,

link.galegroup.com/apps/doc/A134312013/SUIC?u=wal55317&sid=SUIC&xid=e8cd741

a. Accessed 5 Feb. 2019.

Phillips, Michael. “The Importance of Youth Sports.” ​Parks & Recreation​, June 2007, p. 16+.

Student Resources In Context,​

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Rogers, Cole. “Sports Impact on Youth Development.” ​Science in Our World: Certainty and

Controversy,​ 21 Oct. 2016,

sites.psu.edu/siowfa16/2016/10/21/sports-impact-on-youth-development/.

Accessed 30 Jan. 2019.

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