Disclaimer: The information on this website is used for educational purposes with all rights reserved to the original researchers, for further reading read their original paper and do your own research & comparisons on each subject, the name of the original author of each paper will be hyperlinked and will be referenced/cited. Any information I have taken out of each paper will have quotation marks at the start & the end of the information. In no way shape or form is the information on this website intended to be misleading. It’s about sharing as much information as possible so that comparisons can be made on each subject highlighting key points. All information gathered will be taken from a mixture of sources such as open access journals & papers, features, editorials, opinions, news, video and others.
This is an article I wrote for a graded unit in college back in 2018.
In the world of sports, parents do not understand the benefits of their children participating in a sporting environment. Through research many benefits have been found. According to Rochelle M Eime et al (2013) there is at least 40 psychological and social benefits that a child can attain through the world of sports. Through Rochelle M Eime et al (2013) research, she highlights that the highest outcomes were higher self-esteem, better social skills, fewer depressive symptoms, higher confidence as well as higher competence among children who participate in sport compared to children who do not. The results found by Rochelle M Eime et al will be found in the box below.
| Benefits | Researchers |
| 1.Assertive | (Findlay, 2008) |
| 2.Caring | (Zarrett et al (2009) |
| 3.Character | (Zarrett et al 2009) |
| 4.Competence | (Zarrett et al, 2009; Donaldson, et al, 2006; Bowker, 2006) |
| 5.Confidence | (Zarrett et al 2009; Holt et al, 2011; Wiersma et al, 2008) |
| 6.Emotional control, exploration | (Holt et al, 2011) |
| 7.Emotional regulation | (Hansen et al, 2003) |
| 8.Emotional self-efficacy | (Valois et al, 2008) |
| 9.Emotional wellbeing | (Donaldson et al,2006; Steptoe et al, 2006) |
| 10.Fewer depressive symptoms | (Boone et al, 2006; Gore et al, 2002; Sanders et al, 2000; Ferron et al, 1999) |
| 11.General health perceptions | (Snyder et al, 2010) |
| 12.Less emotional distress | (Harrison et al, 2003) |
| 13.Less hopelessness | (Talliaferro, 2008) |
| 14.Less suicidality | (Talliaferro et al, 2011; Talliaferro 2008; Harrison et al, 2003; Ferron et al, 2009) |
| 15.Life satisfaction | (Michaed et al, 2006; Valois et al, 2004) |
| 16.Mental health | (Snyder et al, 2010; Pyle et al, 2003) |
| 17.Possitive affect | (Findlay, 2008) |
| 18.Psychological resilience | (Bartko et al, 2003) |
| 19.Self-control | (Findlay, 2008) |
| 20.Self-esteem | (Pederson et al, 2004; Erkut et al, 2002; Brettschneider, 2001; Wiersma et al, 2008; Findlay, 2008; Bowker, 2006) |
| 21.Self-kowledge | (Hansen et al, 2003) |
| 22.Try to resolve conflicts | (Howie et al, 2010) |
| 23.Wellbeing | (Findlay, 2008, Ferron et al, 1999) |
| 24.Behavioral wellbeing | (Donaldson et al, 2006) |
| 25.Connectedness | (Linver et al, 2009; Zarrett et al, 2009) |
| 26.Percieved health | (Michaud et al, 2006) |
| 27.Reduced social anxiety | (Dimech et al, 2011) |
| 28.Youth development | (Linver et al, 2009) |
| 29.Co-operation | (Findlay, 2008) |
| 30.Relationship with coaches and friends | (Holt et al, 2011) |
| 31.Show respect for teachers and neighbors | (Howie et al, 2010) |
| 32.Social functioning | (Snyder et al, 2010) |
| 33.Social interaction/ integration; social skills | (Hansen et al, 2003; Brettchneider, 2001; Wiersma et al, 2008; Howie et al, 2010; Holt et al, 2011) |
| 34.Social self-concept | (March, 1993) |
| 35.Social wellbeing | (Linver et al, 2009) |
| 36.Sportsmanship | (Wiersma et al, 2008) |
| 37.Teamwork | (Wiersma et al, 2008) |
Nick Cavill et al, (2006) stated that sport can help improve children’s psychological wellbeing, for example; sport can help reduce the symptoms of depression, stress and anxiety. Through the research of Nick Cavill et al, (2006) found that children can also improve their social skills through an organized fun environment. Sports has the ability to improve children’s positive perception of self-image and self-esteem. Sports settings and leisure activity’s gives children the opportunity to meet new people which helps reduce the chances of anti-social behavior.
David R. Shaffer’s (2009) research has shown that Children at very young age show rapid advances in their emotions. At the age of 3 children are good at recognizing positive events that occur around them, from the age of 4 they can start to recognize bad situations that occur. Sports can benefit children regulate their emotions due to the values and life lessons taught in children’s sports classes. Classes are an organized social environment which otherwise not be exposed to in situations and scenarios that they would not normally be in.
A study done by Weis, Mauren R. (Sep 2000) broke down how children evaluate their perceived competence from the ages 5 to 18 and the different stages they go through.
From the ages 5 to 9 children use mastery of tasks, trying hard, enjoyment of the activity, and the feedback from coaches and parents to evaluate their own physical competence.
Ages 10 to 15 will use comparison and competition with peers to evaluate if they have improved their physical competence.
16 to 18-year old’s use social comparison and evaluation changes, these will include; achievement of goal setting, attraction to the physical activity, personal improvement, peer comparison coupled with teacher/coach feedback.
With this understanding of how children evaluate themselves, coaches are able to plan classes to cater to their needs in a positive manner. Sports classes teaches ethics and values that can be carried throughout life.
A study done by Bruno Avelar Rosa (iLlDH) (May 2015) breaks down the ethics and values sports can teach children. Values and ethics highlighted were; co-operation, warmth and respect, initiative and participation, mutually aiding, solidarity, engagement, sportsmanship and fair play, commitment and responsibility, citizenship and democratic spirit, justice and honesty. Meaning of each will be found in the box below.
| Values | Meaning |
| 1.Co-operation | Co-operating in learning and organization situations, choosing actions conductive to success, safety and good relational environment and activity of the class. |
| 2.Warmth and respect | Relating with warmth and respect for classmates, both in the role of teammates as well as that of opponents. |
| 3.Initiative and participation | Introducing initiatives and personal development proposals for individual and group activity and showing interest and objectivity in those presented by their classmates. |
| 4.Mutualy aiding | Taking the opportunity and interest to support the efforts of classmates, promoting mutual aid to support the improvement and satisfaction of self and others. |
| 5.Solidarity | Accepting the support of classmates in self-improvement efforts, and the options of the others and the difficulties. |
| 6.Engagment | Participate in a committed manner to improving their ability in different types of activity, aiming to perform appropriate actions with correction and opportunity. |
| 7.Sportsmanship and fair play | Foster sportspersonship and fair play, with respect to the rules of the activities and all those involved. |
| 8.Commitment and Responsibility | Taking on commitments and responsibilities for organization and preparation of individual and /or group activities, and their inherent tasks, and fulfilling these with commitment and pride. |
| 9.Citenzship and democratic spirit | Agreeing on group decisions and tasks with classmates with fairness and respect for individual requirements and possibilities. |
| 10.Justice and honesty | Analyze and interpret the holding of selected physical activities, and apply knowledge regarding technique, organization and participation, sports ethics etc. |
An article written by Frank L. Smoll (2012) highlights the qualities of a role model, the qualities include; Enthusiastic about being a role model, they are on an Altruistic mission (The athlete uses the position to share messages of inspiration and hope—a selfless drive to benefit others). Makes a commitment to behaving in a way that reflects high moral values, Presents himself or herself in a realistic and responsible manner. Freely devotes time and energy to community activities, Champions a mastery goal orientation, possess a keen sense of empathy, displays a healthy balance between striving for excellence and having fun in the process.
When a child looks up to a role model, the child will copy and imitate similar behavior. If and when the role model understands this, they will try help that child out as much as possible by using a positive mental attitude. The role model may become a figure of importance throughout childhood development and can help them through difficult times within their life by showing the child life lessons taught within a sporting environment. The role model will be a guide teaching them right from wrong.
A journal article written by Hardman, et al. (2010) discusses that sports build character but its complex, character includes habits of perception, cognition, emotion and action. Sports can help children understand sensitivity, good from the bad, fair from the unfair, learn about human relationships, social convention and moral rules. Sports has the ability to highlight what bullying is and to spark emotion into the child, so they are aware of what impact their actions can have on others.
An article written by Judy Wilson (2013) talks about how exercise can benefit children, the author of the article goes on and highlights some benefits that children can attain through exercise. Exercise overall helps with an increase in a leaner body composition reducing the chance of obesity. Through exercise children are less prone to serious diseases. Through sporting activity’s children’s bones will become stronger due to better retention of minerals. With increased bone strength, muscles can pull on the bones a lot harder increasing muscle strength. Due to this, muscles are more efficient. Children have an increase in stamina.
Exercise promotes an increase in blood flow around the body and to the working muscles. With more efficient blood flow, there is an increase in the amount of oxygen the body can use throughout the day. The author Judy Wilson then goes on and talks about how exercise can help with the formation of new neurons within the brain. Due to this, children will have better cognitive performance and focus. With increased brain function children will also have an increase in reaction time.
Another article written by Amy Sutton (2015) on hellomotherhood.com highlighted how sports participation helps with success in later life. Team sports can help teach children the importance of working in a team. Sports can keep children stay active and physically fit during childhood. Team sports can help with higher self-esteem and boosts confidence which can be transferred to other aspects of their life. Children who participate in sport have reduce symptoms of depression, anxiety and behavioural issues.
Conclusion
In conclusion there are many benefits to children participating in sport, these benefits range from physical, social, emotional and psychological. Primary research the researcher has found positive development through the means of sport. Through secondary research around 40 psychological and emotional benefits have been found, research shows that there are many benefits that can be transferred thought life and what the focuses are throughout childhood to adulthood when undertaking sport.
References
Rochelle M Eime, Janet A Young, Jack T Harvey, Melanie J Charity and Warren R Payne. (15 August 2013). 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. Available: https://ijbnpa.biomedcentral.com/articles/10.1186/1479-5868-10-98. Last accessed 26/03/2018.
Nick Cavill, Sonja Kahlmeier, Francesca Racioppi – 2006 (2006). Physical Activity and Health in Europe: Evidence for Action. Denmark: World Health Organization. Regional Office for Europe. 33.
David R. Shaffer (2009). Social and Personality Development. 6th ed. 10 Davis Drive, Belmont, USA: Wadsworth Cengage Learning. 451-490.
Ronald E. Smith, et al (2012). Sport Psychology for Youth Coaches: Developing Champions in Sports and Life. United States of America: Rowman & Littlefield publishing group, Inc. 151-155.
Weis, Mauren R. (Sep 2000). Motivating Kids in Physical Activity. President’s Council on Physical Fitness and Sports Research Digest, Series 3 n11 (11), 10.
Bruno Avelar Rosa (iLlDH) (May 2015). Ethics in Sport – Guidelines for Teachers. Portugal: Luso-illyrian Institute of Human Development (iLIDH). 1-24.
Hardman, A., Jones, C. and Jones, R. (2010) ‘Sports coaching, virtue ethics and emulation’, Physical Education and Sport Pedagogy, vol. 15, no. 4, pp. 345–359
Judy Wilson. (14, 2013). Physical Benefits of Exercise for Children. Available: https://www.livestrong.com/article/200273-do-team-sports-help-kids-to-be-successful-later-in-life/. Last accessed 30/04/2018.
Amy Sutton. (2015). Do Team Sports Help Kids to Be Successful Later in Life?. Available: https://www.hellomotherhood.com/why-should-children-play-sports-5219707.html. Last accessed 30/04/2018.
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