Youth sport Flashcards
Participation peaks at a critical developmental period in the child’s life
age 12
Start to distinguish ability skill and luck
Gender differences for motivation
Boys and girls have similar motives for involvement but these may vary in importance.
Generally what is in the to five is in the top five for both genders
Peak participation age
10-13 years
Task focus
Task focus- as long as I feel like I’m improving I will stay
Significant withdraw
Other things to do.? Start a sport then withdraw
Usually going to another sport
Sport vernal withdraw
Sport vernal withdraw- less frequency - withdraw from sport altogether
Not learning skills not having fun, not filling my motives, if it’s strong important motive it only takes one
likely with
likely withHIGH ACHIEVERS
Most of the motives children have are
intrinsic (e.g., to have fun, learn skills). Winning clearly is neither the only nor the most common motive for participation.
Most young athletes have
multiple reasons for participation, not a single motive.
most children withdraw because of
change of interests
a significant minority discontinue for negative reasons (e.g., lack of fun, pressure).
Underlying the descriptive motive (e.g., fun) is
the child’s need to feel worthy.
Enhanced perceived competence
teach young athletes to view success as exceeding their own goals, not merely as winning.
It’s ok to celebrate if you win as long as the focus is on self improvement
task orientation
When children discontinue, rigorously analyze why they are withdrawing from sport.
-Interest in another sport?
– Did the child have a say in the decision? (Parents not wanting to drive them three times a week)
– Effects on long-term welfare?
(Health and welfare as they grow up to be members of out society=Longer you are in sport the more likely to carry out healthy lifestyle)
Usually in top three motives
- Affiliation motive: Major motive that children have for sport participation
- Friends and the peer group are important motivators
Peer
Individuals of equal standing, whether this is a function of age, or rank, or class
– People of similar athletic capabilities – Starting status
– Experiences regardless of age
Relationship:
A history of interactions among individuals who are familiar to one another
Popularity
Experience of being liked or accepted by one’s peers
– Group-level construct
– Social acceptance, peers status
Friendship
Experience of a dyadic relationship that is mutual and close
– Bilateral in nature
Both agree that were friends. Well aware when it is mutual
Will affect perceived competence and withdraw rates
Peers
• Positive influences:
Focus on intrinsic if you have a positive peer relationship
– Positive feelings toward PA – Higher PA motivation – Higher physical self-worth – Lower stress – Higher self-determined motivation – Continued participation
Negative peer relationship
– Conflict-can affect motivation and effort or moving from one peer group to another
– Unattractive personal qualities-Don’t feel part of the peer group if you don’t get to have your say. People that are “ me me me me”
– Betrayal-Group will split into two smaller group
Redefine who my personal are, who I compare myself to
Not changing peer groups by choice
– Inaccessibility-You believe is your peer group but they don’t believe you are part of it
Perceive that I am the same as them but they don’t think your the same. Starter but the other starters don’t think your a starter
Differences between boys and girls ( women drag it out more)
Weiss & Smith (1999)
Six aspects of sport friendship
– Self-esteem enhancement and supportiveness ( The more support I feel that I have the higher the self esteem percieved)
– Loyalty and intimacy(have friends in it)
– Things in common ( starting place to develop our friendship)
– Companionship and pleasant play (Companionship doesn’t matter on two way relationship, enjoying their company. Play)
– Conflict resolution (Strengthens relationship and competence and self esteem if they face challenge together and over come it)
– Conflict (Has to due with the quality of the friendship not if we are friends are not.
Low quality takes longer to find resolution and usually needs parent or coach involved)
Curency shows your
competence
Look how competent I am I do all these sports.more sport experience is more currency and competence
implications for Practitioners
- Provide time to be with friends
- Provide positive reinforcement
- Encourage respect between children
- Refrain from verbal aggression(Team shouldn’t look down on player for not wanting to do something, don’t allow bad behaviour to come out because it will just get worse)
- Teach conflict resolution
- Importance of teamwork and the pursuit of group goals should be emphasized
Is state anxiety heightened in young athletes?
No the vast majority of youth athletes are not under excessive stress (less than 10%) but getting worse as a trend
Stress among elite junior competitors is caused by
fear of failure and feelings of inadequacy.
Failure, outcome orientation
Punishment attached to failure, what are the consequences of failure, competence and external piece
Children at risk for heightened state anxiety
High trait anxiety
Low self-esteem
Low performance expectancies relative to team
Low self-performance expectations (Choose easy challenge)
Frequent worries about failure
Situation sources of stress
Defeat versus victory:
Event importance:
Sport type:
Defeat versus victory:
Children experience more state anxiety after losing than winning.
Event importance:
The more importance placed on a contest, the more state anxiety experienced by participants.
Sport type:
Children in individual sports experience more state anxiety than children in team sports
Worse stress and anxiety for losing on individual
