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Sports Benefiting Youth
Introduction
Youth sports evoke many negative images: injury, criticism and expense to name
a few. While these issues are relevant and very real in the competition of sport,
undoubtedly, but are these images actually negative for youth? Learning how to
overcome an injury, understanding criticism and how to deal with its nature, and
learning the importance of a dollar does not seem to be all that bad, does it? This
research of youth sports being beneficial is significant due to the fact that 21 million
youth between the ages of 6 and 17 participate in sports, which is the most
psychological and physiological time period for development in an individuals life
(Bruner, Eys, Wilson & Ct, 2014). Why should anyone care about youth benefiting
from sport? It is important to understand that the future of the humanistic culture is in
the hands of none other than the youth of todays society, which should set a
precedence of importance on what our youth is involved in (sport) and how this area of
involvement is benefiting their lives for the future of mankind. The purpose of this study
is to research if and how youth benefits from participating in sport.
Literature Review (0-100 points):
Sports can benefit youth in a plethora of ways. In fact, youth who participate in
sporting activities do not just benefit in the physical aspect, research shows that youth
also make better grades, develop communication skills and learn how to get along with
others more effectively. Sports are more than a game; they are a set of life lessons and

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what's even more interesting is that kids derive these benefits whether or not they excel
at their respective sport (O'Connor & Jose, 2012). In a youth study over the
developmental outcomes associated with youth participation of sport, there were
positive results in youth who participated from grades 10-12 showing progress and/or
development in the following areas: competence, caring, character, confidence,
connection, depression, contribution, and substance abuse. 10th-12th graders who did
not participate for the duration of the three years or did not participate in sport at all
showed a minimal to stagnant progression rate (Agans & Geldhof, 2012). In a separate
study that consisted of 600 kids (310 boys, 290 girls) dealing with the role of physical
activity (sports) and physical education in promoting positive development for
disaffected youth, concluded that youth sustained more improvements in cognitive
growth and education when they participated for longer length of time (Armour &
Sandford, 2013).
Another area that youth benefit from sport participation is by having a positive
mentor in place to learn from and grow with (coach). A coachs attitude and coaching
philosophy can have a tremendous impact on youth. A coach that centralizes young
peoples well-being before all else, which is the most important ingredient, will not only
have a direct positive impact for their desired behaviors of the kids, but also
demonstrate positive characteristics that will pay dividends for youth later in life
(Haudenhuyse, Theeboom & Coalter, 2012). Youth athletes are at a vulnerable stage in
their lives due to their bodies changing and the unknowing of who they are or who they
want to be. Coaches wear many hats in their profession, understanding that kids are
vulnerable and accommodating each kid with their own set of requirements is a key

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factor for youth growth and success through sports. Finding ways to help youth be less
vulnerable, through sports, is an entirely different set of guidelines and rules. With
vulnerability comes anxiety, which is another huge factor for youth today.
Morris and Kavassanu developed a study called, The role of approach-avoidance
versus task and ego goals in enjoyment and cognitive anxiety in youth sport (2009), that
broke down the factors of approach-avoidance goals and whether they predicted
enjoyment, concentration, disruption and worry and compared these factors to
approach-avoidance task/ego goals for youth sports. After gaining information and
looking at the statistical data, there were multiple positive comparisons between task/
ego goals and approach-avoidance goals when dealing with factors such as enjoyment,
concentration, disruption and worry were all congruent to task/ego goals. Grossbard,
Smith, Smoll & Cummings, (2009) also concluded from their Sport Anxiety Scale-2 that
there were direct comparisons between task/ ego goals and approach-avoidance goals
through the three-factor model of anxiety involving somatic anxiety, worry and
concentration disruption.

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References
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Armour, K., & Sandford, R. (2013). Positive youth development through an outdoor
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Review, 65(1), 85-108. doi:10.1080/00131911.2011.648169

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Bruner, M. W., Eys, M. A., Wilson, K. S., & Ct, J. (2014). Group cohesion and positive
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Haudenhuyse, R., Theeboom, M., & Coalter, F. (2012). The potential of sports-based
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