Monthly Archives: January 2016
Stodden and colleagues (2008) created a model that investigated the relationship between motor skill competence, physical activity participation, and perceived motor skill competence.
Motor skill competence plays an important role in the initiation, maintenance, and decline of physical activity. The perceptions a child has of his or her competence in physical activity will influence whether or not a child will maintain participation in physical activity as development continues (Stodden et al. 2008). Also playing an important role in this relationship is health-related physical fitness and obesity.
Important to the relationship between competence and physical activity is the development of fundamental motor skills (FMS). FMS are learned early in childhood and include movements like walking and running. These movements form the foundation that all other movements are built off of. It’s vital for children to master a variety of FMS to participate in different physical activities. If children are unable to…
View original post 670 more words
Nobody is filling the talent pool! Youth sports coaches are overtraining youngsters and exploiting the relative age effect and PE is imposing an adult-centric model of “lifetime” fitness. How are we going to move toward physical literacy before, during, and after school when we can’t get many coaches and PE teachers on the same page for motor skill competence through integrated neuromuscular training? Part of the challenge is that some coaches overuse young athletes and some physical educators relegate them to afterschool so that there is no attention being paid to motor skill development and muscular strength, in alignment with the Composite Youth Development Model. What if we all were athletes?!
So, why the problem with us all being athletes?
In our adult-focused quest to display our kids as “the greatest athlete that ever lived” at Age 10 we have inadvertently turned many kids off from sport, led others to injury and burnout, and created champion 10-year-olds that can’t compete at Age 16. Overzealous parents and coaches are contributing to an alarming downturn in youth sports participation in our most popular sports. Youngsters are not being developed for athleticism so many are either not interested, burned out, injured, or are limiting their potential.
Conversely, in physical education’s quest to be recognized as a core subject, i.e., a subject every bit as important as any other subject like Math and English (a very worthwhile cause), they minimized the value of sports in their mission. This is akin to eliminating recess in order to drive test scores, i.e., neither makes sense or helps kids achieve on any level. Sports were relegated to the select few after school. Who is teaching the motor skills and sports skills needed? They forgot that kids want to learn, improve, and make us proud. That is, kids just want to have fun. Fun has been described as just the right mix of challenge and success. How many 3rd graders want to focus on reducing their risk of cardiovascular disease?
1. With the American Academy of Pediatrics’ definition of athletic readiness as adequate preparation of the physical, biological, social and psychological domains for sport and competition
2. With Margaret Whitehead’s distinction that each of us is an athlete within our given level of endowment, i.e., we may not all be elite athletes but we can and should pursue athletic endeavors throughout the lifecourse
3. Therefore, with the Aspen Institute, that everyone is an athlete
Step 1 to Universal Implementation of LTAD
All kids are athletes and deserve every opportunity to participate in unstructured play, semistructured play, and structured play in order to develop the movement skills and psychosocial balance to always be physical active, whether in recreational, competitive, or elite pursuits.
I am committed to contribute more regularly to my Youth Centered Sports and Fitness blog and focus my efforts on highlighting solutions to implementing long-term athletic development (LTAD). Through sharing my views in articles, presentations, invited reviews, position statements, etc. and learning from many other experts in the field I am excited to facilitate ongoing dialogue on LTAD and provide solutions to implementing LTAD universally.