When a student is in school, the options for what the student can do in their free time can impact them for the rest of their life. The choices to partake in an extracurricular activity, such as a sport could benefit one in many ways. They can create core values inside a person which then impacts other aspects of their life as well. Sports are able to give one a standard for the way their life should be spent. The ways a sport could influence a person are seen in The Other Wes Moore, giving both sides of the spectrum.
Once someone has achieved a new skill this must be encouraged to continue on a regular basis through providing activities that help this
The path of life is not always smooth. There are ups and downs, sharp bends and unclear turns. Sometimes you are so bent on your reaching your destination that you blind yourself to other opportunities that life presents. This was my predicament before I joined college- an overzealous academician who was eager to conquer his dreams. Therefore, it came as a surprise when I learned that apart from attending classes, I would be expected to participate in at least one sport co-curricular activity. This was my father’s personal policy. He took it upon himself to ensure that all his children developed their athletic skills. I fought against this ideology. I told him that I did not have an athletic bone in my body. I even complained that adults are not supposed to be told what to do. I argued relentlessly. Needless to say, I lost miserably. “Co-curricular activities help in the development of the mind and body,” my father insisted-and took it upon himself to explain to a belligerent me. He even offered to go with me to college to meet my coach. “I do not need babysitting,” I said grudgingly. He then gave me a handbook and asked me to pick my sport. I knew I had lost the fight. The sports offered at my college included: soccer, basketball, hockey, badminton, cricket, rugby, volleyball, and swimming. After much thinking and critical analysis of each sport, I decided to settle for
In “Children Need to Play, Not Compete”, Jessica Statsky talks about the different kinds of students and their approach and mental and physical ability and pressure towards Sports. Statsky differentiates between two sets of children who have physical and mental attributes and towards sports. She gives a few examples and changes that have taken place in the past decades in the sports scenario. When overzealous parents and coaches impose adult standards on children's sports, the result can be activities that are neither satisfying nor beneficial to children. She further states that children should not be pressurized or forced upon their performance and improvement rather they should first be given a chance to understand the sport, their potential and the way in which they develop
I feel that this excerpt stood out to me for many reasons. The first being that I am sure that many people can relate to this quote and feel that they had a similar experience. Personally, I can relate to this excerpt because I have tried playing another sport, and I tried my hardest to train, but after a little while, I started to realize that I wasn’t truly enjoying myself, which is what sports are all about. Another reason is because many people are unsure of what they want to be when they grow up, and end up spending their time in college for something they didn’t truly want to do. Finally, it seems that many parents choose for their kids what their career choice is going to be without the kid having a say in it. With that being said, many kids can end up doing something they don’t want to do for the rest of their life, and not enjoy the good things in life.
Those who start a sport because they relish it and derive benefits from participation may be more liable to make it a perennial activity. However many people drop out of sport is often at an early age because they no longer perceive its value. Fun is the most mundane reason adults and children give for initially becoming involved in sport. Conversely, when sport is no longer fun children and youth are more liable to stop participating. Parents largely name positive personal and convivial values when describing their hopes for their children in playing sport.
People have acknowledged, “Its through failure and mistakes that we learn the most” (Merryman). A child does not feel the gratitude of a win unless they have lost before. Young children must work hard in order to earn a trophy if they are given the trophy without working they are setting the child up for failure. Studies have proven,“We must focus on the process and progress not results and rewards” (Merryman). Children are easily affected by small things when they are young like a lose that pushed them forward to a victory. If people put children through the process, they will be more prepared for life. If people focus and critique their child when they are young, they will be preparing their child for future obstacles in
When the demands exceed a child’s cognitive and physical development, the child may develop feelings of failure, leading them to become more frustrated. Even if coaches are available to teach rules and skills, children may not be ready to learn or understand what is being taught. Furthermore, many coaches are not equipped to deal with the needs or abilities of children. Most youth sports coaches are volunteers with little to no formal training in development, although educational programs are available for youth sports coaches. Many basic motor skills, such as, catching, kicking, and hitting a ball, do not develop sooner simply as a result of introducing them to children at an earlier age. If these are taught or expected before the child is developmentally ready, it is more likely to create more frustration than success in the sport. Nonetheless, coaches may still try to teach what often cannot be learned and blame resulting failures on the athletes or themselves
When considering enjoyment, known factors that affect the participation for youth sport participants are motivational climate and coaching behaviors. . The very first coach that a child encounter plays a very important role in the child’s sports life. In fact, the first coach a child encounters can be the determinant if the child will return to participating in the sport or not. Coaches need to motivate the children to play and continue athletic involvement. However, there are numerous external factors that are involved in the child’s sports life such as: peers, academics, parents, anxiety, and of course the relationship between the coach and the athlete.
Parents have their kids specialize in one sport at an early age all too often. They do this because the coaches of their children tell them that if they don't specialize now, then their child will have no shot at making their high school or travel team later in their childhood. Sometimes, it isn't even the kid’s choice to specialize in a sport; for the parent decides.
Development of skill takes time, patience, and determination. One must be willing to improve upon their skill while also being secure in themselves and their abilities. I would like to instill in my students that hard work pays off and being driven is
The article that we have chosen for our scholarly article was “Athletics as a Source for Social Status among Youth”. The main reason for this article is to further the understanding of sport as a source for youth popularity among a national US sample of 3rd through 12th graders. They first review previous work on the issue to discuss the roles gender, grade level, race/ethnicity, and socioeconomic status might play in the association between sport and social status and present there hypotheses regarding the relationship of each of these variables. Then they examine the relationship between athletic status and popularity using quantitative descriptive analysis and logistic regression to determine if this relationship varies according to gender, race/ethnicity, grade level, and socioeconomic status. The central purpose of this study is to examine first, whether youth perceive sport as a status enhancer for themselves and their peers. Second, to determine if variation in this perception can be accounted for by student’s athletic status, gender, race/ethnicity, socioeconomic status, and grade level.