"Couching" Lifetime Fitness in Youth Sports

Despite the emphasis on fitness and sports in U.S. culture, many Americans engage mostly in competitive “couch potato games.” Only a small number of people exercise regularly (10-25%). About 50% of the adult population is sedentary, and only 10% of those persons will attempt to begin a program of exercise. Half of people who begin an exercise program drop out within 6 months. Approximately 20% of adults are considered obese, about 25% of children are considered obese. Seventy-five percent of obese people underestimate their weight. Obese parents tend to misperceive their own and their children’s body size.

About 50% of youth (age 12-21) do not participate in regular physical activity. Physical activity declines as children age: some estimates suggested that over 33% of high school students do not engage in regular physical activity, over 11% get no moderate physical activity at all, about 40% do not participate in school sports. Thirty percent of states mandate no physical education for elementary and middle school aged children. Sport participation peaks between ages 10-13; for every 10 children who begin a sport in a season, 3 to 4 quit before the next season.

Given the high risks of adult obesity and related chronic disease, it is imperative to prevent and intervene in childhood obesity. Attention to regular physical activity (moderate and vigorous) as well as nutrition is critical to disease prevention. Mental, emotional, spiritual, and relationship components of fitness could be addressed in various ways as well. Effective programming may need to include attention to these various modes of development in an effort to reach an overarching goal of promoting total quality of life, while reducing obesity.

Focusing on the physical activity element of obesity reduction, youth specific fitness programming may be on the rise at various types of fitness centers, but there is always a wealth of opportunity to be active in a variety of youth sports of different levels (recreational, community, school, competitive leagues). If participation in sport can be considered one means of interrupting the obesity “epidemic,” then coaches can make a big difference in these efforts. I suggest that youth sport coaches be extremely mindful of their critical roles in the lives of youth, especially those who may be at risk for obesity. They are leaders who are well positioned to model and teach players that sport is a way to enjoy physical activity for the sake of wellness, not just winning.

A coach can facilitate the experience of sport as something that may lead to long term enjoyment of physical activity or something that becomes a source of stress, low self esteem, and drop out. A coach who yells, is often frustrated, keeps “weak” players on the bench, or judges a player in negative ways for not being in tip top shape when starting out, can scare a player off in a hurry. Youth who drop out of sports risk becoming sedentary. Youth who drop out of sports cite reasons such as “I had other things to do,” “not as good as I wanted to be,” “didn’t like the pressure.” It is probable that a coach who knows how to help youth feel and be competent will keep them “in the game” of fitness.

How does a coach create perceived competence? The short answer includes basic relationship skills. How youth perceive their competence has much to do with the way coaches treat them. Low perceptions of ability lead to drop out or not even participating in the first place, but a perception of high competence leads to continued participation and persistence to continue. The key word here is perception! Kids who believe they are competent, become more competent. They continue to practice. How do they come to believe they are competent? Coach communication. Coach encouragement. Coach giving reinforcement. Coach instruction skills. Coach giving mistake contingent feedback. More coach encouragement. More encouragement. These are all correlated with players’ self esteem, motivation, and positive attitudes. A positive approach to coaching leads to lower athlete drop out rates. A positive approach to coaching leads to an experience of sport that is rewarding and sustained over time. This can be one means of increasing long term fitness and reducing obesity.

Organized sports are not a magic bullet for preventing childhood obesity. They do provide an opportunity for youth and the adults they work with as coaches to develop a relationship through physical activity. That relationship can enhance the player’s experience of self and of the sport and create a powerful trajectory toward a lifetime of enjoyable physical activity. Competent coaches know how to help players feel and be competent regardless of their physical prowess or ability. In doing so, they keep them engaged in the sport and off of the couch.



References

Committee on Progress in Preventing Childhood Obesity (Contributor); Institute of Medicine (U.S.), Committee on Progress in Preventing Childhood Obesity Staff (Contributor). Progress in Preventing Childhood Obesity : How Do We Measure Up?. Washington, DC, USA: National Academies Press, 2007. p 353-357.

Weinberg, R.S., & Gould, D. (2006). Foundations of sport and exercise psychology (4th ed.). Champaign, IL: Human Kinetics.
Wiley-Blackwell (2010, January 29). Most parents don't realize their 4- or 5-year-olds are overweight or obese. ScienceDaily. Retrieved

Practicing for Life

Athletes do incredible things. They wake up early for practice, they practice for hours and hours, and they give up free time and summers to train. Much of their time is spent practicing. They stay fit. They learn new plays. They structure their time so that they complete many tasks. They dedicate themselves to a sport and to a team. They work hard and have fun doing it.

Athletes demonstrate commitment, dedication, perseverance, resilience, and a strong work ethic. These are some important attributes or strengths that allow them to participate in sports as they do.

What would it be like if you – as an athlete, coach, or individual – practiced in a similar way to navigate more personal life issues, off the field? Each day you might practice skills for healthy relationships; you might stay fit by doing “life” exercises; and you could learn new “plays” for addressing difficulties that arise. You might dedicate yourself to things you value other than sports and be a part of a team in your family, school, and community.

By intentionally transferring skills and qualities highlighted in sport to your personal life, you might be prepared better for life!

How do you apply your previous or current experiences in sport to your life? How do you practice for your life?