Soccer games help to develop an positive of young players

As stated, players learn how to resolve their own disagreements in a civil manner, by arbitration rather than confrontation. However, players do learn to have two soccer balls at the game. If the owner of the ball gets upset and leaves, there will be another ball to continue the game.

Finally, informal sports usually are played in acceptable environments (parks, gyms or playgrounds) and as a result there should be very little mischief or property damage. Informal sports accentuate positive developmental and healthily outcomes (physical, cognitive, social and emotional) for those who participate, whether youths or adults. Informal sports can be utilized as lead-up games to formal sports participation.

Formal sports have different goals and objectives than informal sports but also possess many valuable benefits for youth development. The definition of formal sports is to have organized youth leagues and structured practices that are controlled by adults (Coaklely, 2007). First and foremost, the nature of personal involvement in formal sports is different than in informal sports. Soccer players now have to follow official, standard league rules. Referees enforce the rules of the game. Games and practices are structured. There is an official league schedule to follow with league standings. Winning and playing well is valued in formal sports. Community status is enhanced when a local team wins the league or national championship.

The second significant feature of formal sports programs is that youth soccer players have to learn how to deal with adults and authority in regard to their coaches, referees and parents (Coakley, 2007). Coaches hold official structured practices and team rules have to be followed by ever) ' player. During the game, referees will penalize players who do not follow the rales. Additionally, youth players have to answer to their parents in these situations.

The third significant feature of formal sports programs is that they value positive actions, inclusive of winning, position play, doing your best and contributing oil the bench (Coakley, 2007). Youth soccer players have to learn how to make positive contributions and sacrifices for the good of the team as governed by specialized rules and proper position play Players have to leam tactics, strategy and formations and develop physically and psychologically in order to be competitive and become winners. Moreover, society values those who achieve excellence in sports.

The fourth significant feature of formal sports programs is that youth players become more serious about their game and strive to be accepted and recognized by their peers as good players (Coakley 2007). As a result, youth soccer players will show up for practices and work hard at achieving individual and team goals. Players are concerned about their win-loss record, the rivalries in their league and winning the championship. Typically, teams at the bottom of the league the previous year set their goals for making the playoffs. Teams in the playoffs the previous year set their sights on winning the championship and those who won will try to repeat.

In summary, formal sports have official practice times and game schedules. Specialized coaches are hired to teach position play and team formations. Youth players have to learn how to deal with adult authority as well as abide by official standard league rules in the sport. Players display commitment and responsibility to winning and gaining individual and community status. Each formal sport has its own culture, drama and devoted fan base. Formal sports participation also will conjure up good memories if played for the right developmental and health purposes (physical, cognitive, social and emotional).

Formal sports have many valuable attributes for participants. Since the structure is formal, youth players get to use interpersonal skills not only among their teammates, but with adults as well. Learning how to play a position on the team is important and teamwork is emphasized. Societal values of achievement, excellence, corn-petition and winning are encouraged, as well as discipline, commitment and responsibility. Ideally, formal sports help prepare youth players for life in terms of learning democratic values, good sportsmanship and character-building. Coaches are hired to organize practices and coach games and, as a result, they should provide the appropriate leadership to significantly influence youth player development in positive ways.

Since all things are not equal, there are several minor caveats in formal sports that need to be mentioned. One is that youth sports participants can feel the pressure of winning and can burn out. Coaches and parents should be aware of the signs of burnout and let players take a rest from the game instead of playing year-round. Additionally, in an article in The New York Times, Araton (2006) hypothesized that youth sports participants are fearful of failure and do not want to disappoint their parents, who have invested time, energy and money for them to become successful in life. Youth sports participants do not want to fail in the eyes of their parents and this may put them at risk for using drugs to enhance sports performance, in school and other pressured endeavors as well.

Neither informal nor formal sports participation causes drug use or other negative behaviors. The challenges lie in educating coaches, parents and youth players about the true value of participating in informal and formal sports and achieving the goals of each. Informal and formal sports, if played for the right purposes, will produce many positive developmental and health outcomes in terms of physical, cognitive, social, and emotional domains. Coaches in formal sports programs can utilize a «blended approach» to playing sports, meaning in combination with informal structure in a way to promote the best positive developmental and health outcomes for youth participants.

There are many creative and innovative formal sports youth programs that utilize informal structure to promote positive developmental and health outcomes that can be emulated. For example, one such youth sports program organized by the Parks Department in Salt Lake City, Utah, comes to mind. It's called Play Hard, Play Fair, Play Fun (PHPFPF). In an article by the organizers of the sports program, Ellis, Henderson, Paisley, Silverberg, and Wells (2004), they emphasize the value of good sportsmanship and pro-social behavior (acceptable social behaviors) in their sports program. The program values balancing skill levels and having a pre-season orientation for coaches, parents and referees to outline the main focus of the sports leagues, which is good sportsmanship. There are pre-game introductions of players to opposing team players and referees to familiarize and personalize all participants. Referees use flags to warn players and coaches, as well as spectators who violate the rules. Each league surveys the players' enjoyment level (fun-o-meter) for future reference in improving the program. Socially, after games the home team provides the food (snacks) and the other team the drinks. Each sports league gives sportsmanship awards to deserving players, as voted by the opposing team players.

Organizers of the PHPFPF sports program remind everyone «it's only a game, « but many positive developmental and health outcomes can be learned from youth sports, if played for the right reasons (Ellis, Henderson, Paisley, Silverberg & Wells, 2004). The PHPFPF sports program promotes many valuable outcomes inclusive of developing player pride, personalization and socialization, balanced skill levels and team strength, players choose sportsmanship award recipient, and there is a sense of community. The main emphasis of the sports program is to play hard, play fair, have fun and display good sportsmanship.

Parents have noticed and acknowledged that these sports programs have shown significant pro-social behavior changes in their children's development and approach to playing sports. Soccer coaches should display leadership by emulating the PHPFPF model when combining formal and informal structure in youth sports and use this approach to educate the parents and participants in terms of «putting sports values in proper perspective. «

Editor's note: Dr. Nicholas Skirka is an associate professor at Kingssborough Community College in Brooklyn, N. Y. He is a youth soccer coach and holds the USSF «A» License.

 

 

Adler, P. A., & Adler, E (1998). Peer power: Preadolescent culture and identity. New Brunswick, NJ: Rutgers University Press.

Araton, H. (2006, August 7). The burden of failure puts athletes at risk. The New York Times, pp. Dl, D3.

Oakley, J. (2007). Sports in society: Issues & controversies (9th ed.). New York: McGraw-Hill.

Ellis, G. D., Henderson, H. L, Paisley, K, Silverberg, K. E., & Wells, M. S. (2004). Bringing sportsmanship back to your youth sports leagues. Parks & Recreation, 39 (6), 47-51.

Hume, D. (2005). Recreational games for physical education. Strategies, 18 (3), 27-30.