Hello all,
We are meeting on Tuesday, March 24th!! We'll be discussing the second part of the book, The Three Big Questions for a Frantic Family and the 2 articles I posted on the blog about video games and sports.
Please join us!!
Melissa
Monday, March 23, 2009
Sunday, March 8, 2009
Some reading for March 10th Meeting
Hi there, I'm going to try and attach 2 articles to glance at as a result of our discussion 2 weeks ago. We had quite a lively discussion about the effects of video games on children and also, competitive sports and children; the pressure. I will try and attach 2 articles.
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Fact Sheet Print this page
Effects Of Video Game Playing On Children
Positives
* Video game playing introduces children to computer technology.
* Games can give practice in following directions.
* Some games provide practice in problem solving and logic.
* Games can provide practice in use of fine motor and spatial skills.
* Games can provide occasions for parent and child to play together.
* Players are introduced to information technology.
* Some games have therapeutic applications with patients.
* Games are entertaining and fun.
Facts
* The U.S. video game market reached nearly $10.5 billion in sales in 2005. with the projected world-wide market expected to grow to $46.5 billion by 2010 (BusinessWeek Online, 2006).
* A recent report showed that 45% of heavy video game players and nearly a third of avid gamers are in the 6 to 17 year old age group (NPD Group Inc., 2006).
* The most recent (May 2008) mystery shop study conducted by the U.S. Federal Trade Commission (FTC) found that national retailers enforced their store policies by refusing to sell M-rated video games to minors 80% of the time.
* M" rated video games from retailers (Federal Trade Commission, 2004).
* Of computer and video games purchased in 2007, as reported by the NPD Group, 45% were "E" rated games, 12% were "E10+", 28% were "T" rated games, and 15% were "M" rated games (Entertainment Software Association, 2008).
* A study of over 2,000 8 to 18 year-olds (3rd through 12th graders) found the 83% of them have at least one video game player in their home, 31% have 3 or more video game players in their home, and 49% have video game players in their bedrooms (Roberts, Foeher, and Rideout, 2005).
* In the same study only 21% of kids reported that their parents set rules about which video games they can play, 17% reported their parents check warning labels or ratings on video games, and 12% reported they play video games they know their parents don't want them playing (Roberts, Foeher, and Rideout, 2005).
Negatives
* Over-dependence on video games could foster social isolation, as they are often played alone.
* Practicing violent acts may contribute more to aggressive behavior than passive television watching. Studies do find a relationship between violent television watching and behavior.
* Women are often portrayed as weaker characters that are helpless or sexually provocative.
* Game environments are often based on plots of violence, aggression and gender bias.
* Many games only offer an arena of weapons, killings, kicking, stabbing and shooting.
* Playing violent video games may be related to aggressive behavior (Anderson & Dill, 2000; Gentile, Lynch & Walsh, 2004). Questions have been raised about early exposure to violent video games.
* Many games do not offer action that requires independent thought or creativity.
* Games can confuse reality and fantasy.
* In many violent games, players must become more violent to win. In "1st person" violent video games the player may be more affected because he or she controls the game and experiences the action through the eyes of his or her character.
* Academic achievement may be negatively related to over-all time spent playing video games. (Anderson & Dill, 2000; Gentile, Lynch & Walsh, 2004)
Questions to ask: Is the violence rewarded or punished? What are the consequences? How graphic is the violence? Is the violence against humans or inanimate objects? Is the violence sexual?
Reasons children give for playing video games:
* It's fun
* Like to feel in control
* Releases tension
* Relieves boredom
* Develops gaming skills
* Feel a sense of mastery
Bottom line
* Many video games are fun and appropriate.
* Violent video games may be linked to an increase in aggressive behavior.
* There are many questions about the cumulative effect of video games, computers, and television.
* Parents are urged to monitor video game play the same way they need to monitor television.
What to look for in choosing a game
* Be aware of advertising and marketing to children. Advertising pressure contributes to impulse buying.
* Check the ESRB rating symbols (on the front of the box) that suggest age appropriateness for a game and content descriptors (on the back) that indicate elements in a game that may have triggered a particular rating and/or may be of interest or concern.
* If there are violence and sexual themes in the title and cover picture, you can assume these themes are also in the game.
* Look for games involving multiple players to encourage group play.
* Pick games that require the player to come up with strategies, and make decisions in a game environment that is more complex than punch, steal, and kill.
* AVOID the "first person shooter", killing-machine games.
Virtually all video games sold at retail in the U.S. and Canada carry one of six rating symbols that suggest age appropriateness.
EC - Early Childhood
Titles rated EC (Early Childhood) have content that may be suitable for ages 3 and older. Contains no material that parents would find inappropriate.
E - Everyone
Titles rated E (Everyone) have content that may be suitable for persons ages 6 and older. Titles in this category may contain minimal cartoon, fantasy or mild violence and/or infrequent use of mild language.
E10+ (Everyone 10 and older)
Titles rated E10+ (Everyone 10 and older) have content that may be suitable for persons ages 10 and older. Titles in this category may contain more cartoon, fantasy or mild violence, mild language, and/or minimal suggestive themes.
T - Teens
Titles rated T (Teen) have content that may be suitable for ages 13 and older. Titles in this category may contain violence, suggestive themes, crude humor, minimal blood, simulated gambling, and/or infrequent use of strong language.
M - Mature
Titles rated M (Mature) have content that may be suitable for persons 17 years and older. Titles in this category may contain intense violence, blood and gore, sexual content, and/or strong language.
AO - Adult Only
Titles rated AO (Adults Only) have content that should only be played by persons 18 years and older. Titles in this category may include prolonged scenes of intense violence and/or graphic sexual content and nudity.
RP - Rating Pending
Title listed as RP (Rating Pending) has been submitted to the ESRB and is awaiting final rating. (This symbol appears only in advertising prior to a game's release.)
Games may list content descriptors that describe violence, language, sex, tobacco, drug, and alcohol use.
Tips for Parents
1. LIMIT game playing time.
2. CHECK the age game ratings and descriptors on the box.
3. USE other content sources and reviews to help you choose a game.
4. Check the ESRB rating symbols (on the front of the box) that suggest age appropriateness for a game and content descriptors (on the back) that indicate elements in a game that may have triggered a particular rating and/or may be of interest or concern.
5. AVOID the "first person shooter", killing-machine games.
6. REQUIRE that homework and chores be done before game playing.
7. DO NOT PUT video game consoles or computers in children's bedrooms.
8. PLAY AND ENJOY a game with your child; check in as your child moves into deeper levels in the game.
9. TALK about the content of the games. Ask your child what's going on in the game.
10. EXPLAIN to your children why you object to certain games.
11. Most major retailers of games have store policies preventing the sale or rental of M-rated (Mature) games to children or youth. In the event you notice a store clerk not complying with this policy, talk to the store manager or contact ESRB at http://www.esrb.org/retailers/contact.jsp
12. Finally, ENCOURAGE your child to play with friends, or other activities away from the video game set.
Sources
* Anderson, Craig A. and Dill, Karen, E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, Vol. 78, no. 4, 772-790.
* BusinessWeek Online (2006, June 23). Global video game market set to explode. Available online at: www.businessweek.com/innovate/content/jun2006
/id20060623_163211.htm (last visited 11/06).
* Entertainment Software Association (2006). Accessed at: www.theesa.com/archives/files/Essential%20Facts%202006.pdf (last visited: 11/06).
* Federal Trade Commission (July 8, 2004). Marketing violent entertainment to children: A review. Accessed at: www.ftc.gov/os/2004/07/040708kidsviolencerpt.pdf (last visited: 11/06).
* Gentile, D. A., & Walsh, D. A. (2002). A normative study of family media habits. Journal of Applied Developmental Psycology, 23, 157-178.
* Gentile, Douglas A., Lynch, Paul J., Linder, Jennifer R., Walsh, David A. (2004). The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of Adolescence, 27, 5-22.
* NPD Group Inc. (2006, Sept. 19). Video Gamer Segmentaion Report. Accessed at: www.npd.com/press/releases/press_060919a.html (last visited 11/06).
* Roberts, Foeher, and Rideout (2005, March 9). Kaiser Family Foundation: Generation M: Media in the lives of 8-18 year olds. pp110-111. Accessed at: www.kff.org/entmedia/upload/Generation-M-Media-in-the-Lives-of-8-18-Year-olds-Report.pdf (last visited: 11/06).
* Ibid, p113.
Last revised: 06/08
Our media culture is changing how kids learn.
Our media culture is changing how kids learn.
Together we make sure it's for the better.
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FREE Parent Guides
Say Yes to No Guide
Video Game Buying Guide
Download Now!
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for more guides.
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National Institute on Media and the Family ©National Institute on Media and the Family.
Privacy Policy | Terms of Service | Webmaster
Club Sports: Recreation or Racket?
Written by Kathy Stump
"So, what sports do you play?" Can you count the number of times someone has asked your child that question? Sure, it's well-intentioned, but our culture does pressure parents and kids to be busy and preferably competitive.
Most parents probably begin sports teams for many of the same reasons that Mary Lu Day, Parkville, Mo., shared: social interaction, physical fitness and the lessons learned from team play and healthy competition. But whether you are entrenched in competitive sports or just starting to consider it, experienced parents and coaches warn: Buyer beware.
How'd We Get Here?
The sport club movement grew during the 1970s, when the number of working mothers escalated and unstructured, outdoor play declined. Recreational leagues replaced informal neighborhood games, providing venues for physical fitness and healthy competition. This sufficed until kids reached middle and high school, when school-supported teams provided the coaching necessary to play at a more competitive level.
Gradually however, parents desired something else for the more skilled athletes, and began forming elite club teams led by paid professional coaches. Soccer led the way, but by the 1990s, the club movement pervaded nearly every sport. Now, instead of preparing kids to play for their high school teams, some clubs have become so elite that many athletes forego the high school team experience in order to continue playing for their club team. What began as a way for kids to enhance their athletic ability has become a professionalized racket.
Weigh Both Sides
Although most parents' intentions in joining a club team are probably good, it's worth examining yours before you get on board--and start writing checks. First, honestly try to discern your motivation-and your child's and potential coach's. Many coaches view club sports as a way to "keep up with the Joneses" or relive their childhood dreams.
Perhaps surprising are the top reasons kids want to play sports. The University of Notre Dame's Parent Like A Champion Today series lists them: to have fun, improve skills, enjoy competition and get exercise. Maybe even more surprising, the study found winning, or being on a winning team, mattered less to kids than simply being able to play the sport(s) they enjoy.
Make sure your child really wants to play on a competitive team, perhaps limiting himself to a single sport. Cam Jury, a former Oak Park High School coach, recommends asking yourself, "Is my child really the exception [who needs specialized coaching or more competitive play]?" If you can make your decision on the basis of these questions and your financial status, your child will probably excel.
Mary Lu Day and her three children have experienced the dual nature of club sports. Her younger son has thrived in soccer, but her daughter lost all interest after a season with a too-aggressive coach. Her older son has become a record-setting competitive swimmer, and it's in club swimming that all three have blossomed. In the pool, Day's children have learned how to gracefully win and lose and to strive for their personal best, all while staying physically fit and socially engaged.
"It's All About the Coach"
Aggressive coaches are not unique to club teams, but they are more prevalent when teams begin keeping score and paying the coaches. Inherent in the club environment is an expectation to perform. Paying parents want to attend (and win) prestigious tournaments, and increasingly, have their children play in front of scholarship-wielding college recruiters.
This is where it becomes crucial to examine everyone's goals. Most coaches discourage parents and athletes from relying solely on sports to finance their college education. Jury did this throughout his tenure at Oak Park High School and emphasizes that there is, and always has been, more scholarship money available for academics than for sports.
Networking with experienced parents and athletes yields valuable information about a club and its coaches. Ask club team contacts about practice frequency, attendance requirements, equitable playing time, travel, etc. If possible, attend some practices to see if they are fun and stimulating.
Physical Costs
Besides money and time commitments, consider the physical costs. Overuse injuries have escalated greatly since athletes began specializing at younger ages. For example, playing year-round baseball has 10-year-old pitchers undergoing reconstructive surgery. Knee injuries are becoming widespread among girls playing year-round basketball.
Jury states he had better teams when his athletes played more than one sport and still contends that playing multiple sports makes one a better athlete. He, along with a growing number of athletic trainers and physical therapists, encourages athletes to play multiple sports through high school and specialize in college. Reducing stress on developing muscles lowers the risk of surgery that may have lifelong impacts.
Joyce Bassett, a hockey/soccer mom from Albany, N.Y., is vocal on this subject: "Look for ways to keep your young athlete in shape that don't involve playing the same sport year-round." An overuse injury forced her daughter to miss her high school team tryout.
Is It Worth It?
Despite the occasional poor coach or disorganized club, most parents agree that if the athlete is motivated, the club experience will help them learn and progress.
Priscilla Kelly got her daughters involved in club volleyball after playing in Gladstone's recreational leagues. With sharpened skills, her daughter, Casey, later won a spot on the Winnetonka High School team. "The club experience was expensive, but we felt it was worth it," Kelly said. "Not only was it the competition, but learning all aspects of the sport."
On the other hand, Carolyn Ross of Kansas City North, despises club sports. "It's a racket .... [that] bleeds parents of their time and money." The mother of four daughters who play club sports, she cautions parents about the time commitment--12-hour tournament days--and to be wary of viewing this as a source for college money. Yet, as a volleyball coach for nine years, she finds that those who play club are easier to coach, and bring a better understanding of the game. And, she concedes, club play did give her daughters an edge at the more competitive high school level.
About 70 percent of athletes stop competing around the eighth grade and less than 5% receive college scholarships, but some do. Lauren Starks played club volleyball throughout middle and high school. At 18, she joined Team KC to play for a coach from the University of Missouri-Kansas City, where she wanted to play during college. She received a full volleyball scholarship to UMKC; most of her teammates also received scholarships. "I was recruited by five other schools and much of that exposure came from them seeing me play in club tournaments," Starks said.
Raising Champions
How to sort all this out? Remember, as parents, our job is to encourage our children to achieve their best--their champion level--on whatever field of play that may be. Those who listen, observe and encourage their children will not only raise champions, but will become champion parents themselves.
-Kathy Stump lives in Parkville with her family and enjoys cheering her kids on at local games!
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use of media.
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Programs | About Us | Hot Topics | Resources | Get Involved | Dr. Dave's Blog | Store | Donate
Donate Now
Fact Sheet Print this page
Effects Of Video Game Playing On Children
Positives
* Video game playing introduces children to computer technology.
* Games can give practice in following directions.
* Some games provide practice in problem solving and logic.
* Games can provide practice in use of fine motor and spatial skills.
* Games can provide occasions for parent and child to play together.
* Players are introduced to information technology.
* Some games have therapeutic applications with patients.
* Games are entertaining and fun.
Facts
* The U.S. video game market reached nearly $10.5 billion in sales in 2005. with the projected world-wide market expected to grow to $46.5 billion by 2010 (BusinessWeek Online, 2006).
* A recent report showed that 45% of heavy video game players and nearly a third of avid gamers are in the 6 to 17 year old age group (NPD Group Inc., 2006).
* The most recent (May 2008) mystery shop study conducted by the U.S. Federal Trade Commission (FTC) found that national retailers enforced their store policies by refusing to sell M-rated video games to minors 80% of the time.
* M" rated video games from retailers (Federal Trade Commission, 2004).
* Of computer and video games purchased in 2007, as reported by the NPD Group, 45% were "E" rated games, 12% were "E10+", 28% were "T" rated games, and 15% were "M" rated games (Entertainment Software Association, 2008).
* A study of over 2,000 8 to 18 year-olds (3rd through 12th graders) found the 83% of them have at least one video game player in their home, 31% have 3 or more video game players in their home, and 49% have video game players in their bedrooms (Roberts, Foeher, and Rideout, 2005).
* In the same study only 21% of kids reported that their parents set rules about which video games they can play, 17% reported their parents check warning labels or ratings on video games, and 12% reported they play video games they know their parents don't want them playing (Roberts, Foeher, and Rideout, 2005).
Negatives
* Over-dependence on video games could foster social isolation, as they are often played alone.
* Practicing violent acts may contribute more to aggressive behavior than passive television watching. Studies do find a relationship between violent television watching and behavior.
* Women are often portrayed as weaker characters that are helpless or sexually provocative.
* Game environments are often based on plots of violence, aggression and gender bias.
* Many games only offer an arena of weapons, killings, kicking, stabbing and shooting.
* Playing violent video games may be related to aggressive behavior (Anderson & Dill, 2000; Gentile, Lynch & Walsh, 2004). Questions have been raised about early exposure to violent video games.
* Many games do not offer action that requires independent thought or creativity.
* Games can confuse reality and fantasy.
* In many violent games, players must become more violent to win. In "1st person" violent video games the player may be more affected because he or she controls the game and experiences the action through the eyes of his or her character.
* Academic achievement may be negatively related to over-all time spent playing video games. (Anderson & Dill, 2000; Gentile, Lynch & Walsh, 2004)
Questions to ask: Is the violence rewarded or punished? What are the consequences? How graphic is the violence? Is the violence against humans or inanimate objects? Is the violence sexual?
Reasons children give for playing video games:
* It's fun
* Like to feel in control
* Releases tension
* Relieves boredom
* Develops gaming skills
* Feel a sense of mastery
Bottom line
* Many video games are fun and appropriate.
* Violent video games may be linked to an increase in aggressive behavior.
* There are many questions about the cumulative effect of video games, computers, and television.
* Parents are urged to monitor video game play the same way they need to monitor television.
What to look for in choosing a game
* Be aware of advertising and marketing to children. Advertising pressure contributes to impulse buying.
* Check the ESRB rating symbols (on the front of the box) that suggest age appropriateness for a game and content descriptors (on the back) that indicate elements in a game that may have triggered a particular rating and/or may be of interest or concern.
* If there are violence and sexual themes in the title and cover picture, you can assume these themes are also in the game.
* Look for games involving multiple players to encourage group play.
* Pick games that require the player to come up with strategies, and make decisions in a game environment that is more complex than punch, steal, and kill.
* AVOID the "first person shooter", killing-machine games.
Virtually all video games sold at retail in the U.S. and Canada carry one of six rating symbols that suggest age appropriateness.
EC - Early Childhood
Titles rated EC (Early Childhood) have content that may be suitable for ages 3 and older. Contains no material that parents would find inappropriate.
E - Everyone
Titles rated E (Everyone) have content that may be suitable for persons ages 6 and older. Titles in this category may contain minimal cartoon, fantasy or mild violence and/or infrequent use of mild language.
E10+ (Everyone 10 and older)
Titles rated E10+ (Everyone 10 and older) have content that may be suitable for persons ages 10 and older. Titles in this category may contain more cartoon, fantasy or mild violence, mild language, and/or minimal suggestive themes.
T - Teens
Titles rated T (Teen) have content that may be suitable for ages 13 and older. Titles in this category may contain violence, suggestive themes, crude humor, minimal blood, simulated gambling, and/or infrequent use of strong language.
M - Mature
Titles rated M (Mature) have content that may be suitable for persons 17 years and older. Titles in this category may contain intense violence, blood and gore, sexual content, and/or strong language.
AO - Adult Only
Titles rated AO (Adults Only) have content that should only be played by persons 18 years and older. Titles in this category may include prolonged scenes of intense violence and/or graphic sexual content and nudity.
RP - Rating Pending
Title listed as RP (Rating Pending) has been submitted to the ESRB and is awaiting final rating. (This symbol appears only in advertising prior to a game's release.)
Games may list content descriptors that describe violence, language, sex, tobacco, drug, and alcohol use.
Tips for Parents
1. LIMIT game playing time.
2. CHECK the age game ratings and descriptors on the box.
3. USE other content sources and reviews to help you choose a game.
4. Check the ESRB rating symbols (on the front of the box) that suggest age appropriateness for a game and content descriptors (on the back) that indicate elements in a game that may have triggered a particular rating and/or may be of interest or concern.
5. AVOID the "first person shooter", killing-machine games.
6. REQUIRE that homework and chores be done before game playing.
7. DO NOT PUT video game consoles or computers in children's bedrooms.
8. PLAY AND ENJOY a game with your child; check in as your child moves into deeper levels in the game.
9. TALK about the content of the games. Ask your child what's going on in the game.
10. EXPLAIN to your children why you object to certain games.
11. Most major retailers of games have store policies preventing the sale or rental of M-rated (Mature) games to children or youth. In the event you notice a store clerk not complying with this policy, talk to the store manager or contact ESRB at http://www.esrb.org/retailers/contact.jsp
12. Finally, ENCOURAGE your child to play with friends, or other activities away from the video game set.
Sources
* Anderson, Craig A. and Dill, Karen, E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, Vol. 78, no. 4, 772-790.
* BusinessWeek Online (2006, June 23). Global video game market set to explode. Available online at: www.businessweek.com/innovate/content/jun2006
/id20060623_163211.htm (last visited 11/06).
* Entertainment Software Association (2006). Accessed at: www.theesa.com/archives/files/Essential%20Facts%202006.pdf (last visited: 11/06).
* Federal Trade Commission (July 8, 2004). Marketing violent entertainment to children: A review. Accessed at: www.ftc.gov/os/2004/07/040708kidsviolencerpt.pdf (last visited: 11/06).
* Gentile, D. A., & Walsh, D. A. (2002). A normative study of family media habits. Journal of Applied Developmental Psycology, 23, 157-178.
* Gentile, Douglas A., Lynch, Paul J., Linder, Jennifer R., Walsh, David A. (2004). The effects of violent video game habits on adolescent hostility, aggressive behaviors, and school performance. Journal of Adolescence, 27, 5-22.
* NPD Group Inc. (2006, Sept. 19). Video Gamer Segmentaion Report. Accessed at: www.npd.com/press/releases/press_060919a.html (last visited 11/06).
* Roberts, Foeher, and Rideout (2005, March 9). Kaiser Family Foundation: Generation M: Media in the lives of 8-18 year olds. pp110-111. Accessed at: www.kff.org/entmedia/upload/Generation-M-Media-in-the-Lives-of-8-18-Year-olds-Report.pdf (last visited: 11/06).
* Ibid, p113.
Last revised: 06/08
Our media culture is changing how kids learn.
Our media culture is changing how kids learn.
Together we make sure it's for the better.
Donate Now!
FREE Parent Guides
Say Yes to No Guide
Video Game Buying Guide
Download Now!
Register or Login
for more guides.
Search
National Institute on Media and the Family ©National Institute on Media and the Family.
Privacy Policy | Terms of Service | Webmaster
Club Sports: Recreation or Racket?
Written by Kathy Stump
"So, what sports do you play?" Can you count the number of times someone has asked your child that question? Sure, it's well-intentioned, but our culture does pressure parents and kids to be busy and preferably competitive.
Most parents probably begin sports teams for many of the same reasons that Mary Lu Day, Parkville, Mo., shared: social interaction, physical fitness and the lessons learned from team play and healthy competition. But whether you are entrenched in competitive sports or just starting to consider it, experienced parents and coaches warn: Buyer beware.
How'd We Get Here?
The sport club movement grew during the 1970s, when the number of working mothers escalated and unstructured, outdoor play declined. Recreational leagues replaced informal neighborhood games, providing venues for physical fitness and healthy competition. This sufficed until kids reached middle and high school, when school-supported teams provided the coaching necessary to play at a more competitive level.
Gradually however, parents desired something else for the more skilled athletes, and began forming elite club teams led by paid professional coaches. Soccer led the way, but by the 1990s, the club movement pervaded nearly every sport. Now, instead of preparing kids to play for their high school teams, some clubs have become so elite that many athletes forego the high school team experience in order to continue playing for their club team. What began as a way for kids to enhance their athletic ability has become a professionalized racket.
Weigh Both Sides
Although most parents' intentions in joining a club team are probably good, it's worth examining yours before you get on board--and start writing checks. First, honestly try to discern your motivation-and your child's and potential coach's. Many coaches view club sports as a way to "keep up with the Joneses" or relive their childhood dreams.
Perhaps surprising are the top reasons kids want to play sports. The University of Notre Dame's Parent Like A Champion Today series lists them: to have fun, improve skills, enjoy competition and get exercise. Maybe even more surprising, the study found winning, or being on a winning team, mattered less to kids than simply being able to play the sport(s) they enjoy.
Make sure your child really wants to play on a competitive team, perhaps limiting himself to a single sport. Cam Jury, a former Oak Park High School coach, recommends asking yourself, "Is my child really the exception [who needs specialized coaching or more competitive play]?" If you can make your decision on the basis of these questions and your financial status, your child will probably excel.
Mary Lu Day and her three children have experienced the dual nature of club sports. Her younger son has thrived in soccer, but her daughter lost all interest after a season with a too-aggressive coach. Her older son has become a record-setting competitive swimmer, and it's in club swimming that all three have blossomed. In the pool, Day's children have learned how to gracefully win and lose and to strive for their personal best, all while staying physically fit and socially engaged.
"It's All About the Coach"
Aggressive coaches are not unique to club teams, but they are more prevalent when teams begin keeping score and paying the coaches. Inherent in the club environment is an expectation to perform. Paying parents want to attend (and win) prestigious tournaments, and increasingly, have their children play in front of scholarship-wielding college recruiters.
This is where it becomes crucial to examine everyone's goals. Most coaches discourage parents and athletes from relying solely on sports to finance their college education. Jury did this throughout his tenure at Oak Park High School and emphasizes that there is, and always has been, more scholarship money available for academics than for sports.
Networking with experienced parents and athletes yields valuable information about a club and its coaches. Ask club team contacts about practice frequency, attendance requirements, equitable playing time, travel, etc. If possible, attend some practices to see if they are fun and stimulating.
Physical Costs
Besides money and time commitments, consider the physical costs. Overuse injuries have escalated greatly since athletes began specializing at younger ages. For example, playing year-round baseball has 10-year-old pitchers undergoing reconstructive surgery. Knee injuries are becoming widespread among girls playing year-round basketball.
Jury states he had better teams when his athletes played more than one sport and still contends that playing multiple sports makes one a better athlete. He, along with a growing number of athletic trainers and physical therapists, encourages athletes to play multiple sports through high school and specialize in college. Reducing stress on developing muscles lowers the risk of surgery that may have lifelong impacts.
Joyce Bassett, a hockey/soccer mom from Albany, N.Y., is vocal on this subject: "Look for ways to keep your young athlete in shape that don't involve playing the same sport year-round." An overuse injury forced her daughter to miss her high school team tryout.
Is It Worth It?
Despite the occasional poor coach or disorganized club, most parents agree that if the athlete is motivated, the club experience will help them learn and progress.
Priscilla Kelly got her daughters involved in club volleyball after playing in Gladstone's recreational leagues. With sharpened skills, her daughter, Casey, later won a spot on the Winnetonka High School team. "The club experience was expensive, but we felt it was worth it," Kelly said. "Not only was it the competition, but learning all aspects of the sport."
On the other hand, Carolyn Ross of Kansas City North, despises club sports. "It's a racket .... [that] bleeds parents of their time and money." The mother of four daughters who play club sports, she cautions parents about the time commitment--12-hour tournament days--and to be wary of viewing this as a source for college money. Yet, as a volleyball coach for nine years, she finds that those who play club are easier to coach, and bring a better understanding of the game. And, she concedes, club play did give her daughters an edge at the more competitive high school level.
About 70 percent of athletes stop competing around the eighth grade and less than 5% receive college scholarships, but some do. Lauren Starks played club volleyball throughout middle and high school. At 18, she joined Team KC to play for a coach from the University of Missouri-Kansas City, where she wanted to play during college. She received a full volleyball scholarship to UMKC; most of her teammates also received scholarships. "I was recruited by five other schools and much of that exposure came from them seeing me play in club tournaments," Starks said.
Raising Champions
How to sort all this out? Remember, as parents, our job is to encourage our children to achieve their best--their champion level--on whatever field of play that may be. Those who listen, observe and encourage their children will not only raise champions, but will become champion parents themselves.
-Kathy Stump lives in Parkville with her family and enjoys cheering her kids on at local games!
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Monday, February 2, 2009
New Group Starting in February
We are starting a new Book Study on Tuesday mornings, beginning on February 10th and continuing on an every other week basis. The book is called:
I have ordered 12 copies and expect them to arrive on Friday, February 5th. You may purchase from the PTO (through me) for $18.00 which includes shipping and tax.
I'm excited about this book as I have a personal connection to the author (he and my sister work together in a business consulting way) and he is hoping that we will communicate with him about our reaction and questions. I actually read the book prior to it's publishing and thought it was very powerful and appropriate for our Prairie View 'frantic' families. I include myself in that group!
"The Three Big Questions for a Frantic Family is the story of Theresa and Jude Cousins. The couple is knee deep in the chaos of managing a family, a household and raising four children. Beyond the rigors of parenting, Theresa and Jude are overwhelmed by volunteer activities, business trips, family trips, soccer games, swim practice, birthday parties, play dates, Girl Scout meetings, client meetings, parent-teacher meetings, back-to-school nights, and in-law visits. As a result, they live in a constant state of hustle, with little free time to relax and communicate with one another. Theresa bears the brunt of the situation, and she has had enough."
Please let me know through this or my email (mpittz@mead.k12.wa.us) that you plan to attend and/or would like to purchase a copy.
First meeting is February 10th at 9:30 am. There is no expectation that you have read any of the book. Come prepared to have a lively discussion and make some connections.
The Three Big Questions for a Frantic Family: A Leadership Fable About Restoring Sanity To The Most Important Organization In Your Life (J-B Lencioni Series) (Hardcover)
I have ordered 12 copies and expect them to arrive on Friday, February 5th. You may purchase from the PTO (through me) for $18.00 which includes shipping and tax.
I'm excited about this book as I have a personal connection to the author (he and my sister work together in a business consulting way) and he is hoping that we will communicate with him about our reaction and questions. I actually read the book prior to it's publishing and thought it was very powerful and appropriate for our Prairie View 'frantic' families. I include myself in that group!
"The Three Big Questions for a Frantic Family is the story of Theresa and Jude Cousins. The couple is knee deep in the chaos of managing a family, a household and raising four children. Beyond the rigors of parenting, Theresa and Jude are overwhelmed by volunteer activities, business trips, family trips, soccer games, swim practice, birthday parties, play dates, Girl Scout meetings, client meetings, parent-teacher meetings, back-to-school nights, and in-law visits. As a result, they live in a constant state of hustle, with little free time to relax and communicate with one another. Theresa bears the brunt of the situation, and she has had enough."
Please let me know through this or my email (mpittz@mead.k12.wa.us) that you plan to attend and/or would like to purchase a copy.
First meeting is February 10th at 9:30 am. There is no expectation that you have read any of the book. Come prepared to have a lively discussion and make some connections.
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