V43 ovrr111,

*r'Itvon stala*It 10.1etimftveut Ittale

e..10-pAeAtt nireicaex Sto.teotytes

ouch

A

kW.47.

*0-4

1:SO4,;,, -A. 1

a

01, 4

anNi tvt

nh

E CONTEN

ODUCIION

G LIP WITSIrkirek.taV......47-Par t..

Setitienee

tiri PIM it 41 4

ltd fl 34np

slr acnviry_=

melt, interesting Wm-things that erucntrageit activity, .

Odd le fat the nctivttio to procike# the talk) wank, but challenging -

rlidp jvnir dal he intrft-yill__ Compel-Wont. _

1,-trikity nevnihittoen 1.0e4,1 About Children from Birth

Y

1

5

5

9

tr fhildrow from Sit to I ware fikv?. - - $3r t e e l c i t I t it Gond Tittle in Lentil New SAilit , 13hey LAR-q.optry with °thou . . $3rit ,fake tip Their Own poles- 14

=

in ills ster hi Away-- _

Id Meci .4aivii lint IThl d ROMS_root Six to riktiVi= ear-Off1 team

tage_your rhild 10proclice iviic 310113,ne rip or suggestion of a rime=child to practice skills for short perioth

each rlity= . _ _ = = _ _

wage your child, _

le your child for the unespected in gomid comporisons with others= _

your chairs choke of aunatia=_ m 100 hfigh, _ _

nierelt lii he physical Moo-lion prorationhl ur child's school_ _ _

. = _ _ = 17

cal-,4ellcity Readiness Guide. _ _ _ .1= _ 19

tit Often :liked Atiala Children from .514 to_

17

17

21

ongus Me?: . _ _ = .23iy widely in physieal _ = 23

r antigen find it easy to become 30/(fu/h//001159/-001iYhtitl. _ , 23

Othet.tetligers drop ma of sprats and Room- 13fityf4anies--allea cruse special problems _

:gas are Olgititie 110 often need goidancr. _ _ _

on Can !le Difikuti ?tanIna Can Ile a Gana alga

7

carpi

youngyees-

r let

29-

4iTIONS 31

3133

TrONAL RES° U C

elopinent..lgodirapped Child/eft I earn =S4 fib .

= --; -

otity6. .11.

4. do itrilf: tat

}

'

J1',114

P'4'14liA

41'

r.,1:1111,,r1,1

aggi J4ti.,;go144;41,1',

Ct

dddr1I

Idl

IdI

Id drrdrrddIdo+dr,11117T

rIrritdryrimirrr,,,,

rtm r",'"

1,df'04

I

PART I:Growing tp h Ph)si

BIRTH TO FINE It EARS

to yod

with their arms and 'leg. Braswhat mna within theirpush_ inst things that stand inth6-r-way: These actions help

-= children relate to the world aroundztem and help them de%elop thecontrolled, purposeful skills the)will need later on.

As children grow. they contirweto use phy-Acal activity to learnabout their world and themsehes.In physical play. they find out how.things work. They discover theirown abilities and limitations.Young children often use their newbody skills to "talk" to theirworld. Banging a cup may mean"More, please." Pushing something away may mean "No!"Jumping and dancing about ma.mean "Look at me! I'm happy

A Ciiiki*s Motor Skins Developins. Sequence

AIrnosr ever) task ;befono. t± requaes e`rrng a

motor skill. t king fr...0 aittrOAITIZ a MI, orb down

stairsall are challenges.ski:1 are eaNiv Irani thanothers. The order in ikhi-ch skinsare learned is called a develop-mmtal sequence_ For instance.shildren firm learn to walk. than torat. lump and hop- in that order.There is a developmental sequence

learning a single skill too. Aschildren practise a particular skill.such as hopping. they use theirbodies more effeaiNely each weand reach a higher level ofdevelopment in that skill.

Children progress through motorde% elopment sequence_: at theirown rate. Children of the same agemay be at different deelopmentallei els because .of differences inmotor ability and in the amount oftime they have practiced the skill.

Tk-cs PrictiteRecArme ai= are. N...

desei-op th6: rnot.Nslats, they nebd krs of prac_14-z.They should be encouraged zo_thing Iit throw rim. skip.kap, jump aod m--,14. They alsoneed to lurn how to s.lop withootfallMg to the floor or the groitstd!F,..t tinat el) most )OW4'. .11.1411,11

think of fun arenjoy pradidng thm skaLs

You should in to unders.tandthe way children practic-eskills They may work at one task.switch to another and then returnto the first task_ By returning to atask, they get in a lot more pra..--Ike than you may think. Only

17,1::-.0

.12z4

k_NA

-3,1.1k1 You Niri.,,,rry AboutfileEstos.-ca: z

47VrA we, 1/4".4.- To

zzlt chkbLi Liand

xwcota...its: ca r%.v. csz

.."-t shAt's body.arc

e-

to 6--yva-o4lsoftentacs arm streketh, the needry..--nutunts to cis th& arms forchmts,Ig and 11.1-M. Make surethar mfant t'4 tvktliZT has,, 1.1X' FT.Nr-

1.-L-&17, of an

Thins You Ctan Do to HelpYour Child DtIvlop Motor

FOsi pizer for =IMY.t. Pro-de a safe area and plenty of time

each day for yv-ur child to run.hop. crawl, hang, throw. intdi,jump and engage in other largemuccle azdtitN. Ak* set aside anarea Vhere the child can practicesmall mo%ernaits, such as cutting _

C,ut things, drain or hammering.In the home, arcane part of thechild's room, a spare room or

sate.q7 and your-own pea.ft places. when yout

ctize motor skill`of acvdenh.Ntr, rib of

-orate pb*i.-:alheavy rabic

mom w tveteti ddkr plays,ry to stand andpull tliznselv. upt is close at hand.in your home,

whoa_on furnIIn the playpro.vidtihings to throw or kickballoorts, rolled-up socks, of pieces

of newspaper aunctied into a hall.

4,"41 tvea_k tSp-ss,NVI.;---41,p4 M7S.! kNith411.4

slAs. VI-4th Lt":- =_ CN.W.gsk.

:NNA, NAkkvi tVesc"5,_ LAW

si-V-AbdIS 4'" to . a_N,,-*syna -TA t 11,-A. a trw lov

kimrs, 1740, Arf

Vot Ina\ 11=4,"fzt-t4 A-NAT AMA Look forel.z..44ten: that. en.routagt. %outchtki .Ne

Whik nierry -go-rmastsand saws & riot rso.wide

ISI.Nrt)ti 15.761-11):. t-g-4zlevekp balance Aboour ride ..vn you! stiouk.itts

ywa walk ahmit, g-rt t)w-tt ,your ban& and tom and in-

at the 4:irld to play "Itektieyyout tnaCk . The-se are fanfor duldrvi an:: kip developbalm: too.

...rtd "ANA cluld to a corn-revreation pt\-tgrarz make

su.-e that balls of cliffennit sizes',ur;ghts, and ICAIllta are a-ailable.as well as bcanbap. paddlehoops and large Nuipment forclitubing, swingitkg and hanging.To eneourage skill devnlopment.young girls and loyl must have anopportunity, to peactk-e man) skillsby ':sing diffe...nt kinds of playequipment.

Let your chow select the cm-'es to picric_:. As much as you

can. let your chi:d decide whether

taz a trite.run and ititup

s,boss how

"Ind osit

-11`. %;.`4.1

chiMthat are helot!! 4 tt

t t_..gest that Ow

Xesrp thie rwitv limr4-4e 64.7/

"-eariu;riviktt. RMItC{ 'hair handing ato- tO \\VT infant. place tt oh ',hefloOr tit cwt of re,a-ch_ Cintat-ciltart tv crawl more easily sshtn

CV 117.1V-V t< mach for something_lump your teddlef to shrub

a chair or footstool. Instead-its to be lifted_ (Stand by.

to provide hell` andalildf'N %;11..4)_) outme KIN/PC sttcc hit,

make each task a little more difii-tub_ lot evample. if the child .ankiek a lam hall easily,smaller ball to kick If the childsin throw a hall a short distance,suggest that the ball be thrownharder, farther or higher. rot.our st practicing a

is a game They n,ta)-kicking.- They don'tated games and lastlay_ them

child be streccsiful.rs something doesn't work

fight away, your child won'trd it as a failure unless youOnly by trying. over and over

wit: motor skills develop. Becauseyour child wants to please you,

Witt as is Itt-ttlii impor-tant hen shtist;vit are etiss-sit-a.tNsi f,t adults. this entov kialottiga skill and sow: Ns ussialls follows_

Wh-1 About Corapttition.of the dotioputeutai

auras erislics of children underas s- rs, It is 01 douhttul salue

them to compettuve MUM-two- In soritpettnon..11-A4.N loses_ NOung chitilten masthink ot losing as failum, and thiscan ssotk aptilst 1:1111 eili itts tohelp them gain enough confidenceto tr) new and ditterent things. If

shildren have a shancev ea--potence a broad range 01 physteal:vats ales throughout then tryst fivesears, the transition to commune-silitatisats should he smoother lateron

4 eatatom If youbiliese that a child needs to learnto cope with ciampention. you maybe ...vitt-ailed that your child is notdeseloping skills of becoming"competitise- fast enough. Keepin mind that when children areread) for competition, they canbecome iniolt -ed in good compela

programs ---on their own termsand al a lcsel that will fostet fut.ther deselopmentnot hinder it.Read Part 111. Youth Sports, page3-, for a discussion of adult-organized competition.

Physical Activ ty Readiness Guide

'With to Five Yogi's

They stay-

,task encouragement t these

home of skills in different situationsstairs, mull*, outside of the lulule-

rattlinghelp in exploring Many different

ways to use the body, for exampl

* following a rolling ball (you rit. child runs or crawls after lt,picks it up with hands)balancing on your shoulderschild sits with legs around

neck /holds your hands)ging on your kg or from-hands

hanging front your hands, yourarms or-a barclimbing a ladderpushing, pulling against re-sistance (pushingfpulling a per-son standing_sti4,pusking awheelbarrow or cart filled with_

dirt; pulling a sled througho

drawling through shallow waterub =or plastic pool

it

use play to pm-tice,their physical skills

enjoy Attemptingnew. -motor -tasks

--Seek Praise fromadults fl their physicalaccompli hments

They tWo be R y fort

ncouragement to experimentfreely with -a wide variety ofskills. For example:

foot travel skills such as run-ning, jumping, hopping, skip-pingball skills such as kicking,throwing, hitting, catching bothlarge and small ballsbasic swimming and skatingskills A

creative or expressive movement(dancing to music, hand clap-ping, beating of a drutn)climbing and hanging skills

4P'pedalling go-carts or tricyclespropelling self on scooter or

-- wagonbalancing on moving objects(rolleukatestice skates, scooter,bike, see-saw, a pulled sled,piggy-back ort adult shoulders)

opportunity to "play ith" orpractice all skills in many different

_Situations. Nor example:

Talonefand with other childrenon many different surfacescarpet, pavement, grass, sand)ndoors -outdoors

in small spaces/inilarge spacesat home and at preschool

Questions Often Asked About ChildrenFrom Birth to Five Wars:

child seems to be left handed.mild I do anything to change

that?

Young children arc still develop-ing hand dominance. Encourageyour child to use both handswhen trying new skills as well aspracticing old ones. Changing achild's natural movement patternmay stow down- the developmentof other Physical skills.

My 4-year-old has eye-hand coor-dlnation problems. What-con I do

Eye-hand coordination is still de--veloping in 4-year-old children.You can do some things that willtielp the coordination developnormally but, unless the child isstill having trouble in a fewyears, try not to regard it as a"problem." Roll small balls toyour child and gently throwlarge, lightweight balls. A ballsuspended from a height (ceiling)

will, be easier to hit than onethat is thrown.

My Syearold child is very over- ---weight. What should do?-

tf your child is already over-;weight, you should check withyour doctor or the local healthclinic for advice on a combina-tion diet and-exercise prograrit

Is childhood obesity something toreally worry about? Won't childrenoutgrow It?)

"The problem of childhoodobesity it art-extremely-seriousL.-one . . . The old belief that &II--dren outgrow their baby fat iswidely believed but just is nottrue . . . It is extremely impor-tant that parents provide_ ampledpfmrtunity for activity in in-fancy and childhoodindeedeveryone should have a daily ---program of activity.'"

20

THE YEARS FROM SAX TO TWp,VE

e Children fromseiv Like?

Children of tit* same age maygood deal in motormem_ A child in the& to

group may be a tot biggerthe same age but may .

not necessarily be more advancedin motor skills. Some 6 year-oldsare still like younger children.

Children from in=to 12 vary rt

physiological development, lc,' - insuch things as bone growth,muscular strength and signs of

uberty. A 10-year-old mayquarto a, 12-yearold inOhysiological development. 'ks aparent, it's important that youunderstand this because physiological growthsart make a big difference in your child's ability tomaster particular activities at dif-ferent stages in childhood. Young-

-sters who become baseball or foot-ball stars are often more advancedphysiologically than other childrentheir own age.

Most youngsters 6 to 12 areaded with energy. Although

some children,begin to seek the

ekallthisagecats,

for I

e of organized sports atmany youngsters in- this

oup will still like to throw,run and jump at tirrunjust=_efttnofit!

Six to Twelve 1.1)a Good Timeto Learn Nevt-gfrilis

,DurirCg the years from 6 JO 12,physical activity remains essentialto a child's growth and fitness.Compared to other periods in achild's life, the years from 6 ton,are rather slow years in physicalgrowth. Since changes in body prportions during this period arcdramatic,lhis is a good tirrieforchild to learn new skills andbecome quite skillful inN1444

-tics as swimming, gymndance and games.

How They Learn to Play WithOthers

While children entering the 6- to12 age group like to play withothers, they tend to play side byside, rather than together. They'llsay, "Me first.. .then you,"rather than "Let's both do this.'

22

6- or ?leaf olds say theyo play basketball., they

y trtean they want to bouncea basketball by themselves

one other child, rathery the game as members of

gsters this age Illa_KC

d is difficultcalls for elver)the same goal_

group he-eeu friends

en% yotpromise.

hesto 12 and

tryof th-Pvr lea/

Let Thim Make UpTheir Own Rules

Most sports were designed byadults for adults. Don't expect achild from 6 to 12 to play a teamgame the way grownups wouldplay it. Children ohm_ change therules to wit thonselses. They mayarrallg.. a ball garne for examso .hat each player gets morechances to hit the ball. Letchildren this age bend the rules,they want to. cam thegame more and learn to play abetter if there arc fewer players

6-

"We made it up aunt ries. You don't need nineguys on a seam, or grownups, or uniforms_

=i__,Jr's like baseball, only better!"

us by MI Keane reptsascti 4;kninesy The Prouty, and Tribun 5 itat*

at for a, Andlei 0 play a game

is not too long,er weight bats,

equipmentsizaL

Away

any

ky or in the play of others

aj-= child this age lacks theake quick

playandand dribbles the ball-wr_png goal or throwshe wrroilg team. When

SOMEOTIC may laughbe a blow to tile

adence. At a timets.-the youngsta-will need -

urtdersunding and encourage.

Feip Your child Selectat i lid Fitness

hildren develop new"-tweets. They begin to read

kcj go to the movies and spend*me watching television.

lttraugltthesc are im.tni in -their overalNevelop-

int; they rnamake children awaythe daily physical activityeed.-

# -16---4/ef

ca

rut ftLnuiy Cot-so. b/ Biliceatet totruned'-oartery 77344_40We ackd Trlysote5rfda-ate

Try to Wance these new in;'crests by encouraging daily ac-tivitiesthat build fitness. Offer to

-.join in play with yOur Keepan eye on_the child'sto steer the yonngster towards Oaf:-that develops motor: skills. Rowellplay should help build a child'sstrength; induranci-;' agility, speedand flexibility. The child's ac.',cities should develop all -around

physical fitness, rathtr ttian fc9son a single goal, such a_s

-"building for strength.

10.1e1P-Yont.Six- toTwelVe-Year-Oldr Win PhysicalSkills -

Etwourale your Yd to prac-tice basic skills. Urge die child tocontinue to practice inning,jumping,lkipping, throwifig.catchin4.slidin nd the like.

24

nations of theserep toward

evelooing thc sports 4kith thatay.,be desired later OIL

Pio Vide one tip or suggeszlorra time, Whether you're helpingus child learn to swim, ride a

.bike or throvir a football, offer NAone scooslion_at a tune. Children

ome confused if You offer tooy_ideas for improszment all at

once. Say, `_`Kick under theend when they ngstcr has prac

thatt_go ciao your net sugrt.

Urge the child to practiceHis far short per,',us each da).

etiec:sasions of 20 to 45ininutes'daily are better than long

ions once or twice a week.it the child acts tired or skill

._worse. end the practice _sei.siOnd switch to another activitya is easier and. more fun.

rrcourage your child! A child-ho feels successful in learning

Icarnn your child dogs well, o

raise _h} spect le terms. Say,atil You used smaller steps to

change direction" or "Fine! YOunt your *Os That time andade a soriTarttling." If Eh,. childnot stiocessftfX avoid quick

,criticism, in ad, offer a specifiupgge,stion for improvement and

-eitcourage the efforts.,-..,Prepare your child for the

uneipected In games. Wtile playing a game, unpredictable things

.can happen and skills lwe to be

/7" -7,-

gilled into play quickly and usedaccuralet and effectiviely. In prat-tx sessions with your child, tyy toprepare the youngster for the kiof things that can suddenlyduring a game. When practicingbaseball, for esample, Start by =throwing cast', fly balls ofgrounders right to the chili. Thengradually make things more diffi=,ult by throwing the ball short ofthe child, over the child's head orto the side. To catch the ball, youryoungster will have to run for-ward, hackWard and Coble sides.Gradually make the practi4harderso the child can learn to catch acrazily bouncing-rounder, pivotand throw it accurately to theteammate on firs( base.

lypo matter what game, yourchild needs practice in all gamesituations:_ you can think of. Begiv,itk*asy Ones and then makethcM more compliCated. Add ateammate, then an opponent so

. your Chil' gets pracfri in playing,in relation to other players, guess_mg where the ball will he, gettingin position to handle ii and tnpi;ing qtti kiy to assist a teammate

fit oind

cocir

irdilsofts ov!thothers. a child-in thisage group to eonbkntrate .on'self-

,-

Via.arit-smenk rather than on keep-ing up with others. Tell The child._

"Yost caught the ball every timetoday, didn't you?"..or;.`1314-y4

, think you did better today?-When ckildsen begin to comparetheir own skills at play with-the;

skills_ofothers,_they're upailyifdcal=with COMiletitiOik and

to play in:ccirprlitive games. Letni:feach that point -in their own

tlmtte , _

_llespeet your child s choke oftilt' {1frs. Alloy your ehild_to try a

sr ety ofsPortscand activities andaise_a-favorite;_even ifit's notedial yaa- would choose-foru ,,g)tildrert -should be en-

eouragezd to-patteipatc regularly inpliysicrlLactivities and that's more

e to, happen when they're hav-itfor.sothe children, study-

dance ean be more _interesting:playiat in aworganized game.

r:Othersi gymnastics or figure-- --

acing-on be more challengingabatea team sport. An informal

anieAaf WO- ball-With friends at ariearbrislayground may be moreei Okble to a child. Jogging or

Cycling with family and friendsmin ,-6-source of pleasure for all.

on't aim ton high. Be_

efut:about steering your-childward-a-particular sport in the

Hope that it will lEadtoa. univer*sity.scholarship or a-professional= _career in sports. You may both

d up disappointed. Only a-fewcmt tional athletes emerge fromearly; Specialized- training.:-Childriar--arid& 2 seldom enjdy the intenseractice- ceded to train for a ,:rise er. In fad, spetializing

too -early rrity disecntrage childrenanti theta to drop out of all

sienl activities as they entertheir teen yekt rs.

Take an Interest lit thephysical education program pi s

your child's school. Take time tovisit the school, observe; _thephysical vacation program andtalk, to the staff in charge. Does,(four child have at least a half- hourof daily instruction and practice Inbasic motor skills? !sat least half,of the Child's physical education.period spent in vigorous, cort.;_

tinuous activity? Is the school'soverall physical education programwell organized and effective? 11not, talk to th9 principal. Gall the = ^)matter to the attention of yourPTA. Play an active role in gettingthe school to improl;e its program.

,What About Competition?.

As children grow, SOMC\ShOWmerest in competition at an earlyage and some do not. Your 7.year-old may be more "competitive"than your 12-year-old. MThdepends on whether a child feelsready for competition and enjoys

Many children who really_do notenjoy competitive games-or sportsparticipate in them beeauseof theurging of parents and teachers.

i Mutts ca'n turn practices that arefun into contests. When you say,"You win," 1"You lose" or_TaYourlittle sister is beating you," youmay be putting your child into thekind of competition the child maynot be ready for. At school, whena teacher arranges a cur:warlike ,

game, children may feel comPelled:''

,although, their skills are411 y developeddor ready to

----pkierveyour child's resptmse to_'ii*sitgations. Does thehandles Stress of,competi-

cliif lilawie Cie without losing_a

emember-thatidien-mast_develop an ability to

stress_in-Petition, and-taterof mstAtering:this ability

itedifferentthildren.aaipet live game, players

to catch an opponent off440:softnOtenshe.willinake a

g made tolai*:,Jtuss is not a

much fun. Too much comp,titiontoo soon can slow flown a child'sprogress iri skill development- Asresult, by age 1-0 or 11, the childmay want to avoid' competitivesports and may drop out of allplay activity.

The child may offer excuses sucas, "That game's no fun" or;"They never give me 4 chance atbat." But the real reason maysense of failure. When childrenwant to drop out of games, youcan help keep their interest alivesp eitiniother non-competitivea vides that they can undertakeuntil their self-_confidence is re-turned.

-o

ysicsd Activity sideSix- to Twelve ears

give indication-thateY want to become skill-

are Willing and ableto = ipractceone thitingne_for

'ods ofiwgerPeti adult-but (10 not enjoy

geidzed drills

y May be Ready for:

ncouragement to improveskills through self-testing

hallenges:

How far/how high can_ youjump?How high can ydu throw?_high cart you kick the ball?Can you catch the ball when itfarther from you:- whenYou hailto reach for it?Did you balance longer todaythan yesterday?

-* Can you swim a little farther

---encouragem_entto experiment-with skills in a non-competitivesitting:

gymnastics, team game skills,individual sports skills, etc,looger periods of non-competi-time-swimming, creativedancing__ _

_ = ains hive begun to master

some of= the tasio killsof aliartictilii-t activity and-:are sociallyleadYto work

---cboperitivelyin a group

--sensitive, qualifier/ instructionin the basic skills of gamts,dance, gymnastics and aquatics.

low-key competition in whichthey can test their skills.

Age If Children:

9 years are confident aboutto the physical, skills the}12 years have and are comfortable

learning new ones

wish to test them-selves against others

ask to join agencyor school sponsored teams

are quite skillfuland arc willing to practice

They May he Ready for:

encouragement to participatein more intensfire skill instructionand practice of:

specific sport, aquatic or gym-nastic skills.combinations of skills as theymay occur in a game (dribble,pass, run, catch, shoot)more f- rural dance forms, suchas hat or modern dance tech-niquespermission to participate in low-key competition in sports oftheir choice. (Parents shouldevaluate each program in termsof. the safety and well-beingof the children involved.)

HotIf Children:

9 years 7--are behind in skillto development or feel infer

years for because they think theyare.. -'

-giss ,redications thatthey do not like sports orother kinds of physicalactivity

They May be Ready for:

encouragement and helpwith their skills in,a non-stress-ful situation. Iencouragenient and help infinding some form of physicalactivity they enjoy and can besuccessful at.assurance that they canimprove their skills with patientpractice.a chance -to learn the basicof running,, jiihiping, throwing, -*catching, kicking, changing direc-tion . without feeling em rrassed or withOut being pressureto put these skills into a gameform or to compete against otheruntil they are ready.

29

Questions Often Asked About Childrenfrom Six to Twelve Years

Why should 1 worry about mychildren being physically fit? _

According to the President'sCouncil on Physical Fitness andSpoils, underdeveloped childrenMay develop a low opinion.ofthemselves, an active dislike ofPhysical activity, sport, andan antisocial attitude. Seereit also are likely to become seden-tary. in env eight adiilts with allthe added health risks that thoseconditions entail.

To develop and mainhin physicalfitness. how much activity shouldchildren have?

All children should be activedaily, or haveminimum ofFor the

freeactivity

iree times a weeky child, who has

been cleared by a doctor, 1-5 to20 thintites of continuous exer-cisevigorous enough to,exer-else the large muscles. raise thepulse rate and stimulate deepbreathingwill.aid in thedevelopment of strength and endurance.5-6

How can you tell how physicallyfilature a child*? My child is 9,but he is as-big as a 12-year-old,o less coordinated. ,Should 1

,hav him play ball with the12- ear-old or the 9-year-oldle gue?

Signs of physical maturity arethe obvious physical v;siis of

a

puberty. Another way to deter-mine maturity is to have anX-ray of the wrist brines by adoctor who can evaluate yourchild's physical maturity ratheraccurately. Youf son wouldbenefit more fror.i learning avariety of skills and playinggames in which size is riot amajor factor. A 9-year-old isusually not socially, emotionallyor mentally rem:, to play with

is. Give him a chance-to-become better coordinatedthrough practice and let-himplay at his own level of skilldevelopment.

My 8-year-old daughter has a-special talent for swimnt ing andher coach says she could be ri fineathlete -with about 3 hours of train=big a day. Do you think this is toomuch?

There is no substantial evidencethat early training guaranteesbetter athletes.' Although the, en-durance capacity of children ismore than adequate, the ques-_:i0I1 is whether-a young childshould be driven to excellTernce.,Because-of the possibility That Iyour daughter might later "tun -,off" to sports, it would be bit=ter for her to enjoy many dif-ferent activities now If shewants to train as a swimmerwhen she is a teenager, it will.beher choice.

,o

A

THE TEEN YEARS

hat Are Teenagers Like?

They vary yidely in physicalaracteristics. In the sixth,

_seventh or eighth grades, childrenmay differ a kitat deal in their

hysical makeup. Teenagers of thee age may vary is much as 12

inches in height and 70 to 80unds in weight. Children in this

age group mature physically atvery different rates, foo. Girls tend

,reach mature deVelopment twothree years earlier than boys.ere are also significant dif-

ferences in physical maturityong-childreii-of the same sexage.

ome teenagers find it easy topa- me skillful in physical ac-vides. Usually, these youngstersave greater strength and staminand a keener interest in, developing.eir physical skills. They like to

participate in sports and gamesause excelling in these activities

rings them great personal satisfac-ioh and the approval of others.hese children often becomenown as the "athletes."

&her teenagers drop out of

sports and games. Adolescentlwhose skills have not developed orwho lack confidence in their abilityto master physical activities, oftenstop participating in competitivegamest During their teen years,they become spectators rather than.participants, and this pattern con-tinues when they become adults,Other teenagers give up sportsoecause they develop new interests.They make new friends or take upnew activities like driving a car orriding a motorcycle. Soine'takejobs to earn spending money orhelp support the family.-

Bodily changes often causespecial problems. As part of nor-mal growth, teenagers undergo --physical changes that often causeanxiety and.embarrassment.Youngsters find they have a newbody to deal withtaller andheavier than before and with a newcenter of gravity. They may loseconfidence in Oe, skills theydeveloped before these changes,Many teens become self- consciousabout being too tall,too short, toofat or(too thin.

Rapid growth causes difficultiesin learning new skills or maintain-ing skills mastered at an earlierage.. In many sports activities, theearly maturer often has an advan-tage, particularly in games likebaseball or football that fall forphysical strength. On the-otherhand,11t-late maturer may havean advantage in activities like gym-

-nastics, which require agility.Teenagers are sensitive and

often rieeti-guidance and en-couragement. During the criticalteen years, youngsters dislike beingCompared with others their agewho have a different body build orshow greater physical abilities. -They are easily discouraged andmay need a parent's help in main-taining a balance of activities inheir lily liveS

The Teen Years Can BeDifficaft Yeafs

Teenagers are trying tb deal withso many new and complex ques-tionSsex, drugs, aleohol, jobs,nidney, religion, authority, loyaltyto family and friends, and manyothers. They're discovering whatthey'd() and do not value. Manyteenagers complete their physical-growth while They are still develop-

socially and emotionally. Allthis'ean create a lot of stress.

Physical Activities Can Be aGood Outlet For Their Tensions

Encourage your youngster tocontinue physical activities with an

33

emphasis On doing the child's"personal best," rathiminironbecoming the best, athlete. Yourteenager can gain in self-confidence and personal satisfaclion through keeping physically ac-live. A teenager can develop newinterests and friends by going to aswimming pool, playing a game of =.street hockey in the neighborhood,or learning new skillslikcbowling,cheikaading or baton twirling.Teenagers need regular physical ac =-tivity to work off tensions and tobecome healthy, fully functioning

persons.a

Teenagers Need to Learn toValue Physical Fitness

Teach your teenager about theimportant role that physical fitnessplays in maintaining good healthand well-being and in controllingweight. You can set an example bykeeping fit yourself and by sharing --

in your child's activities. Help yourteenager find different kinds of ac- -

tivities that are vigorous and fun.Not only competitive sports, butthings like jogging, bicycling,swimming, dancing and gymnasticswill help youngsters stay fit, if theyparticipate in these activitiesregularly.

Encourage your teenager tovalue physical fitness highly. Evenif the youngster has not been veryactive before, the teen years pro-vide a good opportunity to "catchup" in physical capacities likestrength and endurance. Your

gers ou dftake this ciPpot=unit never again

e _ip ,-yout-Teertstri

4itit-teenio----_ ts etonabk goals Tao Much em

gisnn-

kg good at snort?'oil winrnng may lead Our

ctsfaitttint-ti=aVtilifingSkilk thatnotbemastered easily. Not

.

everyone can be Lskilled athlete,,but anyone can findaitactivitythat is;enjoYable. Only a few canreach the champion JeveI but allus have a "personal best" toward=which we can air&

Help your youngster understand-that winning and losing are of onlytemporary importance. Stress the _

effort your teenager makes, ratherthan the outcome of a-game orskill practice. Encourage teenagers

=

to choose activities they enjoy,rather than activities that you findinteresting.

Help= teenager accept be-ing a "beginner." Adolescents tak-ing up a new activity may be impa-tient about the time itifakes tomaster a skill. They want to "playthe game' right zway, rather thanpractice. Help- your teenagerunderstand-that it's difficult tolearn a skill during the excitementand tension of an active game.like young children, teenagerneed to learn about the importa ceof improving their skills throughpractice. Even though they feel"grownup;" they should accept

ing learners. Only throughpracticeregular ptactice can they master

skills that will give them enjoymentin many activities for years to

='-come.

Most teenagerS worry aboutmaking mistakes. Reassure yourteenager that making mistakes inlearning skills can benseful be-cause from errors we all learn to

1-'make corrects s in our motor pat-terns. Don't evour teenager asso-

f, elate mistakes with failure.7 Take an interest in your

ungster's physical activity pro-. ,

rams. Encourage teenagers toenroll in school or community pro-grams in which they can developnew skills and perf&I, skills alreadylearned. Discuss their physicalactivity programs with them andobserve their lessons whenever youcan. See if the program is flexible

- ..

and-allows for individual dif-ferences in children.

Physical education programs injunior and senior high schoolsshould provide every teenager with'an opportunity to learn new skillsand practice bid ones. These pro-grams should focus on sound in-struction in dance, gymnastics,swimming and a variety of games.find out if there is an intramuralsports program for girls and boyswho are interested but who ate noton varsity teams:

Join in activities with yourteenager. Teens like to feel thatthey can do what adults do. Youcan encourage your teenager's in-terest in physical activities by join-ing in the youngster's activities.Plan to take instructions,togetherin swimming, golf or tennis andpractice together. Ask yourteenager to share with you,what isbeing !dined in the physical=education class at school. Beingactive with your teenager is fun. Itcan also be a good way for both ofyou to get t6 know each other.

What About Competition?uring the teen years, young -

sterls react to competition in dif-ferent ways:

Some adolescents enjoy com--.petition. They can't wait for thenext game or therxt practice ses-sion.

Other youngsters are not sureif they want to continue taking .

part in competitive games.

_ _

tiff don't like cOmpeti--*ant to drop out of

sports. iOft Young

CU y_;O:impotitionarematching= their skills

-*hen with equalTheyi i -many thingsrwim in =and losing .'But atiii nf; -oven these active

to face a dif-arc

ttogife-up- in order toa-Int-ire-it- More time to

_ _

Z-Cart- p _your teenager faceleCesfion by asking t_he

i.i-ifife)iittititstibili yourself.Arttr-s_ Pen__ _d the time

_t_o=bccome_bi by sti led insport? take the-time

of-prtcticeandsstill-Your-ichool-Work/

With your chores at home? Thesequestions may help your teenagerthink things over and decide justhow interested he or she is in a

-competitive tport.YoUng people who ire-eager tr

competitors should be encourato enjoy the for its owsake. Only a few youngsters can

I,look forward to earning aliviug__playing in a coMpetitive sport.They'll be happier if they playpule because they_enjoy itishould have other types_of Vivitto -hiriirtO;-a.S;ivelk = ---

frhe yoingstee who'ssiiki.-" Katy teenagers,wholreskillful in_sports want toranchouftin-d try new things.. They-may

up photodecide to tam

playing a ol icat iitstruacting in a p ay. TheytOpend less time in o g,anizedsports dr to get out altiOgether.

ffteenagers dogiveUp spOrta,pcotiiitgeihein4ozoomtain their-interest in tegtilar_phySkidzactivity,They can keep ihisinterestrallye6joining a school inymmuratclub or by_particip#ting iii comunity recieatiortiprograms.cart also take up ,Awimming, tenniroller skating or7joggingfriends __4_ members of the fimily.;4

The teenagetrwho doestrs wanto compete. If your teenagerjuitdoesn't like competitive spOrts,cent the way/the youngiter-feelsBut urge young* to keep ac-tive through participation in someof the activities deicribid above.

aphy orent or

ay choost

ge

TheTeenYears

Physical Activity Readiness Guide'the Teen Years

If Teenagers:

are very interestedin the social aspects of

_physical activity

are highly ski1161and totally absoilbed insports

want to learn newskills for their social,importance

They Maybe Ready for:

competition iphysical activi-ties.they choose anckat the inten-sity,they arid you feel they canbandreAzitratnural of local sports_club as contrasted withinterscho61varsity level or travellin team).

help in keeping a balancedperspective toward sports in theirlives.

/ encouragement to develop in-

// terest and skill in additional ac-' -/ tivities they can Ilse later for adult

-Age - ButIf Teenagers:

The have i:iiropped out".een of act. 'ty altogether

Years

try to avoid physicalactivity of all kinds,physical educationlasses, sports, etc.,

recreation.

encouragement to participate atother level's of competition even ifunsuccessful in "making the 1,

team."

They May be Rfady for:

7-help in seeing the import-ance pf fifiiihig at least one en-joyable form of physical activity(biking, swimming, jogging, danc-ing) they can learn.

encouragement to keeppracticing motor skills that arePfinterest to them even if they aretnot as "good as their friends."

your praise for the effort be-ing made rather than the result.

nick Scorecard on 14 Sports and Exercises

A QUESTION OFTEN ASkED ABOUT TEENAGERS:

What are the fittieis values of different activities and sports?

Here's-a- summary of how sever -exptris rata-the various sportsand exereises.discussed. Ratings-aii on a kale of 0 to 3, thus a

= rating of 21 indiCates maximum benefit .(a score of 3 by all 7panelists). Ratings were made on the basis of regular (minimumof 4 times per week), viiotots (duration of 30 m_ inutes to vise

per session) participation in each activity.'

vPhyskal Flows% Gederal

ming

i:SOInning

Sks1InTtMe or Rona,

itIondboUttiquash

ling.Nordic

kiingAlpine

Boiketboll

TriltiiN

'a11,41hroics

Walking

20 1 El IFili ell.-alIII --

142-19 11 4 El :-20 EMI' 20

13

12_ ion -13

20_ mi 14 1 1 1 S _140,

1111111 16 a _19 ii 13 12 140=

ell16

19 riff15 t5 14

16 1131121__ IS'

15

1341

ll if, 11 131-131

12 ME11

to =134

' 16 14 nM

2S-

10

MI

II1111.-

6 El102=III

I=___13

III 6

1111 MIMISIIMMIIIIME

.'12crings for golf are based on the fact that many Americansuse a golf cart and/or caddy.' If you walk the links, thephysical fitness value moves up appreeiahly.

38 29

Pt

a-_

LiZ

144.414I

1,

A:1Considerations

t About Sex Stereotyping?

.s -children -enter adoleske.nce,1.-attitUdes toward,physearac-

ffect their continued-rticipatiOrt, Are you trying to in-uence hem by what you expect

girls? As a parent, howu d-you respond to the follow--statements and questions?

If girls play sports seriously, theytend to become masculine.YES/NO

0 Figure sltating and dancing parefeminine activities. YES/NO

Football and basketball aremasculine activities. YES/NO

_

Do yoti find men's sports on tele-vision interesting and women'ssports amusing? YES/NO

When you want something liftedor carried; do yotualmost alwayscall on boys to do it? YES/NO

When your son and his friendsgettheir llothes tom or dirty, doyou find yourself saying, "Boyswill be boys?" YES/NO

Do you ever hear yourself saying"Angela shouldn't look sosloppy?" YES/NO

DO you ever say, "I hopeTommy wilt still be popular, even

though he's not going out, for_soccer." YES/NO

_ -

0 Would you ever say, "Anna.wouldn't you rather go, out forgymnastics than basketball?"YES/NO

If Kathy told you she wanted toplay Littre-League Basebair, .

would you try to convince her tobe a cheerleader. fv . her brother'steam instead? YES/NO

If you answered YES to- any ofthe.above, you may be using sekstereotypes in trying to influenceyour children. Many young menand women fail to find enjoyment-in activities and sports becausethey become frustrated with thesex role expected of them. Manyboys and girls who have been ac-tive in sports up to age /2 dropout during their teens_ Some boys.pressured to "become athletes, "respond by deciding to quit sports.This reaction can be frustrating forthe parent. It can be just as- diffi-cult for boys who are not athleticas it is for girls who are, when _

adults enforce sex stereotyping.Boys and girls need yo-ur encour-

nement to find activities whichbest suit their own interests andneeds., Masculinity ano femininityare neither lost nor gained by astrong commitment to a particularactivity or sport.

Sex stereotyping is expectingchildren to crAforrn to fixed pat-terns of behavior which you relateto their sex. It often begins atbirth. In,the baby nursery of somehospitals you can, see evidence ofthe beginning of stereotyping inthe pink bows on the heads of, girls

-`and the football'eutouts tiiecribs of boys.; Often, parenh arc not awarehow Many messages childrenreceive that reinforce these sex roleexpectations. A young child soonlearns to behave in a way that isexpected or a boy-tar gift. Sbitie-

'-,1nursery school and,..kindergartenteachers still ask girls to passaround the paste and scissors, andboys to erase the board and movethe chairs.

Marie, age 3, has two brothers,_figes and S. When asked whatshe vinted,Santa Claus to bringher,lshe replied, "Well, I'd like afootball . . . but I guess I'd betterask fur a dal 's

In mosi cases, the separation ofboys and girls in physical, actin icyand sports has been aue to culturalexpectations rather than to physicaldifferences. Many paients, teachersand coaches still believe that it isundesirabL for girls to participate

in sports that have previously been.dominated by boys.

Ioften seem, stronger than girls in

Although boys 8 years and older/,

.

the same age range, differences .performance among children atmor often due to maturation,perience and interest, rather thanto their sex. Actually, until ',lberty(around plc 11, 12 or 13), boysand girls of equal ability can com-pete safely in the same sport ifthey went to.

As two boys walk home fromschool, one of the boys says, "Ingym today, I come in second in the50-yard dash. el girl came infirst!"Ills friend exclaims, "Wow; Youlet a mere girl beat you?"

"Girls aren't as mere as they wereIn the old days!"

On an average, boys continue to-grow and improve in physicarperforma= until 11 or 18 years ofage. Most girls reach full growth -.'_by age 14, and many have achievedtheir best physical pirfOrmanceby,-;:then. A decline in the performanceof girls after age 14 is probablydue to loss of interest in practic-ing. When chilaren-reach the' end,of their growing period, manyboys tend to be taller anti heavierthan most girls. This means thatcontests involving strength andspeed, teenage girls and boysshould usually be separated. Butthis does not mean that girls

should avoid strengrtrf speed

--Opportunities for physical activi-_-_ty-and sports sholdd be provided

equally to girls and boys so that-'their future- choices will be due to

ividual preferences, ratherthanalbeit-sex-role label. The deci-:ions children Make about theirfuiuregoals will beeisier if youo net emphasize sex roles.Girl who choose to play corn-hive sportsand boys who

Onstshould not be made to feelt ferent. The' important thing to

remember is to respect individual-differences in your children when

'''---encouraging them to be physically=-..active.

=What About Safety?

Whenever children are active,ere's always the possibility of in-

itry. While at plaY, youngsters-don' always use gotta judgment injroiecting themSelve.s. Clearly, i1's

-Jrnportant that you know whereour child is playing and how safe

'thevhild is at all times.If your child Is age 7 or younger.1-

-i=and usually plays in or near yourh it* here are some things tocheck:*

0 Is the child's equI1tneztiAre the playthings secure andin' good repair? Are they ap-propriate for your childnot

-toateavy, too high or tooeasily breakable? Are they

--= spored far enough apart so

that your youngster woietrun into them? Is the equip=ment where it shouldbeand not laying on Thefloor to be tripped over?

4:Ij Is your child aware of thesurroundings? Does yourchild avoid bumping intoother Children and play asafe distance from moving --

swings, seesaws and slides?(This is difficult for youngchildren to judge so they willneed constant watching.)Also, your child should beable to balance on different -suifaces (ice, pebbles, ce-ment, a rug) or while run-ning, walking, skippingprjumping. Make certain thatyour child knows not to runinto the street.Is your child wearingtheproper clothes? For use inplay, clothing should beloose enough to allow yourchild to move about easily.There should not be any ,

strings or flared legs mildsleeves that could catch onequipment. Shoes should fitsnugly, bend with the feetand grip the surface yourchild is playing on.Can you see and reach thechild at all times? If theyoungster is age i oryounger, you should be closecr.ough so that the child cananswer your call and can be

42

reached in seconds, ifnecessary.

Rave your children been,trained to know their own

Ihnits? When your childruns, rides * tlikor skates,does the youngster know howfast he or she can go withoutlosing control? Does the

-child know I far:a balltravel if hit or kicked

and what damage can belone? Does the child under-stand the rules about playingin a street, a park, a pool orin a friend's backyardandhow to ask for help, ifneeded?

If your child is oboist age 8 orOder, you will need to help theoungstefwho is interested in-

organirxd sports make wise==choices; Many experts feel that

'CollisitinnspOrts"Elike football orockey are of questionable valueuest_

for children under -10 years.Duties to growing young bones may

useittnii_nlicitions in later years.ou-may want to guide youreen boy begirt into activities

ketbattor soccer which in-V some=body contact, but arc

Ott as "collision sports."Or min want to encourage the4,

interen in sucirnoncontactEaktennis, swimming,; Softball, gymnastics,

Wit. track orlig or skiing.

sure lout preteen

4

_of

child is safe in any kind of activityand in any kind of play area,check these things:

If your child plays informally ata recreation center, a playgroundor In the street:

.El Do you know who is re-

sponsibk for keeping the __-

playground free of hazards?_O Have you helped your c

develop a sense of respon-sibility about personal safetyand the safety of others?

O If the play area is provided{by the city, a chutch -or soine,--i"other organization, is it spervised? Are rules enforfor the safety of younriplaying there?

If your child plays streetgames, have you laid downsafety rules for the child tofollow?

if your child participates insports programs run by the school01 the community:

O Have you received guidanceon purchasing properly fit-ting sports gear and equip-ment for your child? (Apoorly fitting helmet, for ex-ample!, can cause injuries.)Are the practice sessions toolontor strenuous? Does yourchild seem overtired at theend? (Fatigue can cause a /child to be injured.)Is your child being. taught theimportance of safety?

Q Are there arrangeme9ts foremergency treatment, of anyinjuries that occur/during aphysical education class, apractice session or a game?Is an adequate insurance pro-gram provided for thechildren? If so, have you

k enrolled" your child in theprogram?

For additional ways to evaluatethe safety of a sports program,read the "Bill of Rights for YoungAthletes" in Part III: YouthSports, page 40.

Safety should concern everyoneinvolved in physical activity forchildren -- children, parents,

-= teachers, coaches and recreationleaders. Adults who set up the ac-

tivity areas have a responsibility tomake them safe places in which,toplay. As a pareni, you have a rolein this, too. YOU need to help youryoungster understand-ffiat rules aremade for their Ofety.

Listen carefully to what childresay. If you hear them talk abou"horseplay" in a locker room"fooling around" on gymn ticsequipment, or pushing oth rs intoa pool (things children o en thinkof as "fun"), bring th risks in-volved to their anent) n and to theattention of the adults in charge.Ask if the school Or recreationcenter has rules,prohibiting thiskind of behayiPr.and if the rulesare enforced,:

Here area feve sore things to-check ttlit can b. ,portant ifyour child is injured:

aDoes your child know youraddress, your phone number,the name and phone numberof your family doctor?

.0 If you have health and acci-dent insurance, does yourchild know the name of theinsurance company? Does theyoungster ca-7y a card withthe policy number on it?

O Do you know the name ofthe person to notify if yourchild !.7 injured in a publicplayground? Does the agencyrespomaile for the play areaprovide you with informationabout what, to do, in case ofan accident to your child?

44 35

,13010'

,

0,11oira,

IP

uit-Miganized competitiverograitifOi- children are

nwinrrapidiy across the country.oretilini30 lnational-organik2-,ns;.arrange-sompetapie sports

ildren:(for-tiample, Littleue ball, PopWarnerbal merican'Youth Soccer,

ousands--of.local groupsfiirganize athletics for childrenCA's---ancr YWCA's, city

=

ration departments, churches,tioe'Athletie :1:eagues).

any'schoolt'Sponsor intra-u at games and varsity corn-titive-spOrts programs. About 20liowyckingsters40 to 60 per-of 14 years

age participate jtisome kindcompetitive snort,-

sltow possible for all children

tosompete in sportsboys andgirls, the handicapped, the disad-vantaged and the not-so-skilled.

There is a wide variety of adult-organized sports available tochildren of all ages. In addition toswimming, tennis, and track com-petition': youngchildren are com-peting in contact sports likebasketball, soccer, wrestling and incollision sports like hockey andfootball. Boxing is generally notrecommended by some experts'°for children of any age. For chil-dren under 12, there are differentpoints of view about the "right ,

age" to play competitive sports..As parents, you have theresponsibilify-to make the appro-priate decision.

46

To help you decide what is best for your child, here are some typicalarguments for and against competitive sports, for children:

Those for youth sport4 say

Life is competitive. Sports teacha child how to compete as anadult. There is no better place tolearn about competition thanthrough sports.

Youngsters are by nature activeand need physical activity. Youthsports nrovide a wholesome outlet.

In youth spOrts;children learmany skills. Every child benefitsfrom this kind of skill instruction.

In youth sports, children learn tobe good sports and how towin and lose gracefully.

drganized sports "keep kids offthe streets and out of trouble."

Youth sports give every young-sternot just the superstarsanopportunity to become a skilledathlete.

38 4

Those against youth spores say

Although life is competitive, adultscan choose what area they want tocompete in. Many children wouldbe better off learning about com-petition through a spellitfg bee or aband contest, rathehhan throughsports.

Unless children play, a key positionfor a whole game, many have littleopportunity for real activity in acompetitive sport. The only exer-cise they get may be in running toand from-the practice field.

The unskilled child who needsskill t,:aining most is often left out,while the strong and skillfulyoungster usually gees most of theattention.

Too often, adults teach children toplace too much emphasis on win-ning.

Many,Nds who start_playing com-petitive sports at a very young agedrop out around age 13 and windup on the streets again. WEneedto find out why.

In youth sports, too many young-sters do not receive the sameopportunities as the superstartypes.

loryonth=sports sa#-

Those against youth sports say

outh sports give children a Children are not "grownups."có worlcwittradults and Why not let them find their owncipate in "grownup" games. interests as kids, instead of asking

them to play at being adults?

Thai ysis, whether your child has a good or badexperiencewill depend on the quality of the leadership provided by _

coiches = =_

4

The National Asociatior foridrt and Physical Education, avision-oiThe American AlliancenHálth, Education,ecreation and Dance.sponsored aiskf&có to study youth sports.his group, composed of experts

myuthsport agencies, the

medical profession and physical,education, developed the "Bill ofRights for Young Athletes thatappears on the following pages.The guiding questions are given tohelp you evaluate any competitivesport, experiences your child mayhave.

arch shows that childrenwould rather play and lose than

.si /on the bench for a winning

Guiding Questions for Parents

Does your child get .1e.stutte

chance to practice and play asevery other child?

Has a child ever been "cut" fromthe team?

Have yottigiven your childtheright to:choose not toiplay?-_right:iMplies thariparticiptstioti=ithe ehild's choice:}

of Mikis for Yowl AthletesThe right to participate at a

level that corresponds to.eachchild's maturity and ability.

Jean. age Z said '1 got a4th place ribbon yesterday' inthe 220." "Terrific," said theadult.'WOw fast did you- run?""As fast as I could," theyoungster replied.

3. The right to have qualifiedeadership.

"Qualified adult leaders do notfind it necessary to abuse chit-gren in order to achieve recog-nition for themselves."

Martens & Seefeldim

4. The right to pnot as an adult.

`Guiding Queadoas for PirellisAre children grouped,by matura-\eon (height, weight, strength).ra her than by age alone?

\Are late-maturing children givenan opportunity for modified sportexperien with less intense levelsof -compet ion? (For example, canthey play b ketball using smaller_balls and lows baskets? Are=baselines short ed? Are gamesShortened and p yoffs and tour-naments eliminate' ?)

Do coaches and game officials .

respect your child?.

Does your child's coach u der-stand children and,how the learn?

Does the coach have the ahilit,to communicate with childrenparents?

Does your child look forward to--=---working-vattrt AC 1.0 1.. 1 dt pc it.

time?

child and

someone does some-_ thing wrong,just look it over

and keep playing.",--6th grader I

Do your child's coaches, game/officials and the spectators all/giveyour child encouragement folitheeffort being made? "

Do you let mistakes dur).4 agame go by ,without-ccImment?Does the coach? /Do yot4tolerate a littlesilliness from the childrenwithout getting annoyed orimpatient? /

6

o.

of Rights for Youa Athletes Guiding Questions for Parents

4. Continued

5. The rights of children to sharein the leadership and decision-making of their sport participa-tion.

"Games should be fun, not tooeasy but not very, very hard.In games you should not alwaysompete against somebody but

of the time you should."6t ader

7

6. The right to participate inheatrirrenviranments:-----

"Adults should nopieny chil-dren the right to play spOrtsbecause of the fear' of injury.n.stead they,should make certain

that the sport environment is rea-sonably:safe and healthy."7-4th-oleos& &Odd, t°

Do adults sometimes seem toforget that they are - watchingchildren at play?

Are the children ever asked theiropinion about what they need topractice?

Do you give your child a choiceabout what sport to play or whatlevel of competition to participatein?

Do the adults involved in the spprtprogram listen to a child's views?Do you?

When your child makes a decision,can you accept it?

Are coaches trained to recognizeand correet-any-unsafe-conditionoppractiee?

Are all children, unskilled as wellas skilled, given safe equipmentand a safe playing area?

Are the rules of the game modifiedmilt the deVelopmental needs ofthe children?

Are the skills of a game taught sothat children attempt difficultthings only after learning theirbasic skills?

or Yowls AMON Go Mimi Question for Paretto,Are the children taught that theyshould never- deliberately try tohurt another player?

o proper prepara- Are the children told what isration in spares, expected of them and, in turn,

what_they can expect from their-efforts?.

Is a medical clearance required?

Is there an appropriate condition-ing program?

e the children taught skills in athat will help them improve.1

e children kept out of competi-x =fiat until they have learned the=riles of thesame, have acquired

some skills, and have learned how-__ to act on the playing field?

you see that your child gets theright amount of sleep, eats prop-erly and keeps up with schoolwork uring the sports season?

oppor- Ark children taught to measuresuccess through the effort made,rather than the outcome of the

nat. Allure is game?

Are all the-children given an equal_opportunity to learn through prac-tice and-fo improve through game-play?

blot' Young Athletes-.

ontinsted;

like soccer because you canlay an excellent game and

nna, age 13

Guiding Questions for Parents

Do you measure your child*s_progress in relati ©n to tbe.child'sdevelopment rathenhanthrough comparisons with otherebildren the same age?

Are "errors' viewed as necessarysteps to skill cavelopment?

Is each child - allowed -to partiti;pate without fear of criticism bcoacIfe.stir ents?

it :ROW for Yea. , Al-Metes

Caletinted

he right to be treated with

-,;=-

each-thent right and let thestuAnd en -Mitkuktne-suggestiorm

when they da something-Wrong the teacher shouldn't get

It grader

ave tun In sports.

I like playing soccerwheta Eck the ball,

kes- me feel veryfik

Golding Questfoos for Pleats

Do you help youi-child set goalsthat are realistic for his orher -present ability? A

Does the coach treat each childas_a perscinof wicrth a personwitlrfeelingsl Do the spectators?Do yoti?

Are the children taught hot tobelittle or make fun, of eachother?

A.7e rules set up to prevent heck-ling by spectators-during a game?

Can you accept your child's losinga gameor quitting thesportwithout criticism?

Do you take all these rights-sffiously? If so, your child willenjoy the right to have fun insports_

a.4

1

Cy,

I

Summary

As a parenftho wants to seeyour -z-hild enjoy all the benefits ofhealthfUl physical activity, you will

avant to keep these key points inmind:

Share the adventtire with yourchild. Whether the youngsteris 6 or 16,-join in the child'sphysical activities. Go outtogether to swim, hike, ski,bowl or play an easy game ofcatch,Show your-child hOw muchpride you take in his or herprogress toward "getting inshags-A!

Take aj interest in yourchilcAs physical education pro-grams in school and in youth

'sports. Make sure that theseprogrims teach your child

'physical skills as well as thevalue of physical' fitness andactive involvement.Let-your child choose physicactivity. Don't try to force on

your child a sport or other adtivity that you enjoy.Give equal attention to eachof your children. Show asmuch interest in the physicalactivities of an unskilled andself-conscious.child as you doin the accomplishments of the/family's "star athlete." /'Help your child learn that par-ticipation in activities is rpluchmore fun and of much greatervalue than watching othersplay.Take an interestphysical activiti

e child'sor the

youngster's sake, and not foryour own satisfaction.Last but not least, let yourchild play as a child! Let yourchild develop skills that willlead to self-confidence and adesire for activity as an adult.Help your child build an ac-tivity program that will lead tohealthy, rewarding experiencesthroughout life.

\tg,

56 47

References

I. Clark. F). H., ed., "Physical Fit-ness Research Digest,"Washington, D.C.: The President'sCouncil on Physical Fitness andSports:1Wes 6, No. 4, Ott. 1976.

2. The President's Council onPhysical Fitness and Sports. HEWPublication No. (OS) (77.50013),Washington, D.C.: U.S. Govern-' ment Printing Office, 1978.

3. Gump, P. V. and Mei Yuen-Hung,"Active Games for PhysicallyHandicapped Children" in E. M.Avedon and B. Sutton-Smith, TheStudy Of Games, New York: JohnWiley and Sons, 1971.

4, Wallin, W., quoted in The MainArtery Newsletter, S.U.N.Y., Cori.land, N.Y.. Vol. I, No. 2, April-May 1979

5. The Pi4sident's Council onPhysical Fitness and Sports, ThePhysically Underdeveloped Child,Washington, D.C.: Superintendentof Documents, U.S, GovernmentPrinting Office.

6. The President's Council onPhysical Fitness and SportsPamphic: No. 0-215-783. 1976 andThe Main Artery .News letter, Vol.1, No. 2, 1979.

7. Batley, D., "Sport and the Child:Physiological Considerations." inR. Magill. et at (Eds.), Children inSport: A Contemporary An-thology. Champaign, III., HumanKinetics Publ., 1978.

8. The Prsident's Council onPhssisal Fitness and Sports, Hon

9.

Different Sports Rate lir Pro-moting Physical Fitness. HEWPublication No. 0- 253.659,Washington, D.C.: U.S. Govern-ment Printing Office, 1978.Elrod, Jack. "The Ryatt's,"Greensboro Daily News,Greensboro, N.C., Jan. 23, 1979.

10.- -Martens, R. and V. Scat 1dt,Guidelines for Children's Sports,Reston, Va.: AAHPERD Publica-tions Sales, 1979.

AdditionalResourcesFor Skill Development:

Diem, Liselott, Children LearnPhysical Skills, Vol. I, Birth to 3Years, Reston, Va.: AAHPERDPublications Sales, 1974.

Diem, Liselou,Children LearnPhysical Skills, Vol. 2, 4 to 6 Years,Reston, VA.: AAHPERD PublicationsSales, 1974.

McClcnaghan, 13. & D. Gallahue, Fun-damental Movement: A Developmental:and Remedial Approach, Philadelphia:W. 13. Saunders Co., 1978.

Morris, Don, How to Change theGames Children Play, MinneapolisBurgess Publishing Co.. 1980.

Riley, Marie (Ed.), "GamesTeaching," A Special Feature in TheJournal of Physical Education andRecreation, 48, 1977.

W ickstrom, R., Fundamental Motor

Patterns, Philadelphia: Lea & Febiger,1977.

For Helping HandicappedChildren Learn Skills:Arnhcim, Daniel and William Sinclair,The Clumsy Child, St. Louis: The C.V. Mosby Co., 1975.

Geddes, Dolores, Physical Activitiesfor Individuals with HandicappingConditions. St. Louis: The C. V.

---- Mosby Co., 1974.

Gump, P. V. and Mei Yuen-Hung,"Active Games for Physically Hand-icapped Children," in Avedon, E. M.and Sutton-Smith, B., The Study ofGames, New York: John Wiley andSons, 19'1;

Vodola, Thomas M., Diagnostic-Prescriptive Motor Ability and PhysicalFitness Tasks and .4mm/es for theNormal and Atypical Individual, Nep-tune City, VEE, Inc., 1978.

The following are available for salefrom AAHPERD, 1900 Associa-tion Drive, Reston, Va. 22091:A Guide for Programs in Recreationand Physical Education for the Men-tally Retarded

Early Intervention for HandicappedChildren Through Progrimis ofPhysical Education and RationGet a Wiggle On (for blind o visuallyimpaired infants)Move It (for blind or visually handi-capped children)

Physical Education, Recreation andRelated Programs for Autistic andEmotionally Disturbed ChildrenPhysical Education, Recreation and

-Sports for Individuals with HearingImpairmentsPhysical Education and Recreation forCerebral Palsied Individuals

For Physical Fitness:The Main Artery a bimonthlynewsletter concerning cardiovascularhealth disease prevention in youngchildren is available iron.) ProjectSuper Heart, S.U.N.T., Cortland,N.Y.

The following publications areavailable from the President's Council_on Physical Fitness and Sports, Room3030, Dimohot Building, 400 6thStreet, S.W., Washington, D.C.,20201:

Youth Physical FitnessSuggestionsfor School ProgramsSIN 040-00000400-9Recommendations for basic nuvancedand comprehensive school physical-edueittion programs, with strongphysical fitness emphmis. Suggestionsfor developing administrative and ^.om-munity support. Test instructions andqualifying standards for PresidentialPhytical Fitness ftwara program .96pages.

An Introduction to Physical FitnessS/N 040-000-00403-3Self-testing activities, rradcd exercisesand jogging guideline-. Information onexercise and weight control. For adults.28 pages.

Adult Physical FitnesrSIN 040-000-00026-7Explains health and other benefits ofregular, vigorous exercise. Progressive,5-level programs for men and women,,Sections on weight training, water ac-tivities and daily fitness opportunities.'64 pages.

The Fitness Challenge :n the LaterYearsStN 017.062-00009.3For older men and women. Exercisesand activities carefully selected to com-bat problems of aging and to promoteflexibility, balance and cardiovascular

.49

fitness. Includes self-scoring system.Large type, clear illustrations. 28pages.

Exercise and ))'eight ControlSIN 040-000-00371 -IExplains how to maintain desirableweight by keeping energy intake (food)and energy output (physical activity) inbalance. Includes caloric-Lgpendituretable. 10 pages./Aqua DynaSINA co.

rcs360.6

prehensive program of strength,[Willy, and endurance exercises that

can be performed in virtually anyswimming fac.ii,:yi 32 pages.

The Physically iinderdeveloped ChildSIN 040-000. 003874Suggestions for identifying and helpingthe one child in six who is weak, un-coordinated or otherwise physicallyunderdeveloped. Includes screening testand recommendations for remedial ac-tivities. 14 pages.

For Youth Sports:Ferrell, John, Jerry Glashagei andMick Johnson, A Family Approacl toYouth Sports, LaGrange, Ill., YouthSports Press, 1978.

Magill. R., M. Ash and F. Small(Eds.), Children in Spurt: A Contem-porary Anthology. Chmippaign, ill.:Human Kinetics Publ.978.Martens. Rainer and V. scaridi,Guidelines for Children's Sports.Reston, Va.: AAHPERD PublicationsSales.-i979.-

Martens, Rainer, Joy and Sadness incliddren's Sports. Champaign, III.:Human Kinetics Publ., 1978.

Michener, James, Sports rei` merica.New York: Random House. 1976

Michener, James, The Jungle Worldof Juvenile Sports," Readers Digest.Dec, 1975.

°slick, Terry and Cal Botterill, EveryKid Can Win, Chicago: Nelson-Hall,Inc., 1976.

Schaffer, C., "So YourChild Wantsto Go Out for the Team," ChangingTimes. 31 (1977).

Thomas, Jerry (Ed.), Youth SportsGuide for Coaches and Parents,Reston, Va.: AAHPERD PublicationsSales, 1977,

Thomas, Jerry, What Parents-andcoaches Should Know about YouthSports. Reston, Va.: AAHPERDPublications Sales, 1978.

Youth League Sports, Parts 1 and 2,The Christian Athlete, Vol. 20, Nos. 8and 9, Traders National Bank T..

Building, Suite 812, 1125 Grand Ave.,Kansas City, Mo.: Fellowship-of Chris-tian Athletes, 1976.

Youth Sports. A Special Feature, Jour-nal of Physical Education and Recrea-i_non. Reston. Va.: AAHPERD Publica-tions Sales. 49 (1978).

The following newsletters dealing withtopics related to children in, organizedsports are available through subscrip-tion:

Sports Line. A Newsletter for YouthSport Coaches Published by the Officeof Youth Sports, Department ofPhysical Education, University of Il-linois, Urbana-Champaign, Illinois. 6issues a year.

Sport Scene, Focus on Youth Pro-grams. Published by the NorthCarolir a Youth Sport 17::stitute, 4985Oak Garden Drive, Kernerville, N.C. 427284.

Spotlight on Youth Sports. a publica-tion of The Institute for the Study ofYouth Sports. Published by The YouthSport Institute, 1M Sports (We,Mit.higan State University, Last Lan-sing, Michigan 48824.

41' kr',1A

1A,r1

.3.03,%

4Areutaw

dratursI

I ',1d1IT

1'11,!'

'1

1,1'111:01,

rr,,rrrlIntrrririrr.rr,r1Y

rrr14,rbr