The Benefits of Coaching and Peer Mentoring in Youth Sports

(3 Minute Read)

More than 35 million children between the ages of 8 and 19 participate regularly in youth sport (Sport & Fitness Industry Association, 2019).  The benefits of participating in youth sports should not go unnoticed with the opportunity to inspire confidence and mental health, prevent obesity, and reduce the risks of youth violence or substance abuse (The Aspen Institute, 2018).  Participation in youth sports is also associated with higher test scores, improved academic achievement, success in postsecondary education, earning a bachelor’s degree, and higher income (Athletic Business, 2019; The Aspen Institute, 2018).

Coaches play a crucial role in assisting with the development of youth participants through their ability to mentor. The benefits of coaching and mentoring are well-documented, with the proteges experiencing increased academic achievement, lower engagement in risky behaviors, greater self-efficacy, decreased behavioral problems, and improved social skills (Global Sports Development, 2019). With proper mentoring from a coach, a young athlete can learn valuable lessons through psychosocial (psychological & social) functions of role modeling, acceptance and confirmation, counseling, and friendship (Kram, 1985).

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Turning the Tide: Time to Increase Participation Numbers in High School Football

The National Federation of High Schools reported the lowest participation numbers in high school football in 19 years, a drop of 3% or close to 30,000 fewer athletes playing high school football (NFHS, 2019).

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On the national scale, many believe the research and media coverage of Chronic Traumatic Encephalopathy (CTE) and high concussion rates are the major causes affecting participation rates in high school football (Schonbrun, 2018; Niehoff, 2019). In a Forbes article, Bob Cook (2018) gives analysis and reasons for the drop in numbers for high school football. In addition to CTE concerns, Cook points to the poaching of students from urban and rural schools by charter schools, sports specialization, a decline in the “hero-worship” image of being a football player in high school (e.g. due to competing interests), and the growing popularity and competition from other sports (e.g. lacrosse).

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SEL Activities in PE: Strengthening the Mind-Body Connection

One of the reasons I went into teaching physical education is because I wanted to teach students the power of the mind-body connection. I wanted them to develop strength not only in physical skills, but in the mental skills as well.

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I also want my students to learn that our thoughts, feelings, beliefs, and attitudes can positively or negatively affect our biological functioning. In other words, our minds can affect how healthy our bodies are. The opposite is true as well. The things we do with our physical body (e.g. what we eat, how much we exercise, how many hours of sleep we get) can impact our mental state, positively or negatively. This results in a complex relationship between our mind and body.

When I was younger, I struggled with anxiety, depression, and panic attacks. I would allow negative thoughts to control me. I struggled with my own self-worth and I had a lot of difficulties managing my emotions.  Participating in physical education and sports gave me the opportunity, as a teenager, to work on my social-emotional skills and allowed me to eventually grow into the confident, happy person I am today. I am blessed to have gone through those past earlier experiences, for I see it as an opportunity to help teach my students and my own children how to manage their emotions and how to positively affect the mind-body connection. What a gift it is to be able to teach my elementary students these skills at a young age.

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PHE America Announces Editorial Board for 2020

PHE America has announced its Editorial Board for 2020.

The PHE America Editorial Board is comprised of professionals in K-12/Higher Education interested in serving as a manuscript reviewer to offer writers constructive feedback in preparing their manuscript for publication.  To be eligible, an Editorial Board member must have one published manuscript with PHE America.  The Editor Board is chaired by the Managing Editor.  For more information on the Editorial Board members visit: http://www.pheamerica.org/editorial-board/

Brian Sather, Ph.D.
Professor, Eastern Oregon University

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Lessons from My First Quarter as a PE Teacher

(2 Minute Read)

Landing my first job as a physical education teacher was a whirlwind and my first year on the job has been just as hectic. Since beginning my first physical education teacher position in August 2019, I have quickly learned a multitude of lessons in relation to my students and myself.  Here are five lessons I have learned in my first quarter.

1. Establish a positive rapport with your students by immersing yourself in both the school and the community. Be visible at school events and attend open houses, parent nights, etc. This gave me the opportunity to meet stakeholders while also getting a feel for the school and the culture of the community. Once I had a solid understanding of the culture within the school, it was so much easier to build relationships with my students and once I started getting to know my students, our PE program began to surpass my initial expectations.

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Preventing ACL Injuries: A Practical Program for Educators

With the rise in obesity and sedentary rates, and subsequent chronic conditions, it seems imperative, now, perhaps more than ever before, that we encourage children and adolescents to be physically active.  But, what if a lack of interest stems from fear of injury?

While ACL injuries disproportionately affect female athletes, accounting for 69% of serious knee injuries when compared to their male counterparts (Gomez, DeLee, & Farney, 1996), the latter is certainly not excluded from this injury pathology.  As practitioners, our role is not limited to performance improvement, we must also be able to identify, provide, and prevent potential injuries.  Running faster and jumping higher should no longer be the hub of engagement in physical activity.  Alternatively, in order to cultivate lifelong movers, we should be training proper movement strategies. Thus, reducing the risk of injury, the associated fear, and consequently increasing the longevity of a physically active lifestyle.

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