"It's too bad when parents think their children can do no wrong - but
it's better than thinking they can do no right."
- author unknown, from the Albert W. Daw Collection
In a recent article, I wrote of the many benefits of participating in a Gymnastics
program. The skill development, physical benefits, social improvements and cognitive
development of young athletes was outlined. Signing a child up for a Gymnastics
class is a major first step toward a healthy lifestyle. What happens then? Research
strongly suggests that parents play the largest role in influencing the development
and healthy socialization of their children involved in sports. Selecting a
Gymnastics program that provides a safe and nurturing environment is a primary
concern but a parent's responsibility does not end there. What are the next
steps a parent can take to ensure a positive experience for their child?
A study led by Benjamin Bloom in 1985, Developing Talent in Young People, looked
at how talent manifests and is developed in young people. The study divided
the careers of talented young people (in art, music, mathematics and sport)
into three stages: early, middle and later. Using terminology from Alfred North
Whitehead, we call them the Romantic, the Technical, and the Mature stages.
" The Romantic Stage is the beginning. The child just loves the sport.
She can't wait to get to the gym; she practices her cartwheels and handstands
at every opportunity. The child experiences immediate success. She is better
at this activity than her peers, which increases her enthusiasm for participating
in it. As Bloom puts it for the swimmers he studied, "these are the years
of playful encounter with the sport...." Enjoyment is critical. "Had
there been no excitement during the early years... there would never have been
a middle or later period." One swimmer remarked, "Practices were fun...
you're having so much fun that you don't realize you're exhausted." A child's
self-appraisal of ability (self-esteem) is directly related to a parent's judgment
of their child's physical ability (Felson & Reed, 1986). As a child's perceived
competency in gymnastics is a key factor in continued participation on to the
next stage of development; two factors are critical - successful task completion
and parental support (Horn & Harris, 1996). At a certain point, someone,
often a parent, but typically a recruiting coach, notices talent in the child,
this often leads to the middle or Technical Stage.
" The Technical Stage is inaugurated by the appearance of the technically-proficient
coach who is brought into the picture to ensure that things are done correctly.
The transition from sport as fun to developing the proper technique is where
many kids drop out. As the focus moves to technical proficiency, all too often
the sport becomes more like a job and less like a wonderful fun experience.
The joy goes out of the experience, and the child removes himself from the sports
experience as soon as he is able. As children enter this stage, parental feedback
continues to be critical in shaping their child's self-perception (Stipek &
MacIver, 1989). It is important that the parent's feedback be directed toward
task completion rather than comparisons to others or the correct accomplishment.
In other words, leave the coaching to the coaches. Parents must remain involved
in a firm and consistent manner, enforcing guidelines, limits and appropriate
expectations (Baumrind, 1978).
" The Mature Stage: Here the child has developed her talent to the point
where she is performing at a high level on a grand stage at the national or
maybe even the worldwide level. Most kids never make it to this stage. Why?
For some, it is a lack of talent or interest, but a majority of the kids who
do have the talent do not make it to this stage because they have lost the joy
in playing, which powers the commitment and effort needed to become great. Most
youth with talent never reach the Mature Stage because fun is sacrificed in
the technical stage. Perhaps the most important lesson for parents here is that
you need to manage the transition from the Romantic to the Technical Stage.
Make sure your child isn't rushed into the Technical Stage. A child expected
to "work" at the sport too soon is more likely to turn off and never
reach the Mature Stage.
A too-early focus on technique can drain the enjoyment that fuels the drive
for excellence. A parent should provide their children with a variety of opportunities
and multiple chances to achieve success in the early years of sport participation
(McCullagh, Matzkanin, Shaw & Moldanado, 1993). Parents need to offer lots
of positive feedback. There are drawbacks though; research indicates that as
peer comparisons become increasingly more important to the young athlete, by
about the age of 9, children become more evaluative of parent feedback. If positive
feedback is not accurate, does not match performance, then the parent's involvement
could actually be detrimental to the child's perception of their sport competence
(Horn & Harris, 1996). Parents must give encouraging but honest and accurate
feedback.
Talent is not often obvious at an early age. Bloom stated: "One of the
most startling discoveries of our study has been that it takes a while to recognize
swimming talent." Only 10% or less of the athletes could be confidently
identified as gifted by the age of 11 or 12. One coach didn't recognize how
talented a swimmer was even after working with her for five years (she went
on to make the Olympics). Remember, Kathy Johnson (bronze medalist on floor
exercise, 1978 World Championships and team silver medalist and balance beam
bronze medalist, 84 Olympics) did not begin her gymnastics career until she
was 13 years old - fairly late considering the talent he subsequently demonstrated.
Many kids have great potential. Support makes the difference: Perhaps the most
interesting assertion Bloom makes is most children (95%) have the ability to
approximate the achievements of the talented youth with proper encouragement.
What is the difference between the children who reach the stage where their
talent blooms forth and those who don't? These children experienced something
from their parents that seemed to make a huge difference.
"So far as we can tell, this willingness to give encouragement and support
on the part of the parents (and siblings) is one of the major distinctions between
the families of these Olympic swimmers and other families." "...no
matter what the initial characteristics (or gifts) of the individuals, unless
there is a long and intensive process of encouragement, nurturance, education
and training, the individuals will not attain extreme levels of capabilities
in these particular fields." The research is very clear - what a parent
says and does have a tremendous influence on their child. The more you as a
parent support your children, the more your children will reach the highest
level of talent development possible for them.
About the Author:
Michael A. Taylor is a USAG Kinder Accreditation for Teachers (KAT & MELPD)
Instructor, serves on the USA Gymnastics PreSchool Advisory Panel, is a USA
Gymnastics National Safety Instructor, serves on the USA Gymnastics Safety Review
Board, is a USAG PDP I Video Clinic Administrator, an American Red Cross CPR/First
Aid and Sport Safety Instructor, and an American Sport Education Program Coaching
Principles (PDP II) Instructor. Michael is a Certified National Youth Sports
Administrator; an Instructor for the Stanford University based Positive Coaching
Alliance, a long-time member of the United States Elite Coaches Association
and a former gym owner. He is currently a Senior Recreation Supervisor for the
City of Menlo Park that includes the 1600 student Gymnastics program in Menlo
Park, CA. A Certified Pool Operator and a licensed National Playground Safety
Inspector, Michael is also the owner of Gym.Net, a Gymnastics Professional's
Network of Educational, Business, Consulting, and Internet Services specializing
in Gymnastics oriented businesses. Michael can be reached at:
Michael A. Taylor,
E-mail: coacht@gym.net or mataylor@menlopark.org
Phone: 650-858-3480 / Fax: 650-327-7046
501 Laurel Street
Menlo Park, CA 94025
REFERENCES:
Developing Talent in Young People; Bloom, 1985
Positive Coaching Alliance; c/o Stanford University
Social Psychology Quarterly; Felson & Reed, 1986
Children and Youth in Sport: A bio-psychosocial perspective; Horn & Harris,
1996
Child Development; Stipek & MacIver, 1989
Pediatric Exercise Science; McCullagh, Matzkanin, Shaw & Maldonado, 1993