When you feel under pressure or stressed, call up a teammate, head to the gym to talk and play it out. All rights reserved. DMCA and other copyright information. For website information, contact the Office of Communications. View All Doctors. View All Locations. View All Pages No Results. On November 16, our emergency room for kids is moving to University Hospital. Benefits of Sports for Adolescents.
The U. Department of Health and Human Services reports children who play sports are less likely to use drugs and smoke. Female athletes might also be less likely to become pregnant in high school. For children, playing sports can help develop friendships centered on healthy, safe and enjoyable activities.
Adults who play sports also have the opportunity to develop friendships centered around an active lifestyle. Team practice and competitions provide socializing options that are healthier and more active compared with regular sessions of other more sedentary activities.
Sports can particularly benefit low-income individuals, who might not have the money or resources to socialize outside of playing sports, according to Child Fund International.
People who play sports tend to perform better at school, the U. Below are just seven of them. According to the Mayo Clinic, physical activity helps control weight, combats health conditions and diseases, improves mood, boosts energy and promotes better sleep. The health advantages of participating in a sport far outweigh the dangers of actual injury. Many studies reveal that playing sports can actually boost your brainpower.
A report from the Institute of Medicine stated: Children who are more active show greater attention, have faster cognitive processing speed, and perform better on standardized academic tests than children who are less active. Plus, playing a sport actually does require you to think on your feet and strategize, keeping your mind sharp and alert.
This group did not see physical activity as a black or Asian pursuit, but rather as white, middle-class, male domain. The authors argue that there were few opportunities or facilities available to this group. Self-perception is incredibly important in motivating people to participate in all types of physical activity. The stigma attached to being socially disadvantaged was shown to decrease exercise among low-income women in the Midlands [ 23 ].
Women in this study did not want others to see them walking due to the social stigma attached with not owning a car. Arthur and Finch's [ 35 ] study of adults with disabilities found that few relevant or positive role models existed. Disabled men reported a lack of knowledge about the appropriate types or levels of activity in relation to their disability.
Additionally there were few opportunities to meet other people who were active and disabled. This study also found that the dominance of masculine stereotypes in sport was a particular challenge to participation among gay men. Gay men reported withdrawing from organized sport due to feeling uncomfortable in the associated social situations [ 34 ]. Shaw and Hoeber's [ 44 ] discourse study of three English sports governing bodies reinforced the negative impact of macho culture in sport.
Their study found that discourses of masculinity were predominant at all levels of the organization from coaching to senior management. The use of gendered language was shown to actively discourage women from advancing in these organizations.
Discourses of femininity characterized by loyalty, organizational, communicative and human resource skills were associated with middle and lower management positions compared with masculine discourses centered on elite coaching, competition and the imperative to win , which were associated with senior organizational roles.
As in other age groups, the lack of realistic role models in the community was a deterrent. Exercise prescriptions were perceived as targeted at young people and not relevant to older groups.
Porter [ 31 ] found that older people were anxious about returning to physical activity and identified cost and time barriers as the main problems. This paper has reviewed the qualitative research into the reasons for participation and non-participation of UK adults and children in sport and physical activity.
The review covered all qualitative papers relating to sport and physical activity in the United Kingdom from to It would appear that little theory is being generated empirically and suggests that any understanding of reasons for participation and non-participation in physical activity in the United Kingdom may be limited.
Shaw and Hoeber [ 44 ] provide one example of the benefits a theoretical framework brings to qualitative research in their analysis of the gendered nature of discourses in three national sporting bodies. Their feminist discourse analysis framework directed the research toward the particular forms of language used in a specific social setting and the implications of this language for marginalizing some groups while supporting the dominance of others.
The authors used this framework to show how the masculine discourses used in senior positions actively reduced the career opportunities for women, while men were shown to be actively deterred from regional development officer posts by the feminine discourse surrounding these roles. Fun, enjoyment and social support for aspects of identity were reported more often as predictors of participation and non-participation than perceived health benefits.
For young children and teenage girls in particular, pressure to conform to social stereotypes is a key motivator. Along with older groups, children see enjoyment and social interaction with peers as reasons to be physically active.
Although girls report a willingness to be active, this must be on their own terms in a safe non-threatening environment. A clear opposition can be seen between girls wanting to be physically active and at the same time feminine [ 25 ] and the strong macho culture of school and extracurricular sport [ 46 ]. One area where the evidence base is strong is the negative impact which school PE classes have on participation of young girls.
Changing PE uniforms, providing single sex classes and offering alternate, non-competitive forms of PE are easy, realistic ways in which PE could be changed and which the research suggests would improve long-term participation.
Additionally, teachers need to take a more active role in ensuring that students are involved and enjoying PE classes. There appears to be some change in this area. A number of papers reviewed made the point that the role models for children and young adults are usually beautiful and thin in the case of women and muscular in the case of men. The desire to be thin and, in the case of girls, feminine, leads to increased motivation to be physically active [ 28 ].
This desire is not as strong in older populations and from the mids on, role models with a perfect body have a negative effect on participation [ 43 ]. While the masculine nature of organized and semi-organized sport culture marginalizes women, this review has shown that groups of men are also marginalized. Robertson [ 34 ] has suggested a rethinking of youth sports and in particular the links between sport and masculine identities. Identity formation is a key transition in adolescence, and there is some evidence that physical activity advances identity development.
Kendzierski [ 48 ] reported that individuals with an exercise self-schema self-perception as a physically active person tended to be active more often and in more types of activity than those with a non-exercise schema self-perception as not physically active.
This relationship between leisure activity and identity may also be dependent on gender and the gendered nature of activities [ 49 ]. Alternate models of sporting clubs, such as those in which children can try a number of traditional and non-traditional sports in one place, could also provide improved take up and maintenance of participation.
With the exception of the walking and cycling action plan, there appears to be little reference to empirical research on reasons for and barriers to participation in physical activity in government policy [ 11 , 50—55 ]. Little is known about the reasons why people do and do not participate in physical activity and the relationship between their levels of participation and different stages in their lives.
A number of the papers reviewed [ 29 , 34 , 35 ] found that significant shifts in the life course have implications for participation in physical activity. A mix of quantitative and qualitative methods could build an evidence base to understand changes to sport and physical activity at critical transitional phases during childhood, adolescence and adult life. This review provides a starting point for new work. This review has identified qualitative studies of the reasons for and barriers to participation in sport and physical activity.
Participation is motivated by enjoyment and the development and maintenance of social support networks. Barriers to participation include transitions at key stages of the life course and having to reorient individual identities during these times. The theoretical and evidence base informing policy and health promotion is limited and more work needs to be done in this area. Google Scholar.
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