Let Them Play! : Benefits of Sports
Briana B.
Western Governors University
WGU Student ID #: ************

Let Them Play!
Childhood sports have been proven to provide multiple developmental benefits to all children involved in such programs. The best way for kids to reap all the benefits of sports participation is to submerse them into a program which offers a positive environment with encouraging coaches who instruct with constructive criticism and work to “minimize negative experiences” (Seefeldt & Ewing, 1996, p.3). Research has shown that children who participate in frequent physical activity, such as sports, experience improved academics, have better mental health, and are less likely to take part in risky health behaviors than their less active counterparts. Dr. Daniels, author of “Interscholastic Sports and the Middle School Student”, finds six main points of interest pertaining to the benefits of and liabilities for children who get involved in sports. Out of the six, four are beneficial, and only two are considered to be liabilities. The four positive characteristics of sports are scholastic achievement, competency, fitness, and self-esteem. Whereas the two negative characteristics are sports injuries, stress and anxiety (as cited by Daniels, 1999, p.2). Although Dr. Daniels doesn’t talk about it in her dissertation, one more benefit of kids getting active is their likelihood to avoid the appearance of evil, in other words they are unlikely to get involved in risky health behaviors such as, unprotected sex, drugs, gangs, and violence (Jones-Palm, Palm, 2004; Pate, Trost, Lexin, & Dowda, 2000; Seefeldt & Ewing, 1996). Since fitness is an obvious benefit of physical activity it will not be discussed in further detail as to how or why, however all other benefits and liabilities will be discussed in such detail.
Academics
A study by Fox, Bar – Anderson, Neumark – Sztainer, & Wall, (2010) believes that sports participation greatly contributes to academic success for all ages but especially in children and teens. Dr. Daniels took many statements from various authors for this dissertation and they all stated the same fact, childhood sports involvement is highly beneficial to the participant’s academic success. Exercise can improve a child's grades, study habits, testing abilities, GPA scores, their attitude towards school, cooperation with teachers and faculty, as well as the ability to concentrate on the subject at hand both in and out of the classroom (as cited by Daniels, 1999,p.6). An article by (The American Council on Exercise [ACE], 2011) notes that out of the three hundred (300) junior high students evaluated, those who were more physically active had better grades than those who weren’t as active. It has also been proven that more time in the classroom does not equal higher grades. In fact children who spend a healthy amount of time being physically active each day, and therefore less time studying, actually had higher grades than their bookworm counterparts (ACE, 2011).
The Science of How it Works
Dr. John Ratey clarifies the science behind how exercise results in academic improvements by stating, “exercise prompts the release of proteins into the bloodstream that increase the production of brain chemicals that improve the connections between existing neurons and helps trigger the formation of new ones” ( as cited by ACE, 2011). Participation in organized athletic programs has been proven to help kids increase academic performance and encourages continuous effort in all aspects of their lives. The Medical College of Georgia (2011) conducted a study to gauge cognition using two tests called, the Cognitive Assessment System and the Johnson Tests of Achievement iii, which test an individual’s math and reading skills. In the study numerous kids were given magnetic resonance imaging (M.R.I.’s) to show the diverse levels of brain activity. The findings confirmed that the more active children had amplifies “brain activity in the prefrontal cortex,” this region of the brain is responsible for “complex thinking, decision making, and correct social behavior.” However this increased prefrontal cortex “brain activity” did not occur in the more sedentary kids as it did in their active peers (as cited by The Medical College of Georgia, 2011, p.1).
Student – athletes are able to solve academic problems easier because they are provided with the necessary techniques to reflect on their choices and choose a better course of action in order to improve the following outcome (as cited by Daniels, 1999, p.6). Although there is no doubt that a positive correlation exists between sports participation and improved academics for all student-athletes, studies confirm that minority athletes tend to show greater grade point average (GPA) progress than those who are not considered minorities. Furthermore studies have verified that students involved in individual sports, such as gymnastics, also received higher GPA’s (as cited by Daniels, 1999, p.6). However, these improved GPA scores were not supported by the findings of this study for team sports, like football. This same article also states that the more time a child spends being physically active the further his or her grades will progress. Furthermore, student – athletes, especially African American males, are more inclined to sign up for college prep programs (as cited by Daniels, 1999, p.7). Ms. Uta Pippig (2011) lists a few of the beneficial effects that come from rigorous physical activity. First on her list is that sports participation acts as a catalyst for the brains “metabolism” and therefore boosts an athlete’s recollection capabilities (Pippig, 2011, p.2). Second on her list is that physical activity serves as an outlet for pent – up aggression while producing the hormones that make people feel happy, also called happy hormones! One of these “happy” hormones is also responsible for acting as “a neurotransmitter for establishing new memories” (Pippig, 2011, p. 3). These two benefits are what help to keep children focused on their school work after a long day at school (Pippig, 2011, p.2). Exercise can greatly improve children’s focus when they are given a break in the middle of a school day to go out and play or are enrolled in a PE class.
Mental Health/ Self – Esteem
Sports greatly increase self – confidence in both boys and girls of all ages (as cited by Daniels, 1999, p.4). Daniels states that “educators” who reinforce sports organizations within the junior high school levels do so because it is their belief that children who participate in these programs will greatly benefit from them in numerous ways. Studies have revealed that kids who take part in sports are more likely to be given chances to improve their “self-esteem, self-efficacy, and competence” (as cited by Daniels, 1999, p.4). “Self-concept” is the way a person sees themselves, while self-esteem is how a person judges his or her self-worth. Self-concept is connected to self-description, whereas self-esteem is associated with self-evaluation. “Self-esteem is considered [to be] part of an individual’s self-concept” (as cited by Daniels, 1999, p.4). A multi-layered vision of self-concept is discussed in this dissertation. People identify their abilities in many different areas: these areas are scholastic, societal, physical, and individual growth. In the area of physical growth there are four self-conceptions; sport competency physical strength, physical conditioning, and beauty. It is said that people have better self-esteem in the areas they consider themselves most capable (as cited by Daniels, 1999, p.4).
Self – identity is a person’s feeling of uniqueness. An adolescent’s main mission, while going through his or her pubescent years, is to obtain a strong sense of personal individuality. If a child is unable to overcome the obstacles encountered while going through this stage in his or her life it can leave him or her more susceptible to peer pressure, which as many know, may lead to poor life choices; However the children who do successfully navigate through this juncture in their lives are able to become “more introspective and realistic” about what they are capable of (as cited by Daniels, 1999, p.3).
Learning about goal setting through sports is very valuable to children because self – esteem is directly related to “goal accomplishments” (as cited by Daniels, 1999, p.5). Dr. Daniels notes that athletes lay a strong self - esteem foundation for themselves by successfully completing his or her goals. The children become more confident because their participation in sports enables them to set both short and long term goals. Sports involvement also teaches kids the steps and dedication necessary to reach the goals they have set forth for themselves. Responsibility also contributes to an adolescent’s self-confidence. By setting these objectives for themselves the athletes take on the responsibility of using what they have learned to accomplish those goals.
Another reason why sports positively effects mental health is because athletes are required to make important decisions while playing sports which very much resemble the decision making process they will need to use during real life situations. Participants” have the opportunity to evaluate and compare themselves to their team mates, and are able to partake in friendly competition. Friendly competition promotes self-esteem and encourages good sportsmanship among all the athletes whether they are on the same team or the opposing team (as cited by Daniels, 1999, p.4).
“Resilience as defined by Braddock [in Dr. Daniels dissertation] is a positive response to stress.” Athletes build up a “stress resilience mechanism” by developing the ability to pinpoint their strengths and weaknesses in order to do better the next time around. This resilience mechanism helps the athletes cope with stress in a better more positive way, and the improvement is even greater in African Americans. Having this resilience mechanism also allows the students to better handle emergency situations as well as everyday life (as cited by Daniels, 1999, p.4-6). Ms. Uta Pippig says that physical activity helps diminish nervousness and misery, while “improving mood and quality of sleep” (Pippig, 2011, p.2). “Perhaps most importantly, physical activity develops children’s self-esteem and confidence. Their ability to overcome difficult situations improves and they simply enjoy a better, sunnier outlook on life” (Pippig, 2011, p.2).
Exercise is highly related to a much lower probability of suicidal actions (as cited by Taliaferro, Rienzo, &Donovan, 2010, p.2). When the athletes are instructed by a coach who provides a positive environment they are more likely to be happier, optimistic individuals (Jones-Palm, Palm, 2004, p.3). (Jones-Palm, Palm, 2004) Also states that sports have been linked to a decrease in negative thinking such as thinking about or trying to commit suicide. The results in a study by (Pate, Trost, Levin, Dowda, 2000) proves that boys and girls involved in sports are far less likely to think about suicide than those who are not in sports.
Less Risky Behavior The President’s Council on Physical Fitness and Sports says sports participation can actually prevent poor health behaviors in children and adolescents (Davis, 2011, p.1). Pate et al. (2000, p.4) states that the more active kids and teens are also less likely to smoke cigarettes, use pot or cocaine, and have sex too young. Competitive sports give children a constructive way to release their excess energy (Davis, 2011, p1). It also gives them the opportunity to make friends and build their confidence. When kids and their friends are part of an encouraging environment they have a more positive influence on each other, and therefore are less likely to behave badly like their lonely counter parts (Davis, 2011, p.1). The research in Mr. and Mrs. Palm’s paper supports the theory that when children get involved in competitive sports programs they are less likely to have “antisocial behaviors” like drinking, smoking, and using other prohibited drugs. Sports have also been proven to help kids avoid violent behaviors, such as joining a gang or carrying weapons (Jones-Palm, Palm, 2004, p.2). According to the Australian Institute of Criminology, crime prevention programs have recently started using sports activities as “deterrents” to criminal actions in all age groups (as cited in Jones-Palm, Palm, 2004, p.2). Teens involved in sports are less likely to take part in risky behaviors than their non-active peers (Jones-Palm, Palm, 2004, p.2). The boys examined in a study by (Pate et al. 2000, p.5) were found to be less likely to do things like sniff glue, take steroids, carry weapons, or to have sex with multiple partners. The authors believe that sports teams “may promote positive health behaviors and deter negative health behaviors” (Pate et al. 2000, p.5-6). It is thought that these positive health behaviors may be due to providing kids with a “pro-social environment” which gives the participating children less time to interact with other criminally involved children (Pate et al., 2000, p.6). Non – active children and teens are more prone to joining gangs and having violent behaviors than their more - active peers. This is because their extra time is spent in a more constructive environment rather than hanging out with negatively influential friends (Seefeldt & Ewing, 1996, p.3). Seefeldt and Ewing, (1996, p.3) also states that “participation in sports is a highly desirable alternative for gang membership.” If children are given the chance to play sports at a young enough age ….the gang issue may be avoided all together! (Seefeldt & Ewing, 1996, p.7). Liabilities
The only two participation liabilities known are injuries, stress and anxiety. Regardless of the many positive effects playing sports has on young children; some individuals are still bothered by the possibility that our youth may experience the negative effects of such activities (as cited by Daniels, 1999, p.7).

Sports Injuries
Despite all the safety precautions coaches take, accidents are a part of life and they do happen. “Size, maturity, physique, strength, and motor proficiency are factors involved in injuries” effecting young athletes. Most sports injuries occur due to repetitive actions and the athlete not giving the damaged tissues enough time to properly heal; these are commonly known as overuse injuries (as cited by Daniels, 1999, p.7-8). Overuse injuries most commonly have an effect on the “cartilage, bone, muscle, and tendon tissues of the body.” The most recurrent bodily injuries are to the fingers, ankles, knees, and head. On occasion growth plate abnormalities may occur as a result of over use injuries, but when the proper steps are taken by the coach, athlete, and his or her parents these injuries can be prevented. In some cases involving young female athletes, sports participation may cause physiological and psychological stress which can also result in bodily injuries. Injuries usually happen when the child/children are participating in rigorous physical activities as a part of practice for competitive sports (as cited by Daniels, 1999, p.7).
Studies have also provided us with the knowledge that the “growth patterns” of an adolescent’s “skeletal and muscular systems” are also part of the reason why our children are accident prone. The reasoning behind this is that as adolescents experience rapid growth spurts they need the time to regain their coordination in order to compensate for their new found developments (as cited by Daniels, 1999, p.7-8).
Stress and Anxiety Even though most studies have found that sports participation acts as a stress and anxiety reliever, there are still a few researchers whose results demonstrate otherwise. Adolescent’s stress and anxiety levels due to sports participation has been a topic of debate for quite some time now. Stress can have an effect on our physical, mental, and emotional health (as cited by Daniels, 1999, p.8). How our bodies act in response to the demands we put on them is considered physiological stress. Whereas psychological stress is how our mind and emotions are affected by the world around us. Some parents have reported anxiety, emotional stress, and sleeping problems as a few stress conditions their children were experiencing. Further research into these areas found that the anxiety and sleep problems were due to the children’s excitement of the next day’s upcoming competition or game. Since these problems did not stem from a negative place they were then considered to additional benefits along with the previous others (as cited by Daniels, 1999, p.8).
Conclusion
Many people including parents, teachers, and researchers agree it’s obvious children should take part in some kind of rigorous physical activity on a regular basis, whether it be sports or free play such as a recess break (Jones-Palm, D. H., Palm, J., 2004). So from all the evidence provided we can see that better mental health, scholastic achievement, and good health behaviors are all benefits of childhood sports participation. However as we all know life is not without its ups and downs, and accidents do take place whether we want them to or not, but if we all take the necessary measures the chances of sports injuries occurring can be greatly reduced. In conclusion, the benefits of childhood sports greatly out weigh the liabilities (as cited by Daniels, 1999, p.9).

References American Council on Exercise. (2011). Physical Education = Strong Bodies, Strong Brains. Ace Get Fit. Retrieved September 25, 2011, from http://www.acefitness.org/fitfacts_display.aspx?itemid=3114&category=14
Daniels, P. L. (1999, November 11). Interscholastic Sports and the Middle School Student. Digital Library and Archives. Retrieved September 30, 2011, from http://scholar.lib.vt.edu/theses/available/etd-120299-170148/
Davis, S. (2011, April 29). What are the Benefits of Competitive Sports for Youth? Live Strong. Retrieved September 30, 2011, from http://www.livestrong.com/article/134568-what-are-benefits-competitive-sports-youth/
Fox, C. K., Barr-Anderson, D., Neumark-Sztainer, D., & Wall, M. (2010). Physical Activity and Sports Team Participation: Associations with Academic Outcomes in Middle School and High School Students. Journal of School Health, 80 (1), 31-37. doi:10.1111/j.1746- 1561.2009.00454.x
Jones-Palm, D. H., Palm, J. (2004). Physical Activity and its Impact on Health Behavior Among Youth. World Health Organization. Retrieved September 27, 2011, from http://www.icsspe.org/document/PhysicalActivity.pdf
Medical College of Georgia (2011, February 11). Exercise Helps Overweight Children Think Better, Do Better in Math. Science Daily. Retrieved September 25, 2011, from http://www.sciencedaily.com/releases/2011/02/110210111309.htm

Pate, R. R., Trost, S. G., Levin, S., Dowda, M. (2000). Sports Participation and Health- Related Behaviors among U.S. Youth. Archives of Pediatrics and Adolescent Medicine, 154, 904-911. Retrieved September 30, 2011, from http://archpedi.ama- assn.org/cgi/content/full/154/9/904[->0]
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