Over the last two decades the growth of youth sports has reflected the popularity of professional sports in our society. To a foreign observer of the American culture we appear to be a sport's obsessed society. Sporting events and news are available to us twenty-four hours a day on television and radio; sports are an enormous industry. In 1995 it was determined that the sporting industry generated 85 billion dollars worth of business. It is now estimated that by the year 2005 the sporting industry will be worth more than 150 billion dollars, making one of the top ten industries in the U.S. (Murphy 32).
The outstanding popularity of the sports industry has had a profound affect on youth sport's organizations. Recent surveys place the number of children participating in various team sports at around 20 million. However, critics estimate that as many as 73 percent quit sports by age thirteen. The majority of children drop out by middle school age because sports are no longer fun for them. There are several contributing factors to this phenomenon, parents and coaches putting excessive pressure on children, over competitiveness, anxiety, and simple loss of interest.
Children join sports at a young age, and it is usually the parent who decides what sport the child will play. Parents are often very involved in their child's sport. The parents buy the team trophies, uniforms, and equipment and shuttle their child to and from games and practices. Most children enjoy this time they spend with their family and friends. There is little emphasis placed on competition and children all have an equal chance to participate. They are able to "play" with their friends outside the school environment and simply have fun, which in turn keeps children interested and involved in their sport.
As children get older they ascend to a higher level in their sport, for instance, from T- ball, to little league. During this time pressure to succeed starts to rise. Parents and coaches often become more involved with the game than with their children, attention starts to focus to the more "talented" players on the team, and competition and "who wins" takes precedence over having fun. In his book The Cheers and the Tears, sport's psychologist Shane Murphy Ph.D., claims that "One way in which many traditional youth sport programs fail to meet the needs of children is by introducing too much competition too early.
Parents in the United States are becoming more involved in their children's sports than the kids themselves. The reason that so many young American athletes are quitting at such an early age is because their parents are making the sport a joyless experience and are placing too much pressure on the kids to win and to be the best. Parents have become out of control at youth sports and it seems that the kids are showing more civility than the parents these days. Parents need to get back to teaching their kids that sports should be played for fun and not just for showing who's the best.
Kids are playing in a pressure pot full of stress and this is dangerous. They feel over-responsible toward team mates, parents and coaches and in consequence, are playing with chronic pain and even concussions. One-Sport Wonder Kids are deciding by ages 9-10 they want to excel in one sport in order to win a college scholarship.
Coakley (2009) starts off the chapter by introducing how participation in organized sports came about and how gender roles played a major role early on. He describes how most programs were for young boys with the hope that being involved would groom them to become productive in the economy. Girls were usually disregarded and ended up sitting in the stands watching their sibling’s ga...
Sports are a popular pastime among all ages and types of people. People not only participate in them for fun, but also for money, physical fitness, rush of competition, and for many other personal reasons. Playing sports is especially common among young people in schools. Athletics are great and enjoyable for many reasons, but there can be a point where sports participation can go too far and become negative for children and adults. Sports specialization for young people is an increasing trend that results in sports having a negative impact on individuals and society.
Gatz, Margaret, Michael A. Messner, and Sandra Rokeach. Paradoxes of youth and sport. Albany: State University of New York, 2002.. 12-13.
Jessica Statsky, in her essay, “Children need to Play, Not Compete” attempts to refute the common belief that organized sports are good for children. She sees organized sports not as healthy pass-times for children, but as onerous tasks that children do not truly enjoy. She also notes that not only are organized sports not enjoyable for children, they may cause irreparable harm to the children, both emotionally and physically. In her thesis statement, Statsky states, “When overzealous parents and coaches impose adult standards on children's sports, the result can be activities that are neither satisfying nor beneficial to children” (627). While this statement is strong, her defense of it is weak.
Sports can help many at- risk youths. In order to participate in sports you need to be committed and willing to work hard. You also have to learn to respect others and accept that winning isn’t the only measure of success. Losing can build character as well. When youth participate in a sports they enjoy, they are less likely to engage in behaviors that are harmful or dangerous to themselves and others. It is for these reasons schools should strive to maintain athletic programs for their students.
These days, there is too much pressure on children who participate in organized sports because of the unnecessary parental involvement they experience. A growing concern amongst those involved in youth sports is that certain aspects of parental involvement become detrimental to the development and experiences of young athletes. Early emphasis on winning, making money, and the disruption of education can exceedingly affect ones desire to further participate in a sport later on in his/her life.
In his piece The Road Not Taken, Robert Frost utilizes metaphors and imagery to successfully convey the importance of taking the riskier, less common, and more exciting path in life. Throughout the piece, Frost provides the reader with several examples of metaphors that he uses in order to emphasize the different paths one must choose to take within their lifetime. In his poem, Frost is confronted by two paths, and urges every individual to take the one "less travelled by" (Frost 19). The paths symbolize different choices an individual must make in life. He dwells on his decision for a lengthy period of time as he compares each path, but reaches the conclusion that each path appears attractive to him in their own way. Changes that occur in life also appear captivating and exciting, but the only way to know what truly awaits one in the future, they must *create* the courage to trust one choice. The poet also recognizes that most changes are irreversible, and encourages the reader to make the most out of each choice, knowing that he, as well as everyone else, can
Choices are never easy, facing hundreds upon thousands of them in our lifetime, man has to make decisions based upon these choices. Some decisions are clear while others are sometimes not clear and more difficult to make. The poem "The Road Not Taken" by Robert Frost is a prime example of these choices in life. This poem is a first person narrative that is seen by most people as being told by Frost. The poem opens up with the narrator encountering a point in the woods that has a trail diverge into two separate paths. In the poem Frost presents the idea of man facing the difficult predilection of a moment and a lifetime. I believe this idea in the poem is embodied in the fork in the road, the decision between the two paths, and the decision to select the road not taken.
Robert Frost’s “The Road Not Taken” is a symbolic poem of the complications people must face in the course of their lives. Although it is not difficult to understand the meaning of the poem through it’s title, it is however hard to interpret what the author means when he describes the roads. Throughout the poem, the two roads appear similar at times and different at others. He uses free imagery to make his poem more complex for the audience.
The main theme of the poem that Frost attempts to convey is how important the decisions that one makes can be, and how they affect one’s future. In lines 2-3, he expresses the emotions of doubt and confusion by saying, “And sorry I could not travel/ And be one traveler, long I stood”, which explains how the speaker contemplated their decision of which road to take. In the closing, line 20 of the poem further reestablishes the theme when it states, “that has made all the difference”, meaning that making the decision of which road to take for themselves is the important key for a successful future. Frost helps to express this theme by using symbolism to portray a road as one’s journey of life. Using symbolism, Frost suggests that the speaker of this poem is taking the harder of the two roads presented before them, because the road the speaker chooses, “leaves no step had trodden black” (12...
Robert Frost is an iconic poet. One of his most well-known poem is titled “The Road Not Taken”. This poem is about the narrator monologue about his travels and choices he faced. It opens up with the view with a fork in the road where two roads take different routes. The narrator must choose which road he will take. The narrator describes his setting vividly of the woods that he is traveling in and the choices he must make, such as “Yet knowing how way leads on to way, / I doubted if I should ever come back.” (14-15). The roads are not only literal choices, but also figurative choices. As they represent all life choices one must make in their lifetime. Frost uses multiple elements within his poem to bring the meaning of it to the reader’s attention. This poem is a metaphor for the choices people must make in their lives and how those choices impact their lives forever.
This poem is one of many written by Frost in 1916 and it is commonly used in high school writing classes. It has been written about frequently and often analyzed because of the connection people feel to the poem for the reason that everyone has to make life choices. The reading of the poem touches a wide variety of readers because each one can identify with the writers predicament of having to make a choice, with two different options, as in the poem which road to take either the well-traveled path or as he decides the less journeyed. As an outcome of this choice, the writer states, that his life was profoundly different than it would have been had he taken the other road. The other road the more traveled and seemingly the safer of the two makes the reader seem more fearless to except what the unknown has to offer thus making his own way in the world. In reading further the roads are almost the same both being beautiful and equally passable. The writer tries to explain why things happened the way they did and that is a significant moment in his life. One might pick the road that gets them to w...
The speaker, throughout Robert Frost?s ?The Road Not Taken,? is a way of identifying with the reader through basic human feelings and struggles. Everyone faces hard decisions and feels the struggle within to choose the right path on which to base his or her life. It is how we choose and how we deal with what is down the road that makes us who we are.