Structure
When I am speaking of structure, I don't mean following a properly outlined program for the developmental stage of the child. I mean should we dictate every movement a child makes and chart every second of activity? Should the children be made to pay attention to our long explanations of the rules to simple games or how a particular skill is going to be performed? I don't think so!
There is no doubt that each child needs to have the ability to listen and follow directions, but not at the expense of losing interest and their focus. There is a time and a place for athletic focus and discipline. It naturally evolves as an athlete goes through the various school programs such as junior high athletics, to junior varsity, and finally to varsity athletics.
The problem with many programs
for kids is they are too structured. The one element that kids are
most productive at is lost- and that is PLAY! Kids, if allowed to, will create
amazing levels of learning through discovery. Discovery of how their bodies’
work, discovery of how to work with others, discovery of how to settle
disagreements, and discovery of what they like. I also think it is important
for children to have guided discovery as well. This is when coaches lead the children in a particular direction without
handcuffing them with too many rules and restriction.
I am presently working with a handful of young athletes that are between the ages of 8 - and 15-years-old. I work with them in a group format, which I highly recommend. Every workout I spend time teaching a new ability or technique or reinforcing a learned ability or technique. We spend enough time on the ability or technique in order for the athletes to properly perform it. I will then move on to a game or activity that allows those same abilities or techniques to be used in live random action. This is when the true learning and teaching takes place. I stop the action briefly if an athlete makes a mistake on his movement. They will understand it more clearly because they realize they made the mistake due to poor execution of movement during the game or activity. An example is to have them work on an agility ladder. I will demonstrate the exercise in an easy to understand way. I will stop the drill, or simply ask the athlete what they did improperly- they will usually know, and if not, I coach them in 3 seconds or less with simple cues.
My point to this section is I spend much of the time playing with the athletes and letting them learn what is correct and what isn't. The other method I use to coach the athletes is to ask them to watch their partner performing a skill and see if they can identify movement mistakes. This is an awesome way to allow the athletes to take an active role in their learning. It will make a bigger impression on them than if I dictate every single aspect of their learning. If I dictate everything, they will come to expect this every time and never develop the ability to be self-serving.
Finally, when a coach or parent bases the success of a child on the pre-adolescent or early adolescent years and doesn't take a close look at the ramifications for future development they are dead wrong!
We always talk to students about not allowing peer pressure to dictate what they decide to do. We tell them to be strong and to be proud of who they are and that they can control their own destiny. I wish many parents would practice what they preach. Just because the neighbor’s boy is a great athlete and he is involved in a travel team it doesn't mean your son has to be. It is all right that someone else is better at age 10, 11, 12, 13 and so on. Do what is right for your child and realize that the body has a developmental clock for each one of us. He/She may not be a great athlete at age 10, but that doesn't mean the same will be true at age 17. The job of coaches and parents is to cultivate learning in children so they can develop.
Let kids play and you'll be
surprised how good they will turn out!