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Youth Sports Dropouts

October 16, 2012

Depending on the study, we’re told that 80 to 90 percent of all youngsters who ever participate in organized youth sports have stopped doing so by the age of 13.  Before they reach 9th grade.

High school sports never gets a chance with eight or nine of every 10.

There are many reasons for this, and of course not all of them are bad.  Some kids find something better to do, or at least more fitting for them.  But a lot of them have barely begun to mature and cannot possibly know what they might like to do or be good at doing with some coaching and encouragement.

Research tells us that much of the reason for the early dropouts has to do with an unhappy or unfulfilling or “unfun” youth sports experience.  Some of that has to do with too much too early, or at least too much structure too soon; too much practice, competition and travel too soon; and too much screaming too soon.

That environment drives some youth from team sports in favor of individual sports.  Some drop traditional sports in favor of alternative sports.  Some leave sports altogether.

High-Performing Programs

July 10, 2018

(This blog first appeared on MHSAA.com June 28, 2011, and was printed in the September/October 2006 MHSAA Bulletin, and in Lasting Impressions, which appears in the MHSAA's online Library.)

A study of 10 academically-oriented after-school programs in New York City funded by the After-School Corporation may provide some unintended guidance for interscholastic athletic programs.

Prepared in November 2005 by Policy Studies Associates, Inc. for the After-School Corporation and Southwest Educational Development Laboratory with support from the U.S. Department of Education, the report “Shared Features of High Performing After-School Programs” identifies the following characteristics of high performing after-school programs:

  • A broad array of enrichment opportunities. 
  • Opportunities for skill building and mastery. 
  • Intentional relationship building. 
  • A strong, experienced leader/manager supported by a trained and supervised staff. 
  • The administrative, fiscal and professional development support of the sponsoring organization.

While competitive junior high/middle school and high school sports were not the subject of this study, here’s what I think these findings could mean for school sports:

  • Interscholastic athletic programs should provide a wide variety of opportunities appealing to a diverse group of students.

  • Interscholastic athletic programs should provide competitive opportunities for the highly skilled as well as learning opportunities for the less skilled so they too might progress to higher levels of competency, or just enjoy the fun, friends and fitness of school sports.

  • Teamwork, sportsmanship and leadership should be outcomes as intentional as development of skills of the sport and strategies of contests.

  • A full-time athletic administrator is essential, and it is imperative this person have authority to train and supervise staff and hold them accountable for performance consistent with the best practices of educational athletics.

  • School boards and their administrators must provide sound policies and procedures, adequate financial support and opportunities for continuing education for the athletic director and every coach.

All in all, a pretty good blueprint for school sports in Michigan.