Sport Parenting: Sport Parenting: Evidence Based Practices for High Performing Adolescent Athletes Dr. Rick Perea, Ph.D., C.P.C., DK2 Motivation & Performance & BrainVision5 Melanie M. Perea, M.A., C.P.C., I.S.N.R., DK2 Motivation & Performance & BrainVision5 Rachel Ragsdale, M.A., C.P.C., I.S.N.R., DK2 Motivation & Performance & BrainVision5

Sport Parenting: Context  Over 50 million adolescents play youth sport in the United States peaking at 12 years of age.  By the time adolescent athletes are 18 years of age, only a small percentage still participate in comparison.  Moreover, youth attrition rates for organized youth sport programs average 35% in any given year. In other words: 3 to 4 of 10 youth will drop out by the start of the next season.  Approximately 30% of those dropping out of organized sport cited negative factors such as excessive parental pressure, dislike of coach, failure, a lack of fun, and an over-emphasis on winning.  Developmental Psychologists tell us that adolescence is a critical period for the development of self-conceptualization and self-esteem. As such, sport activity has important life-long effects on the personality and development of your athletes.

Sport Parenting: Evidence of Cessation  One of the Primary reasons adolescent athletes cease playing are deeper psychological motives:  Perceived Competence=Athletes with low perceived abilities to learn and perform sport do not participate or drop out whereas athletes who persist have higher levels of perceived competence.  Coaches, athletes and parents who focus exclusively on outcome goals as opposed to process goals are extrinsically not intrinsically motivated.  Parenting practices and norms are foundational to cultivating a well- functioning system for families and athletes to thrive and reach their potential.

Sport Parenting: Unintentional Deployment of Communication & Behavior  Very few if any parents wake-up and say, “How do I handicap my athlete today?”  We often Unintentionally do things that interfere with our children’s development.  One recent survey of elite Basketball coaches said that 6 in 10 parents do things that interfere with athlete development and autonomy.  Parents play a critical role as socializers, role models, providers, and interpreters of the athlete’s sport experience.

Sport Parenting: Myths  Athletic talent can be predicted at an early age=Variation in maturational, motivational, and learning rates make it difficult to predict competency or acumen early. Some kids give up too soon.  An adolescent cannot have fun if they are going to be an elite athlete=Being great at something takes task and social cohesion to build. This cultivates a productive and harmonious climate and culture which is fun to be around.  Intense training will lead to an athletic scholarship=In reality less than 5% of all youth athletes fifteen and older will earn college scholarships. Even less will play professionally.

Sport Parenting; Parent Responsibilities and Codes of Conduct  Help your child meet his/her responsibilities to the team and the coach  Turn your child over to the coach at practices and games; don’t meddle or coach from the stands/sidelines (non-verbally)  Remain in the spectator area during games  Don’t advise the coach on how to coach  Don’t make derogatory comments to coaches, officials, or parents of either team

Sport Parenting: Parenting Responsibilities and Codes of Conduct  Don’t try to coach your child during the contest  If your athlete does not play (coaches choice) be supportive  Understand what your athlete wants from sport and provide a supportive climate & culture  Show interest, enthusiasm, and support for your child  Be in control of your emotions (e.g., our client)  Hold athlete accountable at home for responsibilities  Sport provides valuable life lessons  Thank coaches, officials, and other volunteers who conduct the event

Sport Parenting: Cues  Reward Process not outcomes  Always talk Positive about team/coaches  Ride Home: Two Compliments ; no questions  After Game: Let them come to you (they will). When you do talk to them, utilize the “Sandwich Approach”  Blended Family/All Families: United, Consistent Routines  Be a Soft Landing Place  Stable Home Environment

Sport Parenting: Arousal and Anxiety  State and Trait Anxiety  Somatic & Cognitive Anxiety  Arousal (optimum levels)

Sport Parenting: Testimony  How I made unintentional mistakes as a Father/Coach/Mentor  10 to 15 Minutes of Q & A

References  Duffet & Johnston (2004). All work and no play? Listening to what kids and parents really want from out-of-school time. New York: Public Agenda and the Wallace Foundation.  Ewing, M. E., & Seefeldt, V. (2004). Patterns of participation in American agency- sponsored sport. In F.L. Smoll & R.E. Smith (Eds.), Children in youth sport: A biopsychosocial perspective (pp ) (2 nd edition). Dubeque, Iowa: Kendall/Hunt Publishing Company.  Gould, D., Lauer, L., Rolo, C., Jannes, C., & Pennis, N.S. (2006). Understanding the role parents play in tennis success: A national survey of youth tennis coaches. British Journal of Sports Medicine, 40,  Fredricks, J.A., & Eccles, J.S. (2004). Parental influences on youth involvement in sports. In M.R. Weiss (Ed.). Development sport and exercise psychology: A lifespan perspective (pp ). Morgantown, WV: Fitness Information Technology.  Gould, D., & Carson, S. (2004). Myths surrounding the role of youth sports in developing Olympic champions. Youth Studies Australia, 23(1),  Gould, D. & Weinberg, R. (2012). Foundations of Sport and Exercise Psychology (5 th Ed.). Champaign, IL: Human Kinetics.