AASP Blog

Millions of young athletes enthusiastically participate in sport throughout their youth. One-third, however, drop out of sport each year (Breunner, 2012) and over half quit by the age of 13 (Sage & Eitzen, 2016). The positive and negative effects of youth sport that exist range from prosocial behavior and better academic performance to aggression and athlete burnout.

Past research has expressed the need for coaches to facilitate more self-determined sport participation by creating environments that provide athletes with a sense of competence, relatedness, and autonomy (Wendling et al., 2018). When applied to sports, SDT states that when an athlete’s needs for autonomy, relatedness, and competence are sufficiently met, intrinsic motivation increases (Deci & Ryan, 1985) and participation will continue (Pelletier et al., 2013).

Some adults may assume youth participate to play for a winning team, or to win championships, however winning is not even in the top five participation motives for children and adolescents. The number one reason young athletes play is to have fun (Weiss & Williams, 2004). Fun or “enjoyment” is not just a top motive for recreational youth athletes, but it is consistently rated as a top motive for athletes participating in highly competitive environments too. Coaches may miss the mark if they focus solely on pushing a winning season. Considerable pressure, specifically pressure to win from coaches, often leads youth athletes to drop out (Witt & Dangi, 2018). 

The fun integration theory (FIT) was developed to understand and maximize "fun" in youth sports, with the aim to promote sustained participation by identifying key factors that drive enjoyment in youth athletes. Visek and colleagues (2014) interviewed youth athletes and found their explanations for fun emphasized opportunities they had to be active and improve their skills, coaches who treated them with respect, and teammates who became friends and played well together. Additionally, FIT outlines four fundamental tenets that must be present to foster a fun sport experience. The FUN MAPS serve as a pictorial framework that shows the relationships between each of the four fundamental tenets - contextual, internal, social, and external. FUN MAP (Visek et al., 2014).

Fun then, involves working hard. It is also being challenged and competing. It is learning a new skill, being with friends, and having coaches that care and respect you. Fun in sports for youth athletes means learning from mistakes, being challenged, working together as a team, and improving skills to play at the next level. Fun is also getting playing time. Yes, winning is part of the fun, but it is not the most important factor.

Fun is the overarching theme, but when coaches understand how youth define fun and follow the FIT framework, the link to SDT psychological needs becomes evident. Continued participation for youth athletes requires programs focused on increasing perceptions of competence, facilitating a sense of relatedness, and enhancing autonomy. For instance, when coaches emphasize learning from mistakes, improving skills, and trying hard, all of which are FIT internal fundamentals, the SDT need for competence is fulfilled. Secondly, when teammates become friends and play well together, and demonstrate good sportsmanship, these are all examples of FIT social fundamentals that foster the SDT relatedness need. And finally, when coaches use positive coaching, SDT autonomy and relatedness needs are also supported.

Coaching Recommendations

When it comes to organized sports, kids want to have fun. For youth, fun is not just goofing off. Fun is synonymous with building them up as humans, being challenged, growing their skills, being with their friends, and competing, which all reinforce SDT psychological needs. For coaches to successfully create sport experiences that maximize fun, they must also be intentional in meeting the needs of children and adolescents to increase their perceptions of competency, relatedness, and autonomy. Five specific coaching recommendations aimed to fulfill athletes’ basic needs are listed in the table below. 
 

Can youth sports be both competitive and fun? Absolutely, and they should be. When coaches practice behaviors that reflect FIT tenets, fun increases. In addition, athletes’ psychological needs are fulfilled, leading to longer, sustained participation throughout the childhood and adolescent years.
 

References 

• Breunner, C.C. (2012). Avoidance of burnout in the young athlete. Pediatr Ann., 4, 335–339.
• Deci, E.L., & Ryan, R.M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.
• Pelletier, L.G., Rocchi, M.A, Vallerand, R.J., et al. (2013). Validation of the revised sport motivation scale (SMS-II). Psychol Sport Exercise, 14, 329–341. https://doi.org/10.1016/j.psychsport.2012.12.002
• Sage, G.H., & Eitzen, D.S. (2016). Sociology of North American sport, (10th ed). New York, NY: Oxford University Press.
• Visek, A.J., Achrati, S.M., Manning, H., McDonnell, K., Harris, B.S., & DiPietro, L. (2014). The fun integration theory: Towards sustaining children and adolescents sport participation. J Phys Act Health, 12(3), 424-433. DOI: 10.1123/jpah.2013-0180
• Weiss, M.R., & Williams, L. (2004). The why of youth sport involvement: A developmental perspective on motivational processes. In M.R. Weiss (Ed). Developmental sport and exercise psychology: A lifespan perspective (pp. 223-268). Morgantown, WV: Fitness Information Technology. 
• Wendling, E., Flaherty, M., Sagas, M., & Kaplaniduo, K. (2018). Youth athletes’ sustained involvement in elite sport: An exploratory examination of elements affecting their athletic participation. International Journal of Sports Science and Coaching, 13(5), 658-673. DOI:10.1177/1747954118757436
• Witt, P.A., & Dangi, T.B. (2018). Helping parents be better youth sport coaches and spectators. Journal of Park and Recreation Administration, 36(13), 200-208. DOI: https://doi.org/10.18666/JPRA-2018-V36-I3-8619