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"It’s too bad
when parents think their children can do no wrong — but it’s better
than thinking they can do no right."
- author unknown, from the Albert W. Daw Collection
The
Role of Gymnastics Parents
In a recent article, I wrote of the many benefits of participating
in a Gymnastics program. The skill development, physical benefits,
social improvements and cognitive development of young athletes
was outlined. Signing a child up for a Gymnastics class is a major
first step toward a healthy lifestyle. What happens then? Research
strongly suggests that parents play the largest role in influencing
the development and healthy socialization of their children involved
in sports. Selecting a Gymnastics program that provides a safe and
nurturing environment is a primary concern but a parent’s responsibility
does not end there. What are the next steps a parent can take to
ensure a positive experience for their child?
A study led by Benjamin Bloom in 1985, Developing Talent in Young
People, looked at how talent manifests and is developed in young
people. The study divided the careers of talented young people (in
art, music, mathematics and sport) into three stages: early, middle
and later. Using terminology from Alfred North Whitehead, we call
them the Romantic, the Technical, and the Mature stages.
The Romantic Stage
is the beginning. The child just loves the sport. She can’t wait
to get to the gym; she practices her cartwheels and handstands at
every opportunity. The child experiences immediate success. She
is better at this activity than her peers, which increases her enthusiasm
for participating in it. As Bloom puts it for the swimmers he studied,
"these are the years of playful encounter with the sport…." Enjoyment
is critical. "Had there been no excitement during the early years…
there would never have been a middle or later period." One swimmer
remarked, "Practices were fun… you’re having so much fun that you
don’t realize you’re exhausted." A child’s self-appraisal of ability
(self-esteem) is directly related to a parent’s judgment of their
child’s physical ability (Felson & Reed, 1986). As a child’s
perceived competency in gymnastics is a key factor in continued
participation on to the next stage of development; two factors are
critical – successful task completion and parental support (Horn
& Harris, 1996). At a certain point, someone, often a parent,
but typically a recruiting coach, notices talent in the child, this
often leads to the middle or Technical Stage.
Ý The Technical Stage is inaugurated by the appearance of the technically-proficient
coach who is brought into the picture to ensure that things are
done correctly. The transition from sport as fun to developing the
proper technique is where many kids drop out. As the focus moves
to technical proficiency, all too often the sport becomes more like
a job and less like a wonderful fun experience. The joy goes out
of the experience, and the child removes himself from the sports
experience as soon as he is able. As children enter this stage,
parental feedback continues to be critical in shaping their child’s
self-perception (Stipek & MacIver, 1989). It is important that
the parent’s feedback be directed toward task completion rather
than comparisons to others or the correct accomplishment. In other
words, leave the coaching to the coaches. Parents must remain involved
in a firm and consistent manner, enforcing guidelines, limits and
appropriate expectations (Baumrind, 1978).
Ý The Mature Stage: Here the child has developed her talent to the
point where she is performing at a high level on a grand stage at
the national or maybe even the worldwide level. Most kids never
make it to this stage. Why? For some, it is a lack of talent or
interest, but a majority of the kids who do have the talent do not
make it to this stage because they have lost the joy in playing,
which powers the commitment and effort needed to become great. Most
youth with talent never reach the Mature Stage because fun is sacrificed
in the technical stage. Perhaps the most important lesson for parents
here is that you need to manage the transition from the Romantic
to the Technical Stage. Make sure your child isn’t rushed into the
Technical Stage. A child expected to "work" at the sport too soon
is more likely to turn off and never reach the Mature Stage.
A too-early focus on technique can drain the enjoyment that fuels
the drive for excellence. A parent should provide their children
with a variety of opportunities and multiple chances to achieve
success in the early years of sport participation (McCullagh, Matzkanin,
Shaw & Moldanado, 1993). Parents need to offer lots of positive
feedback. There are drawbacks though; research indicates that as
peer comparisons become increasingly more important to the young
athlete, by about the age of 9, children become more evaluative
of parent feedback. If positive feedback is not accurate, does not
match performance, then the parent’s involvement could actually
be detrimental to the child’s perception of their sport competence
(Horn & Harris, 1996). Parents must give encouraging but honest
and accurate feedback.
Talent is not often obvious at an early age. Bloom stated: "One
of the most startling discoveries of our study has been that it
takes a while to recognize swimming talent." Only 10% or less of
the athletes could be confidently identified as gifted by the age
of 11 or 12. One coach didn’t recognize how talented a swimmer was
even after working with her for five years (she went on to make
the Olympics). Remember, Kathy Johnson (bronze medalist on floor
exercise, 1978 World Championships and team silver medalist and
balance beam bronze medalist, 84 Olympics) did not begin her gymnastics
career until she was 13 years old – fairly late considering the
talent he subsequently demonstrated.
Many kids have great potential. Support makes the difference: Perhaps
the most interesting assertion Bloom makes is most children (95%)
have the ability to approximate the achievements of the talented
youth with proper encouragement. What is the difference between
the children who reach the stage where their talent blooms forth
and those who don’t? These children experienced something from their
parents that seemed to make a huge difference.
"So far as we can tell, this willingness to give encouragement and
support on the part of the parents (and siblings) is one of the
major distinctions between the families of these Olympic swimmers
and other families." "…no matter what the initial characteristics
(or gifts) of the individuals, unless there is a long and intensive
process of encouragement, nurturance, education and training, the
individuals will not attain extreme levels of capabilities in these
particular fields." The research is very clear – what a parent says
and does have a tremendous influence on their child. The more you
as a parent support your children, the more your children will reach
the highest level of talent development possible for them.
About the Author:
Michael A. Taylor is a USAG Kinder Accreditation for Teachers (KAT
& MELPD) Instructor, serves on the USA Gymnastics PreSchool
Advisory Panel, is a USA Gymnastics National Safety Instructor,
serves on the USA Gymnastics Safety Review Board, is a USAG PDP
I Video Clinic Administrator, an American Red Cross CPR/First Aid
and Sport Safety Instructor, and an American Sport Education Program
Coaching Principles (PDP II) Instructor. Michael is a Certified
National Youth Sports Administrator; an Instructor for the Stanford
University based Positive Coaching Alliance, a long-time member
of the United States Elite Coaches Association and a former gym
owner. He is currently a Senior Recreation Supervisor for the City
of Menlo Park that includes the 1600 student Gymnastics program
in Menlo Park, CA. A Certified Pool Operator and a licensed National
Playground Safety Inspector, Michael is also the owner of Gym.Net,
a Gymnastics Professional’s Network of Educational, Business, Consulting,
and Internet Services specializing in Gymnastics oriented businesses.
Michael can
be reached at:
Michael A. Taylor,
E-mail: coacht@gym.net or mataylor@menlopark.org
Phone: 650-858-3480 / Fax: 650-327-7046
501 Laurel Street
Menlo Park, CA 94025REFERENCES:
Developing Talent in Young People; Bloom, 1985
Positive Coaching Alliance; c/o Stanford University
Social Psychology Quarterly; Felson & Reed, 1986
Children and Youth in Sport: A bio-psychosocial perspective; Horn
& Harris, 1996
Child Development; Stipek & MacIver, 1989
Pediatric Exercise Science; McCullagh, Matzkanin, Shaw & Maldonado,
1993
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