![]() Understanding Limitations and How to Push Past Themīeing part of an athletic team also allows students to expand their understanding of themselves and others. This care for others transfers to post-high school experiences, and athletes can maintain this care and empathy throughout their lives. On high-functioning athletic teams, teammates can even predict and anticipate what their teammates experience, which allows them to create a support system that transcends the field of play. They learn to see things outside of their own personal perspective and feel for their teammates. ![]() ![]() It is through this experience that high school participants cultivate a second family and learn to value each other to maximize both team and individual potential, teammates learn to care for each other both on and off the field of play.Īs an example, if participants find their teammates struggling in a game, in the classroom or even in social or family relationships, they are more likely to help each other as they have developed a close bond in working toward a common athletic goal.Įssentially, athletics allows students to develop care and empathy. Regardless of score, each game is dependent on the contributions of all team members. They want students and/or employees who can take initiative and make meaningful relationships so that everyone contributes to make an organization better.īeing part of a school team is unique because no single outcome can be accomplished individually. This concept of being part of a team makes athletes more marketable to colleges and employers as they want people who can perform under stress and follow a business or collegiate plan of action. In this pressured environment, students build relationships and learn to care for each other. High school athletes work together daily in strenuous practices preparing for stressful situations in search of positive outcomes. What students remember most from their athletic participation is the relationship and celebration they share with their teammates. Participants do understand these moments have meaning to their schools and communities, but these are secondary goals. Scoring the winning points against a rival, hearing the roar of the crowd after a goal or attaining a personal record after a track or swim meet are just a few high school athletic moments replayed in participants’ minds over a lifetime. When coaches understand they can start students on a path to reach their unfulfilled potential, they can help students set the foundations for a lifetime of success. To impact students so they can apply what they learn in athletics to posthigh school life, adult coaches and mentors need to value character education more than wins and losses. All school leaders have a role in maintaining safe environments that allow students to experience meaningful, positive participation. These takeaways do not happen without purposeful oversight. Three of the most important participation takeaways that students continue to practice after graduation are: 1) a stronger sense of self-confidence in building relationships with others and having an expanded capacity for empathy 2) developing a better understanding of self and in so doing understanding how their actions affect others and 3) building foundations for lifelong fitness habits. When participants are supported in this way, they develop lifelong habits that transcend high school. Participating in high school athletics has long-lasting, definitive benefits, especially when athletic leaders create an environment that challenges and rewards the growth mindset. ![]() Today, there are numerous studies that focus on all types of participation benefits, but what sometimes goes unappreciated is the impact that high school athletics has on students after they graduate. These studies evolved to clarify how participation brought about improvements in physical health, stress management and academic benchmarks. Early studies focused on how athletics helped foster a collective identity and generated pride for participants and community members. High school athletic programs have been studied for more than a century. ![]()
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