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Below 6
I have chosen not to include action points for those younger than six years old. Through this research, I have come to the belief that children are better off engaging in less structured play rather than the structure of a league or team. The argument is made by Baker (2003) that while early specialization can lead to greater expertise, there are potentially significant negatives in doing so including:
In addition, because children do not have a sense of their global value, typically below the age of eight (Harter & Pike, 1984), motivation to participate and improve skill is largely arbitrary, especially where it concerns perceived competency in physical activities.
Thus, only the strategies that aid in the development of perceived competence for children ages 6 and up are expressed.
- limiting motor skills
- stunting sociological and psychological development due to a more homogenous localized group
- risking burnout
- inviting injury through overuse and/or excessive use
- expediting premature dropout before expertise can be achieved
In addition, because children do not have a sense of their global value, typically below the age of eight (Harter & Pike, 1984), motivation to participate and improve skill is largely arbitrary, especially where it concerns perceived competency in physical activities.
Thus, only the strategies that aid in the development of perceived competence for children ages 6 and up are expressed.