Children in Sport - Part 3
Author: Jake Downey
Date: 08 Feb 2007
Category: Jake Downey
Article 3. Create the right environment
In the previous two articles I have emphasised the importance of the development of the child as a person and player before winner and discussed the need to get the balance right between personal development and winning. To what extent this becomes possible depends on the environment we create within badminton for young people to grow up in.
In recent years the growth of junior sport in general and badminton in particular, especially since it became an Olympic Sport, has developed so rapidly that we are compelled to become aware of the harm that organised competitive badminton can have on children. All too often, in the pursuit of success, it would seem that insufficient thought is being given to what we are trying to achieve in organising badminton to the extent that we do for young players.
Initially we ought to teach children to play badminton as an enjoyable social game, one which they will find interesting and challenging; as such it is a game which they should continue to find worthwhile to play as adults. For the talented players it will provide a medium in which they can gradually express their talents at various higher levels of play, e.g. club, county, and country. In these respects badminton can make a contribution to a person's development and quality of lifestyle. Unfortunately it can also help to retard that development if the wrong environment is created. It is too easy to create an environment that can negate our efforts on children's behalf and present obstacles to the work that goes on in developing talented young players - those with the potential to become future champions.
The pressures on young players to succeed in modern sport are huge, to the extent that many children are unable to cope with them. How to reduce unnecessary pressures, if not to eliminate them entirely, is a problem that needs to be resolved. One possible solution is to create a learning environment in which young players can develop technical skill, tactical understanding; learn to think critically, acquire rational beliefs and values, grow up fit and healthy, experiment and play without the fear of losing - an environment in which the adventurous independent spirit can express itself. From such an environment will emerge future champions.
The Learning Environment
The Junior School Years (7-11)
Nowadays, although children are starting to play as young as six years of age I want to consider first only the years from seven to eleven. In physical education we often refer to these as the skill hungry years when children are keen to develop their skill in many activities. These years are crucial for laying the foundations for future successful performance in sport. Below are some suggestions on what should take place in a good learning environment.
Short Badminton: Children can the game more effectively on a shorter court, with a lower net and with shorter rackets. In this way the game can be adapted for children to experience the full range of strokes and movement, which they are unable to do on a full size court.Learning by imitation: Children should be shown videos of top players in action or given the chance to watch a skilful local player demonstrate strokes so they can have a go and try to copy it. They learn quickly in this way if given the chance to do so.
Basic Racket Skills: They should be shown some basic technical skills, e.g. the forehand and backhand grips so necessary for the later development of good stroke production; the throwing action for the smash, clear and dropshot; some midcourt strokes and forecourt strokes with the ‘kill' added as they try for the winner.
The feel of the movement: This is essential for skilful play whether in performing strokes or travelling in the court. Children should be made aware of how to hit the shuttle hard and soft, how to run quickly and lightly, how to jump upwards, sideways, forwards and backwards, and land lightly; how to hit the shuttle whilst in flight during a jump. They need lots of ideas to try out for themselves.
Practice: ‘Practice makes perfect what one practises'. It is not necessary to give children set practice routines. At this age they need actions to practise but to do so in their own way and at their own rate. It is more important that they understand the point of a practice, e.g. the importance of the high clear as a building shot, i.e. to move the opponent into the rearcourt and make time to get back into position to cover the opponent's replies. And when to attempt a winning shot if the chance arises. It is also important that they experience co-operative practices, in which they help each other to improve, as well as competitive practices in which they test each other.
Playing games: they should play lots of games in which they can try out what they have been learning in their tactical play. When to use building shots and attempted winning shots to try to beat the other player(s). Games, however, need not be solely competitive with the aim being to beat another player. They can also be co-operative as when they see how many hits they can achieve in a rally, or how many times out of ten hits they can dropshot the shuttle in the forecourt. The emphasis here being on trying to beat one's own previous performance.
Encouragement: Children at this age are keen to play and usually try their best. They should be given lots of praise for their efforts and not just for the result. They should be encouraged in having a real go and in being adventurous.
Sportsmanship: This should be emphasised throughout, e.g. being fair and truthful about line decisions; showing respect and consideration for other players.
Play: It should be remembered that children are at PLAY and we should try to keep it that way. They play for their enjoyment, not ours, and in their PLAY the result is not of primary importance to them - unless adults get involved and make it important.
Other Sports: Children should also be encouraged to take part in many different activities, e.g. tennis, swimming, athletics, skateboarding, rollerblading, cycling, ice-skating, football, netball, cricket, softball, rounders, gymnastics, table tennis and so on. All these sports help to develop a range of movement skills and general fitness as well as keeping badminton in perspective as just one good sport amongst many others.
Winning: Children should be deterred from placing too much emphasis on winning or losing which becomes possible only if adults show by their example that they also do not place too much importance on the result. The emphasis always should be on trying one's best and a contest seen as a measure of progress in learning to become a better player.
Benefits: The benefits of such an environment will be seen in the performance of the children. A healthy interest in and enthusiasm for sport in general and a self-confidence and self esteem which comes from their increasing competence in the different sports that they play. This is what is in the interests of young people and this is what we should promote for the future. From such an environment will emerge the future champions.
© Jake Downey 2002
