Contrary to what people might believe, a consistently successful athletic program does not just depend upon the skills of its good athletes, and successful programs are not always composed of superior players. Although skilled players are certainly a key factor to success, it is evident that there are common traits shared by coaches who oversee successful programs. Over the years, I have informally identified some key traits possessed by coaches who run consistently successful programs. My observations are outlined below.

KNOWLEDGE SEEKER
Everyone would agree that good coaches are knowledgeable in their sport. However, great coaches will continue to pursue additional insights. They often continue to improve their sport-specific knowledge by reading, observing, attending clinics, holding clinics, and in general, exposing themselves to a variety of new ideas. A coach who thinks he has nothing more to learn will generally not help his program to grow.

GOOD ORGANIZATIONAL SKILLS
Organizational skills are also an important coaching trait. An effective coach will have practice plans for the day, the week, the year, and beyond. Details regarding equipment, schedules, transportation, and other seemingly ordinary concerns are also the domain of the coach of a smooth running organization. Players find it frustrating when a coach is unprepared to meet unexpected contingencies, and good coaches prepare for everything.

HARD WORKING
Having a strong work ethic is a quality that can not be overemphasized. Coaches must be willing to put forth as much time and effort as they demand from their players. Being prepared to "outwork" opponents by putting in additional time will pay off for a team. Being persistent and tough minded, a quality I call the "bulldog" attitude, is also part of a solid work ethic. A coach who possesses this quality will never give in to failure, and can serve as an inspiration to his players. The players believe they can trust their coach to help them to "find a way" to succeed.

GOOD COMMUNICATOR
The ability to communicate effectively with the coaching staff, players, parents, and fans is also a trait that most successful coaches possess. The coach must transfer knowledge and technique to his players and staff. He needs to let them know what is expected of them and how they can accomplish their goals. The successful coach also needs to communicate and generate support for his program. The ability to communicate intangible qualities, such as a positive attitude, enthusiasm, concern, and humor are all keys to success. Enthusiasm is contagious and can rub off on players, coaches, and fans. A team is a reflection of the coach and you can't afford to lose the spark that keeps things moving.

APPROACHABLE AND CARING
Showing players that the coach has a human side is also a good idea. A coach should find time to laugh with the players and show them he has a sense of humor. Being too serious can kill players' enthusiasm for a game. We all know of potentially good athletes who get burned out too early because coaches forgot that sports should be enjoyable. We need to show that we care about our players as people and not just as athletes. It is good to acknowledge our human qualities, to show that we can make mistakes, but we learn to bounce back and overcome them. Players need to believe they can also overcome a bad play or a bad day, and they will, if the coach is willing to demonstrate the same quality.

HONEST AND FAIR
The last and most important trait for a coach to possess is integrity, which is comprised of several components. Loyalty is critically important. As coaches we are part of a big fraternity, and we must stick together, especially in public. Problems and concerns that exist among a coaching staff should remain behind closed doors. We owe our players this same loyalty if we want their respect.

Being honest and fair are also components of integrity. Coaches should be up-front and honest with their players. Players should know their role, and where they stand with the coach and the program. Players might not always like what they hear, but they and the program will benefit in the long run if expectations are spelled out early.

The most important commodity the coach possesses is his reputation. Coaches should not comment on an opponent's calls, ethics, or coaching ability unless it is in a complimentary manner. This goes beyond loyalty and is an integral part of a coach's philosophy.

Overall, it is the coach who sets the tone and leads by example for their players. It is how the coach lives and what he or she stands for that players will remember in the future. An athlete may not remember a certain play or call, but he will remember how the coach handled it. All young people need positive role models, and coaches are often placed in a position to lead by example. It is a large and rewarding opportunity.

One of the hardest parts of high school football coaching is motivating young athletes to practice. To do this effectively, the coach has to foster an understanding of the relationship between training, practice and peak performance. He must encourage the athletes, provide structured training, and help them gain the self-discipline necessary for success and excellence on the field.

BUILDING THE COACH-ATHLETE RELATIONSHIP
Effective motivation flows from the partnership between coaches and athletes. As coaches, we must understand our athletes as individuals and as a team ­ gain their trust and respect.

We must remember that we're coaching people, not machines. We must teach youngsters the mechanics of a sport, but we must also assist in building their character. Showing support and interest in all facets of their lives helps build an effective coach-athlete relationship.

A good way to demonstrate such personal interest is by working out with the athletes. It will show them that you've been where they are, that you know it's hard work, and that you're willing to sweat, too.

DEVELOPING A WINNING ATTITUDE: SETTING GOALS
At Mount Carmel High School, we think in terms of attitude, motivation, performance, and success. Success is a journey, not a destination. Success is realized the moment an athlete gains a winning attitude, is motivated to set a worthwhile goal, and begins to move toward that goal.

A winning attitude is the best motivator. If athletes believe they can achieve their goals, they'll try harder and increase their likelihood of success.

A positive coach-athlete relationship lays the groundwork for this attitude, and the setting of clearcut goals helps establish it. Coaches should help the athletes set long-term goals and encourage them to achieve these goals through a series of short-term goals.

The incremental goals will keep motivation high, while giving the athletes an ongoing sense of achievement. Once the athlete begins developing a sense of accomplishment, he will be motivated to try even harder.

At Mount Carmel, we have our athletes write down a goal and the obstacles they anticipate in reaching it. We then identify the steps to take and the short-term achievements leading to the goal.

For example, if a football player wants to play wide receiver but isn't fast enough, we set short-term goals to increase his speed. Each tenth of a second improvement in speed will motivate him to try even harder. If he increases his speed enough, we will give him a chance at wide receiver. If he doesn't, we will examine why and set up a new workout schedule.

INCENTIVES AS MOTIVATORS
Incentives (material rewards for good performance) are commonly used for motivation, but may only be effective on a short-term basis. Athletes may become satisfied once they achieve rewards, such as helmet stickers or plaques, and the rewards will lose their power to motivate. We often have to increase the value or quantity of incentives to motivate players on an ongoing basis.

FEAR MOTIVATION
We do not believe that fear motivates. Fear motivation, or punishing players to "motivate" them, is only a temporary expedient. After repeated exposure to fear tactics, athletes become immune to threats, and continued punishment may destroy their desire to participate. It's difficult to justify using fear to motivate young players.

T-E-A-M
It's important to remember that athletes can motivate one another. We usually split the players into drill groups and score them as a team rather than as individuals. These training sessions help build team morale and make the players feel they have invested in one another. Each player has a responsibility to the team. We share the short-term goals of improving attitudes and basic skills with the long-term benefit of overall improved performance.

SUMMARY
Motivation is simply a means to an end. If we provide exposure to positive ideas over a long period of time, we will produce a successfully motivated athlete.

To summarize, this is our Mount Carmel Credo: Attitude controls motivation; motivation controls performance; performance controls success. And there's no I in T-E-A-M.

John Wooden, the legendary UCLA basketball coach, often said that "there are three things vital to success in athletics: conditioning, fundamentals, and working together as a team." Of these three elements, "working together as a team" often proves to be the most elusive goal.

Teamwork is essentially an interaction of five key elements, as follows:

EFFECTIVE COMMUNICATIONS
Clear, positive communications from coach to coach, coach to athlete and athlete to athlete are essential in establishing the concept of "teamwork" and in fostering all the other basic elements of teamwork. Effective communication enables all the team members and the staff to clearly understand the team goals and work toward the achievement of the stated objectives.

As a coaching staff, we focus on two communication principles: 1) clearly and repeatedly communicating both our expectations of players as individual athletes, students, and team members, and the reasons for our expectations, and 2) remembering that effective communications is a two-way street: that is, the coaching staff must listen to the athletes, too.

WINNING ATTITUDES
All coaches know that the players with good attitudes are usually the ones who will contribute the most to the team. However, it's not enough to inspire good attitudes in individual players: a "team attitude" is necessary in building the kind of teamwork upon which winning is predicated.

At Mount Carmel, we define a good team attitude by how well the athletes accept their roles and their responsibilities to the team. The star role is relatively easy to accept, but it is equally important for the team specialists and back-ups to understand and accept their roles and responsibilities.

Coaches should encourage this kind of attitude by setting an example: accepting all the responsibilities of their coaching position, not just the ones that they like.

TEAM EGO
Once players understand and accept their roles on the team, it is possible to take the concept of "team attitude" one step farther to "team ego." This simply means that players must overcome their own egos for the good of the entire team.

MOTIVATION
The subordination of individual attitudes and egos cannot happen in a vacuum. The players must be given a reason to be motivated to achieve a favorable outcome for the team.

Coaches can set up a continuing system of motivation by setting long-term goals and by encouraging players to achieve them by meeting a series of short-term goals. At Mount Carmel, we also include personal and academic goals. By measuring progress in small steps, we can give each athlete an ongoing sense of achievement and keep his or her motivation high.

Athletes can also motivate one another. We usually split players into drill groups and score them as a team rather than as individuals, making the players feel they have a vested interest in each other.

DISCIPLINE
The establishment and maintenance of positive communications, team attitudes and egos, and motivation depends heavily on the final element of teamwork ­ discipline. Discipline is the glue that holds everything else together. Coaches should remember that discipline, if used fairly and consistently, is a positive force in building teamwork.

Rules are a part of discipline, although we have found that too many rules have a negative impact on teamwork. It is also important to make sure that the rules you do have are consistent with team goals, are realistic and are enforceable.

A key focus in our discipline program at Mount Carmel is developing self-discipline, which we define as "what one does when no one is watching." We help athletes develop self-discipline through: 1) setting goals as described above, 2) clearly communicating the coach's expectations for the players and maintaining those standards, and 3) demanding the best effort from each athlete, whether in practice, in the classroom, or in a game.

Goal setting can help athletes improve both their self confidence and athletic skills. It can also force athletes to confront certain realities about their ability and potential for improvement.

Putting the goals on paper and continually keeping them in mind can nurture commitment and ambition. Once the athletes achieve a goal after much persistent practice, they will enjoy a measure of success ...even if the scoreboard doesn't reflect their personal improvement.

At the first team meeting at the beginning of the season, the coach should discuss personal goal setting. The most important advice the coach can give is to make sure that each goal is (1) attainable and (2) important enough to make the athlete focus on it.

Such goals as "improve my shooting percentage" or "work for a faster sprint time" can help build a successful team because they emphasize personal improvement rather than a competitive rivalry.

To be most beneficial, the goals must be specific. Such generalities as, "I just want to do my best" are rarely motivational. Improvement can be made only after the athlete's abilities have been assessed and the specific areas needing improvement addressed.

The athletes should list their individual expectations for the season on index cards, both long-range goals (e.g., Why am I playing? What do I want to achieve?) and short-term goals (e.g., What must I work on every day to reach my long-range goal?) should be kept on file in the coach's office.

The coach should, in addition, discuss the importance of immediate goals (e.g., What is the purpose of today's practice in relation to my goal?). The coach may also want each athlete to list daily or weekly goals.

Coaches should discuss individual goals with each athlete privately, soon as they become familiar with the athletes and their capabilities.

Many athletes will set realistic long-range goals. Other athletes will have trouble setting attainable goals because they haven't correctly assessed their abilities or because their goals are non-specific. The coach may help this group revise its goals or set new ones.

As a reminder, the coach may post a finalized copy of personal goals in each athlete's locker. The coach and athlete should periodically meet to discuss the athlete's progress and update the goals.

The coach may use several approaches. First, instead of constantly pointing out athletes' weaknesses, the coach should stress the strengths of their performance. Since the athlete's confidence is constantly being challenged, the coach must be consistently positive. The coach must acknowledge individual achievement as it happens and should occasionally set up situations that will allow each player to be successful.

Awards for achievement sometimes work well, but they should not be doled out too freely.

As a second approach, coaches may stress the importance of imaging. The athlete can help achieve specifically stated goals through a simple three-step process: relaxation, concentration, and visualization. The technique can be used before and during competition to encourage achievement and relieve self-doubt.

Whenever the athlete fails, the coach should suggest rethinking the competition and visualizing a successful finish.

Once the athletes have experienced the satisfaction of "seeing" a goal accomplished, they will find it easier to set and visualize the accomplishment of future goals. Each success, however minor, will produce increased self-confidence.

Ultimately, the athlete's ability to set a realistic goal and then work to achieve it may take on an importance that extends far beyond the athletic realm; it may last a lifetime.

A study, titled the National High School Injury Registry, supported by the National Athletic Trainers Association, surveyed the injuries sustained by 6,500 players. Of those 6,500 players, 75% reported minor injuries (injuries causing a loss of no more than 7 days of participation), 16% had moderate injuries (causing a loss of 8 to 21 days of participation), and 9% sustained major injuries (causing a loss of more than 21 days of participation). Ligamentous (joint) sprains and muscle strains accounted for 28% and 21%, respectively, of all types of injuries.

Regardless of the severity of an injury, it is important to minimize the risk of re-injury by following the guidelines that determine the readiness of the injured athlete to return to competition.

The decision to allow an athlete to resume participation after being injured and inactive for a period of time should be based primarily on 1) adverse effects of the injury on the structures involved; e.g., ligaments, muscles, tendons, bone; 2) the effect of the injury on the athlete's strength, endurance, flexibility, and agility; 3) the effect of the period of inactivity on the athlete's cardiovascular fitness; 4) the effect of the injury and/or inactivity on the athlete's sport-specific skills; and 5) the athlete's psychological response to the injury.

The primary information necessary for determining the extent of an injured athlete's readiness to resume competitive sports may be found in the athlete's preseason test results on strength, cardiovascular fitness, flexibility, and sport-specific performance.

Each sport has different preseason physical and performance requirements that an athlete must meet in order to participate successfully. For example, swimmers need to be tested for range of motion and muscular endurance of the shoulder muscles before the season begins in earnest. Adequate shoulder flexibility and endurance are required for optimal performance and for reducing injury occurrence and severity. On the other hand, football linemen should be tested on total body muscular power and strength before beginning strenuous football practice.

Whenever an injury occurs, comparisons with preseason assessments may be the only way a coach, athletic trainer, or physician can determine the athlete's degree of readiness for returning to competition. Furthermore, by utilizing the athlete's preseason results as a standard, the athlete's rehabilitation program can be designed to address functional and performance deficits before allowing the athlete to return to participation.

An athlete's post-injury anxiety can be minimized by informing the athlete (and his/her parents) of criteria and standards used for determining the appropriate time to return to participation. Establishment of return-to-participation criteria prior to the season enables the coaching staff to use objective standards when assessing the athlete's status. This factor alone can go a long way in assisting the athlete to stay motivated and to continue to feel a part of the team. It also enables the coaches to keep abreast of the athlete's recovery on a frequent basis.

The return-to-play criteria may be general and/or sports specific. It is important to remember, though, that the criteria should be stated prior to the season and clearly understood and accepted by coaches, athletic directors, trainers, athletes, parents, and team physicians.

The return-to-participation criteria may be different for each type and degree of injury. For example, the criteria for a properly diagnosed minor ankle sprain (no loss of function, little or no swelling, and mild soreness rather than severe pain) might include the ability to hop in place for 30 seconds, run, jump, and perform sport-specific agility drills. In the event there is no noticeable deficit in the athlete's gait or jumping proficiency, the athlete may be permitted to return to participation.

In the case of a severe ankle sprain diagnosis, the athlete must satisfy additional criteria before being permitted to participate. The athlete may have to demonstrate that the injury no longer affects cardiovascular endurance, bilateral leg/ankle strength, range of motion and stability, and competitive confidence.

Informing the athlete of the return-to-participation process should be done early on so that the athlete can become a full partner in the rehabilitation process. This will alleviate the chances of the athlete feeling excluded from the team, and may be especially important in avoiding an atmosphere that may affect the athlete's relationship with teammates.

SUMMARY
Objective criteria should be used as guidelines for assessing an athlete's readiness to return to participation after injury. Preseason functional test data should be used as a standard of comparison for post-injury rehabilitation. Other criteria may be sport specific and depend on the nature of the injury. Finally, to the greatest extent possible, return-to-participation guidelines should be stated at the beginning of the season, and accepted by the athletes, parents, coaches, athletic trainers, and team physicians.

Gatorade Sports Science Institute

Children are becoming involved in intensive athletic training at increasingly younger ages. Many experts have been concerned that the stresses placed on the body by early athletic training in childhood might interfere with normal growth of the child as well as impair his or her psychological and social development. Their concern is that the child athlete is different from the adult in one important way: the bones, heart, lungs, and muscles of the child are all growing. They worry that the high work load placed on these organs during athletic training and competition might impair their normal functional development.

Research by exercise scientists has indicated that, for the most part, these concerns are ill-founded. The body of the healthy child is strong and appears to handle the stresses of exercise training without ill effects. Still, there are special issues when a child becomes involved in intensive sport training that are important and bear careful consideration.

MUSCULOSKELETAL INJURIES
Child athletes, like their adult counterparts, suffer from overuse injuries such as muscle strains, "shin splints", and ligament strains. There has been concern, however, that excessive training that causes such minor injuries might also affect the portion of the bones that are responsible for normal bone growth. Current research has failed to document that this is a serious consideration. Child athletes demonstrate normal increases in height as they train, and injuries to growth areas of bones are exceedingly rare. Still, serious musculoskeletal damage has been seen in the elbows of Little League pitchers as well as the wrist bones of intensively trained child gymnasts. So some caution appears to be justified. Reducing risk of overuse injuries through proper equipment and training regimens, and not "training through" muscle and joint pain make good sense for young athletes.

There is some evidence that the growth process itself may predispose to overuse injuries. The muscles, bones, and tendons of adolescents may not develop at the same rate, and this can result in a significant loss of flexibility during the adolescent growth spurt. This can be prevented by proper stretching exercises.

PSYCHOLOGICAL CONCERNS
}Most experts recommend that children participate in diverse sports activities prior to puberty, even if a "special talent" is discovered early. Too early specialization often results in "burn out" of the child before prime competitive age.

Young Olympic hopefuls must commit major portions of their time developing the skills necessary for elite-level competition. The risk of interfering with normal social and psychological development ­ particularly in those youngsters who reach "stardom" status at an early age ­ provides additional argument for delaying intensive participation in a

particular sport during childhood.

REPRODUCTIVE FUNCTION
Girls who are actively training often reach menarche at a later age than those who are not athletes. Also, girls who continue to train heavily have a greater chance of experiencing menstrual irregularities or even ceasing menstruation altogether. These effects of training do not appear to have any adverse effects on future reproductive function.

There is less research information available in males but sexual development does not appear to be impaired by intensive training in young boys. In contrast to females, boys with early sexual maturity tend to be better athletes, particularly those involved in sports that favor a large muscle mass (football, wrestling).

RISKS FOR HEAT STRESS INJURY
Children have a greater body surface in respect to their body weight, and they also sweat less than adults do. For these reasons young athletes may be at higher risk for developing hyperthermia when training in very hot, humid climates. Therefore, adequate replenishment with fluids is particularly important for children training in these conditions.

GUIDELINES
Young athletes can safely participate in intensive sports training regimens, but only if their involvement is carefully monitored. Following these guidelines will help assure a healthy and mentally satisfying experience for the young athlete:

1. The child himself or herself should have the desire to participate. Sports involvement for the young athlete should not serve solely as a vicarious pleasure for the parent or family.

2. To prevent injuries and optimize training, the child should be supervised by an individual who is knowledgeable about proper training techniques and equipment (usually not a parent).

3. Early specialization in a sport at the cost of exclusion of other athletic activities should be discouraged at least until the time of early adolescence.

4. Injury prevention is particularly important in growing children. This will help protect against the possibility of more serious injuries occurring to bone growth centers.

5. The child athlete who is training should have regular visits to a physician. Information concerning the possible medical complications from training is far from complete, and the young athlete should be monitored for any unforeseen adverse effects.

Increasing numbers of Americans, including children, are turning to the weight room and strength training in their pursuit of fitness. The scarcity of scientific information on strength training for children has raised a number of concerns for coaches, trainers, and parents.

STRENGTH TRAINING & STRENGTH GAINS
Some early scientific studies indicated that strength training was not effective for children prior to puberty. However, more recent experiments clearly indicate that strength-training programs can help increase strength in boys and girls, regardless of age.

STRENGTH TRAINING, BODY SIZE & COMPOSITION
Few scientific studies are available on the effects of strength training on body size and composition in boys and girls. The strength-training programs have generally resulted in small changes in body weight and fatness and have had no influence on height.

It appears that short-term (e.g., 20 weeks) strength-training programs have very little influence on body size and composition during early childhood, especially before adolescence. Whether long-term training will more significantly impact body size and composition remains to be determined.

Only a few studies have investigated the issue of strength training and muscle hypertrophy (increase in muscle size). Such training prior to and during early puberty does not appear to cause muscle hypertrophy in boys or girls.

By contrast, several studies have indicated that such training during adolescence produces significant increases in both arm and leg girths in boys ­ implying a muscle hypertrophy effect of training. There is no information on the effects of strength training of muscle hypertrophy in adolescent girls.

STRENGTH TRAINING & PERFORMANCE
Many of the sports in which children participate demand considerable strength and power, and performance in these sports might be improved with strength training. From a logical perspective, performance could be improved through either the strength gains, changes in body size and composition, or the preventative and rehabilitative outcomes of strength training.

Unfortunately, there is no scientific proof that strength training directly causes improvement in sports performance during childhood. There is some evidence, however, that strength training may contribute to enhanced performance by reducing injury rates for contact sports and by reducing recovery time from injury.

STRENGTH TRAINING & SAFETY
Much of the concern for safety in strength training involves the potential damage to either the growth plates of long bones or toe joints and soft tissues. Such damage could cause stunted growth, acute or chronic pain, impaired motor function, and perhaps disfiguration. However, research suggests that well-supervised strength- training programs can minimize the risk of injury to growth plates, joints, and soft tissue.

STRENGTH TRAINING GUIDELINES FOR CHILDREN AND ADOLESCENTS

• Undergo physical and medical check-ups before training
• Use strength training as only one of a variety of sport and fitness activities
• Use calisthenics to initially build muscle endurance and strength
• Use a variety of training methods: calisthenics, free weights, machines
• Always develop proper technique first, with low resistance
• Progress from low resistance and high repetitions to higher resistance and fewer repetitions
• Exercise muscles through their full range of motion
• Restrict strength training exercise to three times a week
• Use a circuit system approach to maximize cardiovascular fitness
• Avoid emphasis on negative or eccentric exercise (e.g., lowering heavy weights)
• Include warm-up before training and flexibility exercises after training
• rovide constant and experienced adult supervision
• Heed pain as a warning, and seek medical advice

Suggested reading on this subject:

Blimkie, C.J.R. Resistance Training During Preadolescence. Issues and Controversies. Sports Medicine 15 (6): 389-407, 1993.

Blimkie, C.J.R. Benefits and Risks of Resistance Training in Children. In: Intensive Participation in Children's Sports. B.R. Cahill and A.J. Pearl (eds.). American Orthopedic Society for Sports Medicine. Human Kinetics, Champaign, Il., pp. 133-165, 1993.

Gatorade Sports Science Institute

STARTING YOUR CHILD ON A LIFELONG FITNESS ADVENTURE

Most children are born with a love of movement, but many kids lose this zest for activity as they grow older. Why does this matter? Because research has shown that being physically active is one of the most important things your child can do to stay healthy when he or she grows up.

In light of this, what can you do to nurture your child’s love of movement? Here are some ideas to steer you in the right direction.

FITNESS FOR ALL AGES

Selection of appropriate physical activities for our child will vary depending on the child’s stage of development. Because of this, it is impossible to give exact guidelines based on age. Below is a general approximation of what to expect during different age ranges.

Ages 2 to 5

What to Expect. During this time children master many basic movement skills, such as:

• catching
• rolling
• bouncing
• kicking and tossing a ball
• hitting a ball with a bat
• jumping
• hopping
• skipping
• running
• walking on a straight line or low balance beam
• doing a running jump
• pedaling a tricycle
• galloping

Children this age love to use their imagination.

What to Do When Your Child is this Age. Parents need to foster social, intellectual and physical development during these "building block" years. The skills learned during this time lay a solid foundation for grasping more complicated sports and activities. Learning the basics will help your child experience success later on.

Try taking your child to movement classes that encourage individual creativity and teach the child to control his or her body in space. At home, try telling imaginary stories about animals or storybook characters and let your child act out the stories. Emphasize movement as play, and be sure to encourage and praise your child’s desire to explore movement.

Age 5 to 8

What to Expect. Children in this age range can use basic motor skills to build complex movements. For example, instead of just hitting a stationary ball with a bat, they can practice hitting a ball when it’s rolling or in the air. They can play longer and harder than younger children, which means their fitness levels can improve. Some children become interested in organized group or team play, but not a competitive level.

What to Do When Your Child is this Age. Enrolling your child in noncompetitive group sports or group movement classes is a good idea. Your child should experience bike riding, roller skating, ice skating and a host of other activities. A wide range of physical experience will help your child figure out his or her likes and dislikes. Commend your child for trying different activities, even if they aren’t your favorites.

Age 8 to 10

What to Expect. Children can now participate effectively in team and partner activities and continue to improve their fitness levels. Appropriate physical activities can strengthen their hearts, lungs, muscles and bones. Children this age lack the needed hormones for large muscle development.

Warning: The decline in children’s physical activity often begins during this age range, according to Kenneth Cooper, MD, MPH, author of Kid Fitness. Kids become self-conscious and compare themselves to their peers. Children who develop early have a physical advantage and may be intimidating to other kids their age.

What to Do When Your Child is this Age. Team sports and kids’ group classes are recommended, if your child shows interest. Remember to be extemely supportive! At home, help your child celebrate speed and endurance successes by keeping a logbook on how fast he or she can walk half a mile or get from one end of the block to the other. Understand extreme supervision and given effective program design, your child may also enjoy the benefits of strength training. Getting stronger improves a child’s attitude and self-esteem.

Age 10 to 12

What to Expect. Children can continue to play on teams, as well as participate in individual activities, like walking, swimming, skating, etc. They can take part in different dance forms, such as folk dancing, line dancing and hip hop. Peer acceptance will influence which activities many children choose. Major hormonal changes occur in children at this age. Puberty finds many children feeling awkward and unattractive as their physical bodies mature.

What to Do When Your Child is this Age. Look for programs and classes that focus on developmental levels (i.e., beginner, intermediate, advanced) as opposed to chronological age, since kids mature at different rates. Work with your child to develop a fitness schedule that he or she likes. Kids’ fitness expert Debi Pillarella, MEd, suggests purchasing youth-sized steps or jump ropes and letting your child have a special workout area in your home. Let your child play his or her favorite music as a source of motivation.

HOW YOU CAN HELP

Here are some suggestions for encouraging your child, no matter what his or her age.

1. Take part in your own fitness program. A research study showed that in families where both parents were active, 95 percent of the children were active. ( Even if you aren’t as fit as you’d like to be, don’t worry! Your encouragement still makes a difference.)

2. Teach your child the physical skills you know, and try to develop additional skills to pass on to him or her.

3. Emphasize that physical activity is a fun adventure, and avoid making negative comments about performance.

4. Encourage your child’s school to make time for fun, age-appropriate physical activity taught by a knowledgeable instructor.

THE RIGHT STUFF

Whether your child participates in physical education classes or extracurricular sports or movement classes, look for an instructor who does the following:

1. Designs activities to accommodate students of varying physical characteristics and ability levels and uses appropriate movements for the age range he or she is teaching.

2. Nurtures each child as an individual and provides a noncompetitive environment.

3. Educates kids about fitness and healthy living.

4. Has a plan for the class but knows how to improvise if the plan obviously isn’t working.

5. Is educated about emergency protocol and safety issues.

LOOKING FOR A PROGRAM

To find children’s fitness program in your community, contact your local YMCA or check your local Yellow Pages under Athletic Organizations, Camps, Clubs, Gymnasiums, Recreation Centers and Youth Organizations and Centers. You should also ask instructors at your local health club if they know of any children’s fitness programs nearby or if the club you attend offers any children’s programming.

This information furnished as a consumer education service of IDEA, the Health & Fitness Source, as part of our mission to "Make Fitness Happen" worldwide.