| In this report we outline 7 steps for parents to | | | | Reward physical activity by giving children your full |
| follow in order to encourage proper physical | | | | attention, time and praise. Get out and play with |
| development and emotional well-being that will | | | | them! For young children, teach them games like |
| give your child the best chance for success. | | | | tag, duck-duck-goose, kick-the-can and |
| Everyone needs to be a champion at something. | | | | hide-and-go- seek. Let them experience how |
| They need to have peace of mind and | | | | much fun it is to be active. For older grade school |
| self-satisfaction as an integral part of their life. | | | | kids and young teenagers, go bike riding, kayaking |
| Parents should not push their children to be great. | | | | or swimming. Train for a family 5K walk-run |
| They need to guide and direct their children to | | | | together. Young children have the capacity to |
| reach their true potential. They need to give them | | | | learn quickly. Challenge them with experience that |
| the means for chasing, and hopefully reaching, | | | | stimulates them cognitively and physically. Even |
| their goals. The very tools you give your child to | | | | children within the same family will develop |
| use in striving to become sports or music or | | | | differently. The key to successful parenting is to |
| academic champions are the very same life | | | | determine which element that child needs the |
| lessons he or she will need to survive-and thrive-in | | | | most help with, (i.e.: balance, rhythm, or spatial |
| any endeavor. These tools include goal setting, | | | | awareness) and provide fun interactive games |
| daily scheduling, knowing and planning the steps to | | | | that stimulate the senses. |
| reach your dreams, and overcoming tough times. | | | | 4. Change is Good - Support it |
| In addition, your child, in striving to excel, will | | | | As children become exposed to recreational |
| acquire the important character traits of | | | | sports, have them participate in as many activities |
| dedication, perseverance, problem solving, and | | | | as possible (..but not at the same time!!!). When |
| self-confidence. | | | | the season's change, change the sport or activity. |
| When a child is focused on becoming a champion, | | | | Around the age of sixteen the ability to optimally |
| focused on striving for excellence and trying to | | | | develop coordination begins to regress. Between |
| become the best he or she is capable of being, | | | | the ages of 7-14 is a critical time when the body's |
| they will not have an inclination or time to take a | | | | ability to develop coordination and learn new skills |
| negative path. While striving to reach their goals, | | | | is at its prime. This validates early exposure to a |
| they will find themselves coming in contact with | | | | variety of sport and activities are the solution |
| other young people who are also heading onward | | | | from an athlete development perspective. |
| and upward. The key is, you want your child | | | | Adolescence is not the time to introduce elements |
| focusing his/her energies on self-improvement, | | | | of coordination training. As a young athletes body |
| not self-destruction. | | | | begins to take shape, height body weight and |
| Let's take a few steps back from the mindset of | | | | body mass strength and speed are significantly |
| raising a "champion athlete," and let's focus on | | | | changing during these years. It is much more |
| raising "Great Kids" first. Proper physical | | | | difficult for the nervous system to accept new |
| development, otherwise known as coordination | | | | movement patterns rather than trying to refine |
| development, is a process that takes years to | | | | what has been put on the hard drive in the earlier |
| evolve and is based on diversity and adaptability. | | | | years. The refinement of previously in learn skills |
| Young athletes should not be restricted to | | | | should take precedence Over landing new |
| sport-specific skill training, or one solo sport for | | | | movement base skills. |
| that matter, with the expectation of becoming | | | | Parent's coaches and trainers must understand |
| the next "champion" athlete. | | | | and accept the fact that developing a healthy and |
| Parents must understand that their youngsters | | | | successful athlete is a process that takes years |
| need to first conquer the physical, emotional and | | | | encompassing varying degrees of processed |
| psychological challenges of living in this ultra | | | | information all which continue to build upon one |
| competitive society. These traits are critical to | | | | another. If this process is followed coordination |
| establish in order to enjoy any type of | | | | development in the post at adolescent years can |
| competition whether it is on the field or in the | | | | be taken to new and exciting levels. |
| concert hall. Far too often, parents, coaches or | | | | 5. Expect Respect |
| teammates see exceptional sport skill in a young | | | | Aside from teaching and exposing young children |
| athlete and mistakenly push full throttle ahead into | | | | to stimulus that will foster the development of |
| developing a young champion of the sport. But | | | | coordinated movement patterns, the introduction |
| the true nature of a champion and the longevity | | | | and the reinforcement to the importance of |
| of their success hinge more so on the simple | | | | values, family and home is just as critical. |
| "house rules" that surround their personal | | | | This will give your young athletes the reassurance |
| development, lifestyle, self-image and athletic | | | | that they have all the support necessary to be |
| experiences. | | | | successful not just in sport but it life. |
| 7 House Rules: | | | | In the early years of sharing taking turns and |
| 1. Start Young | | | | playing fair, young people must learn to respect |
| Get out and play. Free play or discovery play for | | | | their elders, coaches, teammates/classmates |
| mind and body awareness, can start in the toddler | | | | teachers and parents. Teaching the values of |
| years as youngsters begin to gather and process | | | | winning and losing, proper etiquette and self |
| information within their environment. Developing | | | | respect for a healthy mind body and soul will instill |
| coordination through various experiences in gross | | | | an aura of confidence. In a time where society is |
| motor movement will provide the necessary | | | | applying the pressure to succeed at such a young |
| stimulation to allow young bodies to begin the | | | | age we have seemed to forgot to instill values of |
| critical steps of eventually perfecting a variety of | | | | sportsmanship and respect not only in the name |
| movement skills throughout their developmental | | | | of sport but in humanity. As parents we must not |
| years. This process lays the groundwork and | | | | lose sight of this. |
| stores the necessary information to begin the | | | | 6. Follow Sound Principles not Fads |
| development of sport specific skills in the early | | | | When athletes begin to show signs (like asking |
| teenage years. Whether it the closest toddler | | | | you or suggesting how they can get better at |
| gym program, the YMCA or your own back yard | | | | what ever it is that they are doing) it may be |
| - let them twist, tumble, roll, run and even | | | | time to explore performance or sport specific |
| stumble. They will learn valuable information about | | | | coaching. Keep in mind the child must have the |
| their bodies that no one else can ever teach | | | | desire to do this. Typically performance based |
| them. | | | | training, meaning there is a focus on strength |
| 2. Provide Encouragement and Opportunity. | | | | speed and power, doesn't begin until the age of |
| Between the ages of 7 and 14 coordination | | | | 13. However, there are great programs available |
| development is critical and is most significant | | | | in your area that will focus on the foundational |
| during the ages of 10 and 13. Don't wait until then!! | | | | principles of physical development, such as |
| In the earlier years between birth and 6 years old | | | | gymnastics and martial arts. Some fitness |
| parents have the responsibility to provide a rich, | | | | companies are beginning to specialize in "Youth |
| nurturing and engaging environment for their | | | | Fitness." Just make certain that the individual or |
| children that will help stimulate the physical and | | | | company that will be working with your youngster |
| cognitive abilities their kids will count on later in | | | | sticks to the principles of not only proper skill |
| their childhood. This involves climbing, running, | | | | development and physical conditioning, but |
| hopping, throwing, catching and kicking, playing an | | | | self-esteem, leadership and teamwork. |
| instrument or working on a puzzle. It does not | | | | 7. Appreciate the Value of Rest |
| mean young children need to have an overflowing | | | | Athletes must understand and respect the |
| weekly agenda with structured activities. Quite | | | | importance of recovery and regeneration. |
| the contrary. It means you need to free up time | | | | Cumulative Physical and mental stress at a young |
| to stop at the park, go for a hike, swing on a | | | | age can have a profound negative impact on the |
| swing, bounce a basketball, race to the biggest | | | | quality of life in the home in the classroom and on |
| tree in the yard or try out those new in-line | | | | the field. Quiet time for naps, homework and |
| skates. Encouraging young kids to explore fun | | | | studying are critical for young children. Parents |
| activities which promote balance, rhythm and | | | | must take the necessary steps to provide the |
| spatial orientation will provide a strong foundation | | | | adequate amount of rest and quality nutrition to |
| for coordination development. Giving them the | | | | nurture their kids and keep their mind and bodies |
| time and opportunity to explore is priceless. | | | | as strong as possible. |
| 3. Be a Role Model | | | | |