WHY DO KIDS QUIT? survey were obtained from past research
Reprinted from Sept. 96 edition of
USS Coaches Quarterly,
by Suzie Tuffey, Ph.D., USOC
Sports Psychology
There has been a growing concern within
United States Swimming about the
number of age group swimmers who
leave the sport. Of the 180,000 young
athletes involved in U.S. Swimming each
year, roughly 60,000 drop out each year.
This 35 percent dropout rate is
comparable to the dropout rate across all
youth sports. To address this problem, a
joint research project was undertaken by
U.S. Swimming and the sport Psychology
department of the United States Olympic
Committee to try to understand why some
young athletes remain involved in
competitive swimming while other
discontinue their involvement.
Several investigations have been
conducted in an attempt to understand
motives influencing continued
participation and dropout from a variety
of youth sports. Regarding young
athletes’ motives for participation, factors
that arise across a variety of sports include
having fun, improving skills, making
friends, and getting/staying in shape
(Weiss & Chaumeton, 1992). In a review
of literature on sport dropout, Gould and
Horn (1984) concluded that children
withdraw from sport due to numerous
motives including conflicts of interest,
lack of playing time, lack of success or
improvement, lack of fun, dislike of the
coach, boredom, and injury. A cursory
review of these motives indicates that
while some of the motives for withdrawal
may be unavoidable (i.e., conflicts of
interest, injury), several motives can be
addressed with modifications to aspects of
the sport environment. This project was
undertaken, then, to not only identify
factors influencing participation in and
withdrawal from competitive swimming
but to use this information to develop
practical implications for coaches,
parents, and administrators. It was felt
that a sport specific investigation was
necessary because of the unique “culture”
and unique demands placed on the
swimmer that undoubtedly influence
participation and withdrawal.
Four-hundred and ninety active
and dropout swimmers completed a
survey that assessed their experiences in
and perceptions of competitive
swimming. The items included in the
swimming.
looking at participation and dropout.
Statistical analyses were then conducted
to determine which survey items best
discriminated between those who
continued participating in age group
swimming versus those who withdrew
from the sport. Although active and
dropout swimmers were similar in many
respects, several significant differences
emerged. These differences related to
both personal and situational factors.
Three of the more prominent, meaningful
differences relate to the social aspects of
participation, coach related factors, and
the emphasis placed on competition.
Specifically, liking one’s teammates,
being with friends, and enjoying
swimming more so than other activities
differentiated between active and dropout
swimmers. The athletes perception of
how well they got along with their coach
emerged as a difference such that athletes
who reported to get along with their coach
remained in competitive swimming. In
addition, athletes who felt their coach was
concerned about them as a person and
who was not too strict were coach
characteristics related to continued
participation. Finally, athletes who
placed an emphasis on winning or
perceived others to value their winning
dropped out more frequently than those
who placed an emphasis (or believed
others placed an emphasis) on
performance or skill improvement.
In addition, athletes were asked
to list all factors influencing their decision
to withdraw from or continue competitive
swimming. The six factors mentioned
most often by these two groups included
the following:
WHY DID YOU QUIT?
1. Time
2. Negative coach
3. Other sports/activities
4. Boring
5. Conflict with school
6. Not fun anymore
WHY DID YOU SWIM?
1. Enjoyment/fun
2. Fitness/shape
3. Be with friends/teammates
4. Competition
5. Improve skill/meet goals
6. Meet new people
Based on what these athletes told us about
their experiences in competitive
swimming, some of which are discussed
above, recommendations are put fourth
regarding steps coaches can take to
promote continued participation in
EMPHASIZE SKILL
IMPROVEMENT AND DOING
ONE’S BEST.
A competitive orientation that focuses on
performance relative to self and
improving one’s skills seems to foster
continued participation. This is in
contrast to an emphasis on winning - an
orientation found in this investigation to
be related to dropout from competitive
swimming. Coaches can play a crucial
role in instilling and reinforcing such
an approach by downplaying outcome
and placement. Instead, as the coach,
you can reward athletes for improvements
in time or can provide feedback regarding
technique. A focus on performance
relative to self has been found to lead to
increased persistence and effort and is
under the athlete’s control. Additionally,
such an orientation allows for all athletes
to experience success as success is
measured only against themselves.
SPECIFIC SUGGESTIONS FOR
COACHES:
*After meets, recognize all athletes who
set PR’s; swim their fastest times.
*Reinforce athletes as they make
technique improvement, even if the
changes appear relatively small.
*Talk to parents. Encourage them to
de-emphasize outcome and , instead,
talk to their kids about improvements
in time and technique and having fun.
*Help the athletes set “task goals” as
opposed to outcome goals. Have them to
enter each race with a focus on something
specific they need to do to be successful.
REALIZE THE MULTI-FACETED
ROLE OF A COACH.
The coach plays an influential role in both
continued participation and dropout from
competitive swimming. The athletes
perception of how well they got along
with their coach was a discrimination
variable such that those who continued
swimming felt they got along better with
their coach than those who left the sport.
Relatedly, the perception that the coach is
concerned for the athlete as a person, not
strictly a swimmer, was also a
discriminating factor. Interestingly, these
coach-related factors say nothing about
the coach’s knowledge of the sport.
Certainly, content knowledge of the sport
is necessary, but these athletes seem to be
indicating that other qualities are
important. What seems to be important is
the relationship the coach develops with
the athletes.
UNDERSTAND WHAT MOTIVATES the coach, many of the situational factors
THE ATHLETE TO PARTICIPATE. can be addressed through purposeful
An effort should be made, where possible, structuring of the training environment.
to structure the swimming environment so The specific recommendations discussed
the needs of the athlete can be met. Two above highlight some steps coaches can
motive/needs for participation that arose take to create a positive, supportive
in this investigation were to meet environment that fosters continued
people/be with friends and to have fun. participation.
This suggests that the social aspect of
sport is extremely important to these
young athletes. While swimming is
primarily an individual sport and the
athletes are to themselves swimming lap
after lap, “social” activities can be
incorporated into practice to enhance
interaction among team members.
Designing team games/relay races or
organizing after practice function (i.e.,
morning bagels) are examples of such
social activities. A by-product of such
activities is that the athletes will have fun.
There is not question that practices are
difficult and boring at times because of
the repetitive nature of the task, but with a
little fore-thought, practices can be made
enjoyable and can be structured so
athletes can enjoy each other’s company.
BE CLEAR ON GOALS; PURPOSES
OF AGE GROUP SWIM
PROGRAMS:
From the analysis of responses to survey
item, the time involved in competitive
swimming emerged as a primary factor
influencing dropout. Additionally, fatigue
experienced by the athlete was a factor
related to dropout. While a certain time
commitment is required, it may be that
too much is being asked of the athletes at
a young age. It may be necessary to take
a step back and ask, “What is the goal of
the swim program for 10-12 year olds?”
“What about for 13-16 year olds?” The
answer to these questions will help in the
development of the program. This may be
especially important for 15-year-old
swimmers as this was the age most
common for dropout. If the primary
purpose is to develop skill, teach
discipline, and provide and enjoyable
activity for the young athletes, it may not
be crucial to practice every day for two
hours. With the older athletes, the
primary purpose of the swim program
may be different and may necessitate
more miles and time in the water.
Based on finding from this and other
investigations, an athlete’s decision to
continue participating in swimming or to
drop out of competitive swimming seems
to be influenced by numerous factors,
both personal and situational. Although
some of these factors are out of control of