Parents

Parental behaviours, attitudes, and support as participants, spectators, volunteers can help young people build lifelong habits.
Parents are key role models for children and young people. Their behaviours and attitudes (both positive and negative) as participants, spectators, volunteers, and supporters can help to build lifelong habits and attitudes. 28, 134  
A 2023 study of Swedish parental behaviours and sport-related drop out during adolescence suggested that having parents who attend practices and games was likely to help adolescents value sports activities (believe sport is fun, important, and useful) which can lead them to maintain participation in sport. 28
A 2023 study in the United Kingdom (UK), found that overall, sporty children were more likely to have sporty parents. 82% of girls ages 5 to 11 with parents who loved sport also loved sport themselves, compared to 59% of girls with parents who didn’t like sport. The study also found that only 30% of the 2,000 parents surveyed thought playing sport was very important for their daughters (compared to 41% for their son). Parents often treated their daughters and sons differently, sometimes without even realising. While mums tended to spend more time with their daughters, they were sometimes less confident in introducing sport activities and generally enjoyed them less. Dads were more likely to be the ‘sporty’ parent but could be unsure of how best to support their daughters. 21
A 2017 Canadian study found that in a representative sample of Canadian children, parental support for and role modelling of physical activity were associated with children’s level of physical activity. For every 20-minute increase in a parent’s measured moderate to vigorous activity (MVPA), the child’s MVPA increased by 5 to 10 minutes. Parental sedentary time was also associated with that of their daughters on weekends, and with their sons in the after-school period. 135
Research from the Australian Sport Commission AusPlay survey in 2017 found that 72% of children who had at least one active parent were physically active in organised sport or physical activity outside of school compared to just 53% of children with at least one inactive parent. Nearly 90% of kids with at least one parent who played and volunteered in sport were active in organised sport or physical activity outside of school. 31% of children participated in the same sport or physical activity as one of their parents. Where at least one parent played a club sport, 50% of children also played that same sport. 27
Parents as decision makersParents are also the primary enabler and decision maker that allow participation outside of school hours, especially for young children (e.g. less than 10 years old, likely when they first engage in organised sport activities). Cost (both financial and time), as well as socio-cultural considerations, can be key considerations for parents when deciding if, what, and how their children can participate in sport. 4, 29, 84, 122
A 2023 study for the International Olympic Committee surveyed five thousand young people between 12 and 24 years, and two thousand parents of 12–18-year-olds, across 10 countries (Australia, Brazil, France, Germany, Indonesia, Italy, Nigeria, Spain, Switzerland and USA). They found that 50% of parents admitted that them not having enough time was a barrier for their child. 9
A 2023 Swedish study found that girls reported lower sports-related values than boys and were less likely to be encouraged by their parents to participate in sports. Immigrant parents were also less likely to be involved in their adolescents’ organised sports activities, and immigrant adolescents were more likely to drop out of sports activities than youth from the broader population. 28
A 2022 UK study found that, on average, only 31% of girls felt encouraged or supported to be active by their fathers, compared to 50% of boys. Yet both girls and boys felt equally supported by their mothers (48%). Additionally, girls who were currently participating in sport, felt much more supported by both parents, but especially fathers, (55% Mum; 41% Dad) compared to girls who either used to play sport (41% Mum; 23% Dad) and those who never really participated (47% Mum; 25% Dad). 23
Research for the Australian Sports Commission (ASC) in 2017, found that low parent/guardian support (for financial, time, priorities, not valuing sport, gender bias, or fear of injury) was a key barrier to secondary school students participating in sport outside of school. 13
Analysis of data and attitudes of participants in the LOOK (Lifestyles of our Kids) study in Australia found that parental support for their child to be physically active was equal for boys and girls at 8 years of age, but higher for boys compared to girls at age 12. Higher parental support was associated with more physical activity for boys, but not girls. 136
The 2015 Parent Market Segmentation study found that parents were significantly more likely to report their child joined a sport club because they wanted them to participate (28% for Club versus 16% for Organised), wanted their child to get better at sport or physical activity in general (22% for Club versus 16% for Organised), wanted a way for their child to meet new kids (16% for Club versus 10% for Organised). The study also found that at around 14 years of age, parental preferences became less influential. Around this age young people wanted to make their own decisions, with socialising, ‘doing what is cool’, study, and part-time work often reducing sport participation. 5
Parents are influenced by child preferences, but also often encourage their children to engage in the same sport/s as they participate/have participated in. Parents often want to know that their child is likely to enjoy the activity, participate successfully, gain valuable experiences, and the expected level of involvement, financial and time costs. When a parent is more familiar with a sport or activity, they are more confident and likely to allow and encourage their child to participate. 5, 122
Research from the Australian Sport Commission (ASC) AusPlay survey in 2017 found that 31% of children participated in the same sport or physical activity as one of their parents. Where at least one parent played a club sport, 50% of children also played that same sport. 27
In the 2015 ASC Parent Market Segmentation study all parents would try and find the time and money to accommodate their children’s wishes where they could. Other key findings included: 5Nearly half (45%) of parents played or had played the same sport as their child.
Parents reported significant child driven reasons for enrolling them in club sport activities, including my child wanted to play the sport or activity (44%), asked to participate (39%), wanted to participate because friends of theirs were joining (27%), wanted to get better at sport or physical activity in general (23%).
The initial prompt to have their child join often came from the child trying the sport or activity at school (33% for Club and 31% for Organised), followed by word of mouth from other parents (27% for Club and 20% for Organised).
For children, the key driver of sport choices was their friends, followed by activities that their parents participate in or like.
Helping parents understand the benefits of sport
Most parents are aware that sport and physical activity are beneficial for physical and mental wellbeing. 5, 9, 28 However, several research studies have suggested that there are additional benefits that parents may not be aware of, that might increase support for their children participating.
Being active together as a family can have benefits for both children and adults, leading to increased physical activity, improved physical literacy, and mental and social wellbeing. 59, 137
In a 2021 study of Asian girls in the UK, survey participants wanted their parents to better understand the benefits that sport can have, not only for playing, but also as an industry with viable careers (including being a doctor or lawyer). They also felt that teachers or other school staff could play a bigger role in educating parents, being perceived as more reputable sources than themselves. 29
In 2023, the International Olympic Committee surveyed  five thousand young people (aged 12-24 years) and two thousand parents of 12–18-year-olds, across 10 countries (including Australia). Parents reported improving physical and mental health, having fun, and improving self-confidence were key reasons to them for their child to play sport. However, only 17% of parents reported that their child playing sport was a top priority for them, a much smaller proportion than those who prioritised education (58%) and learning new things (36%). The report suggests that parents may not understand the benefits that sport and physical activity can generate in education and learning are not well known. It identifies the opportunity to help parents, educators and employers understand the vital role their support and encouragement plays, and to develop and deliver information that communicates the full range of benefits associated with sport and physical activity. 9
Resources and reading
 
Research reveals a third of Aussie kids planning to drop out of sport, opens in a new tab, Allianz, (4 July 2024). As the nation prepares to support our athletes at the upcoming Olympic and Paralympic Games in Paris 2024, new research from Allianz Australia reveals that 30% of young Australians have asked their parents if they can stop playing sport by age 15. The time and increasing financial commitment, alongside competitiveness and lost interest are listed as the top reasons and barriers behind the decline in participation.
Survey: What do parents think of PE and how does it affect child health and wellbeing? , opens in a new tabPremier Education, (2022). We surveyed 1,120 UK parents of young children and asked them questions about theirs and their child’s views of PE and its impact on them. Key findings included: Most parents enjoyed PE at school and think PE is as important as academic subjects; Most parents see the mental and physical benefits of PE as important, but also, equally important; Children of parents who didn’t like PE at school are three times more likely to dislike it, which puts children at risk of not getting the benefits of PE; Parents want more PE in schools, and more variety of activities – especially non-sport-based activities.
MOVENOW MOVE365: Understanding trends in youth sport participation, opens in a new tab, International Olympic Committee and Allianz, (August 2023). Five thousand young people between 12 and 24 years, and two thousand parents of 12–18-year-olds, across 10 countries (Australia, Brazil, France, Germany, Indonesia, Italy, Nigeria, Spain, Switzerland and USA) were surveyed to understand levels of sport participation, motivations, barriers, and concerns, particularly in the context of current global challenges. The research findings are consistent with the broad body of evidence about young people and sport participation. However, the research provides a contemporary snapshot and a unique level of demographic detail which highlights key and emerging issues.Over 90% of parents said improving physical and mental health, having fun (94%) and improving self-confidence were key reasons to them for their child to play sport.
When asked about barriers parents thought prevented their child being more active, the most significant barrier cited was that the child had other responsibilities, with the parent not having enough time also mentioned by many (applying a lot or a little).
Although it was not among the headline barriers reported by young people, over a third said that their participation in sport is not that important to their families and that this was a barrier to them being (more) active. This is reinforced in the data about parental priorities. One quarter (25%) of parents reported that their child being physically active was a top priority for them, a much smaller proportion than those who think education (58%) and learning new things (36%) are a top priority. Only seventeen per cent reported that playing sport was a top priority, the second lowest in the list of parental priorities.
The apparent disconnect between parents’ ambitions for their children’s education (and career) and the priority they ascribe to sport and physical activity suggests that the benefits sport can generate in these areas are not well known. There is therefore an opportunity to help parents, educators and employers understand the vital role their support and encouragement plays, and to develop and deliver information that communicates the full range of benefits associated with sport and physical activity.
Sport, Stereotypes and Stolen Dreams: Why girls still feel they don’t belong in sport, opens in a new tab, Women in Sport, (March 2023). Funded by Sport England this research project conducted in depth work with 24 families who have daughters and ran two nationally representative surveys over 2,000 parents of girls and boys aged 5-11 years old. We explored girls’ early experiences of sport and physical activity and the attitudes and influences that shape perceptions at this young age. Only 30% of parents think playing sport is very important for their daughters compared to 41% of parents for their son.
Without realising it, parents treat their daughters and sons differently. Parents’ choices of the activities their daughter takes part in can be limited by: Perceptions of what their daughter likes (“girly girls can’t be sporty”) and that their daughter is delicate, so certain sports aren’t “appropriate” for them; Time pressures coupled with the need to motivate their daughter to attend activities; A lack of inspiration due to the limited activities offered for girls.
82% of girls ages 5 to 11 with parents who loved sport also loved sport themselves, compared to 59% of girls with parents who didn’t like sport.
Sporty children are much more likely to have sporty parents. However, parents interact differently with their sons
and daughters. Mums tend to spend the most time with daughters but can be less confident in introducing sport and generally enjoyed sport less themselves. Dads are often the ‘sporty’ parent, but the influence of gender stereotypes means that Dads are less likely to support their daughters in sport than their sons, and they can feel
unsure of how best to support their daughters.
Reframing Sport for Teenage Girls: Tackling Teenage Disengagement, opens in a new tab, Women in Sport, (March 2022). This report funded by Sport England summarises survey findings of over 4,000 adolescent girls and boys to understand the similarities and differences in their attitudes towards sport and physical activity. Importantly we were able to understand how the various barriers play out for sporty and non-sporty girls, identifying the barriers that are magnified differently across three key groups The Uninspired, The Missed Opportunity, The Passionate Participants.Teenage girls are not a homogenous group. They have different lived experiences of sport and exercise and attitudes towards it, which fundamentally influence their behaviours. Understanding their start point is key to creating truly effective offers that will inspire more girls to get active.
Less than a third of teenage girls feel supported by their dad, compared to half of boys. Yet boys and girls feel equally supported by their mum. Friends can be positive and negative influencers for girls – girls feel less supported by their friends to be active than boys.
Families Fund: Final Evaluation Report, opens in a new tab, substance for Sport England, (September 2022). The Families Fund was launched by Sport England in 2018 as a focused investment to increase opportunities for families and children to do sport and physical activity together. The Fund invested in 39 projects across England. These have been led by a wide range of organisations, including local authorities, national charities and small voluntary sector groups. The families engaged have most often tended to be made up of a female parent/carer and children aged 13 and younger. Over 90% of adults and young people agreed or strongly agreed after 12 weeks that that their family’s attendance at projects had: Brought them closer together; Increased the amount of time they were spending together; Helped them to enjoy being together more. 
Asian Girls Insight Research: Barclays Girls' Football School Partnership by England Football, opens in a new tab, Youth Sport Trust, (August 2021). There is currently a lack of Asian girls accessing both participation and leadership opportunities through football. This research formed part of the work funded by The Football Association to provide a better understanding of the specific demographic of Asian girls. It was an insight piece of work, using a sample of the target population. The 39 Asian female participants were a mixture of girls engaged with and not engaged with sport, football, and physical activity from Years 8 to 10 (ages 12-15). The influence of the family was an overarching theme that emerged from the focus groups. There was a mix of girls from those who felt they had supportive parents, encouraging them to play sport and be active, to those who felt that they experienced barriers to participation as a direct result of their families.
Culture was a theme that emerged within this, with some girls feeling that their community and culture was a barrier to them participating in sport or physical activity. Some girls expressed the belief that boys in their families are treated differently to them as girls, for lots of different areas of their life but for sport in particular. This was especially the case with playing football, where some of the negative stereotypes around girls’ football may influence decisions, with some girls feeling that families believe they cannot be seen as being masculine.
Girls felt that there was an opportunity to expose their parents more to sport and the benefits that it can have. It was also identified that this could be a role that is played by teachers or school as the girls felt that parents may be more likely to see them as a reputable source. Furthermore, girls suggested that themselves and their families were unaware of the leadership and career opportunities available in football. Bringing their awareness to these ‘proper’ jobs would potentially help them be seen as viable career options that they wish to pursue.
Clothing was another emerging theme from the focus groups. This theme was really important to the girls for three reasons: personal, religious and cultural.
Girls still felt that a main barrier to girls playing football was the wider societies belief that football is a sport for boys.
Asian girls’ safety can often be a barrier to them participating in sport, with some girls highlighting that in the winter after school clubs can finish in the dark and so parents worry about them getting home safely.
Addressing the decline in sport participation in secondary schools, opens in a new tab, Australian Sports Commission and La Trobe University, (November 2017). The Australian Sports Commission (ASC) partnered with La Trobe University’s Centre for Sport and Social Impact to conduct a research pilot involving secondary schools and sport sector partners to evaluate, measure and report on the impact of interventions. The findings build upon existing global research to provide a better understanding of what is successful in the Australian school context. The research identified: the groups of disengaged students, who they are, their barriers and motivations; the value of the sport-in-school relationship and how to build it; and strategies to enhance engagement through program delivery, deliverer and design. The research also collated: 10 Recommended development areas for sporting organisations currently delivering in secondary schools; and 14 Program design and delivery principles for creating new secondary school sport programs. Low parent/guardian support (financial, time, priorities, not valuing sport, gender bias, far of injury) was a key barrier to participating in sport outside of school. 
Australian kids need active, sporty parents, Factsheet, Australian Sports Commission, AusPlay Survey (2017). Research from the Australian Sports Commission (ASC) shows active parents are more likely to have active kids. AusPlay collects data from only one randomly selected parent and only one randomly selected child in the same household. This report therefore does not consider the influence of both parents on child participation. 72% of children who have at least one active parent are physically active in organised sport or physical activity outside of school compared to just 53 per cent of children with at least one inactive parent.
Nearly 90% of kids with at least one parent who plays and volunteers in sport are active in organised sport or physical activity outside of school.
Those who only play without being involved as a volunteer in sport are also much more likely to have active kids compared to those parents who are not involved at all.
While the activity habits of parents influence whether a child is active or not, there is also a link between parents’ sports preferences and what their children do. 31% of children participated in the same sport or physical activity as one of their parent’s. Where at least one parent plays a club sport, 50% of children also played that same sport.
Market Segmentation – Parents, Australian Sports Commission, (June 2015). The vast majority of parents agree that physical activity is good for their child. Having inactive children may reflect negatively on them as parents which can be a significant driver. Because of this some parents feel significant pressure to ensure their children are participating in some type of sport or physical activity. Parents will encourage an activity for reasons to do with: Safety (e.g. learn to swim), Physical or psychological difficulties, Status or identity, Future opportunities. Children will ask to do an activity mostly due to a direct stimulus from: Peers, Parents’ interest, Role models, Opportunity for trial.
Market Segmentation - Children, Australian Sports Commission, (May 2013). The Market Segmentation Study provides key insights outlining how the sport sector can influence motivations and behaviours children have towards sport and physical activity. These include: providing sport delivery that focuses on fun and enjoyment rather than competition; providing products and services that are inclusive; promote equal treatment; and focus on fun and participation regardless of skill level and ability; providing a variety of pricing packages and different types of membership that allow for flexibility of attendance and time commitment; and identifying the potential for growth opportunities with regards to sport club membership by understanding the needs of different segments and the products they may be attracted to.
Peer and parent influences on youth skateboarding and factors that affect their decision to return to the sport after injury, opens in a new tab, Barbara A. Morrongiello, Mackenzie Seasons, Emillie Erum, et al., Psychology of Sport and Exercise, Volume 70, (January 2024). Skateboarding is an increasingly popular sport among youth, despite the fact that they are a high-risk group for injuries during this activity. The purpose of this study was twofold: to explore youths’ perceptions about the influences that peers and parents have on their skateboarding; and to identify factors that affect their decisions about returning to the sport after injury. Virtual semi-structured interviews were conducted with 26 youth, 14–17 years of age, who had experienced a medically-treated injury while skateboarding during the past year. Applying thematic analyses, major findings indicated that sharing the activity with peers fosters psychological well-being, companionship, and a valued sense of community that motivates return to the sport even after serious injury and sometimes before they are fully physically ready to do so safely. Parental concerns about physical injury (vulnerability, severity) were acknowledged but not influential, with youth feeling that parents do not appreciate the valued mental health benefits that they experience from the skateboarding community. Youth reported withholding injury information from parents, hiding injuries and downplaying their severity, and not always disclosing returning to the sport. Youths’ decisions to return to the sport after injury was motivated by their feelings that skateboarding enhances their sense of identity, promotes their mental health, and provides respite because it allows them to escape from reality temporarily. Recommendations for reducing risk of injury to youth skateboarders at skateparks are provided.
Dropout and social inequality: young people’s reasons for leaving organized sports, opens in a new tab, Lars Erik Espedalen, Ørnulf Seippel, Annals of Leisure Research, Volume 27(2), pp.197-214, (2024). Few quantitative studies have looked at how reasons for quitting organized sports vary according to social backgrounds. The present paper addresses this gap by investigating how youths’ perceptions of six reasons for dropping out of organized youth sports vary according to three types of social inequality: socioeconomic status, ethnicity, and gender. We utilize data from the 2015 Young in Oslo survey, where organized youth sport dropouts in grades 8–13 rated the importance of six reasons for dropping out (N = 2355, response rate = 72%). Two findings stand out. First, gender differences were subtle and often related to ethnicity; they were more pronounced among majority youths than minority youths. Second, well-resourced majority youths were more likely to consider a lack of sports skills and friends who quit as important to dropout while minority youths with less resources more often highlighted discouragement from parents and sport expenses.
The interplay between parental behaviors and adolescents' sports-related values in understanding adolescents' dropout of organized sports activities, opens in a new tab, Darun Jaf, Stefan Wagnsson, Therése Skoog, et al., Psychology of Sport and Exercise, Volume 68, (September 2023). The primary goal of the present study was to examine the interplay between adolescents’ sports-related intrapersonal (e.g., sports values) and interpersonal factors (e.g., perceived parental involvement) in relation to sports dropout. A secondary goal was to explore the direction of effects in the association between intra- and interpersonal factors. A total of 420 Swedish adolescents (39% girls, Mage = 14.06; SDage = 0.33) responded to a set of survey questions over two consecutive years. Results suggested that parental involvement predicted adolescents’ dropout one year later, via sports values. Further, the results suggested that the direction of influence is mainly from parents to adolescents. Overall, the findings indicate that adolescents whose parents attend their practices and games perceive sports activities as fun, important and useful; as a result, adolescents are less likely to dropout. The findings offer an improved understanding of how parents’ behaviors may influence adolescents’ dropout of organized sports.
Let’s Hear It From the Kids! Examining the Experiences, Views, and Needs of Highly Committed Children Involved in Youth Sport, opens in a new tab, Jennifer J. Harris, Dave Collins, Christine Nash, The Sport Psychologist, Volume 37(2), pp.81-91, (2023). Sport specialization and intensive training programs are becoming increasingly popular, but there is an ongoing debate as to their value. This study explored how children experience arduous, specialized training and whether they find it enjoyable and meaningful. We also examined their perspective of what parental involvement they needed. One hundred three participants filled out an online questionnaire. Results demonstrated that the participants were almost without exception highly committed to their training. They acknowledged the documented downsides, such as long hours, pain, and repetition, but expressed resounding commitment, giving little indication that they looked for change. They admitted that they preferred their parents not to be involved with their coaching and disclosed that showing pride for them was their main wish. This study demonstrates that passion can engender powerful commitment and satisfaction from training that may be sometimes considered by others as too challenging for a young person to undertake.
Training programmes to learn how to ride a bicycle independently for children and youths: a systematic review, opens in a new tab, Cristiana Mercê, Joana Vilar Pereira, Marco Branco, et al., Physical Education and Sport Pedagogy, Volume 28(5), pp.530-545, (2023). The purpose of this study was to review and summarize the existent studies of programmes that aim to teach children how to ride a bicycle independently, in order to identify which possibilities lead to a more efficient intervention. Nine intervention studies, including a randomized controlled trial, were included. The mean quality score was 11.8 ± 3.6 points. Just one of the included studies was targeted at children without disabilities. Different facilitating constraints and barriers were identified, which resulted in a list of tips for future intervention programmes to teach children how to ride a bicycle. The facilitating constrains were using a progressive learning strategy; using an individualized approach; making bicycle adjustments; having motivated children and having family support throughout the learning process. The barriers were: the fear of falling; lack of parents’ support; and lower leg strength. Learning to cycle was also associated with a decrease in sedentary time, increase in physical activity, improvement in leg strength, and a positive influence on body composition, indicating that it can be a solution to disrupt the cycle of consistent weight gain over time in children with disabilities.
Parents Want Kids to Succeed in Sports, and Communication is Key, opens in a new tab, Dorsch TE, Fleming DJM and Hardiman AL, Frontiers for Young Minds, (2022). Parents want their children to learn various sports and skills and have fun playing. We found 43 individual goals that parents had for their children in sports, which we separated into the outcome, identity, and relational categories. Most goals were outcome related, followed by identity and relational goals. Within each of these categories there were subtypes of goals. Outcome goals: Avoid bad sports outcomes; Get better as an athlete; Grow as a person; Enjoy sports.
Identity goals: look like a good parent; Make child look good to others.
Relational goals: Make family relationships better; Become friends with others.
The influence of paternal co-participation on girls’ participation in surfing, mountain biking, and skateboarding in regional Australia, opens in a new tab, Meredith Nash, Robyn Moore, Leisure Studies, Volume 40(4), pp.454-467, (2021). This qualitative study explored the facilitators of 27 Australian girls’ participation in surfing, mountain biking and skateboarding. This article focuses on the value of paternal co-participation, which was notable in interviews with girls who surf or mountain bike. In particular, we examine the complexity of the role and influence of fathers in girls’ participation. Reflecting their position in action sports, men often shape how girls access these sports and develop their skills. This points to the importance of men and fathers in facilitating girls’ participation in action sports, and possibly broader physical activity behaviours. However, we argue that merely facilitating their daughters’ participation without addressing the experiences of women without male ‘patrons’ in action sports reinscribes male dominance rather than improving gender equity. This study contributes to established work that aims to inform policies and strategies to encourage greater participation of girls and women in action sports.
“Dad! Let's go have a hit…”: Sources and types of support in female cricket players, opens in a new tab, John Warmenhoven, Juanita Weissensteiner, Clare MacMahon, Journal of Science and Medicine in Sport, Volume 23(10), pp.991-998, (October 2020). This research showed that: mothers and fathers were primary givers of financial and emotional support (>70% for both parents across the entire cohort); mentors offered meaningful sport specific informational and technical (or coaching related) support; and siblings and peers played integral roles, acting as fellow participants for practice and play. Access to coaching also emerged as a dominant point of difference between community and elite cricket players consistently across all support providers. The father emerged as a dominant provider of support for elite players across five different dimensions of support.
Where are the Moms? Strategies to Recruit Female Youth-Sport Coaches, opens in a new tab. Keidrich K. Strategies, Volume 33(5), pp.12-17, (Sep/Oct 2020). There are numerous benefits to sport participation among children and adolescents and coaches play a significant role in getting youth, especially girls, involved in sports and continuing participation in sports. Despite the advances of girls and women in sport participation since Title IX, the majority of youth sport coaches are men. Female coaches can be important role models for all youth in sport. The purpose of this article is to describe the benefits of having female coaches and potential strategies to encourage more women to coach.
The continued importance of family sport culture for sport participation during the teenage years, opens in a new tab, Åse Strandbu, Anders Bakken, Kari Stefansen, Sport, Education and Society, Volume 25(8), pp.931-945, (2020). Growing up in a family with an affinity for sports increases the likelihood of participating in club-organised sports. Few studies to date have addressed whether the importance of family sport culture is stable or changes during the teenage years. This article examines the association between family sport culture and participation in club-organised sports during teenage years and whether it differs between boys and girls. We utilise data from Norway and the comprehensive ‘Young in Oslo 2015’ survey (N = 6121; 79% response rate; ages 13–18). Three questions were combined into a measure of family sport culture in the present study: the importance of sport in the family, parents’ training habits, and whether parents would like their children to participate in sports. We observed a clear positive relationship between family sport culture and participation in club-organised sports. Except for a slightly weakened relationship with age among girls, the relationship was equally strong in all age groups. We suggest that the overall continuity in the relevance of family sport culture for young people’s sport participation reflects a prolonged socialisation effect that we utilise Bourdieu’s theory of habitus to understand.
Engaging Fathers to Increase Physical Activity in Girls: The “Dads And Daughters Exercising and Empowered” (DADEE) Randomized Controlled Trial, opens in a new tab, Philip Morgan, Myles Young, Alyce Barnes, et al., Annals of Behavioral Medicine, Volume 53(1), pp.38-52, (2019). This study evaluated the impact of a novel physical activity program that targeted fathers and their preadolescent daughters. Research suggests that fathers are often more likely than mothers to initiate co-participation in physical activity with their children. They are also more likely to use play and physical activity as a bonding strategy from a very early age and display an interaction style characterized by vigorous, stimulating, risky, and competitive physical play. Fathers also tend to provide a better model of sports skill performance, which is likely due to their increased opportunities and reinforcement to practice sports skills throughout life. For these reasons, co-participation in sport and physical activity is recognized as a core context where fathers form lasting bonds with their children. However, research suggests that fathers are more likely to share physically active experiences with their sons, which reduces their daughters’ opportunities for co-activity, sports skill development, and bonding. Qualitative research has shown that when fathers do engage in co-physical activity with their young daughters, these experiences are often cherished by both parties for life. As such, a clear rationale exists to target fathers as agents-of-change to improve the physical activity levels of their daughters. Compared with a control group, the program increased objectively measured physical activity levels at 9 months by approximately 1000–2000 steps per day in fathers and daughters, respectively. There were also sustained intervention effects for numerous secondary outcomes including daughters’ FMS proficiency, fathers’ and daughters’ screen time, several parenting constructs, and cophysical activity. Process evaluation data revealed very high levels of attendance, satisfaction, and retention.
Why Children/Youth Drop Out of Sports, opens in a new tab, Peter A. Witt, Tek B. Dangi, Journal of Park and Recreation Administration, Volume 36(3), (2018). Forty percent of kids played team sports on a regular basis in 2013. Yet, numerous children and youth drop out of sports every year as well. This article explores the reasons why children and youth drop out of sports and offers suggestions for how parents, coaches, and youth development professionals can help to minimize unwarranted and premature dropping out. Three sets of reasons or constraints have been offered for why children and youth drop out of sports. Intrapersonal constraints include lack of enjoyment (not having fun, being bored); low perceptions of physical competence; intrinsic pressures (e.g., stress); and perceptions of negative team dynamics (negative feelings toward team or coach). Interpersonal constraints include parental pressure and loss of feelings of ownership and not having enough time to participate in other age-appropriate activities. Finally, structural constraints include time (for training and travel), injuries, cost, and inadequate facilities. Suggestions for minimizing dropping out of sports and increasing youth engagement include redefining sports goals away from winning toward having fun, balancing parental involvement, encouraging multiple sport participation, enabling children to have autonomy and ownership over game experiences, encouraging rules that give every child a chance to play, decreasing parental pressure about winning, urging parents to avoid living their sports dreams through their children, and beginning sport participation at an appropriate age.
Parent-Child association in physical activity and sedentary behaviour, opens in a new tab, Didier Garriguet, Rachel Colley, Tracey Bushni, Statistics Canada, Catalogue no. 82-003-X, Health Reports, Volume 28(6), pp.3-11, (June 2017). This analysis examines associations between parental role modeling and support and children’s physical activity and sedentary behaviour. The sample consists of 1,328 biological parent-child pairs from the first three cycles of the Canadian Health Measures Survey (2007 through 2013). Data on physical activity and sedentary behaviour were collected using a questionnaire and by accelerometer. Pearson correlation and linear regression analyses were completed to examine associations between parents’ and children’s measured physical activity and sedentary time and reported screen-based activities. Analyses were adjusted for variables indicating parental support and household lifestyle characteristics. Accelerometer-measured physical activity and sedentary time were correlated in all parent-child pairs. Parents’ measured moderate-to-vigorous physical activity (MVPA) was associated with children’s MVPA. For every 20-minute increase in a parent’s MVPA, the child’s MVPA increased by 5 to 10 minutes. Parents’ measured sedentary time was associated with that of their daughters on weekends, and with that of their sons during the after-school period. Parents’ reported screen time was associated with that of their daughters. This study confirms parents’ influence on their children’s physical activity. Parental role modeling and support have independent effects on a child’s level of physical activity.
Can't play, won't play: longitudinal changes in perceived barriers to participation in sports clubs across the child–adolescent transition, opens in a new tab, Laura Basterfield, Lauren Gardner, Jessica K Reilly, et al., BMJ Open Sport and Exercise Medicine, Volume 2(1), (March 2016). Participation in sports is associated with numerous physical and psychosocial health benefits, however, participation declines with age, and knowledge of perceived barriers to participation in children is lacking. This longitudinal study of children and adolescents aimed to use the ecological model of physical activity to assess changes in barriers to participation in sports clubs to identify age-specific and weight-specific targets for intervention. Perceived barriers to sports participation were collected from a birth cohort, the Gateshead Millennium Study (n>500) at ages 9 and 12 years. The open-ended question ‘Do you find it hard to take part in sports clubs for any reason?’ was completed with free text and analysed using content analysis, and the social–ecological model of physical activity. Barriers from across the social-ecological model were reported. Barriers at 9 years were predominantly of a physical environmental nature, and required high parental involvement (for transport, money, permission), or were associated with a lack of suitable clubs. At 12 years, perceived barriers were predominantly classed as intrapersonal (‘they're boring’) or social environmental (‘my friends don't go’). Perceived barriers were not associated with weight status. Perceived barriers to sports participation change rapidly in childhood and adolescence. Future interventions aiming to increase sports participation in children and adolescents should target specific age groups, should consider the rapid changes which occur in adolescence, and aim to address prominent barriers from across the socioecological model. 
The Influence of Parents on Junior Australian Football Culture, opens in a new tab, Samuel Elliott, Murray Drummond, Chapter 10 in ‘Advances in Australian Football: A sociological and applied science exploration of the game, Australian Council For Health, Physical Education and Recreation, pp.101-109, (2016). For years, popular media has perpetuated the view that parental involvement in youth sport is problematic. Such reports have comprised an important catalyst for researching the wide suite of youth sport settings in an effort to better understand the nature of parental involvement. Although much of the literature has investigated the nature of controversial parental behaviours during competition, more recently, evidence has suggested that problematic sport-parenting can manifest in more discrete ways. For example, parenting practices such as debriefing with youth after competition has been found to be potentially stressful among young male participants. Consequently, it is important to further examine the parenting role to understand the influential role parents play in the youth sport experience. This chapter makes an important contribution in this regard by reporting findings from a large qualitative study involving over 100 parents, children and coaches involved in junior Australian football from across South Australia. The basis for the research emerged from widespread concerns about parental behaviour in popular press. The aim of the original study was to gain an authentic understanding of parental influence in the junior Australian football experience. This chapter brings into focus the way parents influence the construction and maintenance of junior Australian football culture. Based on the evidence, we argue that parents are key social agents in the way that notions of winning and club culture are constructed, which has implications for continuation and attracting new children to the sport.
Why Are Girls Less Physically Active than Boys? Findings from the LOOK Longitudinal Study, opens in a new tab, Rohan M. Telford, Richard D. Telford, Lisa S. Olive, et al., PLOS One, (March 2016). Data were collected at age 8 and 12 years (276 boys, 279 girls) from 29 schools as part of the LOOK study. Multilevel linear models were fitted separately for boys and girls to examine effects of individual, family and environmental level correlates on pedometer measured PA. Cardio-respiratory fitness (multi-stage run), percent fat (DEXA), eye-hand coordination (throw and catch test) and perceived competence in physical education (questionnaire) were used as individual level correlates. At the family level, parent’s support and education (questionnaire) were used. School attended and extracurricular sport participation were included as environmental level correlates. Parents support for their child to be physically active was higher among boys compared to girls at age 12 years, however, there was no significant difference at age 8 years. Our modelling also revealed that among boys, but not girls, higher levels of parent’s support were associated with higher PA. Girls PA was less favourably influenced by socio-ecological factors at the individual, family, school and environmental levels. These factors are potentially modifiable suggesting the gap in PA between boys and girls can be reduced. Strategies aiming to increase PA should be multicomponent and take into consideration that pathways to increasing PA are likely to differ among boys and girls. Given that boys and girls commonly participate in physical education together (at least between ages 8 and 12 years), it is interesting to consider gender differences in individual level characteristics (%BF, CRF, EHC), each of which have been shown to be associated with PA among youth [24,36,37]. For example, during pre-pubescence an 8-year-old girl of average weight (28kg) in comparison to a boy of equivalent average weight, will carry 2kg more body fat (and therefore approximately 2kg less lean muscle mass) and will already have poorer eye-hand coordination and fitness compared to boys. These differences alone illustrate that teachers, parents and coaches need to consider gender differences in mixed physical education and sport settings because activities that focus on physical performance are likely to favour boys, even before the onset of puberty. Teachers, in particular, need to know how to conduct PE and sport that provides boys and girls with equal opportunities for sustained engagement, development of competency and enjoyment of PA. This may be particularly relevant in primary school-based settings where classroom teachers, often with little background in PE, are largely responsible for physically educating boys and girls within an increasingly demanding school curriculum and administrative load.
“He’s probably more Mr. sport than me” – a qualitative exploration of mothers’ perceptions of fathers’ role in their children’s physical activity, opens in a new tab, Jesmond Zahra, Simon J. Sebire, Russell Jago, BMC Pediatrics, Volume 15, article number 101, (2015). Many children do not meet the recommended levels of physical activity. Parents can influence their children’s physical activity in a number of ways but little research has focused on the impact of fathers. The current study aimed to explore how mothers perceived fathers to influence children’s physical activity. Mothers suggested that fathers are directly involved in their child’s physical activity though co-participation, whilst additionally playing an important role in encouraging and facilitating physical activity. The results suggest some variation in how mothers and fathers are involved in children’s physical activity behaviours. Father availability seems to play a key role in the amount of physical activity involvement. Fathers play a key role in children’s physical activity choices and behaviours and can influence children in a variety of ways. Parents tend to share in the physical activity related tasks of their children but father availability seems to be a factor in their amount of involvement. Health professionals aiming to improve child physical activity may benefit from developing interventions that target both children and fathers.


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