Often a child appears to be very grown up and able to handle responsibility--he or she may even seem like a "miniature adult." However, parents may inadvertently treat their children as adults too early and hurry them along in the process of growing up. Parents need to watch for the possibility that their child has been given too much responsibility and is being pushed too hard.

Pressures on Children
Most often during the middle childhood years, children feel pressures from a number of sources. They may feel pressure from within themselves, from parents, from teachers and peers, and from society. Children must respond to and adapt to these pressures.

Children typically welcome some events, while others are more difficult for them to take on. As children continue to grow, they may be more able to express opinions and concerns about their activities. Early in the middle childhood years, however, a child's commitment and stress level often are controlled by a parent or adult.

Young school-age children will sometimes express their feelings directly. Some children, however, may internalize stress and show it through sadness, depression, or withdrawal. Other children may express feelings of stress outwardly and begin to misbehave.

Signs of Over-commitment
Stress is a part of life and growing up, but adults need to keep a watchful eye on children and intervene when they sense something is undermining a child's physical or psychological well-being. Here are some signs that stress may be having a negative impact on a child:
  • The child develops physical symptoms, such as headaches and stomach pains.
  • The child seems restless, tired, and agitated.
  • The child appears depressed and will not communicate how he or she feels.
  • The child seems less interested in an activity that was once very important to him or her, such as baseball or dance class.
  • The child's grades begin to fall, and he or she has less interest than usual in attending classes and doing homework.
  • The child exhibits antisocial behavior, such as lying and stealing, forgets or refuses to do chores, and seems more dependent on the parent than in the past.

Helping the Child Cope
Once a child becomes involved in an activity, it is important that the parent be supportive, but not pushy. A parent can offer praise and show interest by attending the activity, but allow the child the opportunity to change interests based on his or her desires.

When children are younger, they commonly need help balancing their activities. As a parent, observe your child. Ultimately, you are responsible for him or her. You can help by offering suggestions as needed and guarding against becoming too committed to the activities to notice a change in your child's behavior. Here are some ideas to try:
  • Help your child evaluate activities that are producing a problem. For example, is it a problem with the action itself or something associated with the action, such as a friend who is there?
  • If your child has too little free time, help him or her change his or her schedule to make time for relaxation and play.
  • Spend time together every day, even if it is only ten or fifteen minutes. This shared time will help you better understand your child's needs and give your child the confidence sometimes needed to tell a parent he or she wants to quit an activity.
  • Parents may want to examine their own schedules. Often a parent's hectic schedule will cause a child to be stressed or nervous about the things he or she is doing.
  • Discuss the child with his or her pediatrician. Occasionally, when a more serious problem is present, the pediatrician may recommend additional outside help.

Well meaning parents and adults can sometimes be the source for children being over committed at too young an age. Evaluate the situation or activities that are producing a problem and work toward solutions to help your child.

References:
Elkind, David. The Hurried Child: Growing Up Too Fast Too Soon. Addison-Wesley Publishing Co., New York, 1988.
Schor, Edward L., M.D. Caring for Your School-Age Child. Bantam Books, New York, 1995.
Reprinted with permission of The Ohio State University Extension Service
Are You Pushing Your Child Too Hard?
BREAKING NEWS
Children and adolescents should do 60 minutes (1 hour) or more of physical activity each day.

This may sound like a lot, but don't worry! Your child may already be meeting the Physical Activity Guidelines for Americans. And you'll soon discover all the easy and enjoyable ways to help your child meet the recommendations. Encourage your child to participate in activities that are age-appropriate and enjoyable and that offer variety! The 60 minutes to several hours of physical activity that your child needs do not have to be all at once but should be in small bouts throughout the day. Just make sure your child or adolescent is doing three types of physical activity:

  • Aerobic Activity
Aerobic activity should make up most of your child's 60 or more minutes of physical activity each day. This can include either moderate-intensity aerobic activity, such as brisk walking, or vigorous-intensity activity, such as running. Be sure to include vigorous-intensity aerobic activity on at least three days per week.

  • Muscle Strengthening
Include muscle-strengthening activities, such as gymnastics or push-ups, at least three days per week as part of your child's 60 or more minutes.

  • Bone Strengthening
Include bone-strengthening activities, such as jumping rope or running, at least three days per week as part of your child's 60 or more minutes.
How Much Physical Activity Is Needed?
Ask any preteen how they love to spend their spare time, and chances are you'll get an earful about video games. But why do they love them so? Are they addictive? According to some studies it would appear that the excitement of video games causes the brain to release a chemical that is, in essence, addictive. For any parent who has seen the fervor by which some kids play video games, this news is no surprise.

What makes these games so addictive? Media literacy specialist, Dr. Charles Ungerleider explains that "they're very compelling with increasing complexity, so a child becomes more facile, yet wants to know more and apply new skills." While wanting to improve their game isn't a problem in itself, it becomes one if video games are "taking a youngster away too much from other activities," says Ungerleider. "Then the parent has to intervene and limit the amount of time the youngster spends with the video game."

Professor of Computer Science, Maria Klavee feels video games, if not too violent, can "offer some real opportunities for puzzle solving, strategic and critical thinking". But she adds that it's important that video and computer games are played in moderation. Klavee says parents should "provide a selection of activities, not just the ones that have the most action or are addictive. Choose some that involve problem solving or good story lines. Also aim for a balance in your child's life. Sports are important, reading's important. Just think of computer games as one more component in a child's exploration of what's out there in society."

As for addiction? Ungerleider believes that "a parent can prevent youngsters from becoming addicted to too much TV or too many video games by establishing a pattern of selective viewing or by using video game material early in a child's life so that by the time a youngster gets to be an adolescent and there's very little surveillance or control, it's less likely to occur."

Finally, Ungerleider remind parents that "if a youngster becomes addicted to video games it can be a problem and the parent does need to intervene and provide attractive alternatives."

Adapted from The Parent Report Radio Show.
Are Video Games Addictive?
Pioneer Valley Youth Sports and Fitness Institute
the source for sound athletic advice
Keep informed with today's most talked about topics.  If you have a question that you would like one of our experts to answer for you, please contact us at info@youthsportsfitness.com
PLYOMETRICS

Plyometrics, although not a word recognized by most word processing programs, originates from Latin roots meaning “measurable increase.”
When individuals perform plyometric exercises, they are striving to have their muscles reach maximal strength in as minimal amount of time possible. Plyometric exercises require the use of gravity in order to store energy in muscle, then immediately using that potential energy in an opposite reaction. One example of such an exercise involves stepping off a box, and upon landing, immediately jumping.
Such an action is recommended in W.B. Allerheiligen’s “Speed development and plyometric training.”

Plyometrics are particularly valuable in sports that require speed-strength, the ability to exert maximal force during high-speed movements, throwing, jumping, and/or swinging movements (Examples include the following: track and field jumping, sprinting, basketball, baseball/softball, diving, football, volleyball, field hockey, golf and tennis.)
Safety is always the top concern for individuals participating in strength and conditioning programs. Due to the nature of the forces placed on the body when landing on the ground after jumping, one must learn jumping and landing skills before moving onto plyometrics. Gravity, as necessary as it is with plyometric exercises, must be respected.
According to M. Boyle’s “Functional training for sports”, gravity is a foe to the large athlete, weak athlete, and the young athlete.

Jumping Action
The athlete should stand with his/her feet hip-width apart, torso open, and perform a counter-movement action (a dip or bend at the knees, with arms swinging back), followed by an explosive movement upwards which emphasizes full extension of the hips, knees, and ankles.

Landing Position
The athlete should land softly, using the muscles, not the joints, to absorb the forces. The landing position should resemble the counter-movement jumping position, and never be deeper than the half-squat position.

Plyometric drills should conform to a natural progression of basic to complex, low-intensity to high-intensity, with competence being the indicator for advancement. The volume of a plyometric program should be measured in terms of the number of foot contacts. Number of foot contacts should be kept low, not to exceed 150 contacts in one week. Changes should be made to intensity, not the number of contacts. It is important to recognize that plyometrics should be included with an overall strength and conditioning program.

To discuss the most basic of all the jumping drills, the box jump, criteria for proper box height, number of sets and foot contacts, or any other questions regarding this article or other sport performance topics, please email Len Haggerty at len@strideshpi.net.