Should toddlers and preschoolers participate in organized sport? A scoping review of developmental outcomes associated with young children's sport participation. Issue 1 (1st January 2020)

• Record Type: Journal Article
• Authors: Harlow, Meghan; Wolman, Lauren; Fraser-Thomas, Jessica
• Is Part Of: International review of sport and exercise psychology. Volume 13:Issue 1(2020)
• Page Start: 40
• Page End: 64
• Publication Date: 2020-01-01
• Subjects: Early years -- preschooler -- toddler -- sport participation -- organized sport -- developmental outcomes; Sports -- Psychological aspects -- Periodicals; Exercise -- Psychological aspects -- Periodicals; 796.019
• DOI: 10.1080/1750984X.2018.1550796
• Languages: English
• ISSNs: 1750-984X

Abstract

ABSTRACT: Organized sport is offered at increasingly younger ages, with many programs geared towards preschoolers, toddlers, and infants. While sport is promoted as an amendable context for healthy development of school-age children, little is empirically known about potential benefits or risks associated with organized sport participation in early childhood. A scoping review of nine electronic databases identified English-language, peer-reviewed, original research articles which addressed psychological, emotional, social, cognitive, or intellectual developmental outcomes of organized sport involvement of children aged 2–5 years; included studies were appraised for quality. Findings offer preliminary evidence that early sport participation is related to primarily positive outcomes (e.g. enhanced social skills, pro-social behaviours, self-regulation), while negative and inconclusive outcomes were also identified. Results suggest limited existing research has primarily relied on parent or teacher proxy-report or assessment, and reinforces that little is known about toddler and preschooler organized sport participation as a distinct form of physical activity, despite pervasive availability of programming, and positive parental perceptions of early enrolment. Additional research with stronger methodological design and rigor is needed; recommendations to enhance the quality of future studies with young children are discussed.