Journal,+magazine+articles+(annotated)


 * ​ 1.** "Should Elementary School Children Take Part in Inter-School Sports Competition?" //Sports Media - Home//. Web. 22 Oct. 2009. [].
 * "Inter-school sport competition at the elementary level may be considered as an extension of the "Competitive Achievement Model.""
 * "The emphasis is often on the product or on winning, rather than on the process, or on equal access and learning."
 * "The most skilled and fit students in any classroom benefit most from competition."
 * "The general consensus among youth sports experts is that some children reach the social and cognitive maturity that is required for successful participation in organized sports at the age of eight."
 * "The ability to understand the complexities of game strategies, however, is typically reached in children who are twelve or older. Most children are not ready for competitive sports before they complete the first or second year of middle school."
 * "An early focus on one activity and the exclusion of other sports exposes the child to repetitive motion and impact injuries tat affect specific limbs and joints."
 * "When winning is overemphasized and taken out of context, children run the risk of lower self-esteem and social adjustment problems."
 * "Early starts that are very demanding and stressful lead to early burnouts and quitting."


 * 2.** Bailey, Richard. "EBSCOhost." //EBSCOhost//. Web. 23 Oct. 2009. [].
 * "The theoretical and empirical bases of claims made for the educational benefits of physical education and school sport (PESS)."
 * "Benefits are mediated by environmental and contextual factors such as leadership, the involvement of young people in decision-making, an emphasis on social relationships, and an explicit focus on learning processes."
 * "Physical activity can improve children concentration and arousal, which might indirectly benefit academic performance."


 * 3.** Rosewater, Ann. "LEARNING TO PLAY AND PLAYING TO LEARN: Organized Sports and Educational Out..." //EBSCOhost//. Web. 23 Oct. 2009. .
 * "the context of sports matters-- it may affect how and what children learn, how they interact with others (adults and peers) and who those others are, and their capacity to regulate their emotional and physical development over time."
 * "Physical activity, including participation in organized sports, produces intellectual and academic benefits that may have long-term positive effects on life chances."


 * 4.** Byrd, Charles E. "The Influence of Participation in Junior High Athletics on Students' Attitu..." //EBSCOhost//. Web. 23 Oct. 2009. .
 * "70% of the athletes agreed that being an athlete motivated them to attend school regularly. 71% agreed that athletic participation led to better time management."


 * 5.** Cary, Peter. "FIXING KIDS' SPORTS." //EBSCOhost - world’s foremost premium research database service//. Web. 10 Nov. 2009. [].
 * Children are starting in sports younger, specializing in one sport earlier, and may play the same sport year-round.
 * The demands for many parents are high, taking kids to practice, travel games, and tournaments are taking a big toll on what used to be called family life
 * Sports physicians say stress injuries among kids are way up.
 * More than 26 million, or 2/3rds of America's youth, play a team sport in America.
 * Athletes preform best when they feel good about themselves. The way to keep them confident is with positive comments. Athletes so motivated will be confident, try hardest, take chances, and play "over their heads."
 * Travel teams can be nothing if not intense. They may practice twice a week and play twice more.
 * Most kids playing on elite teams are encouraged to play the same sport again in one, two, or three more seasons, even if they are playing other sports.
 * Children now play travel hockey at the age of 7, travel soccer starts at the U-9 (8 year-old) level.
 * Only 2 to 5 % of children under the age of 13, qualify as "elite" atheletes.
 * Athleticism is developed by everything they do said Cal Ripken
 * Older kids are recruited and taught to kick the ball long down the field instead od being taught to make tight, short passes and ball-handeling skills.
 * It is in practice, not games, that young atheletes develop their skills


 * 6.** Negley, Erin. "Community league celebrates 40th: Van Reed Athletic Association grows in players, sports but its mission remains: giving all a chance to play, cheer." //EBSCOhost - world’s foremost premium research database service//. Web. 10 Nov. 2009. [].
 * It's getting the kids out, and getting them active.
 * Along with the athletic skills, the kids live and learn fundamentals sucah as commitment, teamwork and discipline.
 * Hundreds of coaches and other volunteers keep the games running, along with parents who lend a hand in places such as the concession stand.


 * 7.** Fuller, Jim. "Learning from losing: Young starting to turn lessons into wins." //EBSCOhost - world’s foremost premium research database service//. Web. 10 Nov. 2009. .
 * "When you are going through it your first loss is OK, your second, third are OK, but when you get to five or more it starts eating at you. You are getting upset and you don't really want to play."


 * 8.** Powers, Holly S. "Participation in extracurricular physical activity programs at middle schools." //GaleNet//. Web. 10 Nov. 2009. [].
 * Physical activity is needed to reduce health risksin young people.
 * Young people should have at least 30-60 minutes of physical activity every day
 * Enjoyable activities involving the use of all muscle groups are preferred, with an emphasis on incorporating physical activity into children's lifestyles on a daily basis.
 * The amount of moderate and vigorous physical activity students recieve during physical education falls short of nation recommendations.
 * Physical education cannot provide all the recommended amounts of moderate and vigorous physical activity, other sources of youth physical activity should be identified and evaluated.
 * Physical activity in and outside physical education has been assessed to give a more complete view of adolescents' physical activity habits.
 * The importance of school-sponsored programs lies in their on-campus accessibility and the opportunities they provide for involvement by all interested students.
 * Several opportunities to implement organized, on-campus extracurricular programs, including interscholastic, intramural, and club programs have limited operational costs, because equipment and facilities are typically available on campus and supervision can be provided by physical education teachers, other school staff and volunteers.