Should preschoolers participate in organized sport? A systematic review of psychosocial outcomes of young children's sport participation
Bibliographic record
Abstract
Organized sport is being offered to children at increasingly younger ages, with many programs now geared towards preschoolers, toddlers, and even infants (AAP, 2001). While sport is promoted as an amendable context to advance the healthy development of school-age children (CA´tA© & Fraser-Thomas, 2016; Holt et al., 2017), little is empirically known about the potential benefits or risks associated with organized sport participation in early childhood. A systematic review of nine electronic databases was conducted to identify English-language, peer-reviewed, original research articles which address psychological, social, and cognitive developmental outcomes of organized sport involvement of children between 2 and 5 years of age. Studies included in the review were appraised for quality. Results suggest only limited research has been conducted in this area, with all study designs including parent or teacher proxy-report or assessment. Findings of these studies offer some evidence that early sport participation is related to positive outcomes such as self-regulation, pro-social behavior, social cooperation, and classroom engagement. This review reinforces the notion that little is known about preschooler organized sport participation as a distinct form of physical activity, despite the pervasive availability of preschooler organized sport programming, and positive parental perceptions of early sport enrollment (Nonis, 2015). Additional research with stronger methodological design and rigor is needed; it is suggested that a greater understanding of this context could be gleaned through interview and observational data collection techniques. Further recommendations to enhance the quality of future studies with young children in sport are discussed.Acknowledgments: This work was supported by Social Sciences and Humanities Research Council of Canada under Grant #435-2016-1630
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.010 | 0.047 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.007 | 0.007 |
| Bibliometrics | 0.010 | 0.010 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.002 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".