“A child is not a miniature adult” (French philosopher Jean-Jacques Rousseau).
Sports coaches and adults involved in the development of children must never forget this phrase. Children’s bodies are completely different from adults’, not just in size. If you use the same coaching methods for children as you would for adults, you not only risk getting poor results but also causing serious injury (physical aspect).
In addition, children and adults differ not only physically but also significantly in terms of psychological development (psychological aspect).
For us adults to provide appropriate coaching to children, it is extremely important to have a solid understanding of a child’s developmental stages from both a physical and psychological perspective.
Therefore, this article will first summarize the characteristics of a child’s physical and psychological development at each age, and then outline key coaching philosophies.
Characteristics of a Child’s Physical Development
Let’s first trace the stages of a child’s physical development.
Around the age of elementary school entry, children start to gain better control over their bodies and become more “childlike.” Over time, their physical resistance and athletic abilities gradually improve, and they eventually enter a growth spurt.
Their bodies become stronger, with a rapid increase in explosive power and balance. Their bodies also become more flexible and supple. Their movements become more technical, and their dexterity improves.
By middle elementary school, their athletic abilities develop even further, and their agility and dexterity are honed. Their height and weight increase rapidly, and their internal organs mature significantly.
In upper elementary school, individual differences in growth become more noticeable, as do distinct male and female characteristics. Their physiques gradually begin to resemble those of adults, with rapid increases in height, weight, and sitting height.
When they reach middle school, they undergo rapid physical changes, developing bodies that are more masculine or feminine. In terms of physique and physical strength, they are progressively becoming more like adults.
The Importance of Customized Coaching for Each Child
As outlined above, a child’s body, athletic ability, and physical strength undergo dramatic growth in just a few years. Therefore, coaches are required to plan and execute coaching methods that take into full consideration the physical characteristics, strength, and stamina of each age group.
Even at the same age, individual differences in growth speed and gender can mean that a coaching approach needs to be completely different. Instead of standardized, one-size-fits-all instruction, it is necessary to provide customized coaching tailored to each individual.
In team sports, when the developmental differences between individuals are too great, it may become necessary for multiple coaches to divide the group into sub-groups with specific objectives.
Furthermore, while it’s clear that children grow and become more like adults as they age, coaches must always understand that they are coaching at a “mid-point” of growth.
You must never risk a child’s health by over-training or over-exercising them just to win a game.
Characteristics of a Child’s Psychological Development
Next, let’s summarize the stages of psychological development in order.
Around the time they start elementary school, it’s often called the “why-why stage,” where children ask adults a lot of questions. It’s also the “mimicry stage,” where imitating adults is a common behavioral pattern.
As they get older, they gain the resilience to withstand a little stress, and their interest in various things like anime grows stronger. This is a period when they become engrossed in specific activities.
Gradually, they start to become aware of the existence of others, such as friends, and begin to think about what role they should play within a social group like a school class (acquisition of social skills).
Their range of interests expands, and their friendships broaden. They also become more motivated and enthusiastic about their studies.
In upper elementary school, they become very sensitive to whether adults treat them fairly. In middle school, they begin to create psychological distance from their parents (the so-called “teenage years”).
At this time, they begin to place more value on friendships with peers of the same gender.
Coaching to Foster a Child’s Desire to “Do”
As we’ve discussed, children, as they get older, develop strong curiosity and gradually establish their sense of self, expanding their relationships with others.
When coaching these children, the most important thing is to avoid stifling their desire to “try it on their own” and their curiosity to “know more.” Instead, coaching should elevate their motivation.
Instead of using top-down language of “instruction and command,” you need to carefully consider words that will encourage them to think and act on their own. And those words will be different for every child; there is no single right answer.
Coaches must also learn to “wait” and not immediately give an answer to a confused child, but instead subtly offer hints to help them think for themselves. This is far from easy. It requires coaches to make a daily effort to grow both mentally and intellectually.
For coaches of team sports, it is also essential to provide ample opportunities for children to experience “communication with others” as part of the coaching process. Instead of having coaches decide everything, like practice partners or group assignments, it is vital to create opportunities for the children to make these decisions themselves, fostering their communication skills.
Asking why we coach a child
“A child is not a miniature adult.”
Thinking about what this phrase means, I believe it speaks to the following:
You must observe and understand each child’s “now” and provide customized, child-centered coaching.
And what a coach should always keep in mind is the child’s future.
Past, Present, and Future. Only the present exists here.
Therefore, it’s crucial for a coach to cherish a child’s “now” the most. However, if we consider that a series of “nows” creates the “future,” then the future is also essential.
A coach should have a future-oriented mindset while still cherishing the “now” most of all.
I hope that we can always consider a child’s future—one year, three years, five years, ten years, fifteen years from now—and treat their “now” with a clear and gentle approach.
