What is competition and at what age is it appropriate for children? The question of competition in youth tennis has been argued for decades. Proponents have extolled its benefits while others have feared short-term stress and long-term burn out. Is there one correct point of view or one age at which competition becomes beneficial?
Philosophically, either position can be effectively argued. Examples can be given that support and encourage competition while other examples could be cited that share the perceived devastation that comes from losing while experiencing the pressure to win.
If we were to observe children at play, unattended by adults, we would find that in many instances, they have created a competitive environment on their own. We would find them at recess playing and competing for marbles, for pogs, in dodge ball, kickball, soccer, chasey-master or basketball. We would find them after school competing in street hockey, football, skateboarding, video games or here in Hawaii, boogie-boarding.
We might even look into their elementary school classrooms and observe them competing in math, spelling, reading comprehension or art. Competition begins early as winners, whether the first student to finish or the student with the most correct answers, are rewarded by leading the class to recess or lunch.
Spelling bee champions are crowned for each classroom beginning in the first grade and competition continues from the classroom to the entire school grade, through district, region and statewide tournaments. In selected age groups, even nationally televised competitions are held with one grand champion.
There are similar competitions in history, geography, math and science. Children compete for grades, for positions in plays and on teams, and for attention from parents or friends. Competition is an unavoidable part of our society.
In spite of this, there is a move on today to eliminate or minimize competition in youth. The Houston Chronicle (June 3, 1998) reported that the Massachusetts Youth Soccer Association has adopted a "nonresult-oriented competition" in all tournaments for players 10 years and younger, and is considering extending the practice to 12-year-olds. Apparently no scores are kept.
Unfortunately, results are the end product of participation. Whether against ourselves, a single opponent or a group of opponents, there is no hiding the results of any participation or competition from those who participate.
Whether it’s soccer, spelling, tennis or hide-and-go-seek, participants know if they won or lost, finished first or last, enjoyed the victory or were disappointed in defeat. Since competition is a natural process and part of participation, what then is its purpose? The answer is challenge.
This principle of challenge is consistent with how our bodies work. The purpose of exercise is to challenge the body’s systems. That challenge makes them stronger. Without that challenge, those body systems weaken. On the graph below, we have two components that illustrate the phenomenon just described. The first component is challenge, while the second component is knowledge or ability.
If the challenge, in any task or life situation, is equal to our knowledge or ability to perform or complete it, then the graph would show a diagonal line indicating balance. This is a comfortable place to be and we often refer to this place as our "comfort zone." When we are challenged above the diagonal line, we are forced to increase our knowledge or ability in order to get back to that comfort zone. By doing this, we have grown stronger, developed more talent or skill, or become more proficient as a result of the challenge.
By accepting gradual challenges and increasing our knowledge or ability to meet those challenges, we climb in small steps toward a better game, a better understanding or maybe even a better life.
If however, the challenge were below the diagonal line and our knowledge or ability surpassed our need for challenge, we would fail to increase or develop more strength, talent or skill. Growth only occurs above the line.
If all of our tennis opponents are weaker than we are, we will have a difficult time improving the quality or our game. When our game is challenged and we find a need to improve in understanding or performance, we increase our knowledge or ability by seeking a new level at which we can perform comfortably.
This constant growth, which comes from appropriate challenge, is the result of participation, competition, exposure to new heights and greater levels than we currently possess. It is a natural process and one that is applied in life at every level. Happiness and satisfaction come from meeting new challenges and growing in knowledge and ability.
We should not discourage competition among children, but rather make certain that they are the only ones competing during their periods of play and participation.
USPTA professionals should monitor competition in tennis, keeping teachers, parents, other coaches and sponsors in a quietly supportive position. Like silently observing children at recess or in after-school play, adults should consider that it is seldom the activity children participate in that holds potential harm to the children, but the adults’ own selfish and inappropriate behavior.
USPTA professionals can once again lead out, as they have done for years in teaching stroke production and strategy, and take the forefront in encourage appropriate challenge-based competition. It can start in USPTA Little Tennis and continue in any one of the many programs that USPTA professional worldwide create for the clubs and communities they serve.
