...a focus on youth programs

December 1996 Published by the North American Youth Sport Institute . . . est. 1979 Vol. 12 No. 1
NAYSI © 1996

In this issue:

• Say it ain’t so Rush
• KIDbits . . . samples from 1996 edition
• Videos for teachers, coaches & parents

Say it ain’t so Rush

November 27, 1996

Rush H. Limbaugh (an open letter)
EIB Network
2 Penn Plaza, 17th floor
New York, NY 10121

Dear Rush:

I have heard you speak with your listeners several times about kids and sports. The purpose of this letter is to present a point of view on this subject that differs from your beliefs.

Your view is that youngsters should earn the right to play on the fields or courts. You have stated that life is tough and that youngsters need to learn early on that they will not get very far without working for it. Those who strive to make the starting lineup will be so much the better for their effort than those who are just given their position. You have a deep passion for sports, as I, and we both believe that sports is a good place to learn this fact of life.

Your view of sports is common. It is summarized by what I referred to in my book, BEYOND X’s and O’s, as the Revenue Sports Model. This is the dominant pattern in professional, world class, college and high school sports. The creed of the Revenue Sports Model is: coach the best and bench the rest. Some, but not all, non-school youth sport coaches follow this model as well.

While the Revenue Sports model is the most visible form of sport, it is far from the only model. There are instructional models in our schools, in classes and among the beginner programs for all ages. There are in-house recreational models in our school intramural programs, Y’s, various clubs, and recreation departments. Challenge programs are becoming popular for youngsters who are making the transition from recreation leagues to the traditional or classic programs. There are therapeutic models as in fitness classes and rehabilitation services. Included among the latter programs are activities for disabled children.

Of the millions of youngsters and adults in the United States, Canada and Mexico who play sports, a small minority are organized under the Revenue Sports Model. Nevertheless, the Revenue Sports Model is what most of us see and hear. It is not the model that most adults and children are involved with as active participants.

There are 20 to 30 million players in formally organized non-school programs in the USA. However, there is a huge drop out rate in organized sports starting at about age 13 or so. Not coincidentally, this is when youngsters move into middle school and high school sports. There are fewer than six million players in the Revenue Sports Model but around five million of them are in high school athletics in the USA.

What most of us do not see are countless numbers "other" activity models. They include: in-house sports programs, intramural programs, fitness classes, private and group lessons (like golf and tennis), commercial recreation (like bowling, dance, gymnastics, music, swimming, tennis), church, scouts and camps, not to mention hunting and fishing. In these models, the emphasis is on total participation. They do not rely on bench-type substitutes.

Most adult and many youth "recreation" programs (e.g., basketball, bowling, golf, soccer, softball, swimming, and tennis) that are never seen on television let everyone play. "Everyone plays" in group and private lessons, fitness classes, dance classes, camps and so on. As a rule, there are few if any substitutes in most forms of sport for adults and many forms of sports for kids.

Yet, your views are not unique Rush. People around the globe feel that our children should play in programs where they sit on the bench and "earn" their way on to the starting lineup. I continually ask, why?

Adults do not tolerate "benching sitting" in their own sporting activities. They want to play. When denied this, they move on to other activities where they do get to play. Youngsters do the same thing. When they do not get to play in one sport, they move on to another sport. Unfortunately, some drop out of sports completely.

This brings up an important point. If sports are good for kids, should we not want to get them involved and keep them involved so that they can profit from what is to be learn?

When we rely on the bench to motivate youngsters to improve, only certain ones will respond to that challenge. On the other hand, when "everyone plays," as is done in the less visible models, youngsters learn what it takes to get better under the guidance and motivation of their leaders, teachers and coaches.

Rush, as a powerful and influential member of the media, you are unwittingly responsible for perpetuating the view that sports programs for youngsters should follow a "one size fits all" approach. Age or ability are inconsequential.

If we restrict youngsters to the Revenue Sports Model, as you espouse, it would be like saying this to the students in our classrooms. You students who are not doing very well, sit there, watch, and learn from the better students. Go study on your own and improve. If you catch up with the others, we will give you books and let you participate with the better students.

This would not be tolerated. Yet, this is exactly what occurs in the Revenue Sports Model. The major point of my letter to you Rush is to get you to look at the other forms of sport for children. It is important to recognize that there are many ways to conduct them.

Results from the differing models are debatable. However, there is no debate on the following point. Youngsters who leave or are driven out of sports because they do not respond to the challenges of the Revenue Sports Model, will have been denied all of the good that might befall them were they involved.

Should we run our all sports programs so a selected few benefit? People like myself want as many youngsters to play sports as possible. It is shortsighted to serve only those who are the best, at this moment in time. The important thing is that youngsters get involved and learn. It is both a process and a product. When youngsters get to play, many things are possible.

Rush, it is important to recognize that there are many ways to conduct sports for kids. Most forms do not rely on benches, reserves and substitutes. It is not necessary to force them all into one form of sport, the "survival of the fittest" Revenue Sports Model.

Somebody said, you can teach what you have not learned anymore than you can go back to where you have never been. A version of this saying as applied to our kids is, we cannot predict what our youngsters might accomplish if they are "given" opportunities to play and learn without regard to their current ability and future potential.

Sincerely yours,

Jack Hutslar

Note: Jack Hutslar provides technical support for individuals, organizations and businesses that conduct programs for tots, children and teenagers. He is the author of KIDbits, an annual report on youth, sport and demographics.
• NAYSI •

KIDbits. . . samples from 1996 edition

The following "stuff" provides readers with a few ideas of what can be found in KIDbits, 1996. Other topics include sports, health related data, trivia, plus lots more.

GED’s (General Educational Development)

• 800,000 took the GED exam, 1993
• 71% passed, received high school equivalency diploma
• Typical test taker in the USA, 1993
• 26 years of age in the USA
• 31 years of age in Canada
• 10th grade education
• 60% of grads plan to continue their education
• 9.5 million GED’s awarded since 1971
• 1942, program began to help WWII veterans
• 45 million adults do not have HS diplomas, 1993
• Source: American Council on Education

Hard Life, formula

• Do not learn, keep making the same mistakes
• Avoid doing well in school
• reading, language and math in particular
• Be a loner, avoid extra school and church activities
• Drop out of school
• Get pregnant as a teenager, or
• get someone pregnant and avoid the responsibility of parenthood
• Use alcohol and drugs
• Overeat, watch a lot of TV, and avoid physical activity
• Do not listen to your elders

High school girls who play sports:

• 80% less likely to be involved in unwanted pregnancy
• 92% less likely to be involved with drugs
• 3 times more likely to be graduated from high school
• Source: Institute for Athletics and Education, 1990
• Have higher levels of self esteem and lower levels of depression
• Source: MS. Foundation, 1991

Homework and the computer

• 40% of 1200 households have computers at home
• 11.9 hours of TV watching per week by children in homes with computers
• 12.8 hours of TV watching per week in computerless homes

Computer use by girls

• 9.6 hours per week, Pre K - grade 3
• 8.9 hours per week, grades 4-6
• 11 hours per week, grades 7-8
• 10 hours per week, in high school
• 4.5 hours per week doing homework on computer

Computer use by boys

• 6.6 hours per week, Pre K - grade 3
• 7.2 hours per week, grades 4-6
• 12.4 hours per week, grades 7-8
• 12.3 hours per week in high school
• 3.4 hours per week doing homework on computer
• Source: SVP and Grunwald, survey of 1200 households sponsored by some US computer companies, media and learning enterprises. Gso News & Record, October 24, 1995, page A6

KIDbits is available only through the North American Youth Sport Institute. Order your copy today. Send $24.95 + $3.50 shipping to NAYSI Resource List, PO Box 957, Kernersville NC 27285.
• NAYSI •

Videos for teachers, coaches & parents

Good positive "must see" motivation for anyone else who works with kids.

Every now and then a movie is released that can provide a source of motivation for adults who work with tots, children and teenagers. Dangerous Minds is one of those efforts. Consider incorporating it into your training efforts.

Dangerous Minds with Michelle Pfeiffer (1995) . . . in a true story from her book, Louann Johnson, played by Michelle Pfieffer, takes a job in a California inner city high school. This class of African- American, Hispanic and white misfits learn the importance of choice and an education from a young teacher through. Other "must see" videos are presented in KIDbits.
• NAYSI •

NAYSI Technical Support

• Get programs for youngsters up and running effectively
• Have program ideas but are unsure how to make them work
• Want to start a league or conduct tournaments
• Ready to author a book or manual

Telephone: 800 767-4916
Email: Jack@NAYSI.com
a fee is charged for this service
• NAYSI •

NAYSI Correspondence Courses

How To Coach . . . Baseball • Basketball • Bowling • Football • Football, touch • Soccer • Softball • Swimming • Tennis
Other sports (please specify)

NAYSI "How to Coach . . ."

Correspondence Courses include:

• Study books - BEYOND X’s and O’s by Jack Hutslar plus
• one sport specific text
• NAYSI Player Rating Forms - to help learn skills and evaluate players
• Rules for good play and other self help materials
• plus Sport Scene subscription

Send registration fee of $64 (US) to: North American Youth Sport Institute, Post Office Box 957, Kernersville NC 27285
• NAYSI •

CEU’s . . .
option with NAYSI training programs for coaches, teachers, parents, administrators and other professionals.

Sport Scene
December 1996 Vol. 12: No. 1
Jack Hutslar, Ph.D., Editor/Publisher
ISSN 0270-1812

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