essay about the role of youth in development

Essay on Youth Development

Students are often asked to write an essay on Youth Development in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

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100 Words Essay on Youth Development

Understanding youth development.

Youth Development is a process where young people are encouraged to grow their skills, self-confidence, and independence. It’s about helping them become responsible adults.

The Importance of Youth Development

Youth Development is crucial as it prepares the young generation for future challenges. It promotes positive behaviors, making them responsible citizens.

Methods of Youth Development

Methods include education, sports, arts, and community service. These activities help youths learn important life skills.

The Role of Society

Society plays a key role in Youth Development. Parents, teachers, and community members should support and guide young people.

Also check:

• 10 Lines on Youth Development

250 Words Essay on Youth Development

Introduction.

Youth development is a critical aspect of societal evolution, encompassing the physical, mental, and emotional growth of young individuals. It is a process that lays the foundation for a prosperous and sustainable future, shaping the trajectory of an entire generation.

Role of Education

Education plays a pivotal role in youth development. It not only imparts knowledge but also fosters critical thinking, problem-solving, and decision-making skills. The integration of technology in education can further enhance learning experiences, preparing youth for a rapidly evolving digital world.

Social and Emotional Development

Social and emotional development is equally important. It helps young individuals understand and manage their emotions, develop empathy, establish and maintain positive relationships, and make responsible decisions. This multifaceted development is crucial in fostering resilience and adaptability.

Importance of Extracurricular Activities

Extracurricular activities offer opportunities for holistic development. Participating in sports, arts, and community service can help youth discover their passions, develop leadership skills, and understand the importance of teamwork and community engagement.

In conclusion, youth development is a multifaceted process that requires a balanced approach, focusing on education, social and emotional development, and extracurricular activities. It is the collective responsibility of families, educators, and communities to invest in youth development, shaping a generation capable of facing future challenges and driving societal progress.

500 Words Essay on Youth Development

Youth development is a critical aspect of societal progression, involving the nurturing of young individuals’ intellectual, physical, and emotional capacities. It is an ongoing process that helps young people gain the skills and competencies they need to grow into successful and contributing adults.

Youth development is a significant investment in the future. It is the process through which adolescents acquire the cognitive, social, and emotional skills and abilities required to navigate life. The importance of youth development cannot be overstated. It is crucial for the personal growth of the youth and the overall development of society.

Key Components of Youth Development

Youth development programs typically focus on a variety of components. These include education, physical health, mental health, and social skills. Education is a fundamental aspect, equipping young people with the knowledge and skills needed to excel in life. Physical health is equally important, promoting healthy habits that can last a lifetime. Mental health, often overlooked, is vital for emotional well-being and resilience. Social skills, such as communication and teamwork, are essential for establishing and maintaining relationships.

The Role of Society in Youth Development

Society plays a pivotal role in youth development. Parents, educators, and community members can contribute to the growth and development of young people. They can provide supportive environments, opportunities for learning, and positive role models. They can also help to identify and address any challenges that may hinder a young person’s development.

Challenges in Youth Development

Despite the importance of youth development, there are numerous challenges that can hinder its progress. These include poverty, inadequate education, mental health issues, and societal pressures. Addressing these challenges requires concerted efforts from individuals, communities, and governments.

The Future of Youth Development

Looking forward, it is imperative to continue investing in youth development. Innovations in technology and education provide new opportunities for growth and learning. Additionally, increased awareness about mental health can lead to better support systems for young people. By fostering a culture that values and supports youth development, we can ensure a brighter future for our young people and society as a whole.

In conclusion, youth development is a crucial aspect of societal growth and progression. It involves nurturing the intellectual, physical, and emotional capacities of young people, preparing them for successful adulthood. Despite the challenges, the future of youth development is promising, with new opportunities emerging from technological and educational advancements. As a society, we must continue to invest in our youth, recognizing their potential and providing them with the resources they need to thrive.

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Why young people are key to achieving the SDGs

Image:  REUTERS/Amr Abdallah Dalsh

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Young people today face considerable challenges in creating a bright future for themselves.

In high-income economies, young people’s prospects have plummeted , and there are significant concerns for their positon in the labour market and the future of their financial security. The situation is worse for young people in low-income countries, where many workers are involved in informal employment – something the ILO describes as sporadic, poorly paid and falling outside the protection of law .

Many of the global challenges to development are especially salient for children and youth. September marks the one-year anniversary of the United Nations Sustainable Development Summit, where world leaders established the Sustainable Development Goals (SDGs) for 2030 . The goals established that young people are a driving force for development – but only if they are provided with the skills and opportunities needed to reach their potential, support development and contribute to peace and security.

One way of doing this would be by implementing an economic citizenship strategy for children and youth. It would help national policy-makers and leading youth-serving organizations achieve many of the SDGs and sub-targets in the drive to create a viable economic and social system for the future.

An emerging concept in the field of development, economic citizenship refers to “economic and civic engagement to promote sustainable livelihoods, sustainable economic and financial well-being, a reduction in poverty and rights for self and others ”. Ashoka, the global association of the world’s leading social entrepreneurs, defines economic citizenship as existing in “ an environment where every citizen has the opportunity and the capacity to exercise his or her economic, social and cultural rights ”.

Economic citizenship consists of four components: financial inclusion, financial education and social and livelihoods education.

Financial inclusion is access to safe, appropriate and affordable financial services. Financial education includes instruction and/or materials designed to increase financial knowledge and skills. Social education is the provision of knowledge and skills that improve an individual’s understanding and awareness of their rights and the rights of others. It also involves the development of life skills such as problem solving, critical thinking and interpersonal skills. Livelihoods education builds one’s ability to secure a sustainable livelihood through skills assessment and a balance between developing entrepreneurial and employability skills.

Economic citizenship has the potential to improve economic and social well-being, increase economic and social engagement, enhance understanding of and respect for basic rights, reduce income and asset poverty, and lead to sustainable livelihoods for children and youth.

There are seven specific SDGs that demonstrate the clear link between economic citizenship for children and youth and the attainability of the SDGs.

SDG 1: End poverty in all its forms everywhere

Granting access to quality, affordable and convenient financial services can contribute to eradicating extreme poverty (people living on less than $1.25 a day) and reducing the proportion of men, women, and children of all ages living in poverty (SDG 1.1 and 1.2). Financial inclusion should be supported by and integrated with financial, social and livelihood education to help children and youth accumulate savings and develop responsible financial behaviours, qualities that are useful to reducing the impact of economic shocks (SDG 1.5).

SDG 3: Ensure healthy lives and promote well-being for all ages

Economic condition, income, working position, education and culture are all distal determinants of health and well-being, while social education provides more understanding of rights, empathy and respect. The combination of financial inclusion and social education is also useful to ensure universal access to information and education regarding sexual health (SDG 3.7).

SDG 4: Ensure inclusive and equitable quality education

Financial and livelihoods education can increase the number of youth and adults who have relevant skills, including technical and soft skills, for employment, decent jobs and entrepreneurship (SDG 4.3, 4.4, 4.6). Social and financial education can help ensure all young people, both male and female, achieve literacy and numeracy (SDG 4.6).

SDG 5: Achieve gender equality and empowerment for all women and girls

Providing financial access and developing financial capabilities for young women and girls builds social and economic empowerment, allowing them to take advantage of greater economic opportunities alongside their male counterparts.

SDG 8: Promote inclusive and sustainable economic growth

The current employment situation is very critical, especially for youth, as they represent the category with the highest unemployment rate in the labour market. A lack of relevant skills and the absence of access to appropriate financial services for entrepreneurs are two common barriers to youth employment. Through livelihoods education, youth can enhance their employability, obtain sustainable livelihoods and stimulate entrepreneurial activity (SDG 8.3, 8.5, 8.6).

SDG 11: Make cities inclusive, safe, resilient and sustainable

In order to create safe, resilient and sustainable settlements and cities, it is essential to include children and youth in urban development strategies. Engaging youth through financial inclusion, financial education and livelihood education makes the goal of creating sustainable and safe cities more achievable (SDG 11.3).

SDG 16: Promote peaceful and inclusive societies

Financial education should not be limited to simply teaching children and youth how to manage finances, but also be grounded in ethical and ecologically responsible behaviour. Social education plays an important role in steering children away from financial behaviours and attitudes that may negatively affect not only personal well-being, but also that of the wider community.

Economic citizenship is a crucial factor in the fight to eradicate poverty and reduce inequalities globally.

Each of the core components represented in the conceptual model for economic citizenship support various aspects of poverty eradication efforts individually, but in combination they offer a viable force to affect systemic change and break enduring cycles of poverty.

Achieving the 2030 agenda relies not only on setting goals, but also on a responsive approach to the voice and needs of youth. By equipping young people with skills, knowledge and confidence in their abilities, there is a real chance that global leaders can harness the potential of young people to reach the SDGs over the next 14 years. Together we can work towards creating a generation of empowered youth and support long-term sustainable development.

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• United Nations – World Youth Report (WYR)

Youth and the 2030 Agenda for Sustainable Development

The World Youth Report on “ Youth and the 2030 Agenda for Sustainable Development” , prepared by the United Nations Department of Economic and Social Affairs (UN DESA), examines the mutually supportive roles of the new agenda and current youth development efforts. The report provides insight into the role of young people in sustainable development in the context of the implementation of the 2030 Agenda for Sustainable Development and related frameworks, in particular, the Addis Ababa Action Agenda of the Third International Conference on Financing for Development and the World Programme of Action for Youth.

The Report considers the role the 2030 Agenda can play in enhancing youth development efforts and examines how evidence-based youth policies can help accelerate youth-related objectives. It explores the critical role young people have in the implementation of sustainable development efforts at all levels.

Advancing Youth Development

Far from being mere beneficiaries of the 2030 Agenda, young people have been active architects in its development and continue to be engaged in the frameworks and processes that support its implementation, follow-up and review. The adoption of the 2030 Agenda represented the culmination of an extensive three-year process involving Member States and civil society, including youth organizations, in the development of specific goals and targets—and marked the beginning of a 15-year journey to achieve sustainable development by 2030.

Today, there are 1.2 billion young people aged 15 to 24 years, accounting for 16 per cent of the global population.1 The active engagement of youth in sustainable development efforts is central to achieving sustainable, inclusive and stable societies by the target date, and to averting the worst threats and challenges to sustainable development, including the impacts of climate change, unemployment, poverty, gender inequality, conflict, and migration. While all the Sustainable Development Goals are critical to youth development, this Report focuses primarily on the areas of education and employment, underlining the realization of targets under these Goals as fundamental to overall youth development. Issues related to other Goals—including gender equality, good health, reducing inequality, combating poverty and hunger, and action on environmental issues and climate change—are also addressed briefly within the scope of the Report.

Download the Executive Summary (PDF)

Download the Full Report (PDF)

• Introduction
• Chapter 1: Youth and the 2030 Agenda for Sustainable Development
• Chapter 2: Youth Education
• Chapter 3: Youth Employment
• Chapter 4: Youth Education and Employment: Exploring the Nexus
• Chapter 5: Where’s the Evidence?
• Chapter 6: Youth Implementing the 2030 Agenda for Sustainable Development
• Conclusions
• Statistical Annex

How to get involved

Youth are the torchbearers of the 2030 Agenda – young people all over the world are contributing to achieving the Sustainable Development Goals.  Here are a few easy ways you can get involved:

1. Get involved in a local NGO

Participating in a local NGO is a worthwhile way of supporting sustainable development efforts. For inspiration, read about the NGOs featured as case studies in the Report – from Restless Development, which helps youth participate in national decision-making processes related to the SDGs, to The Butterfly Project, which gives young women in India the confidence to demand change in their local communities, there is an incredible range of NGOs all doing amazing work globally to advance the SDGs.

2. Get engaged in local politics

The engagement of young people in local politics is crucial to raising awareness of youth-related issues and demanding change.  Read about the Not Too Young to Run campaign, an initiative anyone can join to support young people’s right to run for office:   http://www.nottooyoungtorun.org/

3. Join Youth4Peace to help promote and maintain international peace and security

Youth4Peace is an UN-led initiative that supports young people’s participation in peacebuilding.  It recognizes that young people play active roles as agents of positive and constructive change and helps them achieve this.  Get involved here: https://www.youth4peace.info/

Case Studies

• Restless Development (Box 6.12 pg 108) Restless Development, a youth-led development agency, partnered with the Commonwealth Secretariat in 2016 to prepare Youth-Led Accountability for the SDGs: A Guide to National Action .  The Guide provides practical ways for leveraging youth opportunities to participate in government processes for reviewing existing national plans and adapting the Sustainable Development Goals to national contexts.  It has helped youth in Commonwealth countries around the world to engage in decision-making processes and forward change. ‘Without youth power, the global goals will fail’ – Primrose Manyalo, Global Network Building Manager for Restless Development.
• YP Foundation – The Butterfly Project (Box 6.7 pg 103)  ‘SUPPORTING YOUNG WOMEN’S PARTICIPATION’: Through its Butterfly Project, the YP Foundation seeks to empower marginalized and vulnerable young women in India with the confidence and skills to tell their own stories and demand change.  Initiated in 2006, the Project provides a forum in which these young women can address issues of identity, human rights, sexual and reproductive rights, and discrimination through digital media.  Disenfranchised young women and girls have used the strength of their own digital stories to become powerful community advocates for equity, gender equality, and freedom from violence in their interactions with decision makers including families, community leaders and key stakeholders. ‘We talked about menstruation and puberty, and build our capacities around these issues, because talking about these issues in our society is a taboo’   –  Tulsi (21yrs), Butterfly Project participant .    ‘Ever since I started coming here, I have learned many new things, about male and females, about violence and about how much power men and women have’  – Aart (16yrs), Butterfly Project participant.
• The Goals (Box 6.5 pg 101)  ‘RAISING AWARENESS ONLINE, DRIVING ACTION OFFLINE’: Focusing on turning the first connected generation into the first sustainable generation, TheGoals.org uses an innovative and transformative crowd-learning approach that goes beyond traditional e-learning.  It creates a fun and engaging learning experience that connects young people worldwide, encouraging them to explore global challenges and take local action.  It offers courses on each of the 17 Sustainable Development Goals, allowing youth around the world explore, create, share knowledge, and provide feedback to each other as part of the learning process. ‘Turning the first connected generation into the first sustainable generation’ – TheGoals.org Team Member

World Programme of Action for Youth

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International Year of Youth: 08/2010 – 08/2011

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Five ways young people are contributing to their communities

August 11, 2023.

Young women in Djibouti take part in a civic tech training.

Building social cohesion and peace in Djibouti and Trinidad and Tobago

In a world that is constantly evolving, the role of youth in shaping the future of their communities is more crucial than ever. From advocating for social cohesion and peace to leading initiatives for gender equality, young people are taking charge and making a significant impact.

Here are five roles that the young people are playing in their communities, for a better future for all.

UNDP supports young people across the globe through its Funding Windows, primary thematic funding instrument that ensures the support goes to those who need it the most.

Young people play a vital role in building their communities and creating an inclusive and peaceful environment. Supporting them in developing the knowledge and skills to do so is a step towards them taking that role.

In Djibouti, young women are developing skills in civic tech to enhance their role as social cohesion promoters and contribute to transformative changes in building social contracts. 87 young women and 18 associations have successfully conducted activities to prevent inter-community violence, discourage school dropouts and drug consumption among young people, and promote environmental safeguarding.

Through the Peace Innovation Challenge in Trinidad and Tobago, more than 100 submissions were received from women, youth organizations and individuals. These proposals focused on promoting peace at the community level, with the best ideas receiving grants to implement them. 

Young entrepreneurs are rising to the many global challenges of the COVID-19 pandemic, the climate crisis and changing economic landscapes.

Securing work opportunities in Mali, Burkina Faso & Mauritania

Young people face the consequences of many global challenges such as the aftermath of the pandemic, the climate crisis and changing economic landscapes disproportionately, affecting their possibilities to gain decent employment and start their own businesses. Creating jobs opportunities for youth and building the skills of young people to start their own businesses is also opening up paths for economic empowerment and steering people away from radicalism, that often offers lucrative pathways for the disfranchised.

MOURAVAGHA is a national support system for young unemployed graduates in Mauritania. More than 9000 young graduates are developing their job search and application skills. The students were also placed in companies through internships that offer them job opportunities at the end.

Various cash-for-work projects provided job opportunities for more than 1,800+ young people in Mali and Burkina Faso. The young people, including women and youth that have been affected by crisis, engaged in waste management & collection activities as well as other public work programs. In the Seytenga and Falagountou communes of Burkina Faso,   young people gained more income and secured loans for further activities.

Conflict in Ethiopia has affected peoples' lives and how they earn their livings.

Acquiring skills for a better future in Ethiopia and Morocco

Young people’s creativity can open doors for a better future for all. Enabling young people to turn their ideas into reality, whether they be projects, policies or businesses, benefits both the young people and their communities. Entrepreneurship and vocational skills training can enable young people to open their own businesses. 

The conflict in Ethiopia has affected the lives and livelihoods of both people and their businesses. Many rural youth are unemployed and have dropped out of school and are now without a job and source of income. This makes them vulnerable. Some 345 young people are now creating jobs for other youth after developing their skills in local businesses and receiving start-up capital. More than 400 women and young people, including survivors of sexual and gender-based violence, trained in vocational skills that would help them increase their income.

Youth Aspirations and Abilities to Advance Nationwide Innovation project works with young Moroccan leaders to support them develop social innovations and businesses that tackle the most pressing challenges in their communities. Among the most sought-after skills among young people are leadership and emotional intelligence as well as business innovation. Through extensive training and mentoring, 150 young people developed their skills. 

Fighting gender-based violence in Chad and Colombia

In Chad and Colombia, more than 500 young people used their voices to fight gender-based violence. 

A university advocacy contest gathered stories from students, inspiring others to join the movement in Chad. As a result, a campaign raised awareness of more than 19,000 people around women’s rights and gender-based violence.

On the occasion of the International Day for the Elimination of Violence Against Women in Colombia, young people talked about the prevention of violence in an online campaign, reaching thousands of views on social media. 

Raneem, 20, from Deir ez-Zour, Syria has been able to reclaim her farmland thanks to support from UNDP.

Rehabilitating farmlands in Syria

Young people play many roles in their societies, from the fields to the parliaments. 

One of these young people is Raneem, 20, from Syria [ . She is one of the 54 farmers who were able to reclaim their land through a well rehabilitation programme, that helped them to make the land fertile again. This has created an income for more than 2,000 labourers.

“We had no hope before the wells were rehabilitated. The land is now fertile. We plant different crops every season. We are also hiring other women to support us during harvest." -  Raneem 

Supporting young people through Funding Windows

Achieving the Sustainable Development Goals is not possible without young people. 

UNDP continues to support youth across the globe through its Funding Windows, its primary thematic funding instrument to achieve the 2030 Agenda for Sustainable Development. 

"The young people were supported through the Governance, Peacebuilding, Crisis and Resilience Window in 2022 with our partners Denmark, Luxembourg, Republic of Korea, Sweden, and Switzerland. Together, we aim to create an environment where young people can thrive and have a say at the future of themselves and their communities."

Read more about the Funding Windows in our website and annual report:

https://www.undp.org/funding/funding-windows

https://fundingwindowsreport.undp.org/

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Young people’s role in building back better

Mwayiwathu  mkwala.

This is one of 38 winning blogs from the 2021 Blog4Dev competition, the World Bank Africa annual writing contest, inviting young people to weigh in on a topic critical to their country’s economic development. Blog4Dev winners responded to the question: How can young people work with their governments and civil society organizations to respond to the impact of COVID-19 and build a stronger post-pandemic economic and social system? 

COVID-19 (coronavirus) has negatively affected Malawi in various dynamics of development sectors, hence pushing more people towards extreme poverty than before the pandemic. Many people lost jobs; businesses shut down. Congestion in health services led to shortage of health personnel and medical resources to help people in hospitals. Deaths of beloved ones affected people’s mental health and daily activities among other effects. All these have, in one way or another, contributed to the economy negatively by largely affecting the marginalized populations of the country and leaving them in dire need of essential services that are also on the lifeline. As youth, we can do a lot of things working with the Government of Malawi and civil society organizations in order to build resilience and promote economic and social development.   

Firstly, meaningful participation by the youths in the decision-making process at all levels, pitching in their ideas, and promoting development agendas will allow youths to voice out problems that affect them. Assuming active roles in implementation and monitoring of development interventions, the youths will also ensure that those interventions are really solving problems on the ground. 

Youths also need to use their skills obtained through formal education or in communities to contribute to development in Malawi by working in youth groups or small and medium enterprises. In a country that largely depends on agriculture, innovations such as basic machine inventories are needed. They could increase food production to ensure food security, and the excess may be used for agri-business and agro-processing that could also be sold on international markets. 

Advocating for policy changes may also help build stronger post-pandemic development systems to recover from the current shocks and prepare for the future, preventing problems that were faced in 2020. The youth may use various platforms, including social media, to advocate for all essential public services to be adequately funded and gender responsive when addressing the needs of the poor and vulnerable. This will allow equality in accessing quality and affordable services such as hospitals since the personnel will be well equipped. This might also help women, who tend to take up frontline and low-paying jobs, secure decent jobs and pursue their dream careers.  

The youth may also provide voluntary services to those who were mentally affected by the loss of jobs or their beloved ones. The youth could provide psycho-social therapy to restore mental health of victims of abuse and even enable them to speak out and seek help from professionals. This way, those victims would be able to get back to socialization and their daily activities, or improve their entrepreneurial skills to set up small-scale businesses which also foster development. Youths may also play roles in mentorship, peer education, and encouraging those affected by closure of schools, hence helping re-enrolment and retention of both boys and girls in school. This is essential for promoting girl child education and ending early marriages.  

Mwaiwathu Mkwala is the 2021 Blog4Dev winner from Malawi. See the full list of 2021 Blog4Dev winners here, and read their blog posts .  

• Jobs & Development
• Social Protection
• COVID-19 (coronavirus)

Winner of the 2021 Blog4Dev competition for Malawi

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The Role of Youth in Achieving the SDGs: Supporting Youth-Led Solutions for Sustainable Food Systems

• First Online: 11 October 2019

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• Dario Piselli 5 , 6 ,
• Siamak Sam Loni 7 ,
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Young people are often identified as “the leaders of tomorrow”. In recent years, however, this mantra has slowly been replaced by a growing emphasis on the role of youth communities as critical agents of change, “leaders of today” who are already contributing to the sustainable development of their economies and societies. This holds particularly true for the challenge of food system sustainability, given that increases in agricultural productivity and broader rural transformation critically require skills and knowledge that rural youth are more likely to possess over older adults. Accordingly, this chapter analyzes the interplay between existing youth-led contributions to implement Sustainable Development Goal 2 (‘No Hunger’) and the challenges imposed upon young people by unsustainable agricultural practices and food systems. First, the chapter examines the negative impacts that unsustainable food systems have on rural youth, including in terms of rural outmigration, youth unemployment and rural poverty. Secondly, the chapter focuses on young people’s actual contributions to sustainable food system transformations, as well as on the importance of addressing the barriers facing young farmers and entrepreneurs in their countries and communities.

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Piselli, D., Loni, S.S., Colyard, K., Nordquist, S. (2019). The Role of Youth in Achieving the SDGs: Supporting Youth-Led Solutions for Sustainable Food Systems. In: Valentini, R., Sievenpiper, J., Antonelli, M., Dembska, K. (eds) Achieving the Sustainable Development Goals Through Sustainable Food Systems. Springer, Cham. https://doi.org/10.1007/978-3-030-23969-5_13

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Youth Issues and Adult Society Essay

The youth comprise a significant proportion of every society. Youth can be defined as a group of young people who are in the transitional stage from childhood to adulthood and are considered to be the most energetic. It is a stage during which the young people try to define their identity and prepare them for citizenship and adulthood (Shamsie, 2006). However, it has not been easy to fix the definition of youth in chronological terms. In most countries, the age of the youth is drawn at the time when an individual is treated equally under the law, normally referred to as the age of majority. Many countries place it at age 18 and beyond this age, one is considered an adult. It is therefore important to note that the definition of the term youth depends greatly on the socio-cultural, political, institutional, and economic factors of a given country. The working chronological age for the purposes of this essay is between the ages 15 and 29, which is used mainly by most National Youth Councils. This essay will discuss some problems facing the youth and why this crisis appears to be a major concern for adult society.

There are a number of problems encountered by the youth of today all over the world. Unemployment is one of the major problems facing today’s young generation (Shamsie, 2006). Every young person must be prepared to overcome the challenges of adolescence and adulthood. This means that he or she must engage in progressive experiences and activities which will, in turn, enable him or her to become socially, emotionally, morally, economically, physically, as well as cognitively competent. As one approaches the mid-20s, he or she starts experiencing the transition from schooling to work. Many young people at this age would be expected to secure a job and earn instead of the continued reliance on the parents or guardians. This trend in most instances is hampered by the lack of job opportunities for a large number of young people in society.

Difficulty in securing a place of work implies that the youth can hardly get a stable source of income for personal use and even for the other dependents like the parents or siblings. This is despite the fact that a lot of resources are injected towards educating them. The fact that many young people lack a stable source of income and yet they are the most energetic members of society is ridiculous. A number of youth resort to other alternative ways of survival like theft, forceful robbery, carjacking, and other illegal deals that will enable them to get the money that they desperately need. This is one concern that threatens the fabric of society especially the adult members of the society. The problem is worsened by the fact that there are many young people who are faced with the same problem and hence adding to the magnitude of illegal incidences. In most countries, therefore, the problem of unemployment among the youth has become a major concern of the adult society especially the governments (White, 1999).

Furthermore, unemployment can become the genesis of all other sorts of problems that face the youth. Young people who fail to prosper in society may end up despairing in life and may start smoking, using alcohol, and the use of other drugs. This is common among the youth who leave schooling at an early age and hence can get no meaningful employment. The use of drugs among the youth results in a less productive generation of young people who should otherwise be the building stones for a more stable society. Any adult society, therefore, ought to be concerned about this major problem that faces the youth since they are expected to be the society’s tomorrow.

For the female youth, difficult times at this particular stage may force them to engage in promiscuous activities like sex for pay, and these results in unwanted pregnancies and the contraction of sexually transmitted diseases. The general loss of morality among the young people can plunge the whole generation into enormous problems like increased psychological distress and other mental problems, HIV/AIDS prevalence among the youth, and criminal activities that may ruin a whole generation (White, 1999). These youth problems in many countries appear to be of major concern for adult society.

It is therefore paramount for every society to rise up and address the plight of the young people if it is to prosper to greater heights. This will call for the creation of job opportunities in society and empowering the youth through training on entrepreneurial skills. This will go a long way in ensuring that the society gets proper continuity through its youth.

Shamsie, S. J. (2006). Youth: Problems and solutions. Lea & Febiger.

White, R. (1999). The Australian youth subcultures: in the Mainstream and on the margins. Australian Clearinghouse for Youth Studies.

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Essay on Role of Youths in Nation Building for Students and Children

500 words essay on role of youths in nation building.

It is a well-known fact that the youth of any country is a great asset. They are indeed the future of the country and represent it at every level. The role of youths in nation-building is more important than you might think. In other words, the intelligence and work of the youth will take the country on the pathway of success. As every citizen is equally responsible, the youth is too. They are the building blocks of a country.

Role of Youth

The youth is important because they will be our future. Today they might be our partners, tomorrow they will go on to become leaders. The youths are very energetic and enthusiastic. They have the ability to learn and adapt to the environment . Similarly, they are willing to learn and act on it as well to achieve their goals.

Our youth can bring social reform and improvement in society. We cannot make do without the youth of a country. Furthermore, the nation requires their participation to achieve the goals and help in taking the country towards progress.

Likewise, we see how the development of any country requires active participation from the youth. It does not matter which field we want to progress in, whether it is the technical field or sports field, youth is needed. It is up to us how to help the youth in playing this role properly. We must make all the youth aware of their power and the role they have to play in nation-building.

Ways to Help the Youth

There are many ways in which we can help the youth of our country to achieve their potential. For that, the government must introduce programs that will help in fighting off issues like unemployment, poor education institutes and more to help them prosper without any hindrance.

Similarly, citizens must make sure to encourage our youth to do better in every field. When we constantly discourage our youth and don’t believe in them, they will lose their spark. We all must make sure that they should be given the wind beneath their wings to fly high instead of bringing them down by tying chains to their wings.

Furthermore, equal opportunities must be provided for all irrespective of caste, creed, gender , race, religion and more. There are various issues of nepotism and favoritism that is eating away the actual talent of the country. This must be done away with as soon as possible. We must make sure that every youth has the chance to prove themselves worthy and that must be offered equally to all.

In short, our youth has the power to build a nation so we must give them the opportunity. They are the future and they have the perspective which the older generations lack. Their zeal and enthusiasm must be channelized properly to help a nation prosper and flourish.

FAQ on Essay on Role of Youths in Nation Building

Q.1 What role does youth play in nation-building?

A.1 The youth plays a great role in nation-building. It has the power to help a country develop and move towards progress. It also is responsible for bringing social reform within a country. The youth of a country determine the future of a nation.

Q.2 How can we help youth?

A.2 As well all know youth is facing too many problems nowadays. We need to give them equal opportunities in every field so they can succeed well. They must be given all the facilities and also encouraged to take the challenge to achieve success.

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• Role of Youth in Nation Building Essay

Long and Short Essay on Role of Youth in Nation Building

The role of Youth in nation-building or development is very important, and this is because the development of any nation lies in the future generation. Democracy, economy, technology and the improvement of medical science all lie in the hands of the Youth. Poverty, unemployment, global warming, and pollution of many types are the problems that the world is facing today. The answer to solving all these problems lies with the next generation.

History is evident that the next generation has been the answer to solve future problems. As time passes by, it is required to adapt to the changes and bring a change in society. The Youth is capable of doing so; we can bring a change in society. So what is the role of the Youth for a better tomorrow? What are the qualities that are required to bring a change in society?. These two questions are very important, and all the students should know the answer to them. To answer these questions, the role of Youth in nation-building essays is written. 

Below a long and short essay on the role of youths in nation-building and frequently asked questions on the essay about the role of the Youth in our society is given. Students can refer to these essays and understand the importance of Youth in the development of the country and make a speech on the role of youth in nation-building.

Long Essay on Role of Youths in Nation-Building

Swami Vivekananda once said, 'My faith is in the younger generation, the modern generation and out of them will come to my workers. This quote describes the impact the Youth can have on society. More than 60% of the Youth helped Germany win the first world war far better or the worst. The mission to make the first person walk on the moon consisted of more than 80% of the Youth who helped in planning the whole mission. Likewise, Indian Youth also played an important role to make our country free from British rule. Youth has the power to change the world. When the Youth is united, we can make the world a better place to live, and when we are divided, we also have the power to destroy the world.

Youth is the most dynamic and important segment of the population in any country. Statistics show that the developing countries which have a huge youth population could be seeing tremendous growth in all the sectors of the countries provided they inc=vest in young people's education, health and protect and guarantee their rights. It is believed that today's young minds and tomorrow's leaders, creators, builders, and innovators.

For Youth to be good leaders, inventors and innovators, it is important that they are supported and are provided good health, training, and education to transform the future. There will be a boost in the economy of the country when the Youth is working and earning rather than being dependent on anyone.

As we all know that half of the world's population is now under the age of 25, and 1.8 billion people are between the age of 11-25. This is considered to be the largest youth generation to ever exist. Many countries such as Sweden, Japan, and Germany have already started gaining from the Youth by providing them opportunities in different sectors. It has been more than 80 years since the bombing of Hiroshima and Nagasaki in Japan. Any country would be devastated by the loss of lives and the destruction that was caused during that time, but Japan did not stop, and over the decades, the government of Japan has started investing in the Youth and the investment they made in the Youth during that time is giving them the profit now. More than 80% of Youth in Japan are responsible for the economic boost of the country. Industries such as Manga and Anime consist of 90% of young minds that are responsible for generating a revenue of 1.3 billion every year to the country. This is the impact that Youth can make on the country's growth. Here the role of Youth in the national development article is discussed.

Indian Youth- Confused or Confident? 

Let us talk about the Youth of India; Today, India is one of the youngest nations in the world, with more than 55% of the population is below the age of 25, and more than 60% of the population is the working age, which is between 15 to 60 years. It is estimated that the average age of the population by the year 2023 would be 29 years old and in India, whereas, in Japan, it would be 47 years, and in the United States of America, it would be 40 years old. The presence of younger people in our country gives us an edge over the demographic dividend over other countries. The demographic dividend is the growth in the economy of the country due to the change in the age structure of the country. The Youth of our country today are increasingly becoming restless and trying their best to make a difference, but it has not been enough. More effort should be made if we all want to end unemployment, poverty, corruption, and violence in the country. Due to the presence of these diseases in our society, there has been a delay in the development of the country.

India is the biggest democracy in the world, and still, it lags in achieving economic and socio-political growth. The two things which our freedom fighters fought for were freedom and the growth of the country, and after all those years, we have failed in achieving both goals. For 72 years, we have failed to fight unemployment, poverty, corruption, illiteracy, and violence in our country. India's ranks in the various development index have barely grown in recent years. For example, India ranks 116 in the Human Capital Index, 144 in the World Happiness Index, 131 in the Human Development Index, and 141 on the Gender Development Index. This shows the state in which our country is. If India wants to improve all these indices, then it is the responsibility of the Youth to come forward and take responsibility to fight against the multiple inequalities and contribute to the development of the country.

Statistics show that India has the upper hand over other countries as 62 % of the population is the Youth. Young minds are known to be innovative and hard-working that will help in the development of the country. Youth can change the country only if proper opportunities in the various fields are given to them. In our society, we have been guided to pursue careers in either engineering or medical science. This could be because of the pressure from the family or the trend in society. This has become a major cause for the downfall of the Youth. A statistical report suggests that about 55% of engineering Youth are unemployed because they don't have the required skills to crack a job. The Youth can change society if they consider pursuing a career in different fields like arts and politics. If proper opportunities are given to the Youth to represent their ideas in fields such as politics, then we can expect a drastic change in the country's growth. Young minds should be motivated to take part in politics and occupy high positions such as education minister, finance minister, bureaucrats, and even the Prime minister.

Youth has the power to bring change. They have the power to demand justice. For example, a mass protest by the Youth against the CAA bill in Delhi or the mass protest by the Youth in Delhi for justice of Nirbhaya cases are some of the examples of the strength of the Youth. TRO makes the Youth the ultimate power of the country, and educational programs should be developed that aims to teach the young people from the school level the importance and the impact they can have on the country. They should be taught about how the country works and how it can be a significant part of the development of the country. Youth should be motivated to consider different career options such as politics, which eventually helps in running the country. 

Our nation has been facing a lot of problems, and Youth has the power to resolve most of them. All the Youth of today need is a chance to prove themselves. Through many protests against corruption, rape against women, we have witnessed that the Youth have the power to unite individuals from various ethnic groups. The world has been facing many problems such as Racism and Islamophobia. Everyone is fighting with each other because of the religion to which they belong or the complexion of their skin color. These fights within the Youth are created by political leaders or the people with power because they know that the only way they could defeat the power of Youth is when we are divided. This is the reason why we need Youth in politics as youth leaders could convince other fellow men and women to live in peace and harmony. The differences and all these issues should not allow the Youth to be divided. Instead of focusing on these differences, youth leaders should lead the way and help the majority focus on the real issues that matter, such as poverty, crime against women, unemployment, and many more. The Youth has the ability to bring a change in the country. 

To conclude, the role of the Youth is very important in the building of a nation. They can be a positive influence in society and can also solve the problem by introducing innovative and impactful ideas that will only help in the betterment of the country. They have the ability to create an identity for themselves, which will help in creating an impact. All the youth needs is the support of their family and friends, and I can assure you that they can make our country great. 

Short Essay on the Role of Youth in National Development

India is the world's largest democracy and the second largest populated country in the world.65% of the population comprises the Youth, and this is enough to show the importance of Youth and how big of an asset they are for the country.

The role of Youth in nation-building is very important. The work they do and the ideas they help to bring to the table will take the country on the path to success. In spite of being the largest democracy in the world, India is still lagging behind in achieving the economic success that will help to make a mark in the world. It has been 72 years since the freedom of our country, and throughout all these years, India has been infected by a few diseases such as corruption, unemployment, poverty, malnutrition, no proper healthcare services, and a crime against men and women. Indians are ranked 144 in the world happiness index, 141 in the gender development index, and 145 in the Global burden Index. India's rank in the various development indexes has not improved over a few years. The only way India can improve the ranks in all these indices is through empowering the Youth of the country. The Youth need to take charge and come forward to fight for a better tomorrow, and that can only be done if proper opportunities are provided to Youth in different fields.

If anyone wants to bring a change in the system, the only option is to study and get into it. The Indian Youth should consider joining politics and running for different roles such as the governor, bureaucrats, Home minister, and even Prime minister. Youth have the advantage of being a young mind and more connected to today's generation. A youth running the country will help in solving the problems that other Youth faces every day.

Youth has the ability to face any issue and solve it. There has been a rise in the cases of Racism and Islamophobia all across the world. Instead of focusing on important topics such as unemployment, poverty, and corruption, the Youth in our country is divided into a few not-so-important topics. This is because the majority of the Youth has been influenced t=by greedy political leaders who think all about themselves. This is why we need the Youth to be part of politics. Imagine a youth leader who unites every fellow Youth to focus and fight for what will matter for the future, and our country would be great.

To conclude, the Youth has the power to build a nation that will only help in its development. To do so, the Youth of our country should be supported by friends and family members. The Youth should be supported to pursue careers in various fields such as cinema, arts, and politics. The support which everyone will give today to the Youth will help in making our country great in the future. The important role of the youth in nation-building has been discussed here, and students can take a cue for writing an essay on my role as a youth in nation-building.

FAQs on Role of Youth in Nation Building Essay

1. Why is it important to build a nation?

A Nation is a group of people with a common language, beliefs, traditions and culture. Countries have been built from the basis of the shared interest, identity and aspirations of their people coming from different backgrounds. When you say you are Pakistani, Indian or American etc., what comes to your mind? Education, education and education. You have a common identity with all the people living in that particular country which is why you feel united in helping each other in times of need. A nation is a place where all the people live together with harmony and peace because they are united under one umbrella, which is the identity of that particular nation. Building a nation is important because a strong nation can only lead to a stronger economy, which in turn will bring about positive changes for the people living in that country and make their lives easier.

2. What are the traits of a good leader in nation building?

A good leader is a person who has vision and clarity about where he or she wants to take the country. He has complete knowledge about what needs to be done to achieve his goal, whether it's peaceful negotiations between countries at war or building roads within the country. He is a good motivator and knows how to bring out the best in people. He is honest and has high moral values. Last but not least, he is a true leader who can lead from the front and guide others to work for the common good. If a nation has a good leader, it can be possible to bring positive changes in every sector and make the country a better place to live in. With the help of a good leader, a nation can be built in a better way. A good leader can change the destiny of a nation.

3. What are the responsibilities of the youth in nation-building?

Youth has the responsibility to do their bit for nation-building, along with the common people like students, workers etc. Youth should make decisions after much thought and consideration because they hold the future of our generation in their hands. They should work together with all sections of society to bring about positive change in the country. They should also be involved in activities that promote national unity and solidarity. Youth should focus on their education and build a bright future for themselves and their country. They should join the army, civil services, police etc., to serve the nation in their respective capacities. The Youth play a very important role in Nation Building. They are the future of our country, and it is very important to groom them to become good leaders. Youth should be encouraged to take up sports and social work to strengthen our society. If a country has a responsible youth, then that Youth will definitely lead the country to a better future.

4. How can the youth be more involved in nation-building?

The Youth should take up jobs that benefit society. They can join the army, police or civil services to serve our nation. The Youth are our future and should be encouraged to take up sports and social work. Our Youth need to be educated because we cannot progress without them. We all must encourage our Youth to take part in nation-building activities so that together we can create a better future for everyone. With the help of our Youth, many problems can be solved. They should stop taking drugs and other harmful substances. Volunteering for community support activities is a very good way to give back to society while helping our Youth grow stronger in their personal life, health and well-being. If our Youth takes part in nation-building activities, then definitely our nation will be built in a better way.

5. What is the role of women in nation-building?

Women play a very important role in nation-building because they keep the family unit intact and pass on values to the young children. They must not neglect their household work and try to give equal importance to their traditional role while also training themselves to be good citizens. Women should strive for a healthy environment in society and join groups that work to bring about positive changes in their community. They can also involve themselves in nation-building activities like blood donation camps, tree plantation drives etc. There are many jobs women can take up, such as becoming police officers, nurses etc., to serve our nation. The role of Youth in Nation Building is very vital. A responsible youth can definitely lead the country to a better future. Youth should be encouraged to take up jobs that benefit society. Women contribute to nation-building in many ways like working with police, forest department etc. Women play a very important role in nation-building. Nowadays, women are given more freedom, and they play a vital role in society. Women involve themselves in nation-building activities like blood donation camps, tree plantation drives etc. women are taking up jobs in many fields like policewomen, nurses etc. So, women definitely play a very important role in nation-building, and they should be given more opportunities to serve our nation.

Role of Youth in Society Essay – Download Free PDF

Published by team sy on april 14, 2024 april 14, 2024.

Role of Youth in Society Essay : In today’s dynamic world, the role of youth in society stands as a beacon of hope and catalyst for transformation. This essay delves into the pivotal role that young individuals play in shaping the fabric of our communities and driving societal progress. Whether you seek insights into the profound impact of youth activism, their contribution to nation-building, or their role as advocates for change, this comprehensive exploration illuminates the essence of the youth’s role in society. Dive into this enlightening discourse to uncover the significance of the youth’s endeavors, available for your convenience in PDF format. Additionally, for our Telugu-speaking audience, discover an insightful examination of the ‘Role of Youth in Society’ essay in your native language. Join us as we unravel the compelling narrative of how the youth serve as the cornerstone in building a brighter, more inclusive future for all.

Table of Contents

Role of Youth in Society Essay 300 Words

Youth are the backbone of any society, serving as the driving force behind progress, innovation, and social change. As the next generation of leaders, thinkers, and changemakers, young people possess an unparalleled potential to transform the world around them.

One of the most crucial roles of youth in society is as agents of change. Unburdened by the status quo and resistant to complacency, young people are often at the forefront of movements that challenge the injustices and inefficiencies of existing systems. From the civil rights struggles of the 1960s to the global climate activism of today, youth have consistently been the catalysts for profound societal transformations.

Moreover, young people bring a fresh perspective and pioneering spirit that is essential for driving progress. Unencumbered by traditional mindsets, they are able to identify novel solutions to complex problems and develop innovative technologies that can revolutionize entire industries. The contributions of youth-led startups and young innovators have been pivotal in fields ranging from renewable energy to healthcare to digital communications.

Beyond their role as change-makers and innovators, youth also serve as the stewards of the future. As they rise through the ranks to assume positions of leadership, young people have the power to shape the long-term trajectory of their communities and nations. By imbibing the values of social responsibility, sustainability, and ethical decision-making, the youth of today can ensure a more equitable, prosperous, and environmentally conscious tomorrow.

Perhaps most importantly, young people possess an unparalleled passion, idealism, and energy that energizes and inspires those around them. Their unbridled enthusiasm and optimism have the ability to galvanize entire populations, mobilizing collective action towards common goals. This youthful dynamism is an invaluable asset in addressing the multifaceted challenges facing the world.

While it is true that young people may lack certain life experiences and professional expertise, these gaps can be effectively bridged through mentorship, education, and collaboration with more seasoned individuals. By striking a balance between the wisdom of experience and the vibrancy of youth, societies can harness the full potential of their young citizens.

In conclusion, the role of youth in society is truly indispensable. As agents of change, innovators, future leaders, and catalysts of progress, young people hold the keys to a better world. By empowering and engaging the youth, we can unlock a future filled with boundless possibilities and transformative potential. The time to invest in our young citizens is now, for they are the hope and the promise of a brighter tomorrow.

Role of Youth in Society Essay 100 Words

The role of youth in society is crucial as they are considered the backbone of a nation, capable of bringing about positive change and progress. Young people possess energy, creativity, and enthusiasm that can be channeled towards nation-building and development. They are essential for the growth of a nation’s economy and social fabric, contributing through various professions like engineering, medicine, education, and administration. Youth participation is vital for achieving future goals in areas such as science, technology, finance, health, and innovation. However, challenges like unemployment can hinder their potential, leading to issues like substance abuse and criminal activities. To address these challenges, society must provide opportunities for education, employment, and empowerment to the youth, enabling them to contribute positively to the nation’s progress. Ultimately, the youth’s role in society is to renew, refresh, and maintain civilization, making them indispensable for the continuous development and prosperity of a nation.

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Role of youth in society essay in telugu.

యువత అనేది అపరిమితమైన శక్తి, తాజా దృక్కోణాలు మరియు మార్పు కోసం తపనతో అల్లిన ఒక శక్తివంతమైన వస్త్రం. నిష్క్రియాత్మక ప్రేక్షకులకు దూరంగా, యువకులు అభివృద్ధి చెందుతున్న సమాజానికి మూలస్తంభం, దాని వర్తమానం మరియు భవిష్యత్తును రూపొందించడంలో కీలక పాత్ర పోషిస్తున్నారు.

యువత యొక్క అత్యంత ముఖ్యమైన సహకారాలలో ఒకటి వారి హద్దులేని ఉత్సాహం మరియు ఆదర్శవాదం. కన్వెన్షన్ ద్వారా భారం పడకుండా, వారు వినూత్న పరిష్కారాలతో సవాళ్లను ఎదుర్కొంటారు మరియు సానుకూల ప్రభావాన్ని చూపాలనే దృఢ సంకల్పంతో ఉంటారు. పర్యావరణ సుస్థిరత కోసం వాదించడం నుండి సామాజిక న్యాయం కోసం పోరాడే వరకు, వారి స్వరాలు మార్పును రేకెత్తిస్తాయి మరియు ఇతరులను చర్య తీసుకునేలా ప్రేరేపిస్తాయి.

ఇంకా, యువత సాంకేతిక పరిజ్ఞానం యొక్క ప్రయోజనాన్ని కలిగి ఉంది. వారు డిజిటల్ స్థానికులు, ఆధునిక ప్రపంచంలోని భాషలో నిష్ణాతులు. ఈ నైపుణ్యం సామాజిక మంచి కోసం సాంకేతికతను ఉపయోగించుకోవడానికి, సరిహద్దుల అంతటా కమ్యూనికేషన్ మరియు సహకారాన్ని పెంపొందించడానికి వారిని అనుమతిస్తుంది. విద్యా యాప్‌లను అభివృద్ధి చేయడం నుండి సామాజిక మార్పు కోసం ఆన్‌లైన్ ప్లాట్‌ఫారమ్‌లను రూపొందించడం వరకు, డిజిటల్ విభజనను తగ్గించడంలో మరియు సమాచారానికి సమానమైన ప్రాప్యతను నిర్ధారించడంలో యువత కీలక పాత్ర పోషిస్తుంది.

అయితే, యువత పాత్ర ఆవిష్కరణ మరియు క్రియాశీలతకు మించి విస్తరించింది. వారు సమాజ వారసత్వానికి సంరక్షకులు కూడా. విద్య మరియు సాంస్కృతిక ఇమ్మర్షన్ ద్వారా, వారు తరతరాలుగా సంక్రమించిన సంప్రదాయాలు, విలువలు మరియు జ్ఞానాన్ని వారసత్వంగా పొందుతారు. మారుతున్న ప్రపంచానికి అనుగుణంగా ఏకకాలంలో ఈ గొప్ప వారసత్వాన్ని కాపాడుకోవడంలో వారి బాధ్యత ఉంది. ఈ సున్నితమైన సంతులనం పురోగతిని ప్రోత్సహిస్తూ కొనసాగింపును నిర్ధారిస్తుంది.

యువత ఎదుర్కొంటున్న సవాళ్లను గుర్తించడం చాలా ముఖ్యం. వనరులు మరియు అవకాశాలకు పరిమిత ప్రాప్యత వారి సామర్థ్యాన్ని అడ్డుకుంటుంది. అందువల్ల, యువతకు నాణ్యమైన విద్య, మార్గదర్శకత్వం మరియు అర్ధవంతంగా పాల్గొనే అవకాశాలను అందించడం ద్వారా వారిని శక్తివంతం చేయడం సమాజం యొక్క బాధ్యత అవుతుంది.

ముగింపులో, సమాజంలో యువత పాత్ర చాలా ముఖ్యమైనది కాదు. వారి శక్తి, చాతుర్యం మరియు మెరుగైన భవిష్యత్తు కోసం నిబద్ధత పురోగతికి చోదక శక్తులు. వారి సామర్థ్యాన్ని పెంపొందించడం ద్వారా మరియు వారి భాగస్వామ్యాన్ని పెంపొందించడం ద్వారా, ప్రకాశవంతమైన రేపటి వాస్తుశిల్పులుగా మారడానికి మేము వారిని శక్తివంతం చేస్తాము.

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The acknowledgment of the qualities and features of the world is made through the body, movement, and imagination. During their development, children learn new skills, complexify their thoughts, and become more autonomous. The progressive increase in motor repertoire in children reflects a more unified and solid self. Nowadays, there is a generalized restriction of the movement of children. It starts at home when parents establish rigid and/or phobic attachments with their children; it can be also observed at school which is more and more based on rigid learning rhythms and obsessive ideas about students’ performance, and finally in urban areas where free and outdoor play has considerably decreased during recent decades. The current lifestyles in Western societies resulted in a decrease in play among children. The culture influences the dominant types of psychopathology and, during childhood, mental suffering is often expressed with the increase (turmoil) or decrease (inhibition) of the body movement. Sports are underpinned by movement and play; they are a powerful tool in health promotion and an excellent way to assign meaning to movement. This work is an essay about the importance of play and youth sports in child development.

1. Introduction

This essay article addresses the importance of play and youth sports in child development. We focus mostly on early stages of sport engagement, when play should be the core activity of childhood. Different theoretical approaches are considered, including child motor behavior, sports sciences, psychology, and psychoanalysis. The manuscript is divided into three parts, and each one of them is divided into its main topics and sub-topics.

PART I is dedicated to child development, and aims to provide a general framework for the upcoming sections. We start with a brief review of early phases of child development (psychomotor development), before moving forward until the beginning of more structured sport practice. A special attention is provided to the body as a means of self-expression and communication with others, and to different types of play (and its development) during childhood. It includes topics such as body, attachment, motor behavior, and play.

PART II—entitled Actual Constraints on Child Development—focuses on recent issues that constrain child (natural) movement, and have negative impact on their development. Despite the impressive economic development in the last half century in Western societies, with considerable positive impact on child health and education, modern lifestyles face new obstacles. Among these is a severe decrease in physical activity and play among youngsters. We describe how child movement and (free unstructured) play have become less accepted in settings such as home, school, and street. Later, we focus on the analysis of problems that result from it. We do not intend to make an in-depth analysis of child psychopathology; the focus is on the difficulties mostly expressed through the body (although related to overall development). We divided such problems into opposite poles related to a lack or excess of movement.

Finally, in PART III, we focus on the role of sports in child development. Here, we analyze the symbolic meaning of sports, and how it may contribute to fostering healthy development. This final section aims to provide a reflection about the use of sports as a tool to tackle issues. To do so, we start with a brief description of three models that emphasize the role of sports in child development. Although being generally perceived as a social good, engagement in sports is not always positive, and can also become a source of suffering due to different types of abuse existent in this context. We briefly address some types of violence and abuse that may be found in sports, and the increasing importance of safeguarding. We finish with a reflection about the potential of sports as a tool to promote healthy development (when properly conducted).

2. PART I. Child Development. Play and Motor Behavior

Play is a key element in child development. The body, movement, and the imagination are very important means for children to explore and progressively understand their environment. The body includes both “somatic” and “relational” parts, and these are interconnected. The somatic part of the body relates to the maturation process, musculoskeletal system, and physiology, and it is mainly approached by scientific areas such as biology, chemistry, and some disciplines of medicine such as neurology and pediatrics, among others. On the other hand, the relational part of the body relates to attachment (affect, emotions, and feelings) between the child and his/her significant others and environment, and it is mostly approached by scientific areas such as psychology, psychoanalysis, and social sciences.

The body must be understood based on an integrative perspective that considers both somatic and relational parts, their interconnection, and mutual influence. We consider the tangible part of the body, but with extensions that go beyond its physical limits, through the attachment and connections established during the personal history of the individual, and the development of his/her autobiographical memory [ 1 ].

The development of neurosciences shed some light on these topics; it is now widely accepted and more deeply understood that the mind is underpinned by a biological structure that cannot be ignored [ 2 , 3 ]. Considering that both attachment and physical maturation contribute to the development of the individual—and both play an important role in healthy development—we briefly summarize some ideas that underpin the forthcoming reflection.

2.2. Attachment

There is considerable evidence of the influence of attachment on child development, including the styles of attachment and personality development [ 4 ], the negative outcomes of deprivation [ 5 ], healthy and psychopathological development [ 6 ], and mentalization and development of self [ 7 ].

Humans have a long childhood period, and babies are born incredibly dependent on their caregivers (contrary to other species, including several mammals). The British pediatrician and psychoanalyst Donald Winnicott—who dedicated most of his clinical activity to children—once stated that “there is no such thing as the baby”, along with “a baby alone doesn’t exist. What exists is always a nursing couple” [ 8 ]. This iconic sentence of the psychoanalytic field relates to the total dependence of the baby, and alerts us to the need to think about the baby within this relation/attachment (mother–baby dyad). We are born with a considerable potential, but we take much time to become autonomous. The developmental endeavor of becoming autonomous (and the degree of its success) greatly depends on the type (and quality) of the attachment created between the baby and its caregivers.

A mother and child-centered framework is established through the process of the development of the self. The emotional, neurological, and structural puzzle that provides the infant for his future connections is constructed from this plan. Therefore, each person’s attachment style will be determined by the responsiveness, contingency, and persistence of their mother’s replies to their bond requests.

Humans are born with a bonding mechanism that allows them to connect with a caregiver and, from this relationship, develop a connection with the rest of the world. Therefore, the body is the locus of secure bonding expression, the safe place. When a baby feels cherished, he perceives his body as a secure haven. Secure attachment bonds offer emotional support, safety, and availability throughout a human’s developmental history, particularly during trying times and significant moments of change. Infants who are securely attached can anticipate their caregivers’ availability, comprehension, and responsiveness thanks to attachment events. They will consequently feel secure and confident.

According to attachment theory, the stable nature of the attachment bond serves as a vital “emotional buffer” and is essential for completing developmental tasks in adolescence, such as adjusting to bodily changes, developing one’s own identity, or making goals for the future. The baby or toddler can begin to act in ways that involve exploring his environment by feeling secure and confident thanks to the safe bonding response. Initially, the main caregiver figures, followed by additional characters, the world space, and so forth.

The body serves as both the place and the agent of discovery and exploration. The physical body, with its limitations and potential, is a place and agent of pleasure and pain. Bowlby’s initial choice of protection as a “principal” biological function is no longer necessary, as noted in Bowlby’s final collection of lectures from 1988. Instead, the multiple advantages of attachment—such as feeding, learning about the environment, self-regulation, and social interaction—all contribute to its conveying an evolutionary advantage. According to this theory, attachment is not seen as a symptom of immaturity that needs to be overcome, but rather as a normal and healthy trait of individuals throughout the lifespan.

The Attachment Behavioral System

An “attachment behavioral system” is hypothesized to contain attachment behaviors. To characterize a species-specific system of behaviors that result in certain predictable consequences, at least one of which contributes to survival and reproductive fitness, Bowlby [ 9 ] borrowed the behavioral system notion from ethology. Inherent motivation is a part of the behavioral systems idea.

Children are believed to form attachments to others regardless of whether their physiological demands are satisfied, so there is no need to see attachment as the result of any more fundamental processes or “drive”. Evidence demonstrating that attachment is not caused by links with food, as suggested by secondary drive theories (e.g., [ 10 ]), supports this theory, as was already indicated [ 11 , 12 ]. The infant chooses the actions that are most appropriate for that situation and with that caregiver. As they grow, children have access to a wider range of approaches to proximity and learn which ones work best under what conditions. In fact, as Sroufe and Waters [ 13 ] noted, this organizational perspective aids in explaining stability in the face of both developmental and environmental changes.

Murray [ 14 ] established the concept of “affiliation”, according to Bowlby [ 9 ], p. 229: “Under this heading are classified all indications of friendliness and kindness, of the desire to accomplish things in partnership with others”. As a result, it encompasses a far wider range of behaviors than attachment and is not meant to include conduct that is focused on one or a small number of specific figures, which is the characteristic of attachment behavior. Thus, the organization of the biologically driven, survival-promoting desire to be sociable with others is referred to as the social system . The likelihood that people will spend at least some of their time with others is a significant expected result of activating this system.

Whenever it comes to what initiates behavior, what stops behavior, and how behaviors are organized, studies of both humans and other primates clearly demonstrate distinctions between the attachment and sociability systems [ 15 , 16 ].

When a child is secure, they want to play and engage socially, so, when a youngster is happy and certain of his or her attachment-whereabouts, they search for a playmate. Additionally, once they find the playmate, they want to interact with them in a playful manner. So, as a conclusion, a secure attachment allows the toddler to feel secure and to explore and places the body as central. Through the lifespan, it will allow engagement in play and sports. The usage of the body replays the early playful moments with primary caregivers.

2.3. Motor Behavior

The development of motor behavior heavily depends on maturation. The exploration of the surrounding environment by children requires movement, which is a key element in child development. Babies develop within their mother´s uterus for as long as possible; however, when they are born, despite their innate skills, they are still very “incomplete” and totally dependent on external support. From the rudimentary movements and basic skills of the baby, to the possibility to execute more complex and intentional movements (with higher capacity to act on the surrounding environment), children progressively develop (with more or less harmony) their motor skills, cognition, and language. During the early stages, children considerably increase their motor abilities; in a short period of approximately two years, they learn how to reach and grasp, to sit, to stand and walk, and to chew and talk [ 17 ]. Here, the action/movement of the body should be understood as a way of expression (speech), in which an increased physical coordination and motor competency/domain reflect a more unified self.

Through movement, children progress from the total dependency of early childhood to a more active functioning of exploration of the environment. To crawl and, later, to walk are examples of remarkable conquests made by toddlers and allow the first movements away from the secure base (mother). These movements symbolically relate to the earlier essays of autonomy [ 18 ]. The motor development allows new opportunities for children to learn about the surrounding world, and the flourishing motor skills instigate developmental changes in perceptual, cognitive, and social domains [ 19 ].

As described, during the early stages of their lives, children progressively increase their motor repertoire because of both maturational and interactional processes with their environment. The acquisition of these motor skills, along with cognitive development and construction of psychic apparatus, occurs through play activity [ 20 ], which is internally motivated and has a symbolic feature that promotes wellbeing and pleasure.

There are several types of play; these develop and evolve during childhood. The different types of play are not mutually exclusive; actually, they frequently overlap, but one of them tends to be more active/present during a certain period of child development, based on his/her degree of psychic structure. So, different types of play are related to different types of internal functioning. This is the reason why children with different ages tend to choose different types of play which are more in line with their stage of development. During childhood, new types of play overcome the preceding ones, which requires new skills. There are several taxonomies of play; these vary based on different scientific approaches and disciplines. This is a possible definition from developmental psychology:

Play is often defined as activity done for its own sake, characterized by means rather than ends (the process is more important than any end point or goal), flexibility (objects are put in new combinations or roles are acted out in new ways), and positive affect (children often smile, laugh, and say they enjoy it). These criteria contrast play with exploration (focused investigation as a child gets more familiar with a new toy or environment, that may then lead into play), work (which has a definite goal), and games (more organized activities in which there is some goal, typically winning the game). Developmentally, games with rules tend to be common after about 6 years of age, whereas play is very frequent for 2- to 6-year-olds [ 21 ].

According to Pellegrini [ 22 ], play has four domains: social, locomotor, object-directed, and pretend. Games come later and are more demanding from a social point of view.

Play is very important during child and self-development; there is solid scientific evidence corroborating this [ 23 ].

2.4.1. Social Play

Social play is part of the interaction between children and adults (typically parents), and between children and other children. Peek-a-boo play is one of earliest forms of play, in which babies and their parents engage in interactions characterized by some of the hallmarks of play, such as unpredictability, vocalizations, expectations, and positive affect. The quality of the social interaction between children and their parents strongly influences the competence of the children in future interactions with peers and others, due to the social learning and nature of the attachment between parents and children [ 22 ].

From a psychoanalytical standpoint, peek-a-boo is based on presence/absence, and relates to the need to be sought and found, as well as the role of being seen in the development of the self. By playing this, children progressively try to elaborate and symbolize the absence, which is a fundamental acquisition for their future social and academic endeavors [ 24 ]. Toddlers are thrilled when their parents hide behind a sweatshirt and ask aloud where the baby is, and then they put down the sweatshirt and show their happy face for “having found” him/her. Fragments of this type of play remain during childhood, although it may appear in different manners such as turning lights on and off, or later in the hide and seek game.

2.4.2. Locomotor Play

Locomotor play comes later, and the child’s body is more actively involved; it includes a dimension of physical vigor, and consists in exaggerated and non-functional behaviors and behavioral sequences. According to Pellegrini [ 22 ], there are three sub-types of locomotor play, with different age peaks: (1) rhythmic stereotypies (infancy), (2) exercise play (preschool years), and (3) rough-and-tumble play (middle childhood). Locomotor play has physical, cognitive, and social benefits, and there are some gender differences, with boys being more prone to engage in this type of play, especially exercise play and rough-and-tumble play. Although rough-and-tumble play is a sub-type of locomotor play, due to its importance in future sport activities, we describe it with more detail. Rough-and-tumble play is frequent among juvenile mammals (mostly among males), and has an important impact on physical and psychological development. It consists in play fighting (very different from real fighting). Children wrestle, climb over each other, and roll around, among other similar behaviors. Besides developing strength and physical skills, it also allows participants to assess other´s skills and physical strength [ 22 , 25 ]. Rough-and-tumble play fosters both psychological development and social skills; more specifically, it helps children to learn the limits of their strength, to find out what other children will and will not let them do, to develop social relationships due to the change in roles and sort out personal boundaries, and, also importantly, burn off energy and decrease tension.

2.4.3. Object-Directed Play

In object-directed play, children use objects (extensions of their bodies) when playing; they discover novel uses for objects, and these can be used in exploration, in play (with objects), in construction, and in tool use [ 26 ]. The use of objects is connected with social network and group structure.

2.4.4. Pretend Play

Pretend play—also called imaginative play or dramatic play—happens when children use their imagination to enact scenarios (experienced, seen, and/or fantasized). It may progress from solitary to social pretending with others, and according to Pellegrini [ 22 ] there are four components of pretending: (1) decontextualized behavior, (2) self–other relations, (3) sequential combinations, and (4) object substitution.

Pretend play is rooted in early interactions with adults, especially the child’s mother (attachment), and may be exclusive to humans. It becomes more intense with the rise of the Oedipal complex. This type of play allows the possibility of movements towards identifications, the deeper acknowledgement of sexual differences between boys and girls, and other important aspects of construction of the identity [ 24 ]. Here, children enact different roles (e.g., super-hero, princess) within an interpersonal scenario with peers and other important figures. This type of pretend play allows children to dramatize his/her inner world, speaking about him/herself through others. Some gender differences should be noticed; boys and girls tend to choose different characters, which becomes more pronounced at this stage.

The definitions of play and games differ; the latter develop later in childhood, are governed by specific rules based on deduction [ 27 ], and the aim is usually to win. During childhood, children tend to have an idealized idea of their parents, and perceive them as omnipotent entities who know everything, and are able to solve any problem. This (normal) idealization is rooted in the need to feel safe in the face of anxieties (and vulnerability). In healthy development, the idealization (and illusion) progressively decreases, allowing children to abandon their omnipotence (self-centered interpretation of the world) and to incorporate social norms and rules, provided by social order; as a result, children can then access more abstract thinking. In this phase, the game emerges; it reflects a higher differentiation between psychic structures (id, ego, superego), and is underpinned by both competition and measurement of skills between the participants (peers function as a mirror).

Play (and later, games) have an important role in child development. Play allows—among other things—the expression of internal conflicts (some of them normal, others more prone to become psychopathology), and children change from passivity to activity, allowing them to act upon their surrounding reality. The later engagement in games is more demanding; due to their standardized characteristics, to properly engage in games, children must submit to social rules and norms. We consider that the earlier forms of play and games—along with specialization of basic motor skills—underpin sport activities. More on this topic will be discussed later.

2.4.5. Importance of Play in Natural Environments

Despite its benefits for child development, the amount of time spent by children on outdoor free play (unstructured activities) has considerably decreased in current societies [ 28 , 29 ], contributing to more sedentary lifestyles, disconnected from the natural world [ 30 ].

Unstructured outdoor play has several benefits in child development, health, and wellbeing, including physical development, self-regulation and attention, communication and social development, cognitive development and creativity [ 29 ], and imagination and reasoning abilities [ 31 ]. Outdoor play also contributes to fostering physical exercise (and energy bust), to improve social and emotional development [ 18 ] and may contribute to establishing rapport between parents and their children [ 31 ]. Due to its benefits, outdoor play has been considered in educational approaches [ 28 , 32 ].

3. PART II. Actual Constraints on Child Development

3.1. settings.

Nowadays, mostly in Western societies, child movement is frequently (and early) not accepted and contained. The COVID-19 pandemic has contributed to the decrease in child movement due to lockdown and other preventive measures that resulted in a decrease in outdoor areas to play, and increased the physical distance between people [ 33 ]. In their review article, Kourti et. al. [ 34 ] suggest that play habits changed during the COVID-19 pandemic (and teachers were concerned about it); the authors analyzed 17 articles from Europe and North America, and concluded that outdoor play decreased during the pandemic, while indoor play and videogames/screen use increased. However, even before the pandemic, some contexts were identified in which child movement was already being felt as unacceptable. Here, we highlight three of them.

3.1.1. Home

At home, within the family environment, when parenting styles lead to insecure attachment styles, the natural movement of infants—which is associated with (normal) aggressiveness, dirtiness, excitement, and noise—is perceived as uncomfortable to some parents [ 24 ]. The normal movement of children is poorly understood and contained by an external environment that aims to impose excessive order and tidiness, going in the opposite direction of children’s needs. When this happens, as submission is gradually imposed, children (especially male) are pushed to become “good”: quiet, clean and “well-behaved”. Here, when children behave accordingly, their submission tends to be reinforced by parents (and, as a result, the opposite behavior is rejected). For girls, it is expected, even in an unconscious way, that they behave, stay quiet, and play with dolls or house tools.

The increased (and often excessive) use of electronic devices among children also contributes to the decrease in play. These devices keep children quiet in front of a screen; it becomes very useful when parents wish for their children to demand less attention from them. The high number of children who cannot be seated at the dinner table with their parents (and perhaps siblings) without having an electronic device to play is impressive. Despite the positive aspects of technology, the excessive use of electronic devices by children is a red flag regarding their healthy development. The stimulus of electronic devices is excessive. This aspect leads to a growing necessity of fast pleasure and immediate reward. In an older child, the world is “expected” to be pleasurable and satisfying. So, frustration and need for continuous reward are a predicable factor of anxiety and aggressiveness among older children.

According to Desmurget [ 35 ], the excessive use of electronic devices by children may result in negative outcomes regarding their physical health (obesity, heart diseases, lower average life expectancy), behavior (aggressiveness, depression, anxiety), and intellectual skills (language, concentration, and memory). Some major international organizations have also focused their attention on the impact of excessive use of electronic devices by youngsters [ 36 , 37 ].

3.1.2. School

The first major separation of children from their nuclear families and homes occurs when they go to school. Even those children who have been in kindergarten before going to school now have to face a more structured and demanding environment. Children face challenges such as the need to develop their skills, to learn school material (within a specific time), to make friends, and to progressively become less dependent of adults—to grow. Obviously, attachment issues have a strong influence on their success in these demanding tasks.

School is a very important context and allows children to grow and develop their skills. However, their natural movement is also often poorly understood and tolerated. Children are often asked to keep quiet, and to listen to a teacher for long periods of time, in an environment often marked by an obsessive analysis of school performance (grades) and accumulation of material rather than fostering understanding [ 18 , 38 ]. Education has become more technical and “pseudo-cumulative”, with emphasis being placed on “skill acquisition” rather than fundamental knowledge and fostering the development of the capacity of children to think about themselves and how the world works.

Today´s school asks children to carefully listen to what their teacher tells them; however, children are being raised in a world where the value of words has decreased considerably over time, and children are constantly a target of visual, immediate, and short-term stimuli (electronic devices, social media, and others). As a result, the opportunities to appreciate silence, to contemplate, to feel, to listen and be listened to, and to have relationships with an adult caregiver that foster thinking about how the world works and thinking about themselves (which is time consuming), have decreased [ 24 ].

3.1.3. Outdoor (Street)

The lack of play in cities and streets is also a constraint. During recent decades, outdoor (street) free play has been gradually replaced by standardized and artificial activities [ 39 ], in which children are oriented by adults in predefined and goal-oriented activities. Free time has become a paradox; children are often asked to do something in time periods that are supposed to be free (and include the possibility not to do anything). Laziness among children is often necessary and important; when children feel bored, they tend to use creative solutions to amuse themselves. This often allows games and play to arise. In urban areas (where most families live), the presence of children playing on the street has significantly decreased. They mostly live locked at home and are transported by adults from point A to point B all the time. Today, the street, perceived as a place to play with other children, practically does not exist.

Parents, schools, and urban areas often have difficulties to contain and to provide meaning to child movement. The natural benefits of play are being replaced by artificial programs (often seen at school) to “teach empathy”, to “develop social skills”, and/or to “learn about emotions”.

3.2. Psychopathology

The verbal skills and the capacity of children to access symbolic thought, when compared to adults, are, obviously, lower (and still under development). When play decreases among children, psychopathology tends to arise [ 39 , 40 ]. Clinicians who work with children often observe infants’ difficulties being expressed through their bodies. We do not intend to cover child psychopathology in detail; for the purpose of this article, we divided the problem into two groups: children whose (normal) aggressiveness becomes inhibited (lack of movement) and, at the opposite pole, those whose who are characterized by excess of movement (due to the lack of containment).

3.2.1. Lack of Movement: Inhibition of Aggressiveness

Inhibited children tend to be more submissive, formal, and “hyper-mature” (behaviors often reinforced by their parents and teachers), kinds of mini-adults who lack spontaneity and have difficulties with imagination and fantasy. These children are usually perceived as well-behaved and a role model at school but have difficulties in making friends and in free spontaneous play.

Inhibited children are much less often signaled at school (where many cases of primary diagnosis are spotted) because they do not disturb adults. The preoccupations around these children are often connected with their difficulties with peers (e.g., bullying victimization), a sudden (and not expected) break in their academic performance, or abrupt change in behavior. The expression of normal aggressiveness often fails in submissive children, not allowing them to be properly assertive. The parents of inhibited children (especially boys) often seek sports activity for their children, expecting them to learn there how to defend themselves (e.g., fighting sports), or to make friends to compensate for the loneliness felt at school due to peer rejection.

3.2.2. Excess of Movement: ADHD and Related Issues

The opposite pole to inhibited children are those children who cannot calm down and are constantly excited and hyperkinetic. In these cases, the movement is disorganized and expresses internal conflict and/or nameless threats. The excess of excitement (that should not be confused with normal motor activity) often reflects a poorly harmonious evolution in child development. Inhibited children often have problems with expressing normal aggressiveness; on the other hand, hyperkinetic children (mostly boys) often have problems related to lack of containment. These children are often labeled as suffering from attention deficit hyperactivity disorder (ADHD).

Interestingly, these children tend to behave differently if they are alone, with parents, in school, or with someone who they do not know. Their behavior also differs considerably when they are with peers (more agitated) or in a one-on-one situation with an adult (they tend to regulate more easily), especially a male figure. Finally, very stimulating environments and situations in which children are freer to control their learning rhythms, and situations in which they are being paid to do tasks, also contribute to the ability of ADHD children to regulate themselves [ 24 ]. These variables allow us to think about the role of internal working models in ADHD, as well as the importance sports may have in the regulation of these children; those (especially boys) who have difficulties in impulse control and affect regulation often find sports a positive environment, and may strongly benefit from such activities.

The benefits of sports for children at both poles will be described in more detail later in this essay.

4. PART III. Role of Sports in Child Development

4.1. how sports foster healthy development.

Sport participation fosters overall wellbeing of children [ 41 ]. Efforts have been made to develop models to describe how sports foster human development. Here, we briefly describe three proposals, based on different approaches, and considering different variables.

4.1.1. Developmental Model of Sport Participation

The Developmental Model of Sport Participation (DMSP) is based on theoretical and empirical data, and aims to describe the processes, pathways, and outcomes related to the participation of children and adolescents in sports [ 42 ]. The DMSP considers the importance of appropriate training considering the age of the participants and their physical and psycho-social development. It identifies three trajectories towards grassroots and elite performance: (1) sampling years (age 6–12), (2) specializing years (age 13–15), and (3) investment years (age 16+). The DMSP considers early diversification (taking part in different sports) to foster the development of general motor skills. It also calls attention to the benefits of a high amount of deliberate play, and a low amount of deliberate practice, during sampling years.

4.1.2. Personal Assets Framework

The Personal Assets Framework [ 43 ] aims to describe the mechanisms of positive youth development in sports. This model considers that sport experiences should be analyzed based on three dynamic elements: (1) type of activities (What?), (2) quality of relationships (Who?), and (3) setting (Where?).

According to Côté, Murata, and Martin [ 41 ], the type of activity emphasizes the need to tackle early specialization due to its negative impacts on children (see [ 44 ]), and to foster play during childhood while progressively increasing practice as youngsters grow older and approach adolescence. The quality of the relationships includes interpersonal relationships, team dynamics, and the broader social environment; different types of relations (attachments), such as adult–child, child–child (peers), child–club, individual, and group relations, should be considered. Finally, the settings include structures that provide physical support for the sport activities.

4.1.3. Long-Term Athlete Development

Long-term athlete development is a developmental model underpinning a considerable amount of research, that aims to foster participation in sports and physical activity throughout life, by describing what people should be doing at certain ages, in sports. The idea of doing the right things at the right time, in sports participation, is described in nine stages, from childhood to adulthood, divided by gender. The stages consider the physical, intellectual, cognitive, and moral development of the individuals within each category, and are divided into: (1) Active Start (age 0–6), FUNdamentals (age 6–9), Learning to Train (age 9–12), Training to Train (age 12–16), Learning to Compete (age 16–18), Training to Compete (age 18–21), Learning to Win (age 20–23), Winning for a Living (age 24+), and finally Active for Life (any age). The first three stages are mostly focused on physical literacy and development of basic motor skills through play; these underpin further endeavor in sports, from being active in life to competition [ 45 ].

Despite their differences, all three models overlap regarding the need to foster free play during the early stages of athlete development, and describe its benefits for motor, social, and psychological development. Children (especially boys) easily engage in sport activities, and these can play an important role in child development.

4.2. Maltreatment and Abuse in Sports

Sports are generally perceived as positive, and their potential benefits for children are well known; as a result, parents, teachers, and physicians, among others, often foster the engagement of children in sport activities. However, participation in sports may also result in negative outcomes; despite the potential to foster human development, several types of abuse may occur during sport activities. Abuse in sports settings has been studied—especially in the last couple of decades—including research on bullying [ 46 ], coach emotional abuse [ 47 ], early specialization [ 44 ], sexual abuse and harassment [ 48 ], and different types of interpersonal violence [ 49 ], among others. The results of the studies, as well as the public knowledge of some major scandals, called attention to the need to protect young athletes from abuse. Safeguarding in sports has progressively become a growing concern.

When parents leave their kids in sport clubs, they expect them to be in a safe environment, and engaged in a positive activity with peers, regulated by a responsible adult. However, as stated before, different types of abuse may occur. Some children may be (re)victimized in sports, rather than finding a healthy environment that helps them to grow and overcome their difficulties. We can then ask, are sports positive for children?

4.3. Does the Engagement in Sports Foster Child Development?

The right answer to this question is probably that sports are a very powerful tool to foster human development, and children may find many positive opportunities to develop physical and emotional skills, and to improve themselves constantly. However—and despite their potential—the quality of the engagement in sports greatly relies on the quality of the relationships (attachments) established with significant others within this setting (and with sport itself). We can conclude that merely practicing sports cannot ensure positive outcomes, but if sports activities are properly conducted and adapted to children’s developmental stages, then sports can be an outstanding tool to foster positive development of children and youth.

Being a competent child´s sport coach is high skilled and demanding activity. These coaches must have knowledge about sports training, but also about child development. To become a role model, these coaches must understand the children´s needs, and always focus their attention on their best interests.

4.4. Understanding Sports

Those who are/were athletes, and even those who do not practice sports and prefer to merely watch, are often excited by the accomplishments of athletes, or become profoundly sad and disappointed when their admired athlete or team loses a match/game. People often celebrate a point/goal/win in enthusiastic ways, rarely seen in other areas of their lives. Sports promote fights and disputes, but also companionship between people. The passion is often used as an explanation to explain such apparently weird behaviors. Besides that, sport activities are universal, which calls attention to their importance. Actually, sports are an ancestral activity, deeply rooted in all cultures, underpinned by play, and include corporeality and intra- and interpersonal relationships within a competition setting. Sports have been studied by several scientific areas, with different aims and methods. Historical analyses of paintings on the walls of caves, artifacts, and manuscripts, among other records and sources of information, describe how sport activities have always been spread all over the world, and have always had an important social role [ 50 , 51 , 52 , 53 ]. There seems to be a common base for most sports; modern sports are underpinned by the ancient ones and—despite some differences due to geographical, cultural, and chronological variables—there is a considerable overlap between them.

Sport sciences have focused their attention on improving the performance of athletes (including many efforts of sport psychology). However, other approaches focused mostly on understanding sports, by analyzing their social and symbolic aspects; among these are included sociology, anthropology, and social psychology. Regarding psychoanalysis—perhaps surprisingly—there is a lack of research on sports [ 54 , 55 ]. The involvement and participation in sports are not purely rational; unconscious drives and life and death instincts play an important role that helps to understand why humans become involved in sports, and the reason for the great amount of pleasure from such activity [ 56 ]. To better understand sports and their “passion”, we must look at the symbolic meanings of sports activity. The psychoanalysis approach to sports considers topics such as aggressiveness, narcissism [ 54 , 57 ], sexuality, and attachment themes throughout the human life cycle [ 57 ], among others.

Basic Elements of Sports

Sports are not easy to define and include under the same concept. Several operational definitions and taxonomies have been proposed, and none of them is totally satisfying. We do not intend to develop such a conceptual discussion. For the purpose of this article, we will adopt a definition that—despite its limitations—has received a large consensus. The European Sports Charter ([ 58 ] https://rm.coe.int/16804c9dbb (accessed on 1 January 2023), in Article 2, defines sport as: “all forms of physical activity which, through casual or organised participation, aim at expressing or improving physical fitness and mental well-being, forming social relationships or obtaining results in competition at all levels”.

Despite the differences between different sports (and sports definitions), they are all underpinned by three basic elements: (body) movement, play, and competition (games).

(a) Movement

Sports result from the specialization of basic movements such as walking, running, jumping, kicking, grabbing/throwing, diving, climbing, etc. As a result, the body plays a major role in sports activities. Extension materials should also be considered (these are often used in child play); here, the body receives a “new part”, an extension, perceived as a continuity of the body itself (hockey or tennis are good examples).

The observation and analysis of the movement should not be based exclusively on sports techniques based on a musculoskeletal approach; it should also include the imprints from the psyche. The way children move and perceive their body is strongly related to their psychological development and attachment issues. Sports should therefore be perceived as an important area to provide meaning to movement, through a relation with another (bond). This is particularly important for youth sports training and young children who might suffer from inhibition of aggressiveness, ADHD, and other related issues.

Sports occur in a context of play with rules (games). They are underpinned by competition, and include ludic, symbolic, and pleasurable aspects. The understanding of the symbolic features of sports (and their potential to transform), as well as the working models of children, allows is to use sports in the service of child development. Sports allow the sublimation of aggressiveness in adequate ways, as well as impulses and unconscious desires.

(c) Competition

Competition is inherent to sports, and the engagement in these activities allows children to express normal aggressiveness. By playing sports, passiveness is turned into activeness, and children may symbolically domain others, and simulate their destruction (fantasy). The unconscious elements involved in sports may be expressed in adequate and progressively integrated ways (rather than being projected and acted out).

The binomials inside/outside, activity/passivity, and attack/defense interconnect and mutually influence each other. Many sports symbolically relate to attack and defense, to kill or die. The notions of space, territory, and target (own and opponents) should also be considered when analyzing sports. Besides motor skills, cognitive and spontaneous domains also play an important role and should not be ignored. The cognitive domain relates to planning and discipline; the representation (thinking and imagining) of an action before acting and the discipline to execute an action plan are always present in sports and extend to other areas of children’s lives (such as school). The spontaneous domain relates to freedom, to a creative flow, complementary to the cognitive domain.

4.5. Positive Outcomes

Here, we aim to analyze the use of sports as a tool to foster child healthy development. To do so, we divided the positive outcomes of sports into three major categories: (1) assigning meaning to body movement, (2) corporeality, fantasy, and play, and (3) ethics: positive identifications and sense of belonging. These areas are discussed and analyzed in the following.

4.5.1. Assigning Meaning to Body Movement

The brain has seven primary process emotional systems: SEEKING, SADNESS, FEAR, LUST, CARE, ANGER and PLAY; these are strongly linked to psychiatric disorders. The PLAY/JOY system stimulates young animals to engage in physical activities such as those described in rough-and-tumble play (wrestling, running, chasing each other), which helps young mammals to learn social limits and develop impulse control. If children do not play (or play less than needed), the development of their brain may be impaired, resulting in consequences in their maturation [ 3 , 59 ]. According to Panksepp [ 40 ], the increasing prevalence of ADHD among children may be related to the decreased opportunities for preschool children to engage more often in natural self-generated social play, because this type of play facilitates behavioral inhibition, while psychostimulants reduce playfulness.

When children are medicated for ADHD, many decrease their motor activity, but tend to feel apathy [ 24 ].

Rough-and-tumble play is also very common in childhood, especially among males; it contributes, among other aspects, to the development of social skills and capacity to increase concentration [ 60 ]. Both types of play described here underpin sports. Considering the actual decrease in play and generalized restrictions to movement among children, sports clubs became even more important to allow children to play (and move). If training is properly managed, and playfulness overcomes the development of specific motor skills, sports clubs can play a major role in assigning meaning to movement. The developmental models of young athletes overlap in the need to emphasize play and unstructured activities in early phases (see the section How Sports Foster Healthy Development). Unfortunately, many coaches of young athletes overemphasize the need to win in the short term, rather than focusing on the playfulness of sports, and on the development of children’s motor repertoire during their early training phases. Panksepp [ 40 ] proposes that play “sanctuaries” for children who suffer from ADHD should be established as an alternative for psychostimulants that reduce play. The author considers that this action would foster frontal lobe maturation and promote the healthy development of pro-social minds.

However, it is not only children who are hyperkinetic who benefit from sports. Those children who have difficulties in expressing normal aggressiveness and become too submissive may also find in sports an important setting to tackle their difficulties. Aggressiveness is natural and important; children should learn how to use and integrate it in proper ways (e.g., assertiveness). When aggressiveness is not integrated, and is turned towards the self, difficulties can arise. These children may become too mechanical, functional, and (pathologically) normative [ 61 ]. Children who suffer from obesity, dyspraxia, impairments in lateralization, and tics may also benefit from their engagement in sport activities, because they enhance body scheme and spatial–temporal representation, improve physical skills, and allow them to express aggressiveness in adequate ways.

Many difficulties of children are expressed through the body, and modern lifestyles contribute to the decrease in free play and constraint of movement. Sports can play an important role in stimulating play and movement of young children, fostering their motor, social, and psychological development. To do so, training practices should consider age appropriate activities, including free play and unstructured activities in early stages. The specialization of motor skills should be gradual, with training focused on enhancing performance, and coaches should be (more) aware of the needs of the children. In those cases of children who are inhibited or hyperkinetic, it is important understand their movement as a reflection of their internal world (and conflicts).

4.5.2. Corporeality, Fantasy, and Play

Advances in technology have brought major developments and improved the quality of lives worldwide. However, the virtual experience has also supplanted a large amount of embodied experience, which makes involvement in sports (playing) an important way to stay connected with a deep and ancestral part of human life [ 62 ].

Sports have a connection with psychoanalysis due to both considering interrelationships among intrapsychic, interpersonal, and social realms [ 57 ]. Involvement in sport activities includes the use of body expression (motor skills), within a ritual that considers both internal and external rules to regulate it (Freudian id, ego, and superego). According to Free [ 56 ], the overall system of allowances and prohibitions in sport activities may be perceived as an analogy to the Oedipal complex; most sports allow the symbolic physical expression of unconscious desires for maternal possession (which can be seen in the efforts to conquer territory, to score goals, to penetrate lines), but also require internalized discipline associated with parental authority (super ego). The pre-Oedipal functioning relates to indulgence, libido, and aggressive instincts, while the post-Oedipal regards aspects such as maturity, discipline, submission to social reality, and norms.

The internal working models of children influence how they perceive sports, and how they engage in such activities. The questions about “what” and “how” children play should be considered.

What a child plays is related to the sport chosen by him/her. What does the child try to symbolically express by playing that sport? How a child plays is related to the type of attachments he/she establishes with sports, peers, coaches, and competition. Some children do not allow themselves to win (due to the unconscious fantasy of destroying the other by doing so), while others cannot stand to lose (felt like a dangerous attack to their self-esteem). Learning how to “play the game” is very important for youngsters who engage in sports. By playing the game, we refer to learning how to relate to others in a positive way. More on this is developed in the next section.

4.5.3. Ethics: Positive Identifications and Sense of Belonging

According to Bonovitz [ 63 ], sports play an important role in the need for adolescents to search for idealization and idealized objects, for example, sport stars, allowing them to identify with these heroes, and foster their efforts for further separation from their parental figures. This positive idealization and identification reinforce the sense of identity of youngsters, within a social environment outside their families, and not directly linked with them.

By identifying with their sport heroes, youngsters may seek self-improvement and personal transcendence. In a broader sense, this is an ethical perspective of the utility of sports, that may work as a significant means to foster the identification with a competent, strong, fair, and resilient person, who works hard on a daily basis to overcome obstacles and become a successful hero. This perspective overlaps with the idea of the Jungian archetype of the hero [ 64 ].

Sports activity relies mostly on self-improvement and self-monitoring. There is the underpinning idea of competition: the best win and become champions— Citius, Altius, Fortius — Communis (Olympic Motto—Communis em 2021 [ 65 ]). The pursuit of things of value within a social setting (that include cooperation, rivalry, and competition) is important, and relates to the idea of a hierarchy. Hierarchies between people foster people to improve themselves so they can reach their goals and achievements. The idea of the champion is based on someone who is able to achieve something special; to do so, those who want to become champions must adopt the carpe diem ideal of using every day to improve him/herself (following a plan, with predefined goals). Although winning a game/competition is important, and athletes should focus their attention on it, and give their best to be successful, that game/competition is “just” one part of a much wider endeavor, that inevitably includes victories and losses, glory and frustration. This is a metaphor for life, and that is why winning each game is important but, at the same time, it is not. In the end, what might be important to teach children through sports is that the whole process, the whole sport life, is the most important, and to enhance the chances of being successful, one must learn how the world works, and how to play well with others.

Hierarchies result from the need to create a social organization, based on perceived value of their elements, that organize social relations. Hierarchies and power are frequently (and wrongly) associated with coercion and abuse. It is the misuse of power (abuse) that makes hierarchies non-functional: when elements arise from another factor rather than competence, then the hierarchy becomes tyrannical. The ideal of sports is to promote the best, based on their skills and competence, regardless their background, country, or any other factor that is not competence. Poor coaching perceives hierarchies wrongly, and tends to organize youth sport activities around two opposite poles: (1) flat hierarchies, and (2) win-at-all-costs mentality. Both approaches have flaws.

Flat hierarchies, considering that everyone wins despite their performance, are usually justified as a way to avoid negative feelings of frustration among youngsters, resulting from not being the best/champion. This approach is frequently fostered by those who consider competition a negative thing. We will try to explain why this approach is wrong.

First of all, if there is no competition, then we are not talking about sports. Competition is part of sports (and life in general). Avoiding competition is not a good strategy (especially in a long-term perspective) because it does not push children forward in order to pursue their goals. When this approach is undertaken, children see themselves as the Dodo Bird in Alice in Wonderland: despite their performance, everyone wins, and everyone has presents. When adults tell children that they win, no matter what they do (and their result), and that everything they do is always fantastic, children perceive their accomplishments as fake, and the judgement of adults as not reliable. This continued approach may contribute to the poor development of narcissism of narcissism, and the consequent feeling of not having real value. In these situations, children tend to remain in a pre-Oedipal state, not facing the social rules and personal limitations, and not being encouraged to expand their skills. The idea of keeping children in a non-confrontational ideal world does not allow them to grow up and accept their own (and others’) flaws and limitations. Here, it is important to have the role of the masculine, that helps to separate children from their protective mothers, and foster their endeavor to conquer unexplored territories.

Avoiding competition is a poor approach; however, the opposite pole of winning at all costs may not be the best option either. When adults teach children that winning at all costs is the thing to pursue, they are missing the point of the utility of sports. It is important to explain to children that the most important thing is to learn how to play the game. This does not mean that winning the game is not important, but it is more important to learn how to develop cooperation and to compete in the long term. The most important thing is to pursue this long-term goal (and sometimes to sacrifice short-term goals of winning the game) because the present competition is just a piece (and the beginning) of something bigger, longer, and more important.

Children should be trained not to necessarily win isolated games, but to improve their performance and become better, game after game (like in life). This idea is underpinned by the Olympic Motto and relates to the development of character or an attitude towards life, based on pursuing valuable things and playing well with others (in sports and life), which will increase the possibility of having success in life. To do so, sometimes one needs to sacrifice present satisfaction (winning now), and to progressively learn how to delay pleasure and build solid endeavors. By success, here, we refer to the improvement of relationships with others, by learning to metaphorically “play the game”, which will result in more positive relationships with peers, adults, and the whole community. To be successful is to learn to develop strategies to go well in life in the long term; to do so, children must identify themselves with role models not solely based on their skills, but mostly on their attitude towards sports and others.

Besides fostering active engagement over passivity, intense involvement in sports also provides a feeling of community and sense of identification [ 66 ]. According to Free [ 56 ], formally organized games and sports are reality-adapted play (post-Oedipal) that foster mutual identification between athletes, and observing rules is more significant than the victory itself. Peer relations become more and more important as children grow, peaking in adolescence, and engagement in sports can also play an important role here.

5. Conclusions

Sport activities include topics such as motor behavior (movement), unconscious motivation, conflict, and fantasy. In sports, youngsters find a way to express themselves; they allow them to confront their limitations while, at the same time, they have a huge potential for transcendence and improving resilience.

Considering the decrease in free and outdoor play in Western societies, sports become more and more important to provide meaning to child movement expressed through their bodies. Sports can be a powerful tool to foster human development. To do so, it is important to understand the relational dynamics of children, the quality of their attachments, and to know how to interpret the symbolic meaning of their behaviors. This humanistic approach to sports is the opposite of a considerable part of modern youth sports training, focused exclusively (and obsessively) on sports performance and competition. The obsession with sports performance among youngsters (as often happens at school) contributes for poor sport practices, and makes sports less fun for the athletes.

Despite the enormous potential of sports to foster child development, the quality of sport experience depends largely on the type of attachments and relationships established between the youngsters and other stakeholders in their sports environment: coach, peers, parents, club, and community. The active and continued engagement in sports fosters motor, social, and (healthier) psychological development, and should therefore be considered in youth education.

Funding Statement

This research received no external funding.

Author Contributions

Investigation, I.S.; data caution, C.N.; conception, M.N.; methods, A.R. All authors have read and agreed to the published version of the manuscript.

Institutional Review Board Statement

Not applicable.

Informed Consent Statement

Data availability statement, conflicts of interest.

The authors declare no conflict of interest.

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Forging Character: the Crucial Role of Discipline in Personal Growth

This essay about the pivotal role of discipline in personal growth illuminates its significance as the cornerstone of character development. Discipline is portrayed as the bridge between aspirations and accomplishments, serving as the internal compass guiding individuals through life’s challenges. Whether in academia, the professional sphere, or interpersonal relationships, discipline is depicted as the silent force empowering individuals to resist immediate gratification and cultivate positive habits. The disciplined mind is highlighted as the bedrock for intellectual prowess, professional success, and the forging of character in various life domains. Despite modern distractions and temptations, the essay underscores the constant cultivation of discipline as crucial for sustained personal growth. Ultimately, the text emphasizes discipline as the invisible hand guiding individuals toward self-improvement, shaping character, and unlocking their full potential.

How it works

In the intricate tapestry of personal development, one thread stands out prominently — the thread of discipline. The journey of forging character is not a passive one; it requires the deliberate and consistent application of discipline. This essay delves into the crucial role that discipline plays in the realm of personal growth, illuminating its significance as the cornerstone of character development.

At its core, discipline is the bridge between aspirations and accomplishments. It is the internal compass that guides individuals through the tumultuous seas of life, providing direction and purpose.

Character, the sum of one’s virtues and moral qualities, is not a static entity but a dynamic, evolving construct. Discipline, therefore, serves as the blacksmith’s hammer, shaping and refining the raw material of character.

Personal growth necessitates a commitment to self-improvement, a journey often fraught with challenges and temptations. Discipline acts as the steadfast companion, enabling individuals to resist the allure of immediate gratification in favor of long-term goals. It is the silent force that empowers individuals to cultivate positive habits, whether in the realm of education, career, or interpersonal relationships.

Consider the student who aspires to academic excellence. Discipline is the tool that transforms sporadic study sessions into a consistent routine of learning and self-reflection. The disciplined mind embraces challenges as opportunities for growth, persisting through setbacks and setbacks. In this context, discipline becomes the bedrock upon which the edifice of intellectual prowess is erected.

Similarly, discipline plays a pivotal role in professional spheres. The disciplined professional exhibits a strong work ethic, consistently meeting deadlines and exceeding expectations. This commitment to excellence fosters not only individual success but contributes to the overall growth of organizations. The forging of character in the workplace involves the tempering of one’s professional demeanor, integrity, and ability to collaborate effectively with others.

Beyond the realms of academia and profession, discipline is the guiding force in cultivating healthy relationships. It involves the conscious effort to listen, understand, and empathize with others. The disciplined individual refrains from impulsive reactions and takes the time to reflect on the impact of their words and actions on those around them. In this way, discipline becomes the glue that binds individuals in meaningful connections, fostering a sense of community and mutual respect.

However, the path to forging character through discipline is not without its hurdles. The modern world bombards individuals with distractions, temptations, and instant gratifications that threaten to derail the journey of personal growth. The allure of shortcuts and quick fixes can divert one from the disciplined pursuit of long-term objectives. Moreover, the discipline itself requires constant cultivation, as lapses in commitment can erode the progress achieved.

In conclusion, the crucial role of discipline in personal growth cannot be overstated. It is the invisible hand that guides individuals along the path of self-improvement, shaping character and fostering resilience. From the academic realm to professional endeavors and interpersonal relationships, discipline is the common thread that weaves success and fulfillment. To forge character is to embrace the discipline required for the journey, recognizing it not as a constraint but as the key to unlocking the full potential within.

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