In families and educational centers, children and adolescents are encouraged to practice sports because it is known to be beneficial for their health
The United Nations (UN) has raised an alarming fact: 80% of adolescents do not engage in enough physical activity. Specifically, four out of five adolescents worldwide fail to meet the World Health Organization’s recommendation of 60 minutes of physical activity per day. The trend is even more concerning among girls: 85% compared to 78% of boys. Of the 146 countries studied, only in four (Tonga, Samoa, Afghanistan, and Zambia) are girls more active than boys.
Physical activity is generally associated with “staying fit” or spending time on a healthy activity. But why should we focus on improving these statistics? According to the UN, it is not just an aesthetic issue; physical inactivity among young people poses risks to their physical and mental health when they become adults. Let’s review some studies that provide rigorous information, which we can read and discuss with adolescents so that they are aware of the potential impact on their lives in the future.
The mental health benefits of physical activity are widely demonstrated: engaging in sports or physical activity reduces anxiety and depressive symptoms while contributing to a greater sense of well-being. For this reason, it is recommended that community and school interventions aimed at promoting well-being set the objective of increasing physical activity levels and participation in sports among less active young people. Other research does not establish a causal relationship between sports participation and reduced depression, but it does support the theory that participation in sports during adolescence can act as a protective environment against anxiety and depressive symptoms.
Another finding on the benefits of sports comes from a study conducted in Australia and the United States. Evaluations carried out by the governmental departments of both countries showed that people who participate in sports clubs and organized recreational activities enjoy better mental health, are more alert, and are more resilient to the stresses of modern life. Specifically, participation in recreational groups and physical activity with social support reduced stress, anxiety, depression, and symptoms of Alzheimer’s disease.
Regarding girls, the Women’s Sports Foundation conducted the report Her Life Depends on It III, which reviewed existing and emerging research on the links between participation in sports and physical activity and the health and well-being of American girls and women. The report confirmed that physical activity and sports provide the fundamental foundation that allows girls and women to lead healthy, strong, and fulfilling lives.
Some of the benefits for girls and women include:
- High school girls who participate in sports are less likely to experience unwanted pregnancies; are more likely to achieve higher grades in school; and are more likely to graduate than those who do not participate in sports.
- Girls and women who participate in sports have higher levels of confidence and self-esteem, and lower levels of depression.
- Girls and women who participate in sports have a more positive body image and experience higher psychological well-being than those who do not engage in sports.
Now, we can engage in discussions with adolescents about these benefits so that they have more scientific information they can use to improve their lives. However, we must not forget some very important ideas to ensure these benefits are not overshadowed. The sports environment must be safe and free of all forms of violence (physical, verbal, psychological, and sexual), and specifically, to protect against sexual abuse, our conduct as adults is key. Let us also remember that sports can be a way to transmit and generate kind, generous actions and upstander behavior, and for this, it is essential to make these values attractive.
Article translated from Periódico Educación
PhD in Education - Adjunct Professor at the University of Valencia.
For 23 years, she was a teacher of therapeutic pedagogy and primary education, and for 8 years, the director of CEIP L'Escolaica.