Finding the Fun of High School Sports Through the Daily Grind

Surveys in the past have indicated that the No. 1 reason high school students participate in sports is to have fun competing with their peers.

Fast forward from those surveys of yesteryear to today, the question now is, are they really having fun? While we hope the answer is “yes” for the majority of student-athletes, we know that some are mired in the “High School Grind” – that never-ending packed schedule of academics, practices, high expectations, pressures from parents and others to succeed – all of which is constantly surrounded by the noise of social media.

In addition, many high school student-athletes are competing on out-of-school club teams year-round, which has added to the mental strain and intensified the pressure to succeed. And, in many cases, that push to succeed is starting way before high school. 

With the pressures facing today’s student-athletes, resiliency and mental awareness are key factors in handling that daily grind and finding the fun of high school education-based sports. 

Fun is about the opportunity to be a part of a team, to work together with others and learn how to handle the ups and downs of life. Fun is about growing and learning and improving and gaining confidence.

When that pressure from others to win and succeed overtakes the fun and enjoyment of playing sports, the grind can become larger than life and mental health is compromised.

Because of the importance of the mental wellness of high school student-athletes and coaches, the NFHS devoted its February issue of High School Today to this important subject.

In the “Mental Growth in High School Athletics: Being Intentional” article, Tom Horner said that when athletes learn to train mind, body and sport, they grow not just as competitors, but as people.

“The pressures facing today’s athletes are different than even a decade ago,” Horner said. “Social media, comparison, academic expectations, lack of sleep, youth burnout, constant stimulation, and the fear of “not being enough” are real. Sports are often the one place they want to feel grounded, connected and confident, and kids are counting on us (coaches, teachers, administrators) to help them get there.”

In the “Helping Athletes Manage Pressure, Protect Their Mental Health” article, Missy Townsend noted that supporting the mental well-being of student-athletes starts with intentional leadership from athletic administrators.

“When you teach young people how to manage pressure, face adversity and support one another, you are not just building better athletes, you are building stronger human beings,” Townsend said. “The scoreboard will always matter, but the greater score is measured in how our student-athletes grow – how they handle a loss, how they lift each other up, and how they carry the lessons of sport into every aspect of their lives.”

In the “Empowering High School Students to Self-Advocate” article, Dr. Steve Amaro said the student voice is powerful, and student participants can be divisive if proper direction isn’t provided.            

“Athletic and activity programs are great ways to support student learning and test student limits,” Amaro said. “When students are given time to practice how to appropriately communicate their messages, they are more likely to become positive contributors and better understand how their voice can affect both team and individual performance. Schools and programs that develop ways to promote student self-advocacy empower students to realize their voice can drive improvement and help everyone achieve their goals.”

In Dr. Jennifer Wider’s article on “Why Mental Health is Vital in High School Sports” article, VJ Sarullo, athletic director of Staples High School in Westport, Connecticut, stated the following:

“Student-athletes are balancing academics, practices, competitions, social expectations and high personal standards. While sports can be a powerful outlet and source of connection, they can also magnify stress if well-being is not prioritized. We take a collaborative and proactive approach to support student-athlete mental health. The athletic department and its staff work closely with school counselors, teachers and administrators to ensure that student-athletes know support is available and accessible."

In the sports medicine article titled “Sport Specialization and Youth Athletes: Considering Mental Health, Well-Being,” Dr.Brandonn Harris noted several concerns about early sport specialization that could affect the mental health of student-athletes:

“In terms of overall mental health and well-being, we know that early sport specialization can place young athletes at risk for burnout, injury, decreased mood, anxiety, less enjoyment, and lower self-esteem, all of which certainly have the capacity to impact their mental health and wellness. Further, evidence has suggested that early sport specialization before the ages of 13-15 does not appear to increase the likelihood for future athletic success. It appears that the opposite may in fact be true.”

We encourage schools to take advantage of these resources as well as courses on the NFHS Learning Center (www.NFHSLearn.com) to address the mental wellness of student-athletes and help them to continue finding the fun of high school sports.

Dr. Karissa L. Niehoff is in her eighth year as chief executive officer of the National Federation of State High School Associations (NFHS) in Indianapolis, Indiana. She is the first female to head the national leadership organization for high school athletics and performing arts activities and the sixth full-time executive director of the NFHS. She previously was executive director of the Connecticut Association of Schools-Connecticut Interscholastic Athletic Conference for seven years.