Why so many girls drop out of sports, and how we can change that!

In Canada, 1 out of 3 girls drops out of sports (The Rally Report, 2020). This is not a matter of specialization, where an athlete chooses to focus on a single sport, but rather the broader trend of disengagement from all organized sports activities. To be more specific, the biggest decline in sports participation happens during adolescence, with a 22% difference in participation between girls ages 9-11 and those aged 15-18 (The Rally Report, 2020). This gap is concerning, especially when we consider the numerous benefits of staying involved in sports, both for personal development and for long-term well-being!

The Benefits of Organized Sports

There are many advantages to participating in organized sports. Beyond the obvious physical benefits, such as improved fitness and muscular strength, sports play a crucial role in emotional, psychological, and social development (Eime et al, 2013; Myer et al, 2015; Haugaasen & Jordet, 2012). Research shows that participation in organized sports fosters a sense of belonging, helps build self-esteem and is more likely to lead to an active life as an adult (Murray et al, 2021; Pluhar et al, 2019; Zuckerman et al, 2020; Kjonniken, Andersson & Wold, 2009).

Why Girls Drop Out

The reasons for girls dropping out of sports are multifaceted, and they fall into three main categories: personal, social, and commitment-related factors.

Personal Factors

• Reduced Motivation (Black et al, 2022)

• Decreased Enjoyment (Van Yperen, Jonker & Verbeek, 2022)

• Low Confidence (Gredin et al, 2022)

• Decreased Perception of Competence (Gredin et al, 2022; Battaglia, Kerr & Tamminen, 2021; Lagestad, 2019)

Social Factors:

• Poor Coach-Athlete Relationship (Battaglia, Kerr & Tamminen, 2021)

• Limited Personal Coaching Sessions (Fraser-Thomas, Côté & Deakin, 2008)

• Controlling Coaching Styles (Black et al, 2022)

• Fewer Friends and Family Involvement (Van Yperen, Jonker & Verbeek, 2022)

Commitment Factors:

• Competing Interest (school, work, family responsibilities) (Espedalen & Seippel, 2022; Craike, Symons & Zimmermann, 2009)

• Lack of Time (Black, Johnson & Svedberg, 2022)

• Inflexible Training Hours (Persson et al, 2020)

The Role of Motivation: Self-Determination Theory

Understanding why girls drop out can be explained through the lens of Self-Determination Theory (Deci & Ryan, 2000), which focuses on the intrinsic motivation needed for continued participation. The Self-Determination Theory suggests that motivation thrives when three basic psychological needs are met: competence, autonomy, and relatedness (Schneider & Kwan, 2013).

• Competence: The feeling of being effective at a sport.

• Autonomy: The sense of control and choice in one’s sports participation.

• Relatedness: The feeling of being valued and supported in a sporting environment.

When these needs are fulfilled, individuals are more likely to stay engaged and motivated to continue in sports (Black, Johnson & Svedberg, 2022; Teixeira et al, 2012; Quested et al, 2013). On the flip side, if these needs are being obstructed, motivation drops, leading to dropout (Deci & Ryan, 2000; Hodge, Lonsdale & Ng, 2008, Perreault, Gaudreau & Lapointe, 2007). For example, if a girl feels she is constantly being criticized or not given a voice in her sport, she may experience a lack of competence or autonomy, and this can lead to disengagement.

The Role of Coaches: How Coaching Can Influence Engagement

Coaches play a pivotal role in fulfilling athlete’s psychological needs. Coaches who adopt an autonomy-supportive approach, encouraging athletes to make decisions, express opinions, and participate in goal setting, can help meet these needs (Curran et al, 2016; Hollembeak & Amorose, 2005).

Conversely, a controlling style, where decisions are imposed rather than discussed, can hinder psychological needs fulfillment and negatively impact motivation (Black et al, 2022; Persson et al, 2020).

How to Keep Girls Engaged in Sports

If we want to keep girls involved in organized sports, we need to make changes at multiple levels. Here are a few suggestions based on the principles of SDT:

Autonomy

• Offer flexible training schedules that accommodate school and family obligations.

• Allow players to participate in the selection of training materials or game strategies.

• Promote pick-up games and informal opportunities for play, which give girls more control over their involvement (Van Yperen, Jonker & Verbeek, 2022).

Competence

• Focus on skill development and ensure that athletes have the opportunity to improve their abilities in a supportive environment (Fowlie, Eime & Griffiths, 2021).

• Create a mastery-oriented training environment that emphasizes learning over performance (Gredin et al, 2022).

• Develop programs that help build physical strengths and fitness, as these can improve a girl’s confidence in her abilities (Lagestad, 2019).

Relatedness

• Cultivate a positive coach-athlete relationship, where the coach acts as a mentor (Chu & Zhang, 2019).

• Foster a strong sense of community within the team, where athletes can build friendships and support one another.

• Ensure athletes have access to social support.

Key Takeaways

Although physical exercise is very important, sports offer more than that. For girls, sports are a tool for personal development, emotional resilience, and social connection. By focusing on meeting the psychological needs of our athletes, we can create an environment that fosters long-term engagement.

Reference List

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