One of the perks that comes with being a grandparent is that you may get the chance to watch your grandchildren practice, play, and perform in a variety of organized activities. If you are retired and are fortunate enough to live in the same town, the opportunities are limitless and change with the season.
Each event is a kaleidoscope of interpersonal and developmental tableaux. First, of course, you are interested to see how your grandchild is doing. Are her skills improving? How do they compare with her peers’? Is she having fun? But then, what is the goal of the activity? Are the coaches/instructors/organizers doing a good job of reaching that goal?
Last week, I was watching my 8-year-old grandson play the last baseball game of his career (“Grampy, baseball is boring. I’m only playing lacrosse next spring.”) Between innings, I thumbed through the June 2015 Pediatrics. I encountered an article that confirmed my suspicions about some of the organized youth activities I had been watching for the last decade, “Physical Activity in Youth Dance Classes” ( Pediatrics 2015;135:1067-73 ). Using accelerometers, researchers from San Diego State University recorded the activity of more than 250 girls, both children and adolescents, in 21 dance studios, both private and community based.
They discovered that the young dancers were, on average, engaged in moderate to vigorous activity 17.2 minutes (plus or minus 8.9 minutes), which amounted to about 36% of the usual class session. Only 8% of the children and 6% of the adolescents met the Centers for Disease Control and Prevention 30-minute guideline for after-school physical activity during dance.
I’ve watched a fair share of dance classes, and these findings come as no surprise. Typically, there is a lot of sitting around cross-legged in a circle, “listening” to “instruction.” There is even more lining up and waiting, and, then of course, adjusting the line, and an abundance of relining up, followed by a 6-second burst of activity. There is considerable poking and/or hugging fellow line mates, that I suspect wouldn’t have budged an accelerometer.
Unfortunately, this degree of inactivity is not unique to little girls’ dance classes. I have observed the same phenomenon during soccer, baseball, lacrosse, and swim classes – in which the ratio of inactivity to activity often exceeds 4:1. Although it may be slightly more prevalent when the instructors are parent/volunteers, professional physical educators also are guilty of injecting too little physical activity into the activities they are managing. Remember gym class. How much time was spent having your attendance taken, being instructed on how to do the activity, and then standing in line waiting your turn?
There are simple solutions, but they require thinking outside the box. Why have two lines of participants? Wouldn’t six lines mean three times as many children would be active at one time? For example, it has taken a while for soccer and hockey programs to catch on, but now both have games on smaller surfaces with less than the usual number of team members, in hopes that more children will be involved and active. Most great coaches have a knack for creating drills that keep the maximum number of participants active, foster the necessary skills, and at the same time are fun for the participants. The bottom line is that most children, particularly the younger ones, learn by imitating, not by being lectured to. They learn even more quickly if they have older children from which to model their behavior.
You could ask, “What’s the big deal?” Am I just venting the frustrations of an efficiency-obsessed former athlete? Does every minute of a child’s organized activity need to be packed with physical activity? No, not if children were allowed more opportunities for free play at other times during the day. No, not if parents were more diligent in restricting screen time. But if parents are going to count on dance classes and organized sports as physically active time for their children, they need to look more carefully at how that time is being used. An hour of dance class or soccer practice may be better than an hour in front of the tube, but it may fall far short of what the child needs.
Dr. Wilkoff practiced primary care pediatrics in Brunswick, Maine, for nearly 40 years. He has authored several books on behavioral pediatrics, including “Coping with a Picky Eater.”
