Strategic Analysis On Tesla, Inc

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 I′ve uploaded the assignment FOR REFERENCE. I am asking for help with Part I & Part III of the assignment below: Part I: STRATEGIC ANALYSIS based on your research using the methods and approaches explained in the course (The questions are designed to have you apply a specific course concept(s)) – Length: 4 pages Q1. What factors in the general environment and what factors in the industry in which Tesla Inc. competes are affecting Tesla Inc.’s strategy selection? Q2. What tangible resources, intangible resources, and organizational capabilities does Tesla Inc. possess? Which of these may/should be providing Tesla Inc.: (a) a competitive advantage? (b) a sustainable competitive advantage? Why? Q3. What core competencies does Tesla Inc. possess? How do you know these are core competencies? Q4. What is Tesla Inc.’s overall corporate-level strategy? Q5. Which business level strategy(ies) does Tesla Inc. pursue? PART III: STRATEGIC RECOMMENDATIONS Length: 4 pages Hypothetical situation: You are part of Tesla Inc.’s top management team (TMT). The TMT has agreed, in consultation with the Board of Directors, that Tesla Inc. has an important role to play in helping realize a global vision where every man, woman, and child in the World is empowered by their products to lead a healthy and productive life. You and Elon Musk’s other top advisors have been asked to develop strategic alternatives for expanding Tesla Inc.’s involvement in this quest and have been asked to submit a brief for review. In this brief you will: Q9. Recommend a mission statement for Tesla Inc. that would be in-line with this vision. Q10. Propose three strategic alternatives that are in-line with this mission statement that are based in the business level, corporate level, or international level strategies covered in this course (and the forms these may take). Q11. Analyze each of these alternatives. (What are the strengths and weaknesses of each alternative?) Q12. Recommend one of the alternatives. (Why are you recommending this alternative?)

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    Tesla Inc. Strategic Analysis

     

     

     

     

     

    Name

    Institution

    Course

    Professor

    Date

     

    Tesla Inc. Strategic Analysis

    Several environmental factors affect Tesla Inc. Most of the environmental factors are in the electric vehicle and transport industry and the global market in general. The capability of tesla Inc. to continue competing effectively in the market depends on certain elements that can affect their operations, such as ecological trends. In the market, there is an inherent competition for resources and raw materials used by the company. The main environmental factors that externally affect the company are ecological.

    Given that the climate is a critical factor in the global market, climate change is an external factor that affects Tesla Inc. Tesla can develop their vehicles and engines to keep up with the rising and changing concerns in production and vehicle emissions. The company can take advantage of the need to impose environmentally efficient engines and products. Factors to consider are:

    · The rising costs of waste management.

    · The development of environmental programs.

    · Climate change.

    Maximizing these external factors is critical to improving business sustainability.

    In different industries, different environmental needs affect the profitability of businesses. Within a domestic market, different environmental and liability laws determine how to deal with different scenarios such as environmental disasters. The environmental factors that affect Tesla are environmental regulations, public support for the use of green, renewable energy, and recycling (Sharma, 2016). Tesla Inc. is also affected by waste management and the changes in climate regulations.

    Intangible Resources

    a. Reputation

     

    Tesla inc. has also developed intangible strengths that enable it to compete well against the competition. Tesla positioned itself in the market as a top player in the production of exceptional products. The first product to change the face of the market was the Tesla Roadster, which brought a desire to the type of cars people like. Tesla inc. brought about the construction of large cars different from the small cars associated with electric technology. Tesla Inc. also went ahead to develop better cars and products that could compete with non-electric companies. It produced the cheaper Model S sedan, which went ahead to win various auto awards. The performance of the cars was good to the extent that the company solidified its position. This performance changed p[erspectives of many customers who previously did not like electric cars (GS & LS, 2020). Given their reputation, this became a competitive advantage given their prices were affo0rdable with good performance products.

    b. Customer service

    Tesla has shown over the years how they treat their customers. Their focus is proven to be about ensuring that the customer gets the best service, the best products, and honest dealing with enough profits. The reputation to uphold integrity and morality is not portrayed by many companies in the market, especially the auto industry. Customers find this reservation comforting and attractive. If the company keeps this system continuing, it will increase more brand loyal fans, and no other competitor can manage and achieve (Sharma, 2016). The human aspect of working with customers is a competitive sustainability advantage.

    Another important intangible resource is Tesla has shown repeatedly that it cares more about providing the customer with good service, a good product, and honesty than making a little more money off of them. That kind of reputation for integrity and morality is something long lacking in the automobile world, and there’s no doubt that customers have found it to be very refreshing and desirable (GS & LS, 2020). If Tesla keeps it up, it’s going to gain more and more brand loyalists, and I haven’t seen any sign that other automakers have figured out how to adjust their business approaches to compete in this “human” side of the equation.

    c. Patents

    Unlike other companies that do not own the exclusive rights to the technology they use, Tesla owns all its patents, increasing value. The patents are competitive advantages and sustainability advantages since they will serve in the future.

    d. Outstanding Product Development Capabilities

    Tesla products, as mentioned before, are famous for their unique designs, environmental safety, great performance, and efficiency. Their main aim has been to balance maintaining quality while enhancing productivity. The company is also able to maintain the quality of its pro0ducts through its automated production process. Many recalls in the automotive industry face challenges of returns on products due to poor quality.

    Management Capabilities and Human resources

    Tesla Inc. takes advantage of management capabilities and human resources. The management capabilities are essential for motivating and mobilizing the workforce to be effective and efficient. The strength of the management is evident in the hiring and recruitment and training. The employees and the management have to uphold the vision and strategy of the company, work the required hours, and dedication to achieve the company’s goals. The current workforce determines the company’s competitive ability, while the recruiting process creates a sustainability advantage. Tesla hires people who also believe in playing a critical role in the shift to sustainable energy (Chen & Perez, 2018). They hire the best people from other companies who have the skills and passion for meeting these objectives in a constantly changing and innovative world.

    Tangible Resources

    a. Location and Infrastructure

    The company is situated in an area characterized by innovation and rapid technological advancement, which puts it ahead of the competition. The company also has infrastructure critical to meeting the manufacturing demands and locations across the market to sell their commodities. This factor is a competitive advantage.

    b. Innovative production process

    To limit the cost of production, Tesla focused on automating their production process to improve efficiency and reduce costs. the production process offers

    c. Investment Capability

    Tesla Inc. focuses on investments that revolutionize its operations. Their ability to raise the capital necessary to meet their production, marketing, innovation, and management needs is a competitive and sustainable advantage that places them ahead of the rest. Tesla also focuses on investment in research and development to be at the forefront with the latest inventions.

    Core competencies

    Tesla Inc. has core competencies in vehicle engineering which sets them apart from other companies in the market. They also enjoy the advantages of battery pack technology, top-notch technology, a safe design, and distribution most efficiently. These are core competencies since they form the most critical sectors of the company. These advantages allow them to keep producing their products at the rate that keeps them above the competition.

    Tesla’s broad differentiation strategy is a long-term play, focusing on electric automobile automation, battery technology, and environmentally friendly products such as solar roof tiles.

    Corporate-Level Strategy

    Tesla’s corporate-level strategy is to penetrate the market at the high-end side, where consumers are willing to incur premium costs to push the market lower. The aim is to reduce prices and increase volumes with every model released. Therefore the strategy is to differentiate their products to reach both ends of the market by accessing the low-cost buyers and the high-end buyers (Chen & Perez, 2018). With this strategy, it varies from the other companies by focusing on research and innovation by investing annually to develop the best innovative environment to raise returns on a large scale.

    Business Level Strategy

    Tesla uses diversification to enable the company to create new ventures and businesses. In case there are new directions the company seeks to pursue but can affect the current financial position, the company uses this strategy to increase the possibilities of success. They acquire other companies, plants and merge with other companies to come up with new products. A tertiary strategy that Tesla uses is market development. This strategy is critical in entry into the market to develop finances to expand the business globally (GS, & LS, 2020). The strategy enables the company to achieve its global expansion mission and vision by developing great products and solutions that attract customers into any market Tesla enters.

    Tesla also uses product development as a strategy to compete. They develop new technology and products that generate new revenue for the company. This strategy allows Tesla to maintain its focus on high-end products and technology that meets the exact needs of the target customers. The primary strategy by Tesla is market penetration which allows it to increase sales in any market it enters (Fisher & McCabe, 2019). The company aims to increase its volume and ensure that they meet a wider market base and more customers.

    Recommended Mission Statement

    To advance as a company into the ultimate market leader by developing products that can revolutionalize energy use to support every woman, man, and child in leaving a sustainable, profitable, and healthy life.

    Alternative Strategies

    Strategy 1

    To develop products that are of excellent quality and great designs. The company’s ultimate aim must be to develop for the consumers products that will attract the consumers and meet the customers’ needs. Maintaining the company policy of making the customer the center of the company operations is key to future success.

    Strengths

    Currently, Tesla Inc. is at the forefront of technological innovation in renewable energy and battery technology. Therefore, advancing in this direction is not a challenge since the precedence exists and there is already a framework to implement the strategy. The company also has an automated production process that is efficient in providing high-quality products. Tesla Inc. should identify the needs of high-end customers and develop the necessary products to meet their needs (GS & LS, 2020).

    Weaknesses

    This venture is expensive and requires a high initial investment and additional funds to maintain research and studies. The company will have to incur additional costs to meet this goal. The market portion capable of purchasing high-end products also forms a small part of the global population. Targeting this small group can prove a challenge as it may not be easy to enter the market. The competition in this industry sector also enjoys great designs, speed, and brand loyalty (Kim, 2020). Penetration into the market will also require additional investment and funding.

    Strategy 2

    To reinvest the revenue generated from the sales of high-end and premium products that can serve the high-income demographic and at the same time provide energy and cost-efficient products for low-income populations. Maintaining this differentiation is key to ensuring that the company vision is achieved globally by covering all classes in society.

    Strengths

    Middle and low-income people form a large part of the global population. Channeling funds from selling high-end products and using the revenue to develop energy-efficient products affordable to low-income people is the key to reaching the company mission. The goal of supporting every man, woman, and child can be achieved by focusing on changing the lives of the average citizens. This section of the market is widely untapped since Tesla is the only company ahead in electric technology (Chen & Perez, 2018). Selling to high-income consumers is also a sure way to raise the necessary funds to reach the target audience’s needs.

    Weaknesses

    The revenue generated from the sale of high-end products and technology can be used to develop products that can meet the average person’s needs with low income. many people in the world are poor, and achieving the aims of global requires serving this demographic. The progress can be expensive and, therefore, can be funded by the sale of high-end technology.

    Strategy 3

    The products should be designed and planned to meet every country’s specific and distinct legacies and cultures on an international scale and market. Different customer bases react to different products based on their cultures. Meeting the needs of people according to where they live is a sure way of attracting customers globally. Targeting the global market with differentiated products is the best way to reach the global market. The company should release a wider range of products such as solar tiles, batteries for industrial and domestic use, among others (Dyer et al., 2017). Focusing on the global needs is key to global growth and entry into the global market.

    Strengths

    Currently, Tesla is the leader in the automotive electronics industry with great advantages over its competitors. Therefore, the company has built a global reputation as the leader in energy-efficient machines and renewable energy and is positioned to take over the international market. Governments and companies aim to achieve global sustainability, and therefore, Tesla has a niche to take advantage of globally (Chen & Perez, 2018). Being the leader in the market it will be easier to penetrate and achieve the global aim of sustainable energy.

    Weaknesses

    Other companies dominate the global automotive market. There are regional and continental leaders who control certain segments of the market. Achieving this fete, therefore, will require intense expansion, investment, and differentiated products. Focusing on the needs of every portion of the globe will require additional research, more personnel, and more resources to meet the global needs. This strategy, therefore, is long-term (Kim, 2020).

    Best Alternative

    The best strategy to apply is the third strategy. Currently, Tesla has tested the products on a specific part of the market. To achieve global goals of servicing everyone worldwide and developing sustainable energy, the company must focus on global and regional needs to attract new customers. There is also a need to research new products that can meet the needs of low-income and high-income people worldwide. This alternative impacts the world at a large scale and has a higher chance of success due to current green and renewable energy discussions and reducing fossil emissions (Sharma, 2016). Providing green technology is the key to overshadowing the fossil based competitors.

     

    References

    Bučko, A. Protecting Reputation in Crisis: Case Study of Strategic Reputational Risk Management at Tesla Inc.

    Chen, Y., & Perez, Y. (2018). Business model design: lessons learned from Tesla Motors. In Towards a Sustainable Economy (pp. 53-69). Springer, Cham.

    Dyer, J. H., Godfrey, P., Jensen, R., & Bryce, D. (2017). Strategic management: Concepts and cases. John Wiley & Sons.

    Fisher, M., & McCabe, M. B. (2019). Tesla: Accelerating to Market. Journal of Strategic Management Education, 15.

    GS, D., & LS, M. R. (2020). Customer perception towards tesla electric car’s innovative features. Journal of Contemporary Issues in Business and Government, 26(2), 521-527.

    Kim, H. (2020). Analysis of how Tesla Creating Core Innovation Capability. International Journal of Business and Management, 15(6).

    Sharma, S. (2016). The Tesla Phenomena A Business Strategy Report

Explain your Strengths, Weaknesses (needs for growth), Opportunities, and Threats.

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  • Reflection.
  • individual task.
  • Choose a job position, or internship position that you would like to perform.
  • Conduct a personal S.W.O.T. analysis for yourself in relation to that position.
  • Reflect on their first semester mind map considering your personal values, the social, work-related, and universal values you wish create or live in to
    make the difference.
  • Explain your Strengths, Weaknesses (needs for growth), Opportunities, and Threats.
  • If you want, you can analyze threats and opportunities based on the PEST-LE matrix (considering context: Political, Economic, Social, Technological, Legal
    and Environmental aspects).
  • Put your critical SWOT information in a short cover letter addressed to the company’s Human Resource Manager.

1500 WORDS

PPD211 COURSE NAME Task brief & rubrics

Task

• Reflection.

• individual task.

• Choose a job position, or internship position that you would like to perform.

• Conduct a personal S.W.O.T. analysis for yourself in relation to that position.

• Reflect on their first semester mind map considering your personal values, the social, work-related, and universal values you wish create or live in to

make the difference.

• Explain your Strengths, Weaknesses (needs for growth), Opportunities, and Threats.

• If you want, you can analyze threats and opportunities based on the PEST-LE matrix (considering context: Political, Economic, Social, Technological, Legal

and Environmental aspects).

• Put your critical SWOT information in a short cover letter addressed to the company’s Human Resource Manager.

Formalities:

• Wordcount: 1500-2000 words.

• Cover, References and Appendix are excluded of the total wordcount.

• Font: Times New Roman 12 pts, Line spacing 1.5.

• Text alignment: Justified.

• No need for table of contents.

• Name Surname, Course Code (PPD211) Group and sub–‐group number (ex. Group ABC – Subgroup B).

• Submission in pdf format.

• Context should be limited with your experiences, awareness, and perspectives you acquired during the course.

• If referencing or quotes are used, should be indicated in Harvard’s citation style.

Submission: Week 13 – Via Moodle (Turnitin). DDL: Sunday 16/01/2022 23:59 CEST.

Weight: This task is a 100% of your total grade for this subject.

It assesses the following learning outcomes:

• Outcome 1: define and evaluate the personal values and attitudes.

• Outcome 2: Assess personal social sustainability.

 

 

 

Rubrics

 

Exceptional 90-100 Good 80-89 Fair 70-79 Marginal fail 60-69

Knowledge & Understanding

(20%)

Student demonstrates excellent understanding of key concepts and uses vocabulary in an entirely appropriate manner.

Student demonstrates good understanding of the task and mentions some relevant concepts and demonstrates use of the relevant vocabulary.

Student understands the task and provides minimum theory and/or some use of vocabulary.

Student understands the task and attempts to answer the question but does not mention key concepts or uses minimum amount of relevant vocabulary.

Application (30%) Student applies fully relevant knowledge from the topics delivered in class.

Student applies mostly relevant knowledge from the topics delivered in class.

Student applies some relevant knowledge from the topics delivered in class. Misunderstanding may be evident.

Student applies little relevant knowledge from the topics delivered in class. Misunderstands are evident.

Critical Thinking (30%)

Student critically assesses in excellent ways, drawing outstanding conclusions from relevant authors.

Student critically assesses in good ways, drawing conclusions from relevant authors and references.

Student provides some insights but stays on the surface of the topic. References may not be relevant.

Student makes little or none of critical thinking insights, does not quote appropriate authors, and does not provide valid sources.

Communication (20%)

Student communicates their ideas extremely clearly and concisely, respecting word count, grammar and spellcheck

Student communicates their ideas clearly and concisely, respecting word count, grammar and spellcheck

Student communicates their ideas with some clarity and concision. It may be slightly over or under the wordcount limit. Some misspelling errors may be evident.

Student communicates their ideas in a somewhat unclear and unconcise way. Does not reach or does exceed wordcount excessively and misspelling errors are evident.

Clinical Field Experience D: Field Trips

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Collaboration is important for successful teachers. Each teacher brings a unique perspective and experience to each situation. A more experienced teacher may be able to point out potential challenges with the plans of a novice teacher and provide insight that might help avoid pitfalls.

Allocate at least 4 hours in the field to support this field experience.

For this assignment, you will interview your mentor teacher about their experiences with field trips and share the digital presentation you created for your field trip to solicit feedback.

Ask your mentor the following questions:

  • Have you ever taken a group of early childhood students on a field trip? State specific examples of experiences.
  • What are the advantages and disadvantages of field trips?
  • What challenges do field trips present, and how would you deal with them?
  • What are the strengths of my proposed field trip?
  • What would you change about my proposed field trip?

Spend any remaining field experience hours observing or assisting the teacher in providing instruction and support to the class.

Write a 250-500 word summary of the feedback you received from your mentor, including the changes you would make to your plan.

APA format is not required, but solid academic writing is expected.

Field Trips Prep

Grand Canyon University

ECE 640

Naseer Alomari

December 22, 2021

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The purpose

to help students understand better community helpers and how they provide service in the communities.

 

While furthering understanding, students will focus on firefighters and their duties.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The New York State Prekindergarten learning standards

PK.SOC.3. Demonstrates an understanding of roles, rights, and responsibilities

PK.SOC.4. Begins to learn basic civic and democratic principles

PK.SCI.10. [K-2-ETS1-1.] Asks questions, makes observations, and gathers information about a situation people want to change to defne a simple problem that can be solved through the development of a new or improved object or tool

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Classroom Connection

The field trip is designed to supplement the classroom learning process.

Students learn the subject matter in class and develop their vocabulary and social growth.

The new words and ideas they learn in class are only abstract.

The field trip and interactions offer a feel to the abstract ideas they encounter in class.

The learners will visit the specific place that is already mentioned in class

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

A field trip is beneficial if it enhances the learning process in class.

Young learners need tangible examples to create imagery of the abstract ideas they interact within class. They should be able to identify the roles different people play in the community .

 

 

 

 

 

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Location

New York City Fire Museum

278 Spring Street

New York, NY 10013

Students will have a fire safety education tour

How to prevent fire within the home

How to protect themselves and escape

Students will learn about the evolution of firefighting

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Students will have classroom training and simulated fire event in various mock environments.

Students will learn to preserve and present the history and cultural heritage of the fire service of New York.

Students should be able to identify the roles different people play in the community

 

 

 

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Object

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Fire Safety

Students will receive a clear, authoritative explanation of what firefighters do and how they serve the community while learning about fire safety.

 

Pre-trip and post-trip activities will allow them to build these connections.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Pre-trip

 

 

 

 

 

 

 

 

 

Science

The students will need to think about “What Should I Do?” and complete the worksheet to help them become more knowledgeable about fire safety.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The learning activity before to the field trip will help them learn and understand better from the trip.

 

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Pre-trip

Social Studies

Students will play a sorting game to determine which community helper belongs to.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Prior to undertaking the field trip, the learners will be exposed to a leaning activity relating to the trip (Behrendt & Franklin, 2014). Therefore, The learning activity before to the field trip will need the learners to identify different helpers in the community.

 

 

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After-trip Home Activity

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The field trip helps children to understand firefighters and safety. There have different jobs and interactions that can best be understood and determined.

Children will involve their parents to interact with different helpers and learn more about it, like the mail carrier’s tools and uniform.

Parents and children need to cooperate in dressing up as community helpers and taking a photo.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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After-trip Home Activity

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The field trip helps children to understand firefighters and safety.

The worksheet helps children from the field trip experience connect to home.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

The worksheet will help children to relate the experience at the fire museum and help them in deep what they have learned in the museum.

 

 

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Reference:

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Behrendt, M., & Franklin, T. (2014). A review of research on school field trips and their value in education. International Journal of Environmental and Science Education, 9(3), 235-245.

 

https://www.nycfiremuseum.org/

 

Which two factors do you think will have the biggest impact on school sports in the United States?

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re Organized Programs Worth the Effort?

As in the focus of a magnifying glass, play contains all developmental tendencies in a condensed form and is itself a major source of development … A child’s greatest achievements are possible in play, achievements that tomorrow will become her basic level of real action and morality.

—Lev Vygotsky, Psychologist (1980)

The perception is you train early and only do a single sport and do as much as you can until you’re better than everyone else. I think it’s pretty clear from the injury and performance-data side that that’s a terrible developmental model.

—Neeru Jayanthi, Medical Director, Primary Care Sports Medicine, Loyola University Health System (in Reddy, 2014).

Despite all the elite teams and high-powered youth leagues across the U.S., … statistics show that many children are dropping out of sports early—in droves—often because they can’t afford to play.

—Patti Neighmond, Reporter, National Public Radio (2015)

[Today’s youth sports] emphasize performance over participation well before kids’ bodies, minds, and interests mature. And we tend to value the child who can help win games or whose families can afford the rising fees. The risks for that child are overuse injuries, concussion, and burnout.

—Project Play Report (2015, p. 7;  http://youthreport.projectplay.us/the-problem )

Page 79

Chapter Outline

Origin and Development of Organized Youth Sports Major Trends in Youth Sports Today Informal, Player-Controlled Sports: A Case of the Generation Gap Youth Sports Today: Assessing Our Efforts The Challenge of Improving Youth Sports Recommendations for Improving Youth Sports Summary: Are Organized Programs Worth the Effort?

Learning Objectives

· Explain how social changes related to family and childhood have influenced the growth of organized youth sports in the United States since 1950.

· Identify the sponsors of organized youth sports today, and explain why children’s sport experiences may vary depending on who sponsors their sport programs.

· Explain how the trend toward privatization in youth sports affects youth sport experiences.

· Define what is meant by the performance ethic, and explain why it has become especially important in private and elite youth sport training programs.

· Explain why parents today take youth sports so seriously.

· Explain why alternative sports have become increasingly popular with many young people today.

· Distinguish the differences between organized sports and informal games, and explain why informal games are played less today than in the past.

· Use the grades that experts have given to organized youth sports in the United States to identify the major problems in those programs.

· Identify recommendations that will increase the positive experiences of children in youth sports.

Page 80

According to Census Bureau estimates, there were about 50 million six- to eighteen-year-olds living in the United States in 2016. Widely cited estimates of youth sport participation range from 15 million to 46 million six- to eighteen-year-olds, depending on who does the counting and what counts as sports. But best as I can tell, during a given year, about 23 million U.S. children and youth participate in organized sports, including high school teams.1

When, how, why, and to what end children play these sports are the questions that concern parents, community leaders, and child advocates worldwide.

When sociologists study youth sports, they focus on the experiences of participants and how those experiences vary depending on the social and cultural contexts in which they occur. Research by sociologists has influenced how some people think about and organize youth sports, and it continues to provide valuable information that parents, coaches, and program administrators can use when organizing and evaluating youth programs.

This chapter summarizes part of that research as we discuss five topics that are central to understanding youth sports today. These are

1.

The origin and development of organized youth sports

2.

Major trends in youth sports

3.

Variations in the organization of youth sports and in the sport experiences of young people

4.

Youth sports and issues related to access, psychosocial development, and family dynamics

5.

Recommendations for improving youth sports

An underlying question that guides our discussion of these topics is this: Are organized youth sports worth the massive amount of time, money, and effort that people put into them? I continue to ask and help people answer this question as I talk with parents and work with coaches and others who are committed to organizing sports for young people.

 

ORIGIN AND DEVELOPMENT OF ORGANIZED YOUTH SPORTS

During the latter half of the nineteenth century, people in Europe and North America began to realize that child development was influenced by the social environment. This created a movement to organize children’s social worlds with the goal of building their character and turning them into hard-working, productive, and patriotic adults in rapidly expanding capitalist economies (Chudacoff, 2007).

It wasn’t long before organized sports for young boys were organized and sponsored by schools, communities, and church groups. The organizers hoped that sports, especially team sports, would teach boys from working-class families to obey rules and work together productively. They also hoped that sports would toughen middle- and upper-class boys and turn them into competitive men, despite the “feminized” values they learned from their stay-at-home mothers. At the same time, girls were provided activities that taught them to be good wives, mothers, and homemakers. The prevailing belief was that girls should learn domestic skills rather than sport skills when they went to schools and playgrounds. There were exceptions to these patterns, but after World War II, youth programs were organized this way in Western Europe and North America.

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The Postwar Baby Boom and the Growth of Youth Sports

The baby-boom generation was born between 1946 and 1964. Young married couples during these years were optimistic about the future and eager to become parents. As the first wave of baby boomers moved through childhood during the 1950s and 1960s, organized youth sports grew dramatically, especially in the United States. Programs were sponsored by public, private, and commercial organizations. Parents also entered the scene, believing that their sons’ characters would be built through organized competitive sports. Fathers became coaches, managers, and league administrators. Mothers did laundry and became chauffeurs and short-order cooks so their sons were ready for practices and games.

Most programs were for boys eight to fourteen-years-old, and they were organized with the belief that playing sports would prepare them to participate productively in a competitive economy. Until the 1970s, girls were largely ignored by these organizers and sat in the bleachers during their brothers’ games and, in the United States, given the hope of becoming high school cheerleaders. Then came the women’s movement, the fitness movement, and government legislation prohibiting sex discrimination in education, including school-sponsored sports. These changes stimulated the growth of sport programs for girls beginning in the mid-1970s. By the 1990s girls had nearly as many opportunities as boys.

Participation in organized youth sports is now a valued part of growing up in most wealthy nations. Parents and communities use their resources to sponsor, organize, and administer a variety of youth sports. However, some parents today question the benefits of programs in which winning is more important than overall child development; others seek out win-oriented programs, hoping their children will become the winners. A few parents encourage their children to engage in unstructured, noncompetitive physical activities—an alternative that many young people prefer over organized, adult-controlled sports.

For a century now, youth sport has been more proving ground than playground—an enterprise laced with purpose and emotion, even the hopes of a nation. —Tom Farrey, ESPN (in Game On, 2008, p. 99)

Social Change and the Growth of Organized Youth Sports

Since the 1950s, an increasing amount of children’s after-school time and physical activity has occurred in adult-controlled organized programs. This growth is partly related to changing ideas about family life and childhood in neoliberal societies, that is, societies where individualism and material success are highly valued and where publicly funded programs and services are being eliminated and selectively replaced by private programs. The following six changes are especially relevant to the growth and current status of organized youth sports.

First, the number of families with both parents working outside the home has increased dramatically. This has created a demand for organized and adult supervised after-school and summer programs. Organized sports have grown because many parents believe they offer their children opportunities to have fun, learn adult values, become physically fit, and acquire positive status among their peers.

Second, since the early 1980s, there’s been a major cultural shift in what it means to be a “good parent.” Good parents today are those who can account for the whereabouts and actions of their children 24/7—an expectation that leads many parents to seek organized, adult-supervised programs in which their children are monitored and controlled. Organized sports are also favored by parents because they provide predictable schedules, adult leadership for children, and measurable indicators of a child’s accomplishments. When children succeed, parents can claim that they are meeting cultural expectations. In fact, many Page 82mothers and fathers feel that their moral worth as parents is associated with the visible achievements of their children—a factor that further intensifies parental commitment to youth sports.

/var/folders/dd/5t6yq3pn1yx28857hp9_dgfc0000gn/T/com.microsoft.Word/WebArchiveCopyPasteTempFiles/coa23542_p0402.pngTo meet cultural expectations for the “good parent,” mothers and fathers often are attracted to youth sport programs that use symbols of progressive achievement and skill development. Karate, with achievement levels signified by belt colors, is appealing to some because the visible and quantifiable achievements of their children can be used as proof of their parental moral worth. (Source: © Jay Coakley)

Third, many people today believe that informal, child-controlled activities inevitably lead to trouble—much like what occurs in the novel, Lord of the Flies. When young people are seen as threats to social order, organized sports are seen as ideal activities to keep them occupied, out of trouble, and under the control of adults.

Fourth, many parents, responding to fear-producing news stories about murders and child abductions now see the world outside the home as dangerous for their children. They regard organized sports as safe alternatives to informal activities that occur outside the home without adult supervision. Even when organized sports have high injury rates and uncertified coaches, parents still feel that organized programs are needed to protect their children.

Fifth, the visibility of high-performance and professional sports has increased awareness of organized competitive sports as a valued part of culture.As children watch sports on television, listen to parents and friends talk about sports, and hear about the wealth and fame of popular athletes, they often see organized youth sports, especially those modeled after professional sports, as attractive activities. And when children say they want to be gymnasts or basketball players, parents often try to nurture these dreams by seeking the best-organized programs in those sports. Therefore, organized youth sports have become popular partly because children see them as enjoyable and Page 83culturally valued activities that will enhance their status among peers and adults.

Sixth, the culture of childhood play has nearly disappeared in most segments of post-industrial society, especially in the United States. Children today have few opportunities to engage in spontaneous play—activities that involve creativity, expressiveness, joy, and “ownership” possessed by the participants themselves (Christakis and Christakis, 2010). Structured, achievement-oriented activities now begin early in children’s lives (Hyman, 2012). These activities, including organized sports for preschoolers, are controlled by adults and provide few opportunities for children to play, which often is seen as a “waste of time.” Instead, the focus is on improvement and measurable development that will pay off for a child in the future. Parents seek developmental activities that they hope will help their children experience academic and future occupational success.

Time for play has become a low priority in most families (Glenn et al., 2013; Singh and Gupta, 2012). Parents also restrict the spaces for play by keeping children in the house and yard, unless they live on a cul-de-sac where there is no traffic and where children know they are being watched by one neighbor or another (Hochschild, 2013). Even the language of play has nearly disappeared as children learn to describe and evaluate their experiences in instrumental terms rather than by using a vocabulary of emotions and expression—so they talk about activities in terms of what they have learned and accomplished rather than how they felt while they participated.