Building Leadership Skills in Middle School Girls Through Interscholastic Athletics (continued)

An increase in self-esteem nurtured through athletic competition assists middle school girls to cope with the negative influences and social turmoil experienced in their daily lives. For adolescent girls, in particular, participation in sports has demonstrated an increase in self-esteem except for sports with rigid body type requirements (e.g., gymnastics). A girl who feels good about herself physically tends to present herself as a socially strong person. For example, the Women's Sports Foundation www.womenssportsfoundation.org) has proposed that girls who have high self-esteem are less likely to become pregnant as teenagers and are more likely to leave an abusive relationship than girls with low self-esteem. High self-esteem is no guarantee that middle school girls will make the right decisions, but it provides a strong foundation, along with peer support of team members, for resisting many negative pressures.

Impressionable, athletic, middle school girls need positive and empowering role models to emulate while developing personal and interpersonal skills. Fortunately, coaches, officials, and parent volunteers are additional role models of leadership that student athletes are exposed to, compared to the general student body. In addition to the leaders in their daily lives, contemporary women athletes are the women that girls consider empowering leaders too. Athletes such as Mia Hamm, Marion Jones, Rebecca Lobo, and Venus and Serena Williams surmounted obstacles and emerged as role models of leadership and athletic success.

Implications for School Personnel

Dobosz and Beaty (1999) conclude that athletic participation and early leadership experiences may improve a girl's leadership skills. The initiative to lead is instilled through athletic achievement, competition, and self-confidence (Shields & Bredemeir, 1995). Development of leadership ability through athletic competition was not the original intention of school districts offering interscholastic sports. However, the emerging connection between athletic participation and leadership skills may assist school personnel to intentionally incorporate leadership training for girls with athletic ability. Coaches and parent volunteers should work to develop leadership skills in adolescent girls with the support of school personnel. Research supports that an early investment in leadership training can yield lifelong benefits for the athlete and society (Dorrance, 1996; Simon & Martens, 1979; Shields & Bredemeir, 1995).

In the spirit of No Child Left Behind, girls, regardless of athletic ability, may benefit from intentional leadership development. Although opportunities exist for the athlete to develop leadership skills, school personnel must not overlook the non-athletic girl. Traditionally, girls have had few formal opportunities to develop leadership skills. Girls should be encouraged to attend leadership seminars as well as participate in recreational sports and extracurricular activities in school and in the community. School personnel must prepare all girls to lead.

Conclusion

For the middle school-aged female athlete, self-esteem, empowerment, and self-confidence are often bolstered through participation in interscholastic competitive sports. These traits are also traits of leadership. Many contributing factors and people mold the student athlete into a leader but the process must be intentional and must start in middle school to support girls in achieving their full leadership potential. Thus, school personnel are advised to maintain athletic programs for girls and coaches are advised to instill intentional leadership skills in female athletes. Threats of budget cuts that would endanger interscholastic athletics must be re-examined. The reduction or elimination of athletic programs may stifle athletic ability and leadership development for today and tomorrow.