Is it Fun to Run?
The High School Experience: Social or Competitive?
Source: Keali Bjork. Genovesi, Gabe. 2009. Photograph. Dan Benson Invitational - Track. Wauwatosa, WI. Facebook. Gabe Genovesi. 1 May 2009. Web. 23 Mar. 2009. .
In researching high school track and field athletes, I selected four females and three males to interview. The athletes currently attend Homestead High School (Homestead High School Official Track and Field Website) in Mequon, Wisconsin and represent a wide range of competitive achievement within the sport itself. Their responses were quite similar with regard to the more general questions about the track team and practices, mainly because they all come from the same school. To begin, the entire track and field team meets in a big group before practice. Next, they divide up into more specialized groups based on distance or event (sprint, distance, high jump, etc.) and complete a warm-up. After warming up, the whole track team convenes again for stretching and a "dynamic" warm-up, which involves active stretching incorporated with running, skipping, and other movements. After this point, the specialized groups divide up again and proceed to practice.
With respect to the coaches, each tends to behave similarly with a few variations in personality among individuals. As expected, all of the coaches attempt to know everyone and establish solid relationships with each athlete. They have high expectations for the team in general and expect certain individuals to qualify for the state championships. In general, they make their expectations quite known to every athlete. Some coaches vary when it comes to reacting to performances, however. For example, the distance coach shows great disappointment after a poor race, while the sprint coach tends to remain more positive. Regardless of good or bad performances, the coaches usually do not enforce positive or negative consequences after a competition but rather adhere to previously planned practice schedules.
Expectations
High School Female (State Champion)
This short comparison illustrates how the expectations and priorities of high school track and field athletes can differ. The high school state champion expects herself to perform well this year, but she also looks well into the future. She has clearly achieved a great deal of individual success, and her expectations reflect that achievement. The fact that this athlete makes goals for not only college, but also after college, suggests that her life is firmly built on the results of her individual performance. On the other hand, the varsity runner who has yet to individually qualify for the state meet places more emphasis on the team. She makes no mention of the future outside of this particular school year, and she shows most interest in the success of team. A high school track and field team consists of a large number of participants competing at extremely varied levels. The example provided above compares two varsity athletes, and still the differences are quite noticeable. When factoring in the entire junior varsity team, one can expect even more variation among the attitudes of high school athletes.
In other ways, many high school athletes share quite similar goals. The athletes all strive to obtain or keep a spot on the varsity roster. Further, each athlete hopes to improve his or her personal records, or best performances, throughout the season. As mentioned, this hope varies with individual achievement, as some try to qualify for the state championship meet, while others focus on achieving top times at smaller conference meets. Further, the high school athletes commented on their parents and teammates as additional sources of pressure and expectation. Most participants (with the exception of the state champion) believed their parents and teammates held supportive expectations such as "trying my best", working hard, and "being there for the team". Varsity level athletes who qualified for the state meet in the past seemed to place greater importance on fulfilling personal and team performance expectations whereas athletes who competed at the junior varsity level or who did not expect to qualify for the state meet commented more on fulfilling desires to have fun and stay in shape.
Why Participate?
High School Male (Varsity, State Qualifier)
Here are the responses of four participants when asked to explain why they participate in the sport of track and field. Similar to the comparison of expectations, this short example immediately suggests that the more talented and accomplished athletes place more emphasis on the individual aspect of track and field. Out of the four athletes who had not individually qualified for state, every one commented on the team atmosphere as a major reason for participating. On the other hand, two of the three individual state qualifiers failed to make even a small reference to the team. One can clearly see, however, that many athletes share a common love for the sport in one way or another. Whether it allows for the development of lasting relationships with teammates and coaches, competing at the highest level, surrounding one's self with a united team, or simply representing one's school, track and field definitely makes for an enjoyable experience for those who participate.
These results suggest that gender may play a role in the variation among athletes and their reasons for participating in track and field. In general, males appear to place less emphasis on the team aspect of the sport. One varsity male explained, "A lot of guys run just to stay in shape." Only when questioned further did he suggest that "some do enjoy the competition of all the teams at meets." Most females, on the other hand, spent a great deal of time discussing their relationships with other teammates. No males displayed as deep a desire to contribute to the team as one passionate female who stated, "I want to deliver for the team."
The final element explored throughout the interviews conducted with high school track athletes looked at how the sport fit into these high school students lives and priorities. Some of the students interviewed identified their commitment to track as a top priority, along with health, education, family, and faith. Others, however said that track was just a way to improve their fitness, earn a varsity letter, socialize, or participate in school activities. While top performers described track as a passion and expressed a desire to do whatever they could to participate in track at the college level, less accomplished individuals viewed track as more of a social activity and said they did not stress about missing practices or performing poorly. These results appear quite consistent with the previous responses regarding expectations and reasons for participation.
With respect to the coaches, each tends to behave similarly with a few variations in personality among individuals. As expected, all of the coaches attempt to know everyone and establish solid relationships with each athlete. They have high expectations for the team in general and expect certain individuals to qualify for the state championships. In general, they make their expectations quite known to every athlete. Some coaches vary when it comes to reacting to performances, however. For example, the distance coach shows great disappointment after a poor race, while the sprint coach tends to remain more positive. Regardless of good or bad performances, the coaches usually do not enforce positive or negative consequences after a competition but rather adhere to previously planned practice schedules.
Expectations
High School Female (State Champion)
- Continue to win state
- Set State Records
- Run at a Division 1 college
- "See what happens after college..."
- Father has high expectations
- Team to win indoor, outdoor, relay conference titles
- Her 4 x 800 relay to qualify to state
- "I just want the team to be very successful."
- Family is supportive of her goals
This short comparison illustrates how the expectations and priorities of high school track and field athletes can differ. The high school state champion expects herself to perform well this year, but she also looks well into the future. She has clearly achieved a great deal of individual success, and her expectations reflect that achievement. The fact that this athlete makes goals for not only college, but also after college, suggests that her life is firmly built on the results of her individual performance. On the other hand, the varsity runner who has yet to individually qualify for the state meet places more emphasis on the team. She makes no mention of the future outside of this particular school year, and she shows most interest in the success of team. A high school track and field team consists of a large number of participants competing at extremely varied levels. The example provided above compares two varsity athletes, and still the differences are quite noticeable. When factoring in the entire junior varsity team, one can expect even more variation among the attitudes of high school athletes.
In other ways, many high school athletes share quite similar goals. The athletes all strive to obtain or keep a spot on the varsity roster. Further, each athlete hopes to improve his or her personal records, or best performances, throughout the season. As mentioned, this hope varies with individual achievement, as some try to qualify for the state championship meet, while others focus on achieving top times at smaller conference meets. Further, the high school athletes commented on their parents and teammates as additional sources of pressure and expectation. Most participants (with the exception of the state champion) believed their parents and teammates held supportive expectations such as "trying my best", working hard, and "being there for the team". Varsity level athletes who qualified for the state meet in the past seemed to place greater importance on fulfilling personal and team performance expectations whereas athletes who competed at the junior varsity level or who did not expect to qualify for the state meet commented more on fulfilling desires to have fun and stay in shape.
Why Participate?
High School Male (Varsity, State Qualifier)
- Love to compete
- Stay in shape
- Stay in shape
- Team atmosphere
- It is a "No-Cut" sport
- Love for running and competition
- Extremely talented
- Future goals for college
- Love for running
- "I love the team and the people it surrounds you with"
- Feeling of self accomplishment
- Enjoys the competition
Here are the responses of four participants when asked to explain why they participate in the sport of track and field. Similar to the comparison of expectations, this short example immediately suggests that the more talented and accomplished athletes place more emphasis on the individual aspect of track and field. Out of the four athletes who had not individually qualified for state, every one commented on the team atmosphere as a major reason for participating. On the other hand, two of the three individual state qualifiers failed to make even a small reference to the team. One can clearly see, however, that many athletes share a common love for the sport in one way or another. Whether it allows for the development of lasting relationships with teammates and coaches, competing at the highest level, surrounding one's self with a united team, or simply representing one's school, track and field definitely makes for an enjoyable experience for those who participate.
These results suggest that gender may play a role in the variation among athletes and their reasons for participating in track and field. In general, males appear to place less emphasis on the team aspect of the sport. One varsity male explained, "A lot of guys run just to stay in shape." Only when questioned further did he suggest that "some do enjoy the competition of all the teams at meets." Most females, on the other hand, spent a great deal of time discussing their relationships with other teammates. No males displayed as deep a desire to contribute to the team as one passionate female who stated, "I want to deliver for the team."
The final element explored throughout the interviews conducted with high school track athletes looked at how the sport fit into these high school students lives and priorities. Some of the students interviewed identified their commitment to track as a top priority, along with health, education, family, and faith. Others, however said that track was just a way to improve their fitness, earn a varsity letter, socialize, or participate in school activities. While top performers described track as a passion and expressed a desire to do whatever they could to participate in track at the college level, less accomplished individuals viewed track as more of a social activity and said they did not stress about missing practices or performing poorly. These results appear quite consistent with the previous responses regarding expectations and reasons for participation.
