Youth sport has the potential to accomplish three important objectives in children’s development. First, sport programs can provide youth with opportunities to be physically active, which can lead to improved physical health. Second, youth sport programs have long been considered important to youth’s psychosocial development, providing opportunities to learn important life skills such as cooperation, discipline, leadership, and self-control. Third, youth sport programs are critical for the learning of motor skills; these motor skills serve as a foundation for future national sport stars and recreational adult sport participants. When coachers develop activities for youth practices and when sport organizations design youth-sport programs, they must consider the implication of deliberate play and deliberate practice.
青少年体育有可能实现儿童发展的三个重要目标。首先，体育项目可以为年轻人提供锻炼身体的机会，从而改善身体健康。第二，青少年体育项目长期以来被认为对青少年的社会心理发展很重要，它提供了学习重要生活技能的机会，如合作、纪律、领导力和自我控制。第三，青少年体育项目对于学习运动技能至关重要；这些运动技能是未来国家体育明星和娱乐性成年运动参与者的基础。当教练为青少年练习设计活动时，当体育组织设计青少年体育项目时，他们必须考虑刻意游戏和刻意练习的可能影响。
Research from Telama (2006) states that regular participation in deliberate play or deliberate practice activities during childhood and youth (ages nine to eighteen) increases the likelihood of participation in sports during adulthood by six times for both males and females. Côté (2002) defines deliberate play activities in sport as those designed to maximize enjoyment. These activities are regulated by flexible rules adapted from standardized sport rules and are set up by the children or by an involved adult. Children typically change rules to find a point where their game is similar to the actual sport but still allows for play at their level. For example, children may change soccer and basketball rules to suit their needs and environment (e.g. in the street. on a playing field or in someone’s backyard). When involved in deliberate play activities, children are less concerned with the outcome of their outcome of their behavior. (whether they win or lose) than with the behavior. (having fun).
Telama（2006年）的研究表明，在儿童和青少年（9岁至18岁）期间经常参加刻意游戏或刻意练习活动，男性和女性成年后参与体育活动的可能性增加了6倍。Côté（2002年）将体育中的刻意游戏活动定义为旨在最大限度地享受乐趣的活动。这些活动由根据标准化体育规则改编的灵活规则进行管理，并由儿童或参与其中的成年人制定。孩子们通常会改变规则，以找到他们的游戏与实际运动相似的地方，但仍然允许他们在自己的水平上玩耍。例如，孩子们可能会改变足球和篮球规则，以适应他们的需要和环境（例如在街道上、运动场上或某人的后院）。当儿童参与有意识的游戏活动时，他们不太关心自己行为的结果（无论他们赢还是输，只需要玩得开心）。
On the other hand, Ericsson (1993) suggests that the most effective learning occurs through involvement in highly structured activities defined as deliberate practice. Deliberate practice activities require effort, produce no immediate rewards, and are motivated by the goal of improving performance rather than the goal of enjoyment. When individuals are involved in deliberate play, they experiment with different combinations of behaviors, but not necessarily in the most effective way to improve performance. In contrast, when individuals are involved in deliberate practice, they exhibit behavior. focused on improving performance by the most effective means available. For example, the backhand skills in tennis could be learned and improved over time by playing matches or by creating fun practice situations. However, players could more effectively improve their backhand performance by practicing drills that might be considered less enjoyable. Although drills are used in most effective means available practice might not be the most enjoyable, they might be the most relevant to improving performance.
另一方面，Ericsson（1993）认为，最有效的学习是通过参与被定义为刻意练习的高度结构化的活动来实现的。刻意的练习活动需要付出努力，不会立即产生回报，并且是以提高成绩为目标，而不是以享受为目标。当个人参与故意游戏时，他们会尝试不同的行为组合，但不一定是以最有效的方式来提高表现。相反，当个人参与刻意练习时，他们表现出行为。专注于通过最有效的手段提高绩效。例如，网球中的反手技巧可以通过比赛或创造有趣的练习情境来学习和提高。然而，球员可以通过练习可能被认为不太愉快的练习来更有效地提高反手的表现。虽然练习是最有效的方法，但有用的练习可能不是最令人愉快的，但可能最有助于提高成绩。
网友评论