LEARNING TO COMPETE

Learning to Compete

In part two, we explored how the grade school years are a time for kids to develop fundamental skills for sports, school, and social relationships. As Erikson highlighted, this is when children begin to cultivate industriousness—learning to be self-sufficient and productive. It’s through both positive and negative experiences in school, sports, and social interactions that children gain or lose self-confidence. When kids have meaningful experiences during this time, they are more likely to take on new challenges and commit to improving in areas they enjoy. In this section, we’ll focus on the teenage years, a time when kids start to define who they are and how they evolve as competitive athletes.

3) Teenage Years: Learning to Compete (Ages 11-23)

Erikson’s Stage 5: Identity versus Role-Confusion (Age 12-18)
LTAD Stage 4: Train to Train (Girls age 11-15 / Boys age 12-16)
LTAD Stage 5: Train to Compete (Girls age 15-21 / Boys age 16-23)

Erikson Stage 5 (Identity versus Role-Confusion, age 12-18)

Adolescence is a time of identity exploration, as teens ask themselves, "Who am I?" According to Erikson, resolving the previous stages of development sets the foundation for a strong sense of self. If teens are successful in navigating this stage, they develop a clear identity and can confidently plan for their future. If they struggle, they may experience confusion and uncertainty about their roles in life, which can affect their relationships and decision-making.

LTAD Stage 4: Train to Train (Girls age 11-15 / Boys age 12-16)

This stage is critical for athletes looking to specialize in a particular sport. It's the phase where athletes enhance their sport-specific skills, build their aerobic base, and develop the physical foundations for long-term athletic potential. The onset of puberty signals the start of this stage, which continues until the end of the adolescent growth spurt.

During this phase, training volume increases as athletes focus on refining their skills in a chosen sport. Although competition ramps up, the focus should remain on skill development rather than winning. Coaches and parents should emphasize physical development, technical proficiency, and tactical understanding, while reminding athletes that growth spurts may temporarily impact coordination and movement. The ideal training-to-competition ratio should be around 60:40, with the emphasis on improving performance rather than measuring outcomes like win/loss records.

Athletes who shift their focus too early to competition—such as by playing at an older age group—often plateau in their development, as they may skip crucial skill-building phases.

LTAD Stage 5: Train to Compete (Girls age 15-21 / Boys age 16-23)

At this stage, athletes have committed to one sport and are fully invested in becoming high-level competitors, whether at the high school, college, or professional levels. This is the transition from foundational skill development to specialized training. Athletes in this stage undergo high-volume and high-repetition training to refine their technical and tactical abilities, while also focusing on physical conditioning, nutrition, and mental toughness.

The demands of this stage are significant, requiring dedication to training and competition. Athletes constantly seek ways to fine-tune their performance, using resources such as periodization plans, injury prevention, strength and conditioning, and psychological skills development. Those who excel at this level—competing at the collegiate or professional level—demonstrate a commitment to both the physical and mental aspects of performance.

The Teenage Expereince

The teenage years are a time of self-discovery, as teens navigate the complexities of their identity, relationships, and the demands of school and sports. Teenagers must balance roles as students, friends, athletes, and family members while managing their social identities. This period can shape how they see themselves and influence their confidence as athletes.

An athlete who identifies solely as a "great athlete" may struggle if their athletic performance falters. For example, if they suffer an injury or experience a performance slump, they may face an identity crisis. This is why it's important for teens to nurture and balance all aspects of their identity, not just their role as an athlete.

A Personal Teenage Journey

Reflecting on my own high school years, my identity was closely tied to being a lacrosse player. Midway through my sophomore year, I set a goal to play competitive lacrosse in college. I loved the sport and knew that a college scholarship was my best chance at affording college. However, during my senior year, I tore my ACL playing in a winter lacrosse league. At the time, it felt like my world was falling apart. My dream of playing in college, earning a scholarship, and even attending college was at risk. I also felt devastated because I couldn’t finish my high school career on the field with my teammates and closest friends.

Given how deeply my athlete identity was tied to lacrosse, I decided to finish the season with my team, even though I had torn my ACL. Rather than undergoing immediate surgery, I worked with my doctor, physical therapist, and the high school trainer to play without an ACL, planning to get surgery after the season.

Looking back, it was a risky and misguided decision, but it was also one that reflected my determination to be there for my teammates. Despite the injury, I was still recruited to play lacrosse in college, where I played for four more years. I also received academic scholarships that helped pay for my education at a Division III school. I’ll forever be grateful to my family, coaches, teachers, friends, and the medical professionals who supported me through that difficult time. Without them, I’m not sure I would have recovered, both physically and emotionally, from that injury.

Conclusion: Navigating Identity and Competition

The teenage years are pivotal in shaping a young athlete’s journey. It’s a time when they must balance personal development, athletic goals, and the pressures of competition. Erikson’s concept of identity versus role confusion highlights how crucial this stage is for forming a strong sense of self. Athletes who experience setbacks, such as injury or poor performance, may find their sense of identity challenged. However, those who nurture a balanced, multifaceted sense of self—focusing not just on athletic achievement but on personal growth and relationships—are better equipped to navigate these challenges and continue to evolve as athletes and individuals.

As athletes move through the stages of Long-Term Athlete Development (LTAD), they should remain focused on skill development, personal growth, and enjoyment. The process of learning to compete is about more than just winning—it's about developing resilience, perseverance, and a deeper understanding of who they are, both on and off the field.