High School Sport

High school sports emerged in the early 20th century. Schools believed that physical education would be beneficial to students and that learning should not only involve the mind but the body as well. The social context in which high school sports emerged was peppered with racism and sexism as outlined in the novel Friday Night Lights, a true story based off of a town called Odessa in Texas. The town was completely dedicated to the success of the high school football team, and perpetuated racial and gendered stereotypes. Men were considered "women" and weak if they did not hit hard enough and practice constantly. Blacks and Mexicans were blamed for any and all misfortunes that came to be at the town. Women were expected to attend games and be on the sideline, encouraging the male athletes and catering to their needs.

Objectives of high school sport vary based on who is asked. Men tend to view sports participation as a gateway to achieving a masculine identity, gaining acceptance among their peers, and claiming recognition as an adult. Women tend to view sports as less of an indicator of their identity and more as a part of their larger project to achieving their goals. Parents and teachers believe that participation in high school sports will lead students to become more disciplined and obtain better grades. Some students play sports to gain popularity, others to facilitate sexual experiences. The desired outcome of sport participation is incredibly variable.

High school sport is valued in American culture because there is a widely held belief that participation in sports builds character and the student will benefit greatly from playing. As mentioned above, high school sports can also bring communities together and bring a great sense of pride among not only the students but the parents and fans as well. High school sports brings prestige to those who participate, among parents, administrators, teachers, peers, and the local community. Large events are held in honor of the teams and players, and brings the players a sense of pride and autonomy.

There are, however, many problems associated with high school athletics. Coaches are not held as accountable as teachers, and therefore have more leniency in their coaching methods and the way they treat their players. Unethical practices may be utilized and coaches may not face the same repercussions that teachers and other authority figures would if they were in the same position. Gendered stereotypes are also perpetuated in interscholastic sport. Men are expected to be aggressive, physically fit, and violent. Women are reprimanded for sharing the same characteristics, and are oftentimes bullied by being labeled as masculine or have their sexuality questioned. Finally, socioeconomic differences are highlighted in high school sports. Student athletes in low income areas are identified as good students because sports are seen as a ticket out of poverty. In upper-class areas, sports are often criticized as interfering with students' academic abilities.

One solution may be holding coaches accountable for their actions towards their athletes, and reviewing their conduct seasonally. Coaches can also be asked to limit who plays and how frequently based off of their grades and school participation. Coaching conduct should be very important to school administration and be monitored closely.