Author, Dr. Yetsa A Tuakli-Wosornu from the Sports Equity Lab has partnered with #WeRideTogether to collaborate and create this athlete-centered IOC Consensus Dissemination Project, which unpacks and elaborates on critical points from the IOC Consensus. The Dissemination Project will provide a 10-part series that highlights key takeaways from the IOC Consensus with visuals, activities, and social content that can be tangibly applied and integrated into sporting communities. This series aligns with the values and mission of both the Sports Equity Lab and #WeRideTogether to promote awareness on the topic of abuse in sports, eliminate inequities in sport, and provide everyone with accessible information on positive values and best practices to keep sports safe and healthy.

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The 2024 IOC Safeguarding Consensus provides an overview of the various risk factors associated with experiences of interpersonal violence in sport. One of these risk factors is early sports specialization—the commitment to a single sport during development for over 8 months per year for prepubertal children.¹ It is commonly seen in dance, gymnastics, swimming, figure skating, tennis, baseball, hockey, and soccer.

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Due to love for the sport, the hot pursuit of potential, and pressure from adults, young athletes, parents, coaches, organizations, and society may not consider or be aware of the potential downsides that often accompany early sports specialization. 

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Why would a young athlete specialize?^2,3

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• Love and interest in the sport
• Tendency in their sport for athletes to peak at a younger age^4,5
• Parent influence and pressure
• Coach influence and pressure
• Fear of missing out or getting behind in the sport
• Belief it’s the only way to be successful in their sport
• Desire for scholarship, contracts, recognition, and career potential
• Increased availability of year-round programs in the sporting sector
• Wanting to focus and further develop their natural talent in their sport

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What are the risks of early sports specialization?

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Early sports specialization has many risks to the young athlete, socially, psychologically, physically, and in terms of experiencing abuse and misconduct in their sport. Extra mindfulness and attention must be given to these concerns, as these developing athletes may not have the capacity to fully understand or consent to the risks that may potentially arise from specializing early in their sport. 

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Potential risks of early sports specialization:

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Social

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• Isolation⁶—The young athlete may be physically and/or socially isolated from their peers and family. This could happen due to increased practice and training hours, and practicing and training at facilities or camps that are far away.
• Financial Costs⁷—The economic burden of medical expenses due to overuse injuries and the pay-to-play costs for youth sports, transportation and lodging fees, and equipment costs. 
• Overdependence⁸—In specialized environments, young athletes may develop an overdependence on one coach or a training style. They may also develop an overdependence on their sport as their identity. 
• Short Career⁹—The young athlete may put ‘all their eggs in one basket’ for a relatively short career. This is shown to occur based on the risk of injury and burnout, and happens less frequently among athletes who play multiple sports. 

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Psychological

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• Burnout¹⁰—The young athlete may lose interest in their sport, becoming overtrained or overtaxed by the often adult pressures placed on a young person. The ‘what was fun' sport can feel like a job and a burden. 
• Fatigue¹¹—The young athlete may develop mental fatigue and exhaustion due to the intense focus, rapid development, and repetitive year-round training. They may lose enjoyment in their sport and decrease participation or drop out. 
• Pressure and Stress¹²—The young athlete may experience pressure and stress or feel it from parents, coaches, peers, and society to perform consistently at a high level. 
• Perfectionism, Depression, and Anxiety¹³—The internal and external factors impacting the young athlete can lead to maladaptive coping strategies and mood disturbances. High achievement can become the measurement of self-worth for a young athlete. 

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Physical

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• Overuse and Chronic Injuries¹⁴—Due to high repetition during physical development and limited rest and recovery, musculoskeletal injury and chronic clinical health conditions may develop. 
• Overtraining¹⁵—The young athlete may have a training load that is not well-balanced and too high, contributing to increased physical and mental health concerns.
• Deficiencies in Injury Prevention Knowledge¹⁶—Safe policies and proper coach and parent education on evidence-informed age-appropriate training may be absent, leading to potential harm to young athletes. 
• Nutrition¹⁷ and Disordered Eating¹⁸—The young athlete needs appropriate nutrition and healthy eating habits to support high training volume. Best practice knowledge may be absent here, in combination with pressures on weight for performance, which puts the young athlete at risk.  

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Abuse and Misconduct^19,20

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• Isolated Areas²¹—The young athlete may be training and competing in many 1:1 or small group interactions with their coach in remote areas that are not observable, interruptible, and transparent, increasing the athlete’s vulnerability to experiencing multiple forms of abuse. 
• Silence²²—Given the isolated areas and high-pressure demands, the young athlete may feel compelled or obligated to accept toxic and harmful coaching practices and training regimens. They may not have a safe outlet or feel welcome to speak up without fear of retaliation or loss of opportunity. 
• Winning at a Cost^23,24—The cultural tendency often ingrained in parents, coaches, and athletes to prioritize immediate wins versus sustainable long-term gains and potential harm creates a myopic lens that often contributes to unsafe and unhealthy training practices and harmful coaching, putting the young athlete at risk. 
• Blurred Boundaries²⁵—Due to extended time together, often in isolated and high-pressure environments, the young athlete and coach relationship may have blurred boundaries in which the coach is viewed as family and/or has extended influence into the athlete's life, making the athlete vulnerable to multiple forms of abuse. 

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“I started out OK, but at the end of the match I couldn’t wait to get off the court,” she told the newspaper. “Totally, mentally, I just lost it, and obviously, it goes deeper than that one match. I really was not happy with myself, my tennis, my life, my parents, my coaches, my friends. . . . When I looked in my mirror, I actually saw this distorted image: I was so ugly and fat, I just wanted to kill myself, really.” – Jennifer Capriati, Tennis 

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“I was overdriving myself because I was so into becoming the best,” Dell Done said. “I always thought someone else was working harder than me, which really made me go nuts with it. It wasn’t fun. It was like a job, and it was a job I wasn’t getting paid for.” – Elena Dell Done, Volleyball and Basketball

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“No one ever asked me if I wanted to play tennis, let alone make it my life… I hate tennis, hate it with all my heart, and still I keep playing because I have no choice…I beg him [father] for a chance to play [soccer with friends]. He [father] shouts at the top of his lungs: ‘You’re a tennis player! You’re going to be number one in the world! You’re going to make lots of money. That’s the plan, and that’s the end of it.” – Andre Agassi, Tennis

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“I had overuse injuries when I was swimming and ended up making them worse because I was pressured to keep going,” said Pawlichuk. “Or was scared that I was going to not get my spot on the national team or get cut from the relay. So, I just put the brave face on and kept going. Ended up being part of why I couldn’t swim through college.” – Dr. Danielle Pawlichuk, Swimming

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"We listened to the scouts saying your child needs to play spring hockey," Susan said. "So we'd go from regular season straight into spring. You'd have maybe a couple weeks, then you do a camp. It starts very quick and you have no downtime." In 2016, the lack of downtime may have caught up to Connor, who felt his hip "pop" during a game. Doctors diagnosed him with a repetitive strain injury and pointed the finger at years of unvaried training.  – Susan Cose, Mother of a young hockey player 

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What are healthy recommendations? 

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According to medical science and evidence-based research, healthy alternatives, safeguards, and supports can be put in place for young athletes. Below lists recommendations, best practices, and facts and realities concerning early sports specialization and healthy childhood development. 

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Physical Safety²⁶

• For the physical development of a growing body, research indicates that diverse movements and appropriate training volume lead to a well-rounded and healthy individual and athlete. This helps decrease injury risk, promotes muscle development, mobility, and longevity. 

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Burnout²⁷

• Given the risks socially, emotionally, and physically, early sports specialization can lead to the premature adultification of young athletes, resulting in feelings of hopelessness, a loss of meaning, or a decline in joy in their sport. This can then manifest as burning out of the sport they once cared about and withdrawal from the activity in the short and long term. 

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Balanced Life²⁸

• For healthy, holistic development of a young person and young athlete, overdependence in a single activity that ‘takes over their life’ means there is less time and energy for other aspects of their life. Children and adolescents require opportunities for social, intellectual, and behavioral development in various aspects of their lives to achieve both short-term and long-term success and well-being. 

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Sports Success²⁹

• Evidence-based research suggests that specializing in sports after puberty, typically in late adolescence, yields a lower injury risk and higher success rates. Superstars LeBron James and Abby Wambach are prime examples of multidisciplinary athletes with late specialization who reached pinnacle success.³⁰ 

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What can parents, coaches, and organizations do to support the holistic well-being of young athletes?

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The bottom line is that when you say yes to one thing, you are essentially saying no to many other things. In terms of healthy child development, early sports specialization poses significant risks and a low chance of ‘reward’. Data show that only 1% of high school athletes receive any scholarships, between 3% and 11% compete at the college level, and only 0.3 and 05% reach professional sports; while as many as 70% discontinue playing organized sport by age 13, and at least 50% of athletic injuries are from overuse.³¹ From personal bodily harm to decreased social balance, educational costs, and vulnerabilities to experiencing abuse, a lot is at stake for young athletes who specialize early. 

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We must remember that young athletes are children, often placed in adult environments, facing demands that are typically meant for adults. These young athletes do not have fully developed brains or the capacity for far-sightedness, long-term thinking, and cost/benefit and cause/effect analysis. They are inherently influenced by societal expectations, their peers, coaches, and caregivers to determine what they want. Regardless, it is up to the adults in their lives to protect their holistic short-term and long-term best interests. 

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By all means, young athletes should pursue their passions and follow their hearts, fulfilling their potential. However, it is paramount that we educate and protect them in the process of their pursuits. Often, athletic organizations are driven by money and medals. Currently, they are inherently incentivized to keep the pipeline of young athletes coming, who typically have a short tenure in sports. Thus, athletes may be treated as disposable and replaceable, with a focus on results and outcomes rather than prioritizing the holistic well-being of each athlete. It is up to all of us to protect our athletes and protect our sports. 

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Here is what you can do to support young athletes who may have specialized early or are considering early sports specialization^32,33,34: 

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Parents 

• Don't project your dreams onto your young athlete, or turn it into a pipe dream. Be realistic and weigh the pros and cons of the time, energy, and money spent against the potential risks. 
• Take the pressure off of excelling in only one sport and offer a variety of opportunities.
• Keep a close eye on your young athlete and the expectations you and the coaches have for them. Ask yourself – Are they age-appropriate? Are they sustainable? Are they in the best interest of my young athlete, both in the short term and long term? Is my athlete being safeguarded from physical and abusive practices? 
• Remember that social and intellectual development for a young person contributes to lifelong success and athletic success. Time with friends and family, as well as school work, should not be sacrificed for the athletic process. 

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Coaches

• Follow evidence-based medical guidelines for training protocols for developing athletes. Offer cross-training opportunities and emphasize healthy nutrition, hydration, and rest and recovery protocols to support their development. 
• Realize the level of impact you have in a young athlete's life. The words you say, how you treat them, and the position you hold in their life carry significant weight. Be sure to prioritize their holistic well-being and be mindful of discussions involving discipline and sacrifice. 
• Follow a code of conduct and engage in healthy relationship dynamics with your young athletes. These preventive best practices keep your sport safe and healthy and decrease the risk of abuse. 
• Check in with your young athletes regularly. Are they having fun? Do they still have time to spend with their friends and family? Are they recovering well? What are THEIR goals for their sport? Are they living a balanced lifestyle? Have them complete this activity to reflect. 

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Organizations

• It is your responsibility to offer accessible, appropriate, and evidence-based education and training for coaches of young athletes. 
• Have safeguarding policies and codes of conduct in place that protect the best interests and safety of all participants. Behavioral guidelines and practices should be clear, and everyone should know how to report abuse and have access to supportive resources if harm occurs. 
• Establish guidelines and best practices for mandated training hours, volume, and types for developing athletes that align with evidence-based practices and recommendations. For more information, reference The American Development Model (ADM).
• Maintain a culture of open communication rather than silence, and ensure proper oversight. Appropriately and efficiently proactively safeguard and respond to concerns of abuse to protect your athletes, your organization, and your sport. 

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Activity for Athletes

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To reflect on the time and energy you spend in your sport and your corresponding feelings, use this activity tool. This activity can be repeated regularly to visually assess your sport life balance and how you are feeling about the different aspects of your life.

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If you or someone you know needs support, please visit our Crisis Resources or Resources for assistance.

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Kathryn McClain, MSW, MBA

Program and Partnerships Director at #WeRideTogether

kmcclain@weridetogether.today

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Footnotes

1. LaPrade et al. (2016)
2. Johns Hopkins Medicine (n.d.)
3. McLellan, Allahabadi & Pandya (2022)
4. Bell, D. R et al. (2020)
5. LaPrade et al. (2016)
6. Popkin et al. (2019)
7. Bell, D. R et al. (2020)
8. Brenner, J. (2016)
9. McLellan, Allahabadi & Pandya (2022)
10. Brenner, J. (2016)
11. Brenner, J. et al. (2019)
12. Jayanthi, N. A. et al. (2019)
13. Johns Hopkins Medicine (n.d.)
14. Bell, D. R et al. (2020)
15. Johns Hopkins Medicine (n.d.)
16. Bergeron M. F. (2015)
17. Bergeron M. F. (2015)
18. Luo, E. J. et al. (2025)
19. Brackenridge, C. H.(2009)
20. Matthews, C. R. et al. (2024)
21. U.S. Center for SafeSport (2024)
22. Tuakli-Wosornu Y. A. et al. (2024)
23. Tuakli-Wosornu Y. A. et al. (2024)
24. Matthews, C. R. et al. (2024)
25. Brenner, J. et al. (2019)
26. LaPrade et al. (2016)
27. Brenner, J. (2016)
28. Jayanthi, N. A. et al. (2019)
29. Brenner, J. (2016)
30. Johns Hopkins Medicine (n.d.)
31. Brenner, J. (2016)
32. Bell, D. R et al. (2020)
33. Johns Hopkins Medicine (n.d.)
34. Youth Sports Business Report. (2025)

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References‍

• Bell, D. R., DiStefano, L., Pandya, N. K., & McGuine, T. A. (2019). The Public Health Consequences of Sport Specialization. Journal of athletic training, 54(10), 1013–1020. https://doi.org/10.4085/1062-6050-521-18‍
• Bergeron M. F., Mountjoy M, Armstrong N, et al. International Olympic Committee consensus statement on youth athletic development. British Journal of Sports Medicine. (2015); 49:843-851. https://doi.org/10.1136/bjsports-2015-094962‍
• Brackenridge, C. H., Lindsay, I., & Telfer, H. (2009). Sexual abuse risk in sport: Testing the ‘stage of imminent achievement’ hypothesis. Brunel University Research Archive. http://bura.brunel.ac.uk/handle/2438/3116‍
• Brenner, J. S., COUNCIL ON SPORTS MEDICINE AND FITNESS; Sports Specialization and Intensive Training in Young Athletes. Pediatrics September (2016); 138 (3): e20162148. 10.1542/peds.2016-2148
• Brenner, J. S., LaBotz, M., Sugimoto, D., & Stracciolini, A. (2019). The Psychosocial Implications of Sport Specialization in Pediatric Athletes. Journal of athletic training, 54(10), 1021–1029. https://doi.org/10.4085/1062-6050-394-18‍
• Jayanthi, N. A., Post, E. G., Laury, T. C., & Fabricant, P. D. (2019). Health Consequences of Youth Sport Specialization. Journal of athletic training, 54(10), 1040–1049. https://doi.org/10.4085/1062-6050-380-18‍
• Johns Hopkins Medicine. (n.d.). Youth sport specialization. Retrieved from https://www.hopkinsmedicine.org/health/conditions-and-diseases/sports-injuries/youth-sport-specialization‍
• LaPrade R. F., Agel J., Baker J., et al. AOSSM Early Sport Specialization Consensus Statement. Orthopaedic Journal of Sports Medicine. 2016;4(4). doi:10.1177/2325967116644241‍
• Luo, E. J., Reed, J., Mitchell, J. K., Dorrestein, E., Kiwinda, L. V., Hendren, S., Hinton, Z. W., & Lau, B. C. (2025). Early Sport Specialization in a Pediatric Population: A Rapid Review of Injury, Function, Performance, and Psychological Outcomes. Clinics and Practice, 15(5), 88. https://doi.org/10.3390/clinpract15050088‍
• Matthews, C. R., Barker-Ruchti, N., Coates, E., Lang, M., & Hardwicke, J. (2024). Children’s rights, human development and play – rejecting performance-orientated youth sport. Sport, Education and Society, 1–12. https://doi.org/10.1080/13573322.2024.2385556‍
• McLellan, M., Allahabadi, S., & Pandya, N. K. (2022). Youth Sports Specialization and Its Effect on Professional, Elite, and Olympic Athlete Performance, Career Longevity, and Injury Rates: A Systematic Review. Orthopaedic journal of sports medicine, 10(11), 23259671221129594.
• Popkin, Charles & Bayomy, Ahmad & Ahmad, Christopher. (2019). Early Sport Specialization. Journal of the American Academy of Orthopaedic Surgeons. 27. 1. 10.5435/JAAOS-D-18-00187.
• Tuakli-Wosornu Y.A., Burrows K., Fasting K., et al. IOC consensus statement: interpersonal violence and safeguarding in sport. British Journal of Sports Medicine (2024). 58:1322-1344. https://doi.org/10.1136/bjsports-2024-108766‍
• Youth Sports Business Report. (2025, April 9). The hidden costs of early sports specialization: Understanding and preventing youth overuse injuries. Retrieved from https://youthsportsbusinessreport.com/the-hidden-costs-of-early-sports-specialization-understanding-and-preventing-youth-overuse-injuries/