physical education: discovery
Project Title: P.E. Discovery: The Missing Keystone in Discovery of Adolescent and Teen Talent
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Overview: Over the past three years, the Pro's Development Foundation, in collaboration with Friends of Community Preservation (FCP), has conducted an extensive research and experimental initiative titled P.E. Discovery: The Missing Keystone in Discovery of Adolescent and Teen Talent. This groundbreaking study identifies Physical Education (P.E.) as the overlooked cornerstone in developing adolescent and teen talent, not only in sports but also in leadership, community engagement, and holistic personal growth.
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Research Focus: Our research aimed to redefine how we approach talent discovery, moving away from the narrow focus on early specialization and exclusive pathways. By integrating inclusive methodologies—Skill-Based, Experimental, and Developmental (S.E.D.) frameworks—we created opportunities for students who are often left behind by traditional sports structures.
Key Findings Include:
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Talent vs. Skill-Set Development: Addressing the gap between raw potential and structured skill development.
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Role of Experimental Learning: Creating environments where students can learn through experience, failure, and reflection.
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Holistic Development: Bridging physical skills with critical thinking, emotional intelligence, and character education.
Connection to NAIA Character-Based Athlete Initiative:
Our work aligns seamlessly with the NAIA Champions of Character Initiative, which emphasizes integrity, respect, responsibility, sportsmanship, and servant leadership. This alignment is deeply rooted in principles shared across our publications, The Servant Coach and How Do They Know. These books serve as foundational tools for understanding how coaches and educators can create transformational learning experiences for young athletes.
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Our Strategy Redefined: Through this partnership and our studies, we’ve reimagined the developmental pathways for athletes, coaches, and educators. Our approach is not limited to creating better athletes—it extends to building servant leaders, emotionally intelligent educators, and community advocates.
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Athletes: Emphasis on long-term developmental growth over short-term wins.
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Servant Coaches and Teachers: Training methodologies rooted in mentorship, character development, and professional expertise.
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Communities: Integrating schools, colleges, and community partners into a collaborative ecosystem for sustained impact.
Key Takeaways from Our Books:
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The Servant Coach: A blueprint for coaching that goes beyond the game.
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How Do They Know: A guide for identifying and nurturing untapped potential.
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The Missing Keystone: A research-backed exploration into the overlooked role of P.E. in talent discovery.
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Why This Matters: This initiative isn’t just about fixing the gaps in sports development—it’s about reshaping the societal and educational systems that support our youth. By partnering with organizations like the NAIA and leveraging our research, we’re building a pathway for adolescent and teen athletes to thrive, regardless of their starting point.
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Next Steps:
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Continued collaboration with the NAIA Champions of Character Initiative.
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Expansion of P.E. Discovery programs across school districts.
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Integration of findings into coaching certification pathways and teacher training programs.
Join Us in This Movement: We invite educators, coaches, community leaders, and stakeholders to join us in redefining how we discover and nurture adolescent talent. Together, we can build a future where every young person has the opportunity to grow, learn, and excel.
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For More Information: Contact us to learn how you can support or participate in the P.E. Discovery: The Missing Keystone initiative. Let’s create sustainable change—one student, one coach, and one community at a time.
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The Pro's Development Foundation & Friends of Community Preservation: Transforming Adolescent Development, One Keystone at a Time.
orlando, florida experiment
2021 - 2024 Adolescent Development Experiment:
Bridging the Gap Between Training, Practice, and Application
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In 2021, we conducted an experiment with six adolescents—three from the Tampa Bay area and three from Orlando, FL—ranging from ages 13 to 15. These students represented a mix of late starters and early-specialization athletes, offering valuable insights into the systemic flaws in adolescent sports development, including ineffective coaching, lack of transitional skill-set programs, and the limitations of pay-to-play models.
The Participants:
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One Sixth Grader: His parents were adamant about transitioning him to professional skill sets early.
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One High School Athlete: Trapped under a rigid "my way or the highway" coaching system, where playing time was reserved for senior year.
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Four Late Starters: Athletes who began their developmental journey after most peers had years of experience.
Key Observations and Outcomes:
1. The Sixth Grader – Balanced Developmental Opportunities: The youngest athlete, despite being held back to play with younger peers, advanced the most. He received consistent exposure to training, practice, and play across all three developmental experiences. However, as he started playing competitively, a conflict emerged between focusing on mechanics and prioritizing scoring—a trap common for young players.
2. The High School Athlete – Systemic Barriers: Despite working tirelessly to meet his coach’s demands, this athlete ended his high school basketball career in 2024 without meaningful progress. The rigid coaching model provided no opportunities for skill application, critical thinking, or experimental learning.
3. The Tampa Athlete – Regression and Repetition: One athlete traveled from Tampa to Orlando for a year, refining his dribbling and shooting mechanics.
However, upon returning to his traditional school system, he regressed. By early 2024, after rejoining The Lab, he nearly regained his original shooting form. Without consistent reinforcement, players often default to scoring instead of adhering to proper mechanics.
The Conversation with City Council – The Missing Bridge
During a discussion with Danny and Jim Partin, City Council members of Belle Isle, Harvey addressed the challenges facing late starters, using Jim’s daughter—a 13-year-old volleyball player—as an example. After just ten sessions at The Shot Lab, she showed measurable improvement.
Jim remarked: "Yeah, everywhere you go there has to be a coach over them."
Harvey responded: "Exactly. There’s no space where kids can experiment with skills in a game-like environment. Training is not enough; doing is not enough—you must have a space to apply what you’ve learned. Kids need a bridge between consumption and application."
Real Stories of Missed Potential:
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Caden (15, Basketball): Caden displayed advanced shooting mechanics compared to struggling teammates. However, without proper practice repetitions focusing on speed, body, and ball control, his growth was stunted.
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Gabriel Mian (6’6", Basketball): Gabriel, grandson of the late Jamaican Prime Minister, started basketball in eighth grade. Despite his height, leaping ability, and potential, he was shuffled between YMCA and AAU teams. Neither environment prioritized developmental coaching—both focused on winning. Fear of failure and lack of middle-bridge development limited his growth.
The Takeaway – The Need for Transitional Development Spaces:
These six adolescents underscore critical failures in the current sports development system:
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Coaching Gaps: Lack of quality developmental coaching focused on growth over winning.
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Transitional Skill-Set Programs: Absence of structured programs to bridge the gap between elementary and professional skill sets.
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Experimental Learning Environments: Adolescents need spaces where they can make mistakes, problem-solve, and critically think without fear of failure.
The Eighth-Grade Window:
Eighth grade emerges as the perfect transition point from elementary skills to professional skill sets. But it requires more than training—it demands:
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Mindset Development
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Skill Application in Real Environments
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Opportunities for Critical Thinking and Emotional Intelligence
This experiment proves that with the right bridge, late starters can close the gap within two years. However, without intentional spaces for practice, play, and experimental learning, their potential remains untapped.
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At Pro’s Lab, we are building these bridges—creating environments where every adolescent, regardless of their starting point, can thrive.
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Hillsborough County
Title-1 Middle Schools 2007-2014
To estimate the potential disenfranchised population of middle school athletes in Hillsborough County, including late starters and late bloomers, let’s break it down systematically.
Known Data from Marvin Harvey's Study:
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42 middle schools in Hillsborough County.
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At least 100 boys tried out per school: 42 × 100 = 4,200 boys tried out.
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Only 15 boys per school made the team: 42 × 15 = 630 boys made the team.
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This means 3,570 boys were cut from the teams.
Considering P.E. Participation:
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90% of middle school kids participate in P.E.
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Average middle school population per school (approximate U.S. average is 600 students per middle school).
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42 schools × 600 students = 25,200 total middle school students.
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90% participate in P.E.: 25,200 × 0.9 = 22,680 students in P.E.
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Estimating Boys' Population in P.E.:
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Assuming a 50/50 gender split:
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Boys in P.E.: 22,680 × 0.5 = 11,340 boys.
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Hidden Figures: Late Starters and Late Bloomers
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Marvin Harvey’s data excluded late starters and untrained athletes.
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If we estimate that 50% of boys in P.E. could fall into the categories of late starters, late bloomers, or untrained athletes:
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11,340 × 0.5 = 5,670 disenfranchised boys.
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Total Disenfranchised Population Estimate:
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Boys cut from basketball teams: 3,570
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Hidden population (late starters, late bloomers, untrained): 5,670
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Total disenfranchised population = 3,570 + 5,670 = 9,240 boys
Key Insight:
Out of 11,340 boys participating in middle school P.E. in Hillsborough County, approximately 9,240 (81%) could be categorized as disenfranchised athletes when considering those cut from basketball teams, late starters, and late bloomers.
ORANGE COUNTY PUBLIC SCHOOLS, ORLANDO, FL Title-1 Middle School P.E. 2021-2024
The Skill, Experiential, and Developmental (S.E.D.) methodology has revolutionized physical education in a Title-1 school, driving a 165% increase in student participation. This surge has not only enhanced athletic engagement but also improved classroom behavior, academic focus, and student confidence. By emphasizing skill-building, experiential learning, and personal growth, S.E.D. has transformed P.E. into a catalyst for holistic development, proving that when sports are integrated with purpose, they enrich education and empower students to excel both on and off the field.
S.E.D. prioritizes three core principles:
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Skill-Building: Developing fundamental athletic abilities that translate to both sports and life skills.
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Experiential Learning: Creating hands-on experiences where students learn through doing.
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Personal Development: Focusing on emotional intelligence, resilience, and leadership skills.
This methodology goes beyond traditional physical education, fostering an environment where every student, regardless of background or ability, can thrive.
A Program Beyond Sports: Building a Legacy at Southridge
Wane often said, “P.E. enriches sports. Sports enrich education. And maybe—just maybe—this will enrich society someday.” At Southridge, those words became reality. The growth of morning basketball sessions, students stepping into leadership roles, and the boys’ volleyball team’s rise signaled a cultural shift. This wasn’t about creating star athletes—it was about building resilience, courage, and a growth mindset.
Morning Basketball Sessions: Growth and Discipline
Twice a week, students gathered early for Wane’s basketball sessions, focusing on shooting, defense, and strategy. “Mix the pro skill set with the amateur mindset,” he often said. Sophia, one of the few girls attending, became a team leader, applying lessons from these sessions.
Taylor observed one morning. “You think they can learn pro techniques?” she asked. Wane replied, “It’s not about becoming pros. It’s about building habits and mindset.”
These sessions weren’t just about basketball—they were about teaching students discipline, critical thinking, and perseverance.
Boys’ Volleyball: A Season of Growth
The volleyball season was brief but intense. After an early loss to Meadowview Prep, the team bounced back with three wins. In the playoffs, they defeated Green Valley in a tense five-set match before falling to Silver Crest in the semifinals.
“Do they even realize how far they’ve come?” Taylor asked during a game. Wane smiled, “Not yet, but they will.”
Their resilience earned Southridge respect across the conference and reshaped how teams viewed them.
Soccer Team: Undefeated Champions
While volleyball was a story of growth, the soccer team achieved perfection. They went undefeated throughout the season, showcasing teamwork, discipline, and a deep understanding of the game. Each match was a testament to their preparation and resilience.
“An undefeated season isn’t just about talent—it’s about consistency,” Wane said proudly after their final win.
Their success became a symbol of what was possible when preparation met opportunity.
Challenges Behind the Scenes
Coach Todd’s disengagement placed extra weight on Wane and Taylor. “We created this monster,” Wane admitted. Taylor added, “He vanished, and we’re carrying the load.”
Despite frustrations, Wane reminded her, “It’s about the kids, not us.” Their partnership kept the program moving forward against significant odds.
Real Stories of Title-1 P.E.
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Sophia: A lone girl in morning sessions turned team leader.
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Volleyball Team: Underdogs who reached the semifinals.
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Soccer Team: Undefeated champions representing excellence.
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Coach Todd: A reflection of accountability gaps in Title-1 schools.
These stories reflect both the triumphs and the struggles of implementing change in a challenging environment.
Key Observations and Outcomes
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Participation: 165% increase in student involvement.
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Leadership: Students stepped into mentorship roles.
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Resilience: Volleyball’s playoff run symbolized grit.
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Excellence: Soccer’s undefeated season set a new standard.
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Cultural Shift: P.E. became a cornerstone of school identity.
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Behavioral Improvement: Positive changes in classroom focus and academic engagement.
Takeaways
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S.E.D. Methodology: Essential for balanced growth.
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Late Starters & Bloomers: Overlooked but full of potential.
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Bargaining in Title-1 Schools: Teachers need better support.
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Transformational Coaching: Prioritize long-term growth over short-term success.
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Holistic Development: Focus on emotional intelligence, leadership, and academic integration.
A Legacy Worth Fighting For
Wane and Taylor built more than a program—they sparked a movement. Their legacy isn’t in banners but in the lives they changed.
“This isn’t just a program,” Wane said. “It’s a movement. And it’s just the beginning.”
This was about transforming education, empowering students, and enriching communities—a program beyond sports, built to last.
NATIONAL RESEARCH
Step 1: National Middle School Population Estimate
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There are approximately 14 million middle school students in the U.S.
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Assuming 90% participate in P.E.:
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14,000,000 × 0.9 = 12,600,000 students in P.E.
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Assuming a 50/50 gender split:
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6,300,000 boys
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6,300,000 girls
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Step 2: Disenfranchised Athletes by Sport
1. Kids Cut from Sports (Based on Basketball Example)
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From Pro's Lab's study: 85% of boys who try out get cut.
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Applying this to other sports:
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Basketball: ~3 million boys and girls try out → 2.55 million cut
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Soccer: ~2.5 million try out → 2.13 million cut
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Volleyball: ~1 million try out → 850,000 cut
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Total cut kids across the three sports:
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2.55M + 2.13M + 0.85M = ~5.53 million kids cut
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2. Late Starters, Late Bloomers, and Untrained Athletes
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From Hillsborough analysis: ~50% of kids in P.E. could be late starters, late bloomers, or untrained.
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Applying this nationally to P.E. participants:
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12,600,000 × 0.5 = 6.3 million kids
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3. Kids Dropping Out of Sports by Age 13
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Studies show 70% drop out by age 13:
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12,600,000 × 0.7 = 8.82 million kids
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Step 3: Realistic National Figures
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Kids Dropping Out of Sports: ~8.8 million
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Kids Cut in Middle School (By Default): ~5.5 million
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Late Starters, Late Bloomers, or Untrained: ~6.3 million
Key Takeaways:
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Roughly 8.8 million kids drop out of sports by age 13.
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About 5.5 million are cut from teams in middle school across basketball, soccer, and volleyball.
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An estimated 6.3 million are categorized as late starters, late bloomers, or untrained athletes who are often overlooked.
These numbers highlight a massive systemic gap in youth sports development, with millions of children being excluded or disengaged from sports programs due to structural and cultural barriers.
NATIONAL ARTICLES OF DISCUSSION
Recent Trends in Youth Basketball Participation
Caitlin Clark effect hasn't reversed the decades-long decline in girls basketball participation
Sources
Overall Participation:
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In 2023, outdoor soccer participation among individuals aged 6 and older reached nearly 14.1 million, reflecting an 8.1% increase from the previous year and a 23% rise compared to 2018.
These statistics highlight soccer's significant presence in youth sports across the country, despite recent declines in certain age groups.
Recent Trends in Youth Soccer Participation
Youth Soccer Participation Has Fallen Significantly in America
After a troubling report on youth soccer participation numbers, it’s ...
Volleyball is a rapidly growing sport among youth in the United States, with increasing participation across various age groups.
Ages 6 to 12:
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In 2021, the share of children aged 6 to 12 who regularly participated in volleyball increased slightly compared to 2020.
High School Level:
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During the 2022-23 academic year, girls' high school volleyball reached a record high of 470,488 participants, making it the second most popular sport for girls after outdoor track and field.
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Boys' high school volleyball has also experienced significant growth, with participation increasing by nearly 8,000 to a total of 85,255 in the 2023-24 school year.
Club Participation:
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As of July 2023, USA Volleyball reported a record 333,208 junior girls (ages 11-18) registered with clubs, reflecting a 40% increase since the 2013-14 season.
These statistics underscore volleyball's expanding presence and popularity among youth athletes across the country.
Recent Trends in Youth Volleyball Participation
Volleyball Was for Girls. Now It's Booming With Boys.
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​Here are the overall participation numbers for basketball, soccer, and volleyball in the U.S.:
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Basketball:
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Total: Approximately 4.9 million (4 million ages 6-12 + 900,000 high school).
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Soccer:
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Total: Approximately 17.3 million (2.3 million ages 6-12 + 853,000 high school + 14.1 million overall ages 6+).
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Volleyball:
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Total: Approximately 888,951 (470,488 high school girls + 85,255 high school boys + 333,208 club volleyball girls).
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​The overall participation numbers for basketball, soccer, and volleyball have been updated and saved under USA Sports Numbers. Let me know if you need further assistance!​​​​​​​​​​​​​​​​​
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Welcome
to THE ANSWER TO THE PROBLEM
The Pro's Development Foundation and Friends of Community Preservation represent a transformative solution to the U.S. developmental problem by addressing critical gaps in youth sports, education, and community development. Together, they combine holistic sports education with community revitalization efforts, ensuring that every adolescent—regardless of background or skill level—has access to inclusive developmental pathways. Through proven methodologies (S.E.D., M.A.P., C.A.T.), servant leadership training, and collaborative partnerships with NAIA, NJCAA, and their affiliated colleges and universities, these organizations create robust coaching education pathways, internship programs, and servant leadership initiatives. This powerful alliance doesn’t just develop athletes—it builds resilient individuals, servant leaders, and thriving communities, setting a national benchmark for inclusive, long-term youth development and fostering a new era of character-driven sports education across the country.
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