Here’s the short answer: It’s coaching with purpose.

Everything we do—how classes are structured, how skills are taught, how coaches are trained—flows from a belief we hold deeply: kids don’t just learn skills, they learn how they feel about themselves as they learn.

Here’s why Sportball coaches are a cut above the rest and how you can get in on the best job in the world. 

Purpose Before Performance

Purposeful coaching focuses on how children learn and feel, not just skill performance. At the heart of Sportball is a simple but powerful mission: to help children develop physical literacy and a lifelong love of movement in a positive, supportive environment.

For our coaches, that mission shows up every single class. It’s why our programs focus on how a child learns, not just what they learn.

It’s why coaches are trained to teach in ways that build confidence, curiosity, and connection first. Sportball coaches learn how to:

• Break complex skills into simple, achievable steps
• Adapt instruction for different learning styles and abilities
• Create safe, inclusive environments where every child feels successful
• Lead with encouragement, clarity, and consistency

These aren’t just coaching skills. They’re transferable life skills that stay with coaches long after they put the whistle down.

As we’ve shared in our approach to coaching with purpose, every activity carries intention:

• What is this game teaching beyond the skill?
• How does this story help the child understand the movement?
• How do we ensure each child experiences success?

When coaching is purposeful, confidence follows.

What Makes Sportball Coaching Different?

Sportball coaching stands out by combining structured methodology with a child-first approach.

• Structured, research-based programming: Every class is planned to support skill progression and effective learning.
• Focus on child development, not just sport skills: Coaches prioritize confidence, emotional growth, and enjoyment of movement.
• Ongoing mentorship and training: Coaches receive continuous support to improve and grow in their role.
• Emphasis on inclusion and adaptability: Activities are designed so every child can participate and feel successful.

Training That Translates Everywhere

One of the biggest differences parents and new coaches alike notice is that Sportball classes aren’t improvised. They are planned with care and with structure in mind, because kids learn best when instructions are clear and mastery is in reach.

Great programs need great coaches, and Sportball nurtures them by training coaches to understand:

• How children move at different developmental stages and ages
• How attention, emotions, and behavior show up in group settings
• How to give feedback that encourages rather than discourages
• How to adapt activities so every child feels included

Coaches don’t learn this by being handed a script and told to ‘figure it out’. Instead, they are supported through a mix of hands-on workshops, interactive demonstrations, guided practice, and ongoing feedback.

This structure builds confidence by helping coaches learn why we do things, not just how. It allows them to lead classes with purpose rather than reacting moment by moment, and that confidence transfers far beyond Sportball.

Many coaches take what they’ve learned at Sportball and apply it in classrooms, clinics, community programs, sport settings, and people‑focused leadership roles. Your child gains confidence by learning skills in a supportive, success-focused environment. Most importantly, your child builds a positive relationship with movement that lasts beyond the field.

And for plenty of coaches, the journey stays right here: they grow into seasoned coaching and training roles, as well as leadership positions within Sportball that lead the next wave of coaches along the way. Just look at our Vice President Jason D’Rocha and Growth Coach Paul Lee, who both got their starts on the field!

Many Backgrounds. One Coaching Community.

There is no single “type” of Sportball coach, and that’s by design. Sportball coaches come from all walks of life, and that diversity is one of our greatest strengths.

You’ll find coaches with backgrounds in:

• Education and early childhood studies
• Kinesiology and sports science
• Physiotherapy
• Occupational therapy
• Psychology
• University athletics
• Career transitions and first-time leadership roles

Some coaches arrive with technical sport knowledge. Others come with strong teaching instincts, communication strengths, or simply a love of working with kids.

Sportball brings those strengths together by building a shared coaching language and methodology, so every coach, regardless of background, can grow, contribute, and lead confidently.

Mentorship That Grows With You

What truly sets Sportball apart is what happens after a coach is hired.

Great coaching is not created through one‑time training. It’s fostered through mentorship.

At Sportball, coaching development continues long after hiring. Coaches grow through ongoing support that mirrors how we teach children:

• Observe experienced coaches
• Practice
• Receive feedback
• Reflect on what worked and what can improve
• Lead independently

As coaches gain experience, they move into leadership pathways that allow them to mentor others, support training, and eventually step into Master Coach roles, where they help shape the next generation of Sportball coaches.

This growth‑focused culture is at the heart of our coach training and certification philosophy and it’s one of the reasons parents consistently notice the difference. Sportball’s curated mentorship program builds strong programs and strong people.

Transferable Skills Coaches Take With Them

Here’s what Sportball coaches often tell us they carry forward into life and career:

• Clear, confident communication
• Leadership and presence in group settings
• Adaptability under pressure
• Empathy and emotional intelligence
• Lesson planning and goal progression
• Feedback delivery that motivates, not discourages
• Professional accountability and time management

Whether a coach stays for a season or builds a long‑term career with us, those skills matter because they translate everywhere.

Voices From the Field

The clearest picture of what it’s like to coach with Sportball comes from our coaches directly. Their stories bring our approach to life, showing how support, purpose, and intentional coaching help coaches grow alongside the kids they teach.

Here are testimonials from Sportball coaches at each stage of the coaching journey: a Rookie, a Lead, a Mentor, and a Master coach.

“Ever since I was young, I have always enjoyed and had a passion for sports […] I looked up to all my coaches that helped me develop such a love for sports. What surprised me most about Sportball was the instant feeling of accomplishment […] after every class I think to myself, ‘I just helped that kid have a better day.’ Even early on, I noticed coaching helped me build a better level of patience and strong communication skills. I’m learning so many new things and building strong bonds with my co-workers on a daily basis. Although I’m pretty new myself, I would encourage new coaches to trust all the training […] once I embraced the workshops, I noticed how much it translates to the coaching I do and how much fun the kids have.”

– As a new Rookie Coach this season, Raaya shares what it’s been like stepping into her first coaching role and realizing just how meaningful even the smallest moments can be.

“I’ve developed strong communication, leadership, and patience […] working with kids has strengthened my ability to guide, develop, and manage different personalities. Stepping into a leadership role taught me how important it is to lead by example and support growth in others and helped me become more confident making decisions independently while creating a positive environment. Sportball is a fun, supportive program focused on building confidence and fundamental skills in kids […] while also developing strong future leaders and role models.”

– As a Lead Coach, Alex describes how stepping into a leadership role helped him grow in confidence, communication, and his ability to guide others.

“What keeps me engaged at this level is the continued opportunity to grow and take on new responsibilities […] I’ve been able to get involved in more than just coaching classes. Through workshops, staff meetings, and contributing beyond the field, I can see how my role is expanding and how I can contribute beyond just coaching. [Sportball] is a really supportive and growth‑focused environment where you’re not just coaching; you’re actually making an impact on kids’ development […] with opportunities to grow and take on more responsibility over time.”

– Mentor Coach Dani shares why having chances to grow, try new things, and build real relationships keeps Sportball feeling fresh and rewarding.

“Something I’m proud of is being able to make an impact in children’s and families’ lives […] it’s a very special feeling when parents come up to you years later and tell you their child remembers you and asks about you. Over time, I’ve grown proud of how much my confidence working with kids has grown and how much I’ve learned over the last few years. I see Sportball’s long‑term impact in its focus on supporting child development through play and physical activity, and in how it helps coaches build confidence in themselves […] skills that can be used in all areas of their lives, while offering opportunities to become more independent as a coach and be a mentor to others.”

– Master Coach Evelyn reflects on the lasting impact of coaching at Sportball, for both the children she’s taught and the coaches she now helps mentor.

Why Parents Notice the Difference

Parents often share that Sportball becomes more than a weekly activity.

They notice:

• Greater confidence in their child
• Improved listening and focus
• Willingness to try again after mistakes
• Joy in movement without pressure to perform
• Willingness to stay in sports

That doesn’t happen by accident.

It comes from coaches who are trained to understand how children move, think, and feel and who care deeply about creating positive first experiences with sport.

When children feel successful early, they’re more likely to stay active for life. Is that a mission you can get behind? 

Thinking About Coaching With Us?

Whether you’re a parent curious about what goes on behind the scenes, or someone considering stepping into a coaching role, Sportball is a place that:

• Coaches with purpose, not pressure
• Designs programs for how kids actually learn
• Supports coaches at every stage with intentional training
• Mentors for confidence, leadership, and professionalism
• Builds a community that believes movement is a foundation for life

At Sportball, sports may be the name of our game, but people are the focus. When coaching is intentional, everyone grows.

Apply for a position at Sportball here. 

About the author: Ronda Robinson is the Product Lead and a Mentor Coach at Sportball for the last 4 years. She is a recent graduate with a Master of Arts in Child Study and Education from University of Toronto. Ronda has a passion for designing curriculum and writing on childhood resilience.

The post Purposeful Coaching at Sportball Builds Skills for Life appeared first on Sportball.

How are we supporting the next generation of girls?

Why Early Sport Participation Matters for Girls

New research on women’s health is making one thing increasingly clear: the foundation for lifelong physical and mental well-being is built early. Childhood fitness isn’t just about running faster or throwing farther but strengthening bones and hearts (where girls face disadvantages), improving emotional regulation, and building resilience and confidence that carry into later life.

For girls, early positive sport experiences are especially powerful, shaping how they see their bodies, their abilities, and their place in the world.

And yet, despite growing awareness and momentum in women’s sport, participation numbers are concerning. 40% of North American girls are not participating in sports, and sport participation continues to decline with age.

There’s a widening gap between opportunity and access—one that National Girls and Women in Sport Day urges us not to ignore.

The Cost of Losing Girls in Sport

This trend is a story of lost opportunity. Girls face unique barriers through adolescence — body image pressures, social expectations, environments not designed with them in mind — that push them out of sport right when they need it most.

94% of women C-suite leaders played sports. Sports teach girls not be perfect, but to be brave and to trust their bodies. By losing girls in sports, we’re losing our next generation of change makers.

Regular physical activity as a young child staves off disease, such as osteoporosis, keeping our next gen healthy.

But here’s the good news:

We can change this.

By championing inclusive, joyful, confidence-building sport experiences, parents and educators can keep girls active and empowered.

That’s where community programs like Sportball come in — getting more girls into the game and building confidence and love of sport from an early age.

Sportball’s Longstanding Commitment to Girls in Sports

Long before today’s headlines and research began sounding the alarm, Sportball was already asking a critical question:

How do we keep girls confident, capable, and excited about sport from the very beginning?

For over 30 years, Sportball’s approach has been shaped by this lens.

Building Confidence Through Inclusive Sport Programs

The Sportball program was built on the vision of a co-founder who was a mom and educator herself, and who knew from experience that how children feel about movement early on shapes how they feel about it later.

That’s why Sportball classes are designed for girls to feel seen, supported, and successful. From developmentally appropriate coaching to a welcoming and non-competitive environment. Program initiatives that focus on female leadership aren’t a new trend for Sportball. These initiatives are part of a long-standing commitment to making sure girls don’t just show up, but feel like they truly belong and can thrive.

It’s proof that Sportball hasn’t just responded to the moment—it’s been building toward it all along.

What Girls Are Really Up Against and How Sport Can Help

Research shows that girls don’t just need sport—they need environments that actively build resilience, because the expectations placed on their bodies, performance, and identities are often heavier and more complex than those placed on boys.

From a young age, girls deal with pressures about how their bodies should look, what they should eat, and how they should perform—all while their bodies are growing and changing in ways that require extra support.

One serious health concern is called the female athlete triad, which happens when girls don’t get enough nutrition while training hard. This can lead to problems with their menstruation, weaker bones, and low energy levels.

Breaking Stereotypes in Girls’ Sports

Beyond the physical demands, girls also face outdated stereotypes. Phrases like “you throw like a girl” get used as put-downs, which can chip away at confidence.

But here’s the truth: throwing like a girl isn’t something to apologize for—girls are strong, capable athletes.

When we treat “like a girl” as an insult, we’re teaching kids that being a girl means being less capable, something Women in Sport describes as “structural and cultural barriers [that] continue to limit aspirations”.

And that message sticks, especially when children are still figuring out what their bodies can do.

Why Early Sport Experiences Shape Lifelong Confidence

Research also shows that how girls feel about themselves in sports directly impacts whether they continue playing (Slater et al., 2021).

Girls who don’t try sports early are much less likely to start later, unlike boys who often join teams even as teenagers (Howie et al., 2016).

When girls do participate early, the benefits are powerful: they develop stronger self-esteem earlier than boys, a healthier relationship with their bodies, and emotional strength that lasts into adulthood (Brettschneider, 2001; Pedersen & Seidman, 2004; Richman & Shaffer, 2000).

The bottom line? Getting girls into sports early isn’t just about learning to play and honing skills—it’s about building confidence, physical literacy and resilience before life’s pressures intensify.

For the Love of the Game

Helping girls fall in love with sports matters now more than ever—especially as stereotypes, pressure, and early drop-off continue.

New research from Women in Sport shows that only 23% of girls aged 13–24 now dream of reaching the top in sport, down sharply from 38% just a year earlier, the lowest level recorded since tracking began.

But success in sport doesn’t have to mean podiums or going pro.

As UN Women reminds us, “sport has the power to change lives,”.

Role Models, Multi-Sport Play, and Long-Term Success

Many of today’s most influential women in sport didn’t specialize early or follow a narrow path. Players like Abby Wambach and Alex Morgan from the U.S. Women’s National Soccer Team played multiple sports growing up, building adaptable athleticism and confidence before specializing later (USA Today; ABC News).

Even beyond the field, women shaping the future of sport leadership and influence share similar roots—what sets them apart is not just power, but how they leverage it to redefine what sport can look like for the next generation (Forbes).

At its best, sport becomes a place where girls learn not just how to play—but how to belong.

How Sportball Helps Girls Shine in Sport Programs

At Sportball, supporting girls in sport isn’t an add-on—it’s woven into how programs are designed and delivered at every age.

That starts with language and representation: in spaces where boys’ voices or interests may dominate, coaches intentionally invite girls into the conversation, whether that means naming Skye and Everest alongside Chase and Marshall or asking about favourite superheroes and favourite princesses in the same breath.

Storytelling plays a powerful role here, too.

As we’ve explored in How Storytelling Helps Kids Build Skills, stories allow children to see themselves as capable heroes, problem-solvers, and teammates, not just participants.

Our coaches are trained to coach with purpose, focusing on encouragement, autonomy, and effort rather than comparison or outcomes.

Multi-sport programming is another key piece. Exposure to a variety of sports builds physical literacy, reduces pressure, and allows girls to discover what they enjoy—a philosophy we break down in What Does a Multi-Sport Class Look Like?.

Across all programs, the goal is consistent: to help children—especially girls—build confidence, social skills, and a positive relationship with movement that feels safe, joyful, and empowering.

Working Together to Support Girls in Sport

So, what does National Girls and Women in Sport Day really mean for families like yours?

It’s about the everyday moments that shape a girl’s relationship with movement—feeling welcome on the field, learning skills in a supportive environment, and discovering that sport can be joyful, inclusive, and for her.

When girls step away from sports early we’re not just losing players or participation numbers. We’re losing future leaders, confident young women, and a generation that could grow up knowing their bodies are strong, capable, and worthy of celebration.

This is why Sportball is committed to creating spaces where girls feel like they belong, where they can explore, make mistakes, and discover what they love. And we’re learning alongside them, partnering with educators, researchers, and community organizations to use our programs as a space for improving how we show up for every child.

National Girls and Women in Sport Day reminds us that change starts young.

By prioritizing developmentally appropriate, fun, and confidence-building sport experiences in childhood, parents and educators can help rewrite the story—one playful class, practice, or game at a time.

Change doesn’t happen on podiums. It happens in gyms, on playgrounds, and in community programs where kids are having fun, building skills, and feeling seen.

This National Girls and Women in Sport Day, let’s commit to giving every girl the chance to fall in love with movement.

About the Author

Ronda Robinson is the Product Lead and a Mentor Coach at Sportball for the last 4 years. She is a recent graduate with a Master of Arts in Child Study and Education from University of Toronto. Ronda has a passion for designing curriculum and writing on childhood resilience.

References

Brettschneider, W. D. (2001). Effects of sport club activities on adolescent development in Germany. European Journal of Sport Science, 1(2), 1–11. https://doi.org/10.1080/17461390100071510

Frontiers in Sports and Active Living. (2021). The role of sports in youth development. Frontiers in Sports and Active Living, 3, 787334. https://www.frontiersin.org/journals/sports-and-active-living/articles/10.3389/fspor.2021.787334/full

Howie, E. K., McVeigh, J. A., Smith, A. J., & Straker, L. M. (2016). Organized Sport Trajectories from Childhood to Adolescence and Health Associations. Medicine and science in sports and exercise, 48(7), 1331–1339. https://doi.org/10.1249/MSS.0000000000000894

Lucibello, K. M., Vani, M. F., & Sabiston, C. M. (2025). The prevalence of negative weight commentary in girls’ sport and associations with body image and well-being in young adulthood. Journal of Health Psychology. Advance online publication. https://doi.org/10.1177/13591053251371809

Pedersen, S., & Seidman, E. (2004). Team sports achievement and self-esteem development among urban adolescent girls. Psychology of Women Quarterly, 28(4), 412–422. https://doi.org/10.1111/j.1471-6402.2004.00159.x

Richman, E. L., & Shaffer, D. R. (2000). If you let me play sports: How might sport participation influence the self-esteem of adolescent females? Psychology of Women Quarterly, 24(2), 189–199. https://doi.org/10.1111/j.1471-6402.2000.tb00197.x

ParticipACTION. (2024). Children and youth report card. https://www.participaction.com/the-science/children-and-youth-report-card/

Women in Sport. (2026). Why 2026 must be a turning point for girls in sport. https://womeninsport.org/news/why-2026-must-be-a-turning-point-for-girls-in-sport/

Women and Sport Canada. (2022). The rally report 2022. https://womenandsport.ca/resource/the-rally-report-2022

EY. (2020, Sept 23). Why a female athlete should be your next leader. https://www.ey.com/en_au/athlete-programs/why-a-female-athlete-should-be-your-next-leader

UN Women. (n.d.). Women and sport. https://www.unwomen.org/en/news/in-focus/women-and-sport

U.S. Department of Health and Human Services, Office on Women’s Health. (2025, Feb 19). Female athlete triad awareness: Women and girls in sports. https://womenshealth.gov/blog/female-athlete-triad-awareness-women-and-girls-sports

USA Today. (2015, July 3). Abby Wambach, Morgan Brian, Lauren Holiday: U.S. women’s soccer stars. https://www.usatoday.com/story/sports/soccer/2015/07/03/abby-wambach-morgan-brian-lauren-holiday/29665797/

ABC News. (2016, April 7). The incredible juggling act of multi-sport female athletes. https://www.abc.net.au/news/2016-04-07/the-incredible-juggling-act-of-mutli-sport-female-athletes/7307472

Forbes. (2025, October 22). America’s most powerful women in sports 2025. https://www.forbes.com/sites/maggiemcgrath/2025/10/22/americas-most-powerful-women-in-sports-2025/

Sportball. (2025-a). How storytelling helps kids build skills. https://sportball.com/blog/how-storytelling-helps-kids-build-skills/

Sportball. (2025-b). Coaching kids with purpose. https://sportball.com/blog/coaching-kids-with-purpose/

Sportball. (2025-c). What does a multi-sport class look like? https://sportball.com/blog/what-does-a-multi-sport-class-look-like/

Sportball. (2025-d). How we build confidence & social skills in kids. https://sportball.com/blog/how-we-build-confidence-social-skills-in-kids/

CSEP 2025. (n.d.). Event sessions: Canadian Society for Exercise Physiology. https://site.pheedloop.com/event/csep2025/sessions/SESSBG0PQ0OEW8CMD

Zarrett, N., & Veliz, P. T. (2023). The healing power of sport: COVID‑19 and girls’ participation, health, and achievement (Report). Women’s Sports Foundation. https://www.womenssportsfoundation.org/wp-content/uploads/2023/01/The-Healing-Power-of-Sport-FINAL.pdf

The post Why We Can’t Afford to Lose Girls in Sport appeared first on Sportball.

At Sportball, we infuse storytelling into everything that we do, which not only makes our classes effective, but more fun too! Here’s why we think storytelling is such a powerful teaching tool for kids.

Stories Hook Kids’ Attention

Stories help us capture children’s attention and keep them engaged. This enables our coaches to maintain focus on skill development throughout the duration of class and prevents kids from becoming distracted or disengaged.

Today’s kids are surrounded by fast, flashy screens—and studies from groups like the AAP and Johns Hopkins show that this kind of overstimulation can crowd out the slower, creative play their brains actually need. Somewhere along the way, storytelling got pushed aside by shows and apps doing all the imagining for them. When we bring storytelling back into kids’ activities, we’re giving them a calm, engaging space where their own ideas take the lead—and that’s where the real magic (and learning) happens.

It’s amazing to see how kids perk up and focus in when they’re trying to wake a sleeping dinosaur or get a dodo bird egg out of Tweetie’s nest instead of simply trying to spike a volleyball or work on their underhand serve.

Stories Help Us Speak Kids’ Language

Stories help us bridge the communication barrier between adults and kids. Have you ever tried to teach your child a new skill or ask them to follow specific instructions, only to have them stare back at you blankly, do the complete opposite of what you asked or just turn on their little heels and walk away? (That last one gets us every time!) It’s easy to forget sometimes that kids aren’t just little adults and that their communication skills, comprehension of language, emotional regulation and understanding of the world are all still very much developing.

Research shows that storytelling isn’t just about reading books—it’s the full mix of oral stories, pretend play, acting out characters, and using movement to bring narratives to life. Studies from 2022–2024 show that these forms of storytelling boost phonics skills, vocabulary, expressive language, and even the development of inner “self-talk,” which helps kids learn to plan, reflect, and communicate actively. When your child becomes a dinosaur, hops like a bunny, or shouts “OH NO!” at the exciting part—they’re not interrupting the story. They’re learning from it. ****

And storytelling isn’t just for learning—it also helps kids understand safety in a way that feels fun rather than restrictive. For example, when we ask children to pretend their hockey sticks are “tails” they must tuck carefully behind them on the way back to the Magic line, they instantly stop waving them around because they’re focused on staying in character and keeping the story alive.

At Sportball, we know that children learn through play – it’s like a child’s language, which is why we don’t just shoot a basketball, we feed hamburgers to hungry hippos! When children tell stories with their voices and their bodies, they strengthen the exact systems needed for confident reading and expressive language.

Stories Stick in Kids’ Minds

Stories help kids hardcode information into memory. Regardless of age, our imaginations can easily be captured by an incredible story, and it has been scientifically proven that we are more likely to remember things in the form of a well-told story when compared to facts and figures alone (Boris, 2025).

When kids at Sportball act out stories, they’re building mental “story‑maps” or schemas that stick. Research shows that early storytelling and pretend play help children form richer, more flexible mental structures for understanding themselves, other people and the world around them. For example, a study found that when toddlers were given a simple story prompt, they engaged in more and richer pretend play — which supports imagination, emotional expression and symbolic thinking.

The ability to tap into the imagination is even more powerful and important for kids whose unbound sense of wonder is fleeting. By using stories to teach age-appropriate physical, social and emotional skills to young children, we can build a foundation that will stick with them for a lifetime.

The Magic Ingredient: Fun!

Last, but definitely not least, stories are just more fun! When things are fun, kids want to participate, learn and stay active. Play-based storytelling isn’t just entertainment—it actually helps children develop important skills while keeping them fully engaged. Pretend and free play, like acting out a story or moving as different characters, boosts imagination, social skills, and problem-solving abilities (Bredikyte et al., 2023).

Kids who get to explore, act, and invent stories with their bodies and voices aren’t just having a blast—they’re practicing teamwork, creativity, and even early literacy skills in ways that feel effortless. The best part? When fun and learning happen together, children build positive memories and associations with being active and learning new skills, which keeps them coming back for more.

Speaking of positive memories, check out some of the incredible artwork of our iconic Sportball stories displayed in our head office, illustrated by Master Coach Tad Martindale in Edmonton, Canada.

References

American Academy of Pediatrics. (2023). Where we stand: Screen time. HealthyChildren.org. https://www.healthychildren.org/English/family-life/Media/Pages/Where-We-Stand-TV-Viewing-Time.aspx

Boris, V. (2025, June 6). What makes storytelling so effective for learning? Harvard Business Impact. https://www.harvardbusiness.org/insight/what-makes-storytelling-so-effective-for-learning/

Bredikyte, M., Smith, P., & Jones, L. (2023). Pretend play as a pathway to self-regulation: Observational and intervention evidence. Early Childhood Research Quarterly, 62, 123–135. https://doi.org/10.1016/j.ecresq.2023.02.004

Dicataldo, R., Rose, S. A., & Feldman, R. (2022). Gesture, joint engagement, and language development in early childhood. Developmental Science, 25(5), e13251. https://doi.org/10.1111/desc.13251

Granato, P., Rodrigues, J. A., & Nunes, L. R. (2022). Embodied storytelling and its effects on memory and language in early childhood. Early Childhood Education Journal, 50(6), 1043–1054. https://doi.org/10.1007/s10643-021-01248-0 ****

Jiménez, J. E., O’Shanahan, I., & Rodríguez, C. (2024). Story-based phonological awareness interventions in early childhood education. Reading and Writing, 37(2), 211–234. https://doi.org/10.1007/s11145-023-10440-4

Johns Hopkins Medicine. (2023). Television and children. https://www.hopkinsmedicine.org/health/wellness-and-prevention/television-and-children

Madigan, S., Racine, N., Tough, S., & Plamondon, A. (2024). Contexts of screen use and associations with developmental outcomes in early childhood: A systematic review. JAMA Pediatrics, 178(2), 192–201. https://doi.org/10.1001/jamapediatrics.2023.5376

Takagi, Y., Tsuboi, S., Watanabe, T., Oka, Y., Kojima, R., Ando, M., Kanehara, A., Kawaida, K., Jinzaki, M., & Yamagata, Z. (2023). Association of screen time use at age 2 years with neurodevelopmental outcomes at 4 years of age. JAMA Pediatrics, 177(5), 478–486. https://doi.org/10.1001/jamapediatrics.2022.6623

Weiss, S. J., Suskind, D. L., & Levine, S. C. (2022). Parent–child talk and emergent literacy: A systematic review. Journal of Child Language, 49(4), 823–856. https://doi.org/10.1017/S0305000921000560

Ronda Robinson is the Product Team Lead and a Mentor Coach at Sportball for the last 4 years. She is a recent graduate with a Master of Arts in Child Study and Education from University of Toronto. Ronda has a passion for designing curriculum and writing on childhood resilience.

The post How Storytelling Helps Kids Build Skills appeared first on Sportball.

We call it Coaching with Purpose.

At Sportball, “coaching with purpose” means that every moment in class—from warm-up to wrap-up—is intentionally designed to help children thrive. Our certified coaches follow a proven, consistent structure where fun and learning go hand in hand.

This pioneering approach ensures that each game, skill, activity, and instruction given in Sportball classes has an expected outcome. These outcomes include the acquisition of:

1. Motor Skills
2. Sport Skills
3. Social Skills

How does coaching with purpose work in practice? By combining expert coaching, child-sized equipment, and research-backed progressions, Sportball helps children refine essential motor and sport skills while developing confidence, empathy, and teamwork. Parents often see these gains outside the gym too—whether it’s better focus at school, more patience during playdates, or a stronger “I can do it!” attitude at home. We break down these three skillsets below and outline how each outcome is intentionally targeted during a Sportball program.

Motor Skills

Motor skills are the building blocks of every movement—walking, running, kicking, throwing, or jumping—all of which contribute to your child’s growing Physical Literacy. Each Sportball class is designed with these milestones in mind, targeting specific skills that develop in sequence and grow stronger over time. For example, in a First Steps class for children 16 – 24 months old, toddlers might practice shooting a ball with two hands through a large vertical hoop. What looks like simple fun actually helps them refine important motor skills—grasping, swinging, throwing, and shooting—while also encouraging balance, coordination, and focus. These activities align with early developmental milestones, such as stooping and recovering, throwing at large targets, and pushing or pulling objects, all of which are key achievements at this stage (see Developmental Milestones for Parent & Child First Steps, 16–24 months).

As children grow, Sportball coaches gradually increase the challenge to match their new abilities. In later classes, a similar task might involve aiming a ball through a horizontal hoop, which demands greater precision, coordination, and timing. For children in our ABC’s of Sport (ages 2–3), that means catching large balls, kicking with more force, and running around obstacles—skills that reflect this age group’s growing coordination and body awareness. By the Fundamentals stage (ages 3–6), children are hopping, skipping, balancing, and dribbling with intention, laying the foundation for advanced sport-specific skills later on.

At every level, Sportball’s proven “refine, rehearse, repeat” approach helps children build mastery step by step. Classes follow a predictable routine—warm-up, skill practice, then gameplay—because kids learn best when they know what to expect. Equipment is always age-appropriate and kid-sized, and coaches use a blend of visual cues, key words, and demonstrations to meet each child at their developmental stage. This thoughtful structure ensures every child feels challenged but capable, setting them up for success both on and off the field.

Ultimately, progressive skill development isn’t just about learning to kick or throw—it’s about building confidence through accomplishment. Each new milestone achieved helps children see themselves as capable movers and problem-solvers, fueling motivation to keep trying, keep playing, and keep growing.

Sport Skills

At Sportball, our multi-sport programs give kids the chance to learn the basics of eight different sports — soccer, baseball, basketball, football, hockey, volleyball, golf, and tennis. Each class focuses on one sport at a time, introducing key skills through fun, age-appropriate activities that build confidence and coordination. Research shows that letting kids try a variety of sports early on helps them become stronger, more coordinated, and more confident movers. According to Nationwide Children’s Hospital, every sport “challenges the body in different ways,” and those skills “carry over into other sports,” helping kids become well-rounded athletes.

The American Academy of Pediatrics (AAP) agrees that young children—especially under six—learn best through active play, not strict drills. Running, jumping, climbing, and exploring are how kids naturally build balance, strength, and coordination. In other words, before children can master sport-specific skills, they need time to move, play, and explore in lots of different ways.

By rotating through multiple sports, Sportball gives kids exactly that. It’s a developmentally balanced way to build core motor skills while keeping things fun and engaging. It also helps prevent the overuse injuries and burnout that can come from focusing on just one sport too early—something Sport Manitoba warns has become increasingly common in youth sports today.

Social Skills

Finally, each skill and task in a Sportball class is associated with a specific social skill. When dribbling a basketball in the above example, children are taught the importance of following instructions from a coach, focusing, waiting in line and taking turns. As children progress in age and experience, Sportball coaches emphasize the need to work with others as a team, exhibit leadership skills, and how to navigate feelings around winning and losing. We like to think of ourselves as part of your village, helping you to raise confident and competent little humans who are set up to thrive.

Research shows that early social interactions and responsive relationships play a critical role in shaping a child’s confidence, emotional regulation, and ability to connect with others. Child psychiatrist Dr. Jean Clinton explains that when kids feel safe, supported, and connected, their brains are primed for learning and growth. Programs like Sportball—where kids are encouraged to share, cooperate, and problem-solve through purposeful play—build these very foundations. Over time, those moments of teamwork, encouragement, and perseverance become the building blocks of resilience and social-emotional strength.

Collectively, the social, motor, and sport-specific skills that kids gain through progressive Sportball classes give them foundational skills for life that go well beyond the gym or field. This carefully developed program structure also ensures that your little athletes are continuously building their confidence through mastery of skills and having a blast too!

Research supports this approach. Experts like Dr. Carol Dweck highlight that when children believe they can improve with effort—a concept called growth mindset—they’re more motivated, resilient, and confident when facing challenges. Sportball coaches nurture this mindset by celebrating effort and persistence, not just outcomes. This helps kids see mistakes as opportunities to learn, rather than setbacks. Similarly, mastery learning, as described by educator Sal Khan, reinforces progress at each child’s own pace, ensuring genuine skill development before moving on. Combined with Sportball’s focus on fun, non-competitive environments, this approach builds both competence and confidence—key predictors of long-term well-being and success.

Physical literacy research also shows that early active play supports not only coordination and strength, but also focus, problem-solving, and school readiness. That’s why our programs are designed to meet children where they are developmentally—offering the right balance of challenge, encouragement, and joy to keep them growing both physically and emotionally.

Read more on building confidence and social skills through play: How we build confidence & social skills in kids

Join us for a purposeful and sporty adventure. Find your closest Sportball location today!

FAQ

1. What is “Coaching with Purpose”?
It’s a research-backed approach where every activity is intentionally designed to build motor, sport, and social skills—balancing fun with meaningful development.

2. Why is multi-sport beneficial?
Trying many sports early builds coordination, confidence, and physical literacy while reducing injury risk and preventing burnout from early specialization.

3. How does Sportball help build confidence and social skills?
Coaches encourage teamwork, effort, and persistence, helping kids practice sharing, turn-taking, and managing emotions while developing a growth mindset.

References

American Academy of Pediatrics. (2019, May 20). American Academy of Pediatrics encourages organized sports – For the fun of it. HealthyChildren.org. Retrieved August 12, 2025, from https://www.healthychildren.org/English/news/Pages/AAP-Encourages-Organized-Sports.aspx

Clinton, J. (2025, June). Strong Educators, Strong Foundations – with Dr. Jean Clinton. YouTube. https://youtu.be/2FWGw8DX7ZE?si=xh2OqIN61F5UzKwx

Dweck, C. (2014, October 9). Developing a Growth Mindset with Carol Dweck. YouTube. https://youtu.be/hiiEeMN7vbQ?si=Ai2AQ0l51ybLzszW

Kautz, J. (2022, March 25). To raise a better athlete, don’t specialize: Young athletes get more benefits from multiple sports, health research shows. Sanford Health News. Retrieved August 12, 2025, from https://news.sanfordhealth.org/sports-medicine/multi-sport-vs-single-sport/

Khan Academy. (2023, August 9). Why mastery learning, by Sal Khan. Khan Academy Help Center. Retrieved August 12, 2025, from https://support.khanacademy.org/hc/en-us/articles/360030753412-Why-Mastery-Learning-by-Sal-Khan

Nationwide Children’s Hospital. (n.d.). Single-sport or multi-sport participation: What’s best for my child? In Sports and Orthopedic Physical Therapy—Resources. Retrieved August 12, 2025, from https://www.nationwidechildrens.org/specialties/physical-therapy-sports-and-orthopedic/resources/single-sport-multi-sport

Sport Manitoba. (2025). Sports specialization and intensive training in young athletes. Retrieved September 9, 2025, from https://www.sportmanitoba.ca/resources/sports-specialization-and-intensive-training-in-young-athletes

Ronda Robinson is the Product Team Lead and a Mentor Coach at Sportball for the last 4 years. She is a recent graduate with a Master of Arts in Child Study and Education from University of Toronto. Ronda has a passion for designing curriculum and writing on childhood resilience.

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