The Association Between Sport Participation Trajectories from Ages 6 to 10 and Subsequent Teacher–Child and Parent–Child Relationships at Ages 12, 13, and 15.

This prospective-longitudinal study investigates how participation in sport between ages 6 to 10 influences subsequent positive relationships with teachers and parents during adolescence, with a particular focus on differences based on gender. Findings reveal that consistent sport participation in boys predicts more favorable teacher–student relationships at age 12, but this effect had faded by age 15. In contrast, girls’ sport participation was not significantly associated with subsequent positive relationships with teachers but was associated with closer parent-child relationships in adolescence, highlighting gender-specific social outcomes. These results are understood through the lenses of Positive Youth Development, Social Learning Theory, and Ecological Systems Theory, highlighting how sport participation may help foster transferable social competencies and influence different aspects of adolescent development. Practical recommendations involve the need for accessible, inclusive, enjoyable, and developmentally appropriate youth sport programs that focus on building socio-emotional skills while addressing gender-based differences. Limitations are reliance on self-reported data and regional specificity, indicating a need for future studies that need to incorporate multi-informant data and cross-cultural comparisons. Finally, the study emphasizes the importance of early sport participation in promoting holistic youth development and offers valuable insights for policies and practices aimed at enhancing the social benefits of youth sports. Keywords: Sport Participation, Middle Childhood, Adolescence, Parent-Child Relationship, Teacher-Child Relationship