Positive Impact of the games master in child athletes relationship in schools – Abubakar Sadiq Moyoyo
IMPACT OF THE GAMES MASTER -CHILD ATHLETE’S RELATIONSHIP IN BOTH PRIMARY AND SECONDARY SCHOOLS IN TARABA STATE.
A Paper presented at a one day workshop organized by the Taraba state Sports Development commission BY the Dallatun Bantaje and a Member of the commission, ALH ABUBAKAR SADIQ MOYOYO SDSA, MNIJ, SFA.
Wed. 21st January 2026.
INTRODCTION
PROMOTING RAPORT /SYNERGY BETWEEN GAME MASTERS AND THEIR SCHOOLS ATHLETES.
Boosts Confidence and Self-Esteem
A positive game master-child athlete relationship plays a significant role in boosting a child’s confidence and self-esteem. When game masters provide emotional support and encouragement, children are more likely to develop a growth mindset and believe in their abilities. This, in turn, enhances their self-esteem and confidence, leading to improved performance in sports and other areas of life.
Game masters in both primary and Secondary schools can provide support by attending games, praising effort rather than outcome, and offering constructive feedback. For example, a game master attending a child’s game and praising their teamwork can enhance their self-esteem. This support helps children develop a sense of competence and self-worth, leading to increased confidence in their abilities.
Research has shown that children who have supportive game masters tend to have higher self-esteem and confidence compared to those who do not. A study by Hellison (2003) found that children who participated in a sports program with supportive coaches and game masters showed significant improvements in self-esteem and confidence.
Fosters Emotional Intelligence and Resilience*
A positive game master-child athlete relationship also fosters emotional intelligence and resilience in children. Game masters model can teach children important life skills like teamwork, communication, and sportsmanship. These skills are essential for children to navigate challenges and setbacks in sports and life.
Game masters can model emotional intelligence by managing their own emotions, empathizing with their child, and teaching them to cope with disappointment and frustration. For example, a child learning to cope with disappointment and frustration with the support of their game master can develop resilience and emotional intelligence.
Research has shown that children who have supportive game masters tend to have better emotional intelligence and resilience. A study by Gould and Carson (2008) found that children who participated in sports with supportive coaches and game masters showed improved emotional intelligence and resilience.
Improves Academic Performance*
A positive game master-child athlete relationship can also improve a child’s academic performance. Studies show that children involved in sports tend to perform better academically, and a supportive game master can reinforce this connection. Game masters can support their child’s academic performance by encouraging them to prioritize schoolwork, providing resources for homework, and communicating with teachers.
For example, a game master helping a child balance schoolwork and sports commitments can help them develop time management skills and prioritize their responsibilities. This support can lead to improved academic performance and a stronger work ethic.
Research has shown that children who participate in sports tend to have better academic performance. A study by the National Federation of State High School Associations (2019) found that students who participated in sports had higher GPAs and graduation rates compared to non-athletes.
Develops Social Skills and Friendships*
A positive game master-child athlete relationship can also develop social skills and friendships in children. Game masters facilitate social interactions and friendships through team sports and activities. Children learn important social skills like communication, teamwork, and cooperation, which are essential for building and maintaining relationships.
For example, a child making friends with teammates due to their shared experience can develop social skills and a sense of belonging. Game masters can support this process by encouraging their child to participate in team-building activities and providing opportunities for socialization.
Research has shown that children who participate in team sports tend to have better social skills and friendships. A study by Eime et al. (2013) found that children who participated in team sports had improved social skills and friendships compared to those who did not participate in sports.
THE ROLE OF THE TSSDC IN PROMOTING THE RELATIONSHIP.
The Taraba State Sports Development Commission as a brand new commission in the North East Sub region is set to play a crucial role in fostering a positive relationship between game masters and young athletes. Its primary objectives include overseeing sporting activities, promoting physical, mental, social, and economic benefits, and empowering youths through sports .
Some key roles of the commission will be:
– Promoting Sports Development. The commission will identify and support talented young athletes, providing them with resources and opportunities to excel in their chosen sports.
Capacity Building. It will organize training programs and workshops for game masters and coaches to enhance their skills and knowledge, enabling them to effectively mentor and support young athletes.
– Infrastructure Development. The commission will work on developing and maintaining sports facilities, ensuring that young athletes have access to safe and conducive environments for training and competition.
– Community Engagement: It will engage with local communities, schools, and stakeholders to promote sports development and encourage participation in sports activities.
By focusing on these areas, the Taraba State Sports Development Commission is aimed at creating a supportive ecosystem that fosters positive relationships between game masters and young athletes, ultimately contributing to the growth and development of sports in the state.
*Conclusion*
The game master-child athlete relationship plays a vital role in shaping the athletic development, emotional well-being, and academic performance of primary school/ Secondary children. As we have seen, a positive relationship can boost confidence and self-esteem, foster emotional intelligence and resilience, improve academic performance, and develop social skills and friendships.
To take this relationship to the next level, the government can provide moral, financial, and material support to make sports at the primary and secondary school level more results-oriented.
SUGGESTIONS
– Moral Supports: The government can launch public awareness campaigns to promote the importance of game masters’ involvement in their children’s sports development. This can include recognizing and rewarding game masters who make significant contributions to their children’s sports journey.
– Financial Support: The government can provide grants or subsidies to primary and Secondary schools to support sports programs and infrastructure development. This can include funding for sports equipment, facilities, and training for game masters and coaches.
– Material Support: The government can provide resources such as sports gear, equipment, and facilities to primary/ Secondary schools. This can include setting up sports academies or centers of excellence that provide training and competition opportunities for young athletes.
Some specific initiatives could include:
– Establishing a national sports development fund to support primary and Secondary school sports programs
– Introducing a game master recognition program to acknowledge and reward outstanding contributions
– Providing training and capacity-building programs for game masters and coaches
– Creating a national sports curriculum that incorporates life skills and character development
By providing moral, financial, and material support, the government can help strengthen the game master-child athlete relationship and make sports at the primary and Secondary school levels more results-oriented. This can have a lasting impact on the lives of young athletes and contribute to the development of a healthy and sporting nation.
We will use this rare opportunity to commend HE Dr Agbu Kefad the executive Governor of Taraba state for his foresight in establishing this commission. May God help us all.
Reference
– Eime, R. M., Young, J. A., Harvey, J. T., & Payne, W. R. (2013). A systematic review of the psychological and social benefits of participation in sport for children and adolescents: informing development of a conceptual model of health through sport. International Journal of Behavioral Nutrition and Physical Activity, 10(1), 1-21.
– Gould, D., & Carson, S. (2008). Life skills development through sport. Journal of Sport & Exercise Psychology, 30(2), 153-174.
– Hellison, D. (2003). Teaching Responsibility Through Physical Activity. Human Kinetics.
– National Federation of State High School Associations. (2019). The Case for Hi else to the paper? 📚
Here’s a revised conclusion with suggestions on how the government can strengthen the game master-child athlete relationship:
