Youth sport has the     1     to accomplish three important objectives in children’s development. First, sport programs can provide youth with opportunities to be     2     active, which can lead to improved physical health. Second, youth sport programs have long been considered important to youth’s psychosocial development, providing opportunities to learn important life skills such as cooperation, discipline, leadership, and self-control. Third, youth sport programs are     3     for the learning of motor skills(运动技能); these motor skills serve as a foundation for future national sport stars and recreational adult sport     4    . When coachers develop activities for youth practices and when sport     5     design youth-sport programs, they must consider the implication of deliberate play and deliberate practice.

Research from Telama (2006) states that regular participation in deliberate play or deliberate practice activities during childhood and youth (ages nine to eighteen) increases the likelihood of participation in sports during adulthood by six times for both males and females. Côté (2002) defines deliberate play activities in sport as those designed to maximize enjoyment. These activities are regulated by flexible rules     6     from standardized sport rules and are set up by the children or by an involved adult. Children     7     change rules to find a point where their game is similar to the actual sport but still allows for play at their level. For example, children may change soccer and basketball rules to suit their needs and environment (e.g. in the street. on a playing field or in someone’s backyard). When     8     in deliberate play activities, children are less concerned with the outcome of their outcome of their behavior (whether they win or lose) than with the behavior (having fun).

On the other hand, Ericsson (1993) suggests that the most effective learning occurs through involvement in highly structured activities defined as deliberate practice. Deliberate practice activities require effort, produce no immediate rewards, and are     9     by the goal of improving performance rather than the goal of enjoyment. When individuals are involved in deliberate play, they experiment with different combinations of behaviors, but not necessarily in the most effective way to improve performance. In contrast, when     10     are involved in deliberate practice, they exhibit behavior. focused on improving performance by the most effective means available. For example, the backhand skill in tennis could be learned and improved over time by playing matches or by creating fun practice situations. However, players could more effectively improve their backhand performance by practicing drills that might be considered less enjoyable.

Although the drills used in most effective means available practice might not be the most enjoyable, they might be the most relevant to improving performance.

As students, we have     1     from early morning till late afternoon. Therefore,     2     a ten-minute break between classes is very important and necessary. Otherwise, we may feel both     3     and mentally tired. During the ten-minute break, we do something to get rid     4     tiredness. What we need is to have a good rest, instead of     5     more tired. So don’t do anything that makes you too     6    . My ten-minute break is always     7    . I usually do some simple exercise.     8     I take a walk during the break or have a free chat with     9     classmates.     10     the new class begins, I feel fresh again.