The GRL Initiative: Youth Sports Culture Audit: Is Your Program Built for Kids or Competition?
This checklist is designed to help coaches, parents, leagues, and youth programs evaluate whether their environment is truly built for kids — not just competition. Use it to reflect honestly on your team culture, coaching practices, parent behavior, and overall developmental approach. Check every item that applies to your program. The goal isn’t perfection — it’s awareness. Once you know where your strengths and gaps are, you can make thoughtful changes that help every child feel safe, included, and excited to keep showing up.
Belonging & Emotional Safety
Do kids feel like they belong here?
Check all that apply:
Welcoming New Players
☐ New players are intentionally welcomed on Day 1 (not just “told where to go”).
☐ Coaches introduce new players to teammates by name.
☐ Returning players are encouraged to help new players feel included.
☐ Families of new players are greeted, informed, and welcomed into communication.
☐ Ice-breakers or “get to know you” moments are built into early practices.
☐ New players are guided through routines (equipment, warm-ups, where to go, etc.).
☐ Coaches or team parents check in after the first week to ask how the child is adjusting.
Valuing All Ability Levels
☐ Coaches speak to every child with equal respect and enthusiasm.
☐ Players of all skill levels receive coaching attention—not just the standouts.
☐ Celebration of improvement is consistent, no matter a player’s starting point.
☐ New or developing players receive specific, constructive feedback they understand.
☐ No child feels like a burden, liability, or afterthought.
☐ Drills are adapted so all kids experience growth, not constant frustration.
☐ Coaches never use embarrassment, sarcasm, or comparison as motivation.
How to Measure Whether All Kids Feel Valued
☐ Kids of all ability levels show up smiling and ready to participate.
☐ Kids volunteer, ask questions, and attempt new skills without hesitation.
☐ Lower-skill players aren’t drifting to the edges of drills or warm-ups.
☐ No child consistently stands alone or withdraws from the group.
☐ Kids feel safe making mistakes in front of peers and coaches.
☐ Parents report their child feels “included” and “likes being there”—not just “tolerated.”
Bullying, Exclusion, & Problems
☐ There is zero tolerance for bullying—verbal, physical, social, or subtle exclusion.
☐ Kids and parents know how to report issues safely.
☐ Concerns are taken seriously and never minimized.
☐ Coaches address problems promptly and clearly.
☐ Conflicts are followed up on—not dropped after one conversation.
☐ Parents feel confident that leadership handles issues with care and fairness.
☐ Kids feel safe enough to speak up when something doesn’t feel right.
Coaching Philosophy & Messaging
What message does your program send?
Check all that apply:
☐ Coaches talk about fun, learning, and effort as often as they talk about winning.
☐ Success is defined by improvement, teamwork, and growth—not records or rankings.
☐ Coaches model patience, emotional control, and kindness, even under pressure.
☐ Kids receive specific, constructive feedback they can actually use.
☐ Positive reinforcement is common; public criticism is not.
☐ Coaches avoid comparing kids or labeling them as “A players” and “B players.”
☐ Coaches understand development happens at different speeds for every child.
☐ Multi-sport athletes are encouraged and supported.
☐ Coaches remind kids that mistakes are part of learning—not proof they “can’t.”
☐ Growth mindset language (“yet,” “improving,” “learning curve”) is used consistently.
How to Measure the Program's Philosophy
☐ Kids talk about what they learned—not just whether they won.
☐ Parents describe the environment as positive and approachable.
☐ Kids aren’t afraid to ask questions.
☐ Athletes try new skills without fear of being yelled at or embarrassed.
☐ Coach behavior is consistent, predictable, and emotionally safe.
☐ Kids leave practice feeling confident, not depleted.
Playing Time & Opportunity
Does every child get meaningful participation?
Check all that apply:
☐ All players receive consistent playing time appropriate to their level and age.
☐ Coaches rotate positions so kids can explore and build all-around skills.
☐ Playing time is never used as punishment for mistakes or inexperience.
☐ “Best players always play” is not the dominant philosophy.
☐ Kids who start later or are newer to the sport are still given real opportunities.
☐ Coaches explain playing time expectations clearly at the beginning of the season.
☐ No child spends the majority of games on the bench without development support.
☐ Coaches help kids understand roles in a positive, growth-focused way.
☐ Young athletes are encouraged to try out roles, positions, or events without judgment.
☐ Playing time decisions align with developmental goals—not adult ego or pressure.
How to Measure Playing Time Fairness
☐ Kids look excited to participate on game day.
☐ No child sits quietly or withdrawn, feeling invisible.
☐ Parents don’t express confusion or frustration about playing time.
☐ Kids feel proud of their contributions, not ashamed of limited opportunities.
Skill Development & Growth Mindset
Are kids learning the game — or learning pressure?
Check all that apply:
☐ Practices focus on teaching skills, not just running drills.
☐ Kids are encouraged to experiment and try new strategies.
☐ Athletes can ask questions without being dismissed or ridiculed.
☐ Mistakes are framed as normal and essential to growth.
☐ Coaches teach at multiple levels to meet kids where they are.
☐ Athletes understand why they’re doing a drill—not just “because coach said so.”
☐ Practices include individual and team-based learning moments.
☐ Coaches provide correction that is clear, calm, and helpful—not loud or reactive.
☐ Kids have opportunities to track their progress over time.
☐ Game performance is not the only measure of a child’s improvement.
How to Measure the Program’s Growth Focus
☐ Kids leave practice feeling more capable than when they arrived.
☐ Skill progression is visible across the whole team—not just the top tier.
☐ Players attempt new skills in games because they feel safe enough to try.
☐ Kids talk about what they’re learning and where they’re improving.
Parents & Sideline Behavior
Are adults making the space better — or harder?
Check all that apply:
☐ Parents cheer for all kids, not just their own.
☐ Sideline behavior is calm, supportive, and respectful.
☐ Adults do not yell instructions over the coach or complain loudly.
☐ Parents refrain from criticizing kids, coaches, or officials.
☐ Parents model sportsmanship in wins and losses.
☐ Adults avoid putting pressure on kids to specialize or overtrain.
☐ No parent monopolizes the coach with complaints or demands.
☐ Parents understand the program’s philosophy and support it.
☐ Sideline conflict is addressed quickly and appropriately.
☐ Social media is not used to gossip, vent, or teardown teams or kids.
How to Measure Positive Parent Culture
☐ The sideline feels calm and safe—not tense or chaotic.
☐ Kids look toward the sideline for encouragement, not fear.
☐ Parents trust the coach and avoid micromanaging decisions.
☐ Families talk positively about the program at home.
Program Values & Overall Culture
What does your program truly stand for?
Check all that apply:
☐ Kids come first—before records, standings, or adult ego.
☐ Joy and playfulness are part of the environment.
☐ Development is prioritized over early success.
☐ Community and belonging matter as much as performance.
☐ Coaches recognize and support late bloomers.
☐ Kids are celebrated for effort, attitude, and improvement.
☐ The environment is emotionally and physically safe.
☐ Expectations for behavior, respect, and sportsmanship are clear.
☐ Coaches and parents share aligned values.
☐ Kids leave practices and games feeling proud, capable, and wanting to come back.
How to Measure a Healthy Program Culture
☐ Kids say they “love being part of this team.”
☐ Coaches enjoy coaching and aren’t burned out or irritable.
☐ Parents recommend the program to others.
☐ Kids experience belonging regardless of performance.
☐ Families stay with the program year after year.
🟢 75–90 Checks — “This Is a Healthy, Developmentally Strong Program”
Your program centers kids before competition.
Belonging, joy, and development are built into daily practice.
Kids of all ability levels feel valued and included.
Parents and coaches are aligned, and the environment feels safe and positive.
Kids here are not only learning the sport — they’re growing as people.
🟡 55–74 Checks — “Solid Foundation With Clear Areas for Improvement”
Your environment is mostly healthy, with many strengths.
However, gaps in playing time, parent behavior, or communication may be limiting some kids.
A few small changes could dramatically improve confidence, belonging, and retention.
🟠 35–54 Checks — “Kids May Be Feeling Pressure, Inequity, or Disconnection”
A good-hearted program with well-intended people,
but many kids may be experiencing:
inconsistent coaching
unclear playing time
mild exclusion
parent pressure
performance-based belonging
safety issues that go unaddressed
This is a pivotal moment to reassess and realign values with practice.
🔴 0–34 Checks — “Caution: Kids May Not Feel Safe, Welcome, or Supported”
Score indicates that kids likely experience:
fear of making mistakes
harsh coaching
uneven opportunities
bullying or unchecked behavior
sideline stress
focus on winning > development
feeling invisible or less valued
This environment may unintentionally discourage participation.
A holistic culture reset is needed to ensure kids feel safe and excited to return.
