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This thesis aims to provide an in-depth analysis of the phenomenon of youth sports participation and abandonment, with a specific focus on the Italian context, historically characterized by sports participation levels below the European average. The work integrates a systematic literature review with a series of empirical studies adopting quantitative and qualitative methodological approaches, aiming to understand the multiple dimensions that influence the continuation or discontinuation of sports participation among children and preadolescents. The quantitative component of the research examines available official data using descriptive and inferential statistical techniques, including logistic regression models. This analysis highlights not only the low youth sports participation at the national level, but also the main determinants that influence young people's decision to start, continue, or discontinue sports. Among the most recurrent factors are the pressure of social and family expectations, overloaded school commitments, the psychophysical stress of competition, and a diminishing perception of enjoyment. At the same time, qualitative studies explore the relational, motivational, and socio-educational dynamics that characterize youth sports experiences through interviews and focus groups with teachers, coaches, parents, and children aged 8 to 13. This approach allows us to explore dimensions not immediately detectable through quantitative techniques alone, such as the quality of the relationship with the coach, the emotional climate in which training takes place, the role of family support, perceptions of self-efficacy, and financial and logistical barriers. A significant portion of the thesis is dedicated to analyzing gender differences in sports dropout. The results highlight that boys and girls experience different pressures and expectations, which impact motivation and retention in sports differently. Girls, in particular, appear more vulnerable to social influences and body image-related constraints, while boys are more interested in the competitive dimension and peer recognition. These differences suggest the need for educational and sports interventions that take gender into account, promoting more inclusive and welcoming environments. Overall, the thesis highlights how the main factors of sport dropout are psychosocial, rather than physical or performance-related, drawing attention to the need to rethink youth sport from an educational perspective. This perspective emphasizes the role of sport as an educational space, geared toward the well-being, socialization, and harmonious development of young people, rather than solely performance. The implications of this research are addressed not only to sports professionals and physical educators, but also to policymakers and educational institutions, who are called upon to adopt prevention and promotion strategies that make sport accessible, sustainable, and meaningful for all. The findings also provide a solid foundation for future studies aimed at developing public policies and intervention programs aimed at combating sport dropout and encouraging long-term participation.
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