<p>Children’s and youth sports are attributed educational potentials that relate to psychosocial aspects of personality development. The fundamental assumption is that sports involves not only motor skills but also demands for which psychosocial resources are relevant for coping. Psychosocial resources therefore affect the ability to act and perform in sports and can also be discussed as barriers to participation. The aim of this research is to identify the resources that are considered to be important for participation and ability to act and perform in sports. A&#xa0;systematic research overview was conducted, which considered 35&#xa0;contributions. Most of the contributions focused on sports psychology. Within the contributions, the following research fields can be identified: performance, talent development, commitment and dropout. Across these research fields, similar resources (among others, motivation, volition, self-efficacy, emotion regulation) are discussed with varying degrees of importance. Sports pedagogical interpretations occur implicitly in terms of developmental support or maturity within the framework of practical measures. Interpretations with regards to the diversity debates are marginal. Our findings provide a&#xa0;basis for a&#xa0;sports pedagogical conceptualization of the development of psychosocial resources in children’s and youth club sports.</p>