Benefits of Participation in Extracurricular Activities on Secondary School Students Essay Example

the extracurricular activities lead to success inside and outside the classroom? It is imperative to note that teachers are responding positively to the participation of their students in extracurricular activities by focusing on their engagement in the activities to improve the level of student engagement in schools
Extracurricular activities

The term extracurricular activities may be understood as activities outside the normal school curriculum and include school-based and community-based organized activities (Bohnert, Fredricks, & Randall, 2010). Fredricks and Simpkins (2013) notes that, based on research, participation in extracurricular activities is connected to stronger social and academic self-images and general self-esteem. They also say that other research refers to the positive adjustment of behaviours by participating in extracurricular activities. On the one hand the positive adjustment of behaviours would include a lower youth’s participation in crime and substance use. On the other hand, sports participation could be related to drug and alcohol abuse by young people (Fredricks and Simpkins, 2013). Mahoney state that adolescents who are not involved (or less involved) in activities and relationships have a higher risk for smoking, behaviour issues, depression and substance use. Interestingly, he also points the increased alcohol consumption out of young people participating in sports activities (Mahoney, Vandell, Simpkins, and Zarrett, 2009). Marsh and Brown (2002) mention in their research concerns about the generalization of researched results.

The researched results from one extracurricular activity could not be used as outcomes for another extracurricular activity. Studies often do not clearly distinguish between the different categories of activities, which lead to a certain blurring of the results. This issue is good to understand, as earlier mentioned possible drug and alcohol abuse by young people participating

in sports activities. Marsh and Brown (2002), contrary to the provided definition of Bohnert, Fredricks& Randall (2010), differentiate between school-based extracurricular activities and out-of-school extracurricular activities. This essay will follow the definition of extracurricular activities as outlined by Bohnert, Fredricks & Randall (2010). In the past, around 1900, the approach to extracurricular activities was critical in regards to the educational outcome. The participation in these ‘leisure activities without academic background were not supported. In the late 1970s, the approach changed. Extracurricular activities were seen as beneficial for life skills and also for the academic outcomes.

Extracurricular activities benefit

The intellectual work has been the main focus, especially in secondary schools. However, extracurricular activities play an integral part in producing an all rounded students with more extensive social skills as well as a high-level discipline based on research findings. The extracurricular activities help the student to engage in structured activities away from classroom set up as opposed to narrow focus on intellectual work in the classroom. The extracurricular activities help the student to gain a wide variety of skills discover talents early in life and develop the idea of self-concept. It has also been established through various research that student participation in extracurricular activities contribute towards better performance of intellectual work in a classroom set up (Rasberry et al., 2011).

Importance

Waters, Cross & Shaw (2010), observes that policy makers and other stakeholders in the Australia education system have therefore realized the importance of extracurricular activities in school and the need to focus on them to increase the level of student engagement in schools. The issue of extracurricular activities is therefore very critical topic of discussion since it helps the

policy makers in the education system to analyse how it can be used to improve negative behaviour in schools. Promoting the extracurricular activities in school also benefits the students especially in developing positive attitudes about the school through structured social interaction sessions. These interactions will help the student develop some practical skills that could not be captured in a formal classroom set up and reduce the monotony in classroom learning environment that result into poor academic grades.

For a long time in Australian education system, policy makers have struggled with addressing the challenges of student disengagement in schools that is manifested in the form of school absenteeism and behavioural issues. However, the challenge is that there are little research and evidence that suggests how different teaching strategies can be integrated to lower the rates of disengagement among the students (Marsh & Kleitman, 2002). Research on the extracurricular activities and its impact on improving student engagement in class offer a good reason to focus on the importance of the activities in boosting academic performance in schools. Research indicates that the increased participation of the students in different extracurricular activities has a positive impact on improving the class learning environment. It helps the student to have a strong interconnectedness to the learning process and more sore a positive attachment to school and learning experience which translates to improved engagement (Waters, Cross & Shaw, 2010)

Impact of extracurricular activities

As Mahoney et al., 2009 explains, extracurricular activities have an impact of moulding the student’s behaviour in school and at home. Students who engage in extracurricular activities tend to have minimal problems related to the behaviour. In activities such as sports, they

are likely to demonstrate discipline in practices, drills as well as routines. The students are required to carry out the tasks correctly regardless of the type of the sporting activity. As the secondary students perform these activities in the correct way, they get a reward by showing good behaviour and develop a sense of pride as a result of their accomplishments. Due to the pride that those students accomplish, they gain self-esteem, self-respect as well as self-confidence. Thus, extracurricular activities improve self-esteem and among the participating students and some peers, and this is likely to prevent antisocial behaviour such as juvenile delinquency (Knifsend, Casey & Graham, Sandra, 2012). Most of the young kids between the age of 12 and 17 engage in bad behaviour before the parents arrive home. It is the same age that they learn to make decisions in their life and control their behaviour. Therefore, engaging in extracurricular activities offers both guidance and supervision, and this helps them to resist antisocial behaviours such as drug abuse and violent acts (Fredricks, & Simpkins, 2013).

Participating in extracurricular activities has an impact on reducing the rate of school dropout and hence promoting school completion among the secondary students in Australia (Caldwell & Smith, 2005). Those who participate in these activities have a low chance of dropping out and are likely to achieve higher grades. Others who do not attain good performance have a high chance of achieving greater benefits from these activities compared to the average achievers. It is crucial for the disabled and ethnic minorities’ students since these groups have a dropout rate of almost 40%. Engaging in these activities is likely to decrease

the rate of drop out (Mahoney, Cairns & Zahn-Waxler, Carolyn, 1997).

Extracurricular activities make the students develop a positive attitude towards the school and achieve a higher grade. Self-esteem can be used to predict academic performance (Fredricks, 2009) (Krenitsky-Korn, 2011). Those who do not like school are not likely to achieve academic performance the same way as those who like it since they do not get the same motivation to succeed. Participating in extracurricular activities has a chance of building self-esteem and hence leading to positive impact on the tests. Such activities offer a chance to create a positive connection to the students and the school. Previous research showed that students who engage in activities outside the classroom have a high chance of scoring an aggregate of 3.0 or above (Caldwell & Smith, 2005). This grade is higher compared to the students who do not participate in extracurricular activities.

By engaging in extracurricular activities, students tend to develop positive aspects that are required to turn out to be productive in future. Students tend to learn lessons in teamwork, problem-solving skills, analytical thinking, time management and leadership (Mahoney et al., 2009). As the students tend to join different activities, they choose the one that interests them and this may also help them in their future careers. Since secondary students look for what they can help them in their careers, it can further offer assistance in finding a job. If an employer is seeking for a potential employee and gets to see someone with interest for what he/she is looking for, there is a higher chance of hiring that candidate compared to others. There is a likelihood of these

students to get higher career aspirations. Some extracurricular activities appear attractive in college applications as sometimes students are expected to participate in some activities to be accepted. Engaging in these activities can also help a student in getting a college scholarship. As students participate in other activities outside the classroom especially from the age of 12, they learn about commitments on the long term. Long term commitment in school further helps the students to deal with other commitments in future such as jobs (Fredricks & Simpkins, 2013).

When students engage in extracurricular activities, they gain life skills (Mahoney et al., 2006). Taking part in these activities fosters social, physical and creative skills that most of the future employers consider important during the hiring of the employees. As the children play, they create teams that aid them to achieve goals. To ensure there is progress, it is critical to hone interpersonal and communication skills. Such pro-social behaviours are essential in fostering positive social development. Individuals who acquire good social skills tend to develop positive peer relationship and high self-esteem which further improves their academic achievement. Teamwork created during the performance of these activities instils a certain discipline to the participants. Being able to know how to work with others well is likely to enhance a positive lifetime relationship. In the performance of extra-curricular, participants tend to learn how to encourage others, celebrate achievement as well as learn from failures. Teamwork provides a humble nature when the students learn that success does not solely belong to them the same case failure is not their responsibility (Mahoney et al., 2009). Thus, secondary students learn that comradeship is crucial in

school, college, in the working environment, within the families and also in the studies. As the students learn these important skills in life, applying them in the future life is likely to increase their social network.

How schools/teachers/ individuals are adapting

Teachers and most Australian schools are therefore responding positively through focusing more on student’s engagement in extracurricular activities to improve the level of student engagement in schools. Schools have given more attention to the structured extracurricular activities that offer platforms for student’s interaction with the teachers and adults. This has been designed to improve the student and teachers relationship in schools thus contributing to a better learning environment and high levels of engagement in class room activities. Schools and teachers have continued to increase student participation in extracurricular activities such as music, sports, drama and arts as an initiative to improve on student’s emotional attachment with the schools. It is important to note that the more a student is emotionally attached to the school environment the most such student is likely to have a positive attitude about the learning process. Intrinsic motivation for learning from a student perspective is derived from the positive emotions and attitudes they hold about the school environment (Blomfield & Barber, 2010).

The schools and government continue to seek more partnerships with the communities and the private sector to improve the student’s engagement in school by creating a more participatory and structured extracurricular activities in schools. These are some of the measures that the schools and the teachers are putting in place to adapt to the new developments. The activities provide a flexible learning experiences in schools but outside the class, environment to

help produce an all rounded students with emotional, cognitive and social skills that are critical to success after school (Waters, Cross, & Shaw, 2010). This provides a strong student-teacher relationship where the students can feel more engaged and motivated to achieve academic success in class.

Schools are realizing the importance of increasing extracurricular programs in Australian high schools to help boost acquisition of positive social norms. The schools in Australia have increased the participation in such programs to help boost the self-esteem of students (Kort-Butler & Hagewen, 2011). Most schools across Australia have offered the students opportunity to participate in extracurricular activities through allowing the students more free time after classroom activities. These opportunities are continually being highly recognized and respected by the teachers and the schools as platforms that offer opportunities for personal growth and commitment to the welfare of the entire community where they reside. The programs run in most Australian schools include the community programs, vocational clubs, peer support and mediation programs. The teachers also allow the students to apply the skills and knowledge learned in class in different extracurricular activities which they participate. This helps them to understand the importance of teamwork spirit, group and individual responsibility, cooperation, and competition (Rasberry & et al. 2011).

Conclusion

From the discussion above, it is apparent that the participation of students in extracurricular activities plays a critical role in improving the social and cognitive skills of a student. This also translates into positive self-esteem and positive attitudes about school and learning experience. There is also an appositive correlation between the participation of most students in extracurricular activities and improved engagement in class. The government and schools are

adapting to the new developments through expanded programs offered in schools such as sports, drams, music and other activities to enhance the learning experience and produce an all-rounded students. The teachers also teach the students on how to apply the knowledge and skills taught in class to extracurricular activities settings. Extracurricular activities have an impact of moulding the behaviour of students in secondary schools in Australia. Most of these students engage in antisocial behaviour after school before their parents arrive home. Involvement in these activities makes the students not to have time to engage in antisocial behaviour. Extracurricular activities enable the students to develop a positive attitude towards the school which further reduces the rate of drop out, and the result is an improvement in academic achievement. Such activities also help in developing social skills that are important in the job environment as well as in families. In a nutshell, extracurricular activities help the students to understand the importance of cooperation, competition teamwork, and other social skills.

References

1. Australian Bureau of Statistics.(2009). Children’s Participation in Cultural and Leisure Activities, Australia, 2009, cat. No. 4901.0. Retrieved from http://www.abs.gov.au/AUSSTATS/[email protected]/Lookup/4102.0Main+Features40Jun+2012#end2.
2. Bohnert, A., Fredricks, J., & Randall, E. (2010). Capturing Unique Dimensions of Youth Organized Activity Involvement: Theoretical and Methodological Considerations. Review Of Educational Research, 80(4), 576-610.
3. Blomfield, C. J., & Barber, B. L. (2010). Australian adolescents' extracurricular activity participation and positive development: is the relationship mediated by peer attributes?. Australian Journal of Educational & Developmental Psychology, 10, 114-128.
4. Darling, N., Caldwell, L. & Smith, R. (2005).Participation in School-Based Extracurricular Activities and Adolescent Adjustment.Journal of Leisure Research, 37(1), 51-76.
5. Fredricks, J. & Simpkins, S. (2013). Organized out-of-school activities. San Francisco, CA: Jossey-Bass.