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Extracurricular Activities
Developmental Standards Project: Extracurricular Activities
Logan Kisinger
EDPS 251, Sec 4
Professor Waite
April 7, 2014
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Developmental Standards Project: Extracurricular Activities
“The teacher understands how children learn and develop, and can provide learning
opportunities that support their intellectual, social, and personal development.”
INTASC2
This paper will serve to present the affects that extracurricular activities can
have on learning and development while exhibiting my understanding of said
effects. While examining the affects that extracurricular activities can have on
developing adolescents, I will also exhibit my knowledge and understanding of
several developmental standards as they relate to my topic and how they can be
applied to the classroom.
Extracurricular activities refer to adult-supervised activities that are
separated from the school curriculum, give children and adolescents the chance to
develop skills or knowledge they otherwise could not develop, and generally take
place outside of school hours (Metsäpelto & Pulkkinen, 2012). These extracurricular
activities are important for developing adolescents for many reasons and an
examination into the benefits of said activities would be extremely vital to a teacher.
Participating in these activities can promote social skills, foster higher self esteem,
guide adolescents to discover their identity, and promote higher academic outcomes
among other positive developments. Promoting and aiding in these developments is
key to my implementation of INTASC Principle 2 in my classroom. Getting involved
in these activities is something I must consider for the positive development of my
students. In this presentation I will examine my role as a teacher who attempts to
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hone in on these beneficial elements of extracurricular activities, what I can do to
aid in the learning and development of students, and strive to implement this
knowledge into my classroom.
Motivation
An important factor in the promotion of positive youth development is
involvement in positive extracurricular activities (Peck, Roeser, Zarrett, & Eccles,
2008). Participating in activities outside of the classroom has been shown to have
many positive outcomes on student’s well-being, mental health, and socioemotional
health. One of these benefits is the added motivation to learn and succeed that
extracurricular activities fuel. Once a student has made the decision to join a club or
team, that student is making steps and displaying motivation to be adventurous,
more confident, and determined to succeed. The requirements of most
extracurricular activities stress that students achieve to the standards that allow
them to maintain membership in the activity. Therefore when students find a sport
or club they really love, their motivation is increased in order to be in good standing
with the group. Having strong motivation is key in any learning environment as one
must be willing to put in the effort to get the grades and achieve the success they
desire. Involvement in extracurricular activity can especially be applied to those
students who do not develop this motivation on their own. In students that were
shown to have poor motivation, involvement in extracurricular activities led to an
increase in college enrollment rates (Peck, Roeser, Zarrett, & Eccles, 2008).
As an educator of high school students, it is extremely important that I
promote motivation in my classroom in every way I can. Students must maintain the
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motivation to be excited to come to class and pay attention as much as I am to teach
them. One way I can promote motivation in my class is by making my lessons
interesting and fun. Standing in the front of the class and lecturing everyday will not
suffice to promote motivation, but rather making the lesson interesting with some
lighthearted humor, or even using unconventional assignments such as crosswords
or other such devices to aid the lecture. Beyond the actual lesson plan, I as a teacher
must establish a positive relationship with my students in order to connect with
them, and draw them into my message. Making the entire learning experience an
enjoyable venture is one of the strongest motivators in the field of education (SS
5.1).
Well-Being
As children develop, the chief concern of those around them is their wellbeing and how it can be promoted and maintained in the four domains: academic
competence, psychosocial development, externalizing behavior, and internalizing
behavior (Fletcher, Nickerson, & Wright, 2003). Ensuring that students develop in a
healthy way is to balance the focus on all four domains. When students participate
in extracurricular activities they are provided the opportunity to develop in all four
of these areas. They gain the confidence and ability to succeed in the classroom.
They learn how to positively interact with their peers and establish healthy
relationships, as well as higher levels of self-esteem. They can develop internally
with themselves in healthy ways as well as develop externally with their peers and
those around them. These characteristics are what make a student develop properly
and makes learning easier both for them and for their teachers. The evidence
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supporting these claims is provided by research in which those students that
participated in extracurricular activities had higher academic competence, had
higher social competence, higher levels of psychosocial maturity, and were
unassociated with levels of negative internalizing or externalizing (Fletcher,
Nickerson, & Wright, 2003).
In the high school environment, it is important to make sure that students
well-being is looked after by not only the parents but by me as well. Having
knowledge about what makes an individual stable in the four categories is key in
order to be sure my students are able to learn and develop properly. When I notice
something wrong with my students, I need to be prepared to step in and offer them
help they may need. It is also key that I know my school’s procedure in getting help
for students whose well-being is at risk. Knowledge of these strategies will make my
job as a teacher easier and will better enable me to help my students when
necessary.
Social Skills
Understanding what others say, what they do, and how they behave makes
up basic human social skills (Zebehazy & Smith, 2011). As soon as students enter
the school environment, every decision they make in regards to interaction with
their peers aids in the formation and development of social skills. In order to
promote positive and healthy social skills, students must learn to interact positively
with one another. Extracurricular activities provide an arena for these positive
interactions. Being part or a team or club gives students an opportunity to interact
in ways that they could not get any other time. Students must be able to cooperate
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with one another to achieve a common goal or objective, thus forcing them to be
decisive and communicative, both important aspects of social skills. The positive
impacts of participation in extracurricular activities can be seen in all types of
students. Even when individuals with visual impairments partook in extracurricular
activities there was a correlation to their participation and higher social skills than
those who did not participate (Zebehazy & Smith, 2011).
Once I step into the classroom of high school students, it is important to
promote the development of these healthy social skills in order to promote learning
and development in positive ways. My students may develop their social skills
through areas separate from the classroom, and incorporating that knowledge can
make it easier to support better social skills in the classroom, leading to more
effective learning (SS 2.8). One way in which I could help my students develop their
social skills would be by placing students who have more developed social skills
with those who may not be as developed or may not possess any social skills
whatsoever. By seating them closer to one another in my classroom, the potential
influences could make learning in my classroom easier.
Self-Esteem
In regards to learning and development, self-esteem is one of the most
important factors for students, as those that have higher self-esteem are linked to
better academic performances, stronger motivations for learning, and more positive
peer relationships (Zhang, 2001). When individuals enter the school environment,
every interaction they have through the years has influence on their self-esteem,
both positively and negatively. Every friend they make, every callous comment
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directed towards them, every success and failure all can increase and decrease the
self-esteem of an individual. High school is a crucial period of fluctuation in selfesteem and can ultimately decide the overall happiness of an individual, thus
affecting their learning and development. This is why it is so important for the
student to find something they can take pride and be confident in. Extracurricular
activities are specifically suited to provide an opportunity for the student to excel
outside of the classroom and build the confidence to succeed in the classroom as
well. Extracurricular activities are shown to provide boosts in self-esteem to those
that participate, with direct correlations being shown between students’
participation in extracurricular activities and self-esteem (Zhang, 2001).
In my classroom, promoting learning is one of the most important aspects of
my job. As self-esteem holds so much worth in regards to the learning processes and
abilities of my students, it is key to provide any boost to the self-esteem of my
students as I possibly could (SS 2). With the knowledge that I possess regarding
positive impacts of extracurricular activities, encouraging my students to get
engaged in activities outside the classroom could be one way to help build their selfesteem. When I enter the classroom environment at the high school level, knowing
that every student has his or her own individual level of self-esteem is so important
to be an effective teacher. Giving each and every student due attention and praise
can have such a profound impact, and can influence their motivation and overall
academic success in my classroom.
Academic Outcomes
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On top of the socioemotional benefits extracurricular activities provide,
academic achievement and higher educational attainment have been associated
with students who participate (Metsäpelto & Pulkkinen, 2012). Students who
partake in extracurricular activities are generally more confident and motivated to
succeed, and these traits do carry over into the classroom. When a student has
something to work for, such as making the grades required to stay on a team; or
getting academic honors for a certain club, they tend to push themselves to meet
their goals. That is one of the foundations of extracurricular activities, to provide
students with a place to have fun but also to strive to go higher than they ever
thought possible. Students find something they love to do, and tirelessly pursue
every means they can to continue with their activity. However, some factors must be
examined in the connection of these properties. When examining the sports versus
arts aspect of extracurricular activity and academic achievement, research has
shown that participation in arts (music, dance, crafts) activities maintained longerlasting school achievement than those in the sports activities (Metsäpelto &
Pulkkinen, 2012).
Being a teacher means having the ability to guide students to the highest
possible level of academic achievement. It is essential that students have the
confidence and motivation necessary for such academic achievement. In high
school, it is extremely important for students to be academically successful with
college applications and future careers on the line. Research demonstrates the
correlation of extracurricular activities and the success they seek. Thus, I must get
my students interested in pursuing any outlet possible to increase their academic
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outcomes. When I see a student who seems to be struggling in class, I will suggest
that they pursue an activity out of class that could give them those academic goals to
strive for, leading to that sense of responsibility to improve themselves in my class.
Peer Relations
Extracurricular activities have been shown to help students develop specific
social skills while also opening up opportunities to interact and connect with their
peers (Molinuevo, Bonillo, Pardo, Doval, & Torrubia, 2010). When a student joins a
club or team, he or she begins to interact with their peers in ways they might not in
the class setting. Being put together to cooperate in order to reach certain goals or
perform certain tasks can be one of the strongest forces in forming bonds between
students. If you examine any high school in the country, the chances that certain
groups of individuals associate with one another would be because of the common
interest they share in their activities. Joining a team or club automatically brings the
students closer and develops strong relationships. Every kind of student, no matter
what their story is, can feel as if they have a place in their activity, and thus develop
healthy social skills which can increase confidence and learning ability (SS 1). Sports
provide one of the best examples of this camaraderie, with every individual working
together to get the win. The social benefits of participating in extracurricular
activities are extremely evident, with research showing the relevance of
extracurricular activities in the aspect of better externalization (Molinuevo, Bonillo,
Pardo, Doval, & Torrubia, 2010).
When students are in the school environment, forming relationships with
their peers is key to creating the success that they desire. If students are unable to
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form these relationships, problems may arise in their learning and development (SS
1.3). If I were to witness a student in my class that was having a difficult time in the
class due to lack of relationships with the peers, there are steps I could take to
hopefully bring success to the student. Assigning a group project that puts the
student in a situation where they must work with others who may have stronger
peer relationships, positive relationships could be formed from the interactions that
would promote learning in my students (SS 1.4). Ensuring that each of my students
are developing positive relationships with their peers should be one of my focuses
as a teacher in the high school level.
Participation in Class
Participation is often viewed as the most important factor in student’s
educational development, and is the combination of the student’s perceptions about
their behaviors as well as having a strong sense of belonging (Eriksson, 2005).
Students must have the confidence to actively participate in class in order to
succeed. Sitting in class and paying close attention to the teachers lecture is key and
also extremely important to their learning, but when they are confused about
certain concepts, having the courage to raise their hand and ask a question is just as
important. When students participate in extracurricular activities, confidence can be
built that could make them more confident learners and lead to stronger class
participation. Teachers always encourage participation, and most students actively
participate. The challenge facing teachers is getting the entire class involved. By
promoting involvement in extracurricular activities, teachers can hopefully promote
better class participation from their students. With the clearly positive affects of
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extracurricular activities, students can stand to gain a lot in the classroom as much
as out of it. The keys to better class participation stem from motivation and
engagement, which can simultaneously be established through participation in
extracurricular activities (Eriksson, 2005).
In the high school environment, participation can be difficult to come by.
Many students are stubborn and difficult, such as those that feel they cannot
succeed or those who simply do not want to. This is why engaging the student is one
of the biggest challenges teachers face, but something they must work diligently to
endorse (SS 5). In my classroom ensuring that each and every student feels they are
engaged and contributing is one of my biggest goals. In my classroom, I will
introduce a participation grade that has certain requirements that must be met by
my students in order to make the grade. Having open discussion of the lessons is
one of the best ways to make the lessons stick with students, and why so many
teacher promote such discussions. Getting all of my students involved not just in the
lesson plan, but also in their own learning and development will be one of the
biggest goals of my career (SS 2.5).
Opportunity
The biggest goal of education is to gain the skills necessary to go out and find
a job, and to be employable a student must be reflective and able to organize their
skills (Stevenson & Clegg, 2011). Extracurricular activities provide many of the
important aspects necessary to develop students into being shining examples of
employees. Developing the confidence and motivation to succeed, establishing
relationships and building connections to further their careers, and giving them a
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solid foundation on which to build their morals and beliefs are all important lessons
that extracurricular activities can teach. These aspects create a more well rounded
individual both in the high school class environment and beyond. By the time
students reach the point in their academic studies where they must decide what
they want to do with their lives, everything they have done culminates into the
opportunities they have afforded themselves. When moving on to further their
education, many colleges examine the student beyond the grades, searching for
those active in the community and involved in many activities. This is just one
reason why participation is key to creating more opportunities for the student, and
why extracurricular are one of the best tools for opportunity. Extracurricular
activities can help promote the necessary motivation in students to pursue higher
education and attain the desired employability to establish a successful future
(Stevenson & Clegg, 2011).
Being a teacher is all about creating equal opportunities for each and every
one of my students. Doing my small part in the grand scale of creating a successful
future for them is one of my top concerns. One way that I can create opportunities
for my students is by discussing with them what it is they want to do beyond my
class, and what steps they should take to reach those goals. Being a helping hand is
something that every teacher must be willing to do in order to promote success in
his or her students. Guiding a student to achieve their dreams is what teaching is all
about, and something I will be committed to every day.
Leadership
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Extracurricular activities are shown to be effective places for students to
develop positive learning skills like leadership and strong work ethics (Wright &
Côté, 2003). In the classroom environment, being a leader is something that is
expected by all and demonstrated by few. However, students that do demonstrate
spectacular leadership qualities are usually those that will end up better off in life.
Being able to motivate ones peers not only out of the classroom but in it as well is
something that every teacher looks for in their students. Getting groups prepared
and focused to do a project assigned to them, or to rally morale to keep the
classroom interesting, leaders are invaluable pieces of the classroom environment.
One of the best places that these leaders come from is from sports and clubs. Team
captains, class officers, and club presidents are all many possibilities offered for
students to take the challenge to lead their peers. These leaders are the model image
of what teachers want to see from their students, with work ethic that is derived
from wanting to gain the social regard of their peers, and from the teachers
themselves (Wright & Côté, 2003).
As a teacher it is my job to lead, and to lead by example. However, aiding my
students in developing leadership qualities of their own is incredibly important to
my job as well. I can influence my students to developing strong leadership skills by
suggesting they run for office or by providing examples in class of what strong
leadership qualities are. As a teacher, I am not only educating my students on the
subject at hand, but also on how to better themselves for their future. It is my hope
that I make a profound impact on the lives of all of my students, and make them
better, stronger people ready to take on the challenges of a modern world.
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Reflection
As I complete this project, my knowledge and understanding of INTASC 2 has
been greatly extended, with regards to the benefits that extracurricular activities
can provide in the classroom. I am also more confident in my understanding of the
Developmental Standards as they relate to my project. Having strong knowledge of
both these areas is key to my development as a teacher and to my teaching
practices. Through my understanding of these areas I can ensure I will have more
success when I enter the field.
As a teacher I must always be open to increasing my knowledge in my subject
and also in my understanding of my students’ learning and development. As I
researched more information about extracurricular activities, I realized that I would
definitely like to increase my knowledge about the information surrounding
Developmental Standard 5, concerning the learning environment. As the focus of my
project was about environments that are outside of the classroom, maintaining my
knowledge of how to create a positive, safe learning environment is key to
promoting my students development. In order to expand my knowledge, I could
attend conferences that address issues about the class environment.
Another way I would like to expand my knowledge would be to learn how I
could better aid student learning processes. By having a strong sense of how each of
my students learn can help me develop strategies to become a better teacher and
make sure that my lessons reach every single one of my students. This will be the
best way to effectively communicate what needs to be taught to my students in
order to have success in my class and beyond. In order to improve my knowledge in
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this area, I could reach out to a mentor or superior in education and discover the
best ways to establish the connection needed with all of my students.
One last area I would like to improve on would be my skills in understand
student diversity and developing the proper strategies to deal with diverse learners.
I want to be the best teacher I can be for each and every one of my students. This
includes students who may have different backgrounds and situations that make
learning difficult for them. It is my goal to give every student their fair shot at
achieving the same goals as everyone else. In order to improve my strength in this
area I could take classes that are structured to aid in educating diverse learners.
This would be the best step I could take in order to help each of my students
succeed in my class.
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Extracurricular Activities
Works Cited
Zebehazy, Kim T., & Smith, Thomas J. (2011). An examination of characteristics
related to the social skills of youths with visual impairments. Journal of Visual
Impairment & Blindness, Vol 105(2), pp. 84-95.
Zhang, Li-fang (2001). Thinking styles, self-esteem, and extracurricular experiences.
International Journal of Psychology, Vol 36(2), pp. 100-107.
Metsäpelto, Ritta-Leena, & Pulkkinen, Lea. (2012). Socioemotional behavior and
school achievement in relation to extracurricular activity participation in
middle childhood. Scandinavian Journal of Educational Research, Vol 56(2),
pp.167-182.
Molinuevo, B., Bonillo, A., Pardo, Y., Doval, E., & Torrubia, R. (2010). Participation in
extracurricular activities and emotional and behavioral adjustment in middle
childhood in Spanish boys and girls. Journal of Community Psychology, Vol
38(7), pp. 842-857.
Eriksson, Lilly (2005). The relationship between school environment and
participation for students with disabilities. Pediatric Rehabilitation, Vol 8(2),
pp. 130-139.
Peck, Stephen C., Roeser, Robert W., Zarrett, N., & Eccles, Jacquelynne, S. (2008).
Exploring the roles of extracurricular activity quantity and quality in the
educational resilience of vulnerable adolescents: Variable- and patterncentered approaches. Journal of Social Issues, Vol 64(1), pp. 135-155.
Stevenson, Jacqueline, & Clegg, Sue. (2011). Possible selves: Students orienting
themselves towards the future through extracurricular activity. British
Educational Research Journal, Vol 32(2), pp. 231-246.
Wright, Andy, & Côté, Jean. (2003). A retrospective analysis of leadership
development through sport. The Sport Psychologist, Vol 17(3), pp. 268-291.
Fletcher, Anne, Nickerson, Pamela, & Wright, Krisrie. (2003). Structured leisure
activities in middle childhood: Links to well-being. Journal of Community
Psychology, Vol 31(6), pp. 641-659.
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Secondary Education Developmental Standards
Standard 1: Student Development and Diversity
Teachers at the secondary level have a broad and comprehensive understanding of
student development and diversity and demonstrate the ability to provide
instruction that is responsive to student differences and that promotes development
and learning for all students, including:
1.3 typical developmental challenges for students in grades 5–12 (e.g., in relation to peer
interactions, identity formation, self-esteem, risk taking, and educational decision
making), and the ability to help students address these challenges
1.4 knowledge of types of student diversity (e.g., cultural, economic, and linguistic
background; gender; religion; family structure), and the ability to use this knowledge to
promote learning and development for students with diverse backgrounds, characteristics,
and needs
Standard 2: Learning Processes
Teachers at the secondary level have a broad and comprehensive understanding of
learning processes and demonstrate the ability to facilitate student achievement,
including:
2.8 knowledge of how various individual factors (e.g., prior learning and experiences,
interests, talents) and factors in the home, school, and community influence learning
processes, and the ability to use this knowledge to improve teaching effectiveness and
learning outcomes
Standard 5: Learning Environment
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Teachers at the secondary level have a broad and comprehensive understanding of
student learning environments and demonstrate the ability to establish positive,
productive, well-managed, and safe learning environments for all students,
including:
5.1 the ability to apply skills and strategies for creating a safe, healthy, supportive, and
inclusive learning environment that encourages all students' engagement, collaboration,
and sense of belonging