Whether is it a good idea for students to take up extracurricular activities?

Extracurricular activities are defined as any activities that are not a part of the
curriculum, outside the normal setting of a classroom and do not give a grade or examine the
performance of student (Bartkus, Nemelka, Nemelka & Gardener, 2012). Many schools in
Hong Kong and around the world encourage or even urge teens to get involve in these
activities, such as music and athletics group or other interesting clubs and societies.

This essay holds the view that participating in well-structured, adequate and suitable
extracurricular activities is beneficial to students since these activities can improve and boost
the self-images, confidence and development of students, including students from both lower
and higher level of education.

One of the most significantly arguments is that students are urged to participate in
extensive extracurricular activities and finally cause them over-scheduled. They become too
busy with their activities and spend too much time on them. It is worried that most of the
leisure time of adolescents are occupied by these activities. For instance, nearly 70% of
American adolescents spend 5 hours per week while around 6-8% of adolescents spend
almost more than 20 hours in joining these activities per week (Mahoney, Harris & Eccles,
2006). Attending in these weekly practices and rehearsals occupies most of their after-school
time and cuts off the time for them to have revision and do homework. The research done
by Reeves discovered that around 65% of students are forced and pressured by their parents
(2008). Over-scheduling impact students both emotionally and physically. Students may
result in stress, fatigue and burn-out. However, they cannot quit these activities as they may
be afraid to reject and quit for fear of disappointing their parents (Thompson, 2008). As a
result, students may be under pressure and cause long term emotional and physical disorders.

However, this argument mentioned above can be solved simply by choosing enough
and suitable extracurricular activities. The argument only establishes when students
participate in extensive activities. However, some researches had been done to prove that
the choice of activities is far more important than the quantity of activities. Reeves (2008)
reviewed that choosing one or two activities is simply enough for both lower and higher level
of students to gain achievements and satisfactions. Moreover, the relationship between the
frequency of extracurricular activities and satisfactions of adolescents has been examined by
Gilman, the result showed that students who participate in their interested area of activities
will lead to a greater satisfaction (2000). The research also showed that students participate
in activity which is related to their uninterested area will lower their motivation and
satisfaction in it. Parents and schools nowadays do not realize the importance of choosing
enough activities is the best way to motivate students. It is not blaming the parents and the
schools. However, if they realize the truth and do not urge the students to join as many
activities as they can, the problems of over-scheduling can be solved and these activities can
continue to play a key role in the development of students.

Another main argument is that the concept of “paying to play” extracurricular

activities places a huge financial burden on the students and their families (Gilman, 2004).
Many extracurricular activities are competitive and selective, so auditions are always required
(Barnett, 2007). Unsurprisingly, students need to pay for some advanced equipment for
sports training and instruments for music learning in order to enhance their skills and
performance. This could be a huge problem for some low-income families since they could
not afford the additional training and top-notch equipment. Undoubtedly, it is hard for some
underprivileged students to compete with the wealthy students. Because of the selection
and audition, there are always “winners” and “losers”, and the “losers” are mainly come from
the underprivileged students. As a result of being denied entry and rejected to certain
activities, Barnett claimed that students will definitely suffer more negative moods and
emotions, depressed feelings about themselves (2007).

On the other hand, activities provided should be available for students from different
backgrounds. A recent research showed that there was not a significant number of students
who do not take up extracurricular activities simply because lack of money (Barnett, 2007).
Nevertheless, underprivileged students can take up other activities which do not require
much professional equipment and instruments, such as running suggested by Barnett.
Bernett also mentioned 45% of schools in American have already launched subsidies for
underprivileged families, so as to provide a chance for these students to experience the
activities. Other than that, the concept of “paying to play” should be eliminated. Eliminating
this concept can avoid the isolation and labelling at school (Hoff & Mitchell, 2007). As a result,
there should always have activities provided for students with diverse backgrounds to
participate and should not cause any financial burden to students and their families.

Extracurricular activities provide a broad array and great opportunities for students to
develop their personal and interpersonal experiences and extend their sense of belonging
(Blomfield & Barber, 2011). Larson (2006) suggested that students can have positive
experiences when participating in activities, such as those related to teamwork, interpersonal
relationships, and identity work. These activities allow students to know who actually they
are. Through participating extracurricular activities, students can understand more on their
abilities and personalities. A study reported that 75% of high school students suggested that
participating in extracurricular activities helped to develop their adolescent development.
They have improved communication sense to the family, peer, school and neighborhood
(Feldman & Matjasko, 2005). It is believed that extracurricular activities allow participants to
explore one’s identity. They can form their identity by developing skills, discovering
preferences, and associating themselves with others. This can enhance their interpersonal
skills, which cannot be learnt through textbook knowledge.
 Furthermore, extracurricular activities can boost students’ academic and non-
academic skills by allowing them to learn in a relatively informal setting (Stearns & Glennie,
2010). As extracurricular activities are held in a more relaxing environment and setting,
students can learn in an informal way, such as learning in groups or in sports ground. A recent
research done by Broch (2002) showed that participating in these activities have consistent
benefits on students’ academic performance. Although students only learn non-academic
skills during the activities, they showed positive impact on academy. For instance, students
participate in sports during the 10th and 12th grades have consistent increase in the grades
of academic performance (Broch, 2002). Feldman and Matjasko (2005) suggested that
school-based activities might boost the adolescents’ connectedness with their schools, which
might in turn might bolster their academic achievement. The same study reviewed that
students who participate in extracurricular activities have an overall higher GPA than those
without any outside activities due to their attachment to schools. This shows that
participating in extracurricular activities have a positive relationship to students’ academic
performance and boost their interest of studying.

To conclude, extracurricular activities play a vital role in the development of students.

Throughout the participation of these activities, students can broaden their horizons and help
them to develop their personalities. Although some students may be burnt out due to the
extensive workload and the great pressure, choosing activities wisely and carefully based on
students’ own interests can relieve the pressure. If students participate in suitable activities,
they can enjoy and have fun during the activities and have positive impact on their academic
performance and interpersonal skills.

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 References

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Bartkus, K.R., Nemelka, B., Nemelka, M. & Gardener, P. (2012).

Clarifying the meaning of extracurricular activity: A literature review of definitions.
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Blomfield, C. J. & Barber, B. L. (2011).

Developmental Experiences During Extracurricular Activities and Australian
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