...Impact of Extracurricular Activity On Students Mitchell Sable University of Detroit Mercy Extracurricular activities are any activities that students participate in outside of the mandatory educational curriculum. Students can participate in extracurricular activities at any age. These activities can be affiliated with the school or be outside of school. Extracurricular activities may include sports teams, special-interest clubs, theater, music, art, work, and volunteering in community service fields. Extracurricular activities are an important topic in today’s society due to colleges and graduate programs looking for ever increasing involvement of students outside of classes. It is important to know how participating in extracurricular activities can increase overall success for individuals. It is also important to discuss if the cost of extracurricular activities are worth the consequences they bring or if the money would be better spent on direct learning. This research paper will focus on students in middle school and high school, and the articles chosen are able to show how extracurricular activities correlate to grades, motivation, and overall success of the student. The article Extracurricular Participation and Academic Outcomes: Testing the Over-Scheduling Hypothesis by Jennifer Fredricks (2011) showed that 10th graders with extracurricular activities exhibited positive effects from them. Students received the greatest improvement in grades from zero to five hours...
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...Participating in Team Sports Helps to Develop Good Character Good Character Professor Good Character Participating in team sports helps to develop good character. Why? Because studies on sports participation have found that sports have a positive influence on character buildings. Sporting activities instill a certain leadership quality that enables athletes with the abilities to assist, motivate, and develop others in need of special guidance. The positive character traits such as personality and social responsibility was believed can and should be taught and learned in a sport and physical activity setting (Omar-Fauzee, 2012). An active involvement in sports can help individuals to learn skills, sportsmanship, strategies, commitment, respect and disciplines. In sports, while training hard mentally and physically, the traits referenced above reflect heavily upon the developmental process of having good character. Given an in depth analysis on why participating in team sports helps to develop good character, the strategies of these traits will be suggested throughout this paper. If you take great athletes such as Michael Jordan or Kobe Bryant, these basketball players had to prepare themselves mentally and physically before every game that they have played and by displaying self determination and discipline they were able to lead their teams to multiple National Basketball Association (NBA) Championships. Without good leadership qualities and good character, you...
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...Cats, Charger Girls and The Dallas Cowboy Cheerleaders. This is where the hairspray, make up and cleavage rules the field rather than the hardworking athletes many cheerleaders fight with their blood, sweat in tears, to be. There are two very different types of cheerleading. I will explain to few different aspects of the activity. In my opinion leads these are the most important reasons that prove why cheerleading should be considered a sport. In this sport there is an outrageous level of athleticism. Cheerleading has many similarities that of other...
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...Executive Summary . 5 Introduction . 8 Methods 10 Conceptual Definitions . 10 Inclusion Criteria . 10 Identification of Studies that Met the Inclusion Criteria . 11 Classification of Studies . 11 Study Coding Process . 12 Data Analysis . 13 Results . 14 School-Based Physical Education Studies . 16 Recess Studies . 19 Classroom Physical Activity Studies . 21 Extracurricular Physical Activity Studies . 24 28 Summary . Overall Findings . 28 Findings for Physical Activity by Context . 29 Findings by Gender, Other Demographic Characteristics, and Research Design . 30 Strengths and Limitations of Review . 30 Implications for Future Research or Evaluation . 31 Implications for Schools . 32 References . 34 Appendices . 39 Appendix A: Database Search Terms . 39 Appendix B: Coding Sheet...
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...The Effect of Extracurricular Activities Mary J. Houser University of Illinois Abstract This research sought to examine and determine the relationship between a student’s involvement in extracurricular activities and their grade point average. The participation of extracurricular activities is defined as being an active participant or member of a club, sport, musical group, or academic group on a student’s education campus. Research was gathered from a multitude of sources and previous research. The data and research has shown that there is a positive relationship between the two factors; as a student’s involvement increases, so does his or her grade point average. To look at this relationship more closely and exact, the relationship between a student’s involvement in high school athletics and their grade point average was examined. Once again, the research said that there is a positive relationship between the two. This research will also look at why these two things have the type of relationship that they do. It goes into some detail about the factors that cause a student’s grade point average and overall success to rise when he or she is more actively involved in their school’s extracurricular activities. When a student enters high school, the experience of schooling becomes far more than just the academic experience alone. Rather than just having to focus on their schooling, they are immediately exposed to other activities such as clubs, athletic teams, music...
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...SPM 220 Complete Course Material(UOP) For more course tutorials visit www.tutorialrank.com Tutorial Purchased: 3 Times, Rating: A+ SPM 220 Week 1 CheckPoint: Moral and Nonmoral Values SPM 220 Week 2 Assignment: Principles and Exceptions SPM 220 Week 2 CheckPoint: Moral Principles SPM 220 Week 3 CheckPoint: Intimidation in Sport SPM 220 Week 4 Assignment: Kids Speak Out SPM 220 Week 4 CheckPoint: Violence in Sport SPM 220 Week 5 CheckPoint: Eligibility and Elimination in Sport SPM 220 Week 6 Assignment: Exploitation in Sport SPM 220 Week 6 CheckPoint: Commercialized Sport SPM 220 Week 7 CheckPoint: Ergogenic Aids in Sport SPM 220 Week 8 Assignment: Advantages and Disadvantages of Sport Technology SPM 220 Week 8 CheckPoint: Technology in Sport ------------------------------------------------------------------------- SPM 220 Week 1 CheckPoint: Moral and Nonmoral Values(UOP) For more course tutorials visit www.tutorialrank.com Tutorial Purchased: 2 Times, Rating: A+ Select one of the three scenarios presented on p. 18 of the text. Describe the moral values, nonmoral values, and ethical dilemma in your chosen scenario. Post a 200- to 300-word response to the Assignments Link forum by Week One Day 7 to the following questions: How you would resolve the dilemma without violating an ethical principle? ------------------------------------------------------------------------- SPM 220 Week 2 Assignment: Principles and Exceptions(UOP) ...
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...Let Them Play! : Benefits of Sports Briana B. Western Governors University WGU Student ID #: ************ Let Them Play! Childhood sports have been proven to provide multiple developmental benefits to all children involved in such programs. The best way for kids to reap all the benefits of sports participation is to submerse them into a program which offers a positive environment with encouraging coaches who instruct with constructive criticism and work to “minimize negative experiences” (Seefeldt & Ewing, 1996, p.3). Research has shown that children who participate in frequent physical activity, such as sports, experience improved academics, have better mental health, and are less likely to take part in risky health behaviors than their less active counterparts. Dr. Daniels, author of “Interscholastic Sports and the Middle School Student”, finds six main points of interest pertaining to the benefits of and liabilities for children who get involved in sports. Out of the six, four are beneficial, and only two are considered to be liabilities. The four positive characteristics of sports are scholastic achievement, competency, fitness, and self-esteem. Whereas the two negative characteristics are sports injuries, stress and anxiety (as cited by Daniels, 1999, p.2). Although Dr. Daniels doesn’t talk about it in her dissertation, one more benefit of kids getting active is their likelihood to avoid the appearance of evil, in other words they are unlikely...
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...“Equal in Sports” The names of the three articles that are being used are “Minorities Coaches Do Not Face Discrimination in Hiring,” “Decision Making in Hiring: Intercollegiate Athletics Coaches and Staff,” and “Tackling Unconscious Bias in Hiring Practices: The Plight of the Rooney Rule.” The authors of the article that I am refuting, “Minorities Coaches Do Not Face Discrimination in Hiring,” are Roger Clegg and Greg Franke. This article was published in Opposing Viewpoints: Sports and Athletes in 2005. Also, there are two peer-reviewed articles that I am using to support my argument. The authors of one the editorials, “Decision Making in Hiring: Intercollegiate Athletics Coaches and Staff,” are Keith Harris, Richard E. Lapchick, and Neza K. Janson. This editorial was published in New Direction for Institutional Research in the winter of 2009. The author of the last piece of writing, “Tackling Unconscious Bias in Hiring Practices: The Plight of the Rooney Rule,” is Brian Collins. This piece of writing was published in New York University Law Review in June 2007. “Minorities Coaches Do Not Face Discrimination in Hiring” simply explains what its title says; that minorities coaches do not face discrimination in the hiring process for coaching job. Meanwhile, the two peer-review articles, “Decision Making in Hiring: Intercollegiate Athletics Coaches and Staff” and “Tackling Unconscious Bias in Hiring Practices: The Plight of the Rooney Rule”, explains in greater details that the...
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...Sports have become a major business and attraction for the American public. The print, radio, television, internet, and cinema media have contributed to the explosive popularity of both professional and collegiate sports. Billions of dollars are spent on the proliferating professional and collegiate sports industry. It is not surprising, therefore, that the popularity of professional and collegiate sports has been reflected in the sports programs of American high schools. The pressure to win and the allure of financial gain have always been a part of the professional ranks, as well as the collegiate sports scene. Intercollegiate athletics are a big business and a lucrative source of revenue for many universities. It is not unusual to find that coaches in our major universities make a great deal more income than tenured academic professors. The pressure to win is felt by most college coaches and athletic directors. It is therefore not surprising that a conflict has developed between the academic and athletic communities on many of the nation’s college campuses. Similarly, it is possible that athletic communities in high schools have developed a negative reputation with respect to academic performance. While a number of researchers studied athletic participation and academic performance in college (Ferris & Finster, 2004; Gaston-Gayles, 2005), few studies addressed the relationship between academics and athletic participation at the high school level. Similarly...
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...Sports, Youth and Character: A Critical Survey Robert K. Fullinwider* Institute for Philosophy & Public Policy University of Maryland * rkf@umd.edu CIRCLE WORKING PAPER 44 FEBRUARY 2006 CIRCLE Working Paper 44: February 2006 Sports, Youth and Character: A Critical Survey TABLE OF CONTENTS I. INTRODUCTION....................................... 3 a. methodological limitations..................... 4 b. conceptual and theoretical infelicities...... 5 II. THE LESSONS OF SPORT......................... 5 III. BASICS................................................ 6 a. too much too early?.............................. 8 b. competition’s role understood ............... 11 c. competition, participation, and fun......... 12 d. not enough?........................................ 14 IV. WHAT CAN WE CONCLUDE?.................... 15 V. THE MICROWORLD OF PARTICIPATION...... 17 VI. APPENDIX A......................................... 19 a. Shields and Bredemeier...................... 19 a.1. moral maturity: what are psychologists looking for?............ 22 a.2. game thinking............................. 24 a.3. moral confusion........................... 25 b. Stoll, Lumpkin, Beller, and Hahm.............. 27 It has been recognized for centuries that sport can contribute to education values that make for the development of character and right social relations . . . . [Within this contribution] there are many intertwined and interwoven threads of influences...
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...Gender Equity in Sports Colleen Iardella American Military University Gender equity in sports describes an environment in which fair and equitable distribution of overall athletic opportunities, benefits, and resources is available to women and men and in which student athletes, coaches, and athletics administrators are not subject to gender-based discrimination. Title IX, passed in 1972 at the pinnacle of the women’s rights movement, banned sex discrimination in any federally financed education program. It threw into quick relief the imbalanced treatment of male and female athletes on college campuses. Ever since Congress passed the federal gender-equity law, universities have opened their gyms and athletic fields to millions of women who previously did not have chances to play. But as women have surged into a greater part on campus in recent years, many institutions have resorted to deception to make it look as if they are offering more sports to women. Throughout this paper I will discuss the issues of gender equity in sports. I will mention what equal opportunities women have to play sports and how they can develop the psychological, physiological and sociological impact from sports participation. Females are playing team sports more now than they were a decade ago and far more women will play team sports in the next decade. In the Sporting Goods Manufacturers Association's (SGMA) study, the authors analyzed many team sports and the role that females...
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...MOTOR DEVELOPMENT: A THEORETICAL MODEL T E R M S C H A P T E R C O M P E T E N C I E S Upon completion of this chapter you should be able to: Define life span motor development View an individual’s motor behavior as “more” or “less” advanced on a developmental continuum rather than as “good” or “bad” Demonstrate an understanding of neural, physiological, perceptual, and cognitive changes across the life span Distinguish between inductive and deductive theory formulation Describe the phases of motor development List and describe the stages within the phases of motor development Explain how the requirements of the movement task, the biology of the individual, and conditions of the learning environment interact with the Triangulated Hourglass Model of motor development Demonstrate knowledge of both how and why using a heuristic device as a metaphor for understanding is helpful in conceptualizing the products and processes of motor development Descriptive theory Explanatory theory Phases of motor development Inductive method Deductive method Category of movement Reflexes Rudimentary movement abilities Fundamental movement skills Specialized movement skills Heuristic Algorithm Triangulated Hourglass Model of motor development 46 www.mhhe.com/gallahue7e CHAPTER 3 Motor Development: A Theoretical Model 47 KEY CONCEPT The processes and products of motor development across the lifespan may be conceptualized through use of a triangulated hourglass heuristic. A ...
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...1 STUDENT HANDBOOK INTRODUCTION FOR STUDENTS This HANDBOOK was written to give you information about Lincoln Academy so that you can gain as much as possible from your years at L.A. Please read it carefully and share your questions with any of us on the faculty. We will be happy to help you. I am a school administrator who believes in empowering faculty, staff and students to make the school environment more effective, efficient and productive. Trustees, parents and community members all play a role in the life of the school but, most importantly, Lincoln Academy exists for its students. We all need to be responsive to your needs for an exceptional education and it is my pledge to you that I will work with and for you to make your educational experience at LA the best that it possibly can be. I want to encourage you to use me and my office and staff as a resource for you. If you find a rule or regulation that you question, please use every possible avenue to question that rule. If we have no legitimate reason for that rule or policy, then I will assist you in making changes in that rule or policy. Remember, however, that policies are the responsibility of the governing board and we all must follow a legal process to change those. I will continue to make Lincoln Academy the best private ...
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...Lloyd’s Certificate This Insurance is effected with certain Underwriters at Lloyd’s, London. This Certificate is issued in accordance with the limited authorization granted to the Correspondent by certain Underwriters at Lloyd’s, London whose syndicate numbers and the proportions underwritten by them can be ascertained from the office of the said Correspondent (such Underwriters being hereinafter called “Underwriters”) and in consideration of the premium specified herein, Underwriters hereby bind themselves severally and not jointly, each for his own part and not one for another, their Executors and Administrators. The Assured is requested to read this Certificate, and if it is not correct, return it immediately to the Correspondent for appropriate alteration. All inquires regarding this Certificate should be addressed to the following Correspondent: 303 Congressional Boulevard Carmel, IN 46032 1-800-335-0611 317-575-2652 317-575-2659 FAX www.sevencorners.com SLC-3 (USA) NMA 2868 (24/08/2000 From approved by Lloyd’s Underwriters’ Non-Marine Association Limited EASON PRINTING CO., CHICAGO Compass Budget, Care and Elite Plans 1 Effective 7-01-11 CERTIFICATE PROVISIONS 1. Signature Required. This Certificate shall not be valid unless signed by the Correspondent on the attached Declaration Page. 2. Correspondent Not Insurer. The Correspondent is not an Insurer hereunder and neither is nor shall be liable for any loss or claim whatsoever. The Insurers hereunder...
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...BELHAVEN UNIVERSITY Jackson, Mississippi A CHRISTIAN UNIVERSITY OF LIBERAL ARTS AND SCIENCES FOUNDED IN 1883 CATALOGUE 2014-2015 EFFECTIVE JUNE 1, 2014 Directory of Communication Mailing Address: Belhaven University 1500 Peachtree St. Jackson, MS 39202 Belhaven University 535 Chestnut St. Suite 100 Chattanooga, TN 37402 Belhaven University 7111 South Crest Parkway Southaven, MS 38671 Belhaven University – LeFleur 4780 I-55 North Suite 125 Jackson, MS 39211 Belhaven University 15115 Park Row Suite 175 Houston, TX 77084 Belhaven University Online 1500 Peachtree St. Box 279 Jackson, MS 39202 Belhaven University 1790 Kirby Parkway Suite 100 Memphis, TN 38138 Belhaven University 4151 Ashford Dunwoody Rd. Suite 130 Atlanta, GA 30319 Belhaven University 5200 Vineland Rd. Suite 100 Orlando, FL 32811 Traditional Admission Adult and Graduate Studies Admission – Jackson Atlanta Chattanooga Desoto Houston Memphis Orlando Alumni Relations/Development Belhaven Fax Business Office Campus Operations Integrated Marketing Registrar Student Life Security Student Financial Planning Student Development Online Admission Online Student Services (601) 968-5940 or (800) 960-5940 (601) 968-5988 or Fax (601) 352-7640 (404) 425-5590 or Fax (404) 425-5869 (423) 265-7784 or Fax (423) 265-2703 (622) 469-5387 (281) 579-9977 or Fax (281) 579-0275 (901) 896-0184 or Fax (901) 888-0771 (407) 804-1424 or Fax (407) 367-3333 (601) 968-5980 (601) 968-9998 (601) 968-5901 (601) 968-5904 (601) 968-5930 (601) 968-5922...
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