Extracurricular activities can play a central role in K-12 education

Lang, Chad

doi:10.1177/00317217211013931

Cited by 11 publications

(12 citation statements)

References 28 publications

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“…Therefore, for this study the researchers hypothesized decreases in multisport participation would be problematic for rural school students due to lack of sport opportunities present outside the school context, and reduced school peer and adult social interactions. Furthermore, reduced rural ESA participation linked to specialization is likely to exhibit deleterious effects (Lang, 2021;Showalter et al, 2017). For example, since rural schools require a higher percentage of participation from their students to fill rosters, an increase in students who specialize in out-of-school activities over ESAs, often leaves schools with no choice but to eliminate ESAs with dwindling participation (Feldman & Matjasko, 2005).…”

Section: High School Sport Participation Intensity and Breadthmentioning

confidence: 99%

“…Rural school leaders should seek to provide diverse ESA offerings where possible to mitigate inequities of participation related to SES (Lang, 2021). ESAs offer low costs for participation, less time commitments, and reduced needs for privatized transportation than their out-of-school activity counterparts (Glover, 1999;Guèvremont et al, 2014).…”

Section: Practicementioning

confidence: 99%

“…ESAs offer low costs for participation, less time commitments, and reduced needs for privatized transportation than their out-of-school activity counterparts (Glover, 1999;Guèvremont et al, 2014). In addition, when budgetary decisions threaten the vitality of the diversity of rural ESA offerings school leaders should consider community or regional partnerships, including cooperatives, to maintain ESA opportunities (Kellstedt, 2021;Lang, 2021;Porter, 2016). In conjunction with maintaining diverse ESA offerings school leaders should also consider traditional barriers to participation not frequently examined related to regional norms, culture, and race/ethnicity.…”

Section: Practicementioning

confidence: 99%

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High School Sport Participation Intensity and Breadth

Lang¹,

Tapps²

2021

tpre

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The purpose of this study was to address the gap in research related to whether measures of participation (intensity and breadth) demonstrated a relationship with academic achievement for 11th grade student athletes (N=128) in a rural Midwestern high school. Anonymous athletic participation and achievement data from 2015-2017 was obtained from the school’s archive and analyzed by correlation, hierarchical regression, and one-way ANOVA. Data derived from statistical analyses demonstrated two outcomes regarding sport participation, ACT, and GPA: (a) Intensity demonstrated no statistical significance to student achievement measured by ACT, however intensity demonstrated a statistically significant relationship to cumulative GPA (p < .05), and (b) ANOVA analysis demonstrated statistically significant differences in breadth and GPA (p < .01) between one sport athletes and three sport athletes. Three sport athletes had statistically significantly higher GPAs than one sport athletes and significantly higher GPAs than two sport athletes. The research was limited to one cross-sectional heterogeneous rural high school population of participants over a three-year period. Furthermore, the study was limited to school-specific athletic participation data as school non-athletic activity and out-of-school activity participation was not available. Results from this study suggest programming and potential practice recommendations for rural school leaders. Future research on ESA sport, activity, and non-school activity participation intensity and breadth related to academic outcomes is justified.

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Section: High School Sport Participation Intensity and Breadthmentioning

confidence: 99%

Section: Practicementioning

confidence: 99%

Section: Practicementioning

confidence: 99%

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High School Sport Participation Intensity and Breadth

Lang¹,

Tapps²

2021

tpre

Self Cite

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“…In 2019, the excellent and good rate of physical health of students aged 6-12 was only 18.8% (Levinson et al, 2020). Therefore, the physical health level of teenagers in China needs to be improved (Goncharova, 2018;Lang, 2021;Papastergiou et al, 2021). The "DR" policy also highlights the importance of sports.…”

Section: Introductionmentioning

confidence: 99%

Exploration of Sports Participation and Curriculum Resource Utilization in Primary Schools Before and After the “Double Reduction”

Liu

Gui-hong

2022

Front. Psychol.

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In order to eliminate capital chaos in the Education And Training (EAT) industry and ease parents' and students' excessive attention to subject achievements over physical quality, China government has launched the “Double Reduction” (“DR”) policy which promotes students' Sports Participation (SP) in the Compulsory Education (CE) stage concerning students' physical and mental health. Firstly, based on the actual situation of students' SP before and after releasing the “DR” policy, this paper understands the exact needs of parents and children. Secondly, following empirical research and mathematical statistics, it analyzes the structure and characteristics of students' SP before and after the release of the “DR” policy. Mainly, the experiment focuses on the frequency, project types, and off-campus class expenditure. It also considers students' SP motivation in on-campus and off-campus sports classes before and after the “DR” policy proposal. Additionally the general curriculum resource utilization of PE teachers are surveyed in order to find out the current status of on-campus PE classes. Eventually, the strategies are put forward to optimize students' SP under the “DR” from the perspectives of family, school, and society. The results show that after the release of “DR”, parents and schools gradually pay attention to student's physical health and better understand students' physical exercise in school. The consumption expenditure on sports off-campus classes has increased significantly. Meanwhile, family income and the father's occupation significantly impact the children's SP frequency in off-campus sports classes. Overall, “DR” is a protracted war. The existing difficulties need to be solved by families, schools, and the government. The research provides a practical basis for extending and managing on-campus sports classes and training. It helps timely uncover the problems in policy implementation. It guides the formulation of PE policy in the next stage of CE.

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“…Благодаря участию в дополнительном образовании у детей формируются навыки решения проблем и критическое мышление (problem-solving skills) [Southgate and Roscigno, 2009;Barker and Ansorge, 2007]. Исследования демонстрируют положительную связь участия во внешкольных занятиях с поступлением в колледжи и университеты, а также успешное обучение на следующем этапе получения образования после школы [Broh, 2002;Darling, 2005;Vermeulen and Schmidt, 2008;Lang, 2021].…”

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Участие Школьников В Дополнительном Образовании

Косарецкий,

Гошин,

Иванов

2022

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В информационном бюллетене представлены результаты исследования масштаба и структуры участия российских школьников в дополнительном образовании, равенства возможностей различных групп детей, стратегий семей. Эмпирической базой для исследования являются результаты проведенного в рамках «Мониторинга экономики образования» в 2020 г. опроса родителей, дети которых посещают общеобразовательные организации. Анализируются вовлеченность современных школьников в занятия дополнительным образованием в школе и вне школы, ее особенности в зависимости от возраста, типа образовательной организации, места жительства, социально-экономических характеристик семьи и других факторов. Описываются структура вовлеченности школьников в различные направления и формы дополнительного образования (включая репетиторство), распределение времени, затрачиваемого ребенком на различные виды учебных занятий, в том числе соотношение платных и бесплатных занятий, изменение доступности бесплатных занятий в последние годы. Рассматриваются барьеры, препятствующие вовлечению школьников в дополнительное образование в школе и вне школы. Анализируются эффекты занятий дополнительным образованием, их взаимосвязь с успешностью ребенка и планами продолжения образования. Формулируются рекомендации для государственной политики по обеспечению доступности дополнительного образования, равенства в использовании его возможностей для развития и профессионального самоопределения.

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Extracurricular activities can play a central role in K-12 education

Cited by 11 publications

References 28 publications

High School Sport Participation Intensity and Breadth

High School Sport Participation Intensity and Breadth

Exploration of Sports Participation and Curriculum Resource Utilization in Primary Schools Before and After the “Double Reduction”

Участие Школьников В Дополнительном Образовании

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