Extracurricular activity profiles and wellbeing in middle childhood: A population-level study

Abstract

This study examined profiles of participation in extracurricular activities (ECAs) in 4 th grade children ( N = 27,121; Mean age = 9.20 years; SD = .54; 51% male) in British Columbia, Canada. Latent class analyses were used to establish activity profiles and determine class membership; ANCOVA was used to investigate differences in mental wellbeing (optimism, life satisfaction, self-concept) and perceived overall health between groups. Data came from a cross-sectional, population-level child self-report survey (i.e., the Middle Years Development Instrument) implemented with 4 th grade children in public schools. We found four distinct ECA profiles: participation in “All Activities”, “No activities”, “Sports” (i.e., individual and team sports), and “Individual activities” (i.e., educational programs, arts/music, individual sports). Wellbeing and health scores were highest for children in the “All Activities” and the “Sports” clusters, and lowest for those in “No Activities” and the cluster reflecting individual activities (i.e., “Individual activities”). Results are discussed in the context of previous research, and with respect to practical relevance.

Physical activity of first graders in Norwegian after-school programs: A relevant contribution to the development of motor competencies and learning of movements? Investigated utilizing a mixed methods approach

“…It is particularly interesting to discuss this in light of the large variation in PA found among the children who participated in the study. A recent study on extracurricular activity among Canadian fourth graders also showed great variations in the children's activity levels, revealing that the children who engaged in PA and sport activities together with others scored higher on measurements related to well-being and health than non-active children [64]. Intervention studies in American ASPs indicate that structured after-school PA programing might increase the children's activity levels [65].…”

Afterschool programs, extracurricular activities, and unsupervised time: Are patterns of participation linked to children's academic and social well-being?

“…To address the question of whether children's development is linked to different patterns of afterschool settings as suggested by bio-ecological theory (Bronfenbrenner & Morris, 2006), person-centered analyses are needed. Several investigators (Metzger et al, 2009, Morris & Kalil, 2006Oberle et al, 2019;Zarrett et al, 2009) have used pattern-centered analytic techniques to study children and youth who experience different combinations of afterschool settings, which were then related to child developmental outcomes. In a study of low-income, ethnically diverse early adolescent, middle-school students, Metzger et al (2009) used cluster analyses to identify six profiles of extracurricular activities, which were differentially associated with academic achievement, problem behavior, and adult support.…”

School and Family Environment is Positively Associated with Extracurricular Physical Activity Practice among 8 to 16 Years Old School Boys and Girls

“…Regarding the non-participation in any extracurricular activity, we found that students at secondary education were those who attended fewer activities. In previous studies, higher values of non-participation were reported [18,19], with over 30% of students not participating in extracurricular activities. In our study, different and significant values were found according to the educational level, although these differences were not greater than 30%.…”