Relevant bibliographies by topics / Extracurricular activity

Academic literature on the topic 'Extracurricular activity'

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Published: 4 June 2021
Last updated: 28 May 2022

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Journal articles on the topic "Extracurricular activity"

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Brown, Randall, and William P. Evans. "Extracurricular Activity and Ethnicity." Urban Education 37, no. 1 (January 2002): 41–58. http://dx.doi.org/10.1177/0042085902371004.

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Martinović, Saša, and Ivan Markić. "Chess as an extracurricular activity." Školski vjesnik 69, no. 1 (2020): 243–59. http://dx.doi.org/10.38003/sv.69.1.13.

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Extracurricular activities as a variety of organizational forms of students gathering in free extracurricular time at elementary school have predominantly cultural, artistic, sporting, technical, recreational or scientific character (Cindrić, 1992). Through them, students meet their needs and develop the culture of using their leisure time. Thanks to its pedagogic potential, chess is increasingly used as an educational tool and taught in elementary schools around the world. This trend begins to follow Croatia, where chess in many schools is carried out as an extracurricular and/or extracurricular activity. In this paper we will present and analyze the advantages that chess has for the elementary school students and empirically determine the occurrence of chess as an extracurricular activity in the schools in the City of Zagreb. Also, based on the results of the qualitative research, the views of the chess teachers regarding advantages of chess implementation, ways of determining the interests of students, and teaching methods used in chess teaching will be presented.
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Peguero, Anthony A. "Bullying Victimization and Extracurricular Activity." Journal of School Violence 7, no. 3 (June 12, 2008): 71–85. http://dx.doi.org/10.1080/15388220801955570.

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Hadi, Saiful, and Anis Fitriya. "PENGELOLAAN KEGIATAN EKSTRA KURIKULER DALAM UPAYA PENGEMBANGAN KECERDASAN EMOSIONAL PESERTA DIDIK DI MA SUMBER BUNGUR PAKONG." re-JIEM (Research Journal of Islamic Education Management) 1, no. 2 (January 4, 2019): 44–59. http://dx.doi.org/10.19105/re-jiem.v1i2.2092.

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Che, Yan Long. "Study and Analysis of College Student Extracurricular Sports Activity." Advanced Materials Research 971-973 (June 2014): 2637–40. http://dx.doi.org/10.4028/www.scientific.net/amr.971-973.2637.

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This paper studies current engagement of college students in extracurricular sports activity and analyzes factors influencing such engagement in sports activity. Most students take an active part in extracurricular sports activity but with low frequency and short time in physical exercise. For this reason, this paper provides a reasonable analysis in accordance with current engagement of college students in extracurricular sports activity and the actual situation in the hope to make students know the benefits of engagement in extracurricular sports activity, improve students' interest and enthusiasm in extracurricular sports activity, and lay the solid foundation for a high-quality life in the future.
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Morris, David S. "Extracurricular Activity Participation in High School." American Educational Research Journal 53, no. 5 (October 2016): 1376–410. http://dx.doi.org/10.3102/0002831216667579.

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Jiang, Xin, and Anthony A. Peguero. "Immigration, Extracurricular Activity, and the Role of Family." Education and Urban Society 49, no. 3 (July 27, 2016): 314–40. http://dx.doi.org/10.1177/0013124516643759.

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The children of immigrants’ educational progress and success have been the focus of social research for decades. Although it is known that extracurricular activities contribute to adolescent development and overall well-being, it is also clear that participation varies across immigrant generations. Yet, empirical study explaining generational differences in extracurricular activities across different racial/ethnic groups is limited. This study uses data from the National Longitudinal Study of Adolescent Health (Add Health) to investigate if family characteristics (i.e., socioeconomic status, structure, parental supervision, and parent–child communication and interaction) explain generational extracurricular activity participation for four racial/ethnic groups (Whites, Blacks, Hispanics, and Asians). Findings indicate that family characteristics indeed mediate the children of immigrants’ participation in school extracurricular activities. Moreover, results also denote that family characteristics are particularly relevant for Hispanic children of immigrants’ extracurricular activity participation.
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Zakiyah, Siti, Dinda Nur Kur'aeni, Syifa Halawatul, Gustiani Rahayu, Yuniar Damiyanti, and Wahyu Hidayat. "PENGARUH KEGIATAN EKSTRAKURIKULER TERHADAP KEMAMPUAN PEMAHAMAN MATEMATIS SISWA DI SMP NEGERI 1 NGAMPRAH." JPMI (Jurnal Pembelajaran Matematika Inovatif) 1, no. 4 (July 10, 2018): 539. http://dx.doi.org/10.22460/jpmi.v1i4.p539-546.

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Extracurricular activity is an activity related to co-curricular and intracuticular in school. One of the main objectives of this extracurricular activity as a place for students who have the interest to follow the activity. This activity can form a positive attitude of students. This study aims to determine the effect of extracurricular activities on the ability of students' mathematical understanding in SMP Negeri 1 Ngamprah. The research method used is a quantitative method with the help of IBM SPSS Statistic 24 applications. The sample used in this study is the students of class VIII SMP Negeri 1 Ngamprah who follow extracurricular and do not follow extracurricular. Students who follow extracurricular become experimental class and students who do not follow extracurricular become control class. The results of this study are the ability of students' understanding of mathematics in SMP Negeri 1 Ngamprah who follow extracurricular and do not follow extracurricular have significant differences. Students who follow extracurricular activities have a better understanding of mathematics than students who do not follow extracurricular activities. Seen based on the existing data obtained the average of the experimental class is 41.8 and the control class 34.4. It gives some influence to the students' comprehension ability that is, giving positive values and good personality for the students, such as thinking creatively and wisely in determining the action, attitude, and decision.
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Edwards, Michael B., Michael A. Kanters, and Jason N. Bocarro. "Opportunities for Extracurricular Physical Activity in North Carolina Middle Schools." Journal of Physical Activity and Health 8, no. 5 (July 2011): 597–605. http://dx.doi.org/10.1123/jpah.8.5.597.

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Background:This study’s purpose was to assess the opportunities for North Carolina adolescents to be physically active in extracurricular middle school environments and to compare opportunities across community types.Methods:Data were analyzed based on the results of an electronic questionnaire distributed to a sample of 431 schools with a response rate of 75.4% (N = 325).Results:Nearly all schools offered interscholastic sports while fewer than half offered intramurals or noncompetitive activities to students. “Open gym” was offered at only 35% of schools, while 24% of schools offered extracurricular activities to students with disabilities. Overall, 43.4% of schools offered special transportation to students who participated in some extracurricular physical activities. Schools in rural areas generally offered fewer programs and had fewer supports than schools located in more urbanized areas. Over two-thirds of rural schools offered no extracurricular programs other than interscholastic sports.Conclusions:Schools can be important settings for physical activity. North Carolina’s middle schools and its rural schools in particular, are falling short in efforts to provide extracurricular physical activity programming recommended by researchers and policy groups.1−6 Lower accessibility to extracurricular physical activities may partially contribute to higher levels of physical inactivity found in the state.
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Eduard, Dovgopol. "Increasing levels of extracurricular physical activity in higher school students." Scientific Journal of National Pedagogical Dragomanov University Series 15 Scientific and pedagogical problems of physical culture (physical culture and sports), no. 8(128) (December 28, 2020): 50–54. http://dx.doi.org/10.31392/npu-nc.series15.2020.8(128).12.

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The paper examines approaches to increasing levels of leisure time physical activity in higher school students. The following methods were used: theoretical analysis of special scientific and methodological literature and documentary materials; comparison and matching (comparative method); sociological techniques (surveying was conducted using Google Forms); pedagogical methods; methods for assessing physical activity; and the methods of mathematical statistics. The study was carried out at the National technical university of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute”. The study involved first and second year students (in total 80 students). The degree of involvement of students in health-enhancing extracurricular activities was determined and the attitude of students to extracurricular forms of organization of physical education classes was assessed according to the following criteria: content of classes; the effectiveness of extracurricular physical education classes; level of logistics; regularity of extracurricular physical education classes; availability of extracurricular activities for different categories of students; compliance of classes with the interests and preferences of students; use of innovative types of physical activity during classes; qualification of research and teaching staff who conduct physical education classes; the quality of theoretical training provided by research and teaching staff during extracurricular time. The main shortcomings of the organizational support for extracurricular physical education classes were identified: insufficient efficiency of extracurricular activities; ignoring innovative approaches to the organization of classes, popular types of physical activity, a wide arsenal of tools and methods of physical education, and modern fitness technologies, which have repeatedly proven their effectiveness in extracurricular activities; and lack of classes during winter and summer vacations, as well as during exam sessions. For most students, physical activity is not a priority. The reasons that prevent students from participating in physical activities and sports were identified as follows: lack of conditions; features of the emotional and volitional sphere of personality (inability to overcome laziness and passivity); lack of theoretical knowledge on designing health-enhancing activities; lack of company; inappropriate health condition; and lack of external incentives.
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Dissertations / Theses on the topic "Extracurricular activity"

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Moran, James P. "The Impact of Extracurricular Activity on Teacher Job Satisfaction." Youngstown State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1492182067273518.

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Park, Gloria H. "The Role of Extracurricular Activity in Positive Youth Development." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/91874.

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Kinesiology
Ph.D.
The purpose of this study was to describe the relationship between extracurricular activity participation and concurrent and longitudinal youth academic and psychosocial development in academically gifted youth. Extracurricular activity participation as a potential protective factor against the negative effects of life events, and the theoretical role of personality/activity fit as a determinant of positive developmental benefits in youth were also explored in this study. Secondary data analysis was conducted using data provided by two cohorts of middle school youth from a public magnet school in Philadelphia. After controlling for sociodemographic selection factors, Study 1 revealed that music was the only type of activity that was related to academic achievement. Time spent in music significantly contributed to predicting performance on reading, language, math and science standardized exams. Sport made significant negative contributions to predicting reading and language exam scores. These findings were limited by a ceiling effect caused by high mean scores on grade point average and standardized exams. Sport/dance was the only activity associated with well-being, significantly contributing to the prediction of positive affect. The results also revealed nonlinear associations between time spent in activities and standardized math scores, life satisfaction, self-esteem, and grit. The results of Study 2 revealed support for the protective role of activity participation on the negative academic and psychosocial impact of life events stress, which was a significant predictor of poorer adolescent outcomes across all of the domains. Accounting for the impact of life events, music positively predicted academic outcomes, and sport/dance positively predicted higher life satisfaction, positive affect, and self-esteem, and lower levels of negative affect. Finally, exploratory analyses revealed that youth participated in activities that appeared to be compatible with personality characteristics. For example, sport was associated with higher extraversion and music with higher openness to experience.
Temple University--Theses
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Hilton, Annette I. "Attitudes to school of extracurricular activity participants and non-participants /." [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19154.pdf.

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Toomey, Russell Blake. "Extracurricular Activity and Social Justice Involvement of Sexual Minority Youth." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/145312.

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Sexual minority youth (i.e., youth who identify as lesbian, gay, bisexual, queer, or who report same-sex attractions) disproportionally experience negative mental health and academic outcomes. Yet, few studies have examined positive youth development for this population. The goal of these three manuscripts is to add new information about positive developmental contexts for sexual minority youth in order to generate ideas for intervention and prevention. More specifically, the focus of these three manuscripts is on school-based extracurricular activity involvement of sexual minority youth.Manuscript one presents results from the National Longitudinal Study of Adolescent Health that compare sexual minority and heterosexual youth involvement in school-based extracurricular activities. Results documented that sexual minority youth are involved in school-based extracurricular activities at the same frequency as their heterosexual peers. For all youth, there was a small, but positive association between extracurricular activity involvement and school connectedness. School connectedness was associated with better mental health (i.e., higher self-esteem and lower depression), and these associations were stronger for sexual minority youth.Manuscript two presents results from the Preventing School Harassment Study that examine lesbian, gay, bisexual, and queer (LGBQ) youth involvement in Gay-Straight Alliances (GSAs). GSAs are extracurricular clubs that are tailored to the needs of LGBQ youth. This study examined the concurrent associations among GSA presence, GSA membership, and participation in GSA-related social justice activities, with victimization based on sexual orientation and school-based and civic outcomes. GSA presence and participation in GSA-related social justice activities were positively associated with school belongingness and grade-point average (GPA), and GSA membership was associated with greater school belongingness. Results suggested, however, that the positive benefits of GSA presence and social justice involvement dissipate at high levels of school victimization.Manuscript three extends findings from manuscript two by examining the associations among GSA presence, GSA membership, perceived GSA effectiveness, and young adult well-being. The study utilized the Family Acceptance Project and found that the presence of a GSA, membership in a GSA, and GSA effectiveness differentially predicted LGBT young adult well-being. In some cases, these three facets of GSAs buffered the negative effect of LGBT-specific school victimization.
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Ashbourne, Dianne. "Education, beliefs, and experiences : examining the role of parents in children's extracurricular activity participation." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44862.

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Several studies have suggested that extracurricular activity participation provides children with numerous benefits including higher academic achievement. Unfortunately, participation differences among Canadian children mean that not all children have equal access to these benefits. Understanding the role parents play in their children’s extracurricular activity participation will broaden understandings of participation differences among Canadian children and thus, will have important implications for mitigating inequality in the Canadian public school system. This study asks the following: what role do the beliefs, experiences, and education of parents play in determining whether their children participate in specialized athletics, music, language and leadership programs? Data used in this study were from the Paths on Life’s Way project at UBC; a longitudinal study of the graduating class of 1988 in British Columbia, Canada. Data were collected using postal surveys and face-to-face interviews. A mixed method approach utilizing sequential analysis procedures was employed. Interview data was used to guide the analysis of the survey data. Results suggest that both parental experience and parental beliefs play a role in school-age children’s participation in specialized athletics, music, language, and leadership programs to varying extents. Parents’ activity-specific beliefs are a particularly important determinant of children’s participation in extracurricular activities. Parental experience with extracurricular activities during high school are more significantly correlated with children’s extracurricular activity participation than current experiences, this highlights both the important role played by habitus and the complexity of the transfer of cultural capital between parents and their children. These relationships are stronger for parents with lower levels of educational attainment in nearly all cases except that of children’s participation in specialized language programs.
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Hall, Alysha Ramirez. "Peer Aggression and Victimization During Adolescence: The Role of Extracurricular Activity Participation in Social Cognitions." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612853.

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Peer aggression and victimization are currently of national concern due to their high association with maladjustment. Moreover, peer aggression and victimization can occur as different forms (overt, relational) and functions (proactive, reactive), which are usually not examined within the same model. Peer aggression and victimization within the school context can be the result of individually developed negative social cognitions. These negative cognitions, based within social information processing theory, include outcome expectancies and values for pain and suffering. In addition, positive cognitions such as perceived social competence can decrease adverse outcomes such as peer aggression and victimization. This project seeks to take previous research and expand upon it in two ways: 1) examine overt, relational, proactive, and reactive aggression and victimization as separate constructs, within the same model, in association with outcome values, expectancies, and perceived social competence; and 2) examine the potential of extracurricular activities to serve as a buffer between maladjusted cognitions and aggression and victimization. In addition, this study will examine if these relationships differ by activity type, age and gender. Participants included 371 middle and high school students. Findings point toward the importance of examining the separate functions of aggression and victimization, as outcome values and expectancies are associated specifically with higher levels of proactive aggression and victimization and reactive aggression. Activity participation, particularly activities that are not associated with the school that the participant attends, seems to be serving as a buffer against maladjusted cognitions and functions of aggression and victimization. Specifically, having high efficacy for activity participation (ability to meet expectations within activity) serves a buffer for both reactive aggression and reactive victimization. Activity participation benefits appear to not be present if the individual is only participating because their parents are forcing them to be there. No group differences were found. These findings serve to demonstrate the importance of establishing fit of activity context for youth as well as their motivation for participation. More broadly, it is important to examine functions of aggression and victimization in the same model as the forms of aggression and victimization. By better understanding the moderating role of activities, schools can potentially have a low cost intervention tool for peer aggression and victimization difficulties.
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Hanks, Camille E. "Relationship between Extracurricular Activity Involvement and Student Success Among High School Students in Accelerated Academic Curricula." Scholar Commons, 2018. https://scholarcommons.usf.edu/etd/7302.

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Over the last few decades, a growing body of research has linked extracurricular activity participation with positive outcomes among high school students. Extracurricular activities often provide a rich environmental context for positive youth development, given that they provide opportunities for identity formation, the creation of interpersonal connections, and the development of social, emotional, academic, and/or career-related skills. However, there are no studies to date examining the relationship between extracurricular activity involvement and student outcomes among students enrolled in rigorous high school curricula (e.g., Advanced Placement [AP] and International Baccalaureate [IB]). The purpose of the current study was to extend the current understanding of the relationship between extracurricular activity involvement and academic and mental health outcomes for youth enrolled in AP and IB programs by investigating the levels of extracurricular activity participation among AP/IB students, and examining whether participation predicted student success in terms of academic and mental health outcomes. Given the increased academic demands faced by this group of students, this study aimed to also investigate the overscheduling hypothesis to see whether there was a curvilinear relationship between extracurricular activity involvement and student success (i.e., a point of diminishing return). In addition, this study examined whether the program type (i.e., AP or IB) moderated the relationship between extracurricular activity participation and student outcomes. Using data obtained from a larger research project led by Dr. Shannon Suldo and Dr. Elizabeth Shaunessy-Dedrick (Institute of Education Science: R305A100911), results indicated that on average, AP and IB students (N= 2,379) reported being involved in 3-4 different extracurricular activity types and spent approximately 5-9 hours per week involved in extracurricular activities. Findings also revealed that compared to AP students, IB students participated in a greater number of types of activities (3.38 vs. 3.89) and more hours of activities per week (3.03 vs. 3.18, where “3” corresponds to 5-9 hours per week). Although a significant difference in the overall levels of involvement in extracurricular activities was observed between AP and IB students, these differences did not translate into differences in associations between extracurricular involvement and student outcomes. Finally, this study found significant linear associations between the breadth of extracurricular activity participation and higher levels of life satisfaction, lower levels of psychopathology, higher GPAs, and higher AP/IB exam scores. Significant linear relationships between the intensity of extracurricular activity participation and lower levels of psychopathology and higher GPAs were also observed. Regarding the overscheduling hypothesis, results from the current study found curvilinear relationships between breadth of participation and AP/IB exam scores and GPA, with optimal levels of breadth of 4.1 and 5.2 types of extracurricular activities, respectively. Moreover, curvilinear relationships were also observed between intensity of participation and students’ psychopathology and GPA, with optimal intensity scores of 3.2 and 3.3 (i.e., between the “5-9” and “10-19” hours per week response option categories), indicating that participation in 20 or more hours of activities per week was associated with diminishing outcomes. Implications of findings for school psychologists and educational stakeholders, as well as future directions for research are discussed.
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Kilrea, Timothy B. Lugg Elizabeth T. "A study of the relationship between extracurricular activity participation and the academic achievement of high school students." Normal, Ill. Illinois State University, 1998. http://wwwlib.umi.com/cr/ilstu/fullcit?p9924349.

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Thesis (Ed. D.)--Illinois State University, 1998.
Title from title page screen, viewed July 13, 2006. Dissertation Committee: Elizabeth T. Lugg (chair), Larry McNeal, Ken Strand, David Tucker. Includes bibliographical references (leaves 72-78) and abstract. Also available in print.
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Mata, Andrea D. "EXTRACURRICULAR ACTIVITY PARTICIPATION AND ADOLESCENT ANTISOCIAL BEHAVIOR: THE ROLE OF DEVIANT PEER AFFILIATION AND PERCEIVED FRIENDSHIP CLOSENESS." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1239822463.

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Thesis (M.A.)--Kent State University, 2009.
Title from PDF t.p. (viewed Nov. 30, 2009). Advisor: Manfred van Dulmen. Keywords: extracurricular activity participation; adolescent antisocial behavior; deviant peer affiliation; perceived friendship closeness. Includes bibliographical references (p. 40-45).
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Sproston, Ronald Leslie, and res cand@acu edu au. "What a Difference a Play Makes: an examination of factors influencing personal development benefits through involvement in extracurricular theatre." Australian Catholic University. School of Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp89.09042006.

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The research investigates the personal development benefits to students of involvement in a particular extracurricular activity (student theatre). It examines aspects of student personal development that are promoted by involvement in this extracurricular activity and discusses factors within the activity that encourage or promote these results. It does this through its focus on participants’ perceptions of what happens in the group, in terms of personal development and events and actions that affected that personal development. The extracurricular theatrical activity that is the focus of this study takes place annually in a regional Catholic co-educational secondary college in Victoria, Australia. It is a multi-age activity that involves students from Years 7 – 12. Participation is open to all students and the activity is non-competitive. A detailed review of the literature covering the areas of extracurricular activity, adolescent development and resilience is provided. The research is underpinned by an holistic enactivist world-view and makes use of the constant comparison methodology of grounded theory to analyse the data it obtains. The theoretical justification for this position is provided. The data were obtained through semi-structured or guided interviews with long term participants in the activity. The participants included students, ex-students, teachers and parents. The participants’ perspectives of the personal development that occurred through involvement in the extracurricular activity were revealed through their voices, and were examined as they described and reflected upon their experiences. The interconnectedness of the personal development benefits and the factors that enable them are highlighted. Conclusions about the significance of an increased awareness of the complex inter-relatedness of the events that subscribe to the enhancement of personal development are offered. Theory related to the elements that contribute to the development of an environment that facilitates personal development benefits is developed.
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Books on the topic "Extracurricular activity"

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Davydov, Viktor. Physico-chemical education projects in extracurricular activities of students. Teacher's book. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1016650.

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Methodological guidance on the content and methodology of the project activity of schoolchildren. The reader is the author's methodological concept work on a study project, in which the Central place is given to the formation of the original intent, defining the challenge and creative level. Most of the book consists of descriptions of research and creative projects carried out in the course of many years of extracurricular work of the author with students. Addressed to teachers and students of chemical specialties of pedagogical higher education institutions and universities and employees of system of additional education of children, teachers of chemistry in secondary schools, gymnasiums, lyceums and colleges.
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Klapper, Melissa R. Ballet Class. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190908683.001.0001.

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Surveying American ballet in 1913, Willa Cather reported that few girls expressed any interest in taking ballet class and that those who did were hard-pressed to find anything other than dingy studios and imperious teachers. A century later, ballet is everywhere. There are ballet companies across the United States; ballet is commonly featured in film, television, literature, and social media; professional ballet dancers are spokespeople for all kinds of products; nail polish companies market colors like “Ballet Slippers”; and, most importantly, millions of American children have taken ballet class. Beginning with the arrival of Russian dancers like Anna Pavlova in the early 1900s, Ballet Class: An American History explores the growth of ballet from an ancillary part of nineteenth-century musical theater, opera, and vaudeville to the quintessential extracurricular activity it is today, pursued by countless children nationwide and an integral part of twentieth-century American childhood across borders of gender, class, race, and sexuality. A social history, Ballet Class takes a new approach to ballet and helps ground an art form often perceived to be elite in the experiences of everyday people who spent time in barre-lined studios. Drawing on materials including children’s books, memoirs by professional dancers and choreographers, pedagogy manuals, dance periodicals, archival collections, and oral histories, this pathbreaking study provides a national perspective on the history and significance of recreational ballet class in the United States and its influence on many facets of children’s lives, including gender norms, consumerism, body image, children’s literature, extracurricular activities, and popular culture.
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Mantie, Roger. Music, Leisure, Education. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780199381388.001.0001.

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As the book’s title suggests, Music, Leisure, Education explores historical and philosophical connections between music, leisure, and education. Specifically, it considers how music learning, teaching, and participation can be reconceptualized in terms of leisure (scholē), that is, music education as leisure education. Taking as its starting point “the art of living” and the ethical question, How should one live?, the book engages a wide range of scholarship to problematize the place of non-professional music making in historical and contemporary (Western) conceptions of the good life and the common good. Part I provides a general background on music education, school music, the work ethic, leisure studies, recreation, play, and conduct. Part II focuses on two significant currents of thought and activity during the Progressive Era in the United States, the settlement movement and the recreation movement. The examination demonstrates how societal concerns over conduct (the “threat of leisure”) and differing views on the purpose of music learning and teaching led to a fracturing between those espousing generalist and specialist positions. The four chapters of Part III take readers through considerations of happiness (eudaimonia) and the good life, issues of work-life balance and the play spirit, leisure satisfaction in relation to consumerism, individualism, and the common good, and finally, parenting logics in relation to extracurriculars, music learning, and serious leisure.
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Book chapters on the topic "Extracurricular activity"

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Farb, Amy Feldman, and Jennifer L. Matjasko. "Extracurricular Activity Participation." In Encyclopedia of Adolescence, 906–16. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-1695-2_63.

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Farb, Amy Feldman, and Jennifer L. Matjasko. "Extracurricular Activity Participation." In Encyclopedia of Adolescence, 1277–88. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-33228-4_63.

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Čanić, Kornelija Špoler, and Dubravka Rasol. "Little Meteorological Workshop: An Extracurricular School Activity for Pupils." In Geoscience Research and Outreach, 191–202. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6943-4_12.

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Puntha, Helen, Petra Molthan-Hill, Aldilla Dharmasasmita, and Eunice Simmons. "Food for Thought: A University-Wide Approach to Stimulate Curricular and Extracurricular ESD Activity." In World Sustainability Series, 31–47. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09474-8_3.

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Chang, Tung-Miao, and Zhengyi Shon. "Exploring the Relationship on Service Quality and Satisfaction of Extracurricular Activity Section of Universities in Taiwan." In LISS 2014, 1579–84. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-43871-8_227.

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Olive, Sarah. "The Chinese Universities Shakespeare Festival as an Extracurricular Activity Exemplifying Prominent Approaches to English Language Learning." In Shakespeare in East Asian Education, 67–103. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64796-4_3.

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"6. The Differential Role of Extracurricular Activity Participation." In Why Afterschool Matters, 157–78. Rutgers University Press, 2019. http://dx.doi.org/10.36019/9780813584966-008.

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Shamma, Tarek. "Competition and Collaboration in Translation Education." In Handbook of Research on Teaching Methods in Language Translation and Interpretation, 1–26. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6615-3.ch001.

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This chapter discusses the results of a pilot study that explored the use of contests in translation pedagogy, proposing methods for designing classroom and extracurricular contests. Three translation contests (two in-class and one extracurricular) were conducted for undergraduate students at United Arab Emirates University. Student questionnaires were used to examine the potential role of contests in translator education and, in particular, the positive and negative effects of competition on students' motivation. The use of group work was also examined as a method of minimizing the potential negative effects of competition, as described in the literature. The study indicates that contests can be useful in stimulating student motivation, especially on the basic levels of education. On the other hand, it is suggested that, while group work is seen as effective and desirable by most students, there are caveats to be considered when planning and implementing this type of activity.
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Masrukhi, M. "A model for development of extracurricular activity-based civic intelligence in primary schools." In Character Education for 21st Century Global Citizens, 395–401. Routledge, 2018. http://dx.doi.org/10.1201/9781315104188-49.

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Brody, David L. "Return to School." In Concussion Care Manual, 111–16. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199383863.003.0028.

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Consider a graded, stepwise approach to return to school, analogous to the strategy for return to play. This requires coordination with teachers, administrators, school nursing/medical providers, parents, and often classmates. The steps include mental rest, light cognitive activity (e.g., reading familiar material), moderate cognitive activity (e.g., new material in the student’s strongest subject), back to school with accommodations and extra rest, back to school without accommodations, catch up on missed work, then resume extracurricular activities. For complex concussions, reduce barriers to optimal cognitive performance such as sleep disorders, headache, depression, and anxiety. There is no point in trying to return to school when any of these are substantially impairing.
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Conference papers on the topic "Extracurricular activity"

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Tatarinova, Natalia, Arina Zhukova, and Julia Tatarinova. "LANGUAGE CO-LEARNING TECHNOLOGY THROUGH EXTRACURRICULAR ACTIVITY." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0820.

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Apukhtin, Alexander Fedorovich. "Extracurricular inventor activity of medical higher school students." In VII International Research and Practice Conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112645.

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Rohmanasari, Rita, Amung Ma’mun, Tatang Muhtar, Risma Risma, and Isna Daniyati Nursasih. "Integrating Life Skills into Volleyball Extracurricular Activity Program." In Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshpe-18.2019.3.

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Makarov, Mikhail I. "Extracurricular Activity Of Students In The Aspect Of The University Idea." In Dialogue of Cultures - Culture of Dialogue: from Conflicting to Understanding. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.11.03.57.

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Tanasă, Anca Raluca, Cristina Elena Moraru, Petruț Florin Trofin, Rareș Alexandru Puni, and Răzvan Andrei Tomozei. "Comparative Study Regarding the Extracurricular Sports Activity among Primary and Middle Schoolers." In World Lumen Congress 2021, May 26-30, 2021, Iasi, Romania. LUMEN Publishing House, 2022. http://dx.doi.org/10.18662/wlc2021/63.

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The extracurricular sports activity among schooler children plays a significant role in the elimination of their sedentary behaviour. The purpose of this study was to analyse on a sample of 408 students aspects related to the following: the body mass index (BMI), the type of physical activities practiced, the parameters of the physical efforts made, the level of performance attained and the access to sports bases. The subjects within the research were divided into 4 groups: female primary schoolers (FP, n=126, 9.83 ±1.30 years old), male primary schoolers (MP, n=103, 10,04 ± 1.22 years old), female middle schoolers (FM, n=98, 12.40 ± 1.36 years old) and male middle schoolers (MM, n=81, 12.22 ± 1.33 years old). The subjects underwent anthropometric and interrogative analyses, through the survey method. By using the Anova One – Way (p˂0.05), we obtained significant differences of the BMI between FP- MM, MP–MM and FM–MM. The type of preferred sports activities differentiated MP – MM, the last group being centred on cyclical activities. The duration of the session presents significant differences between MP – FM. The weekly frequency and the annual durationof sports activity features a similar level. The volume of annual physical activities is differentiated between BP and FG. The performance level attained is different between MP – FM and MP – MM. Consequently, it may be stated that the preferences of schoolers regarding extracurricular sports activity are practiced with a frequency of 8 months per year, 3 times a week, each session lasting for 90 minutes, while their natureis cyclical at leisure level, too.
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Juliantine, Tite, Oom Rohmah, and Lilis Komariyah. "A Descriptive Study on Basketball Extracurricular Activity, Social Behavior and Physical Fitness." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007072908890892.

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Lihe, Huang. "Extracurricular Activity-based Intercultural Education at Chinese Universities Rationale, Design and Practice." In Proceedings of the 5th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icelaic-18.2018.30.

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Weber, Borut. "Prednosti in zahteve izvedbe kreditno ovrednotene obštudijske dejavnosti na primeru usposabljanja v potapljanju." In Values, Competencies and Changes in Organizations. University of Maribor Press, 2021. http://dx.doi.org/10.18690/978-961-286-442-2.77.

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In this article, we presented an example of how we prepared a diving course with autonomous diving equipment at UM FOV as a student optional possibility for a credit-evaluated extracurricular activity. Theoretical and legal basis for applying for the credit-evaluated curriculum are presented. Different types of diving and international schools that provide training are presented. The advantages of PADI education system and the requirements for creating a curriculum are given. In conclusion, we presented the anticipated positive effects of the implementation of such extracurricular activities.
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Kolmakova, Viktoriya, and Lada Ovinova. "EXTRACURRICULAR STUDENTS’ ACTIVITY AS A DEVICE TO WORK OUT AN INDIVIDUAL EDUCATIONAL TRAJECTORY." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0969.

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Abdurrohman, Rifan, Tatok Sugiarto, and Febrita Paulina Heynoek. "Level of Interest in Participating at Sports Extracurricular Activity of High School Students." In 4th International Conference on Sports Sciences and Health (ICSSH 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/ahsr.k.210707.027.

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Reports on the topic "Extracurricular activity"

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Demeuov, Аrman, Ordenbek Mazbayev, Gulbanu Aukenova, Ihor Kholoshyn, and Iryna Varfolomyeyeva. Pedagogical possibilities of tourist and local history activities. EDP Sciences, June 2021. http://dx.doi.org/10.31812/123456789/4620.

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In the new socio-economic conditions in the education system, forms of organization of tourist and local history activities are developing, which are based on traditions, experience of extracurricular and extracurricular work, taking into account the changes that have occurred in the country. Life requires that the tasks facing educational institutions are resolved quickly and have not just any solution, but one that optimizes the pedagogical process. At the same time, these requirements come into conflict with the state of the education system, the limited ability of most parents to create conditions for the full development of the child. The tasks facing the education system can be implemented in tourism and local history activities. The main task is to create the necessary conditions for the comprehensive development of the child’s personality, his social adaptation in the process of participation in various types of tourist and local history activities. However, the school teacher is not ready to organize and conduct tourist and local history activities at school, as he is not professionally prepared for this activity. Questions of the organization, forms and methods of teacher training for the organization of tourist and local history activities are practically not reflected in the educational and methodological literature. There are no scientific studies that would allow us to effectively solve the pedagogical tasks of preparing the organizers of tourist and local history activities in the school.
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The effectiveness study of park volleyball use during extracurricular activity of senior pupils. Aleksandr V. Dorontsev, Natalya V. Ermolina, Elena B. Mayorova, Yuliya A. Lyamina, March 2020. http://dx.doi.org/10.14526/2070-4798-2020-15-1-115-119.

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Pedagogical Technology of Professional Competencies Formation Among Students of “Tourism” Course of Training on the Basis of Extracurricular Physical-Sports Activity Realization. Kzm_diss@mail.ru, March 2016. http://dx.doi.org/10.14526/01_1111_89.

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