|
AN INVESTIGATION OF
SECONDARY SCHOOL STUDENTS’ SELF-REPORTED REASONS FOR PARTICIPATION IN
EXTRACURRICULAR
MUSICAL AND ATHLETIC ACTIVITIES
Brian D. Ebie
University of Arizona
ebie@email.arizona.edu
For many U.S. students, an important part of
the secondary school experience includes participation in after-school
extracurricular activities offered through a school district. Such
opportunities allow students to pursue areas of interest to them beyond
the curricular offerings of the normal school day and are often sources of
great enjoyment and satisfaction. Extracurricular offerings in schools
typically include fine arts, athletics, student government, hobby/activity
groups, and academic clubs or organizations. It is estimated that
nationally, 83% of students aged 6-17 participate in at least one
extracurricular activity during their school career (Ehrle & Moore, 1997).
The National Center for Educational Statistics reports that four out of
five high school seniors participated in at least one extracurricular
activity in 1992 (NCES, 1992) and of those, 42% chose athletics and 28%
chose performing arts. A study of high school sophomores states that over
55 percent participated in activities offered beyond the school day and
that 73.6 percent of students involved in extracurricular activities
participated in sports (54.8%) or music (21.5%) after school, outpacing
all other activities combined (Ingels, Burns, Chen, Cataldi, & Charleston,
2005).
Testimonials and research studies discussing
the benefits of extracurricular activities abound; thus, parents, school
boards, teachers, and administrators recognize the importance of such
activities. An informal examination of information from twenty randomly
chosen public school websites reveals that students who participate in
extracurricular activities develop a sense of community and culture among
one another and within the schools. Moreover, along with developing new
skills, students may learn the value of teamwork, as well as experience
healthy competition and improve physical strength and ability. Researchers
have shown statistically significant relationships between extracurricular
activities and a variety of positive, as well as a few negative outcomes
(Eccles, Barber, Stone, & Hunt, 2003). Participation in extracurricular
activities has been linked to higher self-esteem (Lee, 1996; Jaffee and
Ricker, 1993; Holland & Andre, 1994; Duda, 1989; Nolin & Vander Ark,
1977); lower dropout rates (Finn, 1993); better attendance (O’Brien &
Rollefson 1995); success in school and on tests (Snyder & Spreitzer, 1990;
Soltz, 1986); reduction of at-risk behaviors (Eccles & Barber, 1999; Ebie
1998; Cutietta & Ebie, 1994; Cooley, 1992); physical fitness (Rainey,
MeKeown, Sargent & Valois, 1998) and as a predictor of success in college
and later in life (O’Brien & Rollefson, 1995). Such beneficial results are
difficult to overlook, and therefore encourage the educational community
to embrace valuable extracurricular activities.
There are, however, some conflicting data
regarding the benefits of extracurricular activity. McNeal (1995) found
that dropout rates among 14,249 high school students were not
significantly affected by participation in fine arts programs. Female
athletes exhibited higher occurrences of eating disorders than a
non-athlete control group (Taub & Blinde, 1992), and although student
athletes smoked less than their non-athletic counterparts, binge drinking
was shown to increase (Rainey, 1996). Schneider and Klotz (2000) found
that, while academic achievement test mean scores of student musicians
were higher than student athletes and a non-participant control group,
participation in music or athletics was not a conclusive predictor of
academic success in schools. Although a few researchers have found less
than positive results, a majority of studies surveyed for the current
investigation demonstrated a trend toward the beneficial effects.
To this point the review of literature has
focused on the statistics and traits of secondary students involved in
after-school extracurricular activities, however, research that identifies
student-generated reasons for choosing to participate in these activities
is rare. Given the number of students that participate in extracurricular
events each year, there appears to be more to the experience of
participation in extracurricular activities than the benefits reported in
previous studies. Because extracurricular offerings directed toward
athletic and music-making activities attract the greatest number of
students, previous research related to those specific areas follows.
In a study designed to elicit student
opinions on the value of participation in music, Hylton (1981) studied
written responses of 673 high school choral students in order to determine
the meaning of the high school choral singing experience. Based on subject
responses to an open-ended question, Hylton determined that there were
psychological, communicative, integrative, musical-artistic, and
spiritualistic reasons for enrolling in, and singing in choir during the
school day. Psychological reasons included the attainment of
personal growth and satisfaction and knowing oneself. Communicative
reasons included the need to express music, ideas, and feelings to
audiences. Integration involved reported social aspects and the
need or desire to participate in a choral music ensemble with others.
Musical-artistic included improving music making ability and
increasing musical knowledge and skill. Lastly, spiritualistic
statements “reflect a feeling that singing and communicating with an
audience are religious or spiritual experiences, or ways of expressing
spiritual thoughts or feelings” (p. 290). Hylton concluded that
participants in high school choral ensembles experienced many intrinsic
and extrinsic rewards and that the educational experience becomes more
meaningful as a result of participation. While this study focused on a
class that met as a regular part of the school day, it is possible that
these findings are transferable to a similar population—that is—those
students who engage in additional musical or athletic activities
meeting before or after the regular school day.
Researchers in athletics studies have
pursued student-generated responses regarding participation in
extracurricular sports. Spence and Poon (1997) reported that 79% of males
in their survey chose sports because they believed they were capable of
being good athletes and good at sports, while 68% of female athletes
reported playing for socialization reasons, and physical fitness. Freyer
(1997) investigated the reasons for participation in team sports of
adolescent females. She found that her sample of 130 adolescent female
athletes identified 11 variables of sports participation. These included
increasing athletic skills, achieving in competition, staying physically
fit and attractive, improving feelings of self-worth, and making new
friends. These results are supported by Dworkin, Larson, and Hansen,
(2003) who emphasized that extracurricular activities are different than
many other school activities because of the opportunities provided to
develop social and leadership skills, increase peer-awareness, and improve
emotional fitness.
Researchers have considered utilitarian
values of participation in after-school sports and music programs, such as
building a sense of community, improved school attendance, and generally
better academic performance (Eccles, Barber, Stone, & Hunt, 2003; Snyder &
Spreitzer, 1990; O’Brien & Rollefson 1995). Identifying non-musical or
non-athletic reasons can assist teachers and researchers in improving the
school experience for students and can perhaps advance the beneficial
effects of the aforementioned studies. Asking students why they choose to
participate in extracurricular activities has revealed more valuable
information that can potentially be used to enhance learning.
It has been shown in the review of
literature that extracurricular participation in both music and athletics
has many positive effects on involved students and that a majority of
students choosing an extracurricular activity choose to participate in at
least one of these two areas (Ingels, Burns, Chen, Cataldi, & Charleston,
2005; Ehrle & Moore, 1997; NCES, 1992). What has not been established is a
comparison specifically of athletes and musicians and their self-reported
reasons for choosing to participate in athletic or musical supplementary
activities. What do students themselves say about the role of sports and
music in their lives? Do similarities exist between these two groups? If
so, can these be identified?
The decision to study music and athletics
together in this investigation was based on the reality of the importance
of these two extracurricular activities in the lives of secondary school
students. In addition to holding the highest number of participants,
student involvement in sports and music appear equally predictive of
encouraging quality behaviors with respect to several important indices,
including: expectation to earn a four-year degree or higher; expectation
to go directly to college; highest test quartiles; never cutting class;
and viewing grades as important (Ingels, Burns, Chen, Cataldi, &
Charleston, 2005). Participation in extracurricular activities, while
affected by a child’s socioeconomic status, appears to attract
participants despite SES levels. In a survey of secondary schools in seven
states Moore, Hatcher, Vandivere, & Brown, (1999) reported participation
in extracurricular activities among those students living below the U.S.
poverty level at 73% and 89% for higher income students. Given the
apparent importance and benefits of these two activities in the lives of
students in schools and the anecdotal dissimilarities of students who
might choose to participate in each, this study was undertaken to
determine if any relationship existed between students’ reasons for
choosing to participate in sports or music.
PURPOSE OF THE STUDY
The purpose of this study was to investigate
the self-reported reasons for participation in extracurricular music or
athletic activities of secondary school students. Analysis of an
open-ended, free response questionnaire was used to determine what factors
students felt contributed most to making participation in extracurricular
activities meaningful. Because an underlying rationale behind the study
was to compare student reasons for participation in after-school
extracurricular activities, only those students and activities were
studied. While many students were engaged in music and/or physical
education classes throughout the day, students pursuing additional
school-sponsored activities were the focus of the present study. It is
important to note that the after-school activities investigated in this
document were not offered in place of actual curricular coursework.
Rather, these activities were offered in addition to regular
curricular offerings.
METHODOLOGY
Subjects in this study (N = 160) were
drawn from urban, suburban, and rural high schools in the Southwestern
United States and were participating in athletic or musical
extracurricular activities at the time the study was conducted (no
participants in this study reported involvement in both a school-sponsored
sport and music activity). Eighty-two subjects were involved in
school-sponsored, non-graded, after-school extracurricular musical
activities, including jazz band, jazz choir, marching band, madrigal
choir, and show choir. Seventy-eight subjects participated in
school-sponsored extracurricular athletic activities including football,
boys’ and girls’ basketball, soccer, cheerleading, boys’ and girls’
tennis, and cross-country. Subjects were chosen based on their willingness
to participate in the study and because of their participation in these
extracurricular activities. They completed a short demographic form,
answered the research question, and returned the completed forms. Subjects
receiving a questionnaire and demographic form numbered 190. Returned
questionnaires numbered 172, and of these, 12 were unusable because of
inaccuracies, incomplete or missing answers, and illegible responses. The
total number of useable returned questionnaires numbered 160, resulting in
a usable return rate of 84 percent.
The use of the open-ended question as an
instrument to gather information has been shown to be successful in
research studies by Gorlow and Schroeder (1968), Farrell (1972), and
Hylton (1981). The research questions used in this study were designed
based on the work of these authors and it was believed that this method
would allow for more variation and freedom in response for participants.
The athletics research question was written as follows: “Take a moment and
think about the sport you play. We would like to know why you participate
in sports after school. What about your experience as an athlete is most
important to you?” The music research question was similarly written:
“Take a moment and think about the musical ensemble you play or sing in.
We would like to know why you participate in music after school. What
about your experience as a musician is most important to you?” Subjects
were instructed to simply answer the question in as much detail as
possible.
Questionnaires were gathered and collated
separately by athletics or music. A mixed-method approach was used
combining both qualitative and quantitative assessments of these data.
Data analysis and coding process was accomplished by reading each
subject’s response, highlighting specific statements in each response such
as “I love to share my singing voice with others” or “the physical skill
that I can develop in basketball is why I play so hard,” and then typing
the highlighted responses onto a separate document. Next, using accepted
coding processes as outlined by Wolcott (1994), and Emerson, Fretz, and
Shaw (1995), subject responses were analyzed to determine if larger
general categories might exist. These categories were chosen based on the
content and the quantity of statements that could apply to a specific
area. The author was not trying to identify similarities between athletes’
and musicians’ responses during these analyses; rather, statements were
analyzed for content and similarities or differences. Interesting
similarities between subjects’ rationale for choosing activities such as
playing sports on a team in front of parents and spectators or performing
in a jazz band in front of parents and spectators became apparent during
the data analysis. For example, responses regarding physical movement,
that one might assume would be unique to sports, were found in the
responses of musicians’ reports of learning to play instruments with speed
and dexterity or discussing show choir choreography.
In all, four categories, encompassing both
athletics and music emerged from the coding process:
Social/Integrative, Kinesthetic, Self-Esteem, and
Self-Efficacy. The Social/Integrative category included any
statements made by subjects that reflected the need to be involved with
others in athletics or music. Such involvement included statements
indicating the value or importance of teamwork, sharing experiences with
teammates, ensemble members, and/or audiences, and developing/maintaining
friendships with peers on the team or in the ensemble. The Kinesthetic
category included statements expressing the need for physical movement
in the form of running, jumping, “making shots,” playing a musical
instrument, marching in formations, dancing in show choirs, or working the
vocal mechanism. Such statements reflected a personal need to be
physically active, develop technical, corporeal skills, and to express
oneself through movement (Vajngerl, 2000). The third category,
Self-Esteem, included statements signifying the intrinsic fulfillment
or satisfaction brought about by participation in athletic or musical
activities. Finally, the category Self-Efficacy contained
statements indicating one’s belief in one’s musical or physical abilities
and skills.
RESULTS
The results of data analyses are presented
in two sections. First, the number of responses associated with each
category by frequency is reported. Second, the results of a series of
t-tests for independent samples examining potential differences between
athletes and musicians are reported. A total of 406 statements were
identified from the 160 questionnaires and placed into the appropriate
category, depending on the meaning of each statement. Returned
questionnaires ranged from one statement to as many as 11 statements which
could be applied to a specific category.
By frequency count, the majority of
responses were related to social/integrative. One hundred
twenty-three statements (30.2%) fell into this category. This finding
seems to indicate that the athletes and musicians participating in this
study chose to participate in extracurricular activities because of a need
to experience teamwork. Teamwork included aspirations of sharing of common
goals with others, performing well in front of others, and for friendship
and socialization with people of like interests.
The category self-esteem received the
114 responses, or 28.1% of all statements. Subjects reported that playing
a sport or performing in an ensemble helped them experience positive
feelings about themselves, and provided them with achievable goals—musical
or athletic—that also contributed to feelings of personal satisfaction and
wellbeing.
Kinesthetic responses were cited
third most frequently. Eighty-seven (21.4%) statements were best matched
with subjects’ reported need for physical movement or contact, and the
development or refinement of physical and technical skills. It appears
that both student musicians and student athletes appear to value and need
the physical aspects of their chosen extracurricular activity.
Lastly, statements relating to experiences
of self-efficacy appeared a total of 46 times, or 11.3% of all
responses, indicating that musicians and athletes share in the notion that
they are talented and possess the necessary skills to succeed in music and
in sports. The analyses of these statements indicated a predilection for
one’s own personal proficiency and ability to help oneself during any
activity. The remaining 9% of statements were dispersed among disparate
areas discussed later.
A second analysis of subject responses was
undertaken to determine if there was any significant difference between
athletes and musicians by category. Four t-tests for independent samples
were computed using raw scores from the statement analyses. Subject
statements were converted to a numerical score and assigned one “point”
based upon the number of their responses in each category of the study.
For example, one form contained three responses that met the criteria of
the category social/integrative, three responses applicable to
self-efficacy, zero responses in the kinesthetic category, and
one response in the self-esteem category. The dependent variable
was the converted numerical scores assigned to the four categories and the
independent variable was group. No significant differences were found (social/integrative
t (158) = -1.25, p = .213; kinesthetic t (158) = -.1067, p = .915;
self-esteem t (158) = .878, p = .381; self-efficacy t (158)
= -734, p= .464) indicating that subject responses as grouped into the
four categories of social/integrative, kinesthetic, self-esteem,
and self-efficacy, were not significantly different between
athletes or musicians.
DISCUSSION
Throughout the United States, secondary
school students participate in extracurricular athletic and musical
activities. While schools, supportive organizations, and researchers cite
utilitarian benefits such as improved attendance, higher test scores,
better academic grades, and fewer at-risk behaviors (Eccles, Barber,
Stone, & Hunt, 2003; Lee, 1996; Jaffee and Ricker, 1993; Holland & Andre,
1994; Duda, 1989; Nolin & Vander Ark, 1977; Eccles & Barber, 1999; Ebie
1998; Cutietta & Ebie, 1994; Cooley, 1992), it is generally not known if
these beliefs have any impact on why students themselves choose to
participate in extracurricular activities. Further, it is not known if
participants in the two after-school extracurricular areas highest in
participation—athletics and music—experience similar or dissimilar reasons
for choosing to engage in activities beyond the normal school day.
The goal of the current investigation was to
identify reasons for participation in extracurricular athletic or musical
activities as reported by involved students. An open-ended question was
used to allow subjects to respond freely, without any additional guidance.
Subject responses were then analyzed for content, coded, and placed into
four primary categories extrapolated during the coding process. The four
categories were: social/integrative, kinesthetic, self-esteem, and
self-efficacy. Based on national data suggesting that the majority of
students who choose extracurricular participation select athletics or
music and based on the similarity of these students’ scores on indices of
school success (Ingels, Burns, Chen, Cataldi, & Charleston, 2005; Moore,
Hatcher, Vandivere, & Brown, 1999), the decision was made to investigate
both athletes and musicians.
The most important finding of this research
was that athletes and musicians described similar reasons for choosing to
participate in sports or music, according to the four categories outlined
above. Meaningful experiences were important to the participants, and it
was clear that they had opinions on the topic. This finding supports
earlier research in both athletics and music. Previously, Freyer (1997)
revealed that student athletes chose to participate in sports because of
their desire for the social and psychological aspects of teamwork. Lee
(1996) found that athletes described a need for high integration with
others and were proud of their athletic abilities. Hylton (1981) found
that student musicians chose to participate in their school choirs for a
variety of reasons, categorized five ways: psychological, communicative,
integrative, musical-artistic, and spiritualistic. Musician responses in
the current investigation were similar and appropriate to each of Hylton’s
categories. Athlete responses shared many commonalities with Hylton’s
categories suggesting a relationship between underlying reasons for
participation.
The social/integrative category
received the highest number of statements. Both musicians and athletes
reported that they chose to participate in extracurricular activities for
reasons including being around others of like interest, working together
as a team to achieve a common goal, making and maintaining friendships, to
“have fun” while playing a sport or music, and to communicate through
their activities. This finding is consistent with Lee (1996), Freyer
(1997) and Hylton (1981) each of whom found similar reasons for
participation in such activities. Working toward a common goal with one’s
team or musical ensemble was a recurring theme in the responses. One
subject wrote of the experience “It’s so cool to be working together
trying to reach the same goal; each one of us is giving it everything.”
Although it appears this comment could apply to an athletic activity, it
came from a jazz band member.
The subjects in this study displayed a need
to express themselves physically, supported in a study by Vajngerl (2000).
In the case of the athletes, this desire was manifested in the physical
movement and aggression that one experiences when playing an organized
team sport. “The sore muscles, the aching knees, my back that just
kills…but when we win, then it’s all worth it!” Another subject wrote, “if
I couldn’t get out and run off this energy, I’d blow up.” There was also a
desire among subjects to become better and stronger physically, and more
adept at the activity. “I practice making shots all the time because I
want to get better” one subject wrote. Musicians expressed very similar
thoughts on this issue, and although not perhaps on as large a scale as
athletes, they nevertheless expressed the need for physical movement. Such
movement included playing instruments, marching, dancing, singing, and
practicing. Statements in the kinesthetic category included: “I
love marching in band and learning how to make our lines look so good,”
and “playing the violin is my life. When I practice a section over and
over until I get it, I know that I’m becoming a better musician and better
player because of it.” One show choir member wrote “…working on getting
every step in dance right to go with the music is fun, but also makes me a
better musician and dancer because I can feel the music more.” Certainly
musicians express themselves through music making, and perhaps these
physical statements illuminate yet another dimension. Vajngerl (2000)
wrote of “aesthetic movement” and the female athlete’s ability to express
herself emotionally through physical movement. It is possible that the
music subjects also express themselves through movement and music.
Experiencing physicality in athletics and music seems important to both
athletes and musicians.
The third category was self-esteem.
Athletes and musicians described positive feelings because of
participation. This finding supports in part Nolin and Vander Ark (1977)
who found that students participating in music experience higher
self-esteem than those who did not participate in music. It also confirms
Lee (1996), Jaffee and Ricker (1993), Holland and Andre (1994) and Duda
(1989) who demonstrated a clear link between athletic participation and
higher self-esteem. One athlete wrote: “After I play in a game, or
sometimes even after practice… I feel so much better about me”
(emphasis in original). Another stated: “It really doesn’t even matter
sometimes if we win. I like feeling good and that’s why I do this.”
Musicians similarly wrote, “I love how music makes me feel inside.” “I
love that music makes my self-esteem go totally off the scale.” “I just
feel better when I play my trumpet or listen to music.” It is interesting
to note that in some of the responses, participation in the activity
seemed to be solely for the purpose of enhancing self-esteem, and not
really toward any other goal.
The concept of self-efficacy,
believing in one’s own abilities and confidence in his or her ability to
manage situations (Ormrod, 2002), is drawn from the Social Learning
Theory of Albert Bandura. Self-efficacy influences choices, effort,
persistence, and feelings in situations. In the current study, subject
responses were placed into this category when the response contained
statements that indicated that the subject believed in his or her
abilities on the playing field or in the musical ensemble. One comment
from an athlete perhaps best summarizes the statements appearing in this
category: “It’s a great feeling to know that I can play hard and that I
have the skill it takes to out-shoot the other team in b[asket]ball.” A
musician wrote: We’re playing this piece and I have the clarinet solo.
I’ve practiced and I know I can play it well, even when the pressure’s on.
That makes me so proud.” Based on these and other comments it seems that
among the reasons for choosing to participate in extracurricular
activities, both athletes and musicians believe in themselves and in their
talents, skills, and abilities.
Throughout the analysis of the 406
statements, 37 were incongruous to the four categories of
social/integrative, kinesthetic, self-esteem, and self-efficacy.
Such responses included religion, career, and at-risk behaviors. Twelve
music students and two athletes described religious reasons for
participating in extracurricular activities. Hylton (1981) found a similar
occurrence with respect to religious or spiritual responses. Musicians’
responses were generally from vocal music areas and included statements
like: “I am so thankful to God for my talent.” An athlete wrote: “I try to
do my best for God and my family.” The remaining spiritualistic statements
were similar in content.
Participation in extracurricular activities
because this involvement might lead toward a successful future was also
discussed. Eleven athletes included statements about the future, such as
“I want to go to college and sports is my ticket there.” One musician
wrote: “I know that I can get a scholarship to college if I keep improving
my voice, so I sing in all the choirs I can.”
Finally, eleven subjects responded with
comments about extracurricular activities keeping them from at-risk
behaviors. Such a finding, though small in size compared to the balance of
this study, is nevertheless important and is supported by Eccles and
Barber, (1999), Ebie (1998), Cutietta and Ebie (1994), and Cooley (1992).
Illustrating this, in the current study an athlete wrote “sports can keep
you straight so you don’t get into drugs.” A musician stated “I’m busy
with show choir and after-school piano lessons. If I didn’t have that I’d
be getting into something with my friends. I’m glad I have music.” While
these findings are contradictory at some level to the findings of Eccles,
Barber, Stone, and Hunt, (2003) and others, investigation is needed to
determine if a positive relationship exists.
IMPLICATIONS AND DIRECTIONS FOR FUTURE
STUDY
Although music and athletics are different
activities, participants in the current study experienced similar benefits
and feelings from their involvement. In disciplines that often compete
with one another for practice or rehearsal space, more cooperation and
jointly supported activities are encouraged. As evidence of this, and as
previously stated, no participants in this study reported involvement in
both a school-sponsored sport and a music activity. Participation in these
activities is widespread among adolescents in secondary schools, and
although involvement is affected by socioeconomic status, these activities
nevertheless attract high percentages of students (Ingels, Burns, Chen,
Cataldi, & Charleston, 2005; Moore, Hatcher, Vandivere, & Brown, 1999).
Given these similarities, school personnel are encouraged to seek out ways
to involve students in activities across the diversity of these two
curricula—perhaps specifically encouraging students to try an activity
outside of their perceived comfort level. Athletes might find
participation in musical activities to be rewarding, thereby taking steps
toward removing stereotypes and diversifying and enhancing ensemble
membership.
The researcher placed several limitations on
this study and did not consider gender or grade level in the analysis of
data. Furthermore, analysis by specific sport or by specific musical
activity was not undertaken. A future study could investigate subject
responses within these distinct categories. It is possible that further
associations or delineations could be discovered as a result of additional
analyses. Another limitation placed on this study was considering only
extracurricular school-based offerings. Students participate in private
music lessons, dance lessons, and various athletic pursuits (karate,
twirling, etc) not sponsored by the local school. An examination and
comparison of these individuals’ reasons for participation in such
activities would be of interest.
That athletes and musicians share such an
emotional connection to their avocation is of importance. Both groups in
the current study reported the need to share the rich experience of their
activity with others. Musicians wrote of communicating emotion through
music, and athletes wrote of the emotional release of aggressive physical
activity. Both groups reported enjoyment in becoming more skilled at their
craft through practice. More investigation is needed to isolate any other
factors that might be shared experiences between student participants in
sports and music. Involvement in these activities may encourage
emotionally healthy and lower-stress lives for students.
A future researcher might investigate the
responses of subjects who enroll in music during the regular school day to
determine if there are common rationale cited between these participants
and the after-school participants—many of whom may participate in both. A
comparison of students who pursue athletic activities and also take
physical education courses during the regular school day would likely
prove more difficult to compare as there are typically not “team” sports
offered during the school day in physical education elective courses.
In a recent poll of the public’s attitude
toward public schools conducted by the Gallup organization and Phi Delta
Kappan (2005), parents of students in schools and adults without students
in schools agreed that earning average grades in school and participating
in extracurricular activities was more important to the experience of
children than earning “A’s.” In addition, these same respondents preferred
that schools offer a wide variety of courses to students rather than
focusing only on basic curricula. Findings in the Gallup/PDK poll suggest
parental and public support for a well rounded and complete educational
experience is on the rise during the past four years. Subjects in the
current study were aware of the value of music and sports in their lives
and are seemingly supported by public opinion.
The benefits of extracurricular activities
for students in secondary schools have been established by previous
researchers and are supported in the current study. Athletes and musicians
surveyed as a part of this study reported real and personally positive
experiences as a result of these additional, supplemental opportunities in
extracurricular athletics or music, and trends suggest that students will
increasingly participate in school-sponsored extracurricular activities.
The findings of this study are not meant to
diminish the importance of curricular offerings in music and physical
education during the regular school day. Rather, these findings may be
seen as additional evidence of the value of self-expression to students—a
value to which music educators have always subscribed. It is hoped that
the findings of this study will be of use to the profession as we continue
to seek improvement in our educational structure and course offerings.
REFERENCES
37th
Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes Toward the
Public Schools (2005). Retrieved August 2005
http://www.pdkintl.org/kappan/k0509pol.htm#curr
Cutietta, R. A. & Ebie, B. D. (1994). Student views on the relationship
between music-making and drug use in the schools. Unpublished manuscript.
Kent State University.
Duda,
J. L. (1989). Relationship between task and ego orientation and the
perceived purpose of sport among high school athletes. Journal of Sport
and Exercise Psychology, 11(3), 318-335.
Dworkin, J. B., Larson, R., & Hansen, D. (2003). Adolescents' accounts of
growth experiences in youth activities. Journal of Youth and
Adolescence, 52(1), 17-26.
Ebie,
B. D. (1998). Can music help? A qualitative investigation of two music
educators' views on the role of music in the lives of at-risk students.
Contributions to Music Education, 25(2), 63-78.
Eccles,
J.S., & Barber, B.L. (1999). Student council, volunteering, basketball, or
marching band: What kind of extracurricular involvement matters?
Journal of Adolescent Research, 14(1), 10-43.
Eccles,
J. S., Barber, B. L., Stone, M. & Hunt, J. (2003)
Extracurricular Activities and Adolescent Development. Journal of
Social Issues,59(4),865-889.
Ehrle,
J., & Moore, K. (1997). Children’s environment and behavior: Participation
inextracurricular activities. National Survey of America’s Families.
Retrieved 18 August, 2003, from,
http://newfederalism.urban.org/nasf/children_c5.html
Emerson, R. M., Fretz, R. I., Shaw, L. L. (1995) Writing ethnographic
fieldnotes. Chicago: University of Chicago Press.
Farrell, P. (1972). The meaning of the recreation experience in music as
it is defined by urban adults who determined typal singer profiles through
Q-technique. Dissertation Abstracts International, 33, 6949A-6950A. (UMI
No. 73-13, 973).
Freyer,
K. W. (1997). The impact of team sports on the adolescent female.
Unpublished Dissertation. Dissertation Abstracts International Section A:
Humanities & Social Sciences 57 (7-A) p. 2854.
Gorlow,
L. & Schroeder, H. E. (1968). Motives for participating in the religious
experience. Journal for the Scientific Study of Religion, 7,
241-251.
Holland, A., & Andre, T. (1994). The relationship of self-esteem to
selected personal and environmental resources of adolescents.
Adolescence, 29(114), 345-360.
Hylton,
J. B. (1981). Dimensionality in high school student participants’
perceptions of the meaning of choral singing experience. Journal of
Research in Music Education, 29(4), 287-303
Ingels,
S.J., Burns, L.J., Chen, X., Cataldi, E.F., and Charleston, S. (2005).
A Profile of the American High School Sophomore in 2002: Initial Results
from the Base Year of the Education Longitudinal Study of 2002 (NCES
2005–338). U.S. Department of Education, Washington, DC: National Center
for Education Statistics.
Jaffee,
L., & Ricker, S. (1993). Physical activity and self-esteem in girls: The
teen years. Melpomene Journal, 12(3), 19-26.
Lee, A.
L. (1996). Self-esteem of adolescent athletes. Unpublished Masters Thesis,
Emporia State University.
McNeal,
R. B., Jr (1995). Extracurricular Activities and High School Dropouts.Sociology
of Education, 68(1), 62-81.
Moore,
K. A., Hatcher, J. L., Vandivere, S., & Brown, B. (1999) Children’s
Behavior and Well-Being Findings from the National Survey of America’s
Families. Child Trends, Washington DC.
Nolin,
W. H. & Vander Ark, S. D. (1977). A pilot study of patterns of attitudes
toward schools music experiences, self-esteem and socioeconomic status in
elementary and junior high students. Contributions to Music Education,
5, 31-46.
O’Brien, E., & Rollefson, M. (1995). Extracurricular participation and
student engagement: Education policy issues: Statistical perspectives.
Retrieved 24 August, 2003,
http://www.askeric.org
Ormrod,
J. E. (1999) Human Learning. 3rd Edition. Prentice-Hall:
NJ Participation of 10th- and 12th-graders in extracurricular activities,
by selected student characteristics: 1990 and 1992. National Center for
Education Statistics. Retrieved 18 August, 2003,
http://nces.ed.gov/pubs99/digest98/d98t144.asp
Rainey,
C. J. (1996) Patterns of tobacco and alcohol use among sedentary,
exercising, nonathletic, and athletic youth. Journal of School Health,
66(1), 27-32.
Rainey,
C. J., McKeown, R. E., Sargent, R. G. Valois, R. F. (1998) Adolescent
athleticism, exercise, body image, and dietary practices. American
Journal of Health Behavior, 22(3) 193-205.
Schneider, T. W., & Klotz, J (2000). The impact of music education and
athletic participation on academic achievement. Unpublished Paper
presented at the Annual Meeting of the Mid-South Educational Research
Association (28th, Bowling Green, KY, November 15-17, 2000).
Soltz,
D. (1986). Athletics and academic achievement: What is the relationship?
NASSP Bulletin, 70, 20-24.
Spence,
J. C., Poon, P. (1997). Research Update: Results from the Alberta Schools
athletic association survey. Retrieved 03 March, 2005, from
http://www.centre-4activeliving.ca/research/update/1997/wellbeing_September_97.htm
Taub,
D. E., & Blinde, E. M. (1992). Eating disorders among adolescent female
athletes: Influence of athletic participation and sport team membership.
Adolescence, 27(108) 833-48.
Vajngerl, B. (2000). Motivational structure of girls involved in sports
with a distinct esthetic component. Kinesiology, 32(1) 55-66.
Wolcott, H. F. (1994) Transforming Qualitative Data: Description,
Analysis, and Interpretation. California: Sage Publications. |
|
|
