Another positive impact of participation in extracurricularactivities is the possibility of a student acquiring some type ofsupportive relationship, mentor or role model with an adult. Whenchildren identify with a helpful coach or talented director, the childrenget to know them better by being involved. Students have theopportunity to have genuine interaction, constructive feedback andsupport from an adult role model while developing positiverelationships outside of their immediate families. This type ofparticipation may help to develop mutual trust, respect andcommitment in relationships (cited in Smith at el., Feldman & Matjasko, 2005). Most students benefit from supporting and caringrelationships with teachers and other adults. The presence of "otheradult relationships" is recognized as a developmental asset linked tofacilitating academic and life success (Logan & Scarborough 2008).POTENTIAL NEGATIVE EFFECT OF PARTICIPATIONWhen considering how extracurricular activities impact students,mention should be made regarding potential negative impact ofparticipation in out-of-school activities. Reeves (2008) determined thatparents and teachers might fear students may lose their focus onacademics when they become too busy with out-of-school activities.Attending too many rehearsals, practices, and meetings may cut intohomework time. When students get overscheduled, they might bespreading themselves too thin, which may lead to spending less timestudying and preparing for class.
Another down side to participation might occur when the parentspush their children to be involved in nearly every activity available.Using activities to provide day-care is not recommended, yet someparents schedule their child in piano lessons, soccer, youth group,scouts and dance class so there is an activity each night of the week.This may not only impact the child's academic success, but may eveneffect the dedication shown to each activity as the child may not bethere by choice.Thompson (2008) further discussed this concept when stating"The level of commitment is much more important than the specificactivity" (p.l0). Not only can over-scheduling impact academics andlevel of commitment, it can also impact the student emotionally andphysically which could lead to stress, fatigue and bum-out. Parents canbe part of the problem if they push their children to be involved in toomany activities or by forcing children to participate when they do notwant to be involved. This can lead students to be afraid to quit for fearof disappointing the parent, or the other extreme of students quittingeverything in defiance of the controlling parent. Balance in activities of the adolescent's choice is recommended.Gilman (2004) found that those who participated in athleticswere almost twice as likely to remain in school as students who did notparticipate; however, it was also determined that participation insports teams corresponded with greater rates of alcohol consumptionand illicit drug use. It needs to be noted that these outcomes can