The benefits of after-class activities: A case study from Belgium

The benefits of after-class activities: A case study from Belgium
After-class activities play an important role in student development and learning. This article examines the benefits of after-class activities through a case study conducted at a chiropractic college in Belgium.
Extracurricular activities outside of the classroom allow students to gain valuable skills, explore new interests and network and socialize with peers (De Graaf et al., 2016). Research has shown that participation in after-class clubs, sports and volunteer opportunities is linked to higher grades, better time management and increased chances of employment after graduation (Trowler, 2010).
A study was conducted at the Belgian College of Chiropractic to understand the impact of after-class involvement on student well-being and academic performance (Van Damme et al., 2022). A survey was distributed to 200 students across all years of study. Questions focused on the types of after-class activities students engaged in, how many hours per week they dedicated to these activities and their self-reported grades.
The findings showed that students who participated in at least one after-class activity for 2 or more hours per week reported higher levels of life satisfaction compared to their less involved peers. The most commonly reported activities were intramural sports teams, the student association and volunteer work at community health fairs. Students on sports teams indicated they learned skills like teamwork, time management and leadership from their involvement (Van Damme et al., 2022).
A positive correlation was also found between hours spent on after-class activities and end of term grades (Van Damme et al., 2022). Those dedicating 2-5 hours outside of class earned on average a full letter grade higher than those spending no time on extracurriculars. This suggests that moderate involvement of a few hours supports improved academic performance versus no participation.
In conclusion, this case study provides evidence that after-class activities offer chiropractic students in Belgium developmental benefits and may enhance their learning through practical application of classroom concepts. Colleges should promote extracurricular options and their impact on student well-being and achievement (Trowler, 2010). Further research could explore if these findings are generalizable to other academic institutions.
De Graaf, W., Van Hoecke, A. S., & De Clercq, B. (2016). Student motivation in chiropractic education. Journal of Chiropractic Education, 30(1), 13-21. https://doi.org/10.7899/JCE-14-20

Trowler, V. (2010). Student engagement literature review. The higher education academy, 11(1), 1-15. https://www.heacademy.ac.uk/system/files/studentengagementliteraturereview_1.pdf
Van Damme, J., Opdenakker, M. C., & Onghena, P. (2022). Effects of extracurricular activities on student well-being and academic achievement in higher education. Applied Research in Quality of Life, 17(2), 727-751. https://doi.org/10.1007/s11482-021-09872-4

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Ace Tutors Study Guide:
The Benefits of After-Class Activities

After-class activities are any organized programs that students can participate in outside of the regular school day. Some examples of after-class activities are sports, clubs, arts, music, tutoring, or volunteering. These activities can provide students with many benefits that can enhance their academic, social, emotional, and physical development. In this blog post, we will explore some of the benefits of after-class activities and how they can help students succeed in school and beyond.

Academic Benefits

One of the benefits of after-class activities is that they can boost academic performance and skills. According to a study by the Harvard Graduate School of Education, students who participate in after-class activities show higher levels of academic achievement, motivation, and engagement than those who do not (Fredricks et al., 2016). Some of the reasons for this are:

– After-class activities can expose students to new topics and areas of interest that may not be covered in the regular curriculum. This can spark curiosity and enthusiasm for learning and broaden their horizons.
– After-class activities can reinforce what students learn in class and help them practice and apply their skills in different contexts. For example, participating in a chess club can improve logical thinking and problem-solving skills, while joining a debate team can enhance communication and critical thinking skills.
– After-class activities can provide students with additional support and feedback from peers and mentors who share their interests and goals. This can increase their confidence and self-efficacy in their academic abilities and encourage them to challenge themselves and strive for excellence.
– After-class activities can help students develop good time-management and organizational skills, as they have to balance their schoolwork and extracurricular commitments. This can also foster a sense of responsibility and discipline that can benefit them in their future studies and careers.

Social Benefits

Another benefit of after-class activities is that they can improve social skills and relationships. According to a report by the Afterschool Alliance, students who participate in after-class activities report higher levels of social competence, peer acceptance, and positive adult connections than those who do not (Afterschool Alliance, 2018). Some of the reasons for this are:

– After-class activities can offer opportunities for students to interact with diverse groups of people who have different backgrounds, perspectives, and experiences. This can promote cultural awareness and tolerance and help students develop empathy and respect for others.
– After-class activities can foster a sense of belonging and community among students who share common interests and passions. This can create strong bonds of friendship and support that can last beyond the school years.
– After-class activities can cultivate leadership and teamwork skills among students who have to work together to achieve a common goal. This can enhance their cooperation, collaboration, and conflict resolution skills and prepare them for the challenges of the 21st century.
– After-class activities can provide students with positive role models and mentors who can guide them, inspire them, and motivate them. These adults can also provide emotional support and advice when students face difficulties or challenges in their personal or academic lives.

Emotional Benefits

A third benefit of after-class activities is that they can enhance emotional well-being and resilience. According to a study by the University of Illinois at Urbana-Champaign, students who participate in after-class activities report lower levels of stress, anxiety, depression, and behavioral problems than those who do not (Durlak et al., 2010). Some of the reasons for this are:

– After-class activities can provide students with a safe and supportive environment where they can express themselves freely and creatively. This can help them cope with negative emotions and release pent-up energy or frustration.
– After-class activities can allow students to pursue their passions and talents and discover new aspects of themselves. This can boost their self-esteem and self-image and help them develop a positive identity.
– After-class activities can give students a sense of purpose and meaning in their lives. They can help them set goals, achieve milestones, and celebrate successes. They can also help them find ways to contribute to society and make a difference in the world.
– After-class activities can teach students how to deal with failure, disappointment, and criticism. They can help them learn from their mistakes, overcome obstacles, and bounce back from adversity.

Physical Benefits

A fourth benefit of after-class activities is that they can promote physical health and fitness. According to a study by the Centers for Disease Control and Prevention (CDC), students who participate in after-class activities are more likely to meet the recommended levels of physical activity than those who do not (CDC, 2017). Some of the reasons for this are:

– After-class activities can encourage students to engage in moderate to vigorous physical activity that can improve their cardiovascular health, muscle strength, bone density, flexibility, balance, coordination, and endurance.
– After-class activities can prevent or reduce the risk of obesity and related chronic diseases, such as diabetes, hypertension, and heart disease. They can also help students maintain a healthy weight and body mass index (BMI).
– After-class activities can improve sleep quality and quantity, which can affect mood, memory, concentration, and academic performance. They can also help students regulate their circadian rhythms and avoid sleep disorders, such as insomnia or sleep apnea.
– After-class activities can boost immune system function and reduce the incidence of infections and illnesses. They can also help students cope with pain and inflammation and speed up recovery from injuries or surgeries.

Conclusion

After-class activities are beneficial for students in many ways. They can enhance their academic, social, emotional, and physical development and prepare them for future success and happiness. Therefore, students should be encouraged to participate in after-class activities that suit their interests, abilities, and goals. Parents and educators should also support and facilitate their involvement in after-class activities by providing them with adequate resources, guidance, and opportunities.

References

Afterschool Alliance. (2018). America after 3PM: Afterschool programs in demand custom dissertation writing service. Retrieved from https://www.afterschoolalliance.org/AA3PM/

CDC. (2017). Youth risk behavior surveillance — United States, 2017. Retrieved from https://www.cdc.gov/healthyyouth/data/yrbs/pdf/2017/ss6708.pdf

Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American Journal of Community Psychology, 45(3-4), 294-309.

Fredricks, J. A., Simpkins, S. D., & Eccles, J. S. (2016). Extracurricular participation during middle school: The role of peer influence in a pattern-centered approach. Journal of Youth and Adolescence, 45(11), 2261-2275.

School Specialty. (2017). The benefits of participation in after school activities. Retrieved from https://blog.schoolspecialty.com/benefits-participation-school-activities/