Supporting Balanced Participation in Athletics and Other Activities

It’s the opening night of the fall play and the excitement on campus is palpable. The students in the play are both nervous and excited, but there are a few who are feeling additional pressure; they are also members of various fall athletic teams, and they don’t know how their participation in the school play may affect their athletic practices and games.

This situation happens frequently in schools nationwide as students want to test their talents and represent their schools in ways that support pride and tradition. Athletes represent schools in sports for a given season, but they may also have interests in school clubs, the band or even the school’s theater productions.

Most schools allow students to participate in both athletics and activities, but this can create dilemmas for students when they face situations where their talents are needed on conflicting event dates. However, with careful consideration, school leaders can ease the pressure on students and support balanced participation where everyone wins.

Promote Foundational Understanding of Growth, Support and Challenge
Whether it’s a coach, band director or club adviser, school leaders can promote an environment where all adult leaders encourage growth and participation. Students learn from a variety of experiences, and balancing commitments can help students further develop into successful adults.

Coaches stress dedication and focus – the importance of being present. When students choose to engage in dual commitments, questions may arise about focus; however, adult leaders who encourage diversification and flexibility may find that students can participate in both activities with positive outcomes.

High school sports and activities participation commitment does not have to mirror professional or collegiate expectations, which often exclude participants from some physical activities. High school may be the last time students can try new things and test their limitations. Students should be encouraged to test their limits as they may have unexplored talent that could help them live without regret and find new pathways to success.

School leaders can promote healthy dual participation by clearly stating to coaches and advisors that it is in the best interest of the school, programs and students if they collaborate to find ways for students to represent their schools in whatever way they qualify. When leaders eliminate barriers to participation, they encourage students to be part of a multi-faceted education and better learn about themselves.

Verify Student Intrinsic Motivation, Passionate and Purposeful Participation
Just as dual participation can open new pathways for some students, it’s equally important to have meaningful discussion to determine if such participation is appropriate. In students’ quest to stand out to colleges by checking metaphorical boxes on applications, it’s important for school leaders to engage in conversations with students to determine why a student wants to participate in multiple programs simultaneously.

Students should seek out activities that complement their interests and passions. Athletics and activities must speak to a student’s interest beyond just checking a box on a college application in their senior year. Students who commit to a team, club or activity should seek involvement that aligns with their career aspirations, creative outlets or athletic interests. Participation that is not intrinsically motivated for students can undermine the potential of students and programs, and external pressure to participate may negatively impact the mental health of participants.

Promote Growth and Prevent Burnout
Participating in one activity or sport is challenging, and it’s important for school leaders to recognize that they must monitor students to make sure they are not overwhelmed and put themselves in unhealthy states. When students manifest frustration, coaches and advisors need to have honest conversations about load management so that students don’t burn out.

School leaders who oversee activity participants should recognize signs of burnout in students such as irritability, fatigue, loss of interest, forgetfulness, and decreases in performance in academics or afterschool activities. School leaders can share their observations with students so that they can also learn to recognize these warning signs within themselves and peers. Educators can then help students decide whether to take time off or step back from a program altogether in order to restore a healthy level of commitment.

Empowering Boundary Spanners
When a student participates in two programs simultaneously, it can have synergistic effects on programs. Athletes who attend practice for 90 minutes and then go to theater practice for 90 minutes may be showing more commitment to the school community and could even be recognized and commended for their openness to face challenges. In addition, such students may create new support systems that can benefit both programs as students can invite clubs and teams to support each other and create better exposure and opportunity for students who might not experience the sport or activity otherwise.

Boundary spanners who do multiple activities also gain the benefit of being more marketable after high school. Time and again, colleges and employers share that they desire to have students who can accept challenges and balance demanding schedules. Students who get an opportunity to be boundary spanners are more likely to be better prepared for their post-high school pathways and can encourage future students to seek out their potential and accept challenges as they arise.

Co-Constructed Policies; Maintain Commitment and Honor Student Interests
Educators need a certain level of accountability from participants in order to facilitate successful programs and plan events, but it is also important that successful programs amplify student voices so that they have more ownership of the program. Meetings that discuss and define team and activity commitment can empower student voices, clarify program goals, define healthy levels of commitment and foster an equity-informed culture while maintaining accountability.

Policies around participation that are co-constructed with students and their respective adult leaders, give students a sense of belonging that allows them to better understand commitment. Existing policies from prior seasons or programs are a great foundation, but they should be reviewed annually to allow reflection and determine if they meet the current needs of participants.

For example, a previous expectation may be that a player attends the entirety of practice the day before competition in order to be allowed playing time. This may not be feasible for students balancing multiple activities. A new policy might instead require students to be at the first or second half of a practice or club meeting when conflicts arise, in addition to communicating with adults and peers ahead of time. Solutions like these can be voted on by the club or team, and thus let students be involved in a variety of programs with limited consequences while still accepting responsibility.

Final Thoughts
Not all students will commit to participating in multiple activities simultaneously, but the benefits of encouraging such exploration may have beneficial outcomes for a school. Schools that purposefully explore how students can participate in multiple opportunities are better able to meet the needs of students trying to better understand themselves and position them to be more successful in their post high school careers.