Children's time in structured and unstructured leisure activities

Meeks, Carol B.; Mauldin, Teresa

doi:10.1007/bf00987003

Cited by 34 publications

(41 citation statements)

References 19 publications

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“…And then, falling asleep in class, your grades suffer and basically it's a chain reaction." The stress experienced by contemporary "hurried youth" has been described in the popular writings (Brooks, 2001;Meeks & Mauldin, 1990). Although time budget research suggests that the majority of American teens are not over-programmed (Larson & Seepersad, 2003), it is important to understand the experiences of those who are in this situation.…”

Section: Oneself and Other Parts Of One's Lifementioning

confidence: 99%

Adolescents’ Negative Experiences in Organized Youth Activities

Dworkin¹

2007

JYD

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Abstract:Research indicates that organized youth activities are most often a context of positive development. However, there is a smaller body of evidence suggesting that these activities are sometimes a context of negative experiences that may impede learning or lead to dropping out. To better understand negative experiences in youth activities, we conducted ten focus groups with adolescents. Youths' descriptions provide an overview of the range of types of negative experiences they encountered, as well as how they responded to them. The most frequent types of negative experiences involved peers and peer group dynamics and aversive behavior attributed to the adult leaders of the activities. The youth described two types of responses to their negative experiences -a passive response of feeling negative emotions, and active coping, which sometimes led to learning.

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Section: Oneself and Other Parts Of One's Lifementioning

confidence: 99%

Adolescents’ Negative Experiences in Organized Youth Activities

Dworkin¹

2007

JYD

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“…Within the leisure context, a distinction can be made between involvement in structured versus unstructured leisure activities (Eccles & Barber, 1999;Larson, 2000;Mahoney & Stattin, 2000;Meeks & Mauldin, 1990). Structured activities are those that are organized by adults around specific social or behavioral goals.…”

mentioning

confidence: 99%

“…Results from time-use studies typically indicate that children spend a substantial number of hours each day engaged in leisure activities (e.g., socializing, watching TV, listening to music, engaging in art and hobbies, sports involvement, church related activities, and the catchall category of -other leisure‖) (Meeks & Mauldin 1990). Time spent engaged in various types of leisure activities varies somewhat based upon demographic characteristics such as gender, social class, and maternal employment status.…”

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confidence: 99%

“…For example, children spend more time reading and studying, and less time watching TV, when parents are more highly educated and mothers are employed part-time (Bianchi & Robinson, 1997). Boys are more likely than girls to participate in sports and games and to spend time watching television, while girls are more likely than boys to spend time socializing (Meeks & Mauldin, 1990).…”

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confidence: 99%

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Structured leisure activities in middle childhood: Links to well‐being

Fletcher

Nickerson

Wright

2003

Journal Community Psychology

177

136

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Abstract:Associations between children's (N = 147) participation in structured leisure activities and their adjustment were examined. Caregivers provided lists of extracurricular activities (clubs, sports, and church activities) in which children participated. Children and caregivers participated in interviews and completed questionnaires designed to measure children's adjustment in four domains (academic competence, psychosocial development, externalizing behavior, and internalizing behavior). Classroom teachers completed additional measures of children's academic and social competence. Greater participation in club activities was linked with higher academic grades and more positive teacher ratings of academic competence. Greater participation in sports was associated with higher levels of psychosocial maturity and more positive teacher ratings of social competence. There were no associations between involvement in church activities and any indicators of adjustment. Activity involvement was unassociated with externalizing or internalizing behavior. Findings are discussed in terms of both selection into different types of extracurricular activities and the skills emphasized in the pursuit of such activities.

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“…Yet, the importance of this distinction has been widely recognized in the literature (Eccles & Barber, 1999;Larson, 2000;Mahoney & Stattin, 2000;Meeks & Mauldin, 1990). Unstructured activities are ones in which children engage in spontaneously in order to occupy themselves and have fun (e.g., watching television, playing soccer with friends or hanging out).…”

Section: Definition and Characteristics Of Organized Leisure Activitiesmentioning

confidence: 99%

Participation in Organized Leisure Activities as a Context for the Development of Social Competence among Preschool Children

Poulin

McGovern-Murphy²,

Chan³

2012

JEDP

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This study examined (a) the relation between children's participation in organized leisure activities (OLA) during kindergarten and social competence in Grade 1 and (b) whether this relation would vary according to families' income level. Participants were 556 preschool children (59% boys; M age = 5.65 years). Measures were obtained from parents and teachers who completed a series of questionnaires about the child. Social competence was assessed using measures of social skills and externalized behaviour. Results suggested that children who participated in OLA in kindergarten showed significantly enhanced social skills in Grade 1 than those who did not participate, and this link was true regardless of income level. In addition, results revealed that OLA participation in kindergarten significantly predicted a decrease in externalized behaviour in Grade 1 only among low-income children. The theoretical and practical implications of the results are discussed.

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Children's time in structured and unstructured leisure activities

Cited by 34 publications

References 19 publications

Adolescents’ Negative Experiences in Organized Youth Activities

Adolescents’ Negative Experiences in Organized Youth Activities

Structured leisure activities in middle childhood: Links to well‐being

Participation in Organized Leisure Activities as a Context for the Development of Social Competence among Preschool Children

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