Objetivos: descrever e comparar os efeitos de um programa de treinamento físico aplicado no contra turno escolar, direcionado ao aprimoramento de alguns componentes da aptidão física relacionada à saúde (ApFRS) de crianças escolares de Barra do Ribeiro/RS. Procedimentos Metodológicos: 17 crianças entre 8 e 11 anos, 13 meninos e 4 meninas, praticaram um programa de treinamento físico no contra turno escolar. Programa com duração de 6 semanas, 12 sessões de treino, duas vezes por semana. Em cada sessão de treino de 40 minutos, foram praticados exercícios de alongamento, caminhada/corrida, jogos de iniciação esportiva e volta à calma. A ApFRS (Índice de Massa Corporal, aptidão cardiorrespiratória, força/resistência abdominal e flexibilidade) foi avaliada antes e após do programa de treino (pré-testes e pós-testes) por meio de uma bateria de medidas e testes do Projeto Esporte Brasil. Nos tratamentos estatísticos foram utilizados valores de média, desvio-padrão, mínimos, máximos, absolutos, percentuais, e de delta para a descrição pré-teste e pós-teste. Foi utilizado um teste não paramétrico (Wilcoxon Test) para comparar os resultados pré-teste versus pós-teste, considerando em 5% o nível de significância. Foram calculados os percentuais de ocorrência de crianças classificadas nas zonas desejáveis ou de risco à saúde para os componentes da ApFRS, conforme os pontos de corte propostos pelo Projeto Esporte Brasil. Utilizou-se para estes fins os softwares Microsoft Excell 2007 e Statistical Package for the Social Science (SPSS) versão 17.0 para Windows. O projeto foi aprovado pelo CEP/UFRGS (No. Protocolo: 17912). Resultados: No IMC não ocorreram diferenças estatisticamente significantes (p>0,05) entre o pré-teste e o pós-teste. Ao passo que na aptidão cardiorrespiratória, força/resistência abdominal e flexibilidade ocorreram modificações estatisticamente significantes (p<0,05). Em relação aos critérios de avaliação, todos os 17 alunos finalizaram o programa de treino na zona de saúde para o Índice de Massa Corporal. 11 alunos (64,78%) finalizaram o programa de treino na zona de saúde da aptidão cardiorrespiratória e flexibilidade. E 15 alunos (88,23%) finalizaram o treino na zona de saúde para a força/resistência abdominal. Conclusão: ao término do programa de treino pode-se observar que houve uma melhora significativa nos níveis de aptidão cardiorrespiratória, força/resistência abdominal e flexibilidade do grupo de alunos. E poucos foram àqueles alunos que finalizaram o programa de treino nas zonas de risco à saúde, conforme os critérios da ApFRS que foram adotados do Projeto Esporte Brasil. / Objective: To describe and comparing the effects of an extracurricular physical training in some components of health related physical fitness among scholar children who lived in Barra do Ribeiro/RS. Methods: Using a one group pretest-posttest design, we assessed the effect of 6 weeks of extracurricular physical training on health related physical fitness, particularly in body mass index, cardio respiratory fitness, flexibility and muscular abdominal strength/resistance, by a Brazil Sports Project battery tests. Subjects were 8- to 11- years old (n = 17), boys (n = 13) and girls (n = 4), who volunteered to participate in a biweekly extracurricular physical training within their school (after-school). Every training session with 40 minutes included stretching exercises, aerobic run/walk and initiation sports games and cool down exercises to finish the session. Means, standard deviations, minimal, maximal, absolutes, percentage, and delta values were used to describe the results and pretest-posttest were comparing by non-parametric Wilcoxon Signed Ranks Test, with 5% of significance. Were calculated the occurrence of children classified at risk or health zones for health related physical fitness components, according to Brazil Sports Project criteria. Were utilized the Microsoft Excell 2007 and Statistical Package for the Social Science (SPSS) 17.0 version for Windows. The study was approved by the ethics committee of the Federal University of Rio Grande do Sul (protocol number 17912). Results: In the posttest there were significant improvements (p<0,05) in cardio respiratory fitness, flexibility and muscular abdominal strength/resistance, but no significantly (p>0,05) in body mass index. In relation to health related physical fitness criteria, all 17 children finished the physical training in health zone for body mass index. 11 children (64,78%) finished the physical training in health zone for cardio respiratory fitness and flexibility. And 15 children (88,23%) finished the physical training in health zone for muscular abdominal strength/resistance. Conclusion: Its possible concluded that the physical training can improve significance health relation physical fitness, principally in cardio respiratory fitness, flexibility and muscular abdominal strength/resistance of children group. And fewer children finished the physical training in risks zone for health related physical fitness components, according to Brazil Sports Project criteria that were adopted.

Objetivos: descrever e comparar os efeitos de um programa de treinamento físico aplicado no contra turno escolar, direcionado ao aprimoramento de alguns componentes da aptidão física relacionada à saúde (ApFRS) de crianças escolares de Barra do Ribeiro/RS. Procedimentos Metodológicos: 17 crianças entre 8 e 11 anos, 13 meninos e 4 meninas, praticaram um programa de treinamento físico no contra turno escolar. Programa com duração de 6 semanas, 12 sessões de treino, duas vezes por semana. Em cada sessão de treino de 40 minutos, foram praticados exercícios de alongamento, caminhada/corrida, jogos de iniciação esportiva e volta à calma. A ApFRS (Índice de Massa Corporal, aptidão cardiorrespiratória, força/resistência abdominal e flexibilidade) foi avaliada antes e após do programa de treino (pré-testes e pós-testes) por meio de uma bateria de medidas e testes do Projeto Esporte Brasil. Nos tratamentos estatísticos foram utilizados valores de média, desvio-padrão, mínimos, máximos, absolutos, percentuais, e de delta para a descrição pré-teste e pós-teste. Foi utilizado um teste não paramétrico (Wilcoxon Test) para comparar os resultados pré-teste versus pós-teste, considerando em 5% o nível de significância. Foram calculados os percentuais de ocorrência de crianças classificadas nas zonas desejáveis ou de risco à saúde para os componentes da ApFRS, conforme os pontos de corte propostos pelo Projeto Esporte Brasil. Utilizou-se para estes fins os softwares Microsoft Excell 2007 e Statistical Package for the Social Science (SPSS) versão 17.0 para Windows. O projeto foi aprovado pelo CEP/UFRGS (No. Protocolo: 17912). Resultados: No IMC não ocorreram diferenças estatisticamente significantes (p>0,05) entre o pré-teste e o pós-teste. Ao passo que na aptidão cardiorrespiratória, força/resistência abdominal e flexibilidade ocorreram modificações estatisticamente significantes (p<0,05). Em relação aos critérios de avaliação, todos os 17 alunos finalizaram o programa de treino na zona de saúde para o Índice de Massa Corporal. 11 alunos (64,78%) finalizaram o programa de treino na zona de saúde da aptidão cardiorrespiratória e flexibilidade. E 15 alunos (88,23%) finalizaram o treino na zona de saúde para a força/resistência abdominal. Conclusão: ao término do programa de treino pode-se observar que houve uma melhora significativa nos níveis de aptidão cardiorrespiratória, força/resistência abdominal e flexibilidade do grupo de alunos. E poucos foram àqueles alunos que finalizaram o programa de treino nas zonas de risco à saúde, conforme os critérios da ApFRS que foram adotados do Projeto Esporte Brasil. / Objective: To describe and comparing the effects of an extracurricular physical training in some components of health related physical fitness among scholar children who lived in Barra do Ribeiro/RS. Methods: Using a one group pretest-posttest design, we assessed the effect of 6 weeks of extracurricular physical training on health related physical fitness, particularly in body mass index, cardio respiratory fitness, flexibility and muscular abdominal strength/resistance, by a Brazil Sports Project battery tests. Subjects were 8- to 11- years old (n = 17), boys (n = 13) and girls (n = 4), who volunteered to participate in a biweekly extracurricular physical training within their school (after-school). Every training session with 40 minutes included stretching exercises, aerobic run/walk and initiation sports games and cool down exercises to finish the session. Means, standard deviations, minimal, maximal, absolutes, percentage, and delta values were used to describe the results and pretest-posttest were comparing by non-parametric Wilcoxon Signed Ranks Test, with 5% of significance. Were calculated the occurrence of children classified at risk or health zones for health related physical fitness components, according to Brazil Sports Project criteria. Were utilized the Microsoft Excell 2007 and Statistical Package for the Social Science (SPSS) 17.0 version for Windows. The study was approved by the ethics committee of the Federal University of Rio Grande do Sul (protocol number 17912). Results: In the posttest there were significant improvements (p<0,05) in cardio respiratory fitness, flexibility and muscular abdominal strength/resistance, but no significantly (p>0,05) in body mass index. In relation to health related physical fitness criteria, all 17 children finished the physical training in health zone for body mass index. 11 children (64,78%) finished the physical training in health zone for cardio respiratory fitness and flexibility. And 15 children (88,23%) finished the physical training in health zone for muscular abdominal strength/resistance. Conclusion: Its possible concluded that the physical training can improve significance health relation physical fitness, principally in cardio respiratory fitness, flexibility and muscular abdominal strength/resistance of children group. And fewer children finished the physical training in risks zone for health related physical fitness components, according to Brazil Sports Project criteria that were adopted.

The focus of this study is the correlation between spent time on gaming and student grades. It is my hypothesis that computer gaming has potential for students to acquire communicative competences in English. The aim of the essay is to see what effect computer gaming have on grading outcomes in the English subject for upper secondary school students in Sweden. The study was conducted using a survey concerning: students’ gaming habits, how much time they spent gaming on a daily basis, what kinds of games they were playing and how they felt that they used English whilst playing those games. The survey was conducted on two English classes in an ICT school. 25 students participated from grades 2 and 3 in the Swedish upper secondary school system. Based on the data from the survey, four gamer-groups emerged based on time spent on playing computer games: Non-gamer, occasional-gamer, moderate- gamer and frequent-gamer. Results indicate that occasional game play (maximum two hours a day) led to higher proficiencies in English (as shown by their grades) than the other groups. There was also an indication that no time spent on gaming might be disadvantageous.

Objetivos: descrever e comparar os efeitos de um programa de treinamento físico aplicado no contra turno escolar, direcionado ao aprimoramento de alguns componentes da aptidão física relacionada à saúde (ApFRS) de crianças escolares de Barra do Ribeiro/RS. Procedimentos Metodológicos: 17 crianças entre 8 e 11 anos, 13 meninos e 4 meninas, praticaram um programa de treinamento físico no contra turno escolar. Programa com duração de 6 semanas, 12 sessões de treino, duas vezes por semana. Em cada sessão de treino de 40 minutos, foram praticados exercícios de alongamento, caminhada/corrida, jogos de iniciação esportiva e volta à calma. A ApFRS (Índice de Massa Corporal, aptidão cardiorrespiratória, força/resistência abdominal e flexibilidade) foi avaliada antes e após do programa de treino (pré-testes e pós-testes) por meio de uma bateria de medidas e testes do Projeto Esporte Brasil. Nos tratamentos estatísticos foram utilizados valores de média, desvio-padrão, mínimos, máximos, absolutos, percentuais, e de delta para a descrição pré-teste e pós-teste. Foi utilizado um teste não paramétrico (Wilcoxon Test) para comparar os resultados pré-teste versus pós-teste, considerando em 5% o nível de significância. Foram calculados os percentuais de ocorrência de crianças classificadas nas zonas desejáveis ou de risco à saúde para os componentes da ApFRS, conforme os pontos de corte propostos pelo Projeto Esporte Brasil. Utilizou-se para estes fins os softwares Microsoft Excell 2007 e Statistical Package for the Social Science (SPSS) versão 17.0 para Windows. O projeto foi aprovado pelo CEP/UFRGS (No. Protocolo: 17912). Resultados: No IMC não ocorreram diferenças estatisticamente significantes (p>0,05) entre o pré-teste e o pós-teste. Ao passo que na aptidão cardiorrespiratória, força/resistência abdominal e flexibilidade ocorreram modificações estatisticamente significantes (p<0,05). Em relação aos critérios de avaliação, todos os 17 alunos finalizaram o programa de treino na zona de saúde para o Índice de Massa Corporal. 11 alunos (64,78%) finalizaram o programa de treino na zona de saúde da aptidão cardiorrespiratória e flexibilidade. E 15 alunos (88,23%) finalizaram o treino na zona de saúde para a força/resistência abdominal. Conclusão: ao término do programa de treino pode-se observar que houve uma melhora significativa nos níveis de aptidão cardiorrespiratória, força/resistência abdominal e flexibilidade do grupo de alunos. E poucos foram àqueles alunos que finalizaram o programa de treino nas zonas de risco à saúde, conforme os critérios da ApFRS que foram adotados do Projeto Esporte Brasil. / Objective: To describe and comparing the effects of an extracurricular physical training in some components of health related physical fitness among scholar children who lived in Barra do Ribeiro/RS. Methods: Using a one group pretest-posttest design, we assessed the effect of 6 weeks of extracurricular physical training on health related physical fitness, particularly in body mass index, cardio respiratory fitness, flexibility and muscular abdominal strength/resistance, by a Brazil Sports Project battery tests. Subjects were 8- to 11- years old (n = 17), boys (n = 13) and girls (n = 4), who volunteered to participate in a biweekly extracurricular physical training within their school (after-school). Every training session with 40 minutes included stretching exercises, aerobic run/walk and initiation sports games and cool down exercises to finish the session. Means, standard deviations, minimal, maximal, absolutes, percentage, and delta values were used to describe the results and pretest-posttest were comparing by non-parametric Wilcoxon Signed Ranks Test, with 5% of significance. Were calculated the occurrence of children classified at risk or health zones for health related physical fitness components, according to Brazil Sports Project criteria. Were utilized the Microsoft Excell 2007 and Statistical Package for the Social Science (SPSS) 17.0 version for Windows. The study was approved by the ethics committee of the Federal University of Rio Grande do Sul (protocol number 17912). Results: In the posttest there were significant improvements (p<0,05) in cardio respiratory fitness, flexibility and muscular abdominal strength/resistance, but no significantly (p>0,05) in body mass index. In relation to health related physical fitness criteria, all 17 children finished the physical training in health zone for body mass index. 11 children (64,78%) finished the physical training in health zone for cardio respiratory fitness and flexibility. And 15 children (88,23%) finished the physical training in health zone for muscular abdominal strength/resistance. Conclusion: Its possible concluded that the physical training can improve significance health relation physical fitness, principally in cardio respiratory fitness, flexibility and muscular abdominal strength/resistance of children group. And fewer children finished the physical training in risks zone for health related physical fitness components, according to Brazil Sports Project criteria that were adopted.

Estudos recentes apontam para a importância de investigações mais abrangentes sobre o universo da formação médica, ressaltando que essa não é constituída somente de habilidades e procedimentos, mas, principalmente, por um complexo quadro de atitudes. Percebe-se que a carga horária do curso é extenuante e, mesmo assim, muitos estudantes se envolvem com uma infinidade de atividades extras durante a sua formação, construindo vasto currículo paralelo. Este estudo objetivou investigar as concepções dos estudantes de uma Faculdade de Medicina sobre as vivências, peculiaridades e papéis das atividades extracurriculares durante a formação médica. A investigação foi orientada pela abordagem qualitativa e estruturada em três etapas: pré-inquérito por meio da aplicação de questionário aos estudantes do 1º ao 6º ano de Medicina (n=423); entrevistas individuais, segundo roteiro semi-estruturado (n=24) e entrevistas em dois grupos focais constituídos por três encontros (n=14). Na 1ª etapa do estudo, os resultados apontaram que 90% dos participantes do 2º ano até o 4º ano do curso participam de atividades extracurriculares que estão vinculadas ao contexto universitário e despendem, em média, mais de 8h semanais. A participação em ligas acadêmicas foi a atividade mais freqüentemente relatada pelos estudantes do 1º ao 4º ano, sendo que “aproximar da prática médica” foi o principal motivo apontado nesse quesito. Em relação ao 5º e ao 6º ano, as participações em atividades de iniciação científica e monitorias foram as mais relatadas e motivadas pela “contribuição para o currículo”. A Atlética, entidade estudantil que objetiva a participação em competições desportivas, obteve o envolvimento constante dos estudantes durante todos os anos do curso. Os dados advindos das entrevistas individuais revelaram que os estudantes de medicina identificam seu envolvimento com atividades extracurriculares como tentativa de preencher lacunas curriculares, suplementar o curso, integrar-se com os colegas de diferentes anos, atenderem indagações profissionais futuras e/ou proporcionar o distanciamento do cotidiano médico. A utilização da estratégia em grupo focal, alicerçada na abordagem do Sociodrama Educacional, possibilitou que conflitos e contradições, relativos ao cotidiano da formação médica, acabassem por emergir. Apesar dos benefícios apontados pelos estudantes, os dados levantados evidenciam sentimentos de insegurança e conflitos decorrentes da dificuldade deles em conciliar as atividades extracurriculares, o lazer e o curso. Além disso, as percepções dos estudantes sugerem a necessidade premente de ocupação do tempo livre, manifestando um antagonismo diante das insatisfações advindas do vulnerável período do curso médico. / Recent studies show the importance of more including inquiries on the universe of the medical formation, standing out that this is not only constituted of abilities and procedures, but, mainly, for a complex group of attitudes. The schedule of the course is exhausting, thus, many students involve themselves with an infinity of extra activities during their formation, constructing a vast parallel curriculum. This study aimed at inquiring the perceptions of students at a Medical School about their experiences and peculiarities, as well as the role of extracurricular activities during the medical formation. The inquiry was guided by the qualitative and structuralized boarding in three stages: pre-inquiry through the questionnaire application from 1st to 6th year of Medicine students (n=423); individual interviews, according to semi-structuralized script (n=24) and interviews in two focal groups consisting by three meetings (n=14). In the 1st stage of the study, the results had pointed that 90% of the participants of 2nd to 4th year of the course participate of extracurricular activities that are tied with the university context and expend, on average, 8h weekly. The participation in academic leagues was the activity more frequently told by the 1st to 4th year students, where “to approach to the medical practice” was the main reason pointed in this question. Regarding the 5th and 6th year, the participation in activities of scientific initiation and monitorized had been told and motivated by the “contribution for the curriculum”. The “Atlética”, an entity for students that objective the participation in sporting competitions, got the constant envolvement of the students during every year of the course. The resulting data of the individual interviews had disclosed that the medicine students identify their envolvement with extracurricular activities as an attempt to fill curricular gaps, to suplement the course, to combine themselves with the colleagues of different years, to take care of future professional investigations and/or to keep away from the medical routine. The use of the strategy in focal group, based on the approach of the Educational Sociodrama, made possible the appearance of conflicts and contradictions, related to the daily routine of the medical formation. Although the benefits students pointed, data evidence feelings of unreliability and decurrent conflicts because of their difficulty in conciliating the extracurricular activities, the leisure and the course. Moreover, the perceptions of the students suggest the necessity of free time occupation which serves as possible “counterpart” from the contradictions and dissatisfactions of the vulnerable period of the medical course.

The thesis deals with science education and integrating field trip in the undergraduate chemistry curriculum. The theoretical part summarizes available information about science education and integrating field trip in the classroom, theoretical information for creation of a questionnaire and a website. The practical part analyzes results of the survey. The main result is that half of the teachers know their neighbourhood with regard to realize field trip. However they find obstacles in realization, such as price, time- consumption, knowledge of locations, students' interest, demanding organization etc. A website was created using feedback from the questionnaire as described in the next part of thesis. It contains description of locations suitable for field trip in chemistry education. The website is designed to remove at least some of the obstacles.

Orientador: Ana Maria Fonseca de Almeida / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-22T10:41:46Z (GMT). No. of bitstreams: 1 Polaz_KarenTerezaMarcolino_M.pdf: 2767664 bytes, checksum: 4df0c6763ecd05be5e43f24e752c987c (MD5) Previous issue date: 2012 / Resumo: Esta pesquisa investiga os processos de construção de fronteiras sociais pelas famílias de alta renda em relação a outros grupos e como essas fronteiras se mantêm ao longo do tempo. Para tanto, analisou-se as práticas de educação de famílias associadas ao clube mais seletivo, em termos econômicos, de uma grande cidade do interior de São Paulo. Foram focalizados, particularmente, os filhos envolvidos no curso de equitação e nas atividades competitivas realizadas pelo departamento de hipismo. O trabalho de campo consistiu na realização de observações tanto das aulas, quanto das provas realizadas no clube e entrevistas aprofundadas e semi-estruturadas com mães, pais e filhos e, também, alguns funcionários. O clube é visto, neste trabalho, como um dos lugares onde os associados parecem estar "entre si" e onde suas crianças podem ser expostas à aprendizagem dos valores, modos de vida, sensibilidades, habilidades, percepções próprias ao grupo social a que são destinadas a pertencer. Os resultados mostram como as experiências educativas, incluindo a passagem por esse "esporte de elite", contribuem para a constituição de uma maneira de perceber a si e aos outros que pode estar diretamente ou não relacionada às formas concretas de agir sobre o espaço social à sua volta. / Abstract: This research investigates the processes involved in the formation of social boundaries in high income families in relation to other groups and how these boundaries are maintained over the course of time. The educational practices of families associated with the most selective club, in economic terms, of a large city in the interior of the state of Sao Paulo were analysed. In particular, the research focused on the children involved in the horsemanship/equitation course and on the competitive activities carried out by the horsemanship/equitation department. The field work consisted of observations of the classes, as well as of the tests applied in the club and of extensive and semi-structured interviews with mothers, fathers, children and also with some of the staff. The club is seen in this study as one of the places where the associates seem to be among their peers, and where their children can be exposed to the learning of the values, life styles, sensibilities, skills, perceptions appropriate to the social group they are destined to be affiliated with. The results show how the educational experiences, including the passage through this "elite sport", contribute to the constitution of a way to perceive oneself and others, that may be or may not be directly related to the concrete forms of acting on the social environment. / Mestrado / Educação, Conhecimento, Linguagem e Arte / Mestre em Educação

Students who are engaged in their high school environment have higher graduation rates, fewer discipline problems, and lower delinquency rates. In addition, students who are connected to teachers and involved in extracurricular activities consistently experience positive outcomes. However, although the benefits of school resources such as extra-curricular activities and connections to supportive individuals during high school have been well documented, the factors influencing utilization of these resources have not yet been established. Given the known benefits of activity participation and connection to supportive individuals in school settings, and the voluntary nature of their utilization, it is important to investigate factors influencing students' decision to use these resources. The current study investigated potential barriers and facilitating factors for high school students' activity involvement and support seeking from school personnel. Survey data were collected from 1522, 9-12th grade students in four Pinellas County high schools. Questions regarding students' school, family, and social relationships were assessed via psychometrically valid scales, district records, and items created collaboratively with school district administrators for this specific project. Results were analyzed using bivariate correlations and hierarchical multiple regression. Race, free/reduced lunch status, parent involvement and psychological distress were among the strongest correlates with the support seeking outcomes whereas gender, race, free/reduced lunch status, global self worth, self esteem, antisocial peer group, and perceived school support were among the variables most strongly correlated with the activity involvement outcomes. All significant relationships found were in the predicted direction with barrier variables leading to lower levels of school engagement and facilitating factors leading to higher levels of school engagement. Contrary to the hypotheses, the selected barriers and facilitating factors did not contribute to a significant amount of variance above that accounted for by gender, race, and free/reduced lunch status. In general, males, students receiving free/reduced lunch, and black students had the lowest rates of school engagement. The current results add to existing literature by showing that students who would benefit most from positive assets such as support seeking from adults at school and activity involvement are least likely to engage in the behaviors.

The purpose of the current study was to determine if there are potential mediating factors to a student being victimized by school violence. Results from 5,409 middle school and high school student participants who completed the 2007 School Crime Supplement of the National Crime Victimization Survey, a nationally collected survey on victimization, were used to determine if there was a relationship between student victimization and extracurricular activity involvement. Specifically, the questions about victimization (bullying), extracurricular activity involvement, a relationship with an adult at school, and a relationship with a friend were used. Seven specific types of extracurricular activities (athletic teams, spirit groups, performing arts groups, academic clubs, student government, community service/volunteer clubs, and other) were examined to determine if a specific type of extracurricular activity might be related to lower victimization scores. Relationships with an adult and a peer were examined in association with a student's involvement in extracurricular activities. Reported victimization status was also explored in connection with the student's relationships with an adult and peer. The results of this study indicate statistically significant relations among many of the variables above. However, the large sample size was the reason for the significant findings. The results indicate that protecting a student from victimization may not be a benefit of extracurricular involvement; however, extracurricular activities may be a useful tool to connect students to friends and caring adults at school.

Little is known about the mechanisms by which extracurricular participation in high school influences educational attainment in young adulthood. Also limited is an understanding of the different types of extracurricular participation and how various activities may manifest within the relationship. The purpose of this study was to examine the link between high school extracurricular participation and educational attainment, with social capital, parental expectations, and academic achievement presented as mediators. Additionally, the present study will explore socioeconomic differences in the proposed relationships. The sample consisted of 5,239 ninth through twelfth graders from the National Longitudinal Study of Adolescent Health (Add Health). Structural equation modeling (SEM) and multiple-group SEM were used to test pathways. Extracurricular participation was categorized into sports participation, non-sport participation, mixed participation (including both sport and non-sport), and no participation. Social capital, a latent factor, was measured by the latent variables of family and school capital. Various indicators of family closeness and inclusion of school culture from survey items operationalize social capital. Parental expectations, another latent factor, was measured by one survey indicator using the question of how disappointed would your resident father and mother be if you did not graduate from college. Academic achievement was measured by grade point average and calculated by the average of self-reported grades in four subjects: English, math, social studies, and science. Educational level attained used seven levels ranging from less than 8th grade to beyond a Bachelor degree. Gender, race, and parent education were also included as covariates. Social capital, parental expectations, and high school academic achievement were all shown to be mediators between high school extracurricular participation and educational attainment. However, social capital's impact on educational attainment was indirect through GPA rather than direct. Sport showed better capacity to strengthen social capital than non-sport. However, non-sport participants achieved higher high school GPA than sport participants. On average, students involved in both sport and non-sport activities had more positive effects on all model variables than students involved in sports only. Results for socioeconomic comparison showed some evidence for the benefit of sport participation directly on educational level for low-income students. Practically speaking, the conclusion of the study is that students need to participate in a combination of activities that include both sport and non-sport to improve their chances of educational attainment.