Re:Active, In-gredients of Extra! Curricular Programming: going to P.O.T. (?) "So it Seems"

"All In"-Tuition: The answer to "What happens when you combine one's willingness to participate enthusiastically with the willingness to pay an additional sum, to either come before or stay after, to enjoy some extra! curricular involvement? While not in every school, all activities, there has been a trend over the past several years to at least re-cover part of the costs of such programs, as in kind of a 'co-pay' which research in health care has demonstrated people seem to appreciate things more if they "pay in", which is in turn related to the "psychology of attribution" (I've covered this here before, ample examples). In this case, the extra! funds may go to pay for the additional art supplies needed or, in the case of hockey, probably a larger sum to pay for "ice time". Then, of course, there's the cost, accounting for, the time that coaches, directors, and other adult/faculty "advisers" (required in most activities to be at least present) which, as I have said here before, usually works out to be a paltry sum when figured on an hourly basis, given how much time and effort they put in, not just while "present"...So, now that you've (probably your parents) have put down a few extra! bucks to participate, what exactly are the essential ingredients of such activities, "programs" that make up a formula for ongoing success, year-after-year (YAY!) as in "Performance Over Time") versus those that fade into oblivion after having a glimpse of success, one winning season...programs that have come to the attention of not only local school boards for commendations, praise, but might even become "nationally renowned"...or, in the most extreme case, reach the "world stage"😁😎? After such a HUGE build-up, a proper introduction, assuming a sufficient number of initial participants that allow this "program to get off the ground", my intellectual humility compels me to offer such a recipe for success...

"So it Seems" Or, a related reference to "hedging your bets"..."time will tell"...all of which allow me, with just a bit of equivocation, after almost five decades as a "Performance Psychologist" -- one who has vigorously participated in many after school activities, studied what it takes to perform well in any domain (e.g., academically, athletically, and/or occupationally), and assisted hundreds, if not thousands, "give or take", "plus or minus" to reach their stated goals, aspirations...through extensive conversations, discussions with parents, teachers, coaches, music instructors about "what it takes"...enjoying a view from a neutral standpoint, not "having a horse in the race"..."complete objectivity"😔...being able to "have my finger on the pulse" on many programs in many school districts, "in and around" the area in which I "live and work"..."on and off the field of play"..."where my local taxes go" -- part of which go to pay for facilities, "facility maintenance", which are, or course, essential, to even begin such activities. So, after decades of exhaustive re-search as to what constitutes a "winning formula", a "recipe for success", one that would not only make students be inclined to detain themselves after school, one that lends itself to POT, includes the following...

Essentials X 3: All of which are necessary, none of which is sufficient "in and of themselves" (not in order of importance but all inclusive): 1) A strong coach/director -- who isn't just proficient in their respective sport/performance domain, but also a strong motivator...one who not only knows the "X's and O's" but the age with whom they are working (a lot to ask in one individual, you say...perhaps but it is an "essential"); 2) Opportunities and willingness to work on the sport, stagecraft, etc. during the "off season", as in "year-round conditioning" (whatever that means to the respective venue, whether attending sports or musical camps in the summer, or...) ; and 3) an ongoing supportive group of parents who not only fill the stands, but stand behind the participants and coaches/directors, many of which become formalized as "parent boosters!" which are always welcome..."like a shot in the arm"😉. Yep, any of these working in isolation of the others, trying to do the heavy lifting are not apt to be successful, at least not "in the long run" as in P.O.T. And lest you think I am forgetting about those who stand to benefit the most, "win, lose or, draw", the actual combatants, participants in all these extra! curriculars, I offer you...

"A Counter-Active" In the form of polling those would-be participants (similar to "likely voters"), those who are currently engaged, as well as those who participated even many years in the past ("exit polls"), all of which endorse the value of extra! curriculars -- every last one of them! That is, when the question is asked in the form of, "Do you think there is anyone your parents' age who regretted learning an instrument in order to play in the marching band, join the chess club, or play football...? versus "Do you think there are people your parents' age who look back with a bit of regret for letting an opportunity to participate pass them by? At least in my office, since 1976, there has been no exceptions: as in "I VOTE NO/YES". Quite an endorsement, eh? And impeccable timing at that. 

"We're getting the band back together" A quote from one my favorite movies, and one overheard around our community as two aspiring band directors have been doing so, in a community where marching bands had not been seen around these parts since about the time the "Blues Brothers" themselves showed up (C. 1980)...Extra, Extra😎!