The Effect of forced Activities

It has been controversial among the public in recent years whether the effect of forced activities. For many parents around the world, it is common to encourage their children to engage in extracurricular activities such as playing a sport, learning a language, or playing a musical instrument. However, when parents force their children to participate in these activities, it can have various effects on a child’s development, both positive and negative.

 

On the one hand, encouraging children to engage in structured activities during their leisure time can have numerous benefits. According to a study published in the Journal of Physical Activity and Health, children who engage in sports have higher levels of physical activity and lower levels of sedentary behavior, which can lead to better physical health outcomes and improved mental health (Loprinzi & Cardinal, 2013). Additionally, a study published in the Journal of Educational Psychology found that participating in music lessons can improve cognitive abilities such as verbal memory, spatial reasoning, and processing speed (Forgeard et al., 2008).

 

Moreover, these activities can provide a sense of purpose and meaning, and can boost self-esteem and confidence. According to a study published in the International Journal of Behavioral Development, participating in extracurricular activities can lead to increased self-esteem and perceived competence (Fredricks & Eccles, 2006).

 

However, when children are forced to participate in these activities, it can have negative consequences. For example, it can lead to resentment and rebellion against the activity and/or the parent. Children who are forced to engage in activities they do not enjoy are less likely to develop a love for that activity, which could lead to them disliking it for the rest of their lives. Additionally, forcing a child to engage in a specific activity can cause the child to feel like they have no control over their life, which can lead to feelings of helplessness and depression.

 

In my own experience, I have witnessed both positive and negative effects of parents forcing their children to participate in activities. For example, I have a friend who was forced to play soccer by his parents even though he had no interest in the sport. He would often complain about having to go to practice and would perform poorly during games because he did not care about the outcome. On the other hand, I have another friend who was forced to take piano lessons when he was younger, and he ended up developing a love for music that has stayed with him throughout his life.

 

Furthermore, cultural factors can influence how parents approach extracurricular activities for their children. For instance, in some Asian cultures, it is common for parents to push their children to excel in academics, music, and sports. This can lead to extremely competitive environments where children are expected to perform at high levels and meet high expectations from their parents. As a result, many Asian children may feel immense pressure to excel in extracurricular activities, which can have negative effects on their mental health and well-being (Matsuba & Walker, 2005).

 

In contrast, in some Western cultures, parents may place less emphasis on structured activities and allow their children to choose what they want to do in their free time. This can lead to children having more autonomy and feeling like they have control over their lives. However, this can also lead to children not being exposed to different activities and potentially missing out on the benefits that come with participating in structured activities.

 

In conclusion, while participating in structured activities can have numerous benefits for children, it is important to consider the child’s interests and desires before forcing them to engage in an activity. When children are forced to engage in activities they do not enjoy, it can have negative consequences on their development and well-being. However, when children are allowed to choose what they want to do, it can lead to a sense of autonomy and control, but also potentially limit their exposure to new activities.

References 

Forgeard, M. J. C., Winner, E., Norton, A. C., & Schlaug, G. (2008). Practicing a musical instrument in childhood is associated with enhanced verbal ability and nonverbal reasoning. Journal of Educational Psychology, 100(2), 354–366. doi: 10.1037/0022-0663.100.2.354

Fredricks, J. A., & Eccles, J. S. (2006). Is extracurricular participation associated with beneficial outcomes? Concurrent and longitudinal relations. Developmental Psychology, 42(4), 698–713. doi: 10.1037/0012-1649.42.4.698

Loprinzi, P. D., & Cardinal, B. J. (2013). Association between objectively-measured physical activity and sleep, NHANES 2005-2006. Mental Health and Physical Activity, 6(2), 146–149. doi: 10.1016/j.mhpa.2013.06.007

Matsuba, M. K., & Walker, L. J. (2005). The role of culture in the context of child maltreatment: Lessons from research. Child Abuse & Neglect, 29(11), 1195–1209. doi: 10.1016/j.chiabu.2005.03.006