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JJI - EXTRACURRICULAR PHILOSOPHY

Philosophy

Athletics offer an important extracurricular extension of theThe Cape Elizabeth School Department'Board recognizes the value of extracurricular activities  (e.g. athletics, band, chorus, theater, clubs, and other teams) as an integral part of the educational program and believes that participation in extracurricular activities provides a significant learning experience and opportunity for personal growth.  Learning in these activities is closely related to learning in the classroom, supporting the Guiding Principles of Maine’s coreSystem academicof mission.Learning Results. In competition and practice, student participants learn skills, strategies, relationships, leadership, self-discipline, and responsibility. They also learn the importance of setting goals for themselves and the collective participants, and planning how to achieve those goals.

The Board also believes that participation in extracurricular is related to physical and emotional health. These activities provide the incentive for developing and maintaining healthy bodies and active minds. Participation in extracurricular activities builds self-confidence and a sense of personal responsibility for making healthy lifestyle choices. Being part of a team, cast, or group also creates a feeling of belonging and offers a supportive network that contributes to emotional well-being. Participation in the athleticextracurricular program should assist our students in developing the knowledge, skills, behaviors, and attitudes to become successful individuals and citizens.

While students are entitled to a core academic education, athleticextracurricular activities participation is a privilege and not a right. In earning and retaining that privilege, student athletesparticipants are held to clear and appropriate academic and behavioral expectations.

Cape Elizabeth has a very strong tradition of excellence in school athletics.extracurricular activities. This tradition exists because of the collaborative effort of the student athletes,students, their families, the schools, the athletic department, booster groups, and the community. By modeling discipline, high expectations, and ethical decision-making, we that tradition is nurtured and enhanced.

It is the Board’s intent that the school unit offers students the opportunity to experience developmentally appropriate and diverse extracurricular programs. The diversity of extracurricular offerings in schools is important to providing students with a wide range of opportunities to explore and excel in various extracurricular experiences. This ensures that students with different interests and abilities can find a suitable activity that aligns with their passions. It is equally important to provide appropriate levels of competition within each activity, allowing students to participate with students of similar skill levels and/or interests. 

At the middle school level, extracurricular activities and athletic programs will nurturebe designed to support the developmental needs of middle level students. Programs at this level will provide opportunities for students to explore a variety of interests, develop skills, and enhancefoster thatsportsmanship, tradition.teamwork, and personal growth.

Beliefs

At

    the
  1. Wehigh believeschool thatlevel, participationextracurricular activities and athletic programs will offer more focused and challenging opportunities for students ready to deepen their engagement and/or competition with other students who share like-interests. The programs will emphasize further development, sportsmanship, teamwork, healthy competition, and advance training in athleticsspecific contributesareas.  

    The Board will be responsible for approving the school sponsorship of extracurricular activities and interscholastic athletic programs. The Superintendent/designee (e.g., Athletic Director, principal) shall be responsible for making recommendations concerning the approval of new extracurricular programs or the modification or elimination of existing programs. The Board may articulate, through policy, criteria to be considered in decision-making or may delegate the responsibility for developing such criteria to the physical,Superintendent/designee.   mental,

    emotional,

     moral,

    and

    Cross socialReference:

    well
      being of an individual.
    • JJIBB—Sportsmanship
    • We believeJJIBC—Relations thatwith athleticsBooster offerGroups both challenges and opportunities for success for our students. Students should be encouraged to participate in athletics, as their interests lead and as their abilities allow.
    • We believe in an equitable athletic program - one that does not discriminate, one that provides opportunities at several levels, and one in which all members of a team feel welcome and valued.
    • We believe that student athletes, coaches, and fans represent more than themselves and their respective teams. They are also ambassadors of our school district and of our town. As such, we expect all to embrace the principles of good sportsmanship and to show utmost respect for fellow team members, opponents, coaches, fan officials, equipment, and facilities.
    • We believe that school athletics should take place in a physically and emotionally safe environment where acclimate enthusiasm, high expectation, and mutual respect is fostered. At all levels of competition, athletics should remain fun.
    • We believe in the value of goal setting, as it plays an important role in the success of an athletic program and in the success of the individual student athlete. Success should be measured in terms of progress made on individual, team, and program goals, and not solely on contest wins and championships.
    • We believe that the demands that our athletic program places upon our student athletes should be carefully measured and should not place a hardship upon academic achievement.
    • We believe that coaches should be exemplary role models for our youth. We believe that the player-coach relationship is at the heart of a successful athletic program. We recognize the importance of quality coaching in the development of our student athletes. It is our goal to attract, retain, develop, and supervise the best possible coaches for Cape Elizabeth athletes.
    • We believe that booster groups provide valuable support to our athletic program.
    • We believe that athletics is a natural extension of the classroom. It is therefore our goal to effectively teach important lessons in character, teamwork, self-discipline, commitment, loyalty and organization within the framework of each sport.

Adopted:

  • May 12, 2002

Revised:

  • September 11, 2007
  • April 8, 2025


 

 

 

 

 

 

 


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