Extracurricular activities play an important role in today’s K to 12 in elementary,intermediate level. When one considers the large amount of activities available, one realize the variety of the programs. Integrated are athletics, campus newspaper writing, student administration, academic clubs, service organization, and special concentration actions. There erstwhile a substantial quantity of study dedicated to study the connection amid scholar participation in actions and learner educational accomplishment. Even though a affirmative connection have been revealed in lots of of studies, there is a silent severe fight in the midst of educators about the necessitate for extramural activities. Two things emerge to be established in today’s scholastic society. These are as whichever the educational or developmental viewpoint. The academic outlook considers extracurricular activities as solely freedom and not fraction of the reason of school. The developmental standpoint considers additional activities essential to the sum growth of the learner in today’s school (Holland ; Andre, 1987). Teachers and administrators who sense in the school perspective argues that times spent gone from the classroom reduce the student probability for success. Even individual activities that don’t require loss of classroom time are perceived to take away study time. These educators cut or eliminate activities for budgetary reasons.Furthermore, educator who consider in the developmental perception observe activities as an additional room of the learning curriculum. Activities permit pupils to expand skills such as headship, sportsmanship, discipline, confidence, and the skill to grip aggressive situation. Additional activities present a chance to interrelate in behavior that let the beforehand mention skills to flourish. The developmental minded judge that lots of of these skills would be not possible or extremely complicated to build up in a classroom surroundings. Marsh (1 992) stated: According to diverse academic perspectives, extracurricular activity participation may be posited to (a) divert attention from academic pursuits, as evidence by its pessimistic property on barely distinct educational goals; (b) have small or no result on scholarly outcomes but add to usual nonacademic outcomes; or (c) contain affirmative special effects on non academic outcome and ease educational development, possibly in some way, too.