At Stevenson, the co-curricular obligations are intended to create student teamwork and discipline. However, confusion remains about the expectations of these requirements. While many students are excited to be on a team, others question the after-school activities that take up their time, especially those who thrive in non-sporting pursuits. At first thought, I understood the pushback. This time commitment can make students feel pressured and controlled, especially if it does not align with their interests. From their perspective, it feels like a forced activity that is not exciting, where their energy is not benefiting the teams or themselves. It is reasonable to be frustrated by questions about why club sports do not satisfy academic requirements or why certain students are granted exemptions while others are not. These situations can feel unfair, especially when students dedicate their time and effort to activities outside of school yet do not receive the same recognition.
Although these criticisms are valid, they overlook the broader benefits of participation in sports and co-curricular activities and the core values and goals that shape the athletic and extracurricular program's requirements. The opportunity for team sports here at our school fosters community and commitment. I love doing three sports a year, although I do not have that added pressure from having an extra commitment to a club sport or outside-of-school activity. And yet, I side with the athletic program in that everybody should be required to participate. Although a student may be busy or, at first glance, believe an activity is not for them, they should not overlook the opportunities available.
The change in perspective is unavoidable when you break out of your comfort zone to get involved with the interscholastic side of extracurriculars. While researching, interviewing, and trying to see both sides of the topic, I had the opportunity to sit down with our Director of Athletics, Mr. Clymo, and our Dean of Co-Curricular Education, Mr. Olson, to gain insight into the motivations behind these programs and to hear their thoughts on students' perspectives, especially those who question the value of the requirements.
"Ultimately, it's not designed for you to tap out. It's designed for you to go and pursue greatness in something."
Justin Clymo, Director of Athletics
Clymo is a dedicated mentor with a strong presence on campus. He manages one of the largest advisories, lives on campus with his family, and oversees countless logistics with care and precision. While his commitment can feel intense, it is clear that he genuinely values students' work ethic and their growth. As I walked into his office and asked him to introduce himself, the first thing he replied with was, "My name is Inigo Montoya; you killed my father. Prepare to die." Although this unexpected moment caught me off guard, it excited me about his thoughts on my topic.
One of my favorite parts of the interview was when Clymo highlighted the diverse ways students can get involved. He shared a story about Richie Senegor, a former student council member who dedicated four years to theater tech: "That kid did theater tech for four years, and then he went to Santa Clara and was working for NASA," he said. "So, should I have made that kid go run cross country? Dude was involved more than anybody! He was head prefect in the dorm; he was involved. What we are designing for is involvement, not making someone who does not want to do something athletic try it." This perspective opened my eyes to the school's flexibility and the emphasis on valuing various forms of engagement.
From what I learned, the sports requirement at Stevenson is designed to encourage students to get involved in a wide range of activities, especially during their first two years, to help them discover interests and build social connections. The expectation is that students should try something new, step out of their comfort zones, and see what they might enjoy. As Mr. Clymo emphasized, "I think you're going to learn everything you need to know in life by playing athletics and by going and being uncomfortable." However, there is an underlying pressure for those who might not be inclined to engage in traditional sports or activities, leading to frustration over limited options or requirements that do not align with their interests.
Criticism often arises from students who feel pressured into participating in sports or activities they are not passionate about, creating a sense of resistance. For instance, some students may find the available sports options unappealing, and they might struggle with the fact that more niche or less competitive activities may not fulfill the total requirement. This is the balancing act between students being active and involved in the community while not overwhelming them, especially when many also navigate the complexities of college applications and other commitments. Clymo reflects on many students' pushback, understanding that we are busy kids, although he's just trying to create more engagement through sports.
"I'm still trying to help you see the forest through the trees."
Justin Clymo, Director of Athletics
Clymo's statement captures the tension between students' immediate frustrations and the broader vision behind the policy. Although the required participation may make kids feel overburdened, the goal is to foster community involvement, long-term well-being, and a sense of belonging. However, for those already juggling rigorous academics, arts, or other commitments, seeing the "forest" can feel more like an overwhelming task than a path to personal growth.
The aim of these requirements is not only to promote physical activity but also to foster a sense of belonging and develop essential life skills through diverse experiences. While the system is not explicitly tailored for the few who may resist participation, it is designed to encourage engagement among the majority. The idea of earning "credits" for participation is being explored to offer more flexibility while still adhering to the school's mission of promoting involvement. The historical comparison of options for our extracurriculars has changed like no other. Initially focused on traditional sports, the opportunities we have now expand all of our school's facilities. From the outdoors in Monterey with surfing and hiking to more professional spaces with Model UN and theater tech. It is warming to know there is so much variety in what
our students do daily.
As the conversation about the athletic program continues, so does the thought of adding new activities for those who would instead focus on one sport. For example, introducing specialized training and skills classes for specific sports—such as "stick skills" for field sports or aquatics training for swimmers and water polo players—has significantly reduced overcrowding in the weight room. This approach allows students to focus on skill development specific to their chosen sports while still fulfilling their athletic requirements. Such flexibility aligns with the broader goal of keeping students active while supporting their growth and improvement across seasons.
Additionally, the challenging topic of the Independent Sports Option (ISO) allows elite athletes involved in club or travel sports to receive credit for their participation. However, the ISO is not intended as an "opt-out" mechanism; instead, it is designed to support those striving for excellence outside the traditional school offerings. According to Clymo, the approval process involves several steps, including input from parents and coaches, with the athletic director ultimately deciding whether the sport meets school requirements and the student's reasons for pursuing it. This is valid; if the ISO was easier to attain, I could only imagine half our school opting for it. This careful consideration ensures that each student's unique circumstances are addressed, especially when balancing school requirements with personal ambitions.
Throughout these discussions, the focus remains on helping students become better athletes and well-rounded individuals. Conversations often center around students' motivations and how their participation aligns with their long-term goals, such as potential college scholarships. It is evident that each case is unique, and decisions are made thoughtfully, reinforcing the importance of finding the right balance between athletic participation and individual interests. Many students who initially feel pressured by the requirements later discover that engaging in athletics can lead to personal growth, new friendships, and a sense of belonging within the school community. That is the hope of our program. I have now realized that the conversation surrounding sports requirements is not just about the hours spent in practice or games but about stepping out of your comfort zone.
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