An example is that the student experiences joy and happiness in seeing his sports teacher even before the start of the lesson if he participated or saw this teacher engaging in an extracurricular activity with other students. . In a New Zealand context, Macfarlane (2004) explores this same notion in his work on Manaakitanga and Whanaungatanga. Manaakitanga develops an ethic of care for students and Whanaungatanga shares common interests and values. (Macfarlane, 2004) Extracurricular activities provide a platform to develop both of these concepts, which helps build meaningful relationships with students (Macfarlane, 2004). The literature suggests that if teachers are able to cope with the additional time demands of participating in extracurricular activities, the relationship that is built with students can be positive. Likewise, if they do not do so, it can have negative connotations for the educational relationship between teacher and student and for student learning (Eccles, Barber, Stone & Hunt, 2003; Saiiari et al, 2011; Whitely and Richard).,