In urban areas traditional schools change into all day schools (Schüpbach et al., 2018). Similar to the German development of “Ganztagsbildung”, these schools are expected to transform traditional schools (Holtappels, 2013) by offering additional non-formal learning opportunities to enhance socio-emotional learning (Herzog, 2010). As part of the project "Sports activities in all day schools" additional sports activities in leisure time aiming at the enhancement of physical well-being are being implemented (WHO, 1948). Whereas guided activities such as courses in basketball, dance etc. succeeded on primary level, they were not chosen at secondary level. Non-guided mobile facilities and walk-in activities reached the adolescents to a greater extend. The following research questions were examined: who is attending the sports activities and what are the reasons given? Which competencies are promoted? The study is based on quantitative and qualitative data: a student’s questionnaire to obtain information on the attendance and the reasons for attending the activities (N= 533), interviews with the principals and school personnel to gain the subjective gains and difficulties (n= 14), observations on the usage of the non-guided, mobile facilities. The qualitative data was analysed with the method of the content analysis (Mayring, 2012; Kuckartz, 2018). The results confirmed that students benefitted from the activities in regard to their sports competencies as well as in regard to their socio emotional learning. A positive impact on school climate was reported by the principals due to the increase of prosocial behaviour. Activities planned for students must address students’ various age specific needs in aspects of self regulation and peer orientation. The more structured, monitored and regulated the activity is, the less adolescent students are interested in attending additional hours at the school building. If all day schools want to held younger students and adolescents at school after the lessons, gender and age specific extracurricular learning opportunities addressing the students’ basic needs must be developed.

Herzog, W. (2010): Klassisch oder modular? Die Ganztagsschule zwischen pädagogischer Idee und politischer Realität. In: S. Appel, H. Ludwig & U. Rother (Hg.): Jahrbuch Ganztagsschule, Vielseitig fördern, Bd. 2010. Schwalbach/Ts.: Wochenschau. Holtappels, H. G. (2013): Ganztagserziehung in der Schule. Modelle, Forschungsbefunde und Perspektiven. Wiesbaden, Springer. Kuckartz, U. (2018). Qualitative Inhaltsanalyse. Methoden, Praxis, Computerunterstützung. Weinheim: Beltz Mayring, P. (2012). Qualitative Inhaltsanalyse – ein Beispiel für Mixed Methods. In M. Gläser- Zikuda, T. Seidel, C. Rohlfs, A. Gröscher & S. Ziegelbauer (Hrsg.), Mixed Methods in der empirischen Bildungsforschung (S. 27-36). Münster: Waxmann. Schüpbach, M.; Frei, L.; Nieuwenboom, W. (2018). Tagesschulen. Wiesbaden, Springer. Weltgesundheitsorganisation (1948): Präambel zur Satzung. Genf, WHO.