An example is that students feel joy and happiness in seeing their sports teacher even before the lesson starts if they have engaged or seen that teacher engage in extracurricular activities with other students. In a New Zealand context Macfarlane (2004) explores this same notion in his work on Manaakitanga and Whanaungatanga. Manaakitanga is developing an ethos of care for students and Whanaungatanga shares common interests and values. (Macfarlane, 2004) Extracurricular activity provides a platform for the development of both of these notions and this helps to establish meaningful relationships with students (Macfarlane, 2004). The literature suggests that if teachers are able to cope with the additional time pressures that come with engaging in extracurricular activities, there may be positive aspects to the relationships being built with students. Likewise, if they do not do so, it can have negative connotations for the teacher-student educational relationship and for student learning (Eccles, Barber, Stone & Hunt, 2003; Saiiari et al, 2011; Whitely & Richard,