At Mercersburg Academy, Performance Group Activities (PGAs) are daily afternoon programs for students, offering options from athletics to internships to performing arts. This year, however, several changes were made to the menu in an effort to redefine program goals. These included cuts to Community Engagement, Strength and Conditioning, and adjustments to internships and music groups.
Discussions about PGAs began last year. One of the faculty members leading the task force, Michael Conklin, Dean of College Counseling, gathered a group of teachers involved with PGAs to discuss new ideas, considering the criteria, purpose, and outcomes of a PGA and the definition of a “performance group activity.” The changes came after collaboration between the school administration and the Board of Regents. “We're a medium-sized institution with big school programming. For us to do the things we would like to do really well and create a better quality of life for our students and faculty, we need to reduce the scope of what we offer,” Conklin said.
Many PGA offerings lingered after COVID-19, during which Mercersburg was more lenient about what qualified as a PGA. However, with 33 PGAs offered in the fall term alone after the pandemic, resources and faculty were stretched thin, leading the school to reduce their number and strengthen support for the remaining programs. Now, all PGAs must meet the four requirements of teamwork, regular coaching, physical activity, and public performance. Jennifer Craig, Associate Head of School for Student Life, overseeing PGAs, said, “Even though some PGAs were popular among students, they were not fulfilling the purpose of what we want students to learn at Mercersburg. Previously, activities were so disparate that the program lacked a unified purpose.” This has led to cuts in some PGAs, the redefinition of others, and the addition of new ones.
One cut was to Strength and Conditioning, which allowed students to work out independently. Past participant Dylan Ridgway ’26 said, “I miss Strength and Conditioning because it was nice getting a workout in and then going to practice my spring sport during the fall.” The PGA was cut because it didn’t meet all the criteria, though serious athletes still seeking extra training can join a specialized training PGA. For example, basketball players can join "Fall Basketball," where team members come together for group workouts to encourage team bonding and spirit.
Another change was the removal of the Community Engagement PGA, which allowed students to participate in community service opportunities on campus and in the surrounding area. This year, community engagement now falls under the broader “Experiential Education” program, led by director Emily Parsons, who previously headed Community Engagement. “Admittedly, I miss having a core group; we could get on a bus and bond and get to know the partners over the course of the term. But now, we can involve more students,” said Parsons. Experiential Education includes organizing community service events for sports teams, internships, and Model UN. Now, the football team helps pack food for the local shelter—something previously reserved for Community Engagement. Jamar Galbreath, head football coach, said, “It’s a great time for the team to bond, but I would love to see more hands-on work in town; however, with the time constraints, that is usually not an option for us.”
Andrew Chang ’26, once part of Community Engagement, said, “I think integrating community engagement into all PGAs is more beneficial—everyone can now learn to work with our community.” However, Christine Jiang ’26, a former participant, misses the original program's dedicated focus. “Community Engagement was my first serious volunteer experience, and I learned a lot. I hope the school brings it back.”
Internships remain a PGA option, but like Community Engagement, the program experienced modification. Now limited to 11th and 12th graders, internships require a written application. Craig explains, “Instead of students who may not know what they were choosing, we decided to make an application for internships and be purposeful and clear with the expectations and outcomes.”
There has also been a removal of the policy that allowed student music groups to take a term off PGA. Under the old model, students in Magalia, Octet, and Band could skip a term of PGAs to compensate for evening rehearsals, but this option is no longer available. The change has been challenging for both faculty and students. Shami Beni, music teacher, noted, “If we as teachers hold our students to a high standard and expect them to practice outside of class, it doesn’t make sense for students to have a full schedule of PGAs and no time to focus on practice.” Mikahel Martínez-Arocho ’25 agreed, saying, “We spend hours rehearsing throughout the year, and with the time, effort, and energy we put in, we deserve to have a term off.” Ethan Ma ’27, an Octet member, added, “Musical commitments add a lot of pressure for people in Octet and Magalia. It’s 2-3 hours per week the entire year, so I think the school should change it back.”
Even PGAs not directly affected by these adjustments may feel the impact. Girls’ tennis, which usually receives 30 sign-ups yearly, saw 47 girls enroll this fall. Mike Sweeney, head girls varsity tennis coach, said, “We received a lot more sign-ups this year. Maybe some of these girls would have signed up for Strength and Conditioning or Community Engagement, but it’s hard to tell.” Mogere Nyakoe ’25, a four-year team member, said, “There are a lot more girls, but it’s nice because we get to see many people learn tennis who usually wouldn’t try. We also have three coaches this year instead of two, so we get more detailed coaching.” Similarly, Liam Glick ’27 is participating in cross country for the first time. Despite initial hesitations, he noted, “I have already made a lot of improvements and reduced my time by minutes.” It seems these PGA changes have empowered more students to try new activities.
PGAs are continuously evolving to meet the goals of students at Mercersburg Academy. “If there’s an experience you really want to stretch and grow in, and you have a proposal for it, we would always listen to that,” said Craig. Conklin added, “We are taking student feedback, and the student experience deeply matters to us.”