CHAPTER I

INTRODUCTION

“Sports is a metaphor for overcoming obstacles and achieving against great

odds.”

-Bill Bradley

Sports engagement has an essential role in the growth of every individual.

It requires a lot of skills and determination and it promotes camaraderie among
people involved. Furthermore, physical activity improves general circulation,
increases blood flow to the brain, and raises levels of norepinephrine and
endorphins—all of which may reduce stress, improve mood, induce a calming
effect after exercise, and perhaps as a result improve achievement (Taras,
2005). With this, it can be stated that sports engagement has many health and
social benefits that can be attained by those participating in it.

Students are the most common people that engage into sports. At an
early age, the opportunities that they encounter to mold their skills and talents
are everywhere around them. According to Boetkel et al. (2016), school-
organized sports play an important role in students' academic and social
experiences for many students. This implies that sports have relevance to a
student’s academic achievement and their exposure to these activities can
influence their educational attainment.

In the global context, there have been a lot of researches regarding the
relationship of physical activity and sports engagement to the academic
performance of students. A study of Rasberry et al. (2011)conducted at Buford
Highway, Atlanta, USAentitled the association between school-based physical
activity, including physical education,and academic performance: A

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systematic review of the literature suggests that physical activity is either
positively related to academic performance or that there is not a demonstrated
relationship between physical activity and academic performance. The pattern
of having positive relationships or no relationships, along with the lack of
negative relationships, is consistent throughout the results and suggests that
adding physical activity to the school day may enhance and does not detract
from academic performance.

In the national context, a qualitative research conducted by Ignacio et

al. (2017) entitled Academic Achievement as Influenced by Sports Participation
in Selected Universities in the Philippines that was conducted in Laguna State
Polytechnic University, Los Baños Campus showed that there was really a link
between sports participation and academic achievement of the student-
athletes. Sports participations developed and enhanced academic excellence,
self-discipline, mental/cognitive development and class participation of student-
athletes. Sports involvement have positive influence on memory, students’
concentration in education, increased learning efficiency, attained higher
degree of academic achievement, and obtained higher school grades.

In the locality of Davao city, there have not been any related studies that
can be associated with sports engagement and academic performance of the
students. However, this will add essence to the study to be conducted by the
researchers since this will be the pioneering research in the Davao context.

Philippine Academy of Sakya – Davao is an educational institution that

visions to produce wholesome students that will not only excel academically,
but also in the extracurricular activities provided by the school. In line with this,
the students are given the opportunity to engage into different crafts and
organizations that will further enhance their innate and acquired talents and
skills. Moreover, student athletes in the institution are evident and rampant. This

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knowledge made the researchers decide that a study regarding engagement
into sports and academic performance of the students should be conducted.

This purpose of this study is to research on how engagement into sports

affects the academic performance of the students. Also, the study shall
determine the effects, both positive and negative,on sports engagement and
academic performance of students. Given that Philippine Academy of Sakya -
Davao has a vision of producing holistic students; it will give the students and
school administration a glimpse of the possible effects of sports on the students'
academic performance.

Administrator- The result of the study will guide the administrator in implementing
appropriate programs that will help students enhancing their academic
performance. School administrators to focus on both simple and complex
school issues or concerns that are in real time and don’t have a quick fix. They
continue to monitor student achievement data to determine the changes and
adjustment that need to be addressed.

Teachers- The result will guide them in creating strategies and solutions that
would help the students to have good grades. This will give them a conducive
learning environment to work in and provide them comfort in every activity that
will take inside the campus.

Parents- The result of the study will help them to know what are the problems
encountered by their children and they can give some advices and moral
support. School need to build partnership with parents and develop mutual
responsibility for children success in the educational system. In this way, parental
involvement is increased, parent’s effort to support schools are encouraged,
and they directly making a positive impact to a successful educational system.

Students- It will manage them to manage their time effectively which will result
to a high academic performance. Just like teachers, students will give them a

3
conducive learning environment to work in and provide them comfort in every
activity that will take inside the campus.

With all the previous studies, benefits, and setting stated earlier, this
qualitative research can be considered as a stepping stone for other
researchers to deliberate and study on the topic the researchers have
presented. This study shall also focus on the high school athlete students of
Philippine Academy of Sakya – Davao with the primary concern of determining
the effect of sports on their educational attainment and academic
performance.

Objectives of the Study

The over-all aim of the study is to collect valid and reliable information on
the outcome of sports engagement and academic performance of student
athletes of Philippine academy of Sakya – Davao Inc.

The research has a number of specific objectives:

 To determine the influence of the school environment on the sports

participation of the high school students
 To distinguish the positive and negative effects of sports engagement and
academic performance of high school student athletes
 To identify the class participation of students and their discipline for time
management being a student athlete

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THEORETICAL LENS

The researchers used three theoretical perspectives to represent the study

regarding the effects of sports engagement to the academic performance of
the student athletes of the Philippine Academy of Sakya - Davao Inc. The study
particularly has the intentions to know if that sports participation diverts attention
from academic goals or has a positive effect on academic achievement. The
first, Zero-Sum Model Theory, is derived from the work of Coleman (1961) as cited
to the study conducted by McCarthy (2014), who concluded that adolescent
society emphasizes peer acceptance and an indifferent approach to
academic achievement. The second is the Developmental Theory, a reaction to
Coleman which instead offered that participation aids in the overall
development of athletes, including academically. It is this second perspective
that informs the hypothesis of this study that athletic participation leads to
increased academic achievement. Lastly, the attribution theory by Heider
(1958) as cited in the study by Singleton (2016), which encompasses motivation
is relevant to this particular study.

Zero-Sum Model Theory

Holland and Andre (1987) defined Coleman’s theory to mean that an

emphasis on extracurricular activities subverts the academic goals of
education. This became known as the Zero-Sum Model. Coleman’s (1961)
position was that a commitment to academic, social, or athletic pursuits
necessitates a reduction in commitment to the other two. Because sports are
both athletic and social in nature, participation is said to detract from
academics. Although this is an important theory, there is a lot of evidence
against it (Marsh, 1988). Participation in athletics has often been found to
facilitate academic outcomes rather than detract from them (Marsh, 1988).

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Developmental Theory

Holland and Andre (1987) provided evidence for an alternative, the

Developmental Theory, in which athletics are viewed as experiences that
enhance the total development of students. From the developmental
perspective, athletics may facilitate not only nonacademic goals but also
academic goals. Growth takes place during the process of pursuing goals in
athletics, with the emphasis being on hard work, delayed gratification, planning
competition cooperation, organization and the development of skills and values
that lead to success (Hanson & Krauss.1998).

Observing, working and exchanging ideas with others are the vital
components of development. (Abdal- Haqq, 1989) students learn by
participating in legitimate activity and student athletes learn how to play better
as they try to win. When individuals contribute positive activities, they also
increase action possibilities for themselves. Characteristics of culture such as
working toward objectives motivation division of labor and identity are
distributed to individuals who are part of the team.

Through this process, student athletes become more engaged and

interested in school as they developed a heightened sense of self-worth and
believe in their ability to succeed (Synder&Spreitzer. 1990). High School athletes
also receive extra attention from adults including not only coaches but teachers
and guidance counselors who take part in the pride in the achievement of the
teams.

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Attribution Theory

Motivational theories play a significant role in students’ desire to

participate and succeed in athletics and school. The founder of the attribution
theory, Heider (1958), believed that people logically attempt to uncover
connections between causes and effects. While Heider was the first to propose
a theory of attribution, Weiner (1985) developed the theoretical framework. The
attribution theory, which is probably the most influential contemporary theory
with implications for academic motivation, incorporates behavior modification
because it supports the idea that students are motivated by the outcome of
being able to feel good about themselves. The attribution theory is founded on
the assumption that people want to understand and explain the events or
outcomes in their lives, including what happens in academic settings (Weiner,
1980). Based on this theory, people identify reasons or attributions for explaining
academic outcomes and failures. Attributions are powerful forces that help
people understand the world around them, including why students do what
they do, which in turn has a significant impact on the learning process (Gaier,
2015). The attribution theory is connected to athletic participation because
student athletes are able to feel good if they experience success from athletic
competition. In addition, many students feel good about themselves if they just
simply make the team, regardless of the team’s success. The sense of belonging
to such a prestigious group, which in this case is an athletic team, increases the
self-esteem of student athletes. High self-esteem and a positive self-image are
critical components to high academic achievement. Aryana (2010) concluded
that students who feel more confident about themselves are not apprehensive
and they have higher academic achievement, compared to those who do not
have confidence in themselves. The relationship between self-esteem and
academic achievement is regarded by many educators as a well-established
fact (Arshad&Mahmood, 2015). Research has consistently shown a positive
correlation between how people value themselves and the level of their

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academic attainments (Naderi et al., 2009). Students who feel good about
themselves usually work harder in school and obtain higher grades. They believe
in themselves, their abilities, and their future and they are less likely to drop out of
high school (Daniels & Leaper, 2006). Student participation in sports increases
self-esteem, high self-esteem increases academic achievement, and high
academic achievement eventually leads to school completion and higher
graduation rates (Watt & Moore, 2001). Students’ self-perceptions influence their
understanding of achievement and failure, which justifies their motivation or lack
of, and athletes typically have a positive self-perception. Weiner (2005) argued
that attributing failure to more stable, internal, and uncontrollable causes
(innate ability) is detrimental to later motivation and achievement strivings. This
type of attribution is thought to lead to a more hopeless emotional response
and lowered expectations for later success (Hareli& Weiner, 2002). In contrast,
however, it is seen as more beneficial for subsequent motivation to attribute
failure to more unstable but controllable causes such as effort and strategy
(Walters, Fan, & Daugherty, 2013). Failure in high school athletic competitions
can easily be attributed to a lack of effort or an ineffective strategy. The
realization of this attribution can create persistence in a commitment to
improvement in future competitions. This type of attribution leaves open the
potential for change and, therefore, provide for greater hopefulness and higher
expectations on subsequent tasks (Walters et al., 2013). There is little doubt that
positive and negative outcomes, respectively, give rise to general positive and
negative emotions (Weiner, 2010).

Environment also plays a key role in the attribution theory. When students
are successful, they attribute this success to their abilities, but when students fail,
they attribute the Failures to other environmental factors (Knesting, 2009). The
role that the school environment plays on student motivation is significant.
Athletic teams can create an engaging and supporting environment outside of
a traditional classroom. Students’ beliefs about why they may or may not be

8
successful in various pursuits can influence the extent to which they are likely to
invest effort in these pursuits, which in turn affects the level of achievement likely
to be experienced (Rosevear, 2010). Students’ beliefs about themselves on the
athletic field may transcend to their belief about themselves in the classroom.

According to the attribution theory, when students fail, they will likely
persist and possibly succeed only if they attribute failure to a lack of effort
(Weiner, 2005). Luckily for student athletes, failure in competition, more often
than not, is not due to lack of effort but is usually the result of competing against
a better team. However, if students do blame a lack of effort as a major reason
they lost a competition, then it is possible that they can be motivated to work
harder for future competitions. The work ethic that students develop from
participating in sports can be used in the classroom. Finally, the attribution
theory validates the argument that if educators truly want students to persist
academically, then they must help them establish a sincere belief that they are
competent. Competency is encouraged through participation in sports
because good coaches set realistic expectations of their athletes, and once
those expectations are met, student athletes realize that they are competent
(Mageau & Vallerand, 2003). The influence coaches can have on their athletes
is powerful. Teachers and school psychologists should be aware of the positive
influence they can have on students through positive relationships (Lessard,
Fortin, Marcotte, & Egide, 2009). Student athletes know that their coaches
believe in them. If there is a strong connection between teachers and students
or coaches and students, and if a high expectation is in place, then students will
likely persist and remain enrolled in school and eventually graduate. Dropout
prevention efforts start with establishing positive relationships with students
(Lessard et al., 2009).

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REVIEW OF RELATED LITERATURE

Review of related literature in any field of investigation has become an

inevitable part of research work. Best (1977) is of strong opinion that “familiarity
with the literature in any problem area helps the student to discover what is
already known, what others have attempted to found out , what method of
approach have been promising or disappointing and what problems remain to
be solved”. The investigator has made an earnest effort to find out and study
the researches related to topic under investigation concluded by the various
researchers and scholars.

For several generations, athletics and education have been identified

with each other, with the result that sports culture has become embedded
within academic culture on many levels. Traditionally, participation in sports was
said to make boys into men and help them appreciate teamwork, duty,
sacrifice and dedication. Sports built character, and engendered the values of
good sportsmanship in young men. As a result of this tradition, a number of
researchers have argued that “organized sports can play a beneficial role in the
development of children into educated and well-rounded students” (Griffith,
2004, p. 1). The promotion of sports as a path toward maturity was supported by
studies that have found that “participation in extracurricular activities….affect
academic performance, attachment to school and social development”
among high school students (NHSAW, 2001, p. 9). Participation in sports and
related physical education activities “provide opportunities for students to learn
the values of teamwork…and the opportunity to apply academic skills in other
arenas as part of a well-rounded education”.

Most researchers report positive outcomes from engaging in athletics, at

all age levels. Sports participation contributes to academic achievement in
several ways. For example, the emphasis on success and hard work in athletics
31 can increase students’ desire to succeed in school (Dworkin, Larkin, &

10
Hansen, 2003; Glanville, Sikkink, & Hernandez, 2008), the eligibility requirements
can motivate student athletes to do well in their courses, and the mere
involvement in sports may lead students to feel more attached to their schools
and increase their visibility and status among other students and teachers (Broh,
2002; Feldman & Matjasko, 2005). Students who are more attached to their
schools and their teachers tend to be more engaged in their classrooms, which
can contribute to educational success (Crosnoe, Johnson, & Elder, 2004). These
benefits can improve the educational experience of high school students, thus
increasing academic achievement and helping keep them enrolled in school.

Based on Oxford Bibliographies, Academic achievement represents

performance outcomes that indicate the extent to which a person has
accomplished specific goals that were the focus of activities in instructional
environments, specifically in school, college, and university. School systems
mostly define cognitive goals that either apply across multiple subject areas
(e.g., critical thinking) or include the acquisition of knowledge and
understanding in a specific intellectual domain (e.g., numeracy, literacy,
science, history).

Participation in sports also has other benefits that may increase academic
achievement. Overton’s (2001) study examining the difference in educational
performance of high school athletes versus non-athletes in North Carolina found
that athletes had a higher mean GPA, better attendance rate, lower discipline
referral percentage, lower dropout rate, and higher graduation rate. The results
of this study are not surprising, as a wealth of research supports this notion. For
many students, sports team participation is the major route by which they are
physically active, and several studies suggest that participation on sports teams
is also associated with better academic outcomes (Fox, Barr-Anderson,
Neumark-Sztainer, & Wall, 2010). The requirement of maintaining a minimum
grade point average to play on sports teams may provide an incentive for

11
student athletes to succeed academically (Overton, 2001). Not only do the
results of Overton’s study suggest that the academic performance of high
school athletes is better than that of non-athletes, but the findings also hold true
with variables such as race and gender.

Another study examining the associations between sports participation,

physical activity, and academic outcomes found that regardless of whether
academic success was related to the physical activity itself or to participation
on sports teams, there were positive associations 32 between physical activity
involvement and academic achievement among students (Fox et al., 2010).
These findings show that there is a direct correlation between participation in
athletics and academic success.

Sports participation interventions engage pupils in sports as a means to

increasing educational engagement and attainment. This might be through
organized after school activities or a program organized by a local sporting club
or association. Sometimes sporting activity is used as a means to encourage
young people to engage in additional learning activities, such as football
training at a local football club combined with study skills, ICT, literacy, or
mathematics lessons (Education Endowment Foundation, 2011).

In addition, student-athletes are offered life skill development programs.

Formerly, many perceived that, because they were on scholarships, student-
athletes had all their needs met at school. Studies have shown that not only was
this not true, but that the perception that it was caused schools to allow student-
athletes to fall through the cracks (Clark, 2002). In fact, studies have shown that
the environment that the student athlete enters into is often “exploitative,
developmentally damaging, socially alienating, and generally non-supportive”
(Clark, p. 4).

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 Every athlete dreams of moving onto the professional level and getting
paid to play the game that they love, but in reality the majority of NCAA student
athletes will not continue onto the professional level. This is causing people to
ponder if the sacrifice to the academic progress of athletes is worth the energy
to continue playing sports for four more years in college. Many people argue
that the academic performance of athletes is troubling considering that after
sports they only have their education to fall back on and make a life out of that
knowledge. The National Collegiate Athletic Association is a member-led
organization dedicated to the well-being and lifelong success of college
athletes (NCAA Media Center).

According to IGI Global, Academic Performance is defined by students’

reporting of past semester CGPA/GPA and their expected GPA for the current
semester. The grade point average or GPA is now used by most of the tertiary
institutions as a convenient summary measure of the academic performance of
their students. The GPA is a better measurement because it provides a greater
insight into the relative level of performance of individuals and different group of
students.

All of these studies indicated that student-athletes, through participation

in sports, become better citizens of schools, behave better, and are more likely
to stay in school. Athletes also engage in less high-risk adolescent behavior than
non-athletes. This literature review has examined the issue of whether or not
participation in sports can lead to improved academic outcomes for high
school students (Din, 2005; 61 Ryska, 2003; Ryska & Vestal, 2004; Zwart, 2007). On
the anecdotal level, many studies and reports indicated that highly
counterintuitive nature of this proposition. Not only is school culture on both the
high school and college level embroiled in a debate over the primacy of
athletics over academics, but a number of studies have documented how
poorly student-athletes have done academically. Moreover, the pressures

13
created by the professionalization of sports at the collegiate and high school
levels has not only demoralized the traditional values of sports culture, and all of
the values-oriented benefits sports are said to give a person, but has lead to
numerous abuses which further undermine the viability of the “student-athlete”
construct. In the context of this highly negative environment, a number of
researchers continued to argue that participation in sports can help some
students achieve more academically. Most of these arguments have been
based on what are termed the noncognitive benefits of sports, not only that it
builds character, but more importantly that sports, if not demoralized by win-only
pressure, can build self-esteem, confidence and motivation which can and do
transfer over into academic affairs (Comeaux, 2002; Ferris & Finster, et al., 2004;
Olszewski & Rublius, 2004; Rishe, 2001). Furthermore, the motivation to participate
in sports on a higher level (for high school students, the motivation to move on to
college or even professional sports), while deemed a pipedream by some
researchers, nonetheless has been found to keep many students in school.

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REVIEW OF RELATED STUDIES

Presented in this part is the review of related studies. This highlights the
significant researches on the effects of sports engagement to the academic
performance of student athletes.

In the study of McCarthy (2014), athletic participation is a major

component of the high school experience for many students across the country,
yet in difficult economic times athletic funding is often the first area reduced
when education budgets need to be balanced. These cuts are usually
performed without data on or inquiry into the relationship between athletic
participation and academic achievement. If a relationship could be proven,
advocates of athletics would have a stronger argument for the preservation of
funding. This study utilized a quantitative, causal-comparative design to
examine the relationship between athletic participation and academic
achievement. Grade point averages of students who participated in high
school athletics three years in a row were compared with those of students who
did not participate for three years in a row. The study focused on the growth
rate, or change in grade point average over the three years, in order to make a
stronger argument those differences in achievement between the two groups
could be attributed to participation (or lack of participation). On average, the
achievement of athletes was significantly higher than that of non-participants
during the first year, but athletes lost some of this advantage over the course of
the study, meaning that they experienced negative growth.

Non-participants did experience positive growth that was statistically

significant; however the effect size was small, meaning that the practical
significance is minimal. Based on the results of the study, it is difficult to make the
argument that athletics are linked to improved academic achievement. While
athletic participation can still be considered part of the overall education of
students with numerous benefits such as the development of leadership and
15
teamwork skills, these benefits do not seem to translate to the classroom.
Because the practical significance is low, there are no recommendations based
on the results of this study in relation to funding or policy changes, although
school districts may want to consider making the funding of activities 16proven
to have a direct link to improved academic achievement their top priority.
Future research in this area should continue to focus on growth rate rather than
overall performance and attempt to first duplicate these results at additional
sites. The rate of participation (number of sports played) should also be
introduced to the conversation as it may affect results. Future studies may also
wish to investigate why the rate of academic growth was so low for all students.

Based on the study of Singleton (2016), although there are several

educational benefits resulting from participation in high school sports, African
American students do not always experience the positive outcomes that other
populations share. The purpose of this causal comparative study was to
investigate the effect of athletic participation on the academic achievement of
African American high school female students. The sample consisted of 100
female African American 12th-grade students.

Descriptive statistics were collected and analyzed. Analysis involved

archival data to determine the grade point averages and graduation rates of
student athletes and non-athletes in two urban high schools in Georgia. The
study sought to determine if there was a statistically significant disparity between
the grade point averages and graduation rates of student athletes and
nonathletic and between single sport athletes and multiple sport athletes.
Results indicate that there is no statistically significant difference in the grade
point averages and graduation rate of student athletes and non-athletes. They
also indicate that there is no statistically significant difference in the grade point
averages and graduation rate of student athletes who participate in a single
sport and those that participate in multiple sports. Findings suggest that

16
participation in athletics should continue to be an area of focus for educational
stakeholders as it relates to academic achievement.

It has been argued that high school sports participation increases

motivation and teaches teamwork and self-discipline. While several studies have
shown that students who participate in athletic activities perform better in
school than those who do not, it is not clear whether this association is a result of
positive academic spillovers, or due to the influence of unobservable. Using
data from the National Longitudinal Study of Adolescent Health and a variety of
statistical techniques designed to distinguish between these hypotheses, we
examine the effect of sports participation on several measures of academic
performance. This result provides only limited evidence that sports participation
leads to enhanced academic performance.

In the study of Sitkowski (2008) the purpose of his study is to examine the
effects of involvement in athletics at the collegiate level at South Dakota State
University. This paper seeks to determine if participation in collegiate athletics is
beneficial to a person or if its disadvantages outweigh the advantages. Sixty-
seven student-athletes completed a survey during October of 2013 to
determine the effects that athletic involvement has had on SDSU’s campus. This
study found that participation in athletics is extremely beneficial. These athletes
performed better in the classroom, developed impressive time management
skills, felt motivated to complete their degree, were motivated to attend classes,
and experienced a smoother transition into the college lifestyle.

As cited in the work of Xiaohui (2016), this study explores the correlation of
sports participation and academic achievement in a middle school. Current
and dated literature on the topic is reviewed. The method in which the research
was conducted is detailed, as well as the reasoning for the research. The writer
examines the findings and explains their importance. Finally, the author discusses

17
suggestions for future research, how the findings can be utilized in counseling
and closes with a summary of his findings.

Issues and deliberations concerning sports participation and academic

achievement have been heard for decades. Sports enthusiasts were claiming
that participation in any sports help the student-athletes to have “a sound mind
and a sound body” individual. However, some people in the academe believed
that sports participation hindered students’ ability to excel in their academic
courses because most of their times were allotted into sports commitments such
as training and competitions than studying alone. Some critics further believed
that there was no possibility that the student-athletes achieve excellence in
sports as well as in academics at the same time. The results of the study
revealed that there was a significant relationship between sports participation
and academic success of the student-athletes. Sports participation improved
athletes’ perceptions on academic excellence, mental processes and
becoming more logical and patient. A significant improvement regarding class
attendance of the student-athletes was also noticed.

Athletics and academic performance has been studied at length over

the years in the literature. Despite the mostly university level research
conducted, no consensus has been reached regarding the impact of athletic
participation on academic performance at the high school level. As a result, the
relationship between the in season and out of season school academic
performance of high school sophomores and juniors in one high school was
investigated in this study. It was determined that there was a significant
relationship that existed between academic performance, measured by GPA,
and athletic participation. Through an analysis of 249 high school sophomore
and junior boys and girls, it was found that athletic participation had a positive
impact on academic performance and that impact may be attributable to the
difference between male in season and out of season performance.

18
 According to Mendes (2016), this thesis examines the academic and
athletic priorities of collegiate student-athletes, using Duke University as a case
study. Analyses of information collected through online surveys (N= 151) and in-
person interviews (N=8) suggest that both non-revenue athletes and revenue
athletes value their academics more than athletics. However, comparisons of
the two groups indicate that non-revenue athletes value their academics
slightly more than do revenue athletes. Revenue athletes struggle with short-
term academic goals, such as studying outside of class and turning academic
coursework in before the deadline. These findings suggest the need for more
effective support policies to help revenue athletes devote more time to their
academic courses.

Lastly, in the study conducted by J., G. M. (2010), little is known about the
relationship between human capital accumulation and school sports
participation in middle school. We seek to fill this gap in the literature using data
from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999.
Using the method of instrumental variables, we identify the causal impact of
participation in school-sponsored sports on the academic performance of
children in eighth grade. Our results indicate that participation in school sports
increases test scores in reading, math, and science by approximately 24–36
percent, and that this effect is mediated through reduced absenteeism from
class and improved academic self-concept. In addition, we find that boys
benefit more from school sports than girls, as do children with poorer baseline
academic background performance.

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 CHAPTER II

Methodology

This chapter presents the methods used by the researchers to gather and
analyze data and information from the respondents. The chapter also discusses
the research instrument, research design, data source, data gathering
procedure, and data analysis. The researchers aim to derive accurate and
reliable data through these methods presented.

Research Design

This study is a qualitative type of research that aims to gather in depth

analysis of information and to understand a specific organization or event,
rather than surface description of a large sample of a population. It aims to
provide an explicit rendering of the structure, order, and broad patterns found
among a group of participants.

The research design used in this study is phenomenology in order to

analyze sports engagement as a phenomenon and its effect on the academic
performance of student athletes at Philippine Academy of Sakya Davao Inc.
Phenomenology is a broad discipline and method of inquiry in philosophy,
developed largely by the German philosopher (Edmund Husserl and Martin
Heidegger) who is based on the premise that reality consists of objects and
events

The purpose of phenomenological study is to identify and understand

people’s experiences about a particular situation or phenomenon.
Phenomenology showcases what the respondents experience, feel towards
sports engagement and how they perceive it. Moreover, phenomenology also

20
seeks to know how sports engagement correlates to the academic
performance of students.

Research Respondents

The respondents of this study were the selected five (5) high school
student-athletes who are currently studying in Philippine Academy of Sakya
(Davao) Inc.

Research Instrument

The researchers used interview in order to gather data. Interviews can

give the researcher more information from the respondents. Thus, it lets the
researcher have follow-up questions for the respondents to elaborate their
answers. The researchers are also given the opportunity to further understand
the phenomena. Consequently, the researchers formulated an interview guide
- validated by two of the professors in the institution. The interview guide helps
the researchers keep track on what they want to ask the respondents and also
filters only the relevant questions to the study. In line with this, the researchers
also prepared an informed consent distributed to the respondents before the
interview to formally ask for their permission.

Data source
A primary data source is an original data source, that is, one in which the
data are collected firsthand by the researcher for a specific research purpose or
project. Primary data can be collected in a number of ways. However, the most
common techniques are self-administered surveys, interviews, field observation,
and experiments. Primary data collection is quite expensive and time

21
consuming compared to secondary data collection, Secondary sources build
upon primary resources by analyzing, interpreting, synthesizing or discussing
them. Notwithstanding, primary data collection may be the only suitable
method for some types of research.

Data Gathering Procedure

The researchers made some steps in gathering the data. Firstly, seeking
permission to conduct the study at Philippine Academy of Sakya Davao Inc. The
researchers will seek permission from the principal of the students that will
participate in this study. Second, administration and the distribution of the
questionnaires.
After the approval of the principal, the researcher will then seek the
participants, lastly, retrieval of questionnaires. All of their response were
recorded with consent from the respondents.
The data will then be retrieved, collected, tallied, tabulated, analyzed
and interpreted confidentially. The result would hopefully be the basis for
enhanced the academic performance of students.

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 CHAPTER III

Results and Discussions

This chapter shall present the examined and analyzed data gathered
from the respondents. There have been numerous concerns on the varied
effects of sports engagement to the students’ academic performance in school
and now, it will be addressed with the help of the gathered data by the
researchers.

Among the presented objectives in the earlier part of the research, the
data given shall suffice the three main points of conducting this research: the
influence of the school environment to the sports participation of the students,
the positive and negative effects of sports engagement to the academic
performance of the students, and identification of the extent of student
athletes’ class participation and discipline for time management despite being
a student athlete.

The proceeding analysis focuses on the observations of the students on

the environmental factors and the influence of the following to the sports
participation of students, in which the researchers also aim to find its effect to
the students' participation in school. Furthermore, themiddle part of the analysis
also determines the positive and negative effects of sports participation to the
academic performance of the students. Lastly, upon knowing the information
for the first two objectives, the final question breaks down the effects of sports on
the academic performance of the students through the analysis of the class
participation and time management of the students.

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 The Influence of the School Environment to the Sports Engagement of
Students

Sports Engagement

Lack of Facilities and Support Sufficient Facilities and Support

System System

 Loss of  Self- Esteem

Motivation  Increased
 Less desire to Motivation
participate in  Competent and
sports Desirable
 Incompetency Attitude Towards
Sports

Figure 1: A Diagram on the Influence of the School Environment to the Sports

Engagement of Students

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 The Influence of School Environment to the Sports Participation of Students

Heider's Attribution Theory plays a significant role in the formulation of this

objective. The theory states that it is connected to athletic participation since
students able to feel good when they experience success and satisfaction from
athletic participation; students are motivated by the outcome of being able to
feel good about themselves. The diagram shows the influence of the school
environment, the facilities and the support system, to the sports participation of
the students and how it affects the students’ participation in class.

“Lack of Facilities and Support System” (Negative)

The facilities and the support system in institutions are one of the known
environmental factors that influence a student athlete’s participation into sports.
Since students depend on the school's provided facilities and support upon
representing it, the students feel apathetic towards participating in their
designated sports. The facilities provided by the school, according to them, are
the only avenues and equipment they can use as they train and engage into
sports. Their efficacy to train and compete well is also influenced by the support
system of the school. Any sort of shortcoming upon these can also result to an
idle attitude towards sports.

“It's a negative effect for me since the students would not feel motivated, of
course, especially if there is no support coming from the school…. I lose
motivation. When it comes to sport, you don't have motivation anymore – how
much more when it comes to your studies.” (R2)

25
“If you don't have the desire to engage into sports, how much more when it
comes to your education. Automatically, everything becomes negative.” (R3)

“Sufficient Facilities and Support System"(Positive)

Student athletes tend to demand equipment, facilities, and support from

the school since they bring with them the name of the institution as they
compete. The provision of a conducive environment and enough equipment for
the students to train, practice, and compete must be present for every
institution. The students have varying perception towards the environment they
have in school. However, most of the respondents agreed upon the sufficiency
of the provided equipment and support from the school. With this, student
athletes are motivated to engage into sports; in which they also tend to
participate more during their classes.

“Yes, it is helpful for me to participate more into sports because it will also help,
like myself, to boost my confidence, to gain confidence, and to also gain new
friends.. it does affect my academic performance in a good way because the
environment I have is helpful” (R4)

“.. So that you will be encouraged to play because once the place is attractive,
you would have the desire to practice..

.. As a student athlete, you would have the desire for it once you feel good
about the people around you..if.. they make you feel good.” (R1)

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 The Positive and Negative Effects of Sports Engagement to the Academic
Performance of Students

Positive Implications Negative Implications

SELF SOCIETALL SELF SOCIETAL

Discipline Group Inability of Peer Pressure

Dynamics Compliance

Respect

Family-related Procrastination
implications
Healthy Body

Mental
Pressure and
Stress Reduction Anxiety

Figure 2: A Diagram on the Positive and Negative Effects of Sports Engagement

to the Academic Performance of Students

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 The Positive and Negative Effects of Sports Engagement to the Academic
Performance of Students

This objective focuses on the underlying positive and negative

effects of sports based on their own observations. The abovementioned effects
are the stirred and varied effects experienced by the students for engaging into
sports. The researchers found out that under those positive and negative effects
are the societal and self-implications of sports.

“Positive Implications”

The student athletes’ engagement into sports has varying positive effects
to respective athletes on their academic performance. Discipline and respect
are one of the virtues that the students tend to acquire for themselves upon
engaging into sports. Moreover, there can also be health benefits and stress
reduction from the participation into sports; their engagement into sports serves
as an avenue for them to relieve stress and to aid them in being physically fit.
The respondents also identified societal positive effects such as group dynamics
and family-related effects. Two of the respondents mentioned that sports helps
students to develop socialization not only in their training grounds, but also inside
the classroom. Lastly, the student athletes tend to set goals and decisions that
can also receive affirmative compliments coming from the family of those
students who engage into sports.

“It can teach a lot of things..like.. discipline, respect, and also group dynamics.
Since my sport is a team sport, when it comes to school, I don’t have a hard
time socializing or working in a group.” (R1)

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“The positive effect is for your body, so that you’ll be healthy. Then, after that,
there comes your chance to sweat through playing sports. You'll become
healthy.” (R3)

“.. your family will feel happy and proud of you, and also yourself because you
achieved a certain goal.” (R5)

“The positive effects are it reduces stress in school, like in studies, and
everything.” (R4)

“Negative Implications”

In contrast with the advantages of sports engagement, there are also

negative effects reiterated by the student athletes. The mentioned
disadvantages can be categorized into two; as societal and self-implied. Upon
the participation into sports, students tend to compromise their compliance of
their school works and assignments. Hence, procrastination is also an effect that
students apply since they feel tired and incapable of finishing the tasks before
meeting the deadlines. Moreover, a respondent also mentioned that the mere
fact of balancing academics and sports causes mental pressure and anxiety.
The pressure that comes with balancing both is the disadvantage itself.
Furthermore, the societal negations that come with sports engagement are the
influence of the peers on the participation of students in academics. The peers
tend to drive them away from allotting time on their studies and focus on their
sport instead.

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“You won’t be able to pass your projects anymore because.. you’re too busy.”
(R2)

“It will affect your time management because after practicing, you’ll feel tired.
You won’t be able to study and you’ll feel tired to finish your assignments.” (R3)

“We really need to balance. Sports should not overpower academics. By that,
you need to balance. That is the most negative part.” (R4)

“Your group of friends really influence you.. for example, when they say ‘don’t
study anymore, you’re an athlete. That’s the reason you’re here.’ Just like that.”
(R5)

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 The Extent of Class Participation of Students and Discipline for Time
Management Being a Student Athlete

Time Management Coping Class Participation

Mechanisms

Calendar of Activities POSITIVE NEGATIVE

Prioritization of Academics Participation in Compromised

and Sports Extracurricular Events Participation in School
Events
Utilization of Free Time
Stress Relief

Allotment of Time Span for

Academics and Sports Self - Confidence

Figure 3: A Diagram on the Extent of Class Participation of Students and

Discipline for Time Management Being a Student Athlete

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The Extent of Class Participation of Students and Discipline for Time Management
Being a Student Athlete

The final objective aims to identify the discipline for time management of
the students and what are their coping mechanisms for them to manage their
time well. Also, the extent of the class participation of the students despite being
a student athlete is classified into positive and negative – since there are positive
and negative class participation effects to the students.

“Time Management Coping Mechanisms"

Management of the schedules and the requirements for a student athlete

is an understatement. Based on the data gathered above, one of the
respondents stated that as a student athlete it is indeed hard to manage time.
Thus, it is efficient to create a calendar of activities. Through that, the student
may monitor the tasks from school as well as their training schedules. Another
respondent has stated that it is essential to sort out things to prioritize. As for the
respondent, the academics should be prioritized rather than sports. A
respondent also stated that there is utilization of free time to study and make the
homework so that after training, there will be no other things to do. Lastly, a
respondent answered that as a student athlete, one has to allot the time for
both activities. For instance, class time should solely focus on studying while the
time for training must be intended for the whole training.

“…Since I am a student athlete, I can manage my time by making a calendar

of activities so that I will be able to know the different tasks…” (R1)

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“If ever we are given an assignment, I will do it immediately so that I have
nothing to worry about.. “(R3)

Class Participation

The respondents have different perception about how sports

engagement affects to their class participation. For some respondents, they
take sports engagement as positive. A respondent answered that through
sports, participation during school events has increased. A respondent also
stated that through sports it relieves them from stress thus, this results to good
participation in the class. Lastly, a respondent replied that through sports
engagement, one’s self-confidence is boosted in a way given that the student
athlete is one of the representatives of the school. However, one of the
respondents found sports engagement negative. For that respondent, sports
engagement resulted to a compromise on some of the assigned workloads in
school.

“Overall, it has positive effect. For example, intramurals, I can play as many
sports as I want..” (R1)

“For me, as a basketball player, basketball relieves me from stress, so a day after
I play, it motivates me to participate more in class..” (R3).

“For the example, in basketball you should not be a shy person. Through
basketball, your confidence may increase. Not that you’re boastful, just proud
to represent the school…” (R5)

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 CHAPTER IV

CONCLUSION AND RECOMMENDATIONS

In this part of the study, researchers aim to provide recommendations of

the of the respondents of the research as well as to make conclusions of the
study. The recommendations that will be give out are all based from the
respondents answers also, the researchers have suggestion included in order to
further help and resolve the phenomena. The conclusion is all purely based on
the study itself and the result of the research.

For the conclusion. Our study suggests that participating in extracurricular

school sports while studying to gain certificate that can be benefit academic
result because of the enhanced positive personality characteristics. In fact, that
student athletes may affect their academic performance they can also gain
many benefits from their sports. As the time they spent in their sports increased it
varies their academic performance.

For the recommendation. This study the researcher feels that the following
recommendations would be beneficial to educators. Such studies could provide
information that would be helpful for the student athletes as well as for the
institution itself.

34
 CONCLUSIONS

The purpose of this study was to gain deeper understanding of the effects
of sports engagement to the academic performance of high school students of
Philippine Academy of Sakya- Davao Inc. The researchers have noted the
negative and positive effects of sports engagement towards the academic
performance of the selected student-athletes of the institution.

Sports has made a significant impact to student's interpersonal skills. It was

said that sports had help them to boost their confidence and help them
improve in how they interact with their peers at school. Thus, this affects their
academic performance. They were able to lead in the performance task given
by the subject teachers as if they're leading a team to a goal. Holistic discipline
to one's self is also a product of sports engagement to students. Managing one's
time to study and attend trainings, Self-discipline to their bodies and other things
makes an athlete; an essential virtue for a student to focus on their academics
also. This simply explains that the benefits gained by the athletes through sports is
beneficial to their academic performance as well.

The results of the conducted interview show that there’s an underlying

responsibility of the student-athletes to succeed at both sports and
academics.That being said, the respondents have stated that their
engagement to sports have relevance to their active participation in their
academics. In addition, based on the interview responses the researchers have
found out another significant factor that the value of organized sports programs
may extend beyond the opportunity for exercise. The present study provides
evidence for a link between sports participation, self-efficacy, and academic
achievement. Both teachers and sports coaches should consider ways to best
foster self-efficacy among students, whether that be providing opportunity for
mastery experiences (e.g. helping students set goals), or being a source of
positive social support.

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 RECOMMENDATIONS

Based on the inform action from this study the researcher feels that the
following recommendations would be beneficial to educators. Such studies
could provide information that would be helpful for the student athletes as well
as for the institution itself.

Students must attempt boosting their confidence for them to be confident

in doing school works. In addition to that, they must also equip themselves on
making time bounded works on doing their works that student must how to
schedule their time appropriately. Also, they must exert effort in doing the school
related works and in engaging into sports.

The researcher also recommend that the school heads should monitor the
capability of knowledge and skills in order to be aware of every students’
strengths and weakness. Teachers should always supervise their students for
them to guide on how to be balance in terms of academic performance and
sports and not compromising others.

Lastly, this study recommends, that future researcher must include other
variables that will fit in this study aside from problems on how to balance their
academic performance and their sports. Basis for providing solutions and may
duplicate this study.

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