UNIVERSITY OF ZIMBABWE

MODULE SDLSSC101

NAME MELISSA R

SURNAME MUSIWA

REG NUMBER R215736Z

PROGRAM HASTS
PART A

Introduction

According to the World Health Organisation," health is a state of complete physical,

mental and social well-being and not merely the absence of disease and infirmity."
Wellness is the act of practicing health habits on a daily basis to attain better physical
and mental health outcomes so that you are thriving. Kagere (2009) define the term
sport as organised, competitive and skillful physical activity that is governed by a set
of rules or customs.

Intellectual impact

Kagere (2009) asserted that sports meant both indoor and outdoor sports. Participation
in sports helps me to improve on mystery attendance and grades. They were at
variance with Senyimbo (2007) who said that outdoor sports is of character formation
because it inculcates a sense of discipline among us as students which is a prerequisite
to good academic performance. Wavamunno(2011) submits that involvement in sports
creates a health mind which is a fertile ground for concentration in academic work.
The author said that students were coming to school early and they were able to attend
the first lessons. This is because during sports we train in the afternoon and thus
developing that health behavior.

In addition, Center for Disease Control and Prevention (2010A, 9) detail on how
physical activity affects the brain, through improvements in the brain's physiology
which is associated with improved attention, information processing, storage and
retrieved. According to Marvul(2012E), absenteeism was reduced by a five month
program which include sports participation. According to Kinkkale Universe, the
results of participating in sports also indicated that the higher the education level are,
the higher the participation rates in physical activities are. This means that physical
education helps me gain regular physical activity habits. They were at variance with
the National Intramural-Recreational sports Association, "participation in sports is a
key determinant of satisfaction and success in college." A goal of recreational sports
programs provides increased opportunities to enhance student learning and social
development. A sense of community is developed through interaction, collaboration
and unification by participating in recreational sports activities.

In the same vain, It was found that engagement in sport is viewed as a sound
investment from the perspectives of various groups, with examples highlighting how
sport add value beyond subject-specific qualifications. Skills that graduates described
that they had gained from sport were the same skills that employers said that they
were looking for in prospective employees.

Physical impact
According to study.com, athletic training helps strengthen bodies, develops
coordination and promotes physical fitness. Through sports I learn physical fitness in
a fun way that encourages healthy living habits. This physical fitness helps combat
major health issues such as obesity, heart disease, stroke and diabetes. A disease like
obesity is mainly caused by eating too much data and lack of exercises. Through
participating in sports, fats will be reduced in the body and through exercises heart
disease will be prevented. Thus it t contributes to a healthy living habits. Participation
in sports provides motivation to develop important habits of regular exercise and
heathy eating.

However, the author argued that there is an inherent risk of injury for young athletes
of all ages when participating in sports. Young athletes are vulnerable to a variety of
traumatic and overuse injuries. The increase in the number of youth participation in
sports result to an increase in sports-related injuries that has been observed. This will
result in more cost since money is needed to cater for medications. Furthermore,
participation in sports will not reduce the risk of heart related illnesses. Prevention
strategies and education can play an important role in the reduction of this disease.

Social impact
Allen et al (2013) did a survey in England aiming at studying the impact of
engagement in sport on graduate employability. It was found that those who took part
in sport at university had a personal income greater than those who did not engage in
sport. Additionally, those who did not engage in sport had the lowest levels of income.
Graduates who had also been involved in the organization and management of
university sport reported that this experience had the greatest impact on developing
key skills for employability. Furthermore they were also the least likely to have
encountered a period of unemployment in their career than other groups. Graduates
who did no sport and no other extra-curricular activities at university were amongst
the lowest learners, and were the most likely to have had periods of unemployment.

Moreover, participation in sports provides opportunities to learn teamwork. Playing as

a team will help me to develop the social skills that I need in life. Teamwork will also
teach me to be less selfish and cooperate. It also teaches to listen to peers which
improve my listening and understanding skills. However, social interaction can lead to
peer-pressure from other team members and team mates with more confidence tend to
bully others leading to low self-esteem.

Moral impact

According to Taylor et Al, there is a strong evidence that sports participation improves
pro-social behavior and reduces crime and anti-social behavior particularly for young
men as compared with non-participant. This is because leisure time and boredom has
been reduced since much of the time is spend on training. They were at variance with
the World Health Organization who said that the adolescents who involved in sports
or physical activities normally use less cigarettes as compared to non-participants.
Furthermore, young individuals who participate in organized sports demonstrate
lower rates of anti-social behavior and teenage pregnancy. I learnt that I will have
good lifestyle by not smoking and by eating healthy

Lower rates of anti-social behavior are likely to result in lower disaffection from
school and thus enhanced academic performance. However, the author argued that
participation in sports will not permanently reduce crime and social behavior of
participants.

PART B

The study of Apaak and Sarpong (2015) done in Ghanaian public Universities
identified time constraint as one of challenges that faces students when they wish to
engage themselves in sports. It was found that time is not sufficient enough to help
students effectively engaging themselves in sports and academics which is their
primary objective. The findings are consistent with those of Hashim (2012) and
Mirsafian (2014) who also found time constraint to be one of barriers of students’
participation in sports. This has been attributed by the fact that universities do not find
sport as one of important things to accommodate in their calendars and committing a
reasonable amount of resources hence students have to find their own time for that in
presence of unsupportive environment.

In addition, Tanzania physical education is not examined at the end of secondary

education something which make students and teachers not taking it seriously
(Mafuniko & Pangani, 2008). This may lead to having students who progress to
higher education with poor foundation and less motivation to take part in sport. Since
an interest and a hobby of engaging in sport is developed during early stages of
growth of children having curriculum that does not support engagement in sports in
secondary schools may make it more difficult to start engaging in sports when the
students get in to higher learning institutions.

More so, girls and women’s participation in sport is linked to a number of positive
outcomes including a decreased likelihood for breast cancer, decreased incidence of
smoking or illicit drug use, improved educational outcomes and academic
performance, and decreased likelihood of depression, suicide and risky sexual
behaviors during teenage years (Tucker Center for Research on Girls & Women in
Sport, 2007). This implies that having barriers that restrict women to take part in
sports activities is a denial to their basic rights. This is probably one of the reasons
why female find more difficult to climb up the career ladder than their male counter
parts.

Furthermore, according to A Rudd (2017) fan abuse continues to be a serious problem

in American college athletics. Many in the sport milieu do not consider fan behavior
as a moral issue. As a result those actions that are harmful to others may lead decrease
in confidence and cause others to retire from the team.

Moreover, according to Reverter et al, many parents especially those with lesser
studies ignore the physical and sporting activities. They were at variance with
Mafuniko and Pangani (2018), in their study they found that some parents did not
want their children participate in physical and sporting activities because they have a
belief that sport has no any impact in their children's future and it is a wastage of time.

In the same vain, Zvapano (2017) assessed the state of sport infrastructural facilities
in Universities in Zimbabwe. Students are discouraged to take part in sports because
there is insufficient facilities to accommodate them. Tiwari (2018) et Al submits that
lack of facilities was identified to be one major challenge facing sports participants
among the students.

Achievement goal theory was developed to consider the effect of perceptions of

success versus failure on motivation. Individual with a self-reference or task
orientation tend to view success and failure in terms of self-mastery goals and
learning in which describing one’s competence.

Self-determination theory propose a continuum of motivational regulations from

intrinsic motivation to extrinsic motivation and amotivation. The two categories of
motivation include autonomous motivation which include intrinsic motivation and
controlled motivation like interjected and external regulations. Each of these
motivations is placed on a continuum limit ranged from low autonomous to high
autonomous motivation. Autonomous motivation includes the person’s involvement in
an activity based on the willingness and decision of that person. The controlled
motivation shows the participation of the individual in an activity to achieve the
desired results such as a reward or avoiding punishment. In this type of motivation,
doing of the task is carried out with a feeling of pressure and force.
REFERENCES

Apaak D, Sarpong E O. Internal Challenges Affecting Academic Performance of

Student-Athletes in Ghanaian Public Universities. J Educ Pract 2015.
B. D Kirkcaldy(5) kirkcaldy University
Hashim A H. Perceived Barriers to Recreation Sport Participation in University
Students: A Comparison between International and Local Students in the United
States. Pertanika J Soc Sci Hum 2012;20(1):197-203
Jill R. Sturts(jsturts@indiana.edu)
Kagere, A(2009). Uganda National Examination Board News letter, 3(2) p. 27
Mafuniko F, Pangani I. Physical Education in Tanzania Secondary School;NUEJ
IntEduc cooperation, 2008;3:51-61
Peter Taylor, Larissa Davis, Peter Wells, Jan Cilberston and William Tayler. March
2015
Reverter J,Mentoro D,Hetrnandez V, Jove C,Coiduras J. Parental Attitudes towards
extracurricular physicaland sports activity in school-age children. J Hum sport Exerc
2013:8(3)
Zvapano K, An assessment of the state of sport infrastructural facilities in Universities
in Zimbabwe. Int J sport, Exer Health Res 2017;1 (2) 70-5