CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Sport is all forms of usually competitive physical activity which, through casual or organised
participation, aim to use, maintain or improve physical ability and skills while providing
entertainment to participants, and in some cases, spectators (Awoyinfa & Adebayo, 2016). Sport
is generally recognised as activities which are based in physical athleticism or physical dexterity,
with the largest major competitions such as the Olympic Games admitting only sports meeting
this definition. Sports have a long history and dates back to the ancient days of the Greeks,
Athenians and Spartan. There were earlier attempts to organize and administer sports in the
ancient times, for instance the games of the Greeks and Romans: the ancient Olympiad,
Isthmian, Nemea and Delphi festivals. Bucher and Krotee (2002) conceded that sports was
highly organized in this period. The inherent values of well-coordinated sports programmes
implementation manifest themselves in their objectives and the achievement of these objectives.

Sport is more than ever before, commanding global attention. Its influence on world peace,
economy and the development of social relationships cannot be underestimated. It is against this
background that most nations have come to appreciate the need to invest heavily on it. Sport as a
social factor has over time assumed an influential status. In the assertion of Mars (2003), sports
tend to exert more influence on people’s behaviour than religion or politics. The level of effects
may vary from one country to another, although national and international sports seem to exert
equal force all over. The value of sports on behaviour is quite overwhelming. It is in this context
that the accrued benefits may be adequately harnessed. Over the years, sport has been monolithic
in nature and practice.

The Coubertin era with its promotion of one-dimensional competitive culture gave credence to
this approach. Against this narrow perception, Harvey (2002) has argued that the roles of sports
are potentially many given its highly symbolic, metaphoric and polysemous nature.
Consequently, in this regard, Harvey (2002) identified three dimensions in which sports can
make contributions. These are social cohesion, citizenship and moral qualities dimensions.

1
However, this can only be made possible when it is perceived as shared common values in which
everybody has a stake in the challenges and belong to the same culture.

Nigeria as a country with multi-ethnic groups has more than 500 languages. Different languages,
with different cultures, norms, sanctions, values, religion, belief, and tradition. Nigeria like the
ancient city of Greece, use physical activities such as dancing, running, jumping, masquerading
and others for religion worshipping. These are cultural and funeral display such as; swimming,
hunting, canoeing, horse riding, tree and mountain climbing. The need for an organization to
promote the development of sports in Nigeria led to the formation in 1944 of the Amateur
Athletic Association of Nigeria. The Nigeria National Sports Council (NSC) was set up in 1962.
In August 1971, the Federal Government promulgated Decree 34, which gave formal recognition
and legal set up of National Sports Commission which was inaugurated on September 23, 1971
and was charged among other things with the responsibilities to promote sports in Nigeria
(National Sports Policy, 2009). One of the purposes of administration in sports organizations is
to ensure efficiency and effectiveness. Effectiveness determines the extent an organization has
achieved its stated goals and objectives (Ogundele, 2018).

There are various levels at which sports is being administered in Nigeria. Administratively,
Sports is administered at the State level through State Sports Councils and at the National level
through the National Sports Commission. While Local Government Supervisory Agency
administer sports at the Local Government Level (National Sports Policy, 2009). The three tiers
of government and their agencies are saddled with the responsibility to encourage the
development, organization and participation in sports in Nigeria. Sporting activities in Nigeria
are organized and administered in the school system under the auspices of the school, and
supervised by experts in the field (Ojeme, 2002). In Nigeria, sports activities are undertaken in
primary and secondary schools with the aim to build in the individual, a sound mind in a healthy
body. Specifically, this is to meet the physical, emotional, social, physiological and intellectual
needs of students. At the elementary and primary education level Physical and Health education
are offered as core-subjects (National Policy on Education, 2004). Between these ages, the
emphasis is to create an atmosphere of fun and enjoyment that will attract and develop the pupil
affection to wanting to continue in sport. The Physical Education activities are to enable the

2
pupils to use his body in different ways and at the same time gain control over his body in space
(Alla & Olorunsola, 2008).

At the secondary school level, broad goal of secondary education is to prepare the individual for
useful living within the society and higher education. Physical Education at this level is placed as
a non-vocational elective. However, some states in the country make it compulsory elective for
Junior Secondary School students. Sports in this level is administered by the PHE teacher who
sometimes serve as the games master. At the college or university level, the administration of
sports (Intramural and Interscholastic) rests on the Sports Council and its Director has direct
communication link with the Vice-Chancellor. Apart from the sporting activities that are being
organized on individual College or University basis, there are the inter-collegiate sports called
Nigeria University Games Association (NUGA), Nigeria Polytechnic Games Association
(NIPOGA) and Nigeria Colleges of Education Games Association (NACEGA). This study is set
out to investigate the factors affecting organisation and administration of sports in secondary
schools in Offa Local Government Area, Kwara State.

1.2 Statement of the Problem

Administration is the guidance, leadership and management of affairs through essential functions
and responsibilities necessary for the achievement of sports goal. The need for an organization to
promote the development of sports in Nigeria led to the formation of The Nigeria National
Sports Council (NSC) in 1962. In August 1971, the Federal Government promulgated Decree 34,
which gave formal recognition and legal set up of National Sports Commission which was
inaugurated on September 23, 1971 and was charged among other things with the responsibilities
to promote sports in Nigeria. According to the Nigeria Sports Policy (2009), sports
administration in Nigeria is handled by the three tiers of Government. The Federal Government
(Through the Nigeria National Sports Council), the State Government (through the States Sports
Councils) and the Local Government (through their Supervisory Agencies or Local Government
Area Sports Committee). Since inauguration, the National Sports Council, States Sports Councils
and Local Government Area Sports Committee have been making bold efforts to transform
Sports organization and administration in Nigeria. Despite all these documented efforts, there is
little or nothing to show for the level of proper administration and management of sports matters

3
in all schools of the federation. It is on this backdrop that the study is set out to find out the
factors affecting organisation and administration of sports in secondary schools in Offa Local
Government Area, Kwara State.

1.3 Purpose of the Study

The purpose of this study was to find out the factors affecting organisation and administration of
sports in secondary schools in Offa Local Government Area, Kwara State. Specifically, this
study will:

1. Investigate the effect of availability and accessibility of sports facilities and equipment on
organisation and administration of sports in Offa Local Government Area, Kwara State.
2. Find out if funding affects organisation and administration of sports in Offa Local
Government Area, Kwara State.
3. Ascertain the effect of qualified personnel on organisation and administration of sports in
Offa Local Government Area, Kwara State.
4. Determine the effect of intramural sports programmes on organisation and administration
of sports in Offa Local Government Area, Kwara State.
5. Investigate the effect of government policies on organisation and administration of sports
in Offa Local Government Area, Kwara State.

1.4 Research Questions

The following research questions were answered in this study;

1. What is the effect of availability and accessibility of sports facilities and equipment on
organisation and administration of sports in Offa Local Government Area, Kwara State?
2. Will funding affects organisation and administration of sports in Offa Local Government
Area, Kwara State?
3. Is there any effect of qualified personnel on organisation and administration of sports in
Offa Local Government Area, Kwara State?
4. How does intramural sports programmes affect the organisation and administration of
sports in Offa Local Government Area, Kwara State?

4
 5. Does government policies have any effect on organisation and administration of sports in
Offa Local Government Area, Kwara State?

1.5 Research Hypotheses

The following research hypotheses were tested in this study:

1. There is no significant effect of availability and accessibility of sports facilities and

equipment on organisation and administration of sports in Offa Local Government Area,
Kwara State.
2. Funding will have no significant effect on organisation and administration of sports in
Offa Local Government Area, Kwara State.
3. There is no significant effect of qualified personnel on organisation and administration of
sports in Offa Local Government Area, Kwara State.
4. Intramural sports programmes do not significantly affect the organisation and
administration of sports in Offa Local Government Area, Kwara State.
5. Government policies does not have any significant effect on organisation and
administration of sports in Offa Local Government Area, Kwara State.

1.6 Significance of the Study

This study may be of benefits to the Ministry of Sports, Kwara State Sports Commission, school
owners and coaches as this study will enlighten them on the importance of effective school
sports administration and its impact on sports development in Kwara State. Hence, they may
formulate policies to promote the administration of school sports.

This study may also be of importance to students as findings of this study will bring to the lime
light the importance of engaging in sports competitions as this may serve as avenue for them to
be identified with a particular sport and develop themselves in the sports.

Findings from this study may also serve as references for future researchers who may want to
study sports administrations.

5
1.7 Delimitation of the Study

This study was delimited to the following:

1. Kwara State as study area.

2. Offa Local Government was selected for the study.

3. Secondary schools in Offa Local Government Area of Kwara State as population for the
study.

4. The use of multistage sampling technique to select 300 respondents from the selected
secondary schools in Offa Local Government Area of Kwara State for the study.

5. The use of questionnaire as research instrument to gather data for the study.

6. The use of descriptive statistics of frequency count, percentages and charts for
demographic variables and inferential statistics of regression analysis to test the
formulated hypotheses.

1.8 Operational Definition of Key Terms

School sports: these are sporting activities taking place in the schools

Sports administration: This is the process of planning, organizing, leading and controlling the
efforts of sports organization member and using all other sports organizational resources to
achieve stated sports organizational goals.

Sports development: A process whereby effective opportunities, processes, systems and

structures are set up to enable and encourage people in all or particular groups and areas to take
part in sport for recreation or to improve their performance to whatever level they desire.

Elementary: The elementary school level includes Kindergarten through eighth grade or sixth
grade. But in this study, elementary means Kindergarten through Basic 6 (Primary six)

Collegiate sports: These are sports activities engaged in or that take place at the college level or
universities.

6
Levels of Sports Administration: This is the stratum or division or stages at which sporting
activities are being administered.

Sports: sport is any activity that is competitive in nature, having both intrinsic and extrinsic
motivations.

Sports Council: This is the agency that is responsible for administration of sports at the state
level.

Sports Ministries: This is the agency responsible for administration of sports at the federal or
national level.

7
 CHAPTER TWO

LITERATURE REVIEW

This chapter presented review of related literature on this study. It is be presented under the
following subheadings:

1. Introduction

2. Concept of Sports

3. Concept of Management and Administration of Sports in Nigeria

4. Concept of Sports Administration and Management in Schools in Nigeria

5. Factors Affecting Sports Administration and Management in Secondary Schools in

Nigeria

6. Strategies for Mass Sports Participation Among Secondary School Students

2.1 Introduction

There has been an overall increase in sports, recreation and adventure activities worldwide
(Singh, 2006). In Nigeria, sports are recognized as a tool for national mobilization, cultural
reorientation, national integration and unity (Ikhioya, 2001; Onifade, 2000). New sports and
recreation activities are introduced all the time. Participants and spectators in these activities
have the right to expect that they will be carried out in safe surroundings that are properly
designed and with well-maintained equipment. It is common knowledge today that the
attainment of World class status in sports is a reaction of development objective of a country.

If the sports facilities are properly developed with the view of sports performance in future, then
there is no need to change sports policies because sports performance directly depends on
equipment and sports infrastructure. Having the right quality and quantity sports facilities and
equipment is an integral part of sports development. To a large extent, this is partly what makes
the difference between the sports culture of developed and developing nations. In the developed
world, sports facilities and equipment of the appropriate standard are available of promote the

8
athletes’ performance (Ojeme, 2000). The availability of adequate equipment and facilities play a
major role in sports development. It would not be important to achieve satisfactory results from
athletes; whose training facilities are inadequate or substandard which in actual fact will not
compliment the work of the coach. Good sports programmes can function at full effectiveness
only when they are supported with effective equipment in good conditions (Aluko, 2000).

Athletes have come to realize that improved performances and development of special skills
which can earn them better incentives can be enhanced through better sports facilities and
modern equipment. Ojeme (2000) opined that the realization or actualization of our nation's
sports development objectives for becoming a world class sporting nation warrants the
availability of enabling or facilitating input of various categories. He further denned these inputs
as the intrinsic and extrinsic technology of sports as the inherent requirement for the conduct of
sports such as the physical skills and material equipment required for sports experience. Training
facilities as well as frequent and great numbers of competitions are those major factors which
place the United State Based athletes in better standard than the home based. Availability of
facilities and equipment determine the standard and the success of a sports programme.

Sports organisations are expected to provide a reasonable standard of care for the safety and
security of their members and patrons. If they drop below the standard of care that is expected of
a reasonable and prudent coach, physical educator or instructor in ensuring safe environment and
proper equipment they will be inviting harm or injuries, and trouble with the law. no one can be
expected to assume the risk of unsafe environment, hazardous play spaces, locker rooms that are
not secure, fields and courts that have not been inspected and maintained regularly. There are a
number of problem areas to keep in mind when drawing up a risk management plan for sports
grounds, facilities, equipment and supplies.

Facilities are actually structuring that are fixed/permanent and used in sports arenas. Many sports
facilities were not built for any specific sports. Today, especially at social and community levels
of sports and recreation, many improvised and converted buildings or spaces are used, and they
may be far from ideal in terms of safety. Therefore, where this is the case, facility managers must
ensure that the facility does not endanger players or spectators in any way.

9
2.2 Concept of Sports

Sport comes from the old French desport meaning ‘leisure’, with the oldest definition in English
from round 1300 being anything human find amusing or entertaining. Other meanings include
gambling and events staged for the purpose of gambling, hunting and games and diversions
including ones that require exercise. Rogets (2004) define the noun sport as an activity engaged
in for relaxation and amusement with synonyms including diversion and recreation. The singular
term ‘sport’ is used in most English dialects to describe the overall concept (e.g. children taking
part in sport), with sports used to describe multiple activities (e.g. football and rugby are the
most popular sports in England). American English uses sports for both terms.

Ademola (2014) defined sports as any competitive activity that uses physical and intellectual
capacity done by an individual or between individuals in other to significantly contributes to
their physical, intellectual, social, emotional and financial wellbeing.  U.N.E.S.C.O (2005)
defined sport as “any physical activity which has the character of play and which involves a
struggle with oneself or with others, or a confrontation with Natural Elements in a sport”. If this
activity involves competition it must be perform with a spirit of sportsmanship. There can be no
true sport without fair play. Sport thus defined is a remarkable means of education.

Oxford English Dictionary (2015) defined sport as competition for a prize discipline effort for
self-improvement. Larry (2006) quoted Synder and Spretzer that sport is self-evident until one is
asked to define it. Sport therefore, is often the antithesis of recreation and diversion in that it may
constitute the main area of stress and tension in a person’s life. Sports can be both an amateur or
professional enterprise. It can be carried out in a person’s leisure time or it can be a means of
employment it goes without saying that sports stresses competition through physical exertion,
indeed, the outcome off these exertions is recorded, hence giving sports a well tabulated history.
Rewards in sports can be in form of prices, trophies or monetary gain.

Chambas (2006) therefore asserted that any institution that treats sports development with levity
is doing so at its peril. Sport has the potential to provide a cutting edge for an enclave for
dropouts. Universities and Secondary School should therefore be the vanguard of moulding
sportsmen and women who can stand on their own intellectually in all spheres of life through
proper sports administration. Consequently, the sociologist of sports who works within a Marxist

10
Lenninst ideology sees sports as a means to an end. For example, Larry (2006) affirms that the
physical qualities of man were in the past, and are of this day, one of the fundamental conditions
of material production. The starting point is the fact that physical culture and sports are a social
process, which in a purposeful and systematic way makes their contribution to turn man into a
creative producer of material and spiritual values.

However, it may well be that those who play, enjoy and take passionate interest in sports spend a
limited amount of time thinking of its importance in cultural terms. The world of sports for them
is one of flesh and bloods, sweat and tears, aches and pains, frustration and elation. It is in effect,
real and not some illusionary pastime. The same can be said for educationists, the national sports
organizations, the town planners, the mass media and the vast numbers of spectators be they
active followers or armchair sportsman. Sports permeates practically every facet of life, it affects
mass communications, economics, business, law, art, education and to an increasing amount
politics.

Sports in some countries are therefore used as a vehicle to facilitate progress and achievement of
the communist ideals. This of course different from the western philosophy although both
systems may be using sports as a means to an end. Certainly, the military man would see sports
as an employable adjunct to physical fitness, which in turn would presumably increase fighting
efficiency. In the 19th (Nineteenth) century, the English middle classes saw sports as a legitimate
means of character training; indeed, some might argue that various establishments still subscribe
to this belief. Some writers feel that through sports much can as well as its social organization.

Morton (2005) wrote about sports in the Soviet Union said “analysis of a nation at play reveals
the stuff of its social and value systems, and tell us much about the other facts of political and
economic life. Morton, of course was writing about a society that sees sports overtly as a
political and economic vehicle. Cozens and Stumpf (2004) reviewing American sporting life,
believed that Sports and games provide a touchstone for understanding how people life, work
and think, and many also serve as a barometer of a nation’s progress in civilization. Larry (2006)
says, sports provides little opportunity for fantasy or make believe and that it constitutes
competition, not only between individuals and local terms but also between countries and
continents. The precise definition of what separates a sport from other leisure activities varies

11
between sources. The closest to an international agreement on a definition is provided by
sportAccord, which is the association for the entire international sports federations (including
association football, athletics, cycling, tennis, equestrian sports and more), and is therefore the de
facto representative of international sport.

SportAccord uses the following criteria, determining that a sport should:

1. Have an element of competition

2. Be in no way harmful to any living creature
3. Not rely on equipment provided by a single supplier (excluding proprietary games such
as arena football)
4. Not rely on any ‘luck’ element specifically designed into the sport

They also recognize that sport can be primarily physical (such as rugby or athletics), primarily
mind (such as chess or go), predominantly motorized (such as Formula 1 or power boating),
primarily co-ordination (such as billiard sports) or primarily animal-supported (such as
equestrian sport). The inclusion of mind sports within sport definition has not been universally
accepted, leading to legal challenges from governing bodies in regard to being denied funding
available to sports. Whilst sportAccord recognizes a small number of mind sports, it is not open
to admitting any further mind sports.

There has been an increase in the application of the term ‘sport’ to a wider set of non-physical
challenges such as video games, also called e-sports, especially due to the large scale of
participation, organization and competition, but these are not widely recognized by mainstream
sports organization. There were opposing views on the necessity of competition as a defining
element of a sport, with almost all professional sport involving competition and governing bodies
requiring competition as a prerequisite of recognition by the International Olympic Committee
(IOC) or sportAccord. Other bodies advocate widening the definition of sport to include all
physical activity. For instance, the council of Europe includes all form of physical exercise
including those competed just for fun.

2.3 Concept of Management and Administration of Sports in Nigeria

12
According to Awoyinfa (2005), management is a long-standing concept of interest. In
organizations, be it sports, business, social, political, military and educational institutions,
management is always emphasized. This is so because management revolves around human
beings. It is concerned with his contacts with fellow human being and his behaviour under a
wide range of pressures and influences (Awoyinfa, 2005).

Sports management is a concept that means different things to different people at different times.
This equally led to a variety of definitions and descriptions being given to the concept.
According to Asagba (2005) as cited by Awoyinfa (2005), management was derived from the
verb to manage and can mean any of the following:

1. To handle sports matter

2. To control sports affairs
3. To make and keep submissive sports divisions
4. To organize sports programmes
5. To alter by manipulations any sports matters
6. To carry out for a purpose or to implement sports policies

He went further to explain that management has variously been described as an art, a science, an
organization, a discipline or a process. As an art, sports management is all about carrying out
sports organizational functions and tasks through people. As a science, sports management is
concerned with establishing philosophy, laws, theories, principles, processes and practices which
can also be applied in various situations, including schools (Awoyinfa, 2005). As an
organization, management is all about creating formal structures and an establishment based on a
mission (or goals), objectives, targets, functions and tasks. As a discipline, management is a field
of study with various subject and topics involving the study of administration, supervision,
planning management information system, human resource management etc. (Fasan, 2004).
Sports management is the bedrock or corner stone for sports development in virtually all nations.
This is the aspect that is responsible for the smooth-running of various sports in terms of
planning, organizing, directing and controlling all essentials inputs in sports. Sports succeed or
fail in direct proportion to the appropriate decisions and actions of those who are responsible for
managing them (Oloruntoba & Achugbu, 2002).

13
Sport management is a term and a field that reflects a multitude of disciplines, encompassing
finance, marketing, management, law, ethics, psychology, and sociology (Doherty, 2012). In the
last three decades, sport has transformed into a multi-billion-dollar industry worldwide. Sport
management research occurs in a variety of sporting contexts such as recreational sport,
competitive sport, intercollegiate athletics, professional sport, community sport, interscholastic
sport, and club sport. Sport management topics have ranged from understanding sport consumer
behavior to measuring economic impact of sporting events to exploring the role of sport in
community and nation development. Other topics have included understanding socialization and
social phenomena in sport organizations, understanding organizational culture, and measuring
motivations of employees. Indeed, “sport management is all management practice in all of the
sport industry” (Pitts, 2001).

As a distinct discipline, sport management has roots reaching into the mid-1900s (Pitts, 2001). In
North America, the first professional academic organization, the North American Society for
Sport Management (NASSM), formed in 1986 and founded the Journal of Sport Management.

Administrative Functions in Sports

The job/duties of managers are not straight forward. All managers are involved in following
primary functions. These are

1. Planning
2. Organizing
3. Leading
4. Controlling
5. Budgeting
6. Staffing
7. Evaluating
8. Coordinating

Planning: According to Urwick (2008), as cited by Botar (2013), Planning is a detailed

programme regarding future courses of action. Planning simply means looking ahead and
chalking out future courses of action to be followed. It is a preparatory step. It is the basic

14
management function which includes formulation of one or more detailed plans to achieve
optimum balance of needs or demands with the available resources. Peretomode (2005) as cited
by Botar (2013), stated that good sports organizers and sports administrators are always
planning, adjusting and revisiting their plans to meet the demand of the changing situations,
maintaining that, their plans provide a frame work within which the organization and
administration can function more effectively and efficiently. It makes possible things to occur
which would not otherwise occur and makes one accountable”. This implies that for any
meaningful result there must be a good planning. Edem (2006) as cited by Botar (2013) stated
that administration is the utilization of both human and material resources that have set down
goals of a particular organization. It involves planning activities which aims at fulfilling the
goals of a particular organization.

The successful organization is the one that has a clear plan. Managers have to plan what they
want to accomplish and develop specific actions in order to reach those goals. The plans clarify
to both employees working in the organization and those dealing with the organization, what it is
the company is doing where they are headed. Plans also help employees make decisions in the
company. In strategic planning process, the big decision is the organization strategic decisions
(what they are doing? who they are?). The second set of decisions involve operational or tactical
decisions. Usually this involves senior managers of the organization, although the employees
could all be involved too. The particular process that is commonly used at the beginning of
strategic planning is an analysis of the company’s strengths, weaknesses, opportunities and
threats, also known as SWOT analysis (Quinn, 2014).

Another important concept in conducting strategic planning is to determine what the

stakeholders’ group are that have an impact on the organization. Once those stakeholders group
are identified then the organization can figure out how the stakeholder group might exert its
influence and how important this influence is on the organization, there are lot of stakeholders
both inside (employees, unions, organizational culture, shareholders) and outside the
organization (for example customers, suppliers, competitors, environment, economic conditions,
media, government etc.). Planning takes into consideration available and prospective human and
physical resources of the organization so as to get effective co-ordination, contribution and
perfect adjustment. The objectives of administration and management of sports include among

15
others a good and useful sports plan and policies, ensuring there is no clash between sports and
other school subjects (Quinn, 2014).

Organizing: Organising is the next important function of management after the planning. In
planning, a manager (sports administrator) decides what is to be done in future but in organising,
the manager decides on ways and means through which it will be easier to achieve what has been
planned. In organizing the sports administrator in secondary schools should identify and assign
the various tasks involved, and devise structure of duties and responsibilities so that things move
smoothly and the objective is achieved. All these tasks form part of organising function. Thus,
organizing refers to the process of: identifying and grouping the work to be performed, defining
and determining responsibility and authority for each job position, establishing relationship
among various job positions and determining detailed rules and regulations of working for
individuals and groups in organisation. Organizing is the process of prescribing formal
relationships among people and resources to accomplish sport goals. This involves detailed
organization and coordination of tasks and the human and material resources needed to carry
them out. Organizing is about establishment of structure of roles through the determination of the
activities required to achieve the goals of an enterprise, the grouping of these activities and the
assignment of such activities to a sports manager, the delegation of authority to carry them out,
and the provision for coordination of authority and informational relationships horizontally and
vertically in the sports organizational structure (Awoyinfa, 2005). According to Lim and
Cromartie (2008), organizing refers to development of the formal structure of the organization,
(club) whereby the various administrative coordinating centres and subdivisions of work are
arranged in an integrated manner, with clearly defined lines of authority. They further said that
the purpose of this structure is the effective accomplishment of established objectives.

Managers must figure out how many people are needed to get the jobs and tasks done. They also
determine how the job flow happen (i.e. who does what). Generally, managers talk about what
type of structure will be put in place to get these tasks done. Organizing is also known as
structuring. Most organizations today are structured using a bureaucracy (a form of structuring
with one person at the top, a lot at the bottom and layers of middle management). This type of
structuring looks like a pyramid (Quinn, 2014). When we talk about bureaucracy, it is simply the

16
structure used in organizing the organization. In bureaucracy, authority is divided into two.
These are

1. Line authority
2. Staff authority

There are four basic bureaucratic structures that can be put in place in an organization. Each
structure type has their pros and cons. These structures are:

1. Functional structure
2. Product structure
3. Customer structure
4. Geographic structure

According to Gomez-Mejia and Balking (2006) an effective administration should be committed

to fostering a cordial relationship between him and his subordinates and among his staff. In this
vein, school sports or games master should foster good relationship with students. He should be
concerned about fair play, acceptance and understanding people’s views, human understanding is
very important in morale enhancement among students which influence their attitude towards
sports participation. Maicibi (2005) as cited by Botar (2014) contends that, without proper
organization (leadership style), effective performance cannot be realized in schools. Even if the
school has all the required instructional materials and financial resource, it will not be able to use
them effectively, if the students are not directed in their use, or if the teachers who will guide in
their usage are not properly trained to implement them effectively.

Directing or Leading: Directing or leading is sometimes referred to as commanding by some

scholars. Leading refers to the ability of a sports manager to motivate, to make people work and
to lead them towards the achievement of sports organizational goals. It involves getting the
members of the sports organization to do the job, maintaining morale, motivating subordinates,
and establishing the right psychological climate for work. Effective leadership pre-suppose the
ability to get members of the sports organization to pull their weight effectively, to give their
loyalty to the organization and to the task, to carry out properly the activities allocated, and
generally, to play an effective part in the purpose or task that the sports organisation has

17
undertaken. The activity of leading is very concrete; it involves working directly with people, as
well as coordinating and controlling the supply and use of resources in sports organization
(Awoyinfa, 2005).

Managers must supervise, lead, motivate, train, coach, guide, hire, and assess employees. There
are lot of ways this can be done. Motivation represents the forces within a person that affect his
or her direction, intensity, and persistence of voluntary behavior. Direction refers to the path
along which people engage their effort. This sense of direction of effort reflects the fact that
people have choices about where they put their effort. In other words, motivation is goal
directed, not random. Students shows different forms of motivation which spurs them to engage
in sporting activities. The second element of motivation, called intensity, is the amount of effort
allocated to the goal. Persistence which is the third element refers to the continuing the effort for
a certain amount of time. Many studies have evolved around various motivational techniques for
directing employees towards desired goals. However, the challenge to management is to
recognize and understand the impact of various motivational systems on individual and group
behaviour within an organised work endeavour. Effective leadership pre-suppose the ability to
get members of the sports organization to pull their weight effectively, to give loyalty to the
organization and to the task, to carry out properly the activities allocated, and generally, to play
an effective part in the purpose or task that the organization has undertaken (Awoyinfa, 2005, as
cited by Awoyinfa 2008).

Directing is said to be the heart of management process. Planning, organizing, staffing has got no
importance if direction function does not take place. Directing initiates action and it is from here
actual work starts. Directing is said to be consisting of human factors. In simple words, it can be
described as providing guidance to workers is doing work. In field of management, direction is
said to be all those activities which are designed to encourage the subordinates to work
effectively and efficiently. Directing has the following characteristics:

1. Pervasive Function - Directing is required at all levels of organization. In other words,

every sports manager provides guidance and inspiration to his subordinates i.e. secondary
school students.

18
 2. Continuous Activity - Direction is a continuous activity as it continues throughout the life
of organization.
3. Human Factor - Directing function is related to subordinates and therefore it is related to
human factor. Since human factor is complex and behaviour is unpredictable, direction
function becomes important.
4. Creative Activity - Direction function helps in converting plans into performance.
Without this function, people become inactive and physical resources are meaningless.
5. Executive Function - Direction function is carried out by all Sports managers and
executives at all levels throughout the working of an organisation; a subordinate receives
instructions from his superior only.
6. Delegate Function - Direction is supposed to be a function dealing with human beings.
Human behaviour is unpredictable by nature and conditioning the people’s behaviour
towards the goals of the enterprise is what the executive does in this function. Therefore,
it is termed as having delicacy in it to tackle human behaviour.

Controlling: Managers must monitor what is going on in their area, to make sure the goals and
objectives are going to be met. If the goals are not going to be met, then corrective actions must
be taken. One area of potential confusion about the purpose of controlling function is the use of
the word control. Control today often refer to the service of closely supervising, being in charge
or command of and having power over. Most organizations know they have financial control in
place. However, the organization must have more control mechanism in place than just financial
controls. Control functions ties directly with planning function. It is only with a good, detailed
and well-thought out plan that organizations can have a valid control function. Controlling
activities in an organization are concerned basically with measuring progress and correcting
deviations. According to Awoyinfa (2005), the controlling functions of sports managers involves
three elements:

1. Establishing standards of performance in sports organization

2. Measuring actual performance and comparing it against measured standards in sport
organization.
3. Taking corrective actions where deviations occur in sports organization.

19
Staffing: The very first step in staffing is to plan the manpower inventory required in order to
match them with the job requirements and demands. Therefore, it involves forecasting and
determining the future manpower needs of the club. Personnel are the officials that play an
integral role in any competitive sport programme and should be well qualified, certified and
licensed and hold membership in their respective, officiating association. Only qualified and
experienced personnel should be employed to handle sports programmes in secondary schools so
as to reduce risk of injuries and enhance students’ participation and performance. Deborah and
Bucher (2005) stated as a coach you must have ability to organize and delegate responsibility
and authority to motivate others to work for you. “A coach should have sound knowledge of the
job, knows all the details and procedures pertaining to school administration and other relevant
current issues.

David, Jean and Carol (2001) as cited by Botar (2013) stressed the need for a coach to be
knowledgeable. They said, physical education teacher must be familiar with all the skills and
techniques that are necessary for satisfactory instruction, be able to give correct technique in skill
performance- it could be possible for a coach to teach on activity without actually demonstrating
it, but the ability to show students or athletes the correct skill stimulates learning and again for
the respect of students. This assertion agrees with, Flett, and Hewitt (2005) that said lack of in-
depth knowledge of any game you are coaching is a peril of perfectionism in sports and exercise.
The researcher in his opinion, the only remedy for the indigenous coaches to perform maximally
is for the sports administrators to get involve in continuous training and retraining of our
indigenous coaches, it is only then that, they will come to the standard we expect them to
perform.

Deborah and Bucher (2005) stated that “ideally, the professional preparation of a coach should
include a concentration in the field of physical education. However, in many cases this is not true
even among those coaching in educational institution”. There is need for effective and devoted
personnel. The administrator here included coaches, support staff, players and the technical
officials. They also suggested that personnel (coach) in the athletic programme must possess a
special quality or qualification that will put him at an advantage position to do his work well. He
has the confidence and competence to discharge his duties effectively. Qualifications for a coach
include excellent technical knowledge and teaching and coaching skills in the sport to be

20
coached. She further stated that, to be abreast with the trend of event around the globe and to be
among the world best, you have to continue updating of coaching skill through such means as
clinics and assisting in planning and conducting practice sessions.

Budgeting: Budgeting in its general sense is the act of quantifying objectives in financial terms.
It assists sports administrators in decision making process in an organization. School sports
administrators need to budget their resources, which may include facilities and equipment and to
make the best and most profitable use of what they have to work with (Dugdale & Lyne, 2010).
Budget is a document that translates plans into money - money that will need to be spent to get
your planned activities done (expenditure) and money that will need to be generated to cover the
costs of getting the work done (income).

Coordination: Coordination was considered by some scholars to be a separate function of the

sports manager. Though, the purpose of management is the achievement of harmony of
individual efforts towards the accomplishment of group goals, yet the fact remains that co-
ordination should be seen as a distinct management function. Coordination is a process of
balancing and keeping the team (workers) together by ensuring a suitable allocation of
work/activities to the various members and seeing that these are performed with due harmony
among the members themselves (Awoyinfa, 2005 as cited by Awoyinfa, 2008).

Evaluating: This is the process of re-examining all the administrative processes and functions in
a sport setting with the intention of determining sporadic achievement, the lapses or any noticed
shortcoming in the process of administrative functions. This process helps in re-planning and
reassuring the progress made in any sports organization. Evaluation is the last stage of
administrative function (Awoyinfa, 2005 as cited by Awoyinfa, 2008).

Administration of Sports in Nigeria

Sports in Nigeria was initially managed by the Nigeria Olympic Sports Council. This council
was basically meant for International Competitions and particularly the Olympic games. With
time the Nigeria Olympic Council was found to be lacking the necessary competency for
administering all the local sports now being played. Hence, this council gave way to the National
Sports Council which came into being in 1962 in an attempt to solve the disintegrating problems
that faced the Nigeria Football Association (NFA) and the Amateur Athletic Association of

21
Nigeria (Reports on the activities of the Minster of Sports and the Sole Administration of
National Sports Commission). Although the Federal government made funds available to the
Council to meet its need, there was no legislative provision for its existence until August 1971 as
published in the Official Gazette No. 41, Volume 58 of August 12 1971 when by decree No. 34
the then Federal Military Government constitutionally set a body up and renamed it National
Sports Commission 1984). The revised Act establishing the Commission requires it to operate
through three standing committees: Finance and general administration, Sports development, and
stadia and physical facilities.

Function of the National Sports Commission as in Act No. 34

1. To encourage the development and organization of and participation in sports in Nigeria;

2. To coordinate and integrate efforts to raise the standard of performance in sports through
Nigeria;
3. In all International relations affecting sports the commission has the sole right to make on
behalf of State Sports Councils, any necessary arrangements for competitions technical
assistance, recruitment of coaches and any such other matters as the commission may
think fit;
4. To promote in co-operation with other sports bodies or sports groups, the physical fitness
and general well-being of all persons in Nigeria;
5. To organize or assist financially on otherwise the participation in sports at inter-state,
national and international levels;
6. To train Nigerians to become sportsmen and instructors in sports;
7. To conduct and encourage research into all matters relating to sports;
8. To promote and maintain sports centers and facilities for training of Nigerians as
instructors and organizers of sports;
9. To ensure the participation of all sportsmen where required in inter-state, national or
international competition; and
10. To maintain every stadium owned or controlled by the Federal government and direct all
activities relating thereto.

22
The Commission sets up the National Sports Associations. These Associations are technically
responsible for the administration and organization of sports on a national basis. The National
Sports Commission is empowered to encourage and coordinate the efforts of all sporting
organizations in order to achieve efficient use of all the resources generated by and made
available to sports at national and international levels. Hence, the National Sports Commission
communicates directly with the National Sports Associations.

Another Sports body is the Nigeria Olympic Committee. The National Sports Commission
allows the National Sports Associations and the Nigeria Olympic Committee to deal directly
with their international counterparts in order to ensure that Nigeria is worthily represented, but
the National Sports Commission has the responsibility to the Federal Government to ensure that
these organizations are carrying out their activities with Federal Government of Nigeria’s
aspirations and integrity (Ikhioya, 2010). The present national administrative set-up for sports
now recognizes sports management through the National Sport Commission. The Director-
General under the Sports development unit administers national sports through the Sports
Associations. The State Sports Council serves in each State in such capacity previously occupied
by the National Sports Commission at the National level. Communications are direct between the
National Sports Commission and State Sports Council. Any official matter concerning any
particular sport in a state goes from the State Sport Councils through National Sports
Commission to the National Sports Associations. There are other National Sports groups whose
national events are closed to their kith and kin e.g. Nigeria School Sports Federation (NSSF),
Nigeria Police Sports, and Nigerian Colleges of Agriculture Games Association (NACAGA).
These groups communicate with the National Sports Commission (Ojeaga, 2010).

2.4 Concept of Sports Administration and Management in Schools in Nigeria

Lafinhan, (2002) said that Physical Education and sports is part of the students’ total education at
elementary school, middle school, secondary school, college and university levels (6-3-3-4) i.e. 6
years for elementary, 3 for junior secondary school, 3 for senior secondary school and 4 for
Tertiary institution and these progresses sequentially. At each level there is a particular
organizational structure which is designed to assist in achieving a particular goal.

23
Elementary: This is referred to as education given in an institution for children aged 6- 11 years
plus. Primary Education in Nigeria is compulsory, universal and free. All the subjects in the
primary education curriculum including Physical and Health education are offered as core-
subjects (National Policy on Education, 2004). Between these ages, the emphasis is to create an
atmosphere of fun and enjoyment that will attract and develop the pupil affection to wanting to
continue in sport. The Physical Education activities are to enable the pupils to use his body in
different ways and at the same time gain control over his body in space (Alla & Olorunsola,
2008). The proposed organizational structure is shown in fig.1 below. In Nigeria, there is no
Physical Education Specialist in the elementary school unless in private schools. The district
consultant (inspector of education in Nigeria) who is a Physical Education specialist periodically
advises the elementary classroom teacher. A district consultant however, may or may not be
provided when there is a department of Physical Education.

The elementary school level includes Kindergarten through eighth grade or sixth grade as the
case may be. At this level, many schools have changed from a traditional curriculum of self-
contained classrooms to open or non-graded classes and from less emphasis on low-organized
games, relays and combative skills to more emphasis on rhythms and movement education.
Physical Education at this level is scheduled for 30 minutes twice a week. The teacher’s schedule
ranges from 8 – 10 periods daily. Boys and girls in grades one through six come to the field as a
heterogeneous group (co-educational) of about 20 – 30 pupils in one class. Pupils are offered a
broad range of activities that allow them to experience a variety of skills (Adeniji, 2007).
Physical Education is not enforced in all the elementary schools in Nigeria. Where it is enforced,
it is not usually formally organized. Though many schools may insert it on the Time Table,
teachers do not usually consider it very serious. The problem might be due partly to the fact that
the system has not formally stressed it or school administrators have not agreed or admitted it
into the school system (Mgbor, 2006).

Secondary Schools

Junior High School: Secondary School Education is the form of education children receive after
primary education and before the tertiary level. The broad goal of secondary education is to
prepare the individual for useful living within the society and higher education. It is also

24
indicated in the National Policy on Education that the Junior Secondary shall be both pre-
vocational and academic. It shall be tuition free, universal and compulsory. Physical Education at
this level is placed as a non-vocational elective. However, some states in the country make it
compulsory elective for Junior Secondary School students. The curriculum contents appear
similar for the three levels except that in JSS II and III there is the inclusion of career guidance in
Physical and Health Education.

In many schools in Nigeria, Physical Education and sports is usually a section under the
sciences. Generally, a Physical Education teacher in this level teaches six to eight class periods
per day and each period is from 45 to 50 minutes in lengths and contact period with each class
ranges from two or three times per week with about 30 to 50 students in a class. The need of
students at this level is met through individual and team sports. Also opportunity for competition
is provided through intramural and inter-scholastic meetings. These programmes are regarded as
integral part of the Physical Education programme. Supervision of these programmes is included
in the general teaching assignment.

Senior High School: The Senior Secondary School is recognized to be comprehensive with a
core-curriculum designed to broaden pupils’ knowledge and out-look (National Policy on
Education, 2004). Physical and Health Education is offered as non-vocational elective options.
Since this stage does not come under the National Basic Education Concept, the Federal
Government appears silent about developing its curriculum for secondary schools. Physical
education teachers, however, use the syllabus prepared by the West African Senior School
Certificate Examination (WASSCE).

College and University: According to Fordham and Leaf (1978), a college can differ from a
university in title, organizational structure, size and curriculum. A college is usually organized
into divisions, schools and departments. For example, a college has the division of liberal arts
and sciences that contain the school of education in which there is a department of Physical
Education. A university includes colleges, divisions, schools and departments. For instance, at a
University there is the college of Health, Physical Education and Recreation, which includes the
division of athletics and department of Physical Education. In the University, students are of
different backgrounds, experiences, interests, needs and goals. Students may obtain bachelors,

25
masters or doctorate degrees. At this stage, students pursuing bachelor’s degree may enroll in
Physical Education to meet a requirement or as an elective, but medical reasons, military service,
age or athletic participation may serve to exempt students form required Physical Education.
Here, also there are general programmes for those not majoring in Physical Education and
Professional programme for those majoring in Physical Education. Where Physical Education is
separated from Sports Administration, sports (Intramural and Interscholastic) rests on the Sports
Council and its Director has direct communication link with the Vice-Chancellor.

In a recent study conducted by Olorunsola and Alla (2005), four models of sports management
were observed in Nigeria Universities.

1. Model 1: Sports Committee Management;

2. Model 2: Sports Council or Sports Committee Management;
3. Model 3: Sports Council which has access to the Vice Chancellor through the Dean of
Student Affairs and
4. Model 4: Sports Council which has direct access to the Vice-Chancellor.

Apart from the sporting activities that are being organized on individual College or University
basis, there are the inter-collegiate sports called Nigeria University Games Association (NUGA),
Nigeria Polytechnic Games Association (NIPOGA) and Nigeria Colleges of Education Games
Association (NACEGA). Each has its own governing body. NUGA is being governed by the
NUGA Council, which is made up of 3 representatives (Chairman Sport Council, Director of
Sports and Students’ Union Director of Sports) of member Universities and the secretariat is
based at the National University Commission (NUGA, 2000). The Universities host inter-
collegiate sporting activities in rotation. It is being financed by subvention from member
Universities and grants from the government through the Committee of the Vice-Chancellor
(CVC). It is a bi-annual affair (Akindutire, 2002). Good athletes from the NUGA Games are
usually selected to represent the country in African University Games (FASU) and International
University Games (FISU). In an attempt to find out some of the factors affecting performance in
Nigerian Universities Sports, Ajayi, Ajibua and Momoh (2009) and Ojeaga, (2010) discovered
among other things, pattern of sports administration, facilities, personnel and intramural and
extramural programmes.

26
Ojeaga, (2010) study revealed four (4) patterns of sports administration in Nigerian Universities:

1. Sports and Physical Education under one department or Institute – Universities of

Nigeria, Nsukka, University of Ilorin and Ife, Ile-Ife.
2. Sports administration under the Sports Council – Universities of Ibadan, University of
Benin, University of Lagos, The Federal University of Technology, Akure.
3. Sports administration under the Registry – Ahmadu Bello University.
4. Sports administration under the Dean Students’ Affairs- University of Agriculture,
Abeokuta.

The study revealed that sports administrators in Nigerian Universities agreed that there should be
a separate administration for Physical Education and Sports because putting both under one
administration makes the process tedious and cumbersome. Specifically, there is the tendency of
neglecting one aspect in preference to the other depending on the priority area of the Head of
Department or the Director of the Institute. Though, the two sections are to operate separately,
the academic staff of the Department of Physical Education should be involved in decision –
making in the Sports Council and also be allowed to expose the athletes to researches. It is
actually reasoned that as University research hospitals serve as practicing laboratories to
lecturers at the College of Health Sciences, Sports section in the Universities should be the same
for teachers of the Department of Physical Education. When this is followed, there seems to be
positive result in University sports. Olorunsola and Alla (2001), Ajayi, Ajibua and Momoh,
(2009) and Ojeaga, 2010 found out that the factors that contribute to poor performance of
athletes in Universities in Nigeria were unavailability of professional coaches, poor orientation
of students, lack of facilities, and poor sports management practice. It was also discovered that
the universities that operated healthy intramural and extramural programmes also has good
results in NUGA games. In other words, if those factors are adequately catered for, there may be
improvement on the standard of sports in Nigeria Universities.

2.5 Factors Affecting Sports Administration and Management in Secondary Schools in

Nigeria

Finance: Finance is defined as the college funds, gate receipt, general organizational and
activities fees and some other revenues which are to be incorporated. Ladani (2008) pointed out

27
that sports consume a lot of money. He stated that sport practices could not be classified as
commercial ventures and, in this regard, the funding of sport should be adequate and there
should be no delay in the release of funds for the running of sports programme. The finances
involved in inter collegiate sports programme are raised in various ways. Sources of income for
funding most schools and colleges sports programme include the general school or college funds,
gate receipt, general organization and activity fees and some other revenues which are to be
incorporated. Bucher & Krotee (2002) stated that sports programme should be financed out of
central administration funds just as other phases of education programme are financed. Bucher
and Krotee (2002) suggested that provision should be made so that the program is concluded
with regular physical education budget and supported through regularly budgeted school or
college income. Bucher and Krotee (2002) further advised that in a well-organized school sports
programme, finance should cover the provision for transportation to convey athletic teams to
sport contests so that they could arrive safely on time. Ladani (2000) described budget as a
means through which sports program me financed. It is a very important aspect of the overall
financial or fiscal management.

Bucher (2002) reported that athletics should not be used as self-supporting or used as a means to
support part or all of the other so-called extra-curricular activities of a school or college. He said
that athletics represent an integral part of a school’s educational programme and as such deserve
to be treated the same way was as other aspects of the programme, and that on this basis, the
finances necessary to support such a program should come from the central funds as the case
may be. Bucher (2002) remarked that this procedure is being followed in some schools and
colleges in the United States of America with benefits to all concerned. He felt this should be an
ideal toward which all should strive. He discouraged the idea of charging different fees to
students for competitive sports in the tertiary institutions as this may result in a false set of
standards that could form the basis for the programme. Bucher (2002) reported that a survey
carried out indicated that one out of every five United States schools had separate athletic
programme as a result of budgetary difficulties. The survey pulled 1,543 athletic directors in all
50 states in order to determine the current status of school athletic programme. The result of the
survey indicated a notable increase in organized athletic activity for girls, even in schools facing
financial cutbacks. In schools not suffering from financial problems, the result showed an
increase in girls’ sports. However, in order to motivate tertiary or inter collegiate students’

28
participation in competitive sports, it is essential that sports should be properly funded. The
funding of tertiary sports programme in Nigerian schools is not encouraging. It is not unlikely
that the present economic recession in the country has its own impact in the financing procedure
of the programme in the schools.

Personnel: Oyedele (2000) reported that personnel are the officials that play an integral role in
any competitive sport programme and should be well qualified, certified and licensed and hold
membership in their respective, officiating association. Oduwaye (2000) stated that when
considering the structure and operation of an organization, one must take cognizance of the
personnel who provides the leadership and sees to the smooth conduct of the day-to-day affairs
of the organization. It was further stressed that personnel and leadership are elements around
which cooperation, loyalty, sociability and many other societal traits can be developed. The
working machinery of any sporting organization depends on the various individuals and groups.
The machinery promotes understanding and acceptance of each other working closely together to
achieve the goals of the organization (Oduwaye, 2000, Venkateswarlu, 2000).

In tertiary institutions setting for instance, efficient management of sports programme will rely
essentially on cooperative, dedicated and qualified personnel. It could be asserted therefore that
the success or otherwise of any unit, department or organization in tertiary institutions depends
on the quality of the staff to handle its operation. Ladani (2000) identified the tasks of sport
manager and personnel as being summed up to include planning, organizing, staffing, directing,
coordinating, reporting, budgeting and evaluating which in common parlance is referred to as
“POSDCORBE”. Bucher and Krotee (2002) highlighted the key personnel in the tertiary
institutions sports management which include, the university direct of sports, the deputy director
of sports and other management and technical staff and coaches. Amuche (2000) stressed that
good officials must be felt, but not only heard as much as possible by the athletes, they should
win friends without violating principles, should use strong points to win respect and be pleasant
but firm and fearless.

Bucher and Krotee (2002) stressed that excellent officials are necessary for a quality sports
programme. They should have special qualifications, including knowledge of the activity, the
participants, the goals of the program and the organizations philosophy of competition.

29
Furthermore, officials play an integral role in any competitive sports program. Therefore, they
should be well qualified, certified and licensed and hold membership in their respective
officiating association. To ensure that only the best officials are employed, procedure should be
established to register and rate officials and determine which are the best qualified. Officials
should be duly notified of the date, time and location of the contest to which they have been
assigned and contracts awarded. Moreover, officials’ fees vary from institutions to institutions
and sports to sports, although some associations have assigned standard rates.

Akintunde (2001) noted that the quality of staff in the tertiary institutions determine the standard
of the school. Administration of school sports is best left in the hands of qualified physical
education teachers and the most qualified person among them should be made the director of
sports because of all that it takes to coach and administer sports. Furthermore, he said that it
takes more than the knowledge of sports as coach to be the director of sports. Bucher & Krotee
(2002) stressed that physical education and sports are grounded in the science of anatomy
exercise, physiology, biomechanics, sports sociology, psychology and sports management
personnel should be well versed in these disciplines as well as in research methods that will
permit the coach to survey and apply appropriate research findings to the classroom and specific
situation. Oyedele (2000) expressed that the sport personnel are also seen to possess good sense
of justice, self-restraint and a show of competence in the handling of his organizational program.
In addition to the above, Amusa (2000), contended that the sports manager must not only teach
sports, and manage athletes, he is also expected to be able to speak occasionally in the public,
talk to groups, conduct news conferences, hosting visiting teams and, in some institutions, teach
some physical education classes. He suggested that such a staff should be able to speak and write
articulately and in a socially accepted manner.

Chom (2003) supported the above statement that intercollegiate sports in tertiary institution need
a sound and well established programme for the training of the necessary personnel in sports.
This will alleviate the shortage of qualified personnel that is experienced in the training of the
various sports program in tertiary institutions.

Athletes Recruitment: Bucher (2000) explained that athletes’ recruitment means the best
collected in the competition were selected and recruited into colleges and varsity sports.

30
Universities inter scholastic, inter collegiate and other highly organized sports program represent
an integral part of the total physical education program and are designed for individual who are
most highly skilled in sports. These sports program involve competition putting one college or
varsity against another college or varsity. As a result, a spirit of rivalry and desire to win
develops which has resulted in some unfortunate practices such as unethical recruitment
procedures, changing transcripts to make players eligible, admitting students who may be
academically unqualified and extensive public relations program (Bucher, 2000). This
recruitment of athlete is a controversial issue. He further argued that the procedure for
admittance should be the same for all students, regardless of whether they are athletes, chemistry
students, music students or others. Bucher (2000) submitted that no special consideration should
be shown to any particular group. Some institutions, however, actively recruit athletes for their
college or varsity teams among the students of their institutions. The main consideration here is
to adhere strictly to the rules of the competition in which the association participates. To do
otherwise, is not condoned.

Ladani (2000) explained that in colleges and varsities, however, sports teams should be
composed of matriculated students attracted to the institutions because of its educational
advantages. Proselyting is the concept that has been used to describe a high school or college that
has so strongly over -emphasized sports that it has stooped to unethical behaviour to secure
outstanding talent for winning teams. High schools are not plagued with this problem as much as
colleges, but sometimes they also have difficulties. Scouting, on the other hand, is another aspect
of recruiting exercise which has become an accepted practice at high school and college levels.
By watching another team perform, one will learn the formations and strategies used and
discover certain weakness (Okunrotifa, 2005).

It is felt by some physical educators that such money could be spent more wisely if used to
enhance the value of the game for the participants, rather than to further any all-important effort
to win. It is discovered that many unethical practices have entered into scouting. Coaches have
been known to have scouts observe secrete practice sessions. Scouting is considered unethical
under any circumstances except by means of observing regular scheduled games. If scouting
does occur, the head coach at the institution has direct responsibility for the nation. (Okunrotifa,
2005).

31
In the past, Nigeria had always recruited her athletes through schools’ competitions such as
Empire days’ celebration and regional competitions. The athletes for such competitions were
prepared by the teachers in their various schools. The best in these competitions were selected
and recruited into colleges and varsities. In their various institutions of admission, the athletes
are then opened to highly organized games such as the inter scholastic and inter collegiate sports
program. With the inception of structured schools’ sports such as inter collegiate sports.
Okunrotifa (2005) advocated that it is possible to get talented athletes who can represent their
institutions and the nation at various levels whether local, state, national or international
competitions rather than proselyting or scouting. Talented and prospective athletes could also be
discovered within the institution through mass participation of the students in intramural and
extramural sports and games.

Sports Facilities: Facilities here refer to sport arena such as fields, courts, running tracks,
boxing rings, swimming pools, these facilities play a vital role in the management of sports in
any developed and developing community. Omolawon (2000) stated that the role of sports
management cannot be over-emphasized. This is because sporting facilities are regarded to
facilitate the numerous activities involved in sports. Onifade (2005) said that for the successful
execution of any sports programme, there must be availability of qualitative and quantitative
facilities. Fasan (2000) corroborated the above statement that availability and accessibility of
these sport facilities to the students will surely promote instructions, training and acquisition of
skills.

Udoh (2000) reported that the problem is not that of construction of sports facilities but that of
maintenance. It is the maintenance culture that is faulty. If adequate sports facilities are provided
and maintained, definitely the standard of performance and participation in interscholastic and
intercollegiate sports programme would be appreciated and enjoyed by participants including the
sports managers. Apart from promoting the institutions’ sports programme and image, sports
make it possible for the individuals to engage in recreation games during their leisure hours.

Ajisafe (2000) reported that modern sports program that encourage a wide range of skills require
extensive play areas. He then listed the essential facilities that should be provided for both
instruction and participation purposes as follows.

32
 1. Basketball and volley pitches
2. Tennis and Badminton courts
3. Soccer pitch
4. Hockey pitch
5. Access to a swimming pool
6. A sport field with a 400m, athletic tracks round it which can successfully accommodate
both track and field events.

Sports Equipment: Ladani (2000) observed that sport equipment can be said to represent the
tools that the coaches and the participants must have or use to facilitate the coaching of sports
and for competitions. Richard (2000) stated that equipping a player with cheap, poor, filthy
equipment is no different from selling a gun without telling the buyer how to use it. He
advocated for the provision of good equipment for sports competition in the schools or college.
This view was supported by Kraus & Curtis (2000) who noted that it is undesirable to use cheap,
ill-fitting equipment that have been borrowed or handed down years after years. However,
observations show that most schools in Nigeria appear to have no adequate and good equipment.
Adeyanju (2003) stressed that equipment and supplies are purchased for the athletes to use, and
one of the responsibilities of the equipment manager is to see that all items to be issued out are
marked properly for identification and then issued to the athletes in proper manner. She however,
advised that all items should be marked in some way so that ownership can be readily identified
for the purposes of inventory. Taking the best possible care of equipment can prove to be the
greatest single money saving procedure. Some systems should be established for issuing
equipment and a sense of responsibility for the proper use and return of equipment should be
inculcated in the mind of students. All items should be recorded on a perpetual inventory with a
physical count and reconciliation at the end of each season, items which are discarded should be
surveyed as a prerequisite to maintaining accountability. Nevertheless, cleaning and repairing
should be a continuous process with routine cleaning on a daily basis and major maintenance
undertaken during the off-peak season. Therefore, to promote the life and durability of acquired
equipment it is highly necessary for proper maintenance culture to be developed.

33
Awosika (2000) stated that sports management is traceable to a number of factors, among which
is the availability of equipment. In other words, the more equipment that the sport unit controls,
the more efficient and less troublesome can be its operation.

Organizational Structure: Laurie (2002) advocated that sports organizational structure is a

chart or a diagram of an organization’s official position and formal lines of authority. According
to Krotee (2003) sports organizational chart is a visual display of the organizations structural
skeleton in the sports unit in the tertiary institutions. Laurie (2002) reported that structure as the
pattern of relationship among positions in the organization and among members of the
organization. Structure makes possible the application of the process of management and creates
a framework of order and command through which the activities of the sports organization can
be planned, organized, directed and controlled. However, in the smaller organizations, there are
likely to be fewer problems of structure. The distribution of tasks, the definitions of authority and
responsibility and the relationship between members of the organization can be established on a
personal and informal basis with increasing need for a continual review of structure to ensure
that it is the most appropriate form for the particular organization and in keeping with its growth
and development. Ladani (1998) observed that some of the tertiary institutions most especially
universities have initiated and established sports councils which are totally independent of the
Department of Physical and Health Education and have a line of staff made of board of sports
management with the chairman, director of sports, deputy director of sports, coaches of various
cadres, secretary with his secretariat staff, other staff members, grounds men and students sports
secretary.

Laurie (2002) stressed that if the sports organization is well structured and each member perform
their expected roles properly, then there ought to be a huge success in the organization. The
organizational structure of the sports unit enables its goal and objectives to be achieved. Bucher
(2002) stressed that where tertiary institutions are large and the organization is complex,
departments, sections, divisions and other units must be formed, each with its special
responsibilities, knowledgeable individuals committed to the goals of the specific institutions and
its organizational units must be placed in leadership roles. In contrast to the above structure ,it
was stressed that there is still much to be desired in terms of the managerial aspect of sports in
Nigerian colleges of education, comparatively speaking there is significant difference between

34
Nigeria colleges of education, polytechnics and universities in the sense that they totally depend
on the department of physical and health education, dean of students affairs, director of sports or
sports officer or sports coordinator, chairman sports committee, coaches of various cadres, sports
curators, grounds men. The management function of sports organization cannot be effective
without proper and functional organizational structure being put in place. Lack of proper and
functional sports administrative structure constitutes the main source of problems of sports
development in Nigerian colleges of education. It was further stated that in most colleges of
education in Nigeria, there has been much confusion as to what should be an ideal administrative
structure of sports, compared to what obtains in Nigeria universities and polytechnics. Probably,
this is one of the reasons why sports are better managed and more developed in Nigerian
universities than in colleges of education (Bulus, 2009).

Bulus (2009) reported that sports offices that exist in some Nigerian colleges of education are not
properly structured and at the same time having different questionable nomenclatures in the
leadership positions. For example, experience has revealed that those who occupy sports offices
in colleges of education are called different names such as sports coordinators, sports officers, or
sports directors. In some few cases, chairmen of sports committees are close to the entire
leadership of the College on the sports administrative structure. In order to achieve total quality
management and to ensure quality practices and quality of sports service delivery system in
Nigerian colleges of education, there is need to put in place a uniform, proper and functional
administrative structure. In putting up such a structure, the political, economic, social and
educational factors that affect the development of sports in educational institutions should be
given serious consideration.

The NICEGA national body should in conjunction with the Federal Ministry of Education,
Federal Ministry of Sports and Youths Development and the National Commission for Colleges
of Education (NCCE) come up with a uniform and functional sports administrative structure for
colleges of education. The adherence to this administrative sports structure should be enforced
by the regulatory body. Laurie (2002) noted that correct designs of structure which is of most
significance in determining organizational performance and asserted that good organizational
structure does not by itself produce good performance. But a poor organizational structure makes
good performance impossible, no matter how good the individual managers may be. To improve

35
organizational structure will therefore always improve performance. The importance of good
sports organizational structures is also emphasized by Child (1998) as the allocation of
responsibilities, the grouping of functions, decision making, coordination, control and reward.

All these are fundamental requirements for the continued operation of sports organization in the
tertiary institutions in Nigeria. Bucher (2000) stated that organizing is the structuring of a
coordinated system of authority relationships and task responsibilities. By spelling out who does
what and who reports to who, Bucher (2000) stated further that organizational structure can
translate strategy into an ongoing productive operation. He submitted that structure always
follows strategy in well managed organizations. Bucher (2000) reported that effective
management is determined by the decision-making indices, therefore, the organization of any
unit whether educational or not, should be constructed to enhance the process of decision
making.

2.6 Strategies for Mass Sports Participation Among Secondary School Students

The followings are strategies to increase maximum participation in sports among secondary
school students in Nigeria.

Employing only Qualified and Certified Coaches and Professionals

Oyedele (2000) reported that personnel are the officials that play an integral role in any
competitive sport programme and should be well qualified, certified and licensed and hold
membership in their respective, officiating association. Only qualified and experienced personnel
should be employed to handle sports programmes in secondary schools so as to reduce risk of
injuries and enhance students’ participation and performance. Deborah and Bucher (2003) stated
as a coach you must have ability to organize and delegate responsibility and authority to
motivate others to work for you. “A coach should have sound knowledge of the job, knows all
the details and procedures pertaining to school administration and other relevant current issues.

David, Jean and Carol (2001) stressed the need for a coach to be knowledgeable. They said,
physical education teacher must be familiar with all the skills and techniques that are necessary
for satisfactory instruction, be able to give correct technique in skill performance- it could be
possible for a coach to teach on activity without actually demonstrating it, but the ability to show

36
students or athletes the correct skill stimulates learning and again for the respect of students.
Wuest (2003) pointed out vividly that, some coaches have poor educational background. This is
a great handicap as it makes virtually impossible for them to interpret research findings in their
areas of interest; the qualities of coaches have significant influence on athletes’ performance.
This assertion agrees with, Flett, and Hewitt (2005) that said lack of in-depth knowledge of any
game you are coaching is a peril of perfectionism in sports and exercise. The researcher in his
opinion, the only remedy for the indigenous coaches to perform maximally is for the sports
administrators to get involve in continuous training and retraining of our indigenous coaches, it
is only then that, they will come to the standard we expect them to perform.

Marketing Campaigns: In the past many sports, fitness and activity marketing campaigns have
been focused on showing people the health benefits of getting active. However, most people
know that activity is good for them, and many believe that they already do enough activity. The
marketing campaigns which work best are focused on driving people to do a specific activity
rather than just talking about activity generically. Competitions should also be organized as this
stimulates interest of students and also make them see reasons to continue training.

Facilities: Fatai (2006) opined that provision of equipment should be adequate and timely and
that limitations imposed by those factors that restrict the number and kinds of activities that may
be performed in the sport programme are detrimental to sports development. Just as adequate
facilities and equipment are needed for effective institution and fulfillment of objectives in other
discipline. So are they needed for the successful teaching of sports and games. Ogundairo (2010)
identifies equipment to be very important in enhancing sports and games. The availability of
these equipment stimulate interest in athletes, also teaching and it make for easy comprehension
and skills perfection. He conducted that, lack of necessary sports equipment may not only kill the
interest of staff and athletes’ participation but also hinder the proper training and performance of
the athletes. According to Haruna (2013), if sport programme are to achieve any success and for
effective management, there must be availability of sports equipment and supplies in high quality
and quantity. The provision and maintenance of good and quality equipment by the Sport
Council will enhance and promote healthy sports competitions. The provision of sport equipment
ought to be done within regulated standards with age of users as a major consideration.

37
Policies: Sport is an integral part of the formal system of education. It is essential for the total
development of an individual. Sport shall therefore be part of the School Curriculum from
Nursery School to the University level (Nigeria National Sports Policy, 2009). The Nigeria
sports policy section (4) sub-section (6) made the following provisions concerning school sports.

1. In other to have an all-round development of the youth, sports shall be offered as

compulsory subjects at the Nursery, Primary and Secondary School levels of the formal
education system.
2. All primary and secondary schools shall have play grounds for sports as a condition for
approval for their establishment.
3. No pupils or students (including those in tertiary institutions) shall suffer any penalty or
discrimination for participating in sports.
4. All schools shall establish a structured sporting programme which covers every student
except those exempted on medical grounds.
5. Any student studying in any Higher Institution of learning shall offer a minimum of a 4-
credit unit course in Sports.

Reviewing the above provision, it is obvious that most of the provisions are not met. Schools
now use time meant for sports to do other science subjects, some schools do not have space for
physical activities, higher institutions of learning do not comply with the last provision of the
policy which states that student studying in any Higher Institution of learning shall offer a
minimum of a 4-credit unit course in Sports. If all these strategies are put in place, maximum
participation in sports will be achieved.

38
 CHAPTER THREE

RESEARCH METHODOLOGY

This chapter is concerned with the methods and procedures to be adopted in carrying out the
study. It is organized under the following subheadings:

1. Research Methods
2. Population
3. Sample and Sampling Technique
4. Research Instrument
5. Validity of the Research Instrument
6. Reliability of the Research Instrument
7. Pilot Study
8. Procedure for Data Collection
9. Procedure for Data Analysis

3.1 Research Method

The method adopted in carrying out this research study was the descriptive survey method. Data
was collected, analysed and interpreted in order to be able to understand find out the factors
affecting organisation and administration of sports in secondary schools in Offa Local
Government Area, Kwara State and its implication for sports development in Lagos state.

3.2 Population

The population for this study comprised all school sports administrators, physical and health
education teachers and students in the selected secondary schools in Offa Local Government
Area, Kwara State.

3.3 Sample and Sampling Technique

The sample for this study was drawn from all school sports administrators, physical and health
education teachers and students in the selected secondary schools in Offa Local Government

39
Area, Kwara State. The sample size consisted of 300 respondents randomly selected from
secondary schools in Offa Local Government Area, Kwara State. The multistage sampling
technique was used to select the sample size of 300 students from the selected school.

3.4 Research Instrument

A self-developed questionnaire, tagged Factors Affecting Sports Administration Questionnaire

(FASAQ) was used for data collection. The questionnaire was developed in two sections. Section
A collected demographic data of respondents such as age, name of school, class, etc. Section B
contained a list of items based on the research questions and respondents were required to give
appropriate answer to each question.

3.5 Validity of the Instrument

The research instrument for this study was subjected to the construct and content validity. The
instrument was certified valid for the study after thorough scrutiny by the project supervisor.

3.6 Reliability of the Instrument

To test the reliability of the research instrument, the test-retest method of reliability was adopted.
This required the research instrument to be administered to 50 respondents through a pilot study.
These respondents did not take part in the main study. The data collected was analysed using
Pearson Product Moment Correlation to test the reliability co-efficient after which the instrument
was certified reliable.

3.7 Pilot Study

A pilot study was conducted using 50 respondents from Eletu-Odibo Junior Secondary School.
The research instrument was administered and re-administered to the same set of respondents
after two weeks. This was done to ascertain the reliability of the research instrument.

3.8 Procedure for Data Collection

40
Questionnaire was shared to respondents with the approval of various authority and with the help
of a research assistant. The questionnaire will be collected on the spot to avoid loss that may
occur if collected later.

3.9 Procedure for Data Analysis

Responses from participants was coded and analysed using descriptive statistics. The data
collected was used to develop a frequency distribution table for analysis. The descriptive
statistics of frequency count and charts was used in presenting the demographic data collected.
The inferential statistics of regression analysis was used in testing all stated assumptions at 0.05
level of significance.

41
 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

This chapter presented the analysis of data gathered on the study, factors affecting organisation
and administration of sports in secondary schools in Offa Local Government Area, Kwara State.
A total of 300 questionnaire was used to gather data and 287 were successfully retrieved relating
to a retrieval rate of 93.67%. All hypotheses were tested at 0.05 level of significance. This
chapter is presented under the following subheadings:

1. Demographic Data of Respondents

2. Testing of Hypotheses
3. Summary of Findings
4. Discussion of Findings

4.1 Demographic Data of Respondents

Table 1: Age Distribution of Respondents

Age Frequency Percentage

16 – 20 years 28 9.76
21 – 25 years 88 30.66
26 – 30 years 75 26.13
Above 30 years 96 34.95
Total 281 100.0

Figure 1 indicated that 9.76% (n = 28) respondents are 16 – 20 years, 30.66% (n = 88)
respondents are 21 – 25 years, 26.13% (n = 75) respondents are 26 – 30 years old and 34.95% (n
= 96) respondents are above 31 years old.

42
Figure 1: Distribution of Respondents by Gender

Gender

Male Female

Figure 1 indicated that 77.35% (n = 222) respondents are males and 22.65% (n = 65) are
females.

Figure 2: Marital Status of Respondents

Marital Status

160

140

120

100

80

60

40

20

0
Single Married Divorced Widowed

Marital Status

43
Figure 2 showed that the highest proportion of the respondents are single with a representation of
51.22% (n = 147). It was further revealed that 48.78% (n = 140) are married and 1.74% (n = 5)
are widow/widower. None of the respondents are divorced.

Table 2: Distribution of Respondents by Education Qualification

Education Attainment Frequency Percentage

SSCE 50 17.42
OND/NCE 60 20.91
B.Sc./HND 152 52.96
M.Sc. 25 8.71
Ph.D. - -
Total 287 100.0

Table 2 indicated that most of the respondents sampled are B.Sc./HND holders with a frequency
of 152 (52.96%), 50 (17.42%) are SSCE holders, 60 (20.91%) are OND/Diploma/NCE holders,
25 (8.71%) are M.Sc. holders and none of the respondents sampled are Ph.D. holders.

4.2 Testing of Hypotheses

Hypothesis one states that there is no significant effect of availability and accessibility of sports
facilities and equipment on organisation and administration of sports in Offa Local Government
Area, Kwara State. Inferential statistics of Analysis of Variance (ANOVA) was used to test this
hypothesis at 0.05 level of significance and the results was presented in table 3 below.

Table 3: Facilities and Sports Administration and Organisation

Sum of Squares df Mean Square F Sig.

Between Groups 357.24 5 19.81 0.786 0.024

Within Groups 429.23 294 21.65

Total 886.47 299

44
From table 3, analysis of data revealed that F (0.786) is significant at 0.024. This is because the p
value of 0.024 is less than the alpha value of 0.05 level of significance. Hence, the null
hypothesis which stated that there is no significant effect of availability and accessibility of
sports facilities and equipment on organisation and administration of sports in Offa Local
Government Area, Kwara State is hereby rejected. This implied that availability and accessibility
of sports facilities and equipment significantly affect organisation and administration of sports in
Offa Local Government Area, Kwara State.

Hypothesis two states that funding will have no significant effect on organisation and
administration of sports in Offa Local Government Area, Kwara State. Inferential statistics of
Analysis of Variance (ANOVA) was used to test this hypothesis at 0.05 level of significance and
the results was presented in table 4 below.

Table 4: Funding and Sports Administration and Organisation

Sum of Squares Df Mean Square F Sig.

Between Groups 289.94 5 21.462 0.929 0.034

Within Groups 308.53 294 23.113

Total 597.47 299

Table 4 indicated that F (0.929) is significant at P (0.334). This is because the p value of 0.334 is
lesser than the alpha value of 0.05 level of significance. Hence the null hypothesis which stated
that that funding will have no significant effect on organisation and administration of sports in
Offa Local Government Area, Kwara State is rejected and the alternate hypothesis is accepted.
This means that that funding have significant effect on organisation and administration of sports
in Offa Local Government Area, Kwara State.

Hypothesis three states there is no significant effect of qualified personnel on organisation and
administration of sports in Offa Local Government Area, Kwara State. Inferential statistics of
Analysis of Variance (ANOVA) was used to test this hypothesis at 0.05 level of significance and
the results was presented in table 5 below.

45
Table 5: Qualified Personnel and Sports Administration and Organisation

Sum of Squares Df Mean Square F Sig.

Between Groups 343.993 5 17.2 0.731 0.027

Within Groups 5386.477 294 23.522

Total 5730.47 299

From table 5, the F value of 0.731 is significant at P (0.027). Hence the null hypothesis which
stated that states there is no significant effect of qualified personnel on organisation and
administration of sports in Offa Local Government Area, Kwara State is hereby rejected and the
alternate hypothesis is accepted. Thus, there is significant effect of qualified personnel on
organisation and administration of sports in Offa Local Government Area, Kwara State.

Hypothesis four states that intramural sports programmes do not significantly affect the
organisation and administration of sports in Offa Local Government Area, Kwara State.
Inferential statistics of Analysis of Variance (ANOVA) was used to test this hypothesis at 0.05
level of significance and the results was presented in table 6 below.

Table 6: Intramural Sports Programmes and Sports Administration and

Organisation

Sum of Squares Df Mean Square F Sig.

Between Groups 410.561 5 19.8 0.624 0.038

Within Groups 2398.986 294 19.523

Total 4238.65 299

Table 6 revealed that the F value of 0.624 is significant at P = 0.038. Hence the null hypothesis is
rejected and the alternate hypothesis accepted. Therefore, intramural sports programmes

46
significantly affect the organisation and administration of sports in Offa Local Government Area,
Kwara State.

Hypothesis five states that government policies does not have any significant effect on
organisation and administration of sports in Offa Local Government Area, Kwara State.
Inferential statistics of Analysis of Variance (ANOVA) was used to test this hypothesis at 0.05
level of significance and the results was presented in table 7 below.

Table 9: Government Policies and Sports Administration and Organisation

Sum of Squares df Mean Square F Sig.

Between Groups 436.993 5 32.1 0.878 0.565

Within Groups 5663.48 294 54.155

Total 6545.85 299

Analysis from Table 7 revealed that F value of 0.878 is not significant at 0.565. Hence the null
hypothesis is accepted. This implies that government policies does not have any significant effect
on organisation and administration of sports in Offa Local Government Area, Kwara State.

4.3 Summary of Findings

The following are the major findings of this study:

1. There is significant effect of availability and accessibility of sports facilities and

equipment on organisation and administration of sports in Offa Local Government Area,
Kwara State.
2. Funding significant affect the organisation and administration of sports in Offa Local
Government Area, Kwara State.
3. There is significant effect of qualified personnel on organisation and administration of
sports in Offa Local Government Area, Kwara State.
4. Intramural sports programmes significantly affect the organisation and administration of
sports in Offa Local Government Area, Kwara State.

47
 5. Government policies does not have any significant effect on organisation and
administration of sports in Offa Local Government Area, Kwara State.

4.4 Discussion of Findings

The first finding of this study is that availability and accessibility of sports facilities and
equipment significantly affect the organisation and administration of sports in Offa Local
Government Area, Kwara State. Having the right quality and quantity sports facilities and
equipment is an integral part of sports development. To a large extent, this is partly what makes
the difference between the sports culture of developed and developing nations. In the developed
world, sports facilities and equipment of the appropriate standard are available of promote the
athlete’s performance (Ojeme, 2000). According to Ladani (2006), sports equipment in physical
education refers to a relatively permanent materials or appliances which usually last from 5-20
years even with repeated use. Examples are landing form, net for volley ball, football, netball,
table tennis supplies, unlike equipment are expendable. They last for 1-2 years with repeated use,
examples are, balls, boots, running shoes, jerseys, bean bags (Venkateswarlu, 2006). Dankadai
(2001) stated that many of our play grounds have disappeared and most schools have no sporting
facilities and equipment as was the case before. Over the years, sports grounds were converted
into residential purposes and the few ones that still exists especially in educational institutions
are not properly maintained. Hence this study is set out to assess the facilities and equipment
issues affecting sports management in secondary schools in Nigeria. The equipment situation in
most secondary schools make it difficult for teachers who are eager to teach physical education
and those who do not want to teach the subject have excuses (Ladani, 2004). Obiyemi (2000)
believe that the quantity and quality of equipment in most secondary schools are very poor, and
damaged equipment’s are used frequently. Ojeme (2009) and Aluko (2009) stated that physical
education programmes within the school hours (without basic facilities and equipment) are
insufficient to address the need to develop the abilities and skills of the entire pupils’ body and
increase voluntary participation in games and other activities (Bukowsky, Faigenbaum & Myer,
2014).

Funding significant affect the organisation and administration of sports in Offa Local
Government Area, Kwara State. Finance is defined as the college funds, gate receipt, general

48
organizational and activities fees and some other revenues which are to be incorporated. Ladani
(2008) pointed out that sports consume a lot of money. He stated that sport practices could not be
classified as commercial ventures and, in this regard, the funding of sport should be adequate and
there should be no delay in the release of funds for the running of sports programme. The
finances involved in inter collegiate sports programme are raised in various ways. Sources of
income for funding most schools and colleges sports programme include the general school or
college funds, gate receipt, general organization and activity fees and some other revenues which
are to be incorporated. Bucher & Krotee (2002) stated that sports programme should be financed
out of central administration funds just as other phases of education programme are financed.
Bucher and Krotee (2002) suggested that provision should be made so that the program is
concluded with regular physical education budget and supported through regularly budgeted
school or college income. Bucher and Krotee (2002) further advised that in a well-organized
school sports programme, finance should cover the provision for transportation to convey
athletic teams to sport contests so that they could arrive safely on time. Ladani (2000) described
budget as a means through which sports program me financed. It is a very important aspect of the
overall financial or fiscal management.

There is significant effect of qualified personnel on organisation and administration of sports in

Offa Local Government Area, Kwara State. Oyedele (2000) reported that personnel are the
officials that play an integral role in any competitive sport programme and should be well
qualified, certified and licensed and hold membership in their respective, officiating association.
Oduwaye (2000) stated that when considering the structure and operation of an organization, one
must take cognizance of the personnel who provides the leadership and sees to the smooth
conduct of the day-to-day affairs of the organization. It was further stressed that personnel and
leadership are elements around which cooperation, loyalty, sociability and many other societal
traits can be developed. The working machinery of any sporting organization depends on the
various individuals and groups. The machinery promotes understanding and acceptance of each
other working closely together to achieve the goals of the organization (Oduwaye, 2000,
Venkateswarlu, 2000). Akintunde (2001) noted that the quality of staff in the tertiary institutions
determine the standard of the school. Administration of school sports is best left in the hands of
qualified physical education teachers and the most qualified person among them should be made
the director of sports because of all that it takes to coach and administer sports.

49
Intramural sports programmes significantly affect the organisation and administration of sports
in Offa Local Government Area, Kwara State. According to Dolphin (2003), corporate
organizations’ aims and objectives of sponsorship include but not limited to alter public
perception, create goodwill, increase brand awareness, enhance corporate image and enhance
employee motivations. Intramural sports competitions is an avenue for companies to achieve
these aims. During intramural sports, companies sell their brand to parents and other invited
guests (Ogunsemore, 2019). In preparation for intramural sports, many, if not all, school embark
on mass renovation and provision of sporting facilities. All necessary equipment needed for the
various sports to be engaged in are procured. This is because during intramural sports, all
students compete against one another. This therefore provide an avenue to discover new talents
for the school in different sports. These talents are then trained and represents the school in
intermural sports competitions. This finding support Salami (2003) who asserted that the aim of
intramural sports includes discovery of talents in various sports, opportunity to choose sports of
interest, learning of fundamental skills in sports, awareness of rules and regulations and
officiating in sports and games, opportunity for mass participation in sports, ability and
opportunity to be in many sports, knowledge of one’s capability; and foundation for cooperation
and good sportsmanship. According to Ogunsemore (2019), most elite sportsmen and women in
Nigeria were detected through intramural sports. These athletes were recruited into the national
teams through intramural sports.

Government policies does not have any significant effect on organisation and administration of
sports in Offa Local Government Area, Kwara State.

50
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This study investigated the factors affecting organisation and administration of sports in
secondary schools in Offa Local Government Area, Kwara State. The previous four chapters
provided the premise on which to wind up the report of this study. This chapter is presented
under the following sub-headings:

1. Summary
2. Conclusions
3. Recommendations

5.1 Summary

This study investigated the factors affecting organisation and administration of sports in
secondary schools in Offa Local Government Area, Kwara State. A descriptive survey research
design was adopted for the study. The population for this study comprised school sports
administrators, physical and health education teachers and students in the selected secondary
schools in Offa Local Government Area, Kwara State. Five research questions and hypotheses
were raised and tested in this study respectively. A self-developed structured questionnaire was
used in gathering data for the study. The stratified sampling techniques was used in selecting
respondents based on designation of workers. The descriptive statistics of frequency count and
chars was used to present the demographic data of respondents while inferential statistics of
Analysis of Variance (ANOVA) was used to test the formulated hypotheses at 0.05 level of
significance. Analysis of data from the study revealed that there is significant effect of
availability and accessibility of sports facilities and equipment on organisation and
administration of sports in Offa Local Government Area, Kwara State. It was also found that
funding significant affect the organisation and administration of sports in Offa Local
Government Area, Kwara State, there is significant effect of qualified personnel on organisation
and administration of sports in Offa Local Government Area, Kwara State. Furthermore, the
study found that intramural sports programmes significantly affect the organisation and
administration of sports in Offa Local Government Area, Kwara State and government policies

51
does not have any significant effect on organisation and administration of sports in Offa Local
Government Area, Kwara State

5.2 Conclusion

From the findings of the study, it is hereby concluded that;

1. There is significant effect of availability and accessibility of sports facilities and

equipment on organisation and administration of sports in Offa Local Government Area,
Kwara State.
2. Funding significant affect the organisation and administration of sports in Offa Local
Government Area, Kwara State.
3. There is significant effect of qualified personnel on organisation and administration of
sports in Offa Local Government Area, Kwara State.
4. Intramural sports programmes significantly affect the organisation and administration of
sports in Offa Local Government Area, Kwara State.
5. Government policies does not have any significant effect on organisation and
administration of sports in Offa Local Government Area, Kwara State.

5.3 Recommendations

This study hereby recommends the following:

1. Sports facilities and equipment should be provided in secondary schools. This will go a
long way in the organisation and administration of sports. Furthermore, it has been found
that no country can rise above the state of its sports facilities and equipment.
2. Sports programmes have huge financial implications. Therefore, funds should be made
available in schools as this is also a crucial factor.
3. The administration and organisation of sports should not be left in the hand of mediocre.
Qualified personnel should be employed.

52
 REFERENCES

Adamu, A. (August 31, 2002) why athletes take drugs. Weekend Vanguard pp. 48

Ademola, V. D. (2014). Factors Affecting Sports Development in Nigeria. Retrieved from

www.ademolablogsportes.com

Adeniji, E.O (2007). 9-Year Basic Basic Education Curriculum (Physical Education) for Primaries 1-
3, 4-6 and JSS 1, Nigerian Education Research and Development Council.

Adisa, O. (2004). Privatization and commercialization as indices of professional sports development

in Lagos State, Nigeria. An unpublished Master’s Thesis. University of Ibadan

Ajayi, M.O., Ajibua, M.A, & Momoh, D.M. (2009). Enhancing Nigerian brand through University
Games. Journal of Physical Education and Research, 13 (2), 2012-2020.

Ajayi, T. M. (2007). Functional strategies for effective sports management practice. Lagos: Sport and
Leisure Consult.

Akindutire. O. (2002). Sport Administration. In Ojeme, E.O Iyawe, V.I, Oshodin O.G., Career
Prospects in Physical and Health Education. Centre for Motor Research and Resources
Development for Africa (CMRRD)

Aluko, S.A (2000) “Bad Management is the major problems” in Sunday Vanguard P.46.

Amanchukwu, R. N., & Ololube, N. P. (2015). Managing school plant for effective service delivery
in public secondary schools in Rivers State of Nigeria. Human Resource Management Research,
5(4), 95-102. doi:10.5923/j.hrmr.20150504.02.

Awoma, C.I (2005) Physical Education Instructional programmes in Secondary schools in Benin
City, Edo State. Unpublished Master Thesis Department of Physical and Health Education,
University of Benin, Benin City.

Awoyinfa, J. O. (2005). Leadership Effectiveness and Job Performance of personnel. Ph.D. Thesis,
University of Lagos.

53
Bucher, C. A. & Krotee, M. L. (2002). Management of Physical Educational Sports (12th Ed.).
Boston: Mc Graw Hill

Bucher, C.A. (2002). Administration of Physical Education and Athletics. London: C.V. Mosby Co.

Chambas, K. (2006). Physical education in schools: a global perspective. Kinesiology, 40(1), 5-28.

Dankadai, N.M (2001). Problems of sports development in Nigeria (National Committee on problems
of sports development in Nigeria Vol 3) pp.381- 386.

Daughtrey, G., & Woods, J. B. (2000). Physical education and intramural. Philadelphia:
Philadelphian sunders.

Doherty A. (2012). “It takes a village:” Interdisciplinary research for sport management. J Sport
Management 26: 1-10.

Ekpe, S. (2001). Problems of sports development in Nigeria (report of National committee on

problem of sport Development in Nigeria 3) Pp.583-602

Fasan, C. O. (2004). Introduction to Sports Administration. Lagos: Beulah Publications.

Fatai, E. O. (2006). Management factors a predictor of sports development in Nigeria sport councils.
International Journal of African and African. America Studies, 1(1).

Fidelis, I. (2008). Sport Participation in Canada 2005. www.statcan.ca. Retrieved on 20/02/2013.

Gbinijie, B. (2001). Problems of Sports Development in Nigeria (Report of the Committee on

Problems of Sports Development in Nigeria 3) pp 276-289

Hardman, K., & Marshall, J. J. (2005). Update on the state and status of physical education
worldwide. 2nd World Summit on Physical Education, Magglingen, Switzerland, 2-3 December

Haruna, F. R. (2013). Achieving management objectives in Nigeria higher institutions: Workshop on

coaches and chairman of Sports Committee. Federal Polytechnic Bida.

54
Heartley, S. H. (2011) Administrative practice in boys and girls interscholastic athletic: Thomas
Publishers Illinois, U.S.A.

Ikhioya, O. S. A. (2001). Functional strategies for effective sports management practices. Guides for
sports managers and administrators. Surulere: sport Leisure consults.

Jeroh, E.J. (2012). Grassroots Sports: Conveyor Belt for Sports Development in Nigeria. AFRREV
IJAH An International Journal of Arts and Humanities. Bahir Dan Ethiopia, Vol. : 265-276.

Ladani, B. A. (2004). Assessment and grading in physical education. Journal of Teaching in Physical
Education, 13, 305-405.

Ladani, B.A. (2007). An Introduction to sports Management. Sunjo A.J. Global Links Ltd. Nig.

Larry, T. G. (2006). Factors Influencing Sports Administration in Private Nursery and Primary
Nursery and Primary schools in Ibadan North Local Government Area, Oyo State. Journal of
ICHPERSD African Region:1(2),111-123

Maquire, J., & Pearton, B. (2000). Global sport migration patterns. The future of football. London:
Frank Case.

Mgbor, M. O. (2006). Issues and future direction of physical education in Nigeria. Retrieved from
http://www.TheSageOnlineJournal.Org.

Morakinyo E.O(2002) Laying A Solid Foundation for Sport Through Interscholastic Sports in
Nigeria. ICHER-SD, Journal xxxviii (3) 58-61.

Morakinyo, E.O. (2000). Sport Management Structure. 21st Century and Sport Development in
Nigeria. Abuja: Federal Ministry of Sport and Social Development

Mshelia, B.S. (2000). Dimension of politics in sport federal . 21st Century and sports development in
Nigeria. Abuja: Federal Ministry of Sport and Social Development

National Policy on Education, (2004). Revised Ed.

55
Obiyemi, O. O. (2000). Administration and management of physical education and sports. Lagos,
Nigeria: Macmillan Publisher.

Ogbemudia, S.O. (2001). Problems of Sports Development in Nigeria (Report of National Committee
on Problem of Sports Development in Nigeria 3) pp 474 - 498.

Ogedinghe, D. O. (2006). Factors influencing the choice of athletic events among university athletes
in South-West Africa. Journal of International Council Health, Physical Education, Recreation,
Sport and Dance. ICHPER SD Africa Region, 1(1).

Ogundairo, D. O. (2010). Physical and health education for Colleges of Education. Ibadan: Rex
Charles Press.

Ojeaga, A. P. (2010). Sport Development in Tertiary Institutions in Nigeria. A paper present at a

seminar for Coaches and Sports Administrators in tertiary institutions in Nigeria organized by
Centre for Research and Development.

Ojeme, E. O. (2007). Enforcing the three dimensions of school sports. The Nation Newspaper
30/8/2009 Lagos: Vintage Press Ltd.

Ojeme, E.O. (2000). Standard sports facilities, equipment and the new challenges of 21st century and
sport development in Nigeria. Abuja. Federal Ministry of Sports and Social development. 112-
122

Okwori, A., & Anejo, E. E. (2004). Sports facilities and equipment in school sports: A task for
Physical Educators and Sport Administrators, Benue State University Journal of Educational
Foundation, (1), 47 – 54.

Olorunsola, H.K. & Alla, J.B. (2005) Status of Sports Management and Promotion in Nigeria
Universities. Ife Journal of Curriculum Studies and Development, 2(2), 74 – 81.

Oloruntoba, I.O & Achugbu , P. (2002). Sport management techniques as a function of national
development. In Okanlawon, K. O. (Ed). Journal of Sport Management and Educational
Research, I (1), 54-58.

56
Onifade, A. (2000). Role of government in creating sports awareness. 21st century and sports
development in Nigeria. Abuja: Federal ministry of sports and social development.

Onifade, A. (2003). Our tomorrow, today, connecting through sports. inaugural lecture. Lagos State
University

Pitts BG (2001). Sport management at the millennium: A defining moment. J Sport Management 15:
1-9.

Singh, P. (2006). Facilities, Equipment and supplies. Retrieved September 1 from www.sabs.co.za

Talabi, A.E. (1998). Poor Facilities: A Deterrent to Skill Excellence in Sports. Journal of Nigeria
Academy of Sports Administration.5 (1) Pp 93-96

Venkateswarlu. K. (2004). Towards scientific management of athletes for sports in Nigeria. Lagos,
Nigeria: Duke Venture

Zuba, T., & Young, R. (2003). Planning guide for maintaining school facilities, NCES 2003347.
Washington, DC: School Facilities Maintenance Task Force.

57
 APPENDIX

QUESTIONNAIRE
Dear respondents,

The purpose of this study is to investigate the factors affecting organisation and administration of
sports in secondary schools in Offa Local Government Area, Kwara State. Please read carefully
and tick (√) the appropriate column for each statement as promptly as possible. All information
provided will be treated confidentially.

Thanks

SECTION A (BIO-DATA)

Age: 16 – 20 years [ ] 21 – 25 years [ ] 26 – 30 years [ ] Above 30 years [ ]

Sex: Male [ ] Female [ ]

Marital Status: Married [ ] Single [ ] widowed [ ] Divorced [ ]

Education: SSCE [ ] NCE/OND/DIPLOMA [ ] B.SC [ ] MSC [ ] PHD [ ]

SECTION B

S/N ITEMS SA A D SD
FACILITIES
1 Classroom buildings have been erected on our sporting facilities
2 Facilities are not properly managed during inter-house competitions
3 We normally go to other schools or stadium for our inter-house
4 There are some games we do not do during our inter-houses due to
lack of facilities
5 During sports we always find it difficult to train due to inadequate
facilities
FUNDS
6 We do not always organize inter-house sports due to lack of funds
7 The cost of organising inter-house sports is very Digitized by UCC,

58
 Library 113 expensive for the school to bear
8 The school solicits for funds from individuals and corporate bodies to
organize sports
9 Government should dedicate some funds for sport competitions
annually
10 A bank account should be opened to enable availability of funds for
sports
PERSONNEL
11 We have PE teachers who are in charge of all sporting activities in
the school
12 Apart from the PE teachers we also have coaches that train students
during sports competitions
13 I normally coach the students during interhouse sport competitions
14 The headmaster always brings some experts to organize and
supervise our sporting competitions
15 The headmaster does not know much about sporting competitions
INTRAMURAL SPORTS
16 The period for inter-house sport usually conflict with academic work
17 We do not participate in inter-house sports because it always clashes
with examination time
18 We do not do inter-house sport every year due to lack of proper time
management
19 We usually do not use one day to finish all inter-house sporting
activities
20 We are not given enough time to train for interhouse competitions

59