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Republic of the Philippines

DEPARTMENT OF EDUCATION
Region III
NUEVA ECIJA HIGH SCHOOL - SENIOR HIGH SCHOOL
Cabanatuan City, Nueva Ecija

CORRELATION OF SPORTS AND ACADEMIC PERFORMANCE OF NON-

VARSITY STUDENTS OF NUEVA ECIJA HIGH SCHOOL

JUNIOR HIGH SCHOOL STUDENTS DURING THE SCHOOL YEAR 2022-2023

BALDESANCHO, OLIVIA

PARAISO, AUBREY

HALLARCES, ABIGAIL

VILLAREAL, KYLA TRISHA S.

VALINO , NICOLE ELLA M.

SORIANO, ROSEMARIE

ZABAT,KYLE
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CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Researchers have begun to recognize the importance of involving in sports

activities and there are been an increase in the number of studies related to this area

(Silliman et al., 2014). Involving in sports activities have been associated with lower

levels of depressive symptoms, increase happiness level and also life satisfaction and it

will also improve students’ health (Menec 2013). Other than that, by participating in

sports, students will make more friends, expanding life experience, offering and

opportunities for education and career sports. By involving in sport activities, it is

necessary for them to relieve themselves from stressful academic work. Furthermore,

after the students graduate from university, most of the students will enter into

sophisticated society, in which social interaction is necessary. Hence, it cannot be denied

that those social activities in campus can help the students a lot. For example, when the

School organizes a sport event, there will be many other could join the event, as for that,

the students can communicate and meet many people and they can exchange ideas and

opinion regarding any matters (Well, 2012).

Many studies show more success for students who participate in sports regardless

of age. Also, not only does it have health benefits and create teamwork skill but

participating in sports allows students to experience different types of relationships that

are common in real life. By participating in sports, students are able to experience all

healthy aspects of competition. Competition is something that never ends, even after the

game is over. For example, after graduation, students experience competition obtaining
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and keeping jobs. Students all of ages who participate in sports have been found to cope

batter with competition in other areas of their lives (Ritchie, 2010. Lastly, research

suggests that high school students usually handle a pretty busy schedule with not much

time left to fit in physical activity, so being part of a sports team gives students the

exercise they might not normally receive (Gonca, 2012).

When it comes to gender, a major difference between male athletes is that male

athletes are said to not value the importance of academic performance. This study is

usually indicated by poor class attendance, spending more time in sports, focusing on

becoming professional athletes. This eventually influences the whole team to behave the

same way (Allen, 2017). On the other hand, female athletes receive positive influence

from their team mates in both academic and sport achievements.

This creates a positive team subculture among female athletes, and it eventually

leads to positive influence on all team members’ academic performances (Allen, 2017).

In addition to gender, race also seems to play a role in academic performance. For

instance, several researchers note that the relationships between adolescent athletic

involvement and academic outcomes cross racial and gender lines (e.g., Marsh, 2013;

whitley 2016).

Most School aimed to produce students with good academic performance but the

competitive nature of intercollegiate sports has resulted in an ‘anti-intellectual’ subculture

(Adler & Adler,2015), lower academic achievement among students athletes

(Allen,2015) and also over dependency on personal support from other people for better

achievement in both academic and social environment (Sac, 2017).

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Moreover, according to Astin (2013), when a student involve in sport

activities that been recognized by the school or university, this will contributed to the

education of students. This is also will result that students tend to achieve better grades in

their academic, have greater chances of implementing career objectives and more

satisfied with their experience. Another taught is majority of the students still do not

know the importance of sports involvement. Some of them already know the importance

but they were still resisting to exercise. Perhaps, the sport education exposures are low or

not being emphasized by the School. To relate all the possible factors are student

involvement in sports (student resistance, importance of sports, methods to overcome) in

one single setting to investigate their influences on student performance, which

demonstrate significant gap of knowledge.

To our knowledge, to date there has been no attempt in the empirical literature to

distinguish between these hypotheses. One important of Sports involvement past research

by scholars have shown that sports can provide motivation for students to succeed in the

classroom. For instance, The Director of the Division of Adolescent and School Health

for the Centers for Disease Control, Howell Weshler, reviewed 50 studies examining the

effect of school-based physical activity on academic performance and discovered that

half of the studies showed positive associations and virtually none of research

demonstrated any negative impact (wechsler, 2012).

Sports today cut across all barriers, be they ethnic, religious, racial or educational

and has served as a symbolic dialogue in developing the citizens of the world. Sports

according to Irby (2008), is an integral part of the total makeup of the society. Markovits,
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(2002) defined sport as highly organized games and competitions requiring physical skill,

strategy and chance as well as physical prowess (Grow, 2010). Students spend a great

deal of time sitting at a desk, reading books and do assignments until late into the night.

The burden life of students makes them have no time to do any sports. Encouraging

students to get daily physical activity increases their health and fitness, while also making

them feel better overall. Students are known for having very demanding schedules. Most

participate in sports, clubs, extra-curricular activities, and advanced classes. Sports have

become a major attraction among all students, most of them involve in different sports

activities. Some of them focus on playing and lost their time for their academics but most

of them also balance it. This study will focuses specifically on the relationship between

non varsity Junior High School Student student’s in Nueva Ecija High School, level of

participation in sports and their level of achievement in academics. This topic give

interest to us because most students find themselves struggling to manage time and effort

between sports related activities and academic task and activities. It is for these reasons

that the researchers propose to assess the effect of Sports involvement of the non-varsity

Junior High School students of the Nueva Ecija High School during the second semester

of the school year 2022-2023.

With all the thoughts above the researchers initiate to conduct the study with the

objectives to look into all the possible reasons of sports involvement of non–varsity

Junior High School students and its relation to their academic performance. And also to

address some reasons why such responses are recurring and most dominated.
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STATEMENT OF THE PROBLEM

  This study aimed to assess the effects of sports involvement on the academic

performance of the non-varsity students of Junior High School Students of Nueva Ecija

High School for the first semester of the school year 2022-2023

Specifically, it sought to answer the following questions: 

1. What is the profile of the respondents in terms of:

1.1 Age

1.2 Sex

1.3 Civil status

1.4 Birth order

1.5 Parents’ Highest Educational Attainment

1.6 Parents’ Occupation

1.7 Religious affiliation

1.8 Where do you frequently play

1.9 How often do you play

1.10 Sports Engaged In

2. What is the perceived assessment level on the sports involvement and academic

performance of the non-varsity Junior High School Students of Nueva Ecija High
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School?

3. What is the mean academic performance of the non-varsity students in Junior High

School of Nueva Ecija High School?

4. Is there a significant relationship between the level of sports involvement of the

respondents and their academic performance?

HYPOTHESES

This study was guided by the lone hypothesis.

1. There is no significant relationship between the respondents’ socio-demographic

characteristics and their level of sports involvement and their academic performance.

2. There is no significant relationship between the level of sports involvement and their

academic performance.

SIGNIFICANCE OF THE STUDY

The findings of this study may serve as a contribution towards and improvement

of education and sports involvement of students in the following ways:

Students. The results of the study will help the students to determine their strengths and

weaknesses in sports in relation to their academic performance, hence, they will strive to

strengthen them.
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Sports Teachers, Sports Supervisors and Administrator. This could serve as a

feedback mechanism on educational thrusts in assessing competencies an instructional

areas of sports related subjects and the problems encountered.

Parents. The findings of this study will give parents an opportunity to understand their

child in terms of balancing their academics and sports. This study will also guide the

decision-making process for parents when deciding to participate in sports.

Researchers. The result of this study will help the researchers to prepare learning

activities or seminars for the students regarding academics and sports involvement of

students.

Future Researchers. The findings could stimulate more researchers in the field of

Education particularly in Physical Education and Sports area not covered by the study

and/or in some parts of the country to help generalize the findings.

Definition of terms

The following terms were defined operationally as used in the context of the study

so that any reader can fully understand how terms were used.

Academic Achievement. refers to excellence across academic disciplines. In the present

study, this will be measured using each student’s the general average grade of the

students during the school year 2022-2023

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Athlete. refers to a student who reports participation in at least one organized sports

program (Stephens & Schaban, 2016).

GWA. – General Weighted Average

Non-varsity. refers to a student who does not participate in at least one organized sports

program (Stephens & Schaban, 2016).

Organized sport programs. refers to community or school based programs that provide

coaching, supervision, proper equipment, and safety rules, but they may also create

expectations that exceed a young person’s stage of growth and maturation, which may

hinder one’s ability to participate in sport (see Heilman, 2014).

Sex. it refers to the gender or respondents whether male or female.

Sports Involvement. participation of an aspirant student who wants to join sports

activities.

Sports participation. refers to a student participating in at least one organized sport

program (Stephens & Schaban, 2016)s either at school or within the community.

Study. it is an effort to learn about any subject. It is an important part of learning because

achievement in school depends on how much you study.

SCOPE AND DELIMITATION OF THE STUDY

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The focus of the study was on assessing and identifying the Sports involvement of

the non-varsity Junior High School Students of Nueva Ecija High School: Its relation to

their academic performance for the school year 2022-2023. The respondents of this study

were the Junior High Schools students of the Nueva Ecija High School. It will assessed

the respondents profile and their level of Sports involvement and Academic performance.

Moreover, it will determine the relationship of the respondents level of sports

involvement and their academic performance. It will also test the significant difference in

the sports involvement and academic performance of the non-varsity students Junior

High School at Nueva Ecija High School when grouped according to their profile.

CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter presents related literature and studies from which salient ideas are derived.

They are in the forms of summaries and listings.

RELATED LITERATURE

Sports are activities that can provide happiness, joy and fun to the students of

a certain schools or universities. These are basically for students who are specializing one

or more sports that will give them satisfaction and fulfillment. Sports can provide the
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experience that will eventually lead to active and healthy lifestyle. For some students,

sport is also a way to develop the skills of the students, not only on their physical

activities but also with their academic activities.

DEFINITION OF SPORTS

Sports start with the beginning of human life and used for many different

purposes in time (Sönmez & Sunay, 2014). Sports are the activities involving powers and

skills, competition, strategy, and chance, and engaged in for the enjoyment, satisfaction

and personal gain (such as income) of the participant, and others (e.g., spectators),

including organized and recreational sports, as well as sports as entertainments (Speers

and Swanson, 2014).

POSITIVE IMPACT OF SPORTS INVOLVEMENT ON ACADEMIC

PERFORMANCE

In addition to the opportunity for physical activity, organized sports may offer

additional benefits that help students succeed academically. Several studies have

specifically examined the relationship between sports participation and academic

achievement. There is evidence from these studies that athletes who have higher levels of

sports participation outperform lower participation athletes and non- athletes in measures

such as overall GPA, math GPA, and class rank. Findings span both the middle and high

school levels (Stegman & Stephens, 2010; Stevens & Schaban,2015).

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Students participating in a number of activities not only achieve better

academically, but also express greater satisfaction with the total high school experience

than students who do not participate. According to a 2015 survey conducted for the

NFHS by Indiana University; grade point average for "high activity" students was 3.05

on a 4.0 scale, compared to a GPA of 2.54 for "low activity" students. According to the

researchers, high activity defines as involvement in four or more activities, while low

activity students were involved in one activity or none (NASSP, 2013).

The effects of participating in athletics as a youth on academic performance is

theoretically ambiguous. Participating may reduce the time available for studying and

learning. Conversely, it has been argued that sports participation increases students’

motivation and teaches teamwork and self-discipline, resulting in positive academic

spillovers. Studies have, in fact, shown that high school athletes receive better grades

( Darling, Caldwell, and Smith 2015; Eccles and Barber, 1999; Elite and Elite, 2012;

Silliker and Quirk, 1997), have higher educational and occupational aspirations (Darling

et al., 2015; Marsh and Kleitman,2012; Otto And Alwin, 1997; Sabo, Menick and

Vandossen, 1993), spend more time doing homework (Marsh and Kleitman 2012), and

have more positive attitude towards school ( Darling at el., 2015; Eccles & and Barber,

1999) than non-athletes. However, these associations may simply be a reflection of

unobservable correlated with both sports participation and the outcome under study as

opposed to casual in nature.

Adler & Adler (2015) suggest many university students are not ready and

interested in academic. They enrolled in a university or college to develop their career in

sports. They obtained lower ‘CGPA’ have higher dropout rates and lower chances of
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completing their college education. According to Allen (2017), team subculture was one

of the factors that influenced the academic achievement of university athletes, apart from

factors such as the behavior of parents and academic faculty members. Allen(2017) also

suggest the sub culture of a team is influenced by the behavior of the coach and

teammates and this has an effect on academic achievement throughout their university

education, university athletes will be exposed to various cultures and lifestyle in the

campus that could affect their academic achievements. Their culture will develop as they

socialize with their peers, coaches, lecturers, university staff and faculty members, as

well as academic counsellors in the university community from their first year until they

graduate from the university.

Soltz (2015) reported the grades of 1,550 athletes compared to 4,553 non-

athletes in one district. The athletes' grades were consistently higher, a 2.67 GPA on a

four-point scale compared to a 2.12 for the non-athletes. He also found that the athletes

received more failing grades when they were not participating in a sport than when they

were participating.

A study done by Stegman and Stephens (2016) revealed that high-participation

athletes (at least one sport each year of high school) outperformed low-participant

athletes in class rank, overall GPA, and math GPA. Both female and male athletes in the

high-participant group outperformed their low-participant counterparts. But the

differences were only statistically significant for the female athletes. Not only did the
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high participant female athletes outperform the low-participant female athletes, but they

also had higher GPA’s.

The aim of interscholastic sports is to create a substructure of performance sports

(Açıkada, Ergen, 2014). Moreover students who participate in interscholastic sports tend

to have higher grade-point averages, better attendance records, lower dropout rates, and

fewer discipline problems and enhanced self-esteem than students in general (NFHS,

2012).

Athletic participation has a beneficial impact on academic achievement. Ballantine

(2011) summarized 20 years of research on the relationship between sports and academic

achievement. He noted that a positive relationship existed between sports and academic

achievement.

Camp (2016) investigated eligibility requirements as part of a complete

extracurricular program in the high schools. Camp suggested that academic achievement

could be enhanced by student participation in extracurricular activities. His study

examined the effects of participation on student success as measured by grades.

Participation in student activities has a positive relationship to grades. Braddock

et al.’s (2011) studies on minority students also revealed a positive relationship between

academic achievement and sports participation. Lee et al. (2011) found that a positive

relationship existed between academic achievement and pro-academic behaviors for

African American students. A few of the academic behaviors cited were homework

habits, attitude toward school, cooperation with teachers, and study habits.
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Broughton, (2012) and Coyle (2015) studied the effects of participation in

interscholastic sports on achievement. Broughton’s results compared male and female

athletes, minority and non-minority athletes as well as participants and nonparticipants in

sports. Although his study did not reveal increased academic achievement in all areas, it

did show significance in two areas. Broughton’s study did indicate that minority athletes

scored higher grade point averages (GPA) than did non-minority athletes and those

individual sport (i.e. gymnastics) participants scored higher grade point averages (GPA)

than did team sport (i.e. football) participants. Coyle’s study demonstrated that athletes

had significantly greater achievement motivation than did the non-sport participants.

Without athletics, many students would not remain in school. This influence could be

particularly true of starting players on athletic teams who develop an attachment to their

coach and see the coach as an important influence on their life and their future academic

accomplishments (Snyder and Spreitzer, 2017).

During the past century, organized youth sports have become an integral part of

American culture. The beginning of the youth sports movement dates back to the early

1900s, when it was recognized that physical activity was an important part of education

(Smoll & Smith, 2012). Sports programs began as afterschool recreation activities, but

soon acquired a highly competitive orientation. Over time, a host of local and national

agencies took over sponsorship and control of some sports, and a wide array of sport

programs grew in scope and popularity (Smoll & Smith, 2012). Today, students

participate in various types of organized sports programs. These can be divided into two

main categories: team sports in which youth compete together, and individual sports in

which participants compete as individuals. The most common team sports among youth
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include basketball, football, and soccer, and the most common individual sports include

running and swimming (Sabo & Veliz, 2018).

The belief that participation in sports provides many benefits for youth is long

standing. As noted earlier, sports are valued as an important contributing factor to

positive youth development. As Larson (2010) explained, sports teams and other

structured voluntary activities may contribute to positive youth development by

increasing the capacity for initiative among youth. Initiative is necessary for adolescents

to motivate themselves and take action in their daily lives, but is not easy to obtain

through schoolwork or by spending time with friends. Larson (2010) interviewed

adolescents and found that they described school as challenging, but reported low

intrinsic motivation and high rates of boredom during schoolwork. In contrast,

adolescents had high intrinsic motivation to participate in leisure activities such as

watching television, but did not find such activities challenging.

Larson (2010) found that adolescents reporting feeling both challenged and

motivated during sports and other hobbies. The presence of intrinsic motivation and

concerted engagement allowed adolescents to experience directing and regulating their

own action in pursuit of a goal. This allows for “mastery experiences,” one of the most

common sources of self-efficacy (Bandura, 2017). Additionally, time spent with peers on

organized sports teams allows for two other contributing factors to self efficacy: social

persuasion and vicarious learning (Bandura, 2017). Additionally, there is some evidence

that school-based sports participation may foster identification with schools and school

related values, including performing well academically (Marsh & Kleitman, 2013).
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Hence, sports provide multiple avenues through which adolescents might improve their

academic achievement.

NEGATIVE IMPACT OF SPORTS ON ACADEMIC PERFORMANCE

In educational institutions sports activities are not regarded as essential part

education and many people have believed that participation in sports negatively effect on

the education of the students (Arnett, 2016).

According to (Ahamed et al, 2017) revealed that the perception that time spent on

nonacademic pursuits negatively impacts children’s performance in school that has made

it is difficult for school administrators to devote time to school-based physical activity.

Related studies

Every athlete dreams of moving onto the professional level and getting paid to

play the game that they love, but in reality a majority of the 450,000 NCAA student

athletes will not continue onto the professional level. This is causing people to ponder if

the sacrifice to the academic progress of athletes is worth the energy to continue playing

sports for four more years in college. Many people argue that the academic performance

of athletes is troubling considering that after sports they only have their education to fall

back on and make a life out of that knowledge. In a study conducted by Pascarella et al.

(2015), the results found compelling results about the cognitive developments of first

year athletes. The study was conducted to determine the

effects of college athletics on reading comprehension, math and critical thinking skills.

There were 2,416 first year students who took part in the National Study of Student
 .

Learning survey, which is a longitudinal evaluation of the factors that affect learning and

cognitive developments in college. They discovered that male athletes, in revenue sports

such as football and basketball, suffered in reading comprehension and math. They

found that these revenue sport athletes struggled compared to non- athletes, and male

athletes in other sports tested the same as non-athletes in reading comprehension and

math. On the contrary, female athletes lagged behind their peers in reading

comprehension. Both male and female athletes fell behind nonstudent athletes in critical

thinking skills such as open mindedness, maturity and inquisitiveness (Pascarella et al,

2015).

These statistics confirm that some athletes are lagging behind their peers, but have

led researchers to believe that revenue sports may be the real source of the low academic

progress of athletes. The hours of practice and preparation for game day undoubtedly take

athletes away from their studies. Maloney and McCormick (2014) conducted a study at

Clemson University of 595 student athletes in determination of finding the effect of

athletics on academic success. They found that academically, athletes do three-tenths of a

grade point worse than regular students in three out of 10 classes. They also discovered

athletes in revenue sports are lagging behind their peers. Athletes in football and

basketball do one-tenth of a grade point worse than their fellow student athletes (Maloney

& McCormick, 2014). Concerns for revenue sports are extreme with suggestions that

these major sports do not allow time for their athletes to be students. Some people are

even voicing their opinion that these athletes are employees of the athletic department

(Feezell, 2014).
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The concern over student athlete success has culminated into millions of dollars

being spent at universities for academic support of their athletes along with new NCAA

regulations over academic affairs, hours spent practicing, and days off. Burns, Jasinski,

Dunn and Fletcher (2013) conducted a survey focused on determining the effects of

academic support services on career decision-making skills for athletes. They conducted

a study of 158 Division 1 student athletes from 11 different universities. All student

athletes in this study were required to attend academic support programs at their

universities during their freshman and sophomore years. All programs were based on the

NCAA Challenging Athlete’s Minds for Personal Success (CHAMPS) program and

contained an online vocational assessment, access to career counselors, and workshops

on career planning, resume writing and internships. The results were calculated by

surveys that were distributed by coaches to the specific athletes. Satisfaction with

academic support services was measured with the Reimer and Chelladurai’s Athlete

Satisfaction Questionnaire whereas the Betz, Klein and Taylor’s career decision-making

self-efficacy scale was used to measure confidence in making career decisions.

The results showed a positive correlation between people who believed academic

support services were helpful with confidence in career direction. These CHAMP

programs make people feel more confident about their life skills, and certain of their

career decisions through resume development and experience in that specific field

through internships (Burns et al, 2013).

Perhaps the most relevant theory to understanding the impact that participating in

athletics has on African American students is the Promoting Achievement in School

through Sports (PASS) theory. The PASS theory, established in 1992, was one of the first
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major theories based on the belief that sports participation is directly linked to

educational attainment (American Sports Institute, 2015).

The PASS theory is not a traditional or familiar social and behavior science

theory, but it is relevant to academic achievement as it relates to sports participation. This

theory is based on the successful implementation of the PASS program, which is a

yearlong elective course that encompasses the positive attitude and attributes of

participating in sports, and brings them into the classroom. The PASS program was

established by the American Sports Institute (ASI, 2015), a nonprofit educational

organization, and it was based on the premise that athletics become a guide or study for

improving students in the classroom as well as on the playing field. ASI views athletics

as a solution to poor academic performance in school and the PASS program helps

students see the connections between athletic and academic success (Muir, 2015).

Athletic Participation and Achievement.

Researchers continue to investigate factors leading to the low performance in

school of African American and other at-risk students because an achievement gap

between minority students and White students does exist (Hill-Jackson, 2008; Smith-

Evans & George, 2014).

In April of 2007, the Alliance for Excellence in Education issued a report on

African American students and U.S. high schools. This report highlights the achievement

gap and dropout crisis suffered by African American students. On average, African

American and Hispanic 12th-grade students read at approximately the same level as

White eighth graders (Office of Vocational and Adult Education, 2002), and about half of
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poor, urban ninth graders read at only a fifth- or sixth grade level (Neild & Balfanz,

2014).

In addition, the 12th-grade reading scores of African American males are

significantly lower than those for men and women across every other racial and ethnic

group (U.S. Department of Education, National Center for Education Statistics, 2015).

The achievement gap is not limited to reading. African American students scored

lower than all other racial and ethnic groups on both the math and verbal portions of the

Scholastic Assessment Test (Hoffman et al., 2013).

The discrepancy between White and African American students is also evident

when comparing the graduation rates of both racial groups. Nearly half of the nation’s

African American students, but only 11% of White students, attend high schools in which

graduation is not the norm (Balfanz & Legters, 2014).

According to the American College Testing (ACT) profile report (2012), African

American female students scored significantly lower than White female students in all

four subject areas of the ACT. In addition to the lower performance on college aptitude

tests, in 2003 only 55% of black students graduated from high school on time with a

regular diploma, compared to 78% of whites (Greene & Winters, 2016).

Participation in sports also has other benefits that may increase academic

achievement. Overton’s (2015) study examining the difference in educational

performance of high school athletes versus non-athletes in North Carolina found that

athletes had a higher mean GPA, better attendance rate, lower discipline referral

percentage, lower dropout rate, and higher graduation rate. The results of this study are

not surprising, as a wealth of research supports this notion. For many students, sports
 .

team participation is the major route by which they are physically active, and several

studies suggest that participation on sports teams is also associated with better academic

outcomes (Fox, Barr-Anderson, Neumark-Sztainer, & Wall, 2015).

The requirement of maintaining a minimum grade point average to play on sports

teams may provide an incentive for student athletes to succeed academically (Overton,

2015). Not only do the results of Overton’s study suggest that the academic performance

of high school athletes is better than that of nonathletes, but the findings also hold true

with variables such as race and gender. Another study examining the associations

between sports participation, physical activity, and academic outcomes found that

regardless of whether academic success was related to the physical activity itself or to

participation on sports teams, there were positive associations 32 between physical

activity involvement and academic achievement among students (Fox et al., 2014).

In addition to health-related risk behaviors, for years, it was assumed that top-level

sports at school age might be negatively linked with academic achievement (Umbach et

al., 2016). In order for students to become experts in their sport, the most progress should

be made in middle and high school.

Consequently, talented athletes are repeatedly confronted with the stress resulting

from the demands of both domains (Jonker, Elferink-Gemser, & Visscher, 2015).

Traditionally, athletic participation is seen as a way to recieve or cope with stress,

but this research suggests that alcohol might be introduced as a coping mechanism for the

sportrelated anxiety that athletes experience instead. Surprisingly, the significant increase

was only found in female athletes. A study comparing the health behaviors of 653
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graduating high school athletes to non-athletes also found that students who participated

in sports were more likely to engage in alcohol risk behaviors (Geisner et al., 2015).

The study replicated previous studies demonstrating that students entering

college who have participated in athletic activities in high school are more likely to have

higher peak drinking episodes and may be more inclined to engage in other risk

behaviors, such as gambling (Geisner et al., 2015). Regardless of specific motivations,

both male and female athletes at the adolescent level tend to consume alcohol more

frequently than their peers (Denham, 2011) and alcohol use is a quality indicator of lack

of academic achievement and success (Barry, Chaney & Chaney, 2011).

School factors are also influential in the academic success of African American

high school students. A critical need exists for research on high school dropout that goes

beyond individual student characteristics to include the influence of school factors on

students’ educational decisions (Knesting, 2016).

Students who feel more attached or embedded in their school exert more effort

(Johnson, Crosnoe, & Elder, 2014); student effort as it relates to increased school

involvement, school attachment, and school commitment should positively affect

academic achievement (Stewart, 2015).

It is important to examine how children’s behaviors, thoughts, and feelings aid in

their school investment and motivation and subsequently promote achievement

(Appleton, Christenson, & Furlong, 2008). School engagement consists of different

thoughts and feelings that affect the effort a person exerts on a task (Darensbourg &

Blake, 2014).
 .

The opportunity to play a high school sport and be a part of an athletic team is a

school factor made available to all students that demonstrates school commitment and

engagement and can lead to an increase in high school completion. Those who participate

in extracurricular activities develop increased positive feelings toward school (Johnson et

al., 2014).

Positive associations with peers are immediately established by simply participating

in sports through the development of relationships with teammates. Teammates spend

time daily training, preparing for competition, and learning to build upon the strengths of

each other; it is only natural for bonds and relationships to be established. Student

socialization and motivation increase just by the interaction with peers because the need

to belong is fulfilled. Peer groups have been cited as important to adolescent development

(Nichols & White, 2014).

The results of Stewart’s (2008) study also suggest that school cohesion felt by

students, teachers, and administrators is important to successful student outcomes.

Athletic competition creates cohesion among all of these groups, and athletes are the

reason they come together. Athletics also provide schools with an opportunity to monitor

closely not only an athlete’s academic progress but also, more importantly, his or her

exposure and resilience to various risk factors in the social environment (Hawkins &

Mulkey, 2015).

Another factor contributing to the academic achievement of African American

students is being involved in a mentoring program or having a mentor. Mentoring

programs (Santos & Reigados, 2012) and involvement with faculty (Komarraju,

Musulkin, & Bhattacharya, 2010) are two methods that can decrease the achievement
 .

gap between African American and White students. These practices may be particularly

important for ethnic minorities who may not have people in their family or social network

that can support their academic endeavors (Alvarez, Blume, Cervantes & Thomas, 2016).

In the athletic realm, coaches are unofficial mentors for student athletes. When

examining the relationship between high school athletes and academic achievement, it is

essential to consider the role of the coaches as well. Students can have positive or

negative experiences from participating in athletics, and the coach has the greatest

influence on this experience (Trottie & Robitaille, 2014).

Students in Shepard et al.’s study consistently discussed the impact of having

someone in their lives who believed in them as individuals, accepting them despite their

good or bad choices. When positive relationships are established between teachers and

students, these relationships frequently can transcend the economic and social

disadvantages that afflict communities and schools alike in inner cities and rural areas

(Cummins, 2014).

In addition to establishing meaningful 44 relationships, creating a vision for the

future and encouraging meaningful participation from at risk students can ultimately lead

to increased academic performance. The close relationship that commonly exists between

coaches (as educators) and athletes provides the athlete a rationale and resources for

sustained academic effort even in the face of difficulties (Hawkins & Mulkey, 2015).

Coaches can be equivalent to the teacher in a classroom setting. They provide

support, guidance, and encouragement, all of which is necessary for a student to be

successful in school. A study conducted on at-risk students who graduated from high

school found that support was the biggest factor contributing to their success (Lessard et
 .

al., 2016). Other researchers (Cummins, 2001; Scales & Letfert, 2014) have found that a

strong relationship exists between positive academic outcomes and academic support

from family and teachers. Unfortunately, not all students receive support from teachers

and parents, but most athletes do tend to receive support from their coaches. In one study,

the resilient students reported knowing where and how to get help when it was needed,

and when they could not count on their parents, resilient students turned to significant

adults— like their coaches—and got the help they needed (Lessard et al., 2016). There

are typically strong relationships established between coaches and athletes, especially if

students have participated in a sport with the same coach for several years. More studies

that specifically examine academic resilience in at- risk students, which often includes

athletes, should be conducted. Learning more about what keeps these students from

dropping out could potentially lead to refined prevention efforts if researchers can

identify the variables that differentiate resilient students from those who drop out and

target these variables in prevention programs (Lessard et al., 2016).

The hours of practice and preparation for game day undoubtedly take athletes away

from their studies. Maloney and McCormick (1993) conducted a study at Clemson

University of 595 student athletes in determination of finding the effect of athletics on

academic success. They found that academically, athletes do three-tenths of a grade point

worse than regular students in three out of 10 classes. They also discovered athletes in

revenue sports are lagging behind their peers. Athletes in football and basketball do one-

tenth of a grade point worse than their fellow student athletes (Maloney & McCormick,

2014). Concerns for revenue sports are extreme with suggestions that these major sports
 .

do not allow time for their athletes to be students. Some people are even voicing their

opinion that these athletes are employees of the athletic department (Feezell, 2014).

The concern over student athlete success has culminated into millions of dollars

being spent at universities for academic support of their athletes along with new NCAA

regulations over academic affairs, hours spent practicing, and days off. Burns, Jasinski,

Dunn and Fletcher (2013) conducted a survey focused on determining the effects of

academic support services on career decision-making skills for athletes. They conducted

a study of 158 Division 1 student athletes from 11 different universities. All student

athletes in this study were required to attend academic support programs at their

universities during their freshman and sophomore years. All programs were based on the

NCAA Challenging Athlete’s Minds for Personal Success (CHAMPS) program and

contained an online vocational assessment, access to career counselors, and workshops

on career planning, resume writing and internships. The results were calculated by

surveys that were distributed by coaches to the specific athletes. Satisfaction with

academic support services was measured with the Reimer and Chelladurai’s Athlete

Satisfaction Questionnaire whereas the Betz, Klein and Taylor’s career decision-making

self-efficacy scale was used to measure confidence in making career decisions. The

results showed a positive correlation between people who believed academic support

services were helpful with confidence in career direction. These CHAMP programs make

people feel more confident about their life skills, and certain of their career decisions

through resume development and experience in that specific field through internships

(Burns et al, 2013).

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Although these academic support services are an expensive commodity for

universities, it is necessary to provide designated people to work with athletes. This will

balance both athletics and academics to create a situation that helps athletes succeed in

both fields. On the other hand, many people are firm believers that the positives of

athletic participation outweigh the negatives. Studies have shown that participation has a

positive impact on learning and development (Bonfiglio, 2014).

A study conducted by Byrd and Ross (1991) focused on the influence of athletic

participation at the junior high level and showed that, even at a young age, athletics is

motivating student athletes in the classroom. Their study was conducted in a rural county

in Tennessee and is based off the responses of 379 students with an intermixed number of

athletes and non-athletes. These students attended one of two schools in this area and the

study consisted of 284 non-athletes and 95 athletes. The study’s results showed that 70%

of people agreed that being an athlete motivated them to attend school regularly. This

study also found that 71% said participation led to better time management. Competing at

the collegiate level results in substantial missed class time, but when they are not

traveling, athletes are attending classes to ultimately stay eligible to continue playing the

sport that they love. Athletic involvement promotes more efficient use of time and higher

motivation to excel at different school endeavors (Byrd & Ross, 2015).

SYNTHESIS

The related studies, herein discussed are related in a way that it deals on the relation of

sports and academic performance among students. The above-cited studies were cited of

its bearing to the present study, the similarities and dissimilarities on the study regarding
 .

sports involvement of non-varsity Junior High School unstudents: Its relation to their

academic performance. However, they differ in a way that the respondents of the past

study is involve in sports or any physical activities it contributes a range of positive

outcomes, specifically; physical and mental health, social wellbeing, cognitive and

academic performance. While the current study tackles on how the does the non-varsity

cope on their requirements after coming from any competitions. It also differs on the

setting and locale of the study. The finding of this study are to seek and determine the

profile of the respondents, their sports performance, and its relation to each other. This

study considers variable considering the possible effects of sport to the academic

performance of the non-varsity students respondents.