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STUDENT ATHLETES’ MOTIVATION AND PARTICIPATION IN

SPORTS ACTIVITIES IN JRMSU- TC

CHAZCEL CLARRIS F. ALABATA

IRIEN M. CAGAIS
JAMAICA C. DARAL
PEDELYN MAE M. BALILI

A Thesis Presented to College of Education

JOSE RIZAL MEMORIAL STATE UNIVERSITY- TAMPILISAN CAMPUS
ZNAC, Tampilisan, Zamboanga Del Norte

In Partial Fulfillment of the Requirement for the Degree of Bachelor

of Physical Education
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DEDICATION

This thesis study is sincerely dedicated to the Heavenly Father for providing upon us
good health, wisdom, and assistance in overcoming every challenge we face along the
journey. To our cherished parents, Mr. Rene P. Alabata and Mrs. Roselyn F. Alabata, Mr.
Carmelito Cagais Sr. and Mrs. Julieta Cagais, Mr. Jaime Daral and Mrs. Virginia Daral,
Mr. Peter H. Balili Sr. and Mrs. Evelyn Balili. whose moral and financial support and
presence inspire us to pursue our goals. This work is honestly dedicated to all of our
loved ones, who are constantly there to encourage us and inspire us to work harder to
realize our aspirations. This includes our family members, siblings, classmates, and
friend.
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TABLE OF CONTENTS

TITLE PAGE

TITLE PAGE
i

APPROVAL SHEET
ii

DEDICATION
iii

ACKNOWLEDGMENT
iv

TABLE OF CONTENTS
vi

LIST OF FIGURES
viii

LIST OF TABLES
ix
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LIST OF APPENDICES
x

ABSTRACT
xi

CHAPTER

I THE PROBLEM AND ITS SCOPE

Introduction 1

Background of the Study 3

Theoretical/Conceptual Framework of the Study 5

Statement of the Problem 8

Significance of the Study 9

Scope and Delimitation of the Study `

10

Definition of term
11

CHAPTER
PAGE
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II REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature 13

Related Studies 20

III RESEARCH METHODOLOGY

Research Method Used

24

Research Setting 24

Subject of the Study 25

Research Instrument 25

Validity of the Instrument 26

Data Gathering Procedure 26

Statistical Treatment of the data 26

IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

V SUMMARY OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS

Summary 44

Significant Findings 47
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Conclusions 48

Recommendations 49
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Acknowledgment

The researchers are deeply indebted and grateful to the Almihty God who blessed them
with wisdom and endurance despite all struggles. The researchers would like to express
their sincere appreciation to the following people who, in one way or another, have
greatly contributed to the success of this undertaking

Dr. Dana Faye T. Salundaguit, Associate Dean, College of Education for her expertise
and remarkable guidance and suggestions for better enhancement of our study.

Mr. Jose D. Delas Penas, Chairperson, BPEd Program , for the continuous support,
insights and for providing us the guides more importantly for the improvement of our
study.

Mr. Alfredo Q. Liboon, Research Chairperson as well as our Statistician for giving an
amount of time and for guiding us with our questionnaire and for his expertise during our
data interpretation.

Mr. Edgardo S. Monforte our dedicated panel for his valuable comments and
suggestions in the enhancement of our study.

Mrs. Nelly Grace S. Matias, our thesis adviser, we appreciate her time, work, ongoing
support, patience, and understanding, as well as her recommendations and remarks that
helped our study become better.

We thank our responsive respondents for their time and effort in helping to make the data
more reliable and authentic, which made our study successful.

Mrs. Chorla Q. Napigkit, our inspiring proofreader, who painstakingly reviewed our
manuscript and made adjustments to our paper to achieve fantastic results in each paper
technicalities and improved our study.

The researchers would also want to extend their profound gratitude to our dear parents
Mr. and Mrs. Alabata, Mr. and Mrs. Cagais,Mr. and Mrs. Daral, Mr. and Mrs. Balili, for
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their unwavering support, ongoing direction, inspiration, and encouragement in order to

complete the study. For your financial assistance and patience during this study process.

The researchers would also want to thank their co-researchers and friends for their
unwavering support, which enabled them to accomplish each of their studies by the
deadlines they had set, despite the fact that we were all struggling.
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ABSTRACT
ALABATA, CHAZCEL CLARRIS F., CAGAIS, IRIEN M., DARAL, JAMAICA C.,
BALILI, PEDELYN MAE., Undergraduate Thesis, Jose Rizal Memorial State
University- Tampilisan Campus, Znac, Tampilisan del Norte, May 2023. STUDENT
ATHLETES’ MOTIVATION AND PARTICIPATION IN SPORTS ACTIVITIES IN
JRMSU-TC.

Adviser: NELLY GRACE S. MATIAS

This study aimed to determine the student athletes’ motivation and participation in

sports activities in JRMSU-TC. It employed the descriptive method of research utilizing a

self-made and adopted modified questionnaire and 175 number of student athletes as

respondents of the study. The researchers utilized weighted mean, rank system, Mann-

Whitney U Test using JAMOVI software in answering the questions posed in the study.

Finding of the study revealed that the extent of participation on team sports and

individual/dual sports on student athletes when group according to sex was described as

rarely. Moreover, in terms of the level of motivation among athletes to engage in sports

activity was described as highly motivated. The findings further revealed that there was

no significant difference on student’s motivation to engaging in sports when group

according to sex and sports participated.

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CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

Sports activity is an important part of every student’s life, particularly during

college. Because it will helps keep their mind fresh and discipline to their study routine

and build the character and personality of a students and overall development.

When a person is physically capable of performing a task but ensure of their

abilities, motivation plays a significant role in how well they perform. In many cases, this

is the problem that discourages people from starting their chosen sport. Motivation

generally refers to the consistency and intent of behavior. In the end, it always comes

down to whether or not someone anticipates they will succeed when they try a specific

talent (Kondricet al., 2013).

Participating in sports fosters good lifestyle habits that help the body by improving

coordination, physical fitness, and strength. Athletics participation interventions,

according to evidence-based learning, involve students in sports as a means of boosting

educational engagement and accomplishment. This could be accomplished through

organized after-school activities or a program run by a local sports club or association.

Sporting activity is sometimes utilized to motivate young people to participate in

extracurricular activities Students that participate in sports have higher self-esteem, better

social interactions, and a more positive attitude on life (Zaini et al., 2020).

College students who participate in athletics find it easier to make friends and they

are happier with their appearance, as well as the tension they were experiencing
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(Fenyveset.at,as cited by Lawler et.al, 2020). As a result, sporting activities provide

opportunity to strengthen social bonds and to feel valued. To acquire a better knowledge

of sports motivation, various concepts have been explored. College students' attitudes

toward participating in sports. There are numerous examples elements that encourage

college students to participate in sports activities that are enjoyable leisure, challenging

oneself, seeking new sensations, meeting new people new friends, success, winning, and

health (Berki et. al, 2020).

Student athletes have different motivational reason in engaging and participating in

different team sport, individual sport, and dual sport. As a researcher we want to

determine the student athletes’ motivation and participation in sports activities in Jrmsu-

tc.

Background of the Study

Sports activities play an important role in school since they help students improve

mental growth and increase their thinking skills. Active participation in sports can help

students unwind from their everyday pattern of studying and lessen exam stress. To keep

the body and soul in balance between work and recreation.

Students learn emotional sturdiness through sports. The majority of adolescents

frequently struggle with additional emotional problems in their lives, either at home or at

school. They gain the ability to accept all losses and victories thanks to their participation

in sports. Thus, students who enjoy playing games and participating in sports are

considerably more equipped to handle challenging circumstances (Orchids, 2022).

There are several sports activities played at the school, but most popular and

significant ones include basketball, tennis, volleyball, badminton, and football. When
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student athletes play regularly, they develop skills like teamwork, leadership, patience,

discipline, learning for mistakes, sportsmanship, etc. These skills are equally important

when it comes to management and academics. So, when it comes to developing skills, we

might it to be important (Orchids, 2022).

According to the Philippine Sports Commission (2022), Article XIV, Section 19 of

the Philippine Constitution, the state shall promote physical education and encourage

sports programs, league competitions, and amateur sports, including training for

international competitions, to foster self-discipline, teamwork, and excellence for the

development of a healthy and alert citizenry. The needs of “the disadvantaged, sick, old,

disabled, women, and children’’ will be given priority, according to the law (Philippine

Sports Commission, 2022).

Various studies state that motivation is understood as an impetus for physical

activity. People who are more motivated and with high motivation engage in more

consistent participation throughout time. In order to better understand people’s

participation in and absence from sport, a study of their motivations is required

(Mirsafian et al., 2013).

According to Barnes & Loughead (2019), that investigated participation in team

sports and individual sports among adolescents. The authors found that adolescents who

participated in team sports had higher levels of physical activity, fitness, and self-esteem

than adolescents who did not participate in team sports. The authors also found that

adolescents who participated in individual sports had higher levels of self-esteem than

adolescents who did not participate in individual sports.

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Sport participation among students has become a prominent program among

developed and developing countries alike. Many students attend sporting events only as

spectators or participants as a result of innate or extrinsic causes.

The purpose of the study is to determine the student athletes’ motivation of Jose

Rizal Memorial State University Tampilisan-Campus students for participating in sports

activities will be investigated. Therefore, we will examine this issue. The major objective

of this paper is to determine the student athletes’ motivations towards sports activities

and participation on sports. There are some students are not physically active in sports

activity, thus the researcher decided to perform these studies in order to urge more

students to participate in sports activities.

Theoretical framework

This study anchored on the Self-Determination Theory developed by Edward Deci

& Richard Ryan (1985). The self-determination theory describes three types of

motivation in human, the intrinsic motivation, extrinsic motivation, and motivation. On a

continuum of self-determination, these three types of motivation can be positioned, with

the level of autonomy decreasing from intrinsic motivation to amotivation. When

something is done for intrinsic satisfaction, it is done because it is interesting and

enjoyable. This is referred to as intrinsic motivation. Activities that are carried out to

fulfill an external obligation or to avoid penalty are referred to as extrinsic motivation.

According to self-determination theory, extrinsic motivation makes a distinction

between two types of motivated behaviors that are autonomous (integrated regulation and

identified regulation) and two types of controlled (introjected regulation and external
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regulation). Integrated regulation is the term used to describe an athlete’s actions that are

seen as significant and consistent with other factors. An athlete’s behaviors that is

governed by external factors, such as rewards or restrictions, is referred to as external

regulation. A motive is a final type of motivation. Any form of motivation that is not self-

determined and in which people lack motivation for an activity is referred to as a

motivation.
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INDEPENDENT VARIABLE DEPENDENT VARIABLE

Participation on sports in terms of: Motivation towards Sports Activities

 Team Sports  Physical

 Individual/Dual Sports  Mental
 Social interaction
 Competition

Moderator

 Sex

Fig.1. Conceptual Paradigm of the study

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Statement of the Problem

1. What is the extent of participation on students’ athletes in JRMSU-TC grouped

by sex?

1.1 Team Sports

1.2 Individual/ Dual Sports

2. What is the level of motivation among athletes to engage in sports activity in

JRMSU-TC when grouped according to sex in terms of:

2.1 Physical;

2.2 Mental;

2.3 Social interactions; and

2.4 Competition

3. Is there a significant difference on student’s motivation to engaging in sports

when group according to sex and sports participated?

Null Hypothesis

Ho. There is no significant relationship between the student’s motivation to

engaging in sports when group according to sex and sports participated.

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Significance of the study

The result of this study was significant to the following:

Students Athletes. The result of the study would help them to know how to

motivate themselves in participating in sports activities such as teamwork, accountability,

self- confidence, responsibility, and self-discipline, and sports help prepare students to

face the challenge in life.

Coach. Remains an important element of coaching. Athlete need a coach who can

effectively guide their technical, tactical, and physical development to help them improve

at them. Coaches can use different motivational factors in order for their athletes to

engage more on practice or even in actual sports contest.

P.E Teacher. This study will help the teachers to develop strategies to promote

the student athletes’ motivation and participation in sports activities.

School Administrator. The result of the study will provide information that will

serve as basis for strengthening the student athletes’ motivation and participation in

sports activities. It will also help them to focus on and further enhance in sports activities

in order to make the activities more efficient in guiding the students in sports.

Parents. The result of the study would give them insights into how their children

are motivated to participate in sports activities, and convince them to support their

children to participate in any sports activities.

Researcher. This study presents strong documentation and responses from the

respondents which are very valuable for the researcher. As it proves the success of the

study and the researchers will be able to find out and evaluate those results to give
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conclusion, discussion, and recommendation to be applied to the researchers and to all

readers.

Future Researchers. The study will help future researchers with more

information about student athletes’ motivation and participation in sports activities.

Scope and Delimitation of the study

Content Delimitation- This study was delimited sporting activities such as team

sport, individual sport, dual sport, and determined the student athletes’ motivations and

participation in sports activities in Jose Rizal Memorial State University-Tampilisan

Campus.

Place Delimitation. This study was conducted at Jose Rizal Memorial State

University- Tampilisan Campus, Znac, Tampilisan, Zamboanga Del Norte.

Respondents Delimitation. The respondents of the study were all system meet

athletes who were officially enrolled in JRMSU-TC.

Time Delimitation. The study was conducted during the first semester in A.Y

2022-2023.

Definition of terms to be used.

For better understanding of the study, the following terms are hereby defined:

Competition. In this study, it refers to athletes who enjoy competing and who are

motivated by the challenge of winning are more likely to be motivated to continue

participating in sports.
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Dual Sport. In this study, it refers to the sports that require two players on each

side.

Individual Sport. In this study, it refers to a sport in which athletes compete as

individuals.

Mental. In this study, it includes things like the athlete's self-confidence, their goal

setting, and their coping skills.

Motivation.In this study, it refers to the student athlete’s foundation to perform

their best and to improve their sports performances.

Participation.In this study, it refers to the student athlete’s involvement in different

sports activities include in intramurals and Ced day off in.

Physical. In this study, it includes things like the athlete's fitness level, their

enjoyment of physical activity, and their perceived ability to succeed.

Social Interactions. In this study, it includes things like the athlete's support

system, their team environment, and their coach's style. For example, athletes who have a

strong support system of family and friends are more likely to be motivated to continue

participating in sports

Sex-In this study, it refers to the respondents according to the two main categories

if they are male or female.

Sports Activities. In this study, it refers to the all activities include in intramurals,

Ced day off, in which allow students athletes to participate.

Team Sport.In this study, it refers to a sport in which teams of athletes compete

against one another.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the review of literature cited and studies conducted that have

bearing to the one at hand.

Related Literature

On Sports

Sports in the classroom are proving to be the most effective approach for pupils to

create a sense of community and psychosocial skills. Sports are extremely important and

should not be disregarded. It has a significant impact on people, educational institutions

as a whole and the community. Sports in the classroom are proving to be the most

effective approach for pupils to create a sense of community and psychosocial skills.

Promoting physical activity is one of the most compelling arguments for encouraging

student participation in sports (PA). Sport and physical exercise have an essential role as

a strategy that can help achieve health, social, and economic objectives. Sports are

competitive and highly structured physical activity (Shirotriya& Bose, 2020).

According to the National Federation of State High School Associations (2022),

found that basketball was the most popular sport for female high school athletes, with a

participation rate of 37.6%. Softball was the least popular sport, with a participation rate

of 15.8%. The study concluded that there are many benefits to participating in high

school sports. Sports can help students improve their physical fitness, develop teamwork

skills, and learn how to deal with competition. Sports can also help students build self-

confidence and self-esteem.

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Sport and physical activity play a crucial role as a strategy that can potentially

advance social, economic, and health objectives. Sports are intensely competitive, highly

organized physical activities that must adhere to a set of rules in order to be fun,

rewarding, or both. Given that basketball is regarded as their racial-appropriate sport,

sport is valued as a means of self-expression and as a potential escape from poverty and

racial persecution. Additionally, the primary purpose of sport is to improve human

development. Nearly all Southeast Asians practice a sort of fertility worship known as the

sports. Other well-liked pastimes include athletics, weightlifting, aerobics, and martial

arts (Gao et all., 2008).

The Philippines features a variety of traditional sports that were prominent before

and after colonization. Archery, arms, horseback riding, fling sports, wrestling sports,

dart sports, track sports, and traditional martial arts are only a few of them. In the

Philippines, sports are an integral aspect of the culture. Basketball, badminton, boxing,

football, billiards, tennis, and volleyball are the seven major sports in the Philippines

(Hisour, 2012).

According to the Philippine Sports Commission (2022), Article XIV, Section 19 of

the Philippine Constitution, the state shall promote physical education and encourage

sports programs, league competitions, and amateur sports, including training for

international competitions, to foster self-discipline, teamwork, and excellence for the

development of a healthy and alert citizenry. The needs of “the disadvantaged, sick, old,

disabled, women, and children’’ will be given priority, according to the law (Philippine

Sports Commission, 2022).

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The national policy of “Sports for All’’ is centered on executive order 64, series

of 1993, which mandates that all Filipinos, regardless of age, gender, talent, or ability,

have access to sports. A physical fitness and sports program that preserves and advances

the ideal traditional and universal values in physical fitness and sports (Philippines Sports

Commission, 2022)

The 1987 Philippine constitution’s Section 17 under Article II (Declaration of

Principle and State Policies) emphasis that the state shall most prioritize education,

science and technology, arts, culture, and sports in order to promote total human

liberation and development, foster patriotism and rationalism, and speed up social

progress (Philippine Sports Commission, 2022).

Sports facilities play a crucial role in creating a sporting nation, and it also aids in

student motivation. The importance of sports facilities in enhancing students’ physical

and mental development is well known. In my educational setting, basic amenities are

necessary to encourage student participation in sports. A young person’s desire to engage

in athletic activity is immediately sparked when they pass by a good playground.

Improvements in students’ physical and mental wellness can be greatly influenced by

educational settings, and this can be accomplished in large part by upgrading the facilities

and infrastructure and expanding the availability of the facilities to encourage widespread

involvement (Shirotriya& Bose, 2020).

Stress and weight management, revitalization, avoiding ill health, positive health,

beauty, and nimbleness were the most important participation motivators for student

participants, both male and female (Moradi et al. 2020). Thus, exercise can reduce stress

as well as the different types of physical activity that are most effective for stress reliever.
 23

(Biddle et. Al., 2018). Accordingly, Barnett & hyde (2016), defines student engagement

motivation as the simultaneous sense of concentration, interest, and enjoyment that

students experience when they are learning. Hence, when a student reduces stress, then

they are motivated to concentrate.

For all forms of sporting facilities in the Philippines, a certification,

standardization, and accrediting system and body were established. Create publicity and

communication interventions through the establishment of a public communications

office tasked to plan and manage the PSC’s brand identity and image, including its

services and programs (Philippine Sports Commission, 2022). The associations of boxing

alliances in the Philippines (formerly amateur boxing association of the Philippines)

( ABAP) in the governing body of amateur boxing in the Philippines. The ABAP’ is

current goal is for the country to win its first ever Olympic gold medal in boxing, to be

recognized as one of the worlds the image of the Philippines abroad (HisOur, 2012).

Establish a support mechanism program to encourage families and communities to

engage in a culture of fun and play, with a focus on promoting a sporting culture to

underserved groups (women, differently able, street children and migrant youth).

Launching and maintaining an information dissemination campaign (tri-media plus social

media). To improve collaboration with local government agencies (LGUs). To strengthen

ties with local governments, national sports associations (NSAs), athletes, coaches, the

Department of Education, DILG, CHED, and the media. To invite all of the

aforementioned sports stakeholders to send and/or endorse participants, issue invitations.

Participants will be rewarded with incentives and prizes (Philippine Sports Commission,

2022).
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On student’s motivation

According to Roundy (2021), motivation has been the subject of much research in

the sport psychology literature, whereas athlete mental health has received limited

attention. Motivational complexities in elite sport are somewhat reflected in the mental

health literature, where there is evidence for both protective and risk factors for athletes.

Notably, few studies have linked motivation to mental health. Therefore, the key

objectives of this study were to test four mental health outcomes in the motivational

sequence posited by the hierarchical model of intrinsic and extrinsic motivation. For

teachers, a lack of motivation has long been one of the most frustrating obstacles to

student learning.While the concepts of motivation may intuitively seem fairly simple, a

rich research literature has developed as researchers have defined this concept in a

number of ways. Social scientists and psychologists have approached the problem of

motivation from variety of different angles, and education researchers have adapted many

of their ideas into the school contest (Deelen et al., 2018).

Sheehan et al., (2018), found that fostering student motivation is a difficult but

necessary aspect of teaching that instructors must consider. Many may have led classes

where students are engaged, motivated, and reluctant to engage and, probably, led classes

that are a mix. There are nuances that change from student to student; there are also

models of motivation that’s serves as tools for thinking through and enhancing

motivation in our classroom.

Additionally, coaches and athletes need to be aware of the different types of anxiety

and how to manage it., gompetitive anxiety is a common experience among athletes.

( Goetz et, al.,2016).

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On sports participation

According to Chuter (2020), to develop targeted policy strategies to increase sports

participation, more insights is needed into the behavioral patterns and preferences of

users of different club-organization (i.e., sports clubs) non-club organization (i.e., gyms,

health centers or swimming pools) or informal sports setting such as public space. This

study investigates how users of different setting differ regarding self-determined

motivations and goals, and socio demographic and sport-related characteristics, and how

the association of motivations and goals with sports participation may differ between

users of different sports settings.

According to the National Federation of State High School Associations (2022),

found that basketball was the most popular sport for female high school athletes, with a

participation rate of 37.6%. Softball was the least popular sport, with a participation rate

of 15.8%. The study concluded that there are many benefits to participating in high

school sports. Sports can help students improve their physical fitness, develop teamwork

skills, and learn how to deal with competition. Sports can also help students build self-

confidence and self-esteem.

According to Williams and White (2021), participating in badminton can improve

academic performance as evident by the fact that the student who don’t play the sport

report getting better exam results than those who don’t.

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According to Bialkoski (2015), the badminton is the fastest growing sport in the

United States. Between 2007 and 2012, the number of badminton players in the United

States increased by 50%. Lawn tennis, on the other hand, saw a decline in participation

during the same time period. These studies provide evidence that badminton is more

participated in individual sports than lawn tennis. Badminton is particularly popular in

Asia, and it is also growing in popularity in the United States.

Participation in sports has a positive influence on many areas of life. Some of these

benefits are obvious, and others might surprise you. Participation sports can make you

healthier, improves social skills, and support positive mental health

(Yarborough&Fedesco, 2019 ).

Mitchell (2013), discovered that engaging in sports in natural settings (such as

outdoor soccer) may have benefits that are not always apparent by participation within.

Such disparities between sports are likely to have an impact on conceptual framework

that link activity to achievement and as a result, on present and future initiatives to use

school sports as a social work intervention within schools to support academic

performance.

According to Peng et al., (2017), having high self-esteem has a positive impact.

Self-esteem is one of the factors that motivate people to participate in sports, and body

image has a strong beneficial impact on self-esteem. We should not only focus on how to

help modern college students build a healthy body image, but also on ways to boost their

self-esteem, if we want to increase the percentage of students who participate in sports.

 27

This tends to imply that the relationship between body image and sports involvement and

self-esteem may be mediated.

Soares et al., (2013), shown that both girls and boys find participating in sports to

be pleasurable. Boys, meanwhile, frequently favor competitive hobbies. Level and the

girls frequently participate in sports to further their friendship, fitness, and health goals.

In athletic participation motives, Cerar et al., (2017), discovered statistically

significant gender disparities. Male students were more likely to participate for reasons

like enjoyment, challenge, social recognition, affiliation, competition, strength, and

endurance, whereas female students were more likely to participate for reasons like stress

and weight management, revitalization, avoiding illness, maintaining good health,

appearance, and nimbleness.

Related Studies

On students’ motivation

According to Mozafari et al., (2010), students' motivations are diverse, but in most

cases they are intrinsic. With the help of sport, students tend to maximize their enjoyment

and improve their physical well-being. Their inner motivation is focused on a variety of

pleasures as well as substantial health protection through exercise. Their motivational

guidance begins at home, but it grows stronger as they progress through their education.

According to their research, the motivational climate at the colleges they attend is

likely to be excellent. Iranian state colleges, while applying a double standard to male and

female students, often promote encouraging sporting environments. They know how to

effectively build and grow students' positive motivation for participating in sports,
 28

fostering a positive attitude and desired behaviour in relation to sports (Mozafari et al.,

(2019).

According to research by Vallerand et al., 1996, cited by Weinberg and Gould (2015),

athletes who were more driven to improve their performance were also more likely to feel

joy and satisfaction when competing. This is due to the fact that motivation plays a

significant role in how athletes approach competition. Athletes are more likely to

concentrate on the work at hand and are less likely to be sidetracked by negative thoughts

or emotions when they are motivated to get better. This concentration on the subject at

hand can improve performance, which in turn can boost happy feelings. The study also

discovered that athletes with greater talent have a stronger connection between

motivation and satisfying feelings

This is due to the fact that accomplished athletes are more likely to have a track record of

success, which can foster a higher level of self-assurance and self-efficacy. Athletes that

possess this confidence may find it easier to stay focused throughout competition, despite

difficulties.

Brennan (2021) evaluated the work of editorial contributors to WebMD and found that

sports have a number of psychological advantages, one of which is the ability to reduce

stress. This is important because between 75% and 90% of doctor visits are for illnesses

connected to stress. You can reduce stress by engaging in sports. Endorphins, the brain

chemicals that reduce tension and pain, are released when you exercise. Cortisol and

adrenaline levels are also decreased along with other stress chemicalsTwenty to thirty

minutes of exercise per day can help people feel more at ease, according to studies. After

exercising, this tranquility lasts for several hours.

 29

The study by Dr. Abur (2022) found that sports are a terrific method to bring young

people together to have fun with friends, engage in healthy competition, and maintain

good physical health, as well as to improve their skills, make friends, and learn how to

work as a team. By giving them opportunities to actively engage in something

constructive, playing sports can also help these young people manage well-being issues

like social isolation

Sport is also highly regarded for its capacity to unite individuals from all backgrounds in

order to forge a solid sense of community and national identity. It can strengthen social

ties and bridges in neighborhood networks that may have been damaged by conflict and

emigration.

This study is similar to the Ghildiyal (2015) study, which found that playing sports

fosters risk-taking, goal-setting, analytical thinking, strategic thinking, and leadership

qualities. In addition, he said that athletics boost memory, focus, problem-solving skills,

and learning. This means that setting and accomplishing personal goals is a key motivator

for both male and female athletes to compete in sports

 30

Kilpatrick et al., (2005) looked into the effects of gender and social class. Females

were more likely to be driven by supervisors, whereas males were more likely to be

motivated by challenges and the need to improve their appearance. However, the authors

of another study revealed that both genders were similarly motivated to participate in

sports by the desire to improve their body form and skills, as well as the need to protect

their health (Furjan-Mandic et al., 2010). The student's grade level (Azizi et al., 2011;

Bryan &Solmon, 2012) and field of study (Fathi, 2010) were also mentioned as factors

that influence their enthusiasm to participate in sports.

Egli et al., (2011) found that male students were motivated more frequently by

enjoyment, affiliation, competition, and improving body abilities, whereas females

showed higher motivation for protecting and maintaining health as well as paying

attention to weight management and to appearance. According to his study, younger

students (younger than 20 years of age) were more likely to be motivated by health

protection and ill-health avoidance, while older students (older than 20) were more likely

motivated by affiliation with sports teams or sports organizations.

Ramezaninejad et al., (2010) showed that having good physical and mental health

as well as improving physical fitness was respectively ranked as factors that motivated

people the most for doing sports. They found that females were motivated more than

males for participating in sport. Education and income levels also affected the direction

of the motivations.

On sports participation

Habel et al., (2010) discovered that a third of students participate in sports on a

daily basis. This group had a larger chance of ever having intercourse and oral sex than
 31

their counterparts who did not participate in sports on a daily basis. Middle school sports

athletes faced higher risks than their high school peers. Daily sports participants had

higher odds of reporting condom use at last intercourse among sexually experienced

students.

In another study Beiramib, (2009) tried to find the effective constraints toward

participation of students in sports. He selected 614 students from two different cities in

Iran. He found that students perceived all types of constraints toward participation in

sports. Also, females experienced higher intrapersonal, social, and structural barriers than

males. Students who studied in human science and who stated to have a lower economic

status perceived all types of constraints more than other students. Similarly, Dadashi

(2000) found that Iranian students perceived all types of constraints toward participation

in sport activities. He mentioned that lack of time, lack of interest, improper economic

situation, lack of sport facilities, lack of information about participation in sport

programs, lack of skills, and social and cultural limitations were the most effective

constraint factors reducing students’ participation. Also, females experienced all types of

constraints more than males at the universities.

According to Omar-Fauzee et al., (2012), sports participation has been a major part

of our life in societies. Studies on sports participation have found that sports have both

positive and negative influences on character buildings.

Elkins and Beggs (2007) tried to find the effects of using the negotiation techniques

on the constraint perceived by people and the frequency of participation in sport

activities. The results indicated that there were differences in negotiation between regular

participants in campus recreational sports and those who did not participate regularly.
 32

These differences included the using of time management, physical fitness, interpersonal

coordination, and financial strategies. They suggested that the individual’s ability to

negotiate leisure constraints plays an important role in participation in campus

recreational sports. By addressing different constraints and negotiation strategies, campus

recreational sports providers may be able to meet the needs of students and increase

levels of participation. Ultimately, one must negotiate constraints in order to increase the

likelihood of meaningful participation and have the opportunity for a leisure experience.

Generally, as researchers can observed on the findings of different conducted

studies above, there are student that are still motivated and participated in sports activities

however, some students are not due to the lack of interest, lack of time, lack of skills,

lack of sport facilities, lack of information about participation in sport program. Through

to this situation, researchers aim to determine the student athletes’ motivation and

participation in sports activities in JRMSU-TC.

 33

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research method used, research setting, and the total

respondents of the study, research instruments, data gathering procedure, and the

statistical treatment of the data.

Research Method Used

The study utilized descriptive method of research using questionnaire. Descriptive

method of research was opted since this study aimed to determine the student athletes’

motivation and participation in sports activities in JRMSU-TC.

Research Setting

This study was conducted at Jose Rizal Memorial State University-Tampilisan

Campus, Znac, Tampilisan, Zamboanga Del Norte, particularly the students of JRMSU-

TC. The school is located in the province of Zamboanga Del Norte particularly in the

municipality of Tampilisan. The institution adheres to its Mission, which pledges itself to

deliver effective and efficient services along instructions, research, extension, and

production.

The Jose Rizal Memorial State University-Tampilisan Campus is taking more

active in hosting various sports activities, particularly intramurals event, Ced day off,

Masts, System meet, which aims to identify different skills and talents among students.

Additionally, they are providing a subject Physical Education that can help students
 34

become physically competent and learn how to use these skills to participate in a variety

of activities linked to the development of a healthy lifestyle.

Respondents of the study

The respondents of the study were those who participated in sports fest of the Jose

Rizal Memorial State University-Tampilisan Campus. That are officially enrolled during

the first semester of the school year 2022-2023.

Research Instrument

In this study, it used self-made and modified questionnaire established by Brown

et al. (2006).

For the measurement of the independent variable, participation in sports activities

in terms of team sport, individual sport, dual sport, the researchersutilize the self-made

questionnaire checklist using five choices; always, often, sometimes, rarely, never. And

for the measurement of the dependent variable, motivation towards sports activities, the

researchersutilize the adapted modified questionnaire which contains the four factors;

physical, mental, social interactions, and competiton. The researchers utilize the

questionnaire checklist which using five choices; strongly agree, agree, neutral, disagree,

strongly disagree.

Validity of the Instrument

For the validity of the instrument, the researchers submitted the adopted modified

and self-made questionnaire to the thesis adviser for suggestion, correction, and
 35

enrichment. Further, it was submitted to a committee of experts for content validation in

order that each item was check and validated for relevance. Items found that was not

related to the study was discarded and suggestions by the adviser and committee of

experts was recognized as basis for the final drafting of the questionnaire before the final

distribution to the respective respondents.

Data Procedure

Before the conduct of the study, the researchers meet the respondents for further

instructions and clarifications on what to do and asked permission. After the permission

granted, the researchers was given summary of introduction of the purpose of the study to

the respondents of the study. Hence, the respondents were asked to participate

respectfully. In answering the research questionnaire, it was done through writing and

checking the desired data in which the respondents honestly chosen. After answering,

researchers retrieved the questionnaire-checklist and were make sure that every item was

answered. Then, the gathered data were tallied, computed, analyzed and interpreted.

Statistical Treatment of the Data

In order to interpret the data gathered and to answer the specific questions formulated, the

following were used:

1. To answer problem number 1 on the extent of participation on students’ athletes

in JRMSU-TC when grouped by sex, weighted will be used. The mean will be

computed from the responses of respondents using the following rating scale.

Rating Value Rating Scale Code Qualification

4.21-5.00 5 A The respondents participate every time there are
sports activities (such as College Sports Fest,
 36

University System Meet, MASTS).

3.41-4.20 4 O The respondents participate many times if there
are sports activities (such as College Sports Fest,
University System Meet, MASTS).
2.61-3.40 3 S The respondents participate from time to time if
there are sports activities (such as College
Sports Fest, University System Meet, MASTS).
1.81-2.60 2 R The respondents participate not often if there are
sports activities (such as College Sports Fest,
University System Meet, MASTS).
1.00-1.80 1 N The respondents participate not ever if there are
sports activities (such as College Sports Fest,
University System Meet, MASTS).

2. To answer problem number 2 the level of motivation among athletes to engage in

sports activity in JRMSU-TC when grouped according to sex, weighted mean &

rank system was used. The mean was calculated from the responses of the

respondents using the following rating scale.

Rating Rating Code Qualification Interpretation

Value Scale

3.25-4.00 4 SA If the respondents Highly Motivated

completely agree on a certain
statement
2.50-3.24 3 A If the respondents somewhat Moderately Motivated
agree on a certain statement
1.75-2.49 2 D If the respondents somewhat Less Motivated
disagree on a certain
statement
1-1.74 1 S If the respondents Least Motivated
completely disagree on a
certain statement
 37

3. To answer problem number 3 on the test for significant difference on the extent of

motivation of athletes to participate sports, Mann-Whitney U Test will be employed

using JAMOVI software.

Chapter IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter focuses on the analysis and interpretation of the collected data, followed by
a comprehensive discussion of the research findings. The research findings presented herein are
based on the data obtained and the responses provided by the respondents, specifically in relation
to the research questions that guided the study. The collected where subjected to analysis to
assess and describe the student athletes’ motivation and participation in sports activities in
JRMSU-TC.

Problem 1: What is the extent of participation on students’ athletes in JRMSU-TC when

grouped by sex in terms of:

1.1 Team Sports

Table 1 shows the extent of participation on students’ athletes in JRMSU-TC when

grouped by sex in terms of Team Sports. Generally, the overall extent participation on team

sports to both sexes have a total weighted mean of 2.54 which described as rarely. Furthermore, it

can be found that male got a weighted mean of 2.64 described as sometimes while female got a

weighted mean of 2.40 described as rarely. Notedly, basketball got the highest mean of 3.10

described as sometimes, however, softball got the lowest mean of 2.10 described as rarely. Based

on the table 1 the commonly played among student athletes was basketball, while the least sports

played among student athletes was softball.

 38

This means that the respondents have higher extent of participation in terms of basketball

and volleyball. Moreover, this implies that basketball is more popular, accessible and affordable

compared to the equipment required for softball such as gloves, bats and bases. Additionally, in

the Philippines basketball have more opportunity offered such as organize leagues and

community programs.

This study is related to the study by the National Federation of State High School

Associations (2022), which is revealed that basketball was the most popular sport for female high

school athletes, with a participation rate of 37.6%. Softball was the least popular sport, with a

participation rate of 15.8%. The study also found that the participation rate of female high school

athletes has been increasing in recent years. In 1971, only 15% of female high school students

participated in sports. In 2021, that number had increased to 43%. The study concluded that there

are many benefits to participating in high school sports. Sports can help students improve their

physical fitness, develop teamwork skills, and learn how to deal with competition. Sports can also

help students build self-confidence and self-esteem.

Table 1
Extent of participation on students’ athletes in JRMSU-TC when grouped by sex in
terms of Team Sports

Team Male Female Overall

Sports Mean Desc. Mean Desc. Mean Desc.
Basketball 3.41 Sometimes 2.70 Sometimes 3.10 Sometimes
Baseball 2.15 Rarely 2.29 Rarely 2.21 Rarely
Volleyball 3.07 Sometimes 2.96 Sometimes 3.02 Sometimes
Softball 2.01 Rarely 2.03 Rarely 2.02 Rarely
sepak Rarely Rarely 2.33 Rarely
takraw 2.58 2.01
Weighted Sometimes Rarely 2.54 Rarely
Mean 2.64 2.40
 39

Legend:

Rating Scale Description

4.21-5.00 Always
3.41-4.20 Often
2.61-3.40 Sometimes
1.81-2.60 Rarely
1.00-1.80 Never

1.2 Individual/Dual Sports

Table 2 shows the extent participation on students’ athletes in JRMSU-TC when grouped

by sex in terms of Individual/Dual Sports. Generally, the overall weighted mean of both male and

female was 2.37 described as rarely. When grouped according to male the weighted mean shows

of 2.37 described as rarely, on the other hand female got 2.38 described as rarely. To be more

specific, badminton got the highest mean of 3.06 described as sometimes while; the lowest mean

is lawn tennis which got a mean of 2.10 described as rarely. When grouped by male, badminton

got the highest mean which is 3.16 described as sometimes contrary chess, pickle ball, and lawn

tennis got the same lowest mean which is 2.13 described as rarely. When grouped by female,

badminton also got the highest mean which is 2.93 described as sometimes yet only lawn tennis

got the lowest mean which is 2.07 described as rarely.

This implies that badminton relatively low cost and JRMSU-TC has SAC Facility intended

for badminton aside from that it is easy to find places to play as it requires less space and

equipment compared to lawn tennis. Although the school also provide facility for lawn tennis and
 40

pickle ball however the equipment such as racket and ball are expensive than badminton. On the

other hand, in locality chess is not played as much as the badminton, as the respondents prefer

higher physical involvement.

This study is related to the study by Williams and White (2021), which revealed that

badminton participation can have a positive impact on academic achievement, with students who

participate in badminton reporting higher grades and test scores than students who do not

participate in badminton. The study also found that badminton participation can help to improve

students’ motivation to learn and their ability to focus in class.

The study is also related to the study of Bialkoski (2015), which revealed that the

badminton is the fastest growing sport in the United States. Between 2007 and 2012, the number

of badminton players in the United States increased by 50%. Lawn tennis, on the other hand, saw

a decline in participation during the same time period. These studies provide evidence that

badminton is more participated in individual sports than lawn tennis. Badminton is particularly

popular in Asia, and it is also growing in popularity in the United States.

Table 2
Extent of participation on students’ athletes in JRMSU-TC when grouped by
sex in terms of Individual/Dual Sports

Individual Male Female Overall

/Dual Sports Mean Desc. Mean Desc. Mean Desc.
badminton 3.16 Sometimes 2.93 Sometimes 3.06 Sometimes
swimming 2.57 Rarely 2.42 Rarely 2.50 Rarely
table tennis 2.42 Rarely 2.24 Rarely 2.34 Rarely
 41

taekwando 2.14 Rarely 2.39 Rarely 2.25 Rarely

Chess 2.13 Rarely 2.12 Rarely 2.13 Rarely
pickle ball 2.13 Rarely 2.28 Rarely 2.19 Rarely
Athletics 2.44 Rarely 2.68 Sometimes 2.55 Rarely
lawn tennis 2.13 Rarely 2.07 Rarely 2.10 Rarely
beach Rarely Rarely 2.36 Rarely
volleyball 2.38 2.33

Arnis 2.15 Rarely 2.38 Rarely 2.25 Rarely

Weighted Rarely Rarely 2.37 Rarely
Mean 2.37 2.38

Legend:

Rating Scale Description

4.21-5.00 Always
3.41-4.20 Often
2.61-3.40 Sometimes
1.81-2.60 Rarely
1.00-1.80 Never

PROBLEM 2: What is the level of motivation among athletes to engage in sports activity in
JRMSU-TC when grouped according to sex in terms of:

1.1 Physical
 42

The table 3 shows the level of motivation among athletes to engage in sports activity in

JRMSU-TC when grouped according to sex in terms Physical motivation. Mainly, both male and

female got 3.28 weighted mean described as highly motivated. Individually, male got a weighted

mean of 3.69 described as highly motivated and in female got 3.61 described as highly motivated.

When group according to male statement 3 (S3: I do sports because it improves my performance)

got the highest mean which is 3.82 described as highly motivated and statement 2 (S2: I do sports

because it helps me to prevent weight gain) got a least mean which is 3.63 described as highly

motivated. When group according to female statement 3(S3) got 3.76 mean described as highly

motivated while statement 2 (S2) got the least mean which is 3.43 described as highly motivated.

This means that male and female got the same highest mean on S3 which implies that

athletes are motivated to engage in sports activity as they are serious in mastering their skills

to improve their overall performance in a certain sports. However, both male and female

athletes did not much give attention about their weight as it was already given that their

weight still be maintained as they always engage to their preferred sports activity.

Vallerand et al.,(1996) as cited by Weinberg and Gould (2015), found that athletes who

were more motivated to improve their performance were also more likely to experience

positive emotions, such as joy and satisfaction, while competing. This is because motivation

is a key factor in determining how athletes approach competition. When athletes are

motivated to improve, they are more likely to focus on the task at hand and less likely to be

distracted by negative thoughts or emotions. This focus on the task can lead to increased

performance and, in turn, increased positive emotions. The study also found that the

relationship between motivation and positive emotions was stronger for athletes who were

more skilled. This is because skilled athletes are more likely to have a history of success,
 43

which can lead to a greater sense of confidence and self-efficacy. This confidence can help

athletes to maintain a positive focus during competition, even when faced with challenges.

Overall, the study suggests that motivation is an important factor in determining how

athletes experience competition. When athletes are motivated to improve, they are more

likely to experience positive emotions, such as joy and satisfaction. This can lead to increased

performance and, in turn, increased motivation.

Table 3
Level of motivation among athletes to engage in sports activity in JRMSU-TC when
grouped according to sex in terms Physical motivation

Statements Male Female Overall

Mean Desc. Mean Desc. Mean Desc.
Highly Highly 3.63 Highly
To keep fit 3.67 Motivated 3.58 Motivated Motivated
It helps me to prevent Highly Highly 3.54 Highly
wight gain 3.63 Motivated 3.43 Motivated Motivated
It improves my Highly Highly 3.79 Highly
performance 3.82 Motivated 3.76 Motivated Motivated
It is strengthening my Highly Highly 3.66 Highly
muscle 3.67 Motivated 3.64 Motivated Motivated
I can maintain my sporty Highly Highly 3.65 Highly
appearance afterwards 3.68 Motivated 3.61 Motivated Motivated
Weighted Mean Highly Highly 3.28 Highly
3.69 Motivated 3.61 Motivated Motivated

Legend:
 44

Rating Scale Description

3.25-4.00 Highly Motivated
2.50-3.24 Moderately Motivated
1.75-2.49 Less Motivated
1.00-1.74 Least Motivated

1.2 Mental

The table 4 shows the level of motivation among athletes to engage in sports activity in

JRMSU-TC when grouped according to sex in terms of mental motivation. The table represents

that the respondents have an overall mean motivation score of 3.44, which is considered highly

motivated. In addition, it can be seen that male respondents had a weighted mean motivation

score of 3.50 that describes as highly motivated, while female respondents had a score of 3.43

which describes as highly motivated. This indicates that both male and female respondents have

highly motivated levels of mental motivation.

Notedly, statement number 1 has the highest mean of male that has 3.72, that describes as

highly motivated, while statement number 1 has the highest mean of female that has 3.67 that

describes as highly motivated, both of male and female characterize themselves as highly

motivated. While the lowest mean for male is statement number 5, which has a 3.11 and is

described as moderately motivated, the lowest mean for female is statement number 5 which

has a 3.07 that describes as moderately motivated.. As a result, statement number 1 is more

mentally motivated than statement number 5, as seen by the large number of responders who

were motivated by statement number 1.

This means that male and female athletes are motivated to participate in sports statement

number 1, which state that sports help reduce anxiety, stress, and worries. However, both male
 45

and female athletes have different weighted mean results as it was already given that their

weighted mean still be maintained as they always participate in their preferred activity.

According by WebMD editorial contributors as reviewed by Brennan (2021), sports also have

many psychological benefits one of it is it help moderate stress that about 75% to 90% of doctor

visits are for stress-related illnesses. Sports help you manage stress. Exercise causes your body

to release endorphins, the chemicals in your brain that relieve pain and stress. It also reduces

the levels of stress hormones, cortisol and adrenaline. Studies have shown that 20 to 30 minutes

of exercise each day can make people feel calmer. This calmness continues several hours after

exercise.

Table 4
Level of motivation among athletes to engage in sports activity in JRMSU-TC when
grouped according to sex in terms Mental motivation

Statements Male Female Overall

Mean Desc. Mean Desc. Mean Desc.
It helps reducing Highly Highly 3.70 Highly
anxiety and, stress and Motivated Motivated Motivated
worries 3.72 3.67
I need to balance out Highly Highly 3.56 Highly
my everyday life 3.64 Motivated 3.46 Motivated Motivated
It distracts me from Highly Highly 3.57 Highly
problem 3.57 Motivated 3.57 Motivated Motivated
Highly Highly 3.43 Highly
To blow steam 3.45 Motivated 3.41 Motivated Motivated
Moderately Moderately 3.09 Moderately
I have weight problem 3.11 Motivated 3.07 Motivated Motivated
Weighted Mean Highly Highly 3.44 Highly
3.50 Motivated 3.43 Motivated Motivated
 46

Legend:

Rating Scale Description

3.25-4.00 Highly Motivated
2.50-3.24 Moderately Motivated
1.75-2.49 Less Motivated
1.00-1.74 Least Motivated

1.3 Social Interactions

The table 5 shows the level of motivation among athletes to engage in sports activity in

JRMSU-TC when grouped according to sex in terms of social interaction. The table represents

that the respondents have an overall mean motivation score of 3.61 which is considered highly

motivated. In addition, it can be seen that male respondents had a weighted mean motivation

score of 3.67 that describes as highly motivated, while female respondents had a score of 3.54

which describes as highly motivated. This indicates that both male and female respondents have

highly motivated levels of Social interaction.

Notedly, statement number 3 has the highest mean of male that has 3.71 that describes

as highly motivated, while statement number 1 has the highest mean of female that has 3.66 that

describes as highly motivated, both of male and female characterize themselves as highly

motivated. While the lowest mean for male is statement is number 4 and 5 that has 3.64, that are

described as highly motivated, the lowest mean for female is statement number 4 which has a

3.41 that describes as highly motivated. As a result, both statement number 3 in male and

statement number 1 in female are highly motivated in terms of social interactions.

This indicates that statement number 3 has the highest mean of males who state that

playing sports allows them to do something in company of others, while statement number 1 has

the highest mean of females who state that playing sports creates a senses of belongings,

excitements, and connections. This suggest that statement number 3 and 1 motivate athletes to
 47

play sports. However, despite having different weighted mean performance, both male and

female athletes are still highly motivated.

According to the study by Dr. Abur (2022), sport is a great way of connecting young

people with each other to have fun with friends, be productively competitive and stay in good

physical shape, while also improving their skills, making friends and learning how to be part of a

team. He also added that participation in sport can also help address well-being issues for these

young people – like social isolation – by providing opportunities to actively engage them in

something productive. Moreover, sport is highly valued for its ability to bring people from

diverse backgrounds together to create a strong sense of community and national identity. It can

build social bonds and bridges in community networks that may have been eroded by war and

displacement.

Table 5
Level of motivation among athletes to engage in sports activity in JRMSU-TC
when grouped according to sex in terms Social Interaction

Statements Male Female Overall

Mean Desc. Mean Desc. Mean Desc.
It creates a sense of Highly Highly 3.66 Highly
belongings, excitement Motivated Motivated Motivated
and connections 3.67 3.66
It is the best way to Highly Highly 3.61 Highly
maintain good Motivated Motivated Motivated
relationships with my
friends 3.70 3.50
Sports give me the 3.71 Highly 3.59 Highly 3.66 Highly
possibility to do Motivated Motivated Motivated
something in company of
 48

others
To measure my strength Highly Highly 3.54 Highly
with others 3.64 Motivated 3.41 Motivated Motivated
It is one of the best way Highly Highly 3.61 Highly
to meet people 3.64 Motivated 3.57 Motivated Motivated
Weighted Mean Highly Highly 3.61 Highly
3.67 Motivated 3.54 Motivated Motivated

Legend:

Rating Scale Description

3.25-4.00 Highly Motivated
2.50-3.24 Moderately Motivated
1.75-2.49 Less Motivated
1.00-1.74 Least Motivated

1.4 Competition

The table 6 shows the level of motivation among athletes to engage in sports activity in

JRMSU-TC when grouped according to sex in terms of competition. The table represents that the

respondents have an overall mean motivation score of 3.28 which is considered highly motivated.

In addition, it can be seen that male respondents had a weighted mean motivation score of 3.35

that describes as highly motivated, while female respondents had a score of 3.20 which describes

as moderately motivated. This indicates that male respondents is highly motivated than female

respondents in terms of competition.

Notedly, statement number 3 has the highest mean of male that has 3.58 that describes as

highly motivated, while statement number 3 has the highest mean of female that has 3.47 that

describes as highly motivated, both of male and female characterize themselves as highly

motivated. While the lowest mean for male is statement number 2 that has 3.07 described as

moderately motivated, the lowest mean for female is statement number 2 which has 2.95 that
 49

describes as moderately motivated. As a result, both statement number 3 in male and statement

number 3 in female are highly motivated in terms of competition.

This shows that statement number 3, which describe as highly motivated and state that I

participate in sports because I want to achieve my personal goal, has the highest mean for both

male and female. However, despites having different weighted mean performances, both male

and female athletes still highly competitive.

This study is related to the study by Ghildiyal (2015), which states that sports helps in

building character, teaches and develops strategic thinking , analytical thinking, leadership skills,

goal setting and risk taking. Moreover, he stated that sports help students to study better,

improves concentration, problem solving, memory. Thus, this also implies that both male and

female athlete motivates to a sport competition as an important factor in determining and

achieving personal goals.

Table 6
Level of motivation among athletes to engage in sports activity in JRMSU-TC
when grouped according to sex in terms Competition

Statements Male Female Overall

Mean Desc. Mean Desc. Mean Desc.
I can get Highly Moderately 3.33 Highly
rewards/prize 3.39 Motivated 3.24 Motivated Motivated
I want to be Moderately Moderately 3.02 Moderately
popular 3.07 Motivated 2.95 Motivated Motivated
I want to 3.58 Highly 3.47 Highly 3.53 Highly
achieve my
 50

personal goal Motivated Motivated Motivated

I like to Highly Moderately 3.26 Highly
compete 3.34 Motivated 3.14 Motivated Motivated
Weighted Highly Moderately 3.28 Highly
Mean 3.35 Motivated 3.20 Motivated Motivated

Legend:

Rating Scale Description

3.25-4.00 Highly Motivated
2.50-3.24 Moderately Motivated
1.75-2.49 Less Motivated
1.00-1.74 Least Motivated

Problem 3. Is there a significant difference on student’s motivation to engaging in sports when

group according to sex and sports participated?

In table 7 the Mann- Whitney U test for statistically significance differences in the digree

of motivation between male and female’s student athletes is presented.

The physical variable’s U-values is 3448, and P- value of 0.315 which a greater than a

0.05 level of significance, thereby the null hypothesis is accepted. These findings are consistent

with the previous results as shown in Table 3 where both male and female obtained highly

motivated. In terms of mental motivation factors, there appeared an U-values is 3455, and its P-

value of 0.348 which a greater than the a 0.05 level of significance, thereby the null hypothesis is

accepted. These findings are consistent with the previous results as shown in Table 4 where both

male and female obtained highly motivated. In terms of Social interactions, there appeared an U-

values is 3215, and its P- value of 0.090 which a greater than a 0.05 level of significance, thereby

the null hypothesis is accepted. These findings are consistent with the previous results as shown

in Table 5 where both male and female obtained highly motivated. In terms of Competition, there
 51

appeared an U-values is 3276, and its P- value of 0.139 which a greater than the a 0.05 level of

significance, thereby the null hypothesis is accepted. These findings are consistent with the

previous results as shown in Table 6 where both male and female obtained highly motivated.

This implies that mental variable has the highest U- Value and the social interaction

variable has the lowest U-Value, indicating that all of the variable comments are accepted. This

also indicate that the mental variables has the highest level of motivation among male and female

students athletes.

According to Ahmed et al., (2020), they surveyed 1,200 adolescents in India and found

that there was no significant difference in motivation to participate in physical activity and sports

between boys and girls, or between those who participated in individual sports and those who

participated in team sports.

Table 7
Mann-Whitney U Test for Significant Difference on the Level of Motivation between Male
and Female Student Athletes

Variable U-value p-value @0.05 Interpretation Remarks

level of
confidence
Physical 3448 0.315 Not Significant Accept Ho
Mental 3455 0.348 Not Significant Accept Ho
Social Interaction 3215 0.090 Not Significant Accept Ho
Competition 3276 0.139 Not Significant Accept Ho
 52

CHAPTER V

SUMMARY, CONCLUSION, RECOMMENDATIONS

This chapter presents the summary, conclusions, and recommendations based on the

results and finding of this study. This is intended to help students athlete understand what

motivates them to participate in sports activities in JRMSU-TC.

Summary

The aim of this study was to determine the students' motivation for participating in sports

at JRMSU-TC. The study involved 175 student athletes who participated in team sports,

individual sports, dual sports. It used a descriptive method of research and a researcher-

made questionnaire-checklist to determine the motivation and participation of student

athletes in JRMSU-TC when grouped by sex. The motivation and participation for

engaging in various sports activities are surveyed in this study. We allowed respondents

to the poll to reply to questions based on their varied experiences playing the sport.

The motivation and involvement of the students in this study are based on their prior

involvement in various sports activities. The frequency count and mean were used in the

statistical analysis. The main finding supported the conclusion that, when student

participation in team sports was broken down by sex, softball had the lowest mean and

basketball had the highest mean, with the total weighted mean for team sports being 2.54.
 53

When comparing individual/dual sports, badminton had the greatest overall mean of 3.06

while lawn tennis had the lowest, with a weighted mean of 2.10. In terms of physical

motivation, statement number 3 (I play sports to better my performance) has the highest

mean (3.79), whereas statement number 2 (I play sports to avoid gaining weight) has the

lowest (3.54 weighted mean). Additionally, statement number 1 ("I do sports because it

helps reduce anxiety, stress, and worries") has the greatest weighted mean of 3.70, while

statement number 5 ("I do sports because I have a weight problem") has the lowest

weighted mean of 3.09 in terms of mental motivation.

In terms of social interaction, the statements with the highest weighted means were

number 1 (I play sports because it fosters a sense of belonging, excitement, and

connection) and number 3 (I play sports because it gives me the opportunity to do

something in company of others), while statement 4 (I play sports to gauge my

interpersonal strength) has the lowest weighted mean of 3.54. In comparison, statement

number 3, which reads, "I do sport because I want to achieve my personal goal," has the

greatest weighted mean of 3.53, while statement number 2, which reads, "I do sport

because I want to be popular," has the lowest weighted mean of 3.02.

Specifically, this study answered the following questions;

1. What is the extent of participation on students’ athletes in JRMSU-TC when

grouped by sex?

1.1 Team Sports

1.2 Individual Sports

1.3 Dual Sports

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2. What is the level of motivation among athletes to engage in sports activity in

JRMSU-TC when grouped according to sex in terms of:

2.1 Physical;

2.2 Mental;

2.3 Social interactions; and

2.4 Competition

3. Is there a significant difference on student’s motivation to engaging in sports

when group according to sex and sports participated?

Significant finding

1. When comparing the levels of participation among student athletes at JRMSU-TC in

team sports, basketball comes out on top, followed by volleyball, sepak takraw comes in

second, baseball comes in third, and softball comes in last. The order of individual/dual

sports is as follows: badminton comes in first, then athletics, then swimming, then beach

volleyball, then table tennis, then arnis and taekwondo, then pickleball, then chess, and

finally lawn tennis.

2. According to physical motivation, the following are the athletes' levels of drive to

participate in sport at JRMSU-TC: first, "it improves my performance," second, "it

strengthens my muscles," third, "I can maintain my sporty appearance afterwards,"

fourth, "to keep fit," and fifth, "it helps me prevent weight gain." In terms of mental

motivation, it aids in lowering worry, tension, and worries; second, it diverts my attention
 55

from a problem; third, I need to balance my daily life; fourth, I need to let off steam; and,

finally, I have a weight problem. In terms of social interaction, it create a sense of

belongings, excitement and connections, sports gives me the possibility to do something

in company of others, it is the best way to maintain good relationships with my friends, it

is one of the best way to meet people, to measure my strength with others. In terms of

competition, I want to achieve my personal goal, I can get my rewards-price, I like to

compete, I want to be popular.

3. There is no significant in statement of physical , mental, social interaction , and

competition in student athletes in JRMSU-TC.

Conclusion

The study's findings led to the following conclusions being made;

Basketball is the team sport with the highest weighted mean among student athletes, and

as a result, it receives the most attention in terms of facilities, courts, and areas in schools,

barangays, and municipalities. Additionally, there is sufficient gear available for the

activity. However, softball has the lowest weighted mean since it needs a bigger field and

court than basketball, as well as more equipment than basketball, such as gloves, bats,

bases, and other equipment that is scarce and hard to find in schools.

Additionally, badminton received the highest weighted mean in individual/dual sports

because it is reasonably inexpensive, JRMSU-TC has a facility specifically designed for

the sport, and it is also simple to find locations to play. Contrarily, among physical,
 56

mental, and competitive activities, social interaction had the highest level of motivation

(3,61 overall weighted mean). This indicates that the respondents are more driven to

participate in sports activities since they presumably experienced social interactions that

made them feel connected. Additionally, all of the elements—physical, mental, social,

and competitive—got positive feedback.

Recommendation

Based on the findings and conclusion in the study the following are hereby

recommended

1.In order to motivate in sport, student athlete should be interested in the activity

they participate in and must motivate themselves to manage their time,

2.School should have adequate equipment for every sport, could be 1 to 2

equipments in each sport.

3. The school should set aside at least one large enough space for usage during

major sporting events.

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