BARRIERS IN PHYSICAL EDUCATION PARTICIPATION AND SPORTS

PERFORMANCE OF GRADE 9 STUDENTS

An Undergrad Thesis

Submitted to the Faculty of the

College of Teacher Education

LAGUNA STATE POLYTECHNIC UNIVERSITY

San Pablo City Campus

In Partial Fulfillment

of the Requirements for the Degree of

BACHELOR OF PHYSICAL EDUCATION

SALCEDO, EVE GABRIELLE L.

CONSERVADO, JONALYN M.
 Chapter 1
INTRODUCTION

This chapter presents the problem and the background of the study, it introduced

the theoretical framework, conceptual framework, statement of the problem, hypothesis,

significance of the study, scope and limitation, and the operational definition of terms.

Background of the Study

Physical Education (PE) teachers have an important role in providing students

with the skills and knowledge to become physically competent individuals. They have

the capability to create and deliver engaging and meaningful lessons that will help

students develop communication, physical skills, and foster an appreciation for physical

activity and its associated health benefits.

Sports is regarded as one of the most important platforms for advancement and

constructive change during through years. Sports is something that keeps everyone

active every day. Participating in sports helps to develop the personality and teach how

to live a better life. Participating in such activities teaches everyone good morals,

values, and life skills.

According to Aquilino (2014), in support to the Development Order No. 15, s.

2014, "Physical Education and Sport Development Program", the emphases of Physical

Education program in our country have been on physical fitness, social training, and

personal discipline for all students as well as on the development of athletes who are

physically gifted and inclined to specialize in athletes.

 Juul.I.et al, (2018). They participate in sports as per their enthusiasm for sports

movement the current circumstances of Health and Physical Teachers are entirely

unexpected. The participation and encouragement level of sports at High School level is

dramatically low and concerning. There are numerous reasons and obstacles behind

this issue particularly at school and High School level among students.

Biddle and Goudas (1993), in their study to determine why people participate in

sports and exercise in community sports centers, reported that the most reported

motives are health, develop physical fitness, and aid relaxation. Participating in sport

offers a variety of opportunities and benefits to students-athletes. Some of which are

obvious and others which may surprise them. Students are likely to carry these skills

with them throughout their life once they acquire them.

Al-Sayeh (2007) pointed that sports activity has become a key factor in the

formation of integrative personality of the individual. Such integrative personality could

be formed through programs that work on the rehabilitation, preparation and processing

of students’ behaviors through getting them involved in the right sports activities to

reach high levels of sport skill performance. Furthermore, the university students’

involvement in physical and sports activities would enhance their psychological and

physical health.

The current study differs from the studies discussed above that have discussed

students’ perceived barriers to participate in physical and sports activities. The current

study was conducted in 2015-2016. Therefore, it is expected to provide up-to-date

knowledge and understanding of female and male students’ perceived barriers to

participate in sports activities. The current study was unique in terms of the research
settings and the sample of the study. No prior research has examined perceived

barriers to participate in sports activities among female students at Al-Hussein Bin Talal

University. The current study was built on previous studies in terms of the research

method and design. The results of the current study contributed to the body of

knowledge in relation to university students’ participation in sports activities.

The researchers came up with this study as they have noticed that nowadays,

there are few students who are still participating in sports. This study is intended to

address the problem. First, this study aims to know what the level and motives of those

students are who are still participating in sports despite the smaller number of students

who are participating. Second, it aims to determine what sports performance can

develop in students. Lastly, this study aims to know the relationship between barriers in

physical education participation and sports performance of grade 9 students.

This study was conducted to ensure that the students have enough knowledge of

physical education. Moreover, it aimed to give attention to the school, Cristobal S.

Conducto Memorial Integrated National High School, to have teachers who have

completed physical education courses so that the children have a wider knowledge

base when it comes to physical education subjects. The purpose of this study was to

focus on the problem that the researchers observed and the insights of the students

who were affected by it.

Conceptual Framework

The fundamental idea of this study is to discover the theories of barriers in

physical education participation through sports performance level to have a better

understanding of the role in sports. The theoretical framework of the study will be

supported by Bandura, Peachy, Themistocleous, Deci and Ryan

The Self-Efficacy Theory of Bandura (1977), is one of the most popular theories

in sports. This theory is based on the idea that self-efficacy is a key factor in

determining an athlete’s performance. In fact, according to Holt and Knight (2014),

adolescents who spend more time participating in sport report elevated levels of positive

functioning and lower depression. This proves that when the student-athletes have a

certain level of self-efficacy, there is a chance that they have high level of participation

in sports.

In relation to self-efficacy One of the most popular and widely tested approaches

to motivation in sport and other achievement domains is self-determination theory of

Deci and Ryan (1985). This theory is based on a number of motives or regulations,

which vary in terms of the degree of self-determination they reflect. Self-determination

has to do with the degree to which your behaviors are chosen and self-initiated.

Moreover, Sport for Development theory of Peacht, et al. (2020) focus on the

improvement of athletic skills and pathways towards professional sport. This supported

by the Holistic Model of Themistocleous (2020) that it is the athletes' overall well-being

and social welfare is being considered, in addition to the sporting development of the

athletes.

Holt, 2016 sport is recognized as a context that, when appropriately structured,

can offer experiences conducive to Positive Youth Development PYD and the learning

of lack of skills that prepare youth to function as productive members of society. In the
sport psychology literature, such psychosocial skills are referred to as life skills, defined

as personal assets (e.g., emotional control, goal-setting) that can be learned/refined in

sports and then enable individuals to succeed in different life domains.

In relation to Al-Duaij (2002) found that the main perceived barriers to

participating in sports activities among university students were related to seven groups.

First, barriers related to students in terms of students’ lack of skills and fear of injury in

sports activities.

Witt and Dangi 2018 forty percent of students played team sports on a regular

basis in 2013. Yet, numerous children and youth drop out of sports every year as well.

This article explores the reasons why children and youth drop out of sports and offers

suggestions for how parents, coaches, and youth development professionals can help

to minimize unwarranted and premature dropping out. Three sets of reasons or

constraints have been offered for why children and youth drop out of sports.

Intrapersonal constraints include lack of enjoyment (not having fun, being bored); low

perceptions of physical competence; intrinsic pressures (e.g., stress); and perceptions

of negative team dynamics (negative feelings toward team or coach). Interpersonal

constraints include parental pressure and loss of feelings of ownership and not having

enough time to participate in other age-appropriate activities. Structural constraints

include time, injuries, cost, and inadequate facilities. Suggestions for minimizing

dropping out of sports and increasing youth engagement include redefining sports goals

away from winning toward having fun, balancing parental involvement, encouraging

multiple sport participation, enabling children to have autonomy and ownership over

game experiences, encouraging rules that give every child a chance to play, decreasing
parental pressure about winning, urging parents to avoid living their sports dreams

through their children, and beginning sport participation at an appropriate age.

The research aims to analyze these relationships and provide insights into how

addressing Barriers to physical education participation at each stage of the framework

can lead to improved Sports performance of grade 9 students and positive outcomes.

Furthermore, it seeks to understand the broader implications of physical education on

students' health and lifestyle choices, ultimately contributing to the enhancement of

physical education programs and policies in senior high schools.

Figure 1

Research Paradigm

Independent Variable Dependent Variable

Sports Performance of Grade 9

Barriers in Physical Students
Education Participation
 Speed
 Interpersonal Barriers  Power
 Intrapersonal Barriers  Strength
 Structural Barriers  Flexibility

Statement of the Problem

This study aims to determine the barriers in physical education participation and

sports performance of grade 9 students.

1. What are the profile of the respondents in terms of?

 1.1 Sex

2. How do the students perceive the level of Barriers in Physical Education Participation

in terms of;

2.1 Interpersonal Barriers;

2.2 Intrapersonal Barriers; and

2.3 Structural Barriers?

3. What is the perception of the Sports Performance of Grade 9 Students in terms of?

3.1 Speed

3.2 Power;

3.3 Strength; and

3.4 flexibility?

4. Is there a significant relationship between Barriers in Physical Education Participation

and Sports Performance of Grade 9 Students?

Hypothesis

The hypothesis will be tested in this study.

There is no significant relationship between the Barriers in Physical Education

Participation and Sports Performance of Grade 9 students.

Significance of the Study

This study was beneficial to the following to:

Students. Students can be informed and understand the importance of Sports

Performance that will benefit their flexibility, muscular strength, body composition, and

cardiovascular endurance which undoubtedly contributes to learning.

Teachers. The study could provide insights into the importance of

understanding sports barriers in delivering practical sports-related activities.

Teachers can use the study's findings to develop strategies that will help students

overcome sports barriers and achieve their full potential in sports.

School Administrator. The outcome of this study can give them an idea to

devise a policy about promoting sports at school and acknowledging the students by

their participation in sports events.

Future researchers. The study may provide a valuable resource for conducting

further research. With many respondents and relevant data, future researchers can

build on this study's findings to develop new insights and solutions to sports barriers.

Scope and Limitation

This study was conducted to determine the relationship between the Barriers in

Physical Education Participation and Sports Performance of Grade 9 students. This

study respondents were randomly selected, consisting of one hundred twenty (120)

selected Grade 9 students out of 300 in the academic year 2023-2024.

Operational Definition of Terms

To understand the contents of this study, the following terms are defined conceptually

and operationally.

Flexibility. The ability to move muscles and joints through a full normal range of

motion (ROM).

Strength. In this study, refers to the foundations of many physical activities and

sports, and it is important for overall performance.

Power. In this study, it refers to the ability of the muscle to transfer energy and

release maximum at a fast rate and to recruit a lot of motor units (such as jump squats

or box jumps), jumping exercises, or in track and field- the running long jump or high

jump.

Speed. In this study, refers to how quickly a person can perform a task and how

accurately they can execute the movements.

Sports Performance. In this study, it refers to a complex mixture of

biomechanical function, emotional factors, and training techniques. Performance in an

athletic context has a popular connotation of representing the pursuit of excellence,

where an athlete measures his or her performance as a progression toward excellence

or achievement.
 Intrapersonal Barriers. In this study, refers to lack of enjoyment (not having fun,

being bored); low perceptions of physical competence; intrinsic pressures (e.g., stress);

and perceptions of negative team dynamics (negative feelings toward team or coach).

Interpersonal Barriers. In this study, refers to loss of feelings of ownership and

not having enough time to participate in other age-appropriate activities.

Structural Barriers. In this study, refers to time (for training and travel), injuries,

cost, and inadequate facilities.

Participation. In this study, it refers to people being involved in decisions that

affect their lives. Through participation, people can identify opportunities and strategies

for action, and build solidarity to effect change.