Beyond the Field: Unveiling the Impact of Sports on the Academic

Success Athletes

In this chapter, we have compiled various concepts and relevant research

findings from both local and international sources, with the aim of investigating the

impact of sports of sports to the academic success of student-athlete at University of

San Agustin, to establish a comprehensive understanding of the subject, we have

gathered information from a variety of sources, including online materials,

academic journals, articles, books, theses, and dissertations. These sources offer a

solid foundation of knowledge regarding the specific variables that researchers have

chosen.

FOREIGN LITERATURE:

Athletics has come to play a significant role in the lives of high schools and

universities in the United States today (Griffith, 2004; Hamilton, 2005; Knox, 2007;

Knox, 2008). Sitkwoski (2018) cites Tublitz (2003) and Tublitz (2007). According to

Grimit (2014), every athlete dreams of making it to the professional level and getting

paid to play the sport they love, but the majority of the 450,000 NCAA student

athletes will not make it. Most academic facilities’ ultimate goals are to graduate well-

rounded students (Chrabaszcz et al., 2018). Academics are the primary focus of

educational institutions; however, extracurricular activities play an important role in

shaping students into well-rounded individuals (Billonid et al., 2020). Young people
are engaged in various contexts, including their home, communities, neighborhoods,

peer groups, and their schools, which shape their motivations, values, behaviors,

competencies, and their valuations of themselves and the world (Im et al., 2016). Im

et al. (2016) found that extracurricular settings were important contexts for the

development of youth, and their transactions within these settings, including

collaborating with adult leaders and peers, observance of routines and rules,

performance goal-setting and monitoring, and management of challenges, are

considered to be proximal drivers of development. However, different types of

activities offer different experiences that may then account for differential effects on

students (Im et al., 2016). Sports participation is one form of extracurricular activity

that provides students with opportunities for after-school physical activity, personal

enjoyment, and the development of prosocial behaviors and a stronger sense of social

support, which they may receive from coaches or their peers (Burns et al., 2020). The

influence of athletic participation one students’ academic achievement has been a

topic of discussion for decades (Abieraba et al., 2019). Popular stereotypes suggest

that one is either academically inclined or athletically inclined, but rarely both

(Billonid et al., 2020). Critics of school-based sports assert that athletic participation

takes time away from the classroom and that students who put their energies into

sporting endeavors are less likely to pursue academic goals (Abieraba et al., 2019);

conversely, proponents of school-based sports argue that participating in athletics can

improve students’ academic achievement and motivation and raise their overall

commitment to and engagement in school (Abieraba et al., 2019). Athletic

participation has also been shown to positively impact students’ physical health and

psychological well-being (Zarrett et al., 2018). Although the association between

physical activity and academic achievement are wellresearched, the body of research

targeting the more specific associations between athletic participation and academic

achievement is less comprehensive and requires further research (Burns et al., 2020).

Furthermore, the existing research on the links between athletic participation and

academic achievement predominantly focus on student athletes at the collegiate or

high school levels (Guo & Meyerhoefer, 2016). According to Guo and Meyerhoefer

(2016), the human capital aggregation in high school and in early adulthood are

expanded on by the experiences encountered in middle school. There is evidence that

participation in sports in middle school has an impact on the intellectual development

and growth of students. The NCAA found that few student athletes become

professional athletes after finishing their education; therefore, it is crucial for students

to succeed academically as it is a signal of their human capital (Insler & Karam,

2019).
 People wonder if athletes' sacrifices to academic progress are worth the energy

expended to continue playing sports for six years in high school. They discovered that

these revenue sport athletes struggled more than non-athletes, and male athletes in

other sports performed similarly to non-athletes in Reading. Mathematics and

comprehension. Female athletes, on the other hand, lagged behind their male

counterparts. Reading Comprehension is a skill that students must learn. Athletes of

both genders. In critical thinking skills such as open mindedness, maturity, and

curiosity, both male and female athletes lagged behind non-student athletes

(Pascarella et al, 7 1995). These statistics confirm that some athletes lag behind their

peers, but they have led researchers to believe that revenue sports may be the true

source of athletes' poor academic performance. 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, 1993).

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, 2001).

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, 2011). 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 on 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, 1991). Time management skills are important for future jobs and

endeavors. Competing at the NCAA level for four years and still managing to

graduate prepares athletes with the skills to help them be successful in life. Although

some athletes stumble academically, parents still continue to see athletics as a positive

involvement for their children. Byrd and Ross (1991) conducted a second survey of

the parents, principals, teachers and coaches of the 379 athletes of the Tennessee

students and what they believe are the influences of participation in sports. The study

found that the top five factors as to why parents chose to enroll their children in sports

are: enhancing school identity, attracting community support, decreasing racial

prejudice, promoting physical fitness and wholesome participation, and increasing

revenue. Through sports involvement these athletes get to meet new people from

differing backgrounds, become involved with their community, create a sense of pride

for their school, and lead physically acceptable lifestyles (Byrd & Ross, 1999)
LOCAL LITERATURE:

An increasing body of study suggests that regular physical activity has benefits

that extend well beyond the individual's own physical well-being. As a result of the

good effects that physical activity has on mood, memory, focus, and classroom

behavior in youngsters and adolescents, data suggests a link between academic

success and physical activity in school (Pandolfo, 2018). As a result, with the right

sports program, students’ academic performance can benefit from regular physical

and training activity, which is best achieved by understanding general sports training

principles such as overloading, reproducibility, advancement, personalization,

sequence, and precision (Korey, 2019). With an increased emphasis on academic

accomplishment and standardized tests, schools have overlooked the vital role of

sports in their programs. Priority has never been given to potential athletes, and sports

activities have grown less important, despite the fact that they provide several

advantages to students' physical and emotional health. Participation in sports also has

other benefits that may increase academic achievement. Overton’s (2001) study

examining the difference in educational performance of high school athletes versus

non-athletes. It 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, 2010). 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, 2001). Not only do the results of Overton’s study

suggest that the academic performance of high school athletes is better than that of

non-athletes, 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 between physical activity involvement and academic

achievement among students (Fox et al., 2010). These findings show that there is a

direct correlation between participation in athletics and academic success. Lumpkin

and Favor (2012) compared the academic performance of high school athletes and

non-athletes in Kansas and found that high school athletes earned higher grades,

graduated at a higher rate, scored higher on standardized assessments, and dropped

out of school less frequently. These advantages, however, are not shared by all student

athletes. The results of a recent study comparing the academic achievement of filipino

males who did and did not participate in sports found that sports participation had no

impact on academic achievement (Montgomery, 2010). Although involvement in

sports is generally positive in urban schools (DeMeulenaere, 2010), minority students,

do not always experience these positive outcomes resulting from athletic

participation. Their academic performance is consistently lower than. While the

majority of the literature (Branch, 2003; Crosnoe, 2004; VanDuyne, 2004) supports a

positive association between sports participation and achievement, there has also been

research suggesting that participation in sports can have a negative impact on

performance, especially for minority or at-risk students (Geisner, Grossbard, Tollison,

& Larimer, 2012; Humphrey, Yow, & Bowden, 2000; Umbach, Palmer, Kuh, &

Hannah, 2006). High school students involved in athletics may face additional
stressors and engage in more problematic behaviors than non-athletes, such as

drinking, dieting, and gambling, especially as they near the end of their high school

experience (Geisner et al., 201)

The relationship between athletics and academic achievement is an area that has

been extensively researched (Bowen & Levin, 2003; Comeaux, 2005; Gaston-Gayles

& Hu, 2009; Gaston-Gayles, 2005; Hartmann, 2008). Despite this apparent abundance

of research, the literature indicates that the link between academic achievement and

athletics remains somewhat ambiguous and highly contested (Georgakis, Evans &

Warwick, 2015). Proponents of high school athletic programs believe these activities

contribute to the overall education of students by enhancing their academic

performance through academic requirements in order to maintain athletic eligibility

(Lumpkin & Favor, 2012). The National Federation of State High School

Associations (2008) emphasizes that students who participate in high school sports

make higher grades. Bukowski (2010) found that 48 state athletic associations

recommended some form of academic eligibility requirements for student

participation in high school sports, with requirements ranging from being enrolled in a

minimum number of courses to a combination of a minimum number of courses,

passing all courses, a minimum grade point average, and an attendance policy. The

three most commonly used academic eligibility standards include pass- to-play, a

minimum grade point average, and a requirement that allows only a specified number

34 of failing grades (Callari, 2002). But academic eligibility requirements alone are

not enough to conclude that student athletes perform better academically in school.

Hartman (2008) acknowledges the possibility that sports participation may have no

causal impact on educational attainment, or that athletics may have negative impacts
on academic performance. The relationship between athletic involvement and

academic success is not a direct causal one and can vary based on the type of sport,

level of participation, background of the student- athletes involved, school

characteristics, and relationship between the athletic program and the academic

curriculum (Hartman, 2008).

A good effect of sports participation on academic achievement has been

connected to enhanced contentment with the body’s intuitive and dynamic thinking.

Physical activity is connected to improved mental health. An investigation of whether

present school-based physical education showed that it is effective as intensive bodily

activity in terms of academic progress and dropout rate. According to (Kidd, 2008),

sports are a unique and most visible activity for fostering good and considerable

change in motivating students. The sports program principles reflect the notion that

sports always hint at constructive consequences in an extensive range of societal and

individual concerns. It is also important to apprehend why sport is grasped as a tool

for development and how it changes students and communities into more disciplined

persons (Hall et al., 2018). Academic performance refers to a student's achievement of

the program's goals, milestones, and objectives. These are shown by grades, which

reflect the conclusion of testing, topic, or course evaluation procedure. In adding up to

improving classroom attentiveness, attention span, and enthusiasm in learning,

increasing student physical activity reduces arousal and boredom. One study found

that youngsters who were more interested in class had better classroom learning and

academic achievement. Academic performance relates to how students manage their

academics and finish tasks. This includes data processing and retention, as well as

verbal and written communication skills (Bailey, 2009). Undeniably, sports

engagement can have a significant impact on student academic development,

especially if students participate in training and warm-up competitions. They see

sports as a hindrance to students' academic progress since they spend so much time

outside the classroom exercise. Sport, according to (Moustakas, 2019), can contribute

to excellent educational outcomes through involvement. Many studies have linked

physical education and school sports to improved mental skills, positive school

attitudes, academic performance, and discipline conduct. These benefits are not

guaranteed and are contingent on the relationships between coaches and mentors as

well as the sports programs they execute. The sports program is used with parental

agreement, student position in class, skills and potentials, and teachers themselves.An

increasing body of study suggests that regular physical activity has benefits that

extend well beyond the individual's own physical wellbeing. As a result of the good

effects that physical activity has on mood, memory, focus, and classroom behavior in

youngsters and adolescents, data suggests a link between academic success and

physical activity in school (Pandolfo, 2018). As a result, with the right sports

program, students’ academic performance can benefit from regular physical and

training activity, which is best achieved by understanding general sports training

principles such as overloading, reproducibility, advancement, personalization,

sequence, and precision (Korey, 2019). With an increased emphasis on academic

accomplishment and standardized tests, schools have overlooked the vital role of

sports in their programs. Priority has never been given to potential athletes, and sports

activities have grown less important, despite the fact that they provide several

advantages to students' physical and emotional health.

FOREIGN STUDY:

The study of Yarkwha (2020) entitled “Effects of Sports Participation on the

Academic Perfromance of Senior High School Students in Mathematics” state that

sports participation have no negative effect on the academic performance of student-

athletes in mathematics. Also, participation in sports does not affect the learning time

of students. It was supported by Tremblay, Inman and Williams (2000) they revealed

that partaking in sports have negative effects on students’ academic performance.

Although students may spend substantial amount of time in partaking in sporting

activities, they still get time to learn.The primary purpose of this study was to

investigate the effect of engaging in sporting activities on the academic performance

of students in mathematics at the senior high school level in the Cape Coast

Metropolis. To ascertain the main objective of the study, descriptive survey design

was employed. The study used 100 senior high school students comprising 59

student-athletes and 41 non-student athletes. For data collection, each respondent was

presented with the research questionnaire designed for the study. The study revealed

that, there is no statistically significant difference between the performance of student

athletes and non-student athletes in mathematics. The study, however, concluded that,

sports participation has no negative effects on students-athletes’ academic

performance in mathematics. What this finding implies is that, parents and

mathematics teachers should not seize students from participating in sporting

activities with the fear that participating in sports worsens academic performance.

Results also from the study revealed that 48 (81.0%) of the students practiced for 1–
4 hours, 10 (17.0%) of them practiced for 5- 9 hours, 1 (2.0%) of them practiced for

10 – 14 hours. It can be inferred from the previous analysis that student-athletes spend

substantial amount of time participating in sports in Senior High Schools resulting

from the number of hours they spend in training and practicing and the number of

sporting activities they partake in. This finding is in conformity with the study of

Ahamed, MacDonald, Reed, Naylor, Liu-Ambrose and Mckay. (2007) when they

stated that even without jeopardizing their academic performance or progress,

children can spend a little less time in academic learning and more time being

physically active throughout the school day. From the discussion, it was observed

that, whether students-athletes practice or not majority wake up at the same time as

compared to those that wake up at different times and due to that it can be said that

student-athletes practice time do not have any negative impact on their learning times.

While the hypothesis of the study was, “There is no statistically significant difference

between the performance of students who participate in sports and their counterparts

who do not”. To answer the research hypothesis, data on students’ academic

performance in mathematics were gathered and analysis performed using the

independent-samples t-test..

In conclusion, the findingindings have the implication that student-athletes should

not be discouraged from participating in sports with the misconception that

participation in sports worsen students’ general performance and specifically

performance in mathematics. Students who possess the talent and ability to partake in

sports should be motivated by their parents, teachers and school authorities to engage

in sports since participation in sports has been shown to make students more active

even in the classroom. When students present in the mathematics classroom are very
active physically and cognitively, it would facilitate the teaching and learning of the

subject

LOCAL STUDY

The study by (Virgilia & Cerbito, 2019) entitled “The Impact of Sports

Participation on the Academic Performance among Athletes of Emilio Aguinaldo

National High School (GEANHS)’’ state that it is important that athletes should pay

close attention to their academics. Most of the time, student-athletes are out of school

during competition and this is one reason why they missed their classes which may

affect their academic performance. Also , student-athlete is not serious in their studies

and they are just given all privileges by the teachers. These concerns was supported

by Sitkowski, (2008, p.13) who affirmed that “student athletes experience role strain

because of the competing time and energy demands of the athletic and academic roles.

However, the finding oof this study revealed that sports participation helps the

respondents became more diligent in their study habits in which they prepared and

review before classes despite of their tight schedule. This also enhances their self-

worth which made the respondents’ more confident and determined to finish their

career path. Findings also revealed that the impact of sports participation to the

respondents’ attitude towards academics were strong in which they were motivated to

attend their classes regularly and more persistent in finishing their studies. Moreover,

sports participation developed the respondents’ time management skills like balancing

their time for workload in school and at home.

- The study aimed to determine the impact of sports participation on the academic

performance of student-athletes of General Emilio Aguinaldo National High School

(GEANHS). The respondents included were the 179 student-athletes from Grade 7 to
Grade 10. The researcher used a Descriptive Method employing survey and

documentary analysis with correlation of the two general types of variables. The

principal instrument for data gathering were the validated self-made questionnaire

with checklists. Findings revealed that majority of the respondents were 16 years old,

male, mostly participated in volleyball and basketball, and were required to practice

from 5 to 10 hours per week. Results also indicate that the impact of sports

participation to the respondents was strong in which they became more diligent in

their study habits, developed their self-confidence, had positive attitude towards

academics, and enhanced their time management skills. Findings revealed that there

are no statistically significant differences and relationship in the sports participation

and academic performance of the respondents. The study used the frequency

distribution and percentage of the General Weighted Average scores of the

studentathletes were from first quarter to third quarter of school year 2018-2019. This

was categorized by using a scale based in the Registrar of the GEANHS. The grades

were presented by the use of descriptors: Outstanding (90-100), Very Satisfactory

(85-89), Satisfactory (80-84), Fairly Satisfactory (75-79), and Did Not Meet

Expectations (Below 75). Out of 179 respondents, there were 6 or 3% with general

weighted average of Outstanding, 49 or 27% Very Satisfactory, 94 or 53%

Satisfactory, 29 or 16% Fairly Satisfactory, 1 or.6% did not meet expectations.

Findings also revealed that the academic performance of the respondents ranges from

74 to 91 with an obtained mean of 82.85 and standard deviation of 3.33, verbally

interpreted as Satisfactory. Based from the coefficient of variation of 4.02, the

academic performances of the respondents are clustered.

In conclusion, on the profile of the respondents, results showed that majority of the

respondents were 16 years old. There are more male athletes than female athletes and

majority were in Grade 8. The common sports participated in by the respondents were

volleyball and basketball. In terms of trainings, the respondents were required to

practice from 5 to 10 hours per week. All variables and their respective indicators of

sports participation resulted to strong impact to the respondents.. The academic

performance of the student-athletes during school year 2018-2019 was clustered based

on the coefficient of variation of 4.02. The academic performance ranges from 74 to

91 as shown in the obtained mean of 82.85 and standard deviation of 3.33, verbally

interpreted as Satisfactory. The null hypotheses of no significant differences are

accepted in all the variables of sports participation except in gender. Based on the

over-all weighted mean, all the variables and their indicators have strong impact to the

respondents. The null hypotheses of no significant differences are accepted in all the

variables of academic performance. Based on the over-all weighted mean, all the

variables and their indicators have strong impact to the respondents. There is a

negligible positive correlation between sports participation and academic performance

of the respondents. Thus, the null hypothesis of no significant relationship is accepted.

Therefore, there is no significant relationship between sports performance and

academic performance of the student-athletes of GEANHS.

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