the Impact of Sports Participation on the Academic Achievement of Students

Sports is a kind of competitive physical activity or games which is to maintain and improved abilities and skills, and it gives enjoyment to the participants or players and also gives scholarship to those selected or qualified players, but it has a big impact to the studies of those participating in sports, especially to those academic achiever of INHS senior high, they cannot do things together at the same time like learning and participating in sports

This chapter includes the review of related literature and studies which the researcher have perused to give significance on the topic under the study.

Many researchers proved that participating in sport may have negative impact on the academic achievement in every athlete student but they also proved that sports participation have also an advantage in every student like having scholarship in every university. Apart from that it will help the student to enhance their abilities in sport and have a healthy lifestyle particularly in Isabela National High School Senior High School.

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This is followed by related literature on the positive and negative factors effecting the academic achievement as well as the manner of INHS-SHS students.

Motivational theories play a significant role in students’ desire to participate and succeed in athletics and school. While there are several motivational theories in existence, the attribution theory, which encompasses motivation, is relevant to this particular study. The founder of the attribution theory, Heider (1958), believed that people logically attempt to uncover connections between causes and effects. While Heider was the first to propose a theory of attribution, Weiner (1985) developed the theoretical framework.

The attribution theory, which is probably the most influential contemporary theory with implications for academic motivation, incorporates behavior modification because it supports the idea that students are motivated by the outcome of being able to feel good about themselves. The attritubion theory is founded on the assumption

When individuals are expected to fill multiple roles, they can experience role strain in which commitment to one role detracts from the commitment to another (Goode, 1960). Student athletes experience role strain because of the competing time and energy demands of the athletic and academic roles. This formulation assumes that there is a finite amount of time and energy.

Marks (1977), on the other hand, argued that time and energy are subjectively experienced and are elastic. They can be expanded or contracted depending upon the degree of commitment to a given role.

Individuals can therefore 14 make time and energy for multiple roles if they are committed to each of them. Thus, athletic and academic roles need not be in conflict.

Griffith (2004) argued that “there is remarkably little research on the interplay of sports and academic achievement” (p. 1). In other words, research continues to struggle to empirically prove what has been a basic tenet of the rhetoric surrounding sports for years, that participation in sports improves such non-cognitive areas of personal growth as self-motivation and thus may (or may not) have a positive impact on academics as well.

In their review, Choi et al(2014) recognized that sport competition can be either positive or negative in terms of child development, depending on how experiences are perceived by children and how competition are designed.

(Lederman, 2012) stated that many public schools in Massachusetts are experiencing a period of extreme budget cuts in education, necessitated by a decrease in funding due to poor economic conditions. As revenue has diminished, the tightening of budgets has produced a heightened perception of the need for accountability in school programs. The emphasis has been on academic achievement, and funding has been reduced in areas like athletics, as resources have been perceived as being better used elsewhere.

R. Ignacio, R. Ignacio III and M. Buot (2017) stated that students athlete have difficulties in managing their time in their academics because of the hectic schedule in their training. However sports participation can motivate the students to achieve harder.

J.Flor (2000) Findings revealed that the mean grades of athletes in English, Science, and Grade Point Average were higher than the non-athletes except in Math. Although the athletes matched or even exceeded non-athlete’s academic performance, difference between the two groups was not significant at .05 level of significance. Results from this study suggest that the sports participation did not significantly affect the academic performance of athletes. It appears that the grades of the athletes did not suffer as a result of their involvement in competitive sports.